Calendar-thematic planning in the preparatory group of kindergarten according to the Federal State Educational Standard

Content of the concept of planning the educational process in kindergarten

To understand what a calendar-thematic plan is, it is necessary to make a short theoretical excursion into the essence of the concept of planning. So, planning in preschool educational institutions is designed to create a pedagogical model of interaction with children in different types of activities. Planning can be of several types, differing in the degree of detail of the educational process, but based on the educational program according to which the kindergarten operates.

To distribute hours by topic for each type of activity in kindergarten (cognitive, social-communicative, gaming, aimed at physical development, etc.) for a year, quarter or month, long-term planning is drawn up;
to group hours by topic for each type of activity for the week, the teacher draws up a calendar plan;
to distribute various types of activities within the framework of studying one topic in a particular educational activity, a calendar-thematic plan is created (for example, a calendar-thematic plan for familiarization with the environment, for preparing for school, etc.);
Planning helps to rationally distribute time between different activities
to group topics within one educational course with details of the types of work in different activities, block planning is completed (for example, the study of the “Space” block on familiarization with the environment includes topics such as “Planet Earth”, “First man in space”);
to indicate the types of activities in different educational areas within the boundaries of studying one topic, the teacher prescribes a comprehensive thematic plan;
a list of activities for introducing, practicing and consolidating material in different educational areas for each day is included in the daily plan - the most detailed type of planning.

The listed types of plan are something like a nesting doll, in which the long-term plan is the largest, more general toy, and the daily plan is the smallest, most specific. At the same time, this very particular plan, that is, a pedagogical guide to action for every day, is drawn up on the basis of a calendar-thematic one, which gives an idea of both the topics of the educational process and its structure.

This is interesting. The calendar-thematic plan is a mandatory document of the teacher, for the preparation and implementation of which he is responsible. Control over the preparation of planning is carried out by the management of the kindergarten at the beginning of the year, monitoring the implementation of the plan on a monthly basis remains with the senior teacher.

The success of the educational process is determined, among other things, by the teacher’s ability to competently plan educational activities.

An example of a plan for a year in a preparatory group

It is compiled in a tabular format, which is much more convenient for use.

Month

January

February

March

April

March

June

July

August

September

October

november

December

Algorithm of teacher actions

Pedagogical goals, as well as tasks that need to be completed for the child’s development

Educational areas involved

Events of the week, as well as the type of form in which the activities of interaction between the child and adults will be organized

Individual learning tasks for each group of children

Methods and techniques used

Pedagogical activities used

Results achieved

Experts believe that planning educational activities should be comprehensive and thematic. It is recognized as the most effective when working with preschool children. If desired, you can plan every day, week or separate periods of winter, summer, etc. This will help not to lose sight of any important pedagogical task.

Goals and objectives of drawing up a calendar-thematic plan in the preparatory group

The goals of calendar and thematic planning are general in nature for all age groups and include:

ensuring the implementation of the educational program in all areas of the educational process to increase the level of development of preschool children that meets program requirements;
consistent and systematic educational impact on children, as well as the level of pedagogical skill of the teacher, capable of designing options for interaction with children;
practical implementation of various forms and methods of working with children;
selection of technical teaching aids that are suitable for the purposes of a specific type of activity.

The tasks of calendar and thematic planning in the preparatory group are:

searching for an optimal option for integrating educational areas within the framework of studying a specific topic (despite the fact that for older preschoolers play activity still predominates, the emphasis is on the social-communicative and cognitive areas, since they are in many ways the determining factors of a child’s readiness for school);
selection of methodological techniques taking into account the individual characteristics of the pupils (for example, if the group is dominated by children with a high level of independence, then in the group of verbal techniques the leading method of interaction will be conversation, since it allows children to take the initiative);
creating conditions to ensure different types of interaction among all participants in the educational process (children, teachers and parents);
the ability to evaluate the results of the educational process not only within a specific academic year, but also throughout the entire period of passing a given stage of education (the teacher has the opportunity to monitor the level of sophistication of the material and techniques in work on topics that have a cross-cutting nature, that is, studied in different aspects in each age group, for example, “Domestic and wild animals”, “Seasons”, etc.).

Objects of the calendar-thematic plan

In the preparatory group, a calendar-thematic plan is drawn up in the following areas of work:

formation of elementary mathematical concepts (FEMP);
formation of a holistic picture of the world (FCCM);
speech development;
reading fiction;
familiarization with the natural environment (this course includes children’s research activities, which are described in the work form column on a particular topic);
social and communicative development (in some programs this educational area is implemented within the goals and objectives of direct educational activities, and is not included in a separate plan);
speech therapy classes, including rhetoric classes (if they are provided for by the preschool educational institution program);
local history;
fine arts (drawing, arts and crafts);
cultural and leisure activities (including holidays and evening entertainment);
preparation for school (this type of plan appears in the form of a separate document in work with older preschoolers, before which elements are included in work in the relevant educational areas);
walk.
The walk is also the object of calendar and thematic planning

Standards

Comprehensive thematic planning in the preparatory group for the Federal State Educational Standard is carried out by all specialists related to the preschool educational institution.

Relevance of planning

The relevance lies in the fact that each subsequent younger generation has differences in development. New systems of communication and information transfer are emerging, which affects learning. Tablets, social networks, video content and virtual reality are something that today’s educators have practically never seen, and modern children understand as commonplace.

Classes at the preschool educational institution are planned

Drawing up a plan involves participation:

music director;
instructor responsible for physical education;
speech therapist who corrects speech;
teachers who are responsible for additional education;
educators who occupy the status of active participants in the creative group in the institution.

All events are approved in advance

For your information! All these persons are a kind of partners who can make proposals to the plan regarding the content and principle of organization.

Conditions for implementing the plan

It is worth noting that there is a unified state standard according to which the development of an educational activity plan is carried out, so the teacher can choose the form that will be most convenient for him. However, everyone must comply with a number of conditions set by the Federal Ministry of Education:

It is necessary to objectively assess the level at which the current work is at the time of planning.
It is important to correctly identify goals and objectives for each individual period of work, and correlate them with exemplary general education programs of preschool institutions, according to which they organize the educational process in certain age categories, groups of children and priority areas.
The teacher must clearly understand the result of the work that he will have to achieve by the end of the year.
It is necessary to correctly select the best options for promising paths, as well as methods and means that will help achieve the goal without problems, and therefore complete the task.

Teachers are constantly improving

An equally important condition in weekly or daily planning is taking into account what specific features it has:

specific age group;
a certain team of teachers;
the actual situation in the educational institution;
the principle by which the learning process will be carried out;
professional competence of each participant in this activity.

Analysis of a teacher’s occupation in a preschool educational institution according to the Federal State Educational Standard

Every mother will say that her child is the most beloved, smart and reasonable. However, you need to learn to correctly assess the baby’s abilities and, if necessary, you need to help him develop, learn and increase his intellectual capabilities.

For your information! This attitude, combined with the individual approach of teachers, will give excellent results in the study of disciplines, regardless of what year of birth the children entering preschool education.

Structure of the document on the Federal State Educational Standard

A plan for educational work with children is a document where recommendations are clearly stated, and both teachers who replace each other are required to use it. In other words, this development must be created jointly. Planning is:

drawing up a plan for working with children;
setting specific goals to be achieved in a year;
certain tasks assigned to teachers.

Teachers also plan

It is permissible to make adjustments during the implementation process, but it is advisable to reduce the number of changes to a minimum. In general, each calendar-thematic plan consists of:

title page;
an explanatory note containing recommendations for the submitted document;
planning for the chosen form of training;
literature that was used to draw up and implement the plan.

Planning by educational area

First of all, you need to understand that thematic compilation is the process of creating a work schedule, and the standard of the general education program of preschool education in completely different areas is taken as a basis. Namely by:

physical;
social and personal;
cognitive;
speech;
artistic and aesthetic.

For your information! If we pay attention to the complex thematic principle on which the EP according to the Federal State Educational Standard is built, then in order to motivate children to learn new material, it is necessary to use not individual game techniques, but to achieve the assimilation of information given by the teacher in the process of preparing and implementing events that are especially significant for preschool children.

In this case, project activities will be more priority and effective. In other words, the child will independently participate in the development of upcoming events or even regular activities tied to a specific topic, and this will encourage him to learn everything new, useful and interesting. This form of training is more effective in that children will follow the clear instructions of adults. Only an active person can achieve real success. As for planning by area, the teacher is obliged to:

choose a topic;
choose the form in which the work will be carried out, corresponding to the given topic;
provide parents with a list of tips on how to work with children at home in order to whet their interest in visiting a preschool educational institution.

How to teach your child addition and subtraction within 10 and 20

All topics being worked on must have a conclusion in the form of:

Exhibitions;
holiday;
sports entertainment;
role-playing game;
performance, etc.

Types and forms of planning

The preschool educational institution uses two types of planning - annual and weekly.

Teachers give preference to the following types:

calendar-thematic;
perspective-calendar;
block;
complex.

Recently, modular planning has been used, the peculiarity of which is to take into account how a modern preschool institution works. It includes 3 sections at once:

Drawing up long-term calendar planning.
Carrying out the continuity procedure between preschool educational institutions and schools.
Communication between pre-school specialists and public organizations.

Children learn better by playing

Pedagogical diagnostics must be included in the preparation of the plan so that it is possible to competently and adequately evaluate the indicators:

children's achievements;
the results achieved by teachers;
the extent to which it was possible to correct the level of development of each individual child.

The planning principle is:

An integrated approach will allow you to correctly connect all the links and parties involved in education.
Building a pedagogical process, the support of which will be the interaction of adults and children.
Taking into account such nuances as the climatic features of the region of residence, the age of the children, as well as the time of year when classes are held. For example, in autumn you can study weather conditions, the colors of the leaves that fall and the period of their complete fall. In spring, it is especially interesting to watch the melting snowdrifts, swelling buds, the gradual appearance of the first flowers, greenery and the birds that arrive for the summer.

The priority is to manage the pedagogical process by modeling and adapting an approximate model of an educational activity plan in relation to the conditions that a preschool educational institution can provide.

What techniques are included in calendar-thematic planning

In the calendar-thematic plan, the teacher indicates the types of methodological techniques that he plans to use to achieve his goals when considering a particular topic. In the preparatory group, when the children are already familiar with all the ways of interaction, it is very important to bring students as close as possible to working according to the traditional set of techniques that are accepted in elementary school. As a rule, this is a complex of four groups:

verbal;
visual;
practical;
gaming.

Let's consider their options within each group.

Verbal techniques

In the preparatory group, children actively master the skills of composing logical, expressive dialogical and monological statements. In this regard, it is very important for the teacher to use speech as fully as possible when interacting with children in different types of activities.

Explanation

Of course, this methodological technique in working with children 6–7 years old does not carry such a meaningful meaning as it did in previous years: children “grab” the material faster, they do not need to explain for a long time. But from the point of view of the method of conveying information, the explanation is very valuable for preparators, because with its help the children expand their vocabulary, master speech clichés, practice the grammar of sentence construction - that is, all those aspects of the language that are so important for creating their own speech image.

The explanation can be not only group, but also individual in nature.

Conversation

In the preparatory group, this technique can be called the most important in the verbal group. With the help of conversation, children not only develop their speech, but also learn to build cause-and-effect relationships between the phenomena they are talking about, as well as to convincingly prove their point of view, compare new information with experience already gained, and think critically.

To implement this technique in my practice, I am guided by two rules for preparing a conversation:

I prepare 1–3 questions in advance (one to test understanding of the essence of the material, two problematic ones, the answers to which may be directly opposite);
I think through 1-2 questions to reveal the nuances of each of the directions in which the conversation can go.

For example, when studying the topic “Etiquette”, the set of questions could be as follows:

“What is etiquette?” (children have been familiar with this concept for a long time, the question updates the children’s knowledge);
“Is it important or unimportant to adhere to etiquette in everyday life, for example at home?” (here the children, for the most part, of course, agree on what is important, they prove their opinion, however, you can invite them to fantasize about what will happen if a person adheres to the rules in society, but does not at home);
“Is it possible to be friends with ill-mannered people?” (here we discuss two options - when a friend is ill-mannered, and one is often ashamed of him in front of others, and also when a friend is familiar with generally accepted rules of behavior - and after that we determine what is closer to us).

Riddles and poems

Typically, these verbal techniques are used to update background knowledge. But in the preparatory group, children are already organized enough to tune in to work through conversation or looking at illustrations (that is, a visual technique). Nevertheless, riddles can be used to systematize this or that material.

For example, when I work with my children on the topic “Berries,” I suggest using riddles to summarize the material that we learned in the lesson on familiarizing ourselves with the natural environment:

You will find this berry not in the garden, but in the swamp. Round, like a button, Red... (cranberry);
Someone dropped a lot of dark blue beads on a bush. Collect them in a basket. These beads are... (blueberries);
On a thin thorny branch, children in striped T-shirts. A bush with thorns is not a rosehip. What is its name? (gooseberry).

In the process of considering the topic “Household Items,” the guys and I discuss the importance of technology, using the poem “Vacuum Cleaner” as the basis for the discussion:

A dashing vacuum cleaner is lurking in the corner. He carries a whole load of dust on himself. Sweeps away the specks And, pleasing the eye, He puts things in order in our house. Growls, grins, hisses and whistles. The dog tries to bite the tail. It will clean your stains, wash your threshold, and if you don’t need it, it will go into a corner.

Poems and riddles help organize children

Funny stories

Children love fairy tales - this is an axiom. Therefore, it would be a big methodological miscalculation on the part of the teacher not to use fairy tales in his work. At the same time, fairy tales are usually invented “on the fly,” that is, in the process of preparing a lesson on a specific topic.

For example, when studying the topic “Children’s Rights,” I offer my students the fairy tale “How the Hare Got His Rights.” “In one forest there lived a Hare. But his life just wasn’t going well: as soon as he finds food for himself, the squirrels immediately come running and take everything for themselves, as soon as he settles in the house, the Fox comes running and kicks out the Hare. And the Hare cannot fight back: words are not enough because of the insult, and he does not know how to fight at all. Then he decided to go to the wise Leo for advice. And Leo explained to him that no one can deprive another of food or home, since this is written in the law by which everyone lives. And the Hare has the right to food and the right to legally acquired territory, that is, a home. And if the offenders again misbehave, then they should be reminded that violating the rights of others threatens with expulsion from the forest and imprisonment. The Hare listened to the Lion, returned to his house and drove the Fox away, threatening her with prison. And the squirrels didn’t even have to say anything: when they saw the proud, self-confident Hare, they immediately realized that it was better to go home in good health and not touch the sideways thing again. This is how knowing your rights gave you confidence and solved the Hare’s problems.”

After listening to the fairy tale, the children and I discuss the story based on the following questions:

“Why did everyone offend the Hare?”
“Do you think that if the Hare simply fought with the offenders, it would help? (yes, but temporarily) Why not? (because the fox and squirrels would probably try to offend the Hare again, only now they definitely won’t relax, they won’t let the Hare defeat them)”;
“Why is it important to know your rights?”

Reading

Most 6-7 year old kindergarten students can already read. Therefore, the teacher needs to use this skill not only in reading classes or preparing for school, but also during the implementation of other elements of the educational process. For example, reading short descriptions of the main features of handicraft products. It is important that the text is small in volume and accompanied by clarity, that is, pictures.

Tongue Twisters

This verbal technique is important for correcting sound pronunciation disorders in children. Usually, for older preschoolers, sets of general tongue twisters are prepared in advance, taking into account specific speech problems in the group. Blocks of tongue twisters are compiled either by a speech therapist who has tested the children, or, if there is no full-time speech therapist in the kindergarten, by a teacher.

“The letter Z is wide and looks like a beetle, and at the same time, like a beetle, it makes a buzzing sound: zhzh.” (Sound practice [F]);
“On my brother Borya’s birthday I will paint the sea and a boat with an anchor - Borya will be a sailor.” (Practice sound [P]).

Group of visual techniques

Information perceived by children through the visual channel is remembered much more firmly than information received through other senses. That is why in the calendar-thematic plan, when considering any (!) topic, clarity is presented. There are several options for its presentation:

pictures illustrating the content of the material (for example, sequences of actions in the fairy tales or stories being studied, the meaning of road signs, etc.), the order of actions (for example, the stages of working on a craft);
demonstration, when a teacher shows the sequence of performing a particular task using his own example (for example, lays out arithmetic examples with counting sticks, presents the order of performing game actions in an outdoor game, etc.);
If we talk about movements in games or exercises, then children better perceive a living example
demonstration (this technique in the context of the modern educational process has acquired particular significance, since it involves the use of technical teaching aids, that is, a computer, a multimedia projector).

Video: an example of using the demonstration technique when studying the topic “Inanimate Nature”

This is interesting. In some video collections, for example, educational presentations, after the information block, tasks are given to check the understanding of the material.

Group of practical techniques

These methods of interaction with children involve mastering new material through its implementation on the basis of existing experience. In other words, having become acquainted with the new names of pieces of furniture (for example, a banquette, a bureau, a bookcase, etc.), children, based on their existing ideas about modeling, make these interior objects from plasticine.

Practical techniques that involve creative understanding of phenomena, in addition to modeling, also include:

drawing;
design;
applications;
crafts.

This is interesting. Often, in the form of such creative tasks, children are tasked with completing a joint project with their parents on a particular topic. For example, “My home”, “Trees and shrubs of our region”, etc.

Photo gallery: examples of “Houses on Our Street” projects

In addition to building houses, children also color their crafts.

You can use scrap material to complete the task.

Different geometric shapes can act as blanks for houses

The project can be completed using different techniques

Observations

Techniques for practical comprehension of the material also include observations or experiments that give children a deeper understanding of the nature of things. Observations can be planned to be carried out in a group (for example, the progress of germination of bean seeds) or on the street (for example, observing people’s work activities, transport, seasonal and weather changes in the outside world).

Table: examples of tasks for observation in the preparatory group

Observation object	Target	The essence
Length of day	Expand children's understanding of relationships in the world around them.	Children watch the sun for several days and come to the conclusion that the length of the day is related to the movement of the sun, to how high it is.
Leaf fall	Teach children to distinguish the leaves of bushes and trees by size, shape, and length of the stem.	Children compare 3-4 pieces of paper with each other and formulate conclusions regarding their appearance.
Hooded and black crows	Develop the ability to compare and find differences.	Children compare the appearance, voice and habits of two crows and draw conclusions.

Gaming techniques

You can’t do without playful techniques when working with children. Therefore, the calendar and thematic plan includes all types of games. At the same time, in the preparatory group, in contrast to the previous stages of education, when studying a topic, 1–2 types of games can be used, and not all.

Children master the world around them through play.

Goals of inclusion in the plan of didactic games

This version of the games is used at different stages of working with the material:

to get acquainted with new information;
as a tool for consolidating and practicing acquired knowledge, skills and abilities.

Table: examples of didactic games in the calendar and thematic plan for the preparatory group

Type of educational game	Name	Targets	Material, content of game actions
Logical	"What it is?"	develop ingenuity and imagination; train your memory.	The teacher, and then the children, make a guess about the object they are describing. The rest of the participants try to guess what it is about. For example, rectangular, can be of different colors, with glass or plastic on top, sold in special stores, maybe with buttons, you can talk on it - a mobile phone.
Verbal	“Name the plant with the right sound”	develop phonemic hearing; expand your vocabulary on the topic “Plant world”.	The teacher names the sound, and the children name the trees and bushes that begin with this sound.
Musical	"Where does the sound come from"	Train the ability to find the source of sound.	3-4 children make a certain type of noise (the ringing of a bell, the hum of a car engine, the sound of wooden spoons, etc.), the rest of the participants, standing with their backs to the driver, guess what is sounding and where it comes from.
Sensory	“Find the same leaf”	Learn to classify objects based on common and different characteristics.	Children look at the leaves on the tree, and then, dividing into teams, look for the same ones on the ground, comparing them according to their defining characteristics.
Desktop-printed	Lotto "Geometric Shapes"	train the skill to distinguish basic geometric shapes; develop the ability to correlate parts of a whole by shape and color.	Children fold geometric shapes from two halves, making sure that not only the shape, but also the color matches. The task is performed at speed.
Games with objects	This type of game includes tasks involving the use of natural materials or toys. For example, count how many chestnut chips each of the chestnut characters has.
Interactive	Its implementation requires certain technical equipment - an interactive whiteboard. The essence of the games is to follow the rules specified in the methodological support of the application. For example, in a class preparing for school, to work on simple arithmetic operations, you can use a game created on the basis of the beloved cartoon “Masha and the Bear”.

Outdoor games

The main purpose of these games is to compensate children for their need for physical activity.

For harmonious development, a child needs to demonstrate his physical activity.

Table: examples of outdoor games in the calendar and thematic plan for the preparatory group

What is being worked out	Name of the game	Targets	The essence of the game
Running in different directions, jumping	"Tag"	train running in all directions; develop the ability to increase or decrease running speed according to a signal; develop the ability to quickly respond to a situation.	The driver stands in a circle blindfolded. The children unwind it, then take off the bandage and run away. The trap should catch the slow participant.
Spatial orientation	"Tag in the swamp"	learn to run, taking into account obstacles in the form of visual cues; develop dexterity.	Children use various objects to mark places where they should not go. According to the teacher’s conventional sign, all the kids run away, and the driver tries to catch up and show off.
Forming a sense of balance	"Don't stumble"	learn to jump on one leg, land on the toe of a half-bent leg; develop balance; strengthen the muscles of the musculoskeletal system.	Children stand in two columns. At a signal, they begin to move from one point in space to another. In this case, the one standing first jumps to the target, and the rest walk nearby. If a child stumbles, he stands at the end of the column, and the next participant plays his role. The winner is the team that has covered the longest distance to the finish line.
Development of attention	"Relay race in pairs"	train running skills in pairs; develop endurance and attentiveness.	Children, holding hands, stand on one side of the playground in two columns. According to the conventional sign, they need to run to the opposite column without releasing their arms.
Practicing climbing and crawling skills	"Where are my bananas"	train the ability to climb a gymnastic ladder; repeat the count within five.	The “monkey” children are standing near the gymnastics stairs. The teacher names how many “stairs you need to go to get bananas,” and the children climb that number of steps to the top.
Agility training	"Don't step on it"	train dexterity, attentiveness; practice the ability to jump over an obstacle with a left-right shift.	Children place sticks in front of them and stand a short distance from the stick. At the teacher’s signal, they try to jump over the obstacle, moving to the left or right.

Theatrical games

This type of games helps children show their creative abilities at the stages of preparing and conducting games, since children are involved not only in performing game tasks themselves, but also in coming up with a scenario, distribution of roles, etc.

Theatrical games give children the opportunity to unleash their creative potential

Table: examples of theatrical games in the calendar and thematic plan for the preparatory group

Type of theatrical performance	The essence of game actions	Examples
Role-playing games	Kids, based on their experience, act out situations they encounter in everyday life.	“Mothers and Daughters”, “At a Doctor’s Appointment”, “In the Library”.
Dramatizations	Children speak and perform those actions that are prescribed for their character by the “director,” that is, the teacher or the child himself.	Matinees, performances based on read fairy tales, etc.
Director's games	Children not only perform game actions themselves, but also organize the content of the game itself.	Kids act out the actions of emergency rescue workers during a fire, using flannel figures.
Finger games	They are used as a physical education break during classes, train speech centers, and also prepare the hand for writing.	In our group, girls and boys are friends, (fingers of hands are connected ri) We will make friends with small fingers, (rhythmic touching of the fingers of the same name of both hands) One, two, three, four, five, (alternately touching the fingers of the same name, starting with the little finger) Begin count again. One, two, three, four, five, We're done counting. (Hands down, shake hands)

Requirements for the design of a calendar-thematic plan

This option for drawing up a plan is fixed by the requirements of the Federal State Educational Standard (FSES) for the preparation of documentation in a preschool educational institution and includes:

a title page indicating the full name of the preschool educational institution, the name and age category of the group, the program under which the kindergarten operates, the full names of the teachers of the group, the start and end dates of work under this plan;
alphabetical list of children in the group indicating dates of birth;
routine moments in the group (type of activity and time allotted for it), including exercises, hardening procedures, if the latter are provided for by the preschool educational program;
schedule of direct educational activities (DEA) for the week;
the plan itself, indicating the date of the type of work, topic, forms of children’s activities, goals, equipment for each of the forms, as well as planned results (achievements in the cognitive, emotional-volitional spheres and personal success);
blank last sheet, which is intended for comments and wishes of the senior teacher.

This is interesting. Personal achievements in the column of results of implementation of the calendar-thematic plan began to be included from the moment the preschool educational institution began operating under the Federal State Educational Standard.

If no fundamental changes occur in the work program of the preschool educational institution, then calendar and thematic plans can be drawn up on the basis of those already worked out earlier

Table: sample of drawing up a calendar-thematic plan in a preparatory group for different educational areas (fragments)

The author is Onoprienko N., teacher at MBDOU “Kindergarten No. 15 “Rucheyok”, Rtishchevo, Saratov region.

Date/day of week	Kind of activity	Subject		Targets	Ways to achieve the goal			Equipment, materials
15.09. Thursday	Modeling	Sculpting a human figure in motion	teach children to convey the relative size of the parts of a person’s figure and changes in their position when moving (running, working, dancing, etc.); learn to sculpt a figure from a whole piece of clay; consolidate the ability to firmly install a figure on a stand.			introductory conversation; independent work; review of finished works.	figures depicting people in motion; clay, stacks, boards for modeling.
29.09. Thursday	Modeling	Basket with mushrooms	exercise children in conveying the shape of different mushrooms using finger sculpting techniques; consolidate the ability to sculpt a basket; clarify knowledge of the form (disk); cultivate the desire to achieve good results.		introductory conversation; independent work; review of finished works.			toys (dummies) of various mushrooms; plasticine; boards for modeling.
03.10. Monday	Cognitive development. FCCM	Vegetables and fruits	expand children's understanding of vegetables and fruits; learn to distinguish them by appearance; teach to establish cause-and-effect relationships using the example of fetal formation.		reading the poem “What grows in our garden bed?” V. Kornina; arrange the pictures of fruits into groups: fruits and vegetables; guessing riddles; teacher's story about how the fetus is formed.				pictures depicting fruits and vegetables; illustrative material showing how the fruit is formed.
10.10. Monday	Cognitive development. FCCM	My native country is wide!	give children an idea of Russia as a country of cities; introduce the principle of creating coats of arms; expand children's understanding of the peculiarities of the geographical location of Russia.		examination of the coats of arms of Russian cities; conversation about the coats of arms of the city of Rtishchevo and the Saratov region; looking at a map of Russia.			geographical map, image of the coats of arms of Russian cities, including the city of Rtishchevo and the Saratov region; illustrations depicting mountains, rivers, seas, plains; recordings of nature sounds.
17.10. Monday	Cognitive development. FCCM	Planet Earth is in danger!	Give children the idea that planet Earth is a huge ball. Most of the globe is covered with water - oceans and seas. In addition to water, there are continents - solid land - land where people live. Planet Earth is now in danger: in many places the water, land, and air have become dirty. Everyone finds it difficult to breathe, people and animals get sick. To cultivate a love for nature, a sense of duty to protect and defend the Earth on which we live.		story-conversation about planet Earth; Mark on the globe the places that are most polluted and that need help.			globe; "sos" tags.
01.11. Tuesday	Cognitive development. Productive (constructive) and cognitive-research activities.	Theater	strengthen children’s ability to design buildings for various purposes; develop artistic taste; continue to teach how to create collective buildings.		water conversation; independent work; viewing buildings.				Construction material
02.11. Wednesday	Drawing	Doll in national costume	consolidate the ability to draw a human figure, conveying the structure, shape and proportions of parts; it’s easy to draw an outline with a simple pencil and paint over the drawing with pencils and paints; learn to depict the characteristic features of the national costume; Encourage children to draw in their free time.		tell children that people of different nationalities live in our country, and each nation has its own beautiful national costumes, show a doll in a national costume, clarify the details of clothing, color; independent work; reviewing the works, choosing the most expressive ones.			doll in national clothes; simple graphite pencil; colored pencils or watercolors; brushes; jars of water.
07.11. Monday	Cognitive development. FCCM	Animals of our planet	Expand knowledge about animals living in different parts of the planet.		offer to go on a trip to different parts of the planet; conversation about animals that come our way; game "Who Lives Where".			Pictures depicting different animals.
03.04. Monday	Speech development	Spring is coming, make way for spring!	Reading poems about spring to children, introducing them to the poetic style of speech.		introductory conversation; reading poems by F. Tyutchev “It’s not for nothing that Winter is angry...”, “Spring Waters”, E. Baratynsky “Spring! Spring! How clean the air is!”; ask the children which poem they liked best.
10.04. Monday	Cognitive development. FCCM	Space	expand children's understanding of space; bring to the understanding that space exploration is the key to solving many problems on Earth; tell children about Yuri Gagarin and other space heroes.		introductory conversation; teacher's story about space, about space discoverers; outdoor game “Fast rockets are waiting for us.”			illustrations on the theme “Space”; photographs of astronauts, rockets, space satellites; pictures depicting aircraft, including spacecraft.
17.05. Wednesday	Drawing	Drawing from life “Indoor plant”	learn to convey in a drawing the characteristic features of a plant, shape, or flower pot; develop the ability to see tonal relationships and convey them in a drawing, increasing or decreasing the pressure on the pencil; develop small hand movements; to develop the ability to regulate the drawing movement by force, to successfully position the image on the sheet.		looking at a potted indoor plant; suggest drawing the plant only with a graphite pencil; independent work; exhibition of works.			indoor plant; album sheets; simple graphite pencil.
30.05. Tuesday	Cognitive development. Productive (constructive) and cognitive-research activities	We are scientists	clarify children’s ideas about the properties of sand, clay, stones; learn to compare materials, correctly name all their features, and use them in crafts according to their properties; motivate children to experiment with inanimate objects (sand, clay, stones); develop skills of cooperation and initiative.		introductory conversation; experiments; reflection.			aprons; sand; clay; stones; magnifying glass; paper; containers with water; napkins; pieces of paper.

The calendar-thematic plan, like any other type of planning in kindergarten, is in the nature of an element that organizes the educational process, and also allows you to clearly see the dynamics of the implementation of the preschool educational institution program. When drawing up a calendar-thematic plan, the teacher needs, following the general requirements for the content and structure of this type of documentation, to take into account the individual characteristics of his students. And when working on a plan for the preparatory group, also take into account the continuity of the structure of the educational process with the next stage of education, that is, the beginning of schooling.