The brochure presents the preschool training program "Steps" in mathematics for children 3-6 years old ("Play" for children 3-4 years old and "One - a step, two - a step ..." for children 5-6 years old), which is the initial a link of the continuous course of mathematics for preschoolers, primary and secondary schools of the educational system "School 2000 ...". The planning of lessons is given, taking into account the possibility of working on this program with preschoolers of various levels of training. The main goal of the "Steps" program is to develop in children, in the course of didactic play, thinking, creative forces and activity abilities, general educational skills and personality traits that ensure effective learning at school. The program is methodically provided with the courses "Igralochka" and "One is a step, two is a step ..." by the authors of L.G. Peterson, E.E. Kochemasova and N.P. Kholina, who have been tested in wide pedagogical practice with positive results since 1992.

Explanatory note.
The program of mathematical development of preschoolers "Steps" is the initial link in the continuous course of mathematics for preschoolers, primary and secondary school students of the educational program "School 2000 ...". The main goal of the "School 2000 ..." program is the all-round development of the child, the formation of his abilities for self-change and self-development, a picture of the world and moral qualities that create conditions for successful entry into the culture and creative life of society, self-determination and self-realization of the individual. This goal is realized in accordance with the stages of cognition and age characteristics of the development of children in the system of lifelong education.

Goals and objectives of preschool education of children.
At the stage of preschool preparation, the educational process is organized on the basis of the main characteristics of the first pre-conceptual stage of cognition (the stage of objective actions) and the age periodization of the psychological development of D.B. Elkonin. In the preschool period, the child's primary awareness of the external influences of the surrounding world occurs, therefore his development is associated with the formation of cognitive processes and abilities for basic mental operations based on object actions in the course of play types of communication. It means. that in addition to the development of attention, memory, speech, traditional for preschool training, mental operations should be formed in children:
analysis of the properties of the investigated objects or phenomena;
comparison of properties of objects;
generalization, that is, the identification of the general properties of objects in a group;
distribution of items into groups according to the selected property;
classification according to the selected property;
synthesis based on the selected structure;
concretization;
analogy.

Content
Foreword
I explanatory note
1. Goals and objectives of preschool preparation of children in the program "Steps"
2. Organization of the cognitive process
3. Organization of the educational process
4.Managing the preservation and maintenance of children's health
II.Programs
1.Program of the course "Play" for children 3-4 years old and 4-5 years old
2. The program of the course "One is a step, two is a step ..." for children 5-6 years old and 6-7 years old
III. Methodological support
IV. Approximate planning of training material
1.Thematic planning for the course "Play" for children 3-4 years old and 4-5 years old
2. Thematic planning for the course "One - a step, two - a step ..." for children 5-6 years old and 6-7 years old (64 lessons)
3. Thematic planning for the course "One - a step, two - a step ..." for children 5-6 years old and 6-7 years old (86 lessons).

Free download the e-book in a convenient format, watch and read:
Download the book The program of preschool training for children 3-6 years old "Steps", Peterson LG, 2007 - fileskachat.com, fast and free download.

• A playful step to school, Practical course in mathematics for preschoolers, Methodical recommendations, Part 3, Peterson L.G., Kochemasova E.E., 2011

Maria Nikolaevna Stepanenkova
Review of the course by L. G. Peterson "Playful" (from work experience)

Since 2012, our kindergarten No. 114 has been participating in the federal experiment “Mechanisms for the implementation of the federal state educational standard based on the activity method of L.G. Peterson from the standpoint of the continuity of the educational process at the stages of preschool education - primary school - secondary school ”. V work we switched on at basic (minimum)level of participation: implementation of the technology of the activity-based teaching method in course mathematical development of preschoolers " Iglochka"authors L. G. Peterson, EE Kochemasova, the main link of the "World of Discovery" program.

Well« Iglochka» designed for children from three years old. Parts coursecalled differently: for younger preschoolers (1.2 parts) - "Iglochka", for seniors (3.4 parts) - "Playmaker - a step to school".

The course consists of:

Methodological manual for educators (it contains detailed notes, indicated the necessary materials for the lesson);

Demonstration material (one per group, with him teacher works) ;

Handout material (for each child);

Notebooks-albums (for each child).

The main program content meets the requirements of the Federal State Educational Standard and includes the following content sections:

properties of objects and groups of objects;

patterns;

magnitudes;

spatio-temporal representations.

The main tasks course are:

Formation of curiosity, activity, motivation focused on the satisfaction of cognitive interests, the joy of creativity.

Development of mental operations:

analysis of the properties of the investigated objects or phenomena;

comparison of properties of objects;

generalization and distribution of items into groups according to the selected property;

synthesis based on the selected structure;

concretization;

classification;

analogy.

Development of variable thinking, fantasy, imagination, creativity.

Increased attention and memory.

The development of speech, the ability to argue their statements, build the simplest inferences. Expansion and enrichment of the vocabulary, improvement of coherent speech.

Formation of the ability to understand the rules of the game and follow them.

Formation of prerequisites for logical thinking, sensory processes and abilities.

Formation of prerequisites for universal educational actions (arbitrariness of behavior, the ability to purposefully master volitional efforts, establish correct relationships with adults and peers; Work according to the rule and pattern, planning your actions, checking the results, correcting mistakes).

Tasks with age also become more complex, which leads to a change in the spatial development environment. For example, in the second junior and middle groups, we introduce children to the designation of numbers and their correlation with the number (we hang a mobile with numbers and the corresponding quantity); in the older one, we introduce the numerical series, with the designation of numbers by dots (we build a number series of houses with dots); in the preparatory - with the method of printing numbers, with the composition of the number (number series with the composition of the number, cards with the printing of numbers)... There are mathematical corners in each group, their content also changes with age. Here's our version.

The basis of the organization of the educational process course the activity method is laid. This means that new knowledge is not given to children in a ready-made form, but enters their lives as a "discovery" of regular connections and relationships of the surrounding world through independent analysis, comparison, identification of essential features and generalization. An adult leads children to these discoveries, organizing and directing their joint play activities through a system of questions and tasks.

The leading activity of preschoolers is play activity. Therefore, classes, in fact, are a system of didactic games. Children do not notice that they are learning, they move through the group, work with toys, pictures, balls, cubes, etc. The entire system of organizing lessons is perceived by the child as a natural continuation of his play activity. Children do not learn anything, they act to achieve their "Children's" goals; completing tasks, they help any heroes. Some of the characters accompany the children to the classroom throughout the year. The teacher sits during class, he works at eye level of children. Another feature of the classes course is what a start place "games" and its completion necessarily coincide. The teacher sums up the result of the lessons himself in the younger and middle groups, starting with the older one, children learn to draw conclusions, answering questions: "Where have you been?", "Who did you help?", "What knowledge was useful to you?".

Each lesson is organized taking into account the system of didactic principles of the activity method of L.G. Peterson:

The principle of psychological comfort,

Principle of activity,

The minimax principle,

Integrity principle,

The principle of variability,

The principle of creativity,

The principle of continuity.

All principles course meet the requirements of the Federal State Educational Standard and are familiar to you.

The principle of psychological comfort is fundamental for preschool age, since the emotional atmosphere prevailing in kindergarten directly affects the psychophysical health of children. The principle of psychological comfort presupposes the creation of a trusting atmosphere, minimization of all stress-forming factors of the educational process.

The principle of activity involves the development of the surrounding world not by obtaining ready-made information, but through it "opening" children and mastering in vigorous activity (under the skillful guidance of an adult).

The minimax principle presupposes the advancement of each child at its own pace along the individual trajectory of self-development at the level of its possible maximum.

How to provide an individual approach to each child, when there are more than twenty children in the group and at the same time each of them has his own starting level of development, temperament, character and living conditions? To make it interesting for all children, they are offered problem situations of a sufficiently high level of complexity, but feasible for the most prepared children ( "Surmountable difficulty"). In the course of resolving them, the educator relies on the most prepared children, but at the same time finds such components of the situation that other children are able to independently resolve. Thus, each child feels like part of a team that is passionate about a common cause. As a result, all children are included in the educational process at the level of their possible maximum. Therefore, everyone is interested, and the result is the maximum possible for everyone, but everyone has his own. At the same time, the development of more capable children is not hindered, who will lead everyone else and will not slow down the pace of their development. This principle is peculiar only to this program, because it was invented by its authors.

The principle of integrity is based on the idea of ​​the integral life activity of the child. Speaking about a preschooler, it is important to keep in mind that he learns not only and not so much in the classroom as in free life activity. Therefore, when organizing the educational process, one cannot limit it only to classes, ignoring communication with the family, leisure, holidays, and independent activities of preschoolers.

The principle of integrity provides a systematization of the child's ideas about the world around him and about himself.

The principle of variability provides for the systematic provision of children with the opportunity to choose materials, types of activity, participants in joint activities and communication, information, mode of action, action, assessment, etc.

In the process of organizing didactic games, tasks can be used that involve several options (correct) answers. When creating problem situations, an adult encourages children to put forward more and more new hypotheses, inviting everyone to express themselves. At the same time, it is important that children not only offer different solutions, but try to justify their choice.

With age, tasks become more difficult.: highlights an object or feature that has not been encountered before.

The principle of creativity orients the entire educational process to support various forms of children's creativity, co-creation of children and adults.

The implementation of the principle of continuity is necessary to ensure continuity between kindergarten and primary school, not only at the level of principles, content, but also technologies, methods from the standpoint of the intrinsic value and social significance of preschool childhood, the formation of readiness for further successful learning, work, life in all its manifestations , as well as the development of abilities for self-realization and self-development. Well« Iglochka» continues in primary and secondary schools.

All principles work in every class help to achieve "Adult" goals.

Classes are held in technology "Situation", which is a modification for the preschool stage of the activity method of L.G. Peterson.

There are three types of educational situations (classes)with preschoolers:

Classes "discoveries" new knowledge;

Training type classes;

Generalizing classes (final).

Feature of classes "discoveries" new knowledge is that educational goals are realized in the process of mastering new mathematical content by children. The solution of all educational tasks in the lesson is carried out within the framework of a single, most often game plot in accordance with the so-called "Children's" purpose.

At the same time, children acquire primary an experience overcoming difficulties on the basis of a reflective method (at a younger age, I will ask someone who knows; I will invent it myself; at an older age, I will invent it, and then I will check it according to the model).

In the structure of classes "discoveries"new knowledge is distinguished by the following stages:

1) Introduction to the situation.

2) Updating knowledge and skills.

3) Difficulty in the situation.

4) "Opening" new knowledge (way of action)

5) Incorporation of new knowledge (way of action) into the knowledge system.

6) Comprehension.

At each stage of the lesson, the solution of general tasks specific to this stage is provided. Let's consider each stage using the example of a lesson in the middle group on the topic "Rectangle" (the outline of the lesson is discussed in stages).

Introduction to the situation

Creating conditions for children of internal needs (motivation) inclusion in activities. This can be achieved through the inclusion of children in a conversation that is personally significant for them, related to their life. experience, and a smooth transition to the plot, with which all subsequent stages will be connected.

Formation and fixation "Children's" goals. Younger preschoolers may have a goal related to their personal interests and immediate desires (for example, « play» ). And the elders have a goal that is important not only for them, but also for those around them (for example, "Help someone"). "Children's" the goal should not have anything to do with the program tasks of training, education, development ( "Adult" aim!

Formation in children of confidence in their own strength by means of consistently asked questions at the end of the stage: "Want to?" - "Can you?"

Updating knowledge and skills

Organization of children's activities, in which mental operations are purposefully actualized, as well as knowledge and kids experience necessary to build new knowledge. In this case, children are in a certain semantic space (the game plot, for example, move to their own "Children's" goals and do not even know that the teacher is leading to their new "Discoveries".

Difficulty in the situation

Simulation of a situation in which children encounter difficulties in their activities. To achieve its "Children's" goal, the child needs to perform some action, the implementation of which is associated with that new knowledge (concept or method of action that the child is facing "open", and which at the moment he still does not have.

Fixing the difficulty and identifying its cause using a system of questions: "Could you?" - "Why couldn't they?"? Using a question "Could you?" the adult helps to comprehend that while the child cannot, is not ready to perform an action (associated with "Children's" purpose). It is necessary to bring the child to an understanding of the cause of the difficulty. This reason should consist solely in the inability, ignorance, unwillingness of the child himself to perform the required action.

Formation experience of goal setting(senior preschool age) with the help of the question "So what we need to learn (what to learn?" "Children's" goal, the child has an internal need to overcome it, that is, now a goal associated with cognition is already set (a cognitive task correlated with "Adult" purpose). The cognitive task should logically follow from the cause of the children's difficulty.

"Opening" new knowledge (way of action)

Involvement of children in the process of independent search and "discoveries" new knowledge, solving problems of a problematic nature. Using various questions (for example, "What should you do if you don't know something, but really want to know?") the educator encourages children to choose a way to overcome the difficulty.

Implementation of the plan - search and "opening" new knowledge (methods of action) through the use of various forms of organizing children's activities. New knowledge (concept or mode of action that children "Open", should determine, on the one hand, overcoming the difficulty (achieving "Children's" goals, and on the other - the solution of problematic tasks of training, education, development (achievement "Adult" goals).

Fixing "New" knowledge (concept or mode of action) in external speech and (or) iconic. At the end of this stage, be sure to "new" knowledge is fixed by summing up, conclusion, pronouncing the definition, method, algorithm, etc. In order not to go beyond the game plot, techniques are used, such as "Let's tell the bunny how we went to the right ..."

Incorporating new knowledge (way of action) to the knowledge system

Using new knowledge (way of action) together with the previously mastered methods with speaking aloud new knowledge, algorithm, method. The teacher creates situations, offers various types of activities within the game plot, in which new knowledge (new way) used in modified conditions together with mastered earlier.

Children listen and repeat the instructions of an adult, plan their activities (for example, in older preschool age, questions like: "What are you going to do now?" How will you complete the task? Where do you start? How do you know that you have completed the task correctly? " and etc.

Self-test can be arranged according to sample and (or) mutual verification.

Using new knowledge (ways of action)in joint activities: work in pairs, microgroups (if planned)... It is important to provide for the optimal ratio of group, subgroup, pair and individual forms works.

Comprehending

Creation of a situation of success.

Fixation of achievement by children "Children's" goals and speech by the teacher (in the younger and middle group) or children (in the senior and preparatory group for school) conditions that made it possible to achieve this goal.

Using a system of questions: "Where were you?", "What did you do?", "Who did you help?"- the educator helps children to comprehend their activities and record the achievement "Children's" goals. And further, with questions: "How did you manage it?", “What knowledge (skills, personality traits) did it come in handy for you? " - leads children to the fact that "Children's" they achieved their goals due to the fact that they learned something, learned something, showed themselves in a certain way ("succeeded because they learned (learned ...").

The structural stages of training type sessions are:

1. Introduction to the game situation.

2. Play activities.

3. Comprehension (total).

The purpose of training type sessions is "Fix", "repeat", « work out» ,but it has new content: not formal memorization or reproduction, but the identification and overcoming of their own difficulties by children in the process of playing activity.

Summing up the training session, it is important to draw the attention of the children to the fact that the knowledge gained helped them to emerge victorious from a difficult situation.

The structure of generalizing classes (final) the same as in training, but generalizing lessons are conducted with the participation of two teachers (one organizes the educational process, and the other records the results)... The goals of generalizing classes (final) are the systematization of the accumulated children experience mathematical activity and at the same time checking the level of its formation.

The frequency and duration of classes change as children move from one level of education to another.

Group Number per week Duration

Younger 1 15

Average 1 20

Senior 1 25

Preparatory 2 30

Work with preschoolers in this courseconducted in the zone of proximal development of children: along with tasks that children can complete themselves, they are offered tasks that require guesswork, ingenuity, observation. Under the guidance of an adult, they are involved in the search, put forward and discuss different versions, with a correctly found solution, they emotionally experience success. The task of an adult is to create a situation of success for each child in the course of solving various tasks, to organize an educational process that will create the most effective conditions for self-change and self-development of children.

In the educational process of the educator, two main roles can be distinguished: the role of the organizer and the role of the helper.

As an organizer, a teacher models educational situations; selects ways and means; creates a developing educational environment; organizes the process of children's "Discoveries"... The educational process, compared to the usual explanation of new material, should be of a fundamentally new type: an adult does not give knowledge in a finished form, but creates situations when children need this knowledge for themselves "open", leads them to discoveries, using the optimal forms of organizing children's activities. If the child says: "I want to learn!" ("I want to know!", "I'm interested", "I want to do that too!" and so on, which means that the adult has succeeded in fulfilling the role of the organizer.

As an assistant, an adult creates a benevolent, psychologically comfortable environment, answers children's questions, carefully observes their condition and mood, helps those who need it, inspires, notes and records the progress of each child. If children are comfortable in kindergarten, if they freely turn to adults and peers for help, not be afraid to express their opinion, discuss various problems (in accordance with age, this means that the teacher has succeeded in the role of an assistant.

The roles of organizer and facilitator are complementary but not substitute for each other.

An important role for creating psychological comfort in the group plays organization of interaction with families of pupils, aimed at the emotional rapprochement of children and adults close to them in joyful joint activities (holidays, joint projects, physical education and leisure, artistic creativity, etc.). The inclusion of the family in the life of kindergarten allows parents to look at other children, at their child from the outside, to look at the world through the eyes of a child, to understand him better, to learn how to communicate and interact more effectively with him. It is important to understand that the lack of emotional communication, warmth and love in parent-child relationships directly negatively affects the development of the preschooler as a whole.

This year we are summing up the results of our work.

Our participation in the experiment is not limited to conducting classes within the framework course« Iglochka» ... Every year we make reports on our work in different forms... For example, at the end of the first year, a play activity with children was filmed; a parenting meeting was held at which parents reviewed the recording and discussed the effectiveness of such work... And the meeting itself was also filmed. This video report was sent to the curator. In 2013, we took part in the conference “Creation of a developing multi-level network of innovation sites as a resource for modernizing the regional education system”. Third year work was in the framework of the implementation of technology to support parents and increase their competence... And for his got a diploma job... This year we we work in laboratory No. 6"Situation technology as a tool for organizing the educational process with preschoolers on the basis of a comprehensive program "World of Discovery"... This academic year is the final final and is very rich in creative work... In January 2016 they took part in webinar work on: "Continuous math course L... G. Peterson"Learning to learn" in the context of the implementation of the concept of development of mathematical education. " In March, we prepared a video recording of a non-mathematical lesson, developed by us, in terms of technology situation. For the first two years, the diagnostics were carried out in a special computer version. The monitoring computer program calculated the results by itself, receiving only the input data. For the last two years, we have just been conducting final classes. (generic type).

In 2016, mathematics textbooks for grades 1-4 by Peterson L.G. were not included in the official list of books recommended by the Ministry of Education of the Russian Federation.

You can understand whether this program is suitable for your child if you understand its features. Whether these features are positive or negative is up to each parent to decide for himself.

Fast pace

The pace at which children go through the program is very fast. Often literally one lesson is given to one topic, and then the child moves on to a new type of assignment. There are no step-by-step analyzes of exercises and examples of solving problems in the tutorial.

For example, in the textbook Moro M.I. in the first half of the third grade, schoolchildren go through numbers up to 1000. During the same time, children who study according to Peterson's book take scores, millions and billions.

Weak theoretical part and lack of clear structure

There is no theoretical part as such in the textbook. On individual pages, there are small tips in the form of tables or figures. Children are not bothered. You don't have to memorize the rules. You open the book and you can immediately start solving examples.

The lack of a theoretical part is a problem for parents. If a child missed a lesson or listened to the teacher inattentively, you need to somehow fill the gaps in knowledge at home. Since there are no rules in the textbook, it is difficult for parents to figure out what exactly to explain to the child.

I found a way out of the situation: I prepared my own small manual, where I wrote for each lesson from the textbook what topics we go through, as well as solution algorithms and rules on these topics.

Teaches non-standard solutions

Peterson invites children to independently come up with algorithms, formulas, ways of solving problems. For example, break the figures according to some criterion, find a pattern and continue it, figure out how to solve the problem. This tutorial encourages a child to come to a solution without the help of a teacher.

The problem is that teachers rarely follow the recommendations of the authors and do not wait for the student to figure out the algorithms himself. This is due to a lack of time. When you do not have time to go through the main program with the children (addition and subtraction in a column, for example), there is no way to give the students time for long reflections. We have to show the worked out solution scheme.

The section "Geometry" is poorly worked out in the textbook

Other primary school textbooks devote a few chapters only to geometry. In Peterson's textbook, geometry is given, as it were, in passing, at the end of each chapter in the form of questions. As a result, children are not always able to understand these topics, to distinguish the perimeter from the area. The section "Geometry" remains at the mercy of the teacher.

Many abstract concepts

Already from the first or second grades in the textbooks the concept of "variable" is found. At the end of each lesson, the children are given a survey exercise. These are very short tasks for writing an expression that uses letters instead of numbers. Instead of the usual "5 apples" it says "b apples".

Children in elementary school still do not quite understand what to do with numbers, and when letters like abstract "b apples" are added to them, it becomes very difficult for schoolchildren.

Even parents do not always understand such tasks, what can we say about children.

But for those who figured out this topic in elementary school, it will be much easier to master algebra.

Many game tasks for the development of logical thinking

Solve a rebus, go through a maze, paint over a figure or part of it, connect dots - all these buildings develop logical thinking and are constantly encountered in the textbook. Children love them very much, solve them with pleasure, even during breaks.

In fact, the Peterson program is suitable for children with different abilities. Now I have a very "middle" class, which, despite the fast pace and other complexities of the program, copes well with counting and problems. It's all about the teacher's approach. Whether or not a student learns the program is 80% dependent on the teacher.

Situation type: discovery of new knowledge.
Theme:"The world of amazing colors."

Target: the formation of the ability of preschoolers to compose and read schemes of "sequential actions" on the example of a picture scheme of planting flowers.

Tasks.
Educational:
Expand:
- initial knowledge about the natural world (for example, the world of flowers);
- knowledge about the conditions necessary for the growth and development of plants;
To consolidate the idea of ​​ecological relations in nature: the dependence of living nature on inanimate. Developing:
promote the development of personality traits: observation, responsiveness, independence, hard work. Educational:
promote the formation
- ecological culture of senior preschool children; - setting a positive attitude towards the natural world, towards work in nature;
create conditions for:
- development of respect for nature;
- manifestations of independence in labor activity (labor in nature).

Preliminary work.
Conversation "Why do plants need water, sun, earth."
Observing the growth of onions in land, water.
Examination of flowering plants.
Reading and retelling of the Russian folk tale "Tops and Roots".
Watching an animated film based on V. Kataev's story "Seven-color flower".
Memorizing sowing verses, sentences.

Materials for the lesson.
Demo material:
cards with the image of the sun, water, soil, air: size: 13 × 13;
cards with an image of an empty pot, a pot of soil, a flower bulb with germinated sprouts, a scoop to create a depression in the ground, a pot with soil and a planted bulb, a watering can with water: size: 13 × 13;
arrows - 5 pcs.

Handout:
pots, scoops, watering cans according to the number of children;
flower bulbs by the number of children;
container with a lot of earth;
aprons for each child.

Equipment:
magnetic board: size: 120 × 100 cm;
tables 2 pcs. (set in a square) or one round table;
oilcloth for table covering;
chairs by the number of children;
costume for the Fairy of Flowers;
fabulous flower "Seven-flowered flower";
green flooring (artificial) for equipment of flower beds - 2 pcs .;
artificial wildflowers - 12 pcs .:
chamomile - 4 pcs.;
poppy - 4 pcs;
cornflower - 2 pcs.;
bell - 2 pcs.
artificial garden flowers - 12 pcs .:
rose - 2 pcs.;
daffodil - 2 pcs.;
tulip - 4 pcs.;
iris - 2 pcs.;
lily - 2 pcs.
Flower basket - 2 pcs.

Necessary materials:
a letter from the Fairy of Flowers;
audio recordings:
V. Dashkevich, words. Yu. Kim "Come and visit us" from the film "There on unknown paths" (without words);
P.I. Tchaikovsky "Snowdrop" from the cycle "Seasons";
P.I. Tchaikovsky's Waltz of the Flowers from the ballet The Nutcracker;
P.I. Tchaikovsky "Dance of the Sugar Plum Fairy" from the ballet "The Nutcracker".
Flower City screensaver for projection on the screen.

The course of the lesson.
1. Introduction to the game situation.
Children enter the group room.
-Guys, guests have come to us! Let's say hello to them. They are glad to see you and smile at you! Show that you are happy with them too. Get to know them.
Come to me!
- Today a mysterious letter came to our kindergarten!

The teacher reads the letter.
"Dear Guys! I very much ask you to help me in one very difficult but useful matter. Spring has long since come into its own, and I do not have time to cope with planting flowers. Hope you can help me!
I live in the Flower City. I am waiting for you! Fairy of Flowers ".

Guys, do you like flowers ?! ( Yes.), (Of course we love flowers!), (Very much!).
- Tell poems about flowers that you know!
Children read poems about flowers that they have learned in advance.

Do you want to help the Flower Fairy? ( We want.), (Of course.), (We love to help.).
- Who is the Flower Fairy? ( Sorceress.), (Storyteller.), (Beautiful girl.).
- Do you think we can help her ?! ( Yes.).
- Why? (We have already helped a lot.), (We will try and we will be able to help.).
- What needs to be done for this? ( We must all plant flowers together.), (We must each of us plant a flower.).
- How do we get to the Fairy of Flowers? (WITH with the help of magic words.), (With the help of magic objects: a flying carpet, a magic wand, a magic flower, a pipe.).
- In our group, in a corner of nature, there is a magical plant Seven-flower flower. Can he help us get to the Flower Fairy? (Of course it will help.).
- I think it's time for us to rush to the aid of the Flower Fairy! How can we use the capabilities of the Seven-Flower Flower? (Let's take one petal, say the magic words, and travel to the Flower City.)

To the music of V. Dashkevich, Yu. Kim "Come to visit us" children pronounce the words: “Fly. Fly, petal. Through west to east. Through the north, through the south, come back in a circle. As soon as you touch the ground, they were led to be our way. We want us to be in the flower city. "

2. Actualization in a game situation.
A picture appears on the screen - the flower city screensaver. Music by P.I. Tchaikovsky's Waltz of the Flowers from the ballet The Nutcracker.
- What do we see in the flower city? (Flowers.)
- What are the flowers (Garden.), (Field.).
- Let's get to know the inhabitants of the flower city! Choose garden flowers from a basket, name them and place them in a green meadow.

The guys take from the first basket, which contains both garden and field flowers, only garden flowers, name and place them on the proposed green flooring.

In a vase on a green flooring, only garden flowers are collected.
- You know a lot of garden flowers. I really want to make sure that you know the wildflowers well. Choose wildflowers from the second basket and place them on another green meadow!

The guys take from the second basket, which contains both garden and wildflowers, only wildflowers, name and place them on the proposed green flooring.

Only wildflowers are collected in a vase on a green floor.
- You know a lot of colors! I think you can say a lot of beautiful words about flowers! (Multi-colored.), (Graceful.), (Beautiful.), (Beautiful.), (Fragrant.), (Unusual.), (Bright.), (Fragrant.), (Multi-colored.).
- Well done! What wonderful words you said about flowers!
(Flowers need soil.) (The soil in which the roots are located provides the flowers with nutrients.)

The child takes a card with a pot of soil and attaches it to the board.
- Without which flowers cannot grow? (Without water.), (Water gives water to plants, washes them.)
- Choose, ... .. (child's name), the required card and attach it to the board.

The child takes a card with a picture of water and attaches it to the board.
- Without which flowers cannot grow? (Without the sun.), (The sun warms the plants, gives them warmth.)

The child takes a card with a picture of the sun and attaches it to the board.
- Without which flowers still cannot grow? (Flowers need air.), (All living things need air to breathe!)
- Take…. (child's name), the desired card and attach it to the board.

The child takes a card with an image of air and attaches it to the board.
- Without which flowers cannot grow? (Flowers need care.), (My grandmother says that without love for them, they grow and dry poorly.).
- Of course, plants need: care, care and love, which contribute to the growth, flowering and beauty of plants!
- Let's imagine ourselves as plants!

Psycho-gymnastics "I am a plant".
Against the background of PI Tchaikovsky's music "Snowdrop" from the cycle "Seasons" the text sounds. Children perform the indicated movements.

Text	Children's movements
- Imagine that you are a baby plant. They put you in the ground. You are still a very small sprout. Very weak, fragile, defenseless.	Children squat down, bending their heads to their knees, pretending to be a small plant.
- But someone's kind hands water you, wipe the dust, loosen the earth so that your roots can breathe. You start to grow.	The teacher comes up to the children and strokes each on the head. The children begin to slowly rise, imitating the growth of a flower.
- Your petals have grown. The stem has become strong, you reach for the light.	Children stand up to their full height, stretching their arms up.
- It's so good for you to live with other beautiful flowers.	Children sway, pretend to be flowers and smile.

- Did you enjoy being plants? (Yes.), (Liked it.).
- Why? ( We were looked after!), (We were cared for!).

3. Difficulty in a game situation
Music by P.I. Tchaikovsky's Dance of the Sugar Plum Fairy from the ballet The Nutcracker.
- Hear, someone is coming. I'll go and take a look! Just be quiet!
The teacher goes out and puts on the outfit of the Flower Fairy. Returns.
- Hello guys! I am the Fairy of Flowers. Why did you come to my city? (We have come to help you plant flowers.)
- Do you know how to plant flowers? (No.).
- What are we facing? (There was a difficulty!).
- Why don't you know? (We do not know how), (I only saw how parents planted parsley in the country.), (We did not try.), (All flowers are different: some are planted with seeds, others with bulbs).

4. Discovery of new knowledge
- Can you learn to plant flowers? (…… (Yes!).
- What is needed for landing? (The soil).
- Where should we pour the soil ?! (Into a flower pot).
-… .. (child's name), choose a card and attach it to the board.
The child attaches a card with an empty pot to the board.

What do you think we will do next?
(Let's fill the soil.)
- Why? ( Plants need soil.), (For the flower to feed.), (There are nutrients in the soil.)
- …… (child's name), choose the card you want and attach it to the board.
The child attaches a card with a picture of a pot of soil on the board.

I have sprouted tulip and daffodil bulbs. Let's take a look at them! Where are the roots, where are the tops? (The tops are green leaves, and the roots are below, thin as strings.)
- You see that the first shoots have appeared. How will we plant a tulip (daffodil) bulb with roots or tops? (With roots.)
- Why? (The roots of all flowers are in the ground.)
The teacher attaches an “arrow” to the board as a designation for the next action to be taken when planting flowers.

- …… (child's name), choose the card you want.
The child chooses a card with a picture of an onion and attaches it to the board.

What needs to be done to make the bulb comfortable to be in the ground.
(It is necessary to make a deepening.), (Use a shovel to dig a hole.)
- Well done. Such a hole is called a hole.

The teacher attaches an “arrow” to the board as a designation for the next action to be taken when planting flowers.
-… (child's name), please choose the card you need and attach it on the board.
The child chooses a card with the image of a scoop in the ground and attaches it to the board.
- What are we going to do next?

The teacher attaches an “arrow” to the board as a designation for the next action to be taken when planting flowers.
(We will fill it with earth.), (We will cover the roots of the onion with earth).
- Well done! Choose the card you want ... (child's name), please!
The child chooses a card with a picture of an onion in a pot and attaches it to the board.
- Did you do everything to make our tulips grow? (Not all.)
- What else needs to be done!

The teacher attaches an “arrow” to the board as a designation for the next action to be taken when planting flowers. (Water.)
- What happens if you don't water the flowers? (Will die.)
- Why? (Flowers need water!), (This is their food.), (They grow from water.)
- Who wants to find the right card? Good, …. (child's name), go pick a card.
The child chooses a card with a picture of a watering can and attaches it to the board.
- Let's repeat all our steps when planting flowers.

The fairy leads the pointer according to the drawing scheme lined up on the board, and the children pronounce the algorithm for planting flowers.
-… .. (child's name), name the first action when planting flowers. (Prepare pots.).
- Further, …. (child's name) what are we going to do? (Add soil.).
- What is our next action…. (child's name)? (Germinate the bulbs or seeds before the first shoots appear.).
- Explain,…. (child's name), looking at the diagram, how we proceed further. ( It is necessary to make a depression.), (Use a scoop to dig a hole called a hole.).
- Good. Then, …. (child's name), explain your action. ( Fill with earth, cover the roots of the onion.).
- And the last action,…. (child's name)? (Be sure to water it.

).
- With what difficulty did we meet in class? (We didn't know how to plant flowers.)
- What will you tell me now? (We figured out how to plant flowers!)
-Only understood ?!
The teacher leads with a pointer according to the drawing scheme lined up on the board.
(We have drawn up a drawing scheme "How to plant flowers?").
- Why do we need a drawing scheme? (Explain to others.), (If you forgot, you will look at her and quickly remember everything.).
- What is indicated in the diagram? (Procedure for planting flowers.), (We know how to act when planting flowers).
- So we will be able to plant flowers!

5. Incorporation of new knowledge into the knowledge system
- Now we will come to the table and get to work! Let's put on aprons. Each of you has everything you need to plant flowers.
- Get to work.
Children start planting flowers. Music by P.I. Tchaikovsky "Waltz of the Flowers". The teacher corrects the activities of the children, drawing their attention to the drawing scheme for planting flowers on the board.
- Well done! You did everything according to the scheme. To make our flowers grow faster, we will tell you the sowing verdict.

Seed verdict.
Oh, you, my onion,
Do not be afraid that the earth!
You lie down to the bottom of the hole!
It's okay that it's dark there.
To the light, to the sun from the earth
You, sprout, hurry up!
As early as in the spring
Let the sprouts sprout with us.
Will come out of the darkness to the sun:
"Hello, sun, this is us!"

- What else do flowers need? (Warmth.), (Sunny.).
- Let's all put the pots of the planted flowers on the windowsill together.
Children together with the Fairy of Flowers put the pots on the windowsill.
- You helped me a lot! I am grateful to you and give a magic box with a surprise! It can only be opened in a kindergarten group. It's time for us to say goodbye. All the best!
Music by P.I. Tchaikovsky's "Dance of the Sugar Plum Fairy". Fairy leaves (takes off her outfit). Returns as an educator.
- Guys, we need to go back to kindergarten!
To the music of V. Dashkevich, Yu. Kim "Come to visit us" children say the magic words: “Fly. Fly, petal. Through west to east. Through the north, through the south, come back in a circle. As soon as you touch the ground, they were led to be our way. We want us to be in kindergarten, in our group ", tear off the petal and return to the group.

6. Bottom line.
- Guys, where were we today? (In the Flower City.).
- Why did we go there? (To help the Fairy plant flowers).
- What helped us cope with planting flowers? (We drew up a diagram that you could look at and see how to plant flowers correctly.)
- This is very important and useful knowledge. Where can they be useful to you? (We can plant flowers in the country, at the grandmother's in the village.), (Teach other children or adults to plant flowers according to the scheme.).
- Why did you succeed? (Because we learned how to draw up and read a diagram.) (We were smart, attentive, diligent, quick-witted.).
- You really were friendly today and together made up and read the flower planting scheme.
- Let's see what the Flower Fairy put in the box!
- Oh, yes, there are daffodil bulbs that we can plant on the site of our kindergarten! Ay, yes, the Fairy of Flowers! Great, there are also medals for all children! This means that you all worked very well! The teacher rewards the pupils with medals and praises them.
- Say goodbye to our guests and ask them: did they like our flower planting scheme?
Children communicate with adult listeners and say goodbye.

Title: Scenario of the educational situation in the technology of the activity approach L.G. Peterson in the senior group of the kindergarten
Nomination: Kindergarten, Lesson notes, GCD, ecology, senior group
Authors:
Dodonova Svetlana Valentinovna, educator MDOU number 61,Yaroslavl,
1 qualification category
Borisova Natalia Yurievna, senior educator MDOU number 61, Yaroslavl, 1 qualification category
Curator:
Teknedzhan Tatiana Valentinovna, deputy. Director for Scientific and Methodological Work the beginning of the school-d / s No. 115, Yaroslavl, highest qualification category

Igralochka (L.G. Peterson, E.E. Kochemasova)

The introduction of the state educational standard opens up the opportunity to competently and creatively use various educational programs. In our kindergarten, the program "Igralochka" is being implemented by L. G. Peterson E.Ye. Kochemasov.
Many years of work experience shows that for the effective teaching of children, it is important to form their cognitive interest, desire and habit to think, the desire to learn something new. It is important to teach them to communicate with peers and adults, to be involved in joint play and socially useful activities, etc. That's why main objectives of mathematical development of preschoolers in the "Iglochka" program are:
1) the formation of motivation for learning, focused on the satisfaction of cognitive interests, the joy of creativity;
2) an increase in the amount of attention and memory;
3) the formation of methods of mental actions (analysis, synthesis, comparison, generalization, classification, analogy);
4) development of variable thinking, fantasy, creativity;
5) the development of speech, the ability to argue their statements, build the simplest inferences;
6) developing the ability to purposefully master volitional efforts, establish correct relationships with peers and adults, see yourself through the eyes of others;
7) the formation of general educational skills and abilities (the ability to think over and plan their actions, implement a decision in accordance with the given rules, check the result of their actions, etc.).
The solution of these tasks fully corresponds to the achievement of targets at the stage of completion of preschool education, indicated in the Federal State Educational Standard for DOE, namely:

• the child masters the main cultural methods of activity, shows initiative and independence in various types of activity - play, communication, cognitive research, construction, etc.;
• the child actively interacts with peers and adults, participates in joint games;
• is able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of faith in himself, tries to resolve conflicts;
• the child has a developed imagination, which is realized in various types of activity, and above all in the game;
• the child owns different forms and types of play, distinguishes between conventional and real situations, knows how to obey different rules and social norms.

In the process of acquainting children with different areas of mathematical reality: with quantity and counting, measurement and comparison of quantities, spatial and temporal orientations. The new building is not given to children in finished form, it is comprehended by them through independent analysis, comparison, and identification of essential features. Thus, mathematics enters the life of children as a "discovery" of the natural connections and relationships of the surrounding world. Therefore, classes are essentially a system of didactic games, during which children explore problem situations, identify essential signs and relationships, compete, and make “discoveries”. In the course of these games, the personality-oriented interaction of an adult with a child and children with each other, their communication in pairs, in groups is carried out. Children do not notice that they are learning - they move around the room, work with toys, pictures, balls, LEGO bricks ... The entire system of organizing lessons is perceived by the child as a natural continuation of his play activity.
The saturation of the educational material with game assignments determined the title of the manual - "Iglochka".
The level of specially organized situations that children experience gradually changes: from actions with specific objects, they move on to actions with graphic models of the objects under study, acquire the experience of symbolic fixation and expression in speech of the observed properties and patterns, and the degree of independence of children increases. Therefore, the parts of the course are also called differently: for younger preschoolers (parts 1 and 2) they are called "Play", and for older preschoolers (parts 3 and 4) - "Play is a step to school."