Montessori thematic calendar planning. Montessori methodology for early child development - philosophy of pedagogy and division of educational space. Components needed to organize learning at home

Marina Yurga
Plan for working with children using Montessori pedagogy.

Month: JUNE

1. Exercises with constructive triangles: Teach children to form shapes by moving one triangle around another and by turning them over

2. Sound games: Teach children to distinguish sounds by ear

3. Trees, shrubs, grass: Teach children to divide plants into trees, shrubs and grass, identify them by their characteristic features

4. Definition: Teach children to identify parts of a whole and make a sentence from the parts.

5. Map of continents: Teach children to draw a map of continents

6. Geographic maps - earbuds: To introduce children on a sensory level to the shape and location of continents and countries on a map.

7. Development of a plant from seed: Clarify children’s ideas that plants grow from seeds, show the process of plant development.

8. Books for reading: Teach children to read sentences, match text with pictures

9. Constellations: To form in children the idea that stars are connected into constellations, to recognize constellations, to find them in the sky, to teach children how to model constellations.

10. Seasons: Continue to reinforce children’s ideas about phenological changes in nature

11. Development of fish with complete transformation: Show children the development process of fish

12. Game with nouns: Give an idea of ​​the function of a noun - designation of an object.

Month: JULY

1. Introduction of adjectives: Give an idea of ​​the function of the adjective, that it denotes a characteristic of an object.

2. Natural areas and their inhabitants: Introduce children to natural areas, note the adaptive characteristics of animals to a certain habitat.

3. All year round: Teach children to determine the sequence and change of seasons

4. Trinominal cube: Teach children how to solve a cube.

5. Experiments: Teach children to conduct experiments.

6. Small hexagonal box: Show children that a regular hexagon can be built from two trapezoids, six equilateral triangles, six isosceles obtuse triangles and three rhombuses

7. Exercises in silence: Teach children to feel complete silence. Exercises in silence while sitting cross-legged.

Publications on the topic:

Report at the teachers' council "From the experience of organizing the environment using Montessori methods" Report at the teachers' council “From the experience of organizing the environment using M. Montessori methods” Developed by teacher Rimma Karagozyan.

In modern domestic pedagogical practice, there is a clearly visible tendency towards the development of variability in the organization of children's education.

Calendar plan for educational work with children Calendar plan for educational work with children Date of the week Regular moments. Cooperative activity. Independent activity.

Long-term plan for working with children on patriotic education Long-term plan for the patriotic education of children under the middle group for 2016 - 2017. Goal: fostering love and respect for one’s own.

Goal: Creating conditions for cultivating attention, developing self-control skills on the basis of educational classes on the formation of moral values.

Plan for working with children “Club Hours” Plan of work with children club hours “Theater and children” Lesson name Month In the world of theater. Introduction to the theater and types of theater October Tabletop.

Plan of work with gifted children and children with a high level of development (first junior group) Primary goal. Creating conditions for building an educational process aimed at improvement and implementation.

Everyone knows Montessori method created and proposed by the Italian doctor and later philosopher Maria Montessori, who lived in the first half of the last century. At first it was applicable for the early and rapid development of children. Over time the method Montessori moved to a pedagogical system based on the ideas of free education. An important place in this process is given to the development of the senses through didactic classes.

This method turned out to be very effective.

This was proven during a knowledge test, which showed that children studying according to the individual Montessori method are superior to their peers in writing, counting and reading skills. The result of the audit was to raise the question of the ineffectiveness of the traditional method of teaching healthy children. Later, children with developmental disabilities, now called disabled people or children with disabilities (disabilities), were introduced to this method.

What is the Montessori method?

The essence The Montessori method consists in revealing its main postulate, which says “Help me do it myself.” Based on this, we can formulate the main postulate of the Montessori method as follows: “performing a child’s actions with minimal help from an adult”, in other words, developing independence.

The Montessori method is recognized as an alternative to traditional pedagogy. It is used in working with children from 3 to 6 years old when they attend classes on their own, that is, parents are not present. From 8 months to one and a half to two years, children come to class with their parents. It may seem that the Montessori method is a completely unorganized system. But this is only at first glance.

The main idea of ​​the Montessori method is a wonderful example of practical pedagogy in the implementation of ideas in the free education of children from a very early age, promoting their independent development.

Five principles of working with materials proposed by Maria Montessori

Basic materials necessary for organizing the training of a brilliant teacher are in our environment.

• fruits for counting,
• clay, salt dough and plasticine for modeling.

Distinctive features of children raised according to the Montessori system are:

• curiosity,
• the desire to understand the world around us.
• freethinking,
• independence.

It is these qualities that allow them to find their place in society while remaining individual.

Every baby learns to communicate through the natural desire, characteristic of all children, to touch, smell, and taste everything. Following the opinion of the pillars of Russian psychology, “... the path to a child’s intelligence leads not through abstraction, but through the senses.”

Five principles proposed by M. Montessori

1. Active child. The adult acts as an assistant, his role is secondary. The child needs to be interested, and he will develop himself. Classes take place in a specially prepared environment.
2. The child is his own teacher. He has full freedom of action and choice. Children teach each other according to the principle from older to younger, which allows them to learn to care for others;
3. Child's independence in decision making;
4. Full self-development- this is a consequence of freedom in actions, thinking, feelings. A child becomes himself when we follow the instructions of nature, and do not go against them.
5. Respect for children- absence of prohibitions, criticism and instructions. A child has the right to make mistakes and figure everything out on his own.

In order to understand what the Montessori method is, it is enough to follow its theory and agree with the belief that any child is a normal person, capable of discovering himself in active work

Organization of kindergartens according to the Maria Montessori program

Unlike kindergartens working according to traditional methods, which treat children as irrational beings who are not yet at all capable of independent action, specialists in child care institutions working according to the Montessori method treat any child as a unique, inimitable personality, with his own own development plan, own methods and terms of development of the surrounding world. This is because the main idea that the Montessori method “carries” is to stimulate the child to self-development. Having placed the child in a prepared environment that has a clear logic of construction and corresponds to his specific psychological needs, the specialist in every possible way pushes him to make his own decisions in order to realize all those desires that he has according to his age.

In other words, the task of the educator, or mentor, as he is called in the Montessori system, is to help any child organize his activities in this environment, follow his own, unique path, and realize his creative potential.

It should be noted that the principles of the Montessori system are now agree with the provisions of the Federal State Educational Standard:

1. The personality-oriented model of education implies that the Montessori teacher controls and corrects the mental, physical and psychological development of each student individually. Adjusting if necessary;
2. Raising a comprehensively developed personality: in a Montessori kindergarten, a child learns about the world in all its diversity;
3. Following target guidelines: development of initiative and independence in various types of activities, development of imagination;
4. Organization of a developing subject-spatial environment: appropriate Montessori materials are selected for each content area of ​​education.

Organization of space in Montessori gardens (zoning system)

The total space is divided into 6 zones:

1. Daily Life Zone– a child, while in it, acquires vital social and everyday skills. Montessori toys in this case, not props, but real everyday objects.

Advice for parents: following the Montessori method, it is recommended to introduce the child, in a playful way, to everyday affairs: self-care, caring for animals and plants, acquiring one of the most important elements of social skills - a block of communication skills;

1. Sensory/fine motor development– the main materials are Montessori games, such as the Pink Tower pyramid, red bars, color ladder and signs ( to determine color and size), cylinder blocks. To develop tactile perception, materials of everyday life are used, such as rough fabrics, natural resources: clay, sand, earth and food grains, as well as salt dough, thermomosaic. For hearing development (noise cylinders, bells). This zone contains objects for developing the sense of smell and taste. The purpose of work in this zone is the development of the senses: touch, smell, training in primary skills, self-regulation of the emotional state of relaxation, as well as preparation for schooling.
2. Math zone should be built taking into account the sensorimotor needs of the child, which shows a close connection with the sensory area. Building a system for learning mathematics according to Montessori assumes naturalness.

The instruments are:

• for counting within 10 (barbells, spindles, chips);
• to get acquainted with the decimal system (“golden” material);
• for counting up to 100 (beads, Sagan boards, colored chains);
• to become familiar with arithmetic operations (marks, dot games, addition, subtraction, multiplication and division tables);
• to get acquainted with fractions;
• to get acquainted with the basics of geometry (geometric chest of drawers, constructive triangles).

1. Language development– is based on the principle of tactility. The goals of work in this zone are to expand vocabulary, teach writing and reading.

Advice for parents. In the first case, cards depicting objects are used.
In the second - a movable alphabet, rough letters, frames for shading, boxes with figures for the first intuitive reading, captions for environmental objects, simple books;

1. Natural science/space development e. Work in this zone is aimed at preparing for the study of school subjects such as biology, history, geography, physics and chemistry;
2. Play area- gym. Development of gross motor skills (motor development).

Advice for parents: the material offered for study to the child is recommended to be placed no higher than one meter from the floor. According to psychologists, this distance is optimal for the child to perceive as a call to action and begin to study on his own.

Advantages and disadvantages

Despite all the effectiveness and positivity of the methods under consideration, it is impossible to ignore it. negative points .

1. Almost no attention is paid to the development of creative abilities, that is, creative creative thinking;
2. Does not take into account role-playing games that help children learn social roles. For this reason, difficulties may arise in interpersonal and family relationships, since not everyone is taught the Montessori method.
3. Maria Montessori's system is suitable only for moderately calm children. If a child is hyperactive or prone to autism, and also has clearly expressed creative abilities, then the use of the Montessori system can cause psychological trauma or become the basis of mental deviation.

The advantages of this system include :

1. It can be taught in different cultures, since its main support is the basic needs of any child.
2. Children who have completed at least one level of Montessori training become students and students of the most prestigious educational institutions.

An example of this can be the founders of two great companies Steve Jobs and Bill Gates, Prince William, writer Gabriel Garcia Marquez, 42nd US President Bill Clinton, Google founders Larry Page and Sergey Brin.

Children trained in the Montessori system have good attention span, observation skills, are disciplined and independent.

Montessori toys

The Montessori system should be introduced to a child in stages (for example, the age from 1 to 3 years is called a Montessori toddler):

• from 1 to 2 months, paper figures, rattle toys in the shape of geometric bodies;
• From 3 months it is recommended to stimulate movement. At this age, experts give preference to wooden figures of bed flowers, hung with special elastic bands. An example could be: a wooden ring or bell that makes a sound with every touch of the baby.

The main toys for a child up to one year old remain objects of everyday life.

Advice for parents: do not interfere with the opening and closing of drawers, as well as with the manipulation of things not intended for play. It is recommended to store all dangerous and valuable items out of the reach of children. And in one (two) drawers that are accessible to the child’s height, store items from everyday life, with which he will not harm himself when playing.

Advice to parents. The best exercises for children from 1 to 2 years old - natural natural environment. At this age, the child begins to realize that water is perfectly poured into the bucket to the brim. But you can’t pour sand like that. It can be poured. You can start collecting leaves from trees with your child or feeding birds on the street, you can also hang a feeder outside the window.

Toy library for a child from 2 to 3 years old – The main toy at this age is participation in everyday life. Helping parents peel boiled eggs and potatoes (boiled in their jackets), kneading dough, and cleaning.

Film about Maria Montessori

The film tells about the life and work of the Italian doctor and teacher Maria Montessori. It covers the entire life of this interesting woman. In order to get acquainted with her methodology and personality, just watch it.

Maria Montessori (08/31/1870 - 05/06/1952) - the first female doctor in Italy, scientist, teacher and psychologist.

Today, Maria Montessori’s system is one of the most popular methods of child development. The development of children according to the Montessori method is freedom and discipline, exciting play and serious work at the same time.

Maria Montessori called her pedagogical methodology a system of independent development of a child in a didactically prepared environment.

The essence of the method

In the unique system of self-education and self-development of young children, the main focus is on nurturing independence, developing senses (vision, hearing, smell, taste, etc.) and fine motor skills. There are no uniform requirements and training programs in this system. Each child works at his own pace and does only what interests him. By “competing” only with himself, the child gains confidence in his own abilities and fully assimilates what he has learned.

Basic ideas of child development according to the M. Montessori system

The methodology is based on the following principles:

The environment has a precise construction logic. In books about the emphasis is placed on the fact that in a specially prepared environment, absolutely everything is a teaching aid.
To minimize the interference of adults in the development process of children, Montessori materials are made in such a way that the child can see his own mistake and eliminate it. In this way, the child learns not only to eliminate, but also to prevent mistakes.
Basic rules for using Montessori materials
The main principle of the Montessori system is “Help me do it myself!” This means that an adult must understand what interests the child at the moment, create an optimal environment for him to study and unobtrusively teach him how to use this environment. Thus, the adult helps each child find his own individual path of development and reveal his natural abilities.

Montessori's books note that all these rules do not apply to group games based on communication and the ability to cooperate.
The development of children according to the Montessori system implies that the child learns, first of all, by playing with objects. Montessori games are not necessarily any special toys. The subject of the game can be any thing: a basin, a sieve, a glass, a spoon, a napkin, a sponge, cereal, water, etc. But there are also special classic Montessori materials - the famous Pink Tower, Brown Ladder, insert molds, etc.

Compliance with 5 stages when working with material:

Children who study grow up inquisitive and open to gaining deep and varied knowledge. They manifest themselves as free, independent individuals who know how to find their place in society.
Children have a huge internal need to master and get to know the world around them. Every baby has a natural desire to touch, smell, taste everything, since the path to his intellect leads not through abstraction, but through the senses. Feeling and knowing become one.

- The child is active. The role of the adult directly in the learning event is secondary. He is a helper, not a mentor.

The child is his own teacher. He has complete freedom of choice and action.

Children teach children. Since children of different ages study in groups, older children become teachers, while they learn to care for others, and younger children follow the elders.

Children make their own decisions.

Classes take place in a specially prepared environment.

The child needs to be interested, and he will develop himself.

Full self-development is a consequence of freedom in actions, thinking, and feelings.

A child becomes himself when we follow the instructions of nature, and do not go against them.

Respect for children - absence of prohibitions, criticism and instructions.

A child has the right to make mistakes and figure everything out on his own.

Thus, everything and everyone in the Montessori system stimulates the child to self-education, self-education, self-development of the potential inherent in him.

The role of the adult in the Montessori method.

Developmental environment.

Developmental environment - the most important element of the Montessori system. Without it, it cannot function as a system. A prepared environment gives the child the opportunity to develop step by step without adult supervision and become independent.

Exercise area in everyday life - materials with which the child learns to take care of himself and his things, i.e. what you need in everyday life.

The sensory education zone is intended for the development and refinement of the perception of the senses, the study of sizes, shapes, etc.

Math zone - to understand ordinal counting, numbers, composition of numbers, addition, subtraction, multiplication, division.

The native language zone is designed to expand vocabulary, familiarize yourself with letters, phonetics, understand the composition of words and their spelling.

The Space Zone is intended for getting acquainted with the surrounding world and the significance of the role of man in it, for mastering the basics of botany, zoology, anatomy, geography, physics, and astronomy.

Didactic material.

The material in the Montessori system is freely available, at the child’s eye level (no higher than 1 m from the floor). This is a child's call to action.

Careful handling of materials and working with them only after their use is understood.

The child brings the selected material and carefully lays it out on a rug or table in a certain order.

During group classes, you cannot pass material hand to hand.

When working with the material, the child can act not only as the teacher showed, but also by applying the accumulated knowledge.

Work with materials should occur with gradual complication in design and use.

When the child has finished the exercise, he must return the material to its place, and only after that he can take the next manual.

One material - one child to be able to concentrate. If the material chosen by the child is now occupied, he waits, watching the work of another child (observation is one of the most important ways of cognition) or chooses some other material.

1. choice of material;

2. preparation of material and workplace;

3. performing actions;

4. error control;

5. completion of work, return of material to its original place.

Disadvantages of the M. Montessori system:

1. The Montessori method focuses only on the development of intelligence and practical skills.

2. The system does not include role-playing or active games.

3. Denial of creativity as an obstacle to the mental development of children (while research by psychologists suggests the opposite). It should be noted that the last two disadvantages are compensated by the fact that in Montessori kindergartens they necessarily create ordinary playrooms, and the child does not spend all his time in the kindergarten.

4. After the democratic Montessori system, it is difficult for children to get used to maintaining discipline in ordinary kindergartens and schools.

The Montessori system is over 100 years old, but for a very long time Montessori books were not available in our country. The Montessori pedagogical system became known in our country only in the 90s. Currently, many different centers and kindergartens are open in Russia, teaching children using the Montessori method.

Basically, the technique “covers” ages from 3 to 6 years.

In 1896, while working as a pediatrician in a clinic, Maria drew attention to mentally retarded children who wandered aimlessly through the corridors of the institution and nothing could occupy them. Observing the unfortunate ones, Maria came to the conclusion that these children at one time did not have incentives to develop and that every child, first of all, needs a special developmental environment in which he could find something interesting for himself.

Montessori took up the study of pedagogy and psychology and tried to create her own methods of developing and raising children.

The system created by Montessori was first used in the Children's Home, which she opened on January 6, 1907 in Rome. Observing children, Maria, through trial and error, gradually developed sensory materials that arouse and stimulate children's interest in knowledge.

Since 1909, Montessori pedagogy and its books began to spread in many countries around the world. In 1913, the system became known in Russia. And since 1914, Montessori kindergartens were opened in many Russian cities. But 10 years later the Bolsheviks closed these kindergartens. Only in 1992 did the Montessori system return to Russia.

The task of a teacher in the Montessori system is the development of children, assistance in organizing their activities to realize their potential. The adult offers just enough help to make the child interested.

Graphically, this system can be represented as shown in Figure 1.

So, the main components of the Montessori system, which make it possible to realize the individual path of child development: adults, developmental environment, didactic material. Below we will try to briefly describe each of them.

Despite the fact that in the M. Montessori system, adults are supposed to help children exactly to the extent specified above, the true role of the teacher is enormous. An adult, using his own experience, wisdom and natural instincts, needs to become imbued with the methodology, carry out preparatory work in order to create a truly developing environment for classes and select effective didactic material.

The main task of an adult in relation to a child directly in the process of classes is not to interfere with his mastering the world around him, not to transfer his knowledge, but to help collect, analyze and systematize his own. The Montessori system implies that an adult observes the child’s actions, determines his inclinations and provides the child with simpler or more complex tasks with didactic material chosen by the child himself.

Even the position in space is not left without attention. To be at the same level as the child, the adult must squat or sit on the floor.

What does adult work look like in the classroom?

First, the teacher carefully observes the child, what kind of material he chooses for himself. If the child turns to the chosen manual for the first time, then the adult tries to interest the child in it. He shows the child how to complete the task correctly. At the same time, the adult is laconic and speaks only to the point. Then the child plays on his own, and not only in the way he was shown, but through trial and error he comes up with new ways to use the material. The development of children according to the Montessori system implies that in the course of such creative activity a great discovery is made! An adult must be able to provide a child with the opportunity to create on his own! After all, even a small remark can confuse a child and prevent him from taking a step in the right direction.

In this regard, the environment must meet the needs of the child. According to the Montessori system, one should not speed up the development process of children, but it is important not to miss the right moment so that the child does not lose interest in this activity.

A special feature of the classes in which classes are held is the absence of desks that restrict children. There are only small tables and chairs that can be rearranged at your discretion. And rugs that children spread on the floor where they feel comfortable.

Maria Montessori very carefully developed manuals that would carry a learning task and help children develop in a variety of directions.

Any exercise with Montessori didactic material has two goals: direct and indirect. The first promotes the child’s actual movement (unfastening and fastening buttons, finding identical sounding cylinders), and the second is aimed at the future (development of independence, coordination of movements, refinement of hearing).

In addition to the above, the environment itself and the availability of absolutely all aids encourage children to look for clues to the world around them.

Like any system, this also has its disadvantages:

It is difficult to fit the vast life experience of Maria Montessori, embodied in her system, into a small review. Therefore, this article contains only the most basic things. If you are interested in learning more about Maria Montessori's system, it is advisable to familiarize yourself with the original sources. Moreover, books by Montessori and her followers are now widely available.

It should be remembered that today we have access to many methods and systems, and we have the power to choose the best for our children.

Municipal autonomous preschool educational institution

"General developmental kindergarten No. 7" MO

"Leninogorsk municipal district" of the Republic of Tatarstan

Working programm

additional educational activities

"Montessori Circle"

For children of the first junior group

(2 - 3 years)

Compiled by the teacher

first qualification category

Galimova Liliya Rikhvatovna

Leninogorsk 2015

Explanatory note

The Montessori Circle program is designed to work with children from 1.5 years old. It promotes young children’s understanding of everyday life and their independent development surrounded by simple things. And it is aimed at the early development of children. The program includes exercises based on the method of Maria Montessori and her followers. Early development is the intensive development of a child’s abilities up to 3-4 years of age. Obtaining information for a child is a necessity. Early development methods exist precisely to help the baby cope with this difficult task.

Why is the program based on the ideas of M. Montessori? There are many developmental methods, but Maria Montessori’s method is not only recognized - in some countries (Italy, Japan, Germany), it is leading. Maria Montessori's method awakens and develops the natural desire to learn, to learn new things - to the extent that the child is able to master. He does not just what he wants, but what he is ready for.

In the process of personality development there are periods of decline and recovery. When a favorable (sensitive) period begins, the baby becomes most receptive to the formation of certain skills and abilities, and the abilities inherent in him develop without much effort on his part. But favorable periods come and go irrevocably. Unfortunately, it is impossible to influence this process. But you can create the most suitable conditions for the baby’s development at the right time. You can also anticipate the onset of the next favorable period and prepare for it in advance. Thus, the period from birth to 6 years is the period of active development of speech, from birth to 5 years is the period of active sensual (sensory) development, from birth to 3.5 years is movement as a way of understanding the world, from 2 to 4 years is the period of formation ideas about order and neatness, from 2.5 to 6 years - the period of assimilation of norms of behavior in society.

Exercises according to the Maria Montessori method allow you to create conditions for the development of certain abilities.

The main motto of the technique: “Help me do it myself.”

Basic principles:

Create a developmental environment by providing objects for study;

Do not interfere with the child’s ability to acquire knowledge on his own, helping only if necessary, or if the child himself asks you for it;

Help the child get comfortable in the world around him, prepare the conditions for this;

Maintain children's interest.

Purpose of the program:

Exploring the world around us in a way that is accessible to a child - based on sensory experience and the development of fine motor skills.

Tasks:

Educational and developmental:

Teaching practical life skills and developing independence;

Child sensory development;

Development of mathematical abilities;

Expanding the child’s horizons;

Development of a child's speech through the development of fine motor skills of the hands.

Wellness:

Creating a favorable emotional background for the child;

Organization of the most suitable conditions for the development of the child.

Educational:

Forming a child’s interest in working with various materials;

Mastering social norms of behavior;

Development of communication skills: teach children to play without disturbing each other; be able to negotiate.

Methods and techniques:

Visual, verbal, practical

The Montessori Circle is held once a week 10 minutes each, from September to May 2015–16 school days. of the year.

For Maria Montessori's method there is no concept: children must. There are some criteria:

Children develop math skills naturally;

They have a developed vocabulary;

The culture of speech is developing (learning to listen to silence);

Self-esteem develops (freedom of choice);

A sense of empathy develops.

Forms of work with parents.

October

Not a traditional parent meeting “Journey to the Land of Sensorics”

(game workshop)

November

1. Making aids for the development of fine motor skills of the hands

2. Competition “Best didactic game made from waste material”

December

1. Master class for parents “Learning to play with children”

2. “Evening of questions and answers” ​​- discussion of issues of interest

January

Parent meeting “How I play with my child” - parent presentations

February

Showing a video lesson on preschool education

March

Photo exhibition

April

Open screening of preschool education for parents “Open Day”

May

“Mom, Dad, I am the best family” - discussion of achieved results,

Long-term plan for group work

"Montessori Circle"

Themes

Tasks

Methodical techniques

Equipment

Line formation

Teach children to complete a task, develop balance, motor activity,

Visual demonstration by the teacher

Walking the line

Demonstrative movements. Explanation

A strip 4 m long and 4 cm wide, drawn on the floor (ellipse),

Finger exercises

Show. Explanation

October

Line formation

Teach children to complete a task, develop balance, motor activity

Visual demonstration by the teacher

Finger exercises

Teach children to follow the teacher, develop fine motor skills, speech, memory

Show. Explanation

Book “Hello Thumb” 2-4 years old T.Yu. Bardysheva

Frames with clasps

Teach children to tie and untie bows, develop fine motor skills.

Visual demonstration by the teacher

Frames with ribbons

Pink Tower

November

Walking the line

Teach children to walk along the line of the strip, place their feet fully, develop balance

Visual demonstration by the teacher

A strip 4 m long and 4 cm wide, drawn on the floor (ellipse)

Finger game "Family"

Teach children to follow the teacher, develop fine motor skills, speech, memory

Show. Explanation

Book “Hello Thumb” 2-4 years old T.Yu. Bardysheva

Exercise in silence “Come to me”

Disk

Noisy boxes

Display using demo material

Two boxes of 6 boxes each. Boxes of 2 colors - blue and red, filled with different materials and sound effects (loud - quiet"

December

Walking on a line with a toy

Teach children to walk along a line while holding a toy in their hands, to develop balance

Visual demonstration by the teacher

A strip 4 m long and 4 cm wide, drawn on the floor (ellipse). Toy

Exercise in silence

Teach children to sit quietly, not talk, develop perseverance and patience

Autotraining (music for relaxation)

Disk. Audio recorder

Frames with button fasteners

Learn to button and unfasten buttons

Visual demonstration by the teacher

Frames with fasteners - buttons

Jars with scents

Teach children to distinguish different smells and develop their sense of smell.

Display using demo material

Jars filled with pungent-smelling substances

January

Key board

Display using demo material

Pouring water

Visual demonstration by the teacher

Vessels with water

Flavor jars

Teach children to distinguish different tastes, develop taste qualities

Jars with different flavors

Tinting water

Teach children to color water in different colors, develop perception

Visual demonstration by the teacher

Jars of gouache water, brushes

February

Walking on a line with bells

Teach children to walk along a line while holding a bell, to develop balance

Display using a visual aid

A strip 4 m long and 4 cm wide, drawn on the floor (ellipse). Bell

Finger game “Pickling cabbage”

Visual demonstration by the teacher

Book “Hello Thumb” 2-4 years old T.Yu. Bardysheva

Pink Tower

Form the concept of big - small, develop the ability to organize objects

Display using demo material

10 wooden cubes painted pink. The length of the smallest is 1 cm, the length of the largest is 10 cm.

Display using demo material

March

Walking the line with bottles

Continue to practice walking along the line, following the chain one after another, maintaining balance, holding a bottle in your hand

Display using a visual aid

A strip 4 m long and 4 cm wide, drawn on the floor (ellipse). A bottle of water.

Pouring water

Teach children to pour water from one vessel to another, develop coordination of movements, perseverance, accuracy

Visual demonstration by the teacher

Vessels with water

Key board

Teach children to distinguish between different surfaces and develop their sense of touch

Display using demo material

Board covered with various materials

Finger game “Wash with soap...”

Continue teaching children to do finger exercises

Visual demonstration by the teacher

Book “Hello Thumb” 2-4 years old T.Yu. Bardysheva

April

Walking on a line with cups

Continue to practice walking along a line, following the chain one after another, maintaining balance, holding a glass of water

Display using a visual aid

A strip 4 m long and 4 cm wide, drawn on the floor (ellipse). Glass of water

Games with fasteners - locks

Teach children how to fasten and unfasten locks,

Display using a visual aid

Fastener frames - locks

Noisy boxes

Teach children to listen to various noises, develop auditory perception

Display using demo material

Noise boxes

Sorting through cereals

Develop fine motor skills of hands

Display using a visual aid

Two types of cereals, plates

May

Walking along a line to music

Continue to practice walking along the line, keeping a chain of each other, maintaining balance,

Visual display

A strip 4 m long and 4 cm wide, drawn on the floor (ellipse). Music

Box with pieces of fabric

Develop a sense of touch and hand motor skills

Display using a visual aid

A box filled with pieces of fabric of different textures and colors

Construction from triangles

Teach children to construct from triangles, make figures, develop logical thinking

Display using demo material

Set of plastic triangles

Sorting through cereals

Develop fine motor skills of hands

Visual display

Two types of cereals, plates

Bibliography

Hiltunen E. A. Practical Montessori pedagogy: a book for teachers and parents. – M.: Astrel: AST, 2010. – 399 p.

Book “Hello Thumb” 2-4 years old T.Yu. Bardysheva