Detailed long-term planning for FGOS. Long-term plan for the program “First steps. Planning. Long-term plans - Long-term planning of work with children with TNR on the construction of paper using the origami technique

The meaning of forward planning in educational institution is to give the process of education and upbringing of children an organized character, to make the teacher's work more orderly, meaningful and effective.

Work on your long-term plans using the materials of the MAAM portal.

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Prospective-thematic plan for the implementation of the "Security" section in regime moments in the first junior group September - Acquaintance with the elementary rules of behavior in the nursery garden: play with children without disturbing them or causing pain; leave kindergarten only with parents. Conversation: Why should there be order in the group?... Conversation "Autumn has come, it has become cold" Situations “If you broke ...

Prospective-thematic plan for the implementation of the section "Labor education" in regime moments September. Teach children to take off and put on some items of clothing; Form the habit of putting things in order after games, with the help of adults to put toys back in place. - d / and "Let's collect the doll for a walk" Helping the teacher in putting things in order in the group room before going to ...

Planning. Long-term plans - Long-term planning of work with children with TNR on the construction of paper using the origami technique

Publication "Prospective planning of work with children with TNR on the design ..." PROSPECTIVE PLAN OF TEACHING CHILDREN IN TECHNIQUE ORIGAMI IN THE SENIOR LOGOPEDIC GROUP (first year of study) month Lexical topic Topic origami Main tasks (Program content, literature September "Vegetables" "Fruits" 1. "Travel to an interesting country of origami" 2. "We will grow ...

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A promising plan for fostering a culture of behavior in an early age group September 1. Conversation "Matryoshka dolls have come to visit us." Purpose: to teach to greet affably when meeting, to say goodbye when parting. Didactic games: “Come on, nesting dolls, let's get acquainted (say goodbye)”. 2. Conversation "We teach the bear to address the teacher with a request." Objective: to consolidate skills ...

Approximate long-term planning of GCD with middle-aged children for the study of traffic rules according to the Federal State Educational Standard Approximate forward planning direct educational activities with middle-aged kids learning the rules road traffic according to the Federal State Educational Standard. September. Topic: Streets of our city. Tasks: supplement children's ideas about the street, consolidate knowledge about the sidewalk, ...

Perspective comprehensive thematic plan in the preparatory group, taking into account the implementation of the regional component Comprehensively promising - thematic plan v preparatory group taking into account the implementation of the regional component. Compiled by O.Yu. Kudinova. Topic / timeline Final event Content I. "Goodbye summer, hello kindergarten." 1. "How nice it is in our garden" (1 week of September) 2 ....

Planning. Long-term plans - Long-term work plan within the framework of the children's legal association "Zakon i Ya" on the prevention of bad habits

Municipal educational institution School in Kharp A long-term plan of work within the framework of the children's legal association additional education"Law and I" on the prevention of bad habits (2019-2020 academic year) Compiled by: social teacher Murashova Irina ...

Prospective work plan of the basic (supporting) office for the prevention of bad habits (2019-2020 academic year) Municipal educational institution School of Kharp village Prospective work plan of the basic (support) office for the prevention of bad habits (2019-2020 academic year) Compiled by: social educator Murashova Irina Anatolyevna Forms of work of PAS prevention at the school of Kharp No. ...

SEPTEMBER

1. Topic: "My parents and I".

(Games and problematic situations for discussion.) Helping: "Grandma is sick", "Learn to live in harmony", "Preparing for the holiday." Appendix p. 12-13.

2. Topic: "The rules of family etiquette, whichis mastered by a preschooler. "IN Kurochkina: "The culture of the child's behavior" p. 8.

3. Topic: "Conversation about the culture of behavior."

N.V. Durova p. 16-17.

4. Topic: “Learning to understand the feelings of relatives andpeople close to us ”.Lesson No. 5. S.I. Semenak. pp19-20

OCTOBER

1. Topic: "My home".

(Games and problem situations for discussion) Appendix page 13.

• Providing assistance to adults in taking care of the house, at work, in the garden, in the vegetable garden.
• Comparison of two norms of behavior - dramatization of Russian fairy tales "Perhaps before I suppose", "Oh yes Ah".
• Moral choice - discussion of situations close to the saying "Business is time, and fun is an hour."

2. Topic: "The rules of guest etiquette, whicha preschooler can learn by celebrating his Daybirthday with friends ".I. N. Kurochkina p. 8.

3. Topic: "Conversation about kindness and greed."N.V. Durova p. 8-9.

4. Topic: "Our grandmothers and grandfathers."Lesson number 6 S.I. Semenaka p. 21-22.

NOVEMBER

1. Topic: "My parents and I".

(Games and problem situations for discussion.) Appendix pp. 12-13.

• Analysis of positive and negative sides behavior: "I'm having fun, although it's late, but I want to dance."
• Assessment of desires: "I want to walk."
• Comparison of the two norms of behavior is a dramatization of the Russian folk tale "The Needlewoman and the Sloth".

2. Topic: "What to do when your babyinvited to visit? "IN Kurochkina p. 13-14.

3. Conversation “What does it mean to be kind and caring. " N.V. Durov p. 12-13.

4. Lesson: "Box of good deeds."

(Formation of moral health of preschoolers) p. 35-36.

DECEMBER

1. Topic: "Family traditions".

(Games and problem situations for discussion.) Appendix page 14.

• Situation of providing assistance on the example of the tradition of Christmas night, lighting candles on the window.
• Analysis of the positive and negative aspects of behavior: "I want to give my friend a toy."

2. Topic: "I transfer money for a ticket on the bus."

3. Topic: "Conversation about sensitivity."N.V. Durov p. 18-19.

4. Topic "A friend in need will not leave." pp. 25-28 S.I. Semenaka.

JANUARY

1. Topic: "My home".

(Games and problem situations for discussion.) Appendix page 13.

• Analysis of the positive and negative aspects of behavior: "I want to wash my mother's cup."

2. Topic: "How to accept a gift."IN Kurochkina p. 15.

3. Topic: "Nurturing Conversation"N.V. Durov p. 12-13.

4.The theme "A friend is sick"Lessons number 2. pp. 28-30

FEBRUARY

1. Topic: "My parents and I".

• Situation “Grandpa doesn't see well”.

• The situation of moral choice "I have a birthday, but my mother is ill."

2. Topic: "How to behave at a party."IN Kurochkina p. 16

3. Topic: "Conversation about joint work."N.V. Durov p. 41-43.

4.The topic "Learning to understand the pain of another person"Lessons No. 4 S.I. Semenaka p. 32-36.

MARCH

1. Topic: "Everyone I love."

(Games and problem situations for discussion.)

• Helping friends and family.

• Assessment of desires: "I want to invite a friend for the whole day."

2. Topic: "How to teach the correct table setting."IN Kurochkina p. 18-20.

3. Topic: "Conversation about" magic words "N.V. Durov p. 74-77.

4. Topic: "A friend in joy, and in sorrow is always there"S.I. Semenaka. pp. 35-37.

APRIL

1. Topic: "My parents".

• Conversation: "Mom, dad at work."

• Analysis of the positive and negative aspects of behavior: "I want to fix the alarm."

2. Topic: "How to use cutlery."IN Kurochkina p. 20-21.

3. Topic: "Conversation about polite words"N.V. Durov p. 5-7.

4. Topic: "All works are good, choose the taste"Conversation about the profession of a doctor.

MAY

1. Topic: "Clarification of ideas about the characteristics of the organism."

• Conversation about the purpose of individual organs (ear, eye, nose, etc.).

2. Topic: "Is it necessary to teach a child beautiful drinking behavior."IN Kurochkina p. 21-22.

3. Topic: "Conversation about attitudes towards the younger."N.V. Durov p. 80-81.

4. Topic: "We eat in public transport."Lesson number 11 pp. 18-19 "Social and moral education" IF Mulko.

Prospective (approximate complex-thematic) planning of work in the senior group was drawn up on the basis of the educational program edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva "From birth to school." In accordance with the Federal State Educational Standard for preschool education, such planning allows the teacher to integrate various forms of work and educational areas for the comprehensive development of the preschooler's personality.

According to modern trends in the education system, the teacher has the opportunity to creatively organize the process of education and training. In this regard, the long-term plan in the senior group contains a list of tasks corresponding to a certain thematic period, as well as program content implemented in the course of educational activities.

Building educational process around one topic for 2-3 weeks allows you to maximize the potential of children and achieve the best results, as well as ensure the development of children in accordance with their individual capabilities.

Amount of educational load

According to the program "From birth to school" the volume of educational load per day does not exceed 50 minutes, the teacher has the opportunity to organize educational activities at a convenient time for him and the children, focusing on the program content and the theme of the period. Long-term planning in the senior group reflects the tasks of educational activities:

• physical culture 2 times a week indoors, 1 time outdoors,
• familiarization with the outside world 2 times a month,
• acquaintance with nature 2 times a month,
• formation of elementary mathematical concepts once a week,
• speech development 2 times a week,
• drawing 2 times a week,
• modeling once every two weeks,
• application once every two weeks,
• music 2 times a week.

When planning work in the older group, it is necessary to take into account that the block of interaction between an adult and children in various types of activity contains constructive-model, play, cognitive-research activities and reading fiction.

Activities aimed at consolidating the material proposed in the course of educational activities are reflected in the calendar plan for the senior group and correspond to five educational areas: social and communicative development, cognitive development, speech development, artistic, aesthetic and physical development. Topics of the weeks calendar plan correspond to the themes of the weeks and thematic periods presented in the long-term planning for.

The long-term plan is approximate and can be changed in accordance with the characteristics of the region, preschool and the specifics of the educational program.

When drawing up the plan, the following literature was used:

• Approximate complex-thematic planning for the program "From birth to school" senior group, for classes with children 5-6 years old. Complies with GEF, ed. 2016 year.
• Approximate general education program preschool education"From birth to school" edited by N.Ye. Veraksy, T.S. Komarova, M.A. Vasilyeva, corresponds to the Federal State Educational Standard, ed. year 2014.

Check out a snippet of the roadmap

1. Planning types

The work plan is a mandatory document that determines the order of the organization educational work in a group. The success of the work, and therefore the success of the tasks being solved, depends on how it is composed, its clarity, compact content, accessibility.

When drawing up a plan, the caregiver needs to remember the following.

The planning of educational work with children should be flexible (the number of classes and other forms of work is determined by the educator together with the management, taking into account the age characteristics of children, providing not so much frontal methods of organizing education and training as subgroup and individual)

When planning, it is necessary to take into account the conditions of operation and the mode of operation of the preschool institution, the annual tasks of the institution.

The right to choose to engage in one or another form of activity remains with the children.

The detailing of the plan depends on the teacher (his education, work experience, individual style of activity).

Planning the process of upbringing and teaching children can be represented by the following types:

- promising;

- prospective calendar;

- calendar.

Forward planning Is planning in which sections of a program or activity span a quarter or month. Such planning. Such planning makes it possible to ensure consistency in the work and aims the teacher at predicting the final result, contributes to the implementation of timely and systematic monitoring of the development of each child, a creative approach to the implementation of the program.

In long-term calendar planning, part of the sections cover a month (tasks, morning time periods, cooperation with parents, physical education and health work), and the types of children's activities are planned every day.

Scheduling provides for the planning of all types of activities and appropriate forms of work with children for each day.

One of the options for the long-term schedule is thematic planning.

This planning has several advantages:

In such a plan, the system of work with children is traced (both in organizational activities and in independent activities);

All activities are aimed not only at the formation of a system of knowledge, skills and abilities, but also at the development of mental processes, the creation of a developing subject-game environment.

Studies show that children constantly accumulate in an active vocabulary a lot of words that characterize objects and phenomena. It is easier for children to remember and retain in their memory that information that is interconnected and systematized into specific groups according to the principle of semantic proximity, that is, systematic groups ("Animals", "Birds", etc.). This once again confirms the expediency of thematic planning of work with children, taking into account the age characteristics and tasks of the DL Curriculum.

1. The structure and content of the long-term calendar plan

The structure of the long-term schedule includes the following sections:

The tasks of the preschool institution for the year... This section records the annual tasks of the educational institution for the academic year.

Sources of planning... At the beginning of the year, a list of methodological literature, manuals, recommendations, developments for all sections of the program is compiled, which the educator uses when planning various types of activities. This list is updated throughout the year.

List of children by group... The list of children is compiled for each six months, taking into account the state of health and the level of development of the children.

Cyclogram of joint activities of the educator with children (structure of regime moments) compiled for a clearer planning of the work of the educator with children in different regime periods in the first and second half of the day. It is created by the teacher at the beginning of the year for each age group, taking into account the schedules of leisure activities, the work of circles, the pool, and includes various forms of work with children for the main types of activity. An approximate cyclogram looks like this: (see table).

The general sections of the plan that provide for monthly work include the following.

Family cooperation... In this section, various collective and individual forms of a preschool institution with a family are planned: parent meetings, consultations, conversations, home visits, thematic folders, moving, etc., the specific content of the work is planned, taking into account the topics, timing, responsible for the implementation according to the following scheme.

Individual correctional work with children... Reflected in the plan or planned in a separate notebook. Correctional work takes into account the diagnosis of the level of neuropsychic development of children of the "toddlers" group, pedagogical and psychological diagnostics of preschoolers, daily observations of the child are drawn up according to the following scheme:

Physical culture and health work... This section provides measures for the protection of labor and health promotion of children, their full development. Planned various forms work:

a) morning exercises (for 2 weeks: 1st and 2nd weeks, 3rd and 4th weeks, 2nd and 4th with changes and additions);

b) physical exercises and outdoor games on the 1st and 2nd walks (planned for each week, taking into account the themes);

c) exercises after sleep (1, 2, 3, 4 weeks), the complex includes exercises that contribute to the gradual transition of children from sleep to wakefulness;

d) active rest (physical culture, health days). In the middle and senior groups, taking into account the frequency and duration of the course, the level of development of the program, seasonality, topics. Physical culture leisure 1-2 times a month, health days - once a year (winter, spring - one week). In this section, activities are planned for hardening children.

Specially organized training... This section is presented with a long-term plan of didactic games, games-classes in the 1st and 2nd junior groups, the middle group and classes in the senior group for each month in about four topics (at the discretion of the educator), which reflect: the type of activity, topic, specific teaching, developmental and educational tasks, planning sources

Types of children's activities... To implement program tasks on a specific topic, both specially organized training and other types of joint activities of the educator and children are used in this section, it is planned to work on five main types of activities: communication, cognitive and practical activities, play, artistic and elementary labor activity... The planning of activities is also based on a thematic principle. For each week, forms of work with children are planned for each type of activity:

Annual plan- This is a pre-planned system of measures that provides for the order, sequence and timing of work to address clearly defined tasks of the team. Consists of five sections and subsections that define its structure and content.

The first part is defining the main tasks. Moreover, these tasks are the main ones for this kindergarten, since they are dictated by the specific conditions of the institution, its specifics. It is recommended to outline two or three tasks for a year, because the practical implementation of each requires a lot of organizational and methodological work from the manager.

Introductory part.

Annual tasks;

Estimated results of the work.

The second part is the content of the work, which determines the activities for the implementation of the tasks.

Organizational and pedagogical work;

Work with personnel;

Leadership and control;

Working with parents;

Administrative work.

All participants in the preparation and approval of the work plan for the year collective. It should be based on the following principles: scientific character, perspective and concreteness. Scientificness involves the organization of all educational, administrative, economic and social work of the kindergarten based on the achievements of science and advanced pedagogical experience. Perspective can be provided with the definition of common tasks, based on the fact that the kindergarten should form the foundations of a materialistic worldview, lay the foundation for the upbringing of a socially active person, give basic knowledge, create the prerequisites for the successful education of children in school and, above all, strengthen their health. Concreteness manifests itself in the determination of the exact deadlines for the implementation of the planned activities, in the clarity of the appointment of those responsible for their implementation, in systematic, comprehensive control.

The manager, planning the work of a preschool institution, proceeds, first of all, from the analysis of the results of the activity of the kindergarten for the past academic year. Teachers' reports, discussion of their work at the final pedagogical council, which is held in May - June, as well as an analysis of the activities of other employees - all this allows us to identify not only achievements, but also unresolved problems, to define tasks for the next academic year. The head must carefully prepare the final pedagogical council, give each of its members the opportunity to express their proposals on raising children, improving the material base of the institution, nutrition, pedagogical propaganda. Collective, business-like discussion will allow the manager to draw up a draft annual plan for the next year.

The plan should be compact. To do this, its introductory part must be reduced to a minimum (in many plans it looks like a report on the work done). The description of the results achieved over the past year can be referred to the materials of the final pedagogical council. A plan is a guide to action. It reflects the main tasks that are set for the preschool institution in the new school year. The main goal of the work outlined in the plan is to raise the quality and effectiveness of the upbringing and education of children to a higher level. Therefore, when drawing up a plan, it is very important to think over the reality of its implementation, to take into account the capabilities of the entire team.

a) Annual tasks. Estimated results.

The annual tasks of the preschool institution should be formulated specifically and clearly. Their implementation provides an increase in the pedagogical skills of educational institutions, the manifestation of creativity in working with children, the improvement of the joint work of the kindergarten and the family on the upbringing and development of the individual abilities of children. As practice shows, 2-3 tasks are really feasible, so it is advisable to plan no more than two or three tasks.

A clear formulation of tasks makes it possible to determine the degree of their novelty: is the task new or a continuation of work on the task of the last academic year.

b) Organizational and pedagogical work

This section is planned:

a) meeting of teachers' councils;

b) work methodical office(equipping the pedagogical process, organizing exhibitions, generalizing advanced pedagogical experience);

c) entertainment events, holidays, theme nights;

d) holding reviews of competitions.

Methodical office work suggests:

Organization and design of exhibitions (current and permanent);

Replenishment, equipping and systematization of methodological and didactic materials;

Continuity of kindergarten and school activities;

Equipping the pedagogical process with teaching aids, toys, etc.

Development of abstracts, scenarios, preparation of consultations, questionnaires, tests;

Organization of seasonal exhibitions, exhibitions of children's works, novelties of methodological literature.

Spectacular events, celebrations and entertainment... In the annual plan, entertainment events, thematic evenings, holidays stipulated by the program, calendar-ritual and theatrical performances, joint holidays with parents, entertainment, author exhibitions of children's works are planned.

Shows, contests. It is planned to hold reviews, contests for the best toy made by children jointly by their parents, for attributes of a role-playing game, for an interesting handicraft, didactic and developmental toy, etc. A provision is developed for each review-competition, which is approved by the teachers' council and depends on the needs of the educational institution.

c) Work with personnel.

This direction includes the following types of work.

a) training: participation in problematic creative seminars; attending courses; participation in city and district events; participation in the "School of Excellence", in exhibitions, study at refresher courses.

b) certification. It is planned in accordance with the received applications of teachers for a category. The surnames of the attested are entered into the annual plan.

v) work with young specialists... It is planned if there are young specialists in the teaching staff. The content of the plan includes specific measures to provide novice educators with effective assistance from the most experienced teachers, as well as from the administration: consultations on the planning and organization of educational work with children, practical seminars, drawing up notes on conducting classes, performing regime processes, selecting methodological literature for in-depth study, preventive control over the work of a specialist.

G) group meetings... The main purpose of the group meetings is to provide an analysis of work with children over the past period and to determine further tasks in the upbringing of children. Group meetings are held in early age groups depending on age: in groups from 1 to 2 - quarterly, in groups from 2 to 3 years - 2 times a year. It is advisable to schedule the first group meeting in November. In September - October, it is necessary to study and analyze the level of intellectual development of children who entered kindergarten during the adaptation period, draw up maps of neuropsychic development for each child.

e) collective views... Planned once a quarter in order to study the experience of teachers. The topics of the views are determined by the issues discussed at teachers' councils, seminars, and the tasks arising in connection with the study and implementation of advanced pedagogical experience. For collective views, it is necessary to provide for the problems of the pedagogical process, observation and analysis of not only educational activities, but also other types of children's activities (cognitive-practical, play, elementary labor, artistic, communication). It is not advisable to overload the plan with collective views.

e) seminars. They are the most effective form of methodological work. Theoretical seminars, problem seminars, and workshops are planned depending on the specific working conditions of each DU. They can be one-time (one-day), short-term (weekly); permanently operating.

g) consultations... They are planned for the purpose of providing pedagogical assistance, acquaintance with new methodological material, as well as based on the results of diagnostics. Consultations can be individual and group. Consultations are planned taking into account the relationship with the issues of annual tasks, teachers' councils, as well as taking into account the categories of workers and their professional level... The number of consultations depends on the quality level of the teacher's educational process in groups, as well as on the qualifications and experience of the teacher, but at least once a month. Accounting for consultations and seminars is reflected in a separate notebook according to the scheme: date, name of the event, topic. The category of listeners, who conducts, those present, the list of the responsible.

h) other forms of work with personnel... In order to increase the level of theoretical and practical knowledge of teachers, as well as their professional skills, the following active forms of work with personnel can be planned: discussions, competitions of pedagogical skills, pedagogical quizzes, pedagogical ring, methodological festival, business games, role-playing games, crosswords, solving pedagogical situations, methodical week, interactive methods and games ("Metaplan", "Four corners", "Weather", "Complete the sentence", etc.).

d) Leadership and control

The purpose of control- verification of the execution of instructional and methodological documents, proposals of instructors, as well as the implementation of decisions of teachers' councils based on the results of previous audits. An important task is to study the teacher's outlook, his spiritual interests, find out what he lives, what he reads, how he follows the achievements of science, culture, what place art occupies in his spiritual life, etc.

When planning various options and forms of control, it is necessary to be guided by control requirements, namely:

Control should be targeted, systematic, consistent, comprehensive and differentiated.

It should combine the functions of testing, teaching, instructing, preventing deficiencies, and disseminating best teaching experience.

Control should be combined with introspection, self-control and self-assessment of the teacher's activities.

There are several types of control: preventive, thematic, frontal, episodic, comparative, operational.

e) Working with parents

In this section, as necessary, various forms of work with parents are planned: parent meetings (general garden - 2 times a year and group - once a quarter), individual and group consultations on current topics, "health clubs", lecture halls, conferences, exhibitions and dr.

g) administrative work.

In this section, meetings are planned (once a quarter) of the labor collective, where issues of labor discipline, the implementation of instructions, discussion and approval of the work plan for the summer period, etc .; measures for the rational use of budgetary funds, creating conditions for organizing the educational and educational process (repair, purchase of furniture, equipment, etc.); measures for landscaping the territory of the kindergarten, equipping a sports ground, updating equipment at the sites.

The work program shows how, taking into account the specific conditions, educational needs and characteristics of the development of pupils, the teacher creates an individual pedagogical model of education based on federal state requirements.
The work program contains classes that are grouped by sections of the program:
Quantity and count.
The magnitude.
Geometric figures.
Time orientation.
Orientation in space.
Logical tasks.
At the heart of the program is the upbringing and education of children in kindergarten under the editorship of M. A. Vasilieva., T. S. Komarova., V. V, Gerbova.


Cyclogram of prospective scheduling in 2 younger group in accordance with FGT
The cyclogram was developed according to the Kindergarten Education and Training Program "edited by MA Vasilieva, VV Gerbova, TS Komarova. 2007 The cyclogram presents daily forms of work with children and directions in work with parents in accordance with the implementation of the main educational areas of the program during the week. Aids are attached: a cyclogram for planning organized educational activities, forms of work with parents, a regional component.
The material can also be used when planning work on the "From birth to school" program, ed. N. Ye. Veraksy, T. S. Komarova, M. A. Vasilyeva.


Direction "Artistic - aesthetic development"
Educational area: Artistic creation older preschool children
Pages: 90
Program description
Explanatory note.
The structure of the organization of the educational area "Artistic creativity".
The principles of artistic creation.
Forms of organization of the educational area "Artistic creativity".
Material and technical (spatial) conditions for the organization of artistic creativity of children of the older group.
Age and individual characteristics of the contingent of children in the older group.
Organizational conditions for the life of children.
Perspective planning of the educational area "Artistic Creativity".
The content of psychological and pedagogical work on the development of the educational field "Artistic creativity".
Integration of the content of the educational area "Artistic Creativity".
Content - organizational model work program.
Planned intermediate results of the development of the program.
A system for monitoring the achievement of the planned results of the program by children.
Monitoring of the educational process.
Child development monitoring.
The list of programs, technologies, necessary for the implementation of the educational process, teaching aids.
It is based on the program of education and training in kindergarten, edited by M.A. Vasilyeva., V.V. Heraldic., T.S. Komarova.


The document presents:
Long-term planning of classes on sensory development in the older group (CRA, speech impairment of a systemic nature).
Prospective planning of sensory development classes in the preparatory group.
Prospective thematic planning of lessons on the development of fine motor skills and sensory development with children with mental retardation (older group).
Author: Teacher-defectologist Krutova I.E.
The following literature was used in the preparation:
Markova L.S. Organization of correctional and developmental education for preschoolers with mental retardation. M., 2002, publishing house Arkti.