Kindergarten writing sheets: Early Writing Worksheets for Preschool and Kindergarten

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Use of workbooks
on the development of speech in cognitive development
older preschoolers

Educational activities with children in kindergarten are carried out on the basis of the BEP DO, developed taking into account the Pathways program. The priority direction of the program implementation is aimed at speech development .

The main point of choosing the exemplary program “Pathways” was based on the fact that this program is aimed at the formation of creative imagination – as a priority in developing work with children. Creative imagination is the central psychological “conquest” of preschool childhood (L.S. Vygotsky and V.V. Davydov wrote a lot about this). Therefore, its formation within various types of children’s activities ensures the formation of the child’s psyche as a whole. As studies by the developers of the program show, the consequences of the development of imagination in preschoolers are very diverse. These are not only high creative achievements in visual, musical-performing activities or design, but also full readiness for schooling and even high effects of psychological-correctional and health-improving work with children.

The authors of the program suggest the active use of various workbooks in areas, or “paths”: mathematical, artistic and speech.

Until 2017, the workbook was called: “Speech development workbook” and at an older age “Preparation for literacy” . Since 2017, the Ventana-Graf publishing house has republished these notebooks in a new edition and now they bear the single name “Learning to speak correctly”.

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What is the principle of using a speech development workbook? The child visually and independently develops the skills of graphic dictations, completing hatching tasks, develops fine motor skills, thereby preparing the hand for writing. At the senior preschool age, he learns to write, not in terms of writing letters and words, but working with the components of the word: letters, syllables.

The workbook is a kind of teacher, acts as a “visual support” of activity and ensures the activation of children’s interest in the information presented in it. The value of workbooks lies in the fact that the child will be able to perform actions in his “own field of activity. ” The child completes each task in his own notebook.

This increases the activity of children in mastering skills and ideas and makes this process more efficient (rational use of class time, which does not create situations of “waiting” for an answer and observing the actions of another child with the material).

Workbooks contain tasks, the implementation of which is based on practical actions (connect with lines, circle, complete, etc.), which corresponds to age capabilities. The notebooks present the “successes and failures” of children, which ensures the development of their self-esteem and volitional manifestations.

At the same time, using workbooks, , one should take into account the need for practical development of the world around (primarily enriching sensory impressions and the tactile-motor way of cognition), and, consequently, the value of actions with objects (toys, games, three-dimensional and planar figures , boxes of different weights, etc. ). In this regard, the use of workbooks should not be considered as an end in itself and classes should not be built only on the basis of their use. Notebooks can be one of the means, used in some classes, form the basis for organizing some tasks, or used in joint and independent activities.

The workbooks of the “Pathways” programs contain tasks not only of speech, but also of cognitive significance. Working in a notebook, pronouncing his actions, a preschooler carries out a number of mental operations: analysis, synthesis, generalization and classification. Time with workbooks at the younger preschool age is 5-7 minutes, at the senior preschool age 7-12 minutes. According to the number of classes during the school year, workbooks are used as needed and in accordance with the work plan, but at least 2 times a month at primary preschool age and 4 times at senior preschool age.

Comparing the achievements and successes of children in groups in which complete sets of workbooks were purchased, we can conclude that preschoolers more easily and simply learn the material being studied, it is easier to analyze words, and compose a descriptive story. Having before his eyes an example of compiling a story in the form of bright and colorful prompts, the child easily retells, composes a descriptive story based on a series of plot pictures.

As a result, the use of workbooks has a positive effect on the educational process. The child has his own “field” for activity, has the opportunity to correct a failed task, clearly sees his mistakes, successes and achievements, which contributes to the development of self-control.

At the end of the school year, parents were provided with the results of working with workbooks, where the progress of each child was told and shown, recommendations were given on which tasks (or questions) should be given attention to certain children.

In the preparatory school group, the workbooks present more complex tasks, namely writing the elements of letters, as in the old copybooks. On the one hand, the child gets the first experience of writing, on the other hand, he gets acquainted with the graphic representation of letters. At the same time, the developers of the notebooks do not set the task of teaching the child to write in the preparatory group in calligraphic handwriting, the task is to familiarize themselves with the individual elements of writing letters: sticks, hooks, circles, etc.

In the course of analyzing the preparation of graduates for schooling, we can conclude that 95% of pupils can easily analyze words, make sentences according to the presented scheme, compose a descriptive story or retelling. More than half of our graduates already have experience in graphic writing of letters, syllables and words in general.

Here the question may arise about the correctness of teaching preschoolers to write. But the main task of using workbooks is to introduce the child to the elements of writing letters. And the teaching methodology is successive with the programs of primary education according to the Vinogradova system, “School of Russia”, “School of the XXI century” (which allows us to talk about a wide range of continuity between the programs of preschool education and primary general education).

But at the same time, there are a number of difficulties in using workbooks.

The difficult moment was to teach the children to work in notebooks. Emotionality, a low level of arbitrariness, self-control (which is typical for preschoolers) led to the fact that the child, in a hurry to complete the task, made mistakes that were difficult or impossible to correct. But, as our practice shows, by the end of the year, the children learned not to rush to complete the task, listened to the teacher’s task to the end, made fewer mistakes, asked the teacher for help in order to make fewer mistakes.

Summing up, we can talk about the need to use workbooks in educational activities in kindergarten. This not only contributes to the development of arbitrariness, attention and self-control, but also brings up respect for one’s own things, teaches to work in pairs, to conduct introspection of activities.

Who should buy teaching materials for kindergarten? – Kindergarten and child

Question: Good afternoon! I would like to get advice about the educational process in kindergarten. In our kindergarten, children study according to the M.A. Vasilyeva.

Tell me, who should buy teaching materials for kindergarten under this program? Parents or the state? And what document regulates it?

Answered by Vladimir Korzhov, lawyer:

them on their own. The main general education program of preschool education is developed in accordance with the federal state requirements for the structure of the main general education program of preschool education and the conditions for its implementation, as well as the exemplary main educational program of preschool education, which determines the content of the mandatory part of the main general education program of preschool education.

In accordance with the norms of Part 1 of Art. 31 of the Law of the Russian Federation “On Education”, local governments are responsible for organizing free public preschool education.

At the same time, in clause 2.1. Part 1 Art. 31 of the Law of the Russian Federation “On Education” specifically states that the powers of municipalities include financial support for the receipt of preschool education by children in non-state preschool educational institutions in the amount necessary for the implementation of the main general educational program of preschool education in part

• financing of expenses for remuneration of teaching staff,
• expenses for educational and visual aids, technical teaching aids, games, toys, consumables in accordance with the standards established for municipal educational institutions.

That is, the municipality is obliged to finance and monitor the implementation of the main educational program approved in the preschool educational institution, all activities (processes) of which are free of charge for parents.

In other words, if Vasilyeva M.A. in the preschool educational institution is the main educational program, then the municipality, and not the parents, should pay for the costs of educational and visual aids, technical teaching aids, games, toys, and consumables within its framework.