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The additional integrated classes in Russian order in Almaty
Order The additional integrated classes in Russian
The additional integrated classes in Russian

The additional integrated classes in Russian

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Kazakhstan, Almaty
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Paid kindergarten Kunshuak in Almaty

What do we do on occupations?

  • To children it is a lot of and correctly the teacher tells, considering their age.
- we read fairy tales, we answer questions, we retell an essence, we discuss heroes and their acts;
- we play in the place - we build towers, we collect puzzles, Djenesh's cubes;
- we arrange representations at puppet theater;
- we take several pictures, we make everything together the story, we think out fairy tales, unusual stories.
- to talk competently;
- to own intonation, a timbre, voice loudness (for this purpose we speak on roles, we retell, we put sketches on behalf of fantastic heroes);
- it is correct to communicate with each other;
- it is polite to speak;
- to appeal;
- to agree with other children, to settle the conflicts and to be reconciled.
1. we acquaint with sounds;
2. we learn to define the first sound in the word;
3. we develop the correct sound pronunciation (if it does not turn out, then we will address the logopedist later, so the articulation device has the features);
4. we develop memory;
5. I will eat letters;
6. we learn what the letter is similar to (we develop on the way the speech and logic);
7. we remember what words begin with this letter (we develop acoustical memory).
1. we teach the sound-alphabetic analysis of words
Of what letters the word from what sounds consists? Firm, soft, public, concordant? It is necessary in order that the child was correctly able to read, but it is useful even more when he begins to write, the main thing for the kid - to understand how the sound can is designated by a letter and under what laws it occur - he is already able to understand it. For example, the word "spring" - the letters "in", "e", "c", "n", "a", and sounds - "вь" (soft), "э", "with", "N", "and". Therefore children at this age often write with already printing letters - "vesna" as they hear.
2. we learn to break words into syllables, to understand how the letter near others sounds;
3. we learn to designate conditionally sounds in the color: vowels - red color, hard consonants - blue, soft - green. Children sort words, designate them multi-colored badges;
4. I will eat letters and sounds, syllables;
5. we listen what sounds turn out in different combinations;
6. we find words on the set syllable or a letter.
7. we learn to spell.
1. we develop interest and skill of reading
Children already know letters, understand how to read, skill of reading comes - can already read. Begin to read correctly, for example, not "cow", but "kA-ro-va" therefore, understand what is written "about" and it can be read as "And".
2. we read so much how many the child, the main thing that correctly there were syllables wants;
3. we solve rebuses, charades and crossword puzzles;
4. we read poems and stories where the part of words is replaced with the picture;
5. we read to ourselves tasks on other occupations.
If your child did not begin to read yet, bring him into our. Skilled teachers will teach him, on it the small interval of time, will leave month 2-3, it is no more. The child is already ready: memory, logic, motivation - all is normal.
And your child will open the amazing world of books too and learns a lot of new unusual and interesting!
2. We learn to write
At what age "it is time to write letters?"
It is important to mothers to know that:
- preparation of a children's hand for the letter happens from 3 months when the child for the first time takes a rattle in hand
- preparation of a hand for the letter is a complex physiological and biological challenge, formation of this skill - extremely long on time
- if to begin to write too early, it is possible to slow down natural processes, further not only handwriting will be bad - the hand will be tired, the child will get out in a line, to pass letters, etc.
- to write with printing letters,
- to lead round separate elements of capital letters,
- to write on a sample, to copy figures.
Sticks and hooks in copy-books are for 5-6letny children and that is optional, will learn at school, and to here lead round "handle" for an umbrella, a puddle for ducklings, droplets of a rain or slanting rays of the sun are and for 3-4 years a feasible task.
1. we learn to hold in hand a pencil correctly;
2. to try to draw different lines, still absolutely simple - slanting, direct, vertical and horizontal;
3. we learn to paint, without being beyond drawing (we form a spatial reference point and visual control);
4. we learn to lead round a finger and a pencil the drawn pictures;
5. to finish drawing a path from a mouse to cheese, from a hare to his lodge, etc.
1. we learn to draw lines correctly. It is difficult because the line has to be direct (vertical, horizontal, inclined),
2. we try to do lines with identical pressing on all length, without going beyond a dotted line on which the kid leads round.
3. we learn to paint over a subject - with identical pressing (and the small handle is tired and it is important to develop the correct skill);
4. we learn to shade diversely.
1. we learn to draw the correct ovals and circles, the closed lines in limited space,
2. to write with printing letters in a certain order that the word turned out, without going beyond a contour.
3. to work in line, i.e. to perceive visually the limiting lines, and the less line, the it is more difficult to make it.
Besides, it is extremely important to teach the child in game, and only with positive emotions (as it is done by teachers of our Sadah). Then you will be proud when your kid with pleasure writes the first word!

1. We expand a lexicon, we acquaint children with new words, we learn to speak correctly.

For the 3-year-old kid applications are created so: "Let's construct a lodge", "Dai red cubes", "Beautiful they, are pleasant to you?", "Let's count" what the kid will answer approximately so: "Beautiful, red. Here two". It does not build long phrases, the main thing yet, he is able to express just the thought.

By 4 years it is necessary to talk much to the kid more expanded phrases, to often supplement the child or to ask questions: "The car is what?", "Went where how you think?", "And still where she could go?".

For 5 summer children teachers will construct questions so: "What would you want to construct today and from what cubes?". The tutor "has quite the right" to wait from the kid of more developed answer, for example, for it: "Let's build the house for a doll. Or not, the lock, from different cubes is better, I will take five red and ten blue. There will be a beautiful lock, high!".

All this develops the speech of the child, helps it to remember new words, to join actively in real-life communication.

By means of the correct questions we help "get to talking" the child.

For this purpose we at first tell, and then we ask. For example, "As you think why this so dirty car goes? Perhaps it from building? Or from where? And what it could do on building?". At the same time it is extremely important that the speech was emotional - to the adult has to be the child and conversation with it is interesting.

We give special classes:

Besides we learn:

2. We acquaint with sounds and letters, we develop interest in reading and we learn to read.

Children at the age of 3-4 years:

Children at the age of 4-5 years:

Children at the age of 5-6 years:

By 6 years most of children are already able to read.

- the hand is more prepared for the letter if in the childhood the kid had many incentives for development of small motility

Different texture of rattles, and toys in general, their different size and weight, many small objects (peas, haricot in a plate and all this could be touched) influence development of small motility. It is promoted also by independent operations and actions of the kid with different objects (itself held a spoon, buttoned, put things, etc.).

- categorically it is not recommended to write capital letters to school.

For the child till 7 years the continuous letter is physiologically, psychologically inadequate, inexpedient, breaking skill formation activity component. Any attention is not developed yet, the child cannot control result of the work, skill of the letter will not be demanded, because of it handwriting will change for the worse.

- we can only prepare a hand for the letter that was not tired and the movements were any:

What do we do on occupations? To what and as we learn?

Children at the age of 3-4 years:

Children at the age of 4-5 years:

Children at the age of 5-6 years:

The main thing - not to try to accelerate process of formation of skill of the letter because it is one of the longest processes but only to prepare a hand for the letter, not to learn to write with capital connected letters, and to develop skills of writing of separate, not coherent elements.

"Kindergarten of "Kunshuak"":
Almaty, Ulyanovskaya St., 32/17,
ug. Glubokaya St., Ph. 8 (727)223-80-89, 8 (727) 386-08-89, 8 (778) 746-00-80, is more detailed here:
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