Interesting lesson notes for junior group 2. Open lesson in the second junior group “Travel with Kolobok”
TO summary of the lesson on speech development and drawing in the second younger group
Topic: “Goldfish”.
Target:
To develop children’s ability to depict images of fish large, on the entire plane of the sheet, to maintain proportionality between parts of the image; paint evenly and carefully; add details to the image.
Teach children to make sentences on a given topic: “What would you ask a goldfish.” Encourage them to briefly tell the content of the cartoon “The Tale of the Goldfish.”
Activate children's vocabulary on the topics: “Sea”, “Sky”. Introduce an excerpt from “The Tale of the Goldfish” by A. S. Pushkin; explain the meaning of the words “net”, “scales”.
Develop coherent speech, a sense of rhyme, and fine muscles of the hands.
Foster a desire to discuss the image in a friendly manner.
Equipment:
Recording the sound of the sea surf, background music.
Illustrations for “The Tale of the Goldfish” by A. S. Pushkin.
Sheets of paper tinted blue.
Palette with multi-colored gouache.
Equipment for drawing.
Progress of the lesson:
Preliminary work:
Observing fish in an aquarium.
Watching the cartoon "The Tale of the Goldfish."
Guys, listen up!(The sound of the sea surf sounds).What is this noise? This sea is noisy. What is the name of our sea? Black Sea.
Let's imagine that we left the kindergarten and came to the seashore. Over our heads blue sky with clouds, golden sand underfoot, and the sea ahead. How beautiful it is all around!
And how many words can you find if you look closely and think. After all, words can be found everywhere.
I will find words everywhere -
Both in the sky and in the water,
On the floor, on the ceiling,
On the nose and on the hand.
Haven't you heard this?
No problem! Let's play a word game!
D/exercise “Find the words”
Find the words in the sky. (Clouds, birds, wind, clouds, plane, lightning, blue, sun)
Find words in the sea. (Water, wave, fish, algae, storm, crab, dolphin, jellyfish, ship)
There are many different fish that live in the sea. There are fish that are edible for humans. Fishermen catch them, and we buy, cook and eat them. These are anchovy, herring, gobies, horse mackerel, and flounder. There are dangerous fish. They can prick with a poisonous spine, like a sea cat and sea Dragon; and even give you an electric shock like a stingray. Fishermen do not catch them, because meeting such fish is very unpleasant.
All fish have a tail. He serves as their rudder. Fish also have fins. Why do you think fish have fins? The word itself will tell you. Fish need fins to swim.
Of course, fish have eyes. What are eyes for? The body of fish is covered with plates - scales.
Guys, listen to a funny poem about how fish love to smile. And don’t just listen, but tell me words.
D/i “Give me a word”
If it's a fish, it has a smile.
If it’s a fish, it has... (smile).
If it is a fish, it has... (smile).
If it is a fish, it has... (smile).
If it’s a fish, she has... (smiles).
Not only in our sea there is a princess of the sea - a goldfish who can speak in a human voice and make wishes come true.
Alexander Sergeevich Pushkin wrote a fairy tale about such a fish.
This fairy tale is called “The Tale of the Goldfish.”
Listen to an excerpt from this fairy tale, which tells how an old man threw a net into the sea - such a large fishing net for catching fish, and caught in this net gold fish.
Reading an excerpt from “The Tale of the Goldfish” by A. S. Pushkin
For the third time he cast the net, -
A net came with one fish.
With a difficult fish - gold.
How the goldfish prays!
"You, elder, let me go to sea,
Dear, I will give a ransom for myself:
I'll buy you anything you want."
The old man was surprised and frightened:
He fished for thirty years and three years
And I never heard the fish speak.
He released the goldfish
And he said a kind word to her:
"God be with you, goldfish!
I don’t need your ransom;
Go to the blue sea,
Walk there in the open space."
Now let's play. Come out onto the carpet.
Dynamic pause
The sea is agitated once
The sea is worried two
The sea is worried three,
Show me how fish swim!
(Feet shoulder-width apart, swinging arms from right to left, imitating waves)
The fish swam and dived
In blue sea water.
They will come together and go their separate ways,
They will bury themselves in the sand.
(Hands in front of the chest with folded palms, running in all directions, bending, moving closer and further apart, squatting).
Lesson summary:
Guys, let's get creative. What would happen if a goldfish offered to make our wishes come true? What would you ask a fish? Think! So I would ask the fish for my grandfather to get well soon and not be sick anymore, and for my whole family to go on a long, interesting journey.
What are your desires?
(I listen to every child's wish).
Preview:
Summary of a development lesson to consolidate the material covered in the younger group
Topic: “Playing with fingers and developing speech”
Target:
continue to develop in children all functions closely related to the development of speech, promoting its development: fine motor skills hands, memory, thinking, optical-spatial perception, imagination; consolidate clear pronunciation of the sounds “zh”, “x”, “t” using pure tongues.
Material for the lesson:
tabletop-planar theater: house, grandfather, grandmother, granddaughter, granddaughter; multi-colored sticks (4 for each child); “pictures-talkers” for flannelgraph.
Progress of the lesson:
Preliminary work:
Children sit in a semicircle on chairs, in front of them is a table with a tabletop-flat theater (house, grandparents, granddaughters and granddaughters).
The teacher begins the lesson:
Kids, now I will show you and tell you a fairy tale, and you will help me, because some of the poems and “talkers” from this fairy tale are familiar to you.
“One day, Masha and Petya went to visit their grandparents. They knocked on the door. Grandmother and grandfather were already old and had difficulty hearing and seeing poorly. The grandchildren knocked again. Grandma and grandpa looked out the window and couldn’t see who was knocking on them.”
Guys, what should grandparents do to see their grandchildren?/Children’s answers: “Put on glasses.”/
Of course they need glasses. Let us also help grandparents see their grandchildren. We will pretend that we are grandparents. Well, show me what glasses you have.
Children tell stories and show “glasses” using their fingers.
“Grandmother and grandfather put on glasses and saw their grandchildren.” /The thumb of the right and left hand together with the rest form a ring. The rings are brought to the eyes./
Well done children! Now listen to the story further.
“The grandchildren, Petya and Msha, asked their grandfather for a boat to ride along the river. And the boat was like this.”
The teacher shows a boat made of palms: both palms are placed on the edge, thumbs pressed to the palms.
Kids, show me your pumps.
Children show and tell, and at the end they draw rings by connecting the thumb and index fingers of their right and left hands.
"Boat"
The boat floats on the river,
(depict the movement of a boat)
Leaving rings on the water.
(draw rings)
“And Masha and Petya decided to attach a flag to the boat. Like this."
The teacher shows: four fingers together, the thumb down, the back of the hand facing you.
And now you can attach flags to your boats.
"Checkbox"
I'm holding a flag in my hand
And I wave to the guys.
The tale continues.
“The guys sailed on a boat to the shore and went out for a walk in the clearing. And in the clearing there was a goat walking, but not a simple goat, but a wolf goat.”
Let's show it.
Children, together with the teacher, use their fingers to show the goat: the index and little fingers are put forward, the middle and ring fingers are pressed to the palm and covered by the thumb.
"Goat"
A horned goat is coming
For the little guys.
Who doesn't eat porridge?
Doesn't drink milk?
I'm goring, I'm goring...
Kids, let's relax and play. Stand up one after another.
The teacher gets up first, followed by all the children, and a physical education session is held.
"On the bumps..."
Over the bumps, over the bumps,
(jumps with alternately throwing forward the right and left legs)
In the hole - bang!
Squished forty flies!!!(sit down and say)
The teacher invites the children to come to him, holding sticks in his hands.
Look, kids, what beautiful, colorful sticks I have. Now I will also give you a few pieces, and we will remember how we laid out figures from them.
The teacher shares 4 sticks for each person. He asks the children how many sticks they have in their hands. Listen to children's individual responses. Suggest that they remember the poem about a square and post it.
"Square"
(children lay out on the mat)
I'll put four sticks together
And now I get a square.
Well done guys, now come to me. Here we have pictures-talkers waiting for us.
The children follow the teacher to the easel. They stand in a semicircle.
The teacher points to the pictures one by one and asks them to remember simple sayings about them.
"Hedgehog"
Zha-zha-zha - we saw a hedgehog in the forest.
Zhu-zhu-zhu - let's give milk to the hedgehog.
"Rooster"
Ha-ha-ha - we can't catch the rooster.
"Kitty"
Ta-ta-ta - the cat has a fluffy tail.
In case of difficulties, the teacher helps the children remember the sayings, reminding them of the first syllables.
Well done kids, you did a good job. Your tongue spoke a lot today. Now you can go play with your toys.
Lesson summary:
- Did you like our lesson?
How does the boat float?
What were you doing with the flag?
Who is the horned goat following? Etc.
Preview:
Summary of a lesson on developmental activities in the 2nd junior group.
Subject : "Wild animals"
Tasks:
- Expand children's understanding of appearance, lifestyle and dwellings of forest inhabitants. Consolidation of the general concept of “wild animals”, the ability to differentiate wild and domestic animals. Clarification and expansion of the vocabulary on the topic (wolf's lair, bear's den, fox's hole, squirrel's hollow). Develop the ability to analyze, generalize and compare, draw conclusions, develop evidence-based speech.
- To develop the ability to recognize the image of an animal in a silhouette image, in a “noisy picture.” Development of visual attention and memory. Work on fixation of gaze, tracing the functions of the eye.
- Forming an interest in nature, understanding the behavior and habits of animals. Developing communication skills, initiative, and cooperation skills.
Equipment:
pictures depicting wild animals (fox, bear, elk, wild boar, squirrel, wolf, hedgehog, hare), domestic animals (horse, cow, dog, cat, pig, goat, sheep), depicting a forest and a house; pictures - dwellings of wild animals (wolf lair, den, fox hole, hollow). Stencils of wild and domestic animals, paper, pencils, laser pointer.
Progress of the lesson
- We have an unusual activity today. I won't show you the pictures myself. But they will appear only if you guess riddles about animals.
Presentation
1. Hare
Questions about the picture: What kind of clothes does a hare wear in two colors for winter and summer? What time of year is the hare shown in the picture?
2. Squirrel
Questions about the picture: What color does a squirrel’s fur coat change to in winter? What does a squirrel store for the winter?
3. Fox
Questions about the picture: How does a fox differ from other animals? What is the look of the fox in the picture?
4 . Wolf
Questions for the picture: What does the wolf look for day and night? What kind of pet is a wolf like?
5 . Boar
Questions about the picture: What was the wild boar looking for near the oak tree? What kind of domestic animal does the wild boar look like?
6. Bear
Questions about the picture: What color is the bear’s fur coat? What does a bear do in winter?
7. Hedgehog
Questions about the picture: What kind of fur coat does the hedgehog have? Why does a hedgehog curl up into a ball?
- Tasks on a child's thinking.
There are pictures with animals on the table. You need to determine where the animals live. Under the picture where the forest is depicted, attach wild animals, and under the picture of the house – domestic animals.
Children complete the task and tell which animals they attached and where (to the house or forest).
On another table there are pictures depicting the homes of wild animals. We need to find a “home” for each animal.
Children complete the task, tell what houses they picked up and what they are called.
- Summary of the lesson. What animals did we talk about today in class? What did you like most?
Preview:
Lesson notes with didactic material for the second junior group.
Topic: “Who lives in the house?” »
Target :
- Encourage them to find and show toys by name.
- Understand and follow basic instructions determined by the situation.
- Relate real objects to poetry.
- Understand and repeat sound pronunciations(av-av, wa-wa, pi-pi)
Task :
- Develop communicative relationships with peers.
- To develop the speech of children from 2 to 3 years of age.
- Learn to distinguish big from small.
Equipment: house, toys - dog, doll, mouse.
Progress of the lesson
The teacher draws the children’s attention to a beautiful house and asks:
There is a house-teremok
He's not low, he's not high
Who lives in the little house?
Toys appear one by one:
Aw-aw! Who's that there?
Aw-aw! Who's that there?
Here he is, our faithful Barbos,
Black nose, ring tail.
- Who is this? (dog)
How does the dog bark? (aw-aw)
Where does the dog live? (in the house)
Pee-pee-pee! Who's squeaking in the house?
Pee-pee-pee! Who's squeaking in the house?
This is a mouse squeaking: pee-pee-pee
This is a mouse sitting: pee-pee-pee.
I ask questions about the mouse in the same way.
Whoa-whoa! Who is crying so bitterly?
Whoa-whoa! This is a Tanya doll.
Our Tanya is crying loudly.
I ask questions about the doll in the same way.
Then we invite the children to feel sorry for the Tanya doll, ride her in a stroller, and pet the mouse and dog.
Lesson summary:
Let's play an outdoor game: "Who's in the house?" Toys (doll, mouse, dog) are hidden in the house. Children use onomatopoeia (“wa-wa”, etc.) to name who is hiding in the house.
Preview:
Summary of a lesson on art activities in the second junior group.
Lesson topic: “Help the mother hen find the chicks”
Target:
Introduce children to a new way of drawing - poking along the contour. Evoke an emotional response in children. Cultivate neatness. Reinforce knowledge of color (yellow).
Material:
album sheet, yellow and brown gouache, brush, doll “Bibabo”, children's song “Chicks”.
Preliminary work:
Looking at a toy - a chicken, reading the fairy tale “Ryaba Hen”, poems and nursery rhymes.
Progress of the lesson:
Children enter and stand in a semicircle. The teacher brings a chicken (toy) into the art studio.
Children, who came to visit us? (children's answers)
Chicken, why are you so sad? Guys, let's sing her song.
The children's song “The chicken went out for a walk” is played.
Children, sit down in your seats, and I will tell you what happened to the chicken.
The children are seated at the tables.
- And this is what happened: the hen went for a walk with her chickens, and although she punished them: “Ko-ko-ko, don’t go far,” they hid from their mother. “Where - where?” - asked the mother hen.
Guys, let's help the hen find the chickens. What color are the mother hens' babies? (yellow)
And if you touch and stroke them, what are they like? (soft, fluffy)
Look at your leaves, there is an outline of chickens on them. And we will color them. A magic brush will help us. Today the brush will “dance” along the contour, it will jump up and down. (Demonstration by teacher).
Now take a poker brush and show how it will jump. Load your brush with yellow paint and start painting the outline of the chickens. Once you've finished, rinse your brushes and place them on the jar.
What does a chicken need so that it can run on the grass, watch and sing songs? (children's answers)
Of course, you need to finish drawing the legs, eyes and beak. Take a thin brush, pick up some brown paint and paint the baby chickens’ beak, eyes, and legs.
Well, is our chicken happy now? We found your chickens.
The chicken thanks you for helping her find the babies and says thank you!
What beautiful, fluffy, yellow chickens you turned out. You all worked really hard today.
The chicken has prepared a sweet surprise for you.
Lesson summary:
The lesson is over. Thank you.
(Mathematics + application)
Goal: continue to form elementary mathematical concepts.
Tasks:
- train children to place objects exactly one to one, strictly taking into account the intervals between them
- lay out objects with the right hand from left to right, teach to use words and expressions "as much as" , "equally"
- practice comparing objects that control height
- the ability to compose an image of an object from parts
- continue to teach to distinguish and name the main characteristics of objects: color, shape, size
- continue to master the ability to distinguish between right and left hands;
- develop memory, thinking, intelligence and imagination;
- cultivate interest. to work, hard work, neatness, friendly relations.
Developmental environment: Parsley toy, chest or box, geometric shapes for each chair, one (attached to the back), recordings of forest sounds, illustrations and pictures for fairy tales, 3 bears and 3 bowls, a book with fairy tales, coloring pictures (for each child) Handout material. cards with two stripes (5 mushrooms are drawn on the top strip, the bottom strip is free), plates with Christmas trees, 6-7 pieces each, geometric shapes: circles, squares, triangles, one of the shapes for each, a cut-out picture of an egg for each child.
Progress of the lesson:
(The teacher and the children enter the group and pay attention to the unusual box.)
Educator.
Guys; look how unusual the box is. Maybe it's magical, let's see what lies there.
(The teacher puts his hand into the box, dresses the Parsley doll (bi-6a-bo), and in Petrushka’s voice now, without removing his hands from the box, he asks a riddle.)
"I'm a fun toy
And my name is...” (Parsley)
(after that he pulls out the hand with Parsley from the box)
Parsley. -Hello guys! I came to you from fairy tales, 8 do you like fairy tales? (children's answers) I love them very much too. What fairy tales do you know? (children's answers)
What a great fellow you are, you know so many fairy tales. And where do all these heroes live: the wolf, the fox, the bear, the hare, etc. (only those fairy tale characters named by the children are listed)
That's right, guys. They live in the forest. Do you want to go to the forest and visit fairy tales? How can we get there? (children's answers)
I invite you all to go on a journey on the H8 fabulous bus.
(the teacher arranges the chairs in advance in three columns one after another, on the backs of which geometric shapes are attached: a circle, a square, a triangle, of different colors).
Educator. - We need tickets, come to me, I’ll give them to you.
Look at the tickets, what is shown there? And you? And you?... (individual survey of children)
Look, I have a blue oval on my ticket. This means I can sit in a place where there is also a blue oval. Help me find my place. Now each of you will find his place.
((Parsley travels with the children throughout the entire lesson, completes tasks together with everyone, and the children help him.)
Is everyone accommodated? Can I go? Let's hit the road!
(children, together with the teacher, depict how the bus is driving, a recording of the sounds of the forest is turned on. The sounds of the forest are turned on throughout the entire lesson.)
1. First stop "Forest edge"
Guys. What grows in the forest? (children's answers)
Look how many mushrooms have grown. It’s strange, if mushrooms grow in the forest, then where is the forest?
Let's plant a Christmas tree for each mushroom.
(Children sit at their desks and are given cards with Christmas trees)
Place as many Christmas trees on the bottom strip as there are mushrooms on the top strip. How many Christmas trees did you put in? What can you say about the number of Christmas trees and mushrooms?
(there are equal numbers of them. There are as many Christmas trees as there are mushrooms, and there are as many mushrooms as there are Christmas trees.)
How many Christmas trees? How many mushrooms? Show me number Z.
Look what a beautiful forest you have created, you are just great! - Let's go further to visit fairy tales.
2. Next stop "Teremok"
Guys, did you recognize the fairy tale? Look who lives in the little house? And who lives above everyone else? Who lives the lowest? Who lives on the same floor as the flowers? Well done boys! Let's move on.
(children take their seats)
3. Stop "Three Bears"
(bears and bowls are scattered on the magnetic board.)
Did you find out who we came to visit? What are their names? Rank the bears by height, starting with the big Mikhail Ivanovich. Place bowls for each bear
Guys, do you like to play? Bears also love to play. Let's play a game with them?
Fizminutka
Three bears were walking home. Dad was big, big (walk on tiptoes, arms up)
Mom is a little shorter (they walk with their arms out to the sides) And little Mishutka about: he was very small, he was friends with rattles (they walk in a half-squat. bsh ~t but place palms on knees) Ding - ding - ding.
4. Next stop "Chicken Ryaba"
Look, who are we visiting? We are visiting Chicken Ryaba. A
Why are grandparents crying? (children's answers). How can you help them? Let's help the chicken fix the golden egg.
(children are given a cut-out picture of an egg in 2-3 parts)
Parsley. So we visited fairy tales. And now it's time for us to go home.
Educator. Everyone takes their seats and we head home.
Parsley. Did you enjoy our trip? I also really enjoyed traveling with you. I have prepared a surprise for you. (Parsley looks into her box and takes out chocolate medals.)
Goals:
- establish rules of behavior while walking.
- form a habit of healthy image life;
- develop safe behavior skills;
- continue to develop the ability to correctly perform movements in accordance with the text and clearly pronounce words;
- develop a sense of rhythm;
- form correct breathing;
- consolidate children's knowledge about edible and inedible mushrooms;
- develop fine motor skills using massage balls.
- develop observation and attention;
- create an emotionally positive mood in the group.
Equipment: flat decorations on the wall: forest (birch, flowers, fir trees), edge with frogs, mushrooms (boletus, chanterelles, honey mushrooms, fly agaric), scenery for the puppet show "Naughty Chicken", glove puppet "chicken", toy "chicken", toy "kite", massage balls, "mushroom" treats in a basket.
PROGRESS OF THE CLASS
1. Greeting.
Guys, look, we have guests today, they are happy to see you, they smile at you. Let us also give our guests our smiles and say hello to them.
2. Announcement of the objectives of the lesson.
Guys, today we will go for a walk in the forest. Let's remember the rules of conduct while walking.
Behavior rules:
- We stand in pairs.
- We don't push.
- Let's not lag behind.
- Let's look at our feet.
- We don't shout.
- We obey the teacher.
- Well done guys, we can hit the road.
Take a walk into the magical forest
I invite you to go.
More interesting adventures
We guys can't find it.
Friend for become a friend,
Hold your hands tightly.
Along the paths, along the paths,
Let's go for a walk in the forest.
Miracles in the green forest
We'll definitely find it!
Walking in pairs to music.
An audio recording of the sounds of the forest is played.
- It’s so nice in the forest - the birds are singing, the grasshoppers are chirping, the mosquitoes are buzzing, the frogs are croaking! Let's take a deep breath in and out and in and out again.
3. forest clearing(image of frogs doing exercises)
- Look, guys, who did we meet at the edge of the forest? (Frogs)
-What do frogs do? (Charging)
– Do you do exercises in the morning?
– Why do you need to do exercises? (To be strong, healthy, not to get sick, etc.)
– Let’s do some exercises together with the frogs!
DBE FROG
We see them jumping along the edge of the forest Hands on the belt
Two green frogs. Half squats left and right
Jump-jump, jump-jump,
Jump from heel to toe . Stepping from toe to heel.
There are two girlfriends in the swamp, Hands on the belt.
Two green frogs Half squats left and right.
In the morning we washed ourselves early, Perform movements in accordance with the text.
We rubbed ourselves with a towel.
They stomped their feet,
Hands were clapping.
Leaned to the right
They leaned to the left.
That's the secret of health, Walking in place.
Hello to all physical education friends!
- Well done boys! Let's say goodbye to the frogs and move on.
The teacher takes the children to the house (the scenery for the fairy tale “Naughty Chicken”) and asks who can live here. The teacher invites the children to sit down on the lawn to relax and watch a fairy tale.
4. "Naughty chicken" (safety). Puppet show.
The teacher, using toys, shows a puppet show based on the fairy tale “Chicken” by E. Mikhalenko.
Once upon a time there was a little yellow fluffy chicken in the world. He was very inquisitive, everything was interesting to him. The chicken dreamed of seeing a forest, a river, a field and much more, which he heard about from his elders.
But his mother always told him: “Be careful, don’t leave the yard. In the forest lives a cunning fox who loves to eat little chickens, and high behind the clouds lives an evil kite who can grab you with sharp claws and carry you away.”
One day the chicken couldn’t resist and went for a walk. He crossed the bridge over the stream and found himself in a clearing strewn with golden dandelions. It was so beautiful here! Multi-colored butterflies flew around, busy bees buzzed, and birds sang loudly.
And suddenly the chicken saw a huge black shadow above itself. The kid immediately guessed that this was the terrible kite. The poor chicken started to run as fast as he could, but the kite was quickly approaching. There seemed to be no escape.
And then the chicken remembered the golden dandelions that grew in the clearing. “They are as yellow and fluffy as I am. And I won’t be visible among them,” he thought and quickly ducked into the thicket. Oh, how his little heart beat! When the chicken caught its breath and realized that the danger had passed, it thought: “Why didn’t I listen to my mother and went for a walk without permission? If the golden dandelions had not saved me, I might have died. Now I will always obey my mother."
Meanwhile, the evil kite flew over the clearing and thought: “Where did that chicken go? After all, he could not run far. There are only stupid dandelions all around.”
And the golden dandelions quietly shook their heads and thought: “We will soon become fluff and fly away to God knows where. But still, we didn’t live in vain - we saved the life of this cute little chicken.”
– Did you guys like the fairy tale?
- Do you listen to your mother?
The teacher summarizes:
- You cannot walk alone without permission.
- We must obey our elders.
- You have to be attentive and careful.
Game "Hen and Chicks" music by Vlasova L.V.
The teacher - “chicken” (in the hands of the teacher there is a glove puppet “chicken”) pronounces the words to the music:
There is a corydalis in the yard,
There's a furry girl in the yard
Comes with chickens. (2 rubles)Action: everyone goes in circles like a train
The children are a little gape,
They play pranks and run away,
Now he’s calling to himself: (2 r)Action: children-"chickens" scatter in different directions
It sounds like a loss.
"Where? Stop!
Where? Where? Come back!
Don’t you dare run away!” (2p)Action: children run up to the "chicken".
"Even though our world is beautiful,
But he is very dangerous.
You can get lost in it,
So be careful!"
Action: The teacher, the “chicken,” shakes his finger and hugs his “chickens.”
5. Hedgehogs (massage, mushrooms).
- Look, guys, is someone rustling under the Christmas tree?
There are “hedgehogs” (massage balls) under the tree.
- These are hedgehogs.
Children come up to the Christmas tree and pick up hedgehog massage balls.
Massage is carried out according to the Su Jok system.
"Once upon a time there was a hedgehog in the forest, in his burrow house (hold the ball in your palm). The hedgehog looked out of his hole (open your palms and show the ball) and saw the sun. The hedgehog smiled at the sun (smile, fan out one palm) and decided to take a walk through the forest. A hedgehog rolled along a straight path (roll the ball with straight movements across your palm), rolled and rolled and came running to a beautiful, round clearing (put your palms together in the shape of a circle). The hedgehog was happy and began to run and jump across the clearing (hold the ball between your palms) I started smelling flowers (touch the spines of the ball to the tip of your finger and take a deep breath). Suddenly clouds came running (hold the ball in one fist, in the other, frown), and the rain started dripping: drip-drip-drip (knock the ball's spines with your fingertips in a pinch). A hedgehog hid under a large fungus (use the palm of your left hand to make a hat and hide the ball under it) and took shelter from the rain, and when the rain stopped, various mushrooms grew in the clearing: boletus, boletus, honey mushrooms, chanterelles and even White mushroom (show fingers). The hedgehog wanted to make his mother happy, pick mushrooms and take them home, and there were so many of them: how would the hedgehog carry them? Yes, on your back. The hedgehog carefully placed the mushrooms on the needles (poke each fingertip with a ball spike) and ran home happy (roll the ball with straight movements across your palm)."
Children release "hedgehogs" under the Christmas tree.
– It seems that after the rain, mushrooms grew in our clearing.
Outdoor game “Collect mushrooms”("Mushrooms" Words and music by M.D. Bystrova)
We'll take the box and go to the forest
Collect delicious mushrooms for lunch.
One two three four five!
We can't collect all the mushrooms.
Let's count to five
And let's try to find it.
Children pick mushrooms while listening to music. At the teacher’s signal, they look for the named mushroom.
Educator:
One two three four five, boletus let's go look.
chanterelles we're going to look.
One two three four five, honey mushrooms we're going to look.
- Guys, what mushroom can’t be picked? (Amanita). Why? (Poisonous mushroom).
After the game, the teacher takes out a hidden basket with baked mushrooms, shows it to the children and tells them how many mushrooms they collected. The teacher invites the children to return home. Children leave the hall to the music.
Literature:
- T. Borisova (Tales of Grandma Tatyana, 2003)
- G. Kashapova Author's fairy tale "Hedgehog on a walk"
- E. Mikhalenko fairy tale "Chicken".
- Physical education minutes and dynamic pauses in preschool educational institutions. Practical guide. Iris Press. Moscow 2007.
Abstract open class in the second junior group on the topic:
"Let's help the bunny"
Integration of educational areas:
2.Cognitive development.
3.Socially – communication development.
4.Speech development.
5. Artistic and aesthetic development.
Tasks:
Physical development:
- Consolidation of the formation and improvement of basic types of movements (jumping, crawling).
-Promote stable emotional and positive well-being and activity of children.
-Help strengthen the small muscles of the arms.
Cognitive development:
Shape cognitive interest to the surrounding reality.
-Consolidate knowledge of colors (white, orange, green).
-Create conditions for visual perception of the diversity of cause-and-effect relationships in the surrounding world.
Social and communicative development:
-Developing the desire to listen to the teacher talk about understandable cases from life (crossing snowdrifts, crawling through bushes, etc.).
-Promote the development of children’s ability to engage in verbal communication.
- Stimulate emotional meaningful communication between a child and an adult.
Forming the ability to use building material and act together with it when building a bridge.
- Develop the ability to interact and get along with each other in a short-term joint task.
- Arouse children's interest in playful creativity in the process of interaction with adults.
Cultivate kindness and responsiveness.
Artistic and aesthetic:
Strengthen the ability to carefully paint stencils of vegetables using a sponge.
Learn to mix paints.
-Develop fine motor skills of the hands.
Speech development:
To promote the development of interest in fiction: riddles, poems, nursery rhymes, fairy tales, finger games.
Learn to pronounce words and phrases clearly.
Develop, enrich and activate children's vocabulary.
Preliminary work:
Teach children to pay attention to the shape of objects when performing basic actions with toys and objects in Everyday life. Examination of one and many objects. Didactic games: “Find an object of the same shape in the group”, “Who lives where”, “Who screams how”. “Who eats what”, “Mend clothes for the bunnies.” Getting to know the R.N. the fairy tale “Zayushkina’s Hut”, puppet theater based on the fairy tale “Zayushkina’s Hut”, looking at illustrations, looking at paintings (wild animals in the forest in summer, autumn and winter, winter in the forest). Reading the fairy tale “Teremok”, puppet and tabletop theaters based on the fairy tale “Teremok”, Dramatization of the fairy tale “Teremok”. Making riddles about wild animals. Learning nursery rhymes about animals. Finger games.
Material and equipment: a note; hoop; napkins; sponges according to the number of children, snowdrifts made of white fabric; stencils of cabbage and carrots cut out of paper, bricks from building material; toy train to imitate sound and chairs; Bunnies and Christmas trees cut out of cardboard for didactic game"Hide the bunny from the fox."
Progress of the lesson:
Educator: I went to the group today and found a note! Let's read it. If you guess the riddle, you will understand who sent it to you.
Riddle about a bunny.
What kind of forest animal is this?
Stood up like a post under a pine tree,
And stands among the grass - Are your ears bigger than your head? (Hare)
A long ear, a ball of fluff.
Jumps deftly and loves carrots. (Hare)
(In response - a picture of a bunny).
Educator: Now let's read the note. (The teacher reads the contents of the note) “Hello, guys! The bunny is writing to you. Unfortunately, I didn’t have time to change my summer coat for a winter one, so I caught a cold and got sick. My brothers, the bunnies, promised to visit me, but apparently they are in trouble, please help them!
Didactic game “Hide the bunny from the fox”
The bunnies were walking in the forest, but suddenly they saw a fox. What to do, we need to hide quickly. There are Christmas trees growing nearby. But what kind of Christmas tree should I hide behind without the fox noticing? Help the bunny choose a Christmas tree where he won’t be visible. (As the task progresses, the teacher asks the children why they didn’t take a small or medium-sized Christmas tree, but chose the largest one?)
Educator: Guys, the bunny is sick. Let’s go and visit him with his brothers – the bunnies – and tell him what he needs to do to be healthy, and we’ll also take some treats with us (cabbage and carrots). You are ready? Then let's go!
Educator: Guys, get tickets for the train, it will arrive with us soon. To board the trailers you need to call geometric figure your ticket and find your carriage with the same geometric figure. (The hum of a steam locomotive sounds) And here our magical locomotive has arrived. Let's go quickly.
Children: Let's go! (The guys take turns naming a geometric figure and sit down on a chair with the same designation)
The train rushes and whistles
And the wheels are knocking
Choo-choo-choo, choo-choo-choo
I’ll take everyone to the forest......
Educator: Look, we arrived at a river covered with snow. There is so much snow here! Tell me, what color is the snow?
Children: Snow white.
To get to the bunny, you need to cross the river. And to cross the river, you need to build a bridge. (Children build a bridge from bricks and walk along it across an imaginary river)
Educator: So we crossed the river. There are thick bushes in front of us.
We can't get through here
You'll have to crawl here.
(Crawl through a hoop)
Educator:
Oh, our legs are tired
Let's rest a little now! (Sit on stumps and perform finger exercises)
The bunny has a white fur coat,
(Stroke themselves on the chest)
Soft paws.
(Stroke your palm with your palm)
Ears stick out long
(Put hands to head - “rabbit ears”)
There are bunnies on the top of the head.
(Move the right “ear”, then the left “ear”)
Educator: Guys, here is the bunny’s house visible in the distance, approach the house . (They knock on the door, but the bunny doesn’t open, they pushed, and it opened. They ask: what happened to the bunny? It turns out that the bunny didn’t have time to change his summer coat for a winter one, so he caught a cold and got sick.
(The teacher offers to treat the hare with cabbage and carrots so that he gets better, but when they looked into the basket, they saw that the carrots and cabbage had frozen in the cold and turned white).
Educator: What do you think we should do?
Children: Color it.
Educator: What color is cabbage?
Children: Cabbage Green colour.
Educator: What color is the carrot?
Children: Orange carrot.
Educator: What color paint do we have?
Children: There are colors of green, red and yellow color.
Educator: To get orange paint, I suggest mixing yellow and red paints (you need to add a drop of red paint to the yellow paint - experience)
(Children mix paints).
Educator: Children, color carrots and cabbage for him. Get started.
(Children complete the task: dip sponges in paint and use the dipping method to paint vegetables).
Educator: Guys, put the cabbage and carrots in baskets (cabbage in the large one, carrots in the small one).
(The children treat the bunny, the bunny is happy, gets better, thanks the children).
Reflection:
Educator: Guys, it’s time for us to go back. (They crawl through the bushes, walk across the river on the bridge and get on the train)
Returning to the group, the teacher and the children discuss the work done.
Educator: Children, where did we go today?
Children: We went to the forest.
Educator: Who did we go to?
Children: We went to the bunny.
Educator: Why did we go to the bunny?
Children: Children's answers (help the bunny, treat the bunny with carrots and cabbage, help the bunny recover, etc.).
Educator: who else have we helped?
Children: We helped the bunnies hide from the fox.
Educator: children, what did you like most? (Children's answers). Well done. You are very kind children, you helped the bunny recover, and he will definitely come running to you for the holiday).
Summary of GCD in the 2nd junior group:
“Poems for kids by A. Barto”
GOAL: introducing children to fiction, developing children’s speech, developing visual and effective thinking
PLANNED RESULTS: develop perception in children. To develop any emotional response to a literary work, to achieve the child’s desire to actively engage in communication.
ORGANIZING TIME:
Voss: - Children, when I came to the kindergarten this morning, there was a knock on the door. It was Postman Pechkin, he brought a parcel (shows the parcel)
-Children, do you want to know what is in this package?
Children: - We want
Vos: - Then let's open the parcel (takes out a new colorful book by A. Barto “Poems for Kids”)
Voss: - Do you want to go on a journey through this colorful book?
Children: - We want
MAIN PART:
Voss: - Children, look who lives on this page?
Children: Kitten
Voss: -Who is this? What is he doing? (Plays with a ball). The teacher reads a poem with the children:
Kitten is fiddling
With a ball:
Then he will creep up to him secretly,
Then he will start throwing himself at the ball,
He will push him, jump to the side...
Can't guess
That there is not a mouse here, but a ball.
-Why does the kitten play with a ball? (the teacher encourages the children to speak out, the children’s answers)
Question: - The kitten is small, he is bored, he wants to play, so he plays with a ball, thinking that it is a mouse. How can we help the kitten? In case of difficulty, he prompts you (give him a wind-up mouse toy). Turn the page. Look, who is this? (the dog lies near the booth). My dog caught a cold and became voiceless.
The kitten darted in front of his nose,
But the poor patient couldn’t even yelp.
That's how seriously ill I got.
Voss: - Children, why couldn’t the dog yap at the kitten?
Children: - His throat hurts.
Voss: - How can we help the dog?
Children: - Call a doctor (if you have difficulty, it helps)
Voss: - The doctor will prescribe medicine for the dog, and she will be healthy.
The teacher opens the third page, which shows a sparrow jumping through a puddle.
Voss: - Who lives on this page? (children's answers). -Do you want to read a poem about a sparrow?
A sparrow jumps and spins around the puddle.
He ruffled his feathers and fluffed out his tail.
Good weather!
Chiv-chiv-chiv!
Question: - Why does the sparrow jump and spin? (children's answers). Voss: - That's right, because good weather, and he is very happy about it.
Voss: - Who lives on this page? (duck with ducklings). Vos-l: - What they are doing, we can find out from the poem:
Early, early in the morning, the mother duck came out to teach the ducklings.
She teaches them, she teaches them! -You swim, uti-uti, smoothly, in a row.
Although my son is not great, not great,
Mom doesn’t tell me to be a coward, she doesn’t tell me to. -Swim, swim, little duckling,
Don't be afraid, you won't drown.
Voss: – What does a mother duck teach her ducklings? (children's answers)
- Should I listen to my mother? (children's answers). That's right, mom is big, she knows everything, you have to listen to her.
-Guys, who lives in our book? (children's answers). -You and I love animals and treat them with care, because they are our friends. Choose an animal (toy) and dance with it (music plays, children dance). REFLECTION:
- How fun you danced with your toys! Now the toys will rest, and you and I will go for a walk.
Parent meeting in the second junior group: “Development of children’s speech through reading fiction”
Goal: Revealing the importance of speech in the comprehensive development of a child’s personality.
Objectives: to introduce parents to the features speech development younger children preschool age; promote the development of children's communicative qualities; cultivate a culture of communication; involve parents in pedagogical process and group life.
Progress of the event:
1. Preliminary stage.
- Inviting parents to a meeting.
- Preparation for an exhibition in a group on the topic: “Russian folk tales”
2. Organizational stage.
- Design of an exhibition of methodological literature on the topic of the seminar.
3. Introductory stage.
(Parents sit in a semicircle.) Teacher: Good evening! We are glad to meet you. Thank you for taking the time and coming to our meeting. The following lines will serve as our compass for today's meeting.
Speech is beautiful when it is like a stream
Runs among the stones cleanly, leisurely,
And you are ready to listen to its flow
And exclaim: - Oh! How beautiful you are.
The topic of our meeting is “Development of children’s speech through reading fiction. »
4. Main stage.
Educator: Please continue the phrase: “My child began to say ....”
Your answers showed that some children began to speak between 2 and 3 years of age. These guys have some delay in speech development. Many parents noted that their children began to speak at the age of 8-9 months to 2 months. This is a physiological norm.
Game "Question and answer"
And now I invite you to answer my questions.
- Raise your hand, those parents who are interested in their child speaking correctly.
It is very nice to see attentive and caring parents.
- And now I propose to raise their hands to those parents who believe that their child speaks clearly, clearly, correctly.
Look how few hands there are. Indeed, at this age children speak incorrectly, their sound pronunciation is not formed - and this is a physiological norm, i.e., characteristic of age.
- I now propose to raise your hands to those of you who constantly read short poems to your children at home and memorize them; reads stories and fairy tales and has a conversation about the work he has read.
- Raise your hand those parents who are interested in the topic of our meeting.
Your reaction showed that the topic of our meeting is relevant and significant.
Work on the development of a child’s speech in kindergartens is carried out in different types activities; in special classes on speech development, as well as in other classes; outside of class - in gaming and artistic activities; in everyday life.
Familiarization with fiction offers wonderful opportunities for children's speech development.
REPORT
Education with a fairy tale
Until a certain age, children live in a fairy tale, as equal members fairy world. And this is natural, because the fairy tale is close and consonant with their worldview. At the very beginning of her life, she meets children with fantastic images, exciting adventures, and the colorfulness and brightness of her world. All this freshness, purity, melodiousness, and harmonious integrity of the fairy tale serve as the first impetus for children to develop imagination, thinking, and creativity. And artless simplicity and beauty fairy-tale heroes and their actions are necessary for children's consciousness as the first reflection of the world, true human relationships in the pure mirror of true art.
Every fairy tale draws a line between Good and Evil. They are irreconcilable enemies, they are in an eternal struggle. And in this confrontation, Good always wins, justice always triumphs. This idea of the victory of Good over Evil is always convincing, because it was nurtured and born along with the emergence of people’s consciousness and improved along with its development, because it is permeated with the faith and hope of all humanity in the triumph of good principles. And this faith is reinforced by time. That is why the fairy tale is so powerful and that is why children believe in it so much. In almost any folk tale, everything obeys only the perfect laws of human existence, those ideals that have passed the test of many generations of people, crystallized, and become universal. And it’s easy for children to accept these ideals, it’s easy to agree with the pattern.
It is very important for children that in a fairy tale the hero who personifies goodness is always beautiful. This is either an invincible hero who protects his people, or simply a man who defeats evil with intelligence, wisdom and resourcefulness. In any case, a positive hero is distinguished by intelligence, beauty, skillful hands or good magic, and a negative hero is distinguished by evil, ugliness and deceit. Therefore, children love fairy-tale characters, believe them and transfer this faith and love from the fairy-tale world to the real world.
Thanks to the fairy tale, children begin to understand the most important truths of human life. A fairy tale helps to form the foundations of morality, morality, by the laws of which they will have to live. That same simple, simple fairy tale that, as adults, we begin to consider child's play.
Russian folk tales
They play a big role in developing children’s ear for music, taste for poetry, love for nature, native land. They originated in time immemorial. Russian folk tales are the most popular and most beloved genre by children. Everything that happens in these fairy tales is fantastic and wonderful in its purpose: the heroes of these fairy tales, getting from one dangerous situation to another, save their friends, punish their enemies - they fight and fight to the death.
Poems, fairy tales, stories that you read to your child should be small in volume, simple in content, and easy to understand.
“Reading doesn’t mean anything; what to read and how to understand what you read – that’s the main thing!
Children love to listen to the same piece several times;
Learn poems, nursery rhymes, and riddles by heart with your children.
Ask what is being said, what happens to the main characters;
Learn to retell fairy tales, starting to ask questions about the content; by conveying the content, the child learns to express his thoughts clearly, accurately, completely, and consistently;
How to make reading books to your child more useful and interesting? To do this, the child needs to actively participate in this process. How to do it?
- Ask questions. Book characters can help children develop their understanding and observation skills. While reading, ask them various questions, for example: “If Alyonushka and Ivanushka had to go up a mountain to get some water, what do you think, how tall this mountain could be: like a huge house or small, like an anthill? "What color was their bucket? "
-Depict a literary work you have read. If your child is bored with reading, ask him to imitate what he read. Let him, for example, show how Mashenka tried on chairs according to her height in the tale of the three bears or how her grandfather carried a turnip.
- Step back from the story. Try reading a few lines or pages of a fairy tale or story known to your child, and then ask him to come up with a continuation, thereby stimulating the child’s imagination and also helping to expand lexicon and learn to make decisions in different situations.
- Make riddles based on fairy tales. (Parents are invited to guess riddles about fairy tales; they need to guess which of the fairy-tale characters could say this about themselves). 1) I decided to travel around the world and did not know that the trip could turn into trouble. I thought everyone around me was as kind as my grandmother and grandfather. But it turned out that there are also evil, cruel, and cunning people living in the world. And everyone wants to eat me...
2) I have been afraid of cats all my life. And this one came and purred and scratched: they say, help me! How can I, little, gray one, help the cat? I just feel that she is not deceiving me. I ran out into the garden, I saw that they really needed my help!
3) I knew it would end in disaster. I’m too shabby and old. How many years have I been standing in the field? I dreamed, of course, that someone would settle and live in me. But not too many people! They climbed, climbed, climbed inside. I couldn't stand it and collapsed!
4) What a tail this mouse has! Neither a woman’s palm nor a grandfather’s fist can be compared! And this mouse had to run out at the most inopportune moment! She waved her tail and it crashed!
5) It was baked from flour and chilled on the window.
He ran away from his grandparents and became Alice's lunch. (Kolobok)
6) One day a mouse found a completely empty house
She began to live and live, and let tenants in. (Teremok)
7) When leaving, she asked her mother not to open it to anyone,
But the children opened the door! The toothy beast deceived -
Sang my mother's song. Who ate the goats then? ("The wolf and the seven Young goats")
8) Grandfather didn’t have enough strength to pull out this vegetable.
But everyone he asked came to his aid. ("Turnip")
9) The good doctor says: - We are defeating bronchitis,
Measles, colds and sore throats, diphtheria and scarlet fever,
And of course, we will also be able to cope with Barmaley! ("Aibolit")
-You can play well-known fairy tales. Play out the kolobok, turnip, teremok, chicken Ryaba and other stories familiar to the child.
You can come up with your own fairy tale with your child.
Read with your children as much as possible, and most importantly, talk about what you read!
Distribute reminders to parents.
Memo for parents.
“Golden keys” from the secret door to the world of reading:
In order for a child to speak well, you need to talk to him: this is how oral speech patterns are set.
In order for a child to learn to be attentive, he needs to read stories and fairy tales: this is how the perception of words is set.
For a book to be perceived as a necessary element of life, it must live in the house and be in demand by adults: this is how examples of a certain life style are set.
REMEMBER!
Talents are nurtured through books and encouragement.
The parents of great people did not force books on their children; they surrounded their children with them from childhood.
(Quiet, calm music sounds, parents evaluate this event. Making a decision at the meeting. Resolving current issues). Summary of GCD in the 2nd junior group:
"The Magic Book of Fairy Tales"
Program content:
1. Continue to teach children to emotionally and consistently reproduce the content of fairy tales.
2. Teach children to build and “read” simple models fairy tales, reproduce sequences of actions, develop children's thinking. The ability to correlate familiar symbols with images. Exercise children in telling fairy tales using the modeling method.
3. Develop the ability to highlight and name characteristic features fairy tale characters. To develop intonation expressiveness when reproducing individual words and songs of fairy tale characters, and creative initiative. Learn to answer questions, enrich children’s vocabulary, teach children to finish words in a sentence. Teach children to correctly answer the teacher’s questions, reproduce the content of a fairy tale according to diagrams. Activation of the dictionary. Develop speech attention, creative activity, memory, thinking.
4. Cultivate a friendly attitude towards the heroes of fairy tales, the ability to work together. Cultivate interest in oral folk art (fairy tales). Material and equipment:
Book, projector with screen.
Preliminary work:
reading Russian folk tales, looking at illustrations, retelling fairy tales, playing dramatizations.
Vocabulary work: cunning, unkind, curious, brave, smart, kind.
Progress: Children enter the group
Educator: Guys, do you like fairy tales? I also love you very much and invite you today to go to the land of fairy tales, to the village of Skazkino. We'll go on a train journey. Take your seats in the carriages. Is everyone ready to hit the road? Go.
Cars and carriages rumble along the rails.
A group of guys are being taken to the village of Skazkino.
We've arrived. Come out. Have a seat. (sit on benches)
Educator: Look guys, we have arrived in the village of Skazkino, let's see who is greeting us? Who is this? Yes, this is Vasily the cat and he invites us to visit him. Let's listen to what he tells us now.
(The cat Vasily is depicted on the screen)
Educator: Vasily the cat loves to listen and tell fairy tales. And so he brought us an unusual, interesting book. It contains Russian folk tales. These tales were composed by the Russian people. For whom did the Russian people compose and invent fairy tales?
Children: For the children, for us.
Educator: This book is magical, if we blow on the page, it will open. Let's look into the book and find out what fairy tales live in it. (Children blow on the book)
Educator: Guys, did you recognize this fairy tale? Look carefully, what is shown here? What is it called? Let's remember this fairy tale. If you tell a fairy tale according to this scheme, a picture will appear. (children's story)
Children: “Chicken Ryaba.”
Educator: Well done, is this really the fairy tale “Ryaba Hen”?
Educator: Blow on the next page and you will find out what fairy tale lives there. Don't forget, if we guess correctly, a picture opens. (Children blow on the book).
Educator: Juliana, are you familiar with this fairy tale? What is it called?
Children: "Turnip."
Educator: Lena, name the heroes of this fairy tale.
Children: Grandfather, grandmother, granddaughter, Bug, cat, mouse.
Educator: Let's blow and the next page will open.
(Children blow on the page)
Educator: Guys, have you guessed what kind of fairy tale this is? Bogdan, what is the name of this fairy tale?
Children: Fairy tale "The Wolf and the Seven Little Goats."
Educator: Mila, how did you know that this is the fairy tale “The Wolf and the Seven Little Goats”
Children: Drawn: a wolf, a goat and kids.
Educator: Well done! If you guessed right, then we will now see a picture from a fairy tale.
Educator: Well, here’s the next page, let’s blow together and find out what kind of fairy tale is hiding there. (children blow) Well, now have you guessed what this fairy tale is? Who will try to tell me the beginning of this fairy tale? What song did Kolobok sing? Who ate it? If you guessed right, the page will certainly open.
Educator: I think we need to get up and warm up a little.
Come on, everyone get up together,
Raise your arms higher.
We will play with you.
And dance a little
Let's shake our heads - one, two, three!
Now don't yawn.
Repeat with us quickly!
Let's clap our hands - one, two, three!
Let's stomp our feet - one, two, three!
Turned the head
And sat down quietly!
Educator: Okay, we’ve rested, and now let’s open the last page of the book. Do you want to know what fairy tale lives on the last page? Blow on the book. (Children blow on the book) Oh, it won’t open, but let’s listen to Vasily the cat, what he says.
Children watch the fairy tale "Teremok"
Educator: Well, you guessed it. Who can tell me what the fairy tale is called? Well, let's check if we guessed correctly?
Well done Guys, look, Vasily the cat is happy for us. We guessed all the fairy tales from the book. Listen to what the cat Vasily will tell us
What will we tell the cat Vasily?
Children thank Vasily the cat and say goodbye
Educator: Well done! Let's remember what fairy tales were hidden in the book. (children repeat the names of fairy tales). And now it's time to return to kindergarten. Take your seats in the trailers.
“Trailers, trailers, rattling along the rails.
They’re taking me home, they’re taking me home, a group of guys.”
the children return to the music.
Abstract of GCD
in the 2nd junior group:
“Reading A. Barto’s poem “Elephant”
Goals and objectives:
Educational – to develop cognitive interest and the ability to listen carefully, to increase the level of speech activity.
Educational – teach children to look at a picture, answer questions about its content, and formulate simple conclusions. Clarify children's ideas about the two parts of the day, day and night.
Developmental – prepare children to write descriptive stories and develop coherent speech.
Materials and equipment: easel, visual aid “Elephant” by L.B. Fesyukova, audio recording of a lullaby, stickers with animals according to the number of children.
Progress of the lesson
The children sit in a semicircle, in the center of which is an easel with a picture (it hangs face down).
The teacher asks a riddle:
There is a lot of power in him,
He is almost as tall as a house,
Gray fat giant
The nose is like a long tap,
He'll ride on his back
Mischievous, eared... (elephant)
The teacher turns the picture over. Invites children to come up and look at the picture “Elephant” (children approach the easel with the picture, stand in a semicircle)
Questions about the teacher’s picture:
- What time of day is shown in the picture? (children’s choral answers with explanation: it’s dark, the moon is shining, the toys are sleeping.)
-Who do you see in the picture? (children's choral responses)
- Why do you think the elephant is not sleeping yet? What is he thinking about? (children’s individual answers. Mark the most interesting and well-formulated options)
- Maybe he remembers his mother elephant and is waiting for her to come to him and sing a lullaby?
- Show me how you sleep.
An audio recording of a lullaby is played and the teacher reads A. Barto’s poem “Elephant”:
Time to sleep! The bull fell asleep.
He lay down on his side in the box.
The sleepy bear went to bed,
Only the elephant doesn't want to sleep.
The elephant nods its head
He bows to the elephant.
The teacher asks the children to “wake up”, says that in the morning, when they wake up, they need to do exercises, and conducts physical education.
Physical education session “Exercise”
Every day in the morning we do exercises. (step in place)
We really like to do it in order:
Walk happily, raise your arms (imitation of movements)
Squat and stand, jump and gallop.
Lesson summary:
- You listened attentively, answered questions, and so the little elephant gave you gifts (stickers with images of animals). Each child chooses the sticker that he liked best.
Consultation for parents
on reading fiction
children from birth to school.
Scientists have found that a child who is systematically read to accumulates a rich vocabulary, as he hears more words. By reading with his mother, the baby not only learns something new, but also actively develops imagination and memory, and sometimes learns important life lessons. How to choose useful and interesting books for kids of different ages?
What books are needed for preschoolers?
Lightweight and durable.
A good book for little ones has some features:
- It is light - the baby should have enough strength to get the book from the shelf at any time.
- Its strength is ensured by regular or laminated cardboard.
- The size of the book is small, a child should be able to “play” with it independently.
- The book contains large, bright pictures and a few small distracting details. The printed text is only large, the phrases are clear and concise.
- If the page is a bright picture, the text should be placed on a light background.
Please note that there is a hygiene certificate (usually indicated on the last page or cover). After all, kids often try to chew on a book.
Everything has its time.
The little ones need books to look at objects, animals, plants, etc. On the page, 80% of the area should be occupied by images. Captions consist of a maximum of two or three words. The baby still has no idea how to handle the new “toy” - everything can be limited to licking and meaningless turning of pages. But if you look at the book together and at the same time pronounce the text, you will soon notice that the baby easily recognizes familiar objects and even tries to call them in his own way.
Fun alphabet.
From about a year old (and earlier, if desired), you can start reading poems and short fairy tales to your child. At this age, familiarity with funny nursery rhymes is well accompanied by bright, characteristic gestures. Around the age of two, when the child begins to become interested in letters, purchase the alphabet. It is worth remembering that recognizing letters and reading are different things. Now you are reading, and the child is actively listening. There is no need to force things.
Many children like toy books, all kinds of squeakers, books in the shape of animals, insects, etc. They are attractive to a child, but you shouldn’t get carried away with them. Books, first of all, are intended for reading - this is important for the baby to learn. Gradually reduce the number of toy books to a minimum.
Three years - the age of why - is the optimal time to buy children's illustrated encyclopedias. The number of unfamiliar words in them should not exceed 10-15 percent, otherwise the book may seem boring to the child. By reading with you, your child gets answers to his questions and at the same time learns to work with new information.
Junior preschool age. Studying the peculiarities of perception and understanding of works of literature by a child of 3-4 years old, we can identify the leading tasks of familiarizing children with books at this age stage:
- to develop children’s interest in books, to teach them to pay attention, and to listen to literary works;
- enrich the life experience of children with activities and impressions necessary for understanding books;
- when selecting books for children, take into account the child’s attraction to folklore and poetic works;
- help children establish the simplest connections in a work;
- help children identify the most striking actions of heroes and evaluate them;
- support the immediate response and emotional interest that arises in the child when perceiving the book;
- help children mentally imagine, see the events and characters of the work, through the selection of illustrations, teach them to look at the illustrations.
Middle preschool age (4-5 years). Children's reading experience becomes more complex. To understand the work, a child no longer needs an illustration for each plot twist. When characterizing heroes, children most often express correct judgments about their actions, relying on their ideas about norms of behavior and enriched personal experience. At the same time, when perceiving literary works The child does not set himself the task of evaluating the hero or the events. The attitude of children to literary facts has an effective, vital significance. A child of 4-5 years old is, first of all, an active participant in the events depicted; he experiences them together with the heroes.
Thus, based on the characteristics of the enriched literary and enriched life experience of children, educators in middle group the tasks are:
- continue to develop children’s interest in books;
- teach carefully, listen and hear the work;
- see the actions of the characters and evaluate them correctly;
- develop imagination, the ability to mentally imagine the events and characters of the work;
- maintain children’s attention and interest in words in a literary work;
- support children’s empathy for the characters of the work and form a personal attitude towards what they read.
Senior preschool age. From the age of 5, a new stage in the literary development of a child begins. The most beloved among children are magical Russian folk tales with their wonderful fiction, fantastic nature, developed plot action, full of conflicts, obstacles, dramatic situations, various motives (treachery, miraculous help, opposition to evil and good forces and much more), with bright, strong characters. Russian folk tales (“Morozko”, “Sivka-Burka”, “The Frog Princess”, “Sister Alyonushka and Brother Ivanushka”, and others). They open up space for the child’s feelings and thoughts about a complex world where kind and good people collide in an irreconcilable struggle. evil forces, where children are confirmed in the indispensable, inevitable victory of good over evil, are surprised at miracles and mysteries and try to uncover and comprehend them. At an older age, a child acquires the ability to understand text without the help of illustrations. Children are already able to understand events in the book that sometimes did not occur in their own experience. The child develops the ability to perceive a literary work in the unity of content and form, comprehend the verbal image, and treat it as an author’s device. There also arises the ability not only to notice an expressive, bright word, but also to realize its role in the text.
In older preschool age, children’s capabilities allow them to solve new, more complex tasks in the formation of aesthetic perception and understanding of works of fiction:
- to consolidate and develop a sustainable interest in the book, to perceive a love for the literary word;
- along with the direct life experience of children, their literary experience. To introduce the genre features of some types of literary works (story, fairy tale, fable, riddle, proverb, nursery rhyme and others).
- develop and educate the recreating imagination;
- learn to establish diverse connections in a work, to penetrate into the author’s intention;
- help the child not only comprehend the actions of the characters, but also their thoughts and feelings; cultivate the ability to see the hidden reasons for actions;
- help the child, realize his own emotional attitude towards the heroes of the works;
- draw children’s attention to the language of a literary work and the author’s depiction techniques.
Thus, we see that throughout the preschool period there is an active development and improvement of abilities to perceive literary works, the formation of interest and love for books, that is, the child is successfully developing as a reader. This circumstance forces us, teachers, to carefully consider issues related to reading books to preschool children and, above all, to the selection of works of children's literature for each age stage.
A thoughtful selection of books for children's reading is determined by what inevitably influences the child's literary development, the formation of his literary experience at the stage of preschool childhood, and the development of an attitude towards books.
Let's summarize:
- A book is not only a source of knowledge, but also a means of artistic education.
- She is a person’s companion throughout his life. Teach your child to love and cherish books from childhood.
- Books for children are usually brightly illustrated. When looking at the illustrations with your child, take your time. When posing a question, focus on the details, explain what text this picture illustrates. Let the child remember and check. All this will teach you to carefully and meaningfully examine what is shown in the picture.
- Fiction enriches the child's life experience. It tells about the lives and activities of people: about their work, relationships, the exploits of heroes, about beauty native nature, the characters and motives of behavior are revealed. All this affects the child’s feelings, makes him worry, worry about the fate of the characters - sympathize with some, condemn others.
- A book helps a child learn about the world.
- The works of fiction that you read or narrated significantly influence the child, the formation of his personality, leave a deep imprint in his soul, gratitude for having introduced him to the world of beauty.
And even if your child has already learned to read, there is no need to “give up” on reading aloud together, because it is so unifying, it is a kind of conversation between parent and child, a discussion of what they have read. While reading together, you are very close to the child; you can explain to him using the example of heroes from work of art all the pressing problems, but there are so many interesting things in life!
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