Belyaevskikh Irina Yurievna
Job title: teacher
Educational institution: MAOU DOD D/S..Fairy tale, body, Sparkle,
Locality: Tyumen region Omutinskoe village
Name of material: Lesson notes
Subject: Applique lesson 2 junior
Publication date: 09.03.2017
Chapter: preschool education

Lesson notes in 2 younger group

Topic: “The cowardly little bunny galloped across the field”

Compiled by:

teacher

Belyaevskikh Irina Yurievna.

Subject:

“The cowardly little bunny galloped across the field”

Age:

34 years

Direction:

"Sensory

Educational objectives:

1. Consolidate knowledge geometric shapes(triangle, circle, square, rectangle,

2.Teach children to name colors.

3. Practice comparing two objects in width;

4. Strengthen the ability to determine the position of geometric figures on a plane.

Developmental tasks:

1.Develop memory, attention, thinking;

2. Activate children's vocabulary.

3. Develop fine motor skills.

Educational tasks:

1Teach children to listen to the teacher.

2..Teach children to work together as a team.

Progress of the lesson

1 part. Organizing time.

Educator: A guest came to us to find out who it is, guess the riddle:

A ball of fluff, a long ear,

Jumps deftly and loves carrots.

Children. Hare.

Educator: This is a hare, say hello to him... Why is our hare sad, maybe he has

something happened?

Part 2. “Name the geometric shapes”

The bunnies got naughty and dropped geometric shapes into the “dry pool”. No way

get them to the bunny. Let's help the bunny collect geometric shapes.

Children take geometric shapes out of the bucket and name them.

Educator: - Well done, guys, we helped the bunny, he became cheerful, jumped around, let's play with

Part 3. "Games with a bunny"

Bunny - coward

galloped across the field,

Ran into the garden

He found a carrot, sits and gnaws it.

Hey, someone's coming!

Educator. Children, show us your finger bunnies.

Finger gymnastics"Bunny"

Gray bunny

Jumps deftly

He has a carrot in his paws!

Educator:

The bunny blinked his eyes,

I was looking for other bunnies.

There are so many of them, look

Get the bunnies quickly!

Part 4 “Match the doors to the houses”

Educator: - Our bunny has little bunnies - fidgety ones, they love

play and jump, forgetting that there are many dangers for them in the forest. And now it’s out on

hunting cheat - fox. The bunnies ran away to the houses, but the doors were not closed. Let's

Let's hide the rabbits from the fox. You just need to choose the right door: if the door is narrow,

the fox will notice them, and if it is very wide, then the door will not close tightly.

Educator: - What color are Makar’s houses? At Masha's? Do the houses have the same doors?

What are they? (One door is wide, the other is narrow) The guys hid the rabbits and the fox well

left. Now you can have fun and play.

Educator.

Physical education lesson “Bunnies”

Gray bunny sitting

And he wiggles his ears.

It's cold for the bunny to sit

We need to warm our paws,

One or two, we need to warm up our little paws.

It's cold for the bunny to stand

The bunny needs to jump.

Someone scared the bunny -

The bunny jumped and ran away.

Part 5 Application “Handkerchiefs for bunnies”

Educator: - Our bunnies jumped around, they even got their paws dirty. The bunnies need handkerchiefs.

Let's make them a lot of beautiful scarves.

I only have one handkerchief. (Shows a sample)

Tell me what shape it is,

what geometric shapes are on it? What is located in

center? What's in the corners?

Educator: What are the figures on your scarf, Ksyusha, what color are they? What about Sasha?

With such beautiful handkerchiefs, the rabbits' paws will always be clean. The bunny smiles

he is very pleased, he says thank you, let’s say goodbye to him, because it’s time for him to go home

Reflection.

Educator: - Who did you help today?

What did we enjoy doing the most?

For your help, the bunny left you photographs of little bunnies.

Northern Teachers College

Home test

Methodology for the development of children's visual creativity___

(Name of the discipline)

Subject: ___ Application in the second junior group_____

Student : Ulyanova__________

(surname)

Maria Pavlovna___________________________

(Name Patronymic name)

Speciality: 0313 Preschool education____________

Study group: 56___

Mesnyakova Marina Ivanovna________

(last name, first name, patronymic of the teacher)

Test results____________________

Date of_______________________

Teacher's signature____________________

Characteristic

Application- cutting and gluing (sewing) figures, patterns or entire paintings from pieces of paper, fabric, leather, plant and other materials onto the base material (background).

As a rule, the base material is: cardboard, thick paper, wood. The application is associated with cognitive activity and is of great importance for mental education children.

Various types of paper applique can be represented as follows:

• by content: subject, decorative, plot-thematic;
• by the number of colors used: silhouette, color;
• by the presence of symmetry: symmetrical, asymmetrical;
• in shape: geometric, non-geometric;
• according to the shape of contact with the surface: flat, three-dimensional;
• by the number of details: whole silhouettes, fragmented into parts, mosaic;
• by method of attaching parts: single-layer, multi-layer
• In addition, appliqués made from fabric and natural materials are a separate type of work.

Application was born a long time ago. It appeared as a way to decorate clothes and shoes, household utensils and tools, and the interior of your home.

Perhaps the first impetus for the emergence appliqués the need arose to sew skins for clothing, and the first stitch told the man that they could not only connect the details of clothing, but also decorate it. Parts cut from these materials began to be attached to clothing. This is how it appeared applique.

The subject matter was animals, birds, people themselves, fantastic monsters, beautiful flowers and plants, scenes of hunting and everyday life.

Applications accessible even to children early age: creating a whole from existing parts is much easier than creating the same drawing from a mosaic. Parts appliqués You can prepare them in advance and give them to your child to create an image, but not a mosaic.

Materials, tools

In the works appliqué use glue, scissors, colored paper(which you can do yourself using paints or markers), wrapping paper, magazines, foil, candy wrappers, foam rubber and simply unexpected materials

Paper

This is the main material for making applications. Sets of colored paper often contain red, blue, green, yellow, and black colors. Pink, burgundy, blue, orange, etc. are less common. It must be taken into account that in some sets the colors are bright, rich, saturated, in others they are dull, gloomy, and there are many “dirty” shades. Applications made from velvet paper work well, but when working with it, you must remember that it must be glued in several layers.

Cardboard

Thin, glossy cardboard has excellent qualities, which can be easily bent, cut, and glued.

Pencil

When making sketches, use a medium-hard pencil. Work only with a properly sharpened pencil.

Rubber

For work, choose a soft rubber band.

Scissors

When cutting paper, it is important to choose good, sharp scissors. Conveniently and accurately, you can cut with scissors measuring from the axis to the rounding of 60-80 mm. The blades of the scissors should move freely, but not hang on the fastening screw.

Glue

The quality of the glue is of great importance when performing appliqué. The best and most convenient for work is synthetic PVA glue.

Sample

To make it, the outline of the required part is drawn on thin cardboard and cut exactly along the pencil line. When tracing the template, the pencil lead is pressed tightly against the edge of the template, remembering that when tracing, an error can reach 2-3 mm and greatly change the silhouette.

Age characteristics of children of the second younger group

Applique classes begin with the second junior group. Taking into account the characteristics of children of this age (insufficient development of small arm muscles, poor coordination of movements, poor visual control of their actions), the specifics of performing appliqué work, they are not given scissors: they receive all shapes and silhouettes ready-made.

Program tasks

The “Kindergarten Education Program” provides for a gradual complication of image methods and techniques that children must master over the course of a year.

During appliqué classes, the teacher teaches children to distinguish and correctly name a circle, square, and triangle. This should be preceded by familiarity with these geometric figures in didactic games ah, during modeling classes. Children learn that a ball is round, a snowman is made up of round shapes, and the wheels of a cart are also round. In addition to these figures, you can also use an oval, a trapezoid, but their names are not given; they are determined on the basis of object-shaped associations (egg, roof, boat).

By working with figures of different sizes, children learn to find large and small parts that are the same. For example, a tumbler has a round, large body, its head is also round, but smaller, and its arms are small, round, and identical.

In the process of practicing appliqué, children learn to correctly name, distinguish and relate colors to objects (green Christmas tree, red flag, yellow chicken). The task of familiarizing children with primary colors is solved in drawing and appliqué in parallel.
By performing a variety of tasks, children learn the simplest orientations on the plane of a sheet of paper. They must learn spatial concepts: above, below, in the corner, in the middle, straight, next to each other, on the side, behind each other. For example, handkerchiefs hang on a string nearby, a round plate is decorated with a flower in the middle.
Decorative applique classes develop children's sense of rhythm and symmetry. For example, by placing a pattern of flowers and leaves—a “wreath”—on a strip, children learn a certain rhythm (flower, leaf, flower, leaf). By decorating a doll's rug with squares and triangles, they begin to feel the principle of symmetry (both in one corner and in the other). This is important for preparing children for decorative drawing, which begins in the middle group.

Key program objectives include learning how to lay out and paste forms onto paper. The most difficult thing for children is mastering gluing techniques.

Completion of the program

Application classes in the second junior group are held once every two weeks. Total within school year there should be about 19 classes. The first lessons can be brought closer in time so that children do not forget the knowledge, skills and abilities that they acquired in previous lessons.

The topics of the lessons can be very different, but they should all contribute to the implementation of program objectives. It is recommended to start getting acquainted with shapes with a circle and a square, since they, especially the circle, do not require children to have complex spatial orientation on a sheet of paper: no matter how you place the circle, it will still lie correctly.

To master paper colors, you need to give them more contrasting colors: red - green, yellow - blue. When asking children to make elementary patterns on a strip, square, circle, they must first use the same, and then different in color, shape and size figures.
Teaching children how to compose object images should begin with simple ones, consisting of 2-3 parts, gradually leading to more complex ones. While performing ornamental and subject applications, children must gradually learn words denoting certain spatial positions of figures, and use this knowledge in their work.
All classes in this group should be figurative in nature, the topics are understandable, accessible and interesting to children. In choosing the topic of classes, the teacher can show independence, creativity and individuality, but it is necessary to clearly distinguish between substantive and decorative appliqué.
The subject application should be simple at first. Children learn to stick object images based on the use of circles, squares: balls rolling along a path, an album of pictures, beads, Balloons, multi-colored flags, handkerchiefs on a string. Then the topics become more complex: mushroom, ball (of two halves), rattle, flower, snowman, traffic light, tumbler, turret, house, chicken, flag, kennel, cart, boat with a sail.

Simple decorative appliqués are carried out with children based on the use of stripes, quadrangles and circles. They should be presented to children as objects that need to be decorated: a stripe can be a doll’s scarf, a bookmark, a carpet runner, a wreath, a belt; a quadrangle is a rug for a doll, an elegant scarf, a tablecloth; circle - a beautiful plate, a napkin, a flower bed. In addition, sometimes you can give children simple silhouette images to decorate them with patterns: a cup, a butterfly, a bucket, etc.

To secure program material We can recommend simple plots from ready-made shapes and silhouettes (large shapes that organize space on a sheet of paper are glued in advance by the teacher himself). Simple plot applications can sometimes be given during the school year and especially in the summer. The themes of such activities should be understandable to children: for example, a house for an animal (a silhouette of the children’s choice), a cat playing with a ball, an elephant juggler, a chicken (the teacher sticks its image on) with chickens.

By performing such applications, children better grasp spatial concepts and begin to feel the expressiveness of their work. For example, by sticking silhouettes of cats that follow each other along the path, children call them “good, friendly.” And if someone sticks cats looking at different sides, then the children say that the cats “quarreled.” Some lesson topics are good for creating applications with a practical purpose, for example, you can decorate a veranda or a bookmark with colorful elegant butterflies.

Sometimes it is possible to carry out collective work, especially in summer. Children create collective applications from ready-made shapes and silhouettes, for example, “Toy Store” (kids stick on different silhouettes of toys, and some toys are made up of separate parts), “Summer Meadow” (on a large green rectangle, stick on silhouettes of butterflies of different colors, shapes and sizes , beetles, flowers).

It is advisable to use collective works to decorate a group room or doll corner. They delight children, develop aesthetic feelings, and stimulate their desire to engage in appliqué.

Types of children's visual arts

Individual and collective forms applications can have different contents. Depending on this, it is customary to divide classes into types. This includes subject, plot-thematic and decorative applique.

In object appliqué, children master the ability to cut out images from paper and paste individual objects onto the background, which, due to the specific nature of the activity, convey a somewhat generalized, even conventional image of surrounding objects or their representations in toys, pictures, and examples of folk art.

At the initial stage, children lay out and glue an object from parts prepared by the teacher: a ball - two halves of different colors; a fungus - a cap and a leg; trolley - rectangular body and round wheels; garland - rectangular flags, etc.

As they master the techniques of cutting out in middle, senior and preparatory school groups, children can depict objects that are distinguished by a variety of shapes, structures, color combinations, ratios (at home various types, transport, plants, birds, animals, people in real and fairy tale interpretation).

Plot-thematic applique requires the ability to cut and paste various items in interaction in accordance with the theme or plot (“Chicken pecks grains”, “Kolobok is resting on a stump”, “Fish are swimming in an aquarium”, “Rooks are making nests in a tree”). In this case, the child faces the following tasks:

Cut out objects, show their differences in size when compared with each other (tall tree and small rooks, large and small fish);

Highlight the main subjects characters, connect them with the scene of action, the situation (fish swim in an aquarium, flowers grow in a meadow). The main thing stands out in size, color, compositional placement among other objects;

Convey the characteristic features of the characters and their actions through gestures, posture, clothing, coloring (the bun met the bear - the figures are glued in the position of turning towards each other);

Arrange objects on the plane of the bases: on one line in a row horizontally and vertically, indicating the height of the objects (a street in our city, a cheerful round dance); create two-plane compositions - lower, higher, weakening the color, reducing the size of objects taking into account their distance (boats at sea, a flowering meadow with a strip of forest in the distance);

Select and appropriately use color and its combinations to convey the time of year, weather conditions, attitude to the depicted object and phenomena (golden autumn, winter in the forest, harvesting).

In each age group these tasks are implemented in different ways. Their complexity is associated with the level of knowledge, skills and abilities, on which the creative variability of the content of plot-thematic applications depends.

Teaching methods and techniques

When determining teaching methods, two main areas of the teacher’s work should be distinguished: preparation for the upcoming lesson and training in the lesson.

In the preparation process, it is necessary to use the information-receptive (familiarization with the objects to be depicted) and reproductive method, when children practice distinguishing the shapes and colors of objects.

When preparing for a lesson, it is important to develop children’s perception, teach them the ability to see an object, and perform tactile and visual analysis. Therefore, a special role is given to the process of examining an object, when children become familiar with those of its qualities that are important for the applique image. For example, children learn that the ball is round, smooth, and painted in two colors: one half is red, the other is yellow. Performing the application “Big beautiful ball", children easily make up his image from two different-colored halves.

Before class, you can also look at illustrations and pictures with your children. Particularly good are those images where the form is extremely generalized, close to the silhouette. When looking at illustrations, children's attention must be directed to what is required in the process of work. For example, when looking at a mushroom in the picture, you need to clarify that it has a stem and a cap, the stem is at the bottom and the cap is at the top. Special attention attention should be paid to conducting didactic games to get acquainted with the shape, size, and color of objects.

During the lesson, the teacher must organize the direct perception of a toy or object. Children examine the object, determine the shape of its parts, size, color, and clarify the structure. The teacher asks the children questions, directing their attention to certain qualities of the object, uses a figurative word, an outlining gesture.

In the second younger group, samples are sometimes used. Most often in decorative applique. For example, children are shown a bookmark for a book. Samples can also be used when it is not possible to show children the object itself (provided that it is familiar to the children). Sometimes variant samples may be used for demonstration purposes various options images, for example, how to obtain different object images from the same forms. But using a model is not always mandatory and does not mean that children should copy it.
An important point in teaching children in class is to show them how to lay out and paste. The laying out process must be demonstrated so that it is clearly visible to all children. To do this, you can use a flannelgraph, easel or board. Lightly coated with glue reverse side in the middle, the mold can be laid out on a vertical surface without resorting to the use of buttons or plasticine.

In addition, they can be moved if necessary.
The gluing process consists of several successive steps that children must learn: hold the brush correctly right hand and take a sufficient amount of glue, place the form on the oilcloth with the non-colored side up, grease the entire surface of the form well with glue and, placing the brush on the stand, carefully turn the greased form over, place it in a certain place on a sheet of paper with the glue down, cover the top with a napkin and press the form with your palm, blot off excess glue. In the first lessons, when children master the successive stages of gluing, work techniques should be demonstrated on a vertical surface so that all the actions of the teacher are visible to the children. It is best to attach an oilcloth for spreading forms to the right of a sheet of paper and show all the actions in order, accompanied by clear verbal explanations.

In subsequent classes, instead of the teacher, a child called to the easel can demonstrate gluing techniques. This increases children’s interest in the stages of work and the quality of its implementation, and promotes active learning of techniques. In cases where most children have mastered sticking techniques, it is advisable to omit the visual display, replacing it with a verbal reminder or, even better, a question to the children.

When working with children of this age, we must not forget about play techniques. Children react emotionally to the appearance of new toys and willingly participate in the proposed game situation. This increases children’s interest in the activity and stimulates their activity.

In the process of making appliqués by children, it is necessary to use the most various shapes individual training: show one child how to make an image, remind another, ask a third about the order of gluing. When working with an individual child, the teacher must see the entire group, know how and at what pace the children are working, and who needs help. To view children's works, they must be put on display. During the analysis, you need to evoke positive emotions in children: praise everyone, invite them to admire the applications. This is especially important in the first lessons, when interest in a new type of visual activity is created. Gradually, children’s attention should be directed to the visual aspects of the work, to the beautiful color scheme, to the expressiveness of the applications. For example, children look at the applique tumblers and note that among them there are funny, beautiful, angry toys, and broken ones.

In the second half of the year, you need to draw children’s attention to mistakes and teach them to see them. For example, pay attention to the incorrect alternation of elements in size or color. It is also necessary to teach children to characterize the quality of gluing: “clean work”, “neat”. Gradually, it is necessary to involve the children themselves in the analysis of work, posing questions so that, by answering them, they learn to understand what they have learned today, what new things they have learned, what they have learned, and how mistakes can be avoided.

Development of creativity and imagination in appliqué classes in the second junior group

Applique classes begin with the second junior group; in the first junior group, children prepare for these activities by playing games with colored mosaics; at their own request or as shown by the teacher, they lay out the shapes in a row, alternating by color, making simple objects from them - a house, a flower, etc.

In the fourth year of life, a child is able to translate his simple idea into an image and can master some technical skills. In this regard, applique is a more difficult type of activity in terms of technique than drawing or modeling, since the methods of its implementation are more complex and the result obtained is more conditional.
The objectives of teaching applique in this age group are the following:

familiarity with the geometric shapes that make up many objects - circle, square, triangle;
knowledge of colors - red, yellow, blue, green, white, black;
knowledge of the concepts of “quantity” (one, two, three, many), “size” (large, small, more, less);

development of compositional skills in arranging shapes in a pattern (in a row, along the edge, in the corners) and parts of objects;
mastering the skill of gluing forms.

The development of motor functions of the hand in children of the fourth year of life is still imperfect, so they are not able to use scissors. True, a child can be taught this skill in a family setting. In this regard, the solution of the tasks set by the program takes place in classes with ready-made forms.

Mastering the skill of making appliqué begins with gluing several shapes in one row on a strip of paper. Even this simple task requires knowledge of the features of the new pictorial form, its name and color, the ability to arrange the forms in a horizontal row, the skill of correctly applying glue and gluing the forms in the right place. So that the child can cope with this task, a circle shape is given for gluing, which is equally symmetrical along the entire contour, has no top and bottom and does not change depending on the location; to place the elements, they offer a narrow strip of paper, on which it is impossible to arrange the circles in any other way than in a row; all shapes have the same color. This makes completing the task easier: children must remember the name of the shape, its color and master the gluing technique.

In the first lessons, sometimes the main difficulty for kids is the gluing process: they need to learn how to hold the brush correctly, pick up a little glue, carefully spread the form on the back side, using a special oilcloth, lay the forms in place with the smeared side, press them with a cloth, do not move them, put them down brush only on the stand. At first, the gluing technique completely absorbs the children's attention.

Further complication of the program material occurs due to the introduction of circles of a different color and their arrangement in alternating colors.

Then enter new form- square.
When making a composition of squares, you must ensure that they all fit exactly on one side. The composition of the appliqués gradually becomes more complex - children place and stick the shapes at the corners of the square and along the edge of the circle. These elements of the form are clearly highlighted by the form itself and are easily recognized by the child. Gluing in the center is still difficult for children in the younger group.

Along with mastering the principles of the rhythmic arrangement of one or two elements, the program provides for gluing object images, first consisting of one, then of 2-3 parts (for example, a mushroom, a flag, a snowman, a house, etc.). The difficulty of these tasks is that the object and its parts must be located depending on its design: the stem of the mushroom goes down from the middle of the cap, the roof is located above the walls of the house, etc.

However, kids will successfully cope with such work, since the subject tasks are understandable to them in content. In addition, for the image they select objects with a symmetrical arrangement of parts, with shapes close to the geometric ones, which the children became acquainted with in the first lessons.

I. L. Gusarova recommends starting appliqué work in the younger group by completing tasks that have a specific visual task - creating a familiar object. Interest in the topic will help the preschooler overcome both constructive and technical difficulties. To a small child The task of putting together an object from 2-3 parts is clearer than arranging geometric shapes according to the principle of alternation and symmetry in a pattern. In the first case, he himself will notice the mistakes made, since the logic of the content will be violated. The principle of alternating and repeating pattern elements will be mastered successfully when gluing flags or beads onto a drawn thread.

Thus, for children of this age, each appliqué task, as well as drawing and sculpting, should be associated with a specific image. The teacher’s task is for all decorative gluing tasks geometric shapes choose appropriate subject names - “decorate a handkerchief” (square), “paint a plate” (circle), etc.

Target. Strengthen the ability to stick multi-colored circles of different sizes and colors. Create positive emotions from working together.

Tasks:

• Educational: consolidate the idea of ​​a geometric figure - a circle;
• improve the ability to classify objects by color; consolidate gluing techniques. Developmental
• : develop speech, memory, attention, thinking. Educational

: continue to instill in children responsiveness, sympathy for fairy-tale characters, and create a desire to help them. Materials and equipment.

Plastic balls (red, yellow, green); distribution; 3 identical baskets with a colored guide (ribbons of red, yellow and green); a sheet of white A1 paper with a picture of a sad clown, a card with a smile drawn on it for the clown; cut out circles of different colors, glue, brushes, napkins; box with balloons; audio recording of V. Shainsky “Circus”.

PROGRESS OF THE CLASS

Children enter the group. There are plastic balls of different colors lying on a large spread. Educator: Guys, what is this?
– (Balls).
– There are so many of them. And how beautiful they are! Who can tell me what color these balls are?

(Children's answers)

– Individual questions:
– Varya, show me the red ball.
– And you, Lada, show me the yellow ball. Well, and the ball Igorok will show us.

(The teacher praises the children.)

Children enter the group. There are plastic balls of different colors lying on a large spread. Oh guys, look, the balls have scattered! (pour balls onto the floor). They probably want to play with you.

How different are they?
Yellow and red
Now we will help them
We'll put them all in baskets.

Invite the children to collect the balls. And put balls in the basket the same color as the ribbons on the basket. Check with the children whether all the balls are in their basket.

There's a knock on the door.

Children enter the group. There are plastic balls of different colors lying on a large spread. It seems that someone has come to us.

(Opens the door and brings in a panel depicting a sad clown.)

Clown. (Sad)- Hello guys!

Children greet the clown.

Children enter the group. There are plastic balls of different colors lying on a large spread. What is the clown's mood? (sad, sorrowful). Why do you think? (Children's answers).

“And he’s sad because he wants to play, but he doesn’t have any balls.” Shall we help him have fun? On your table there are multi-colored circles - balls and everything you need to stick them on. This must be done beautifully - so that the balls surround our clown. Then he will become cheerful.

– Show how the clown will juggle balls. (Children imitate the movement).

- Now let's get to work.

As you work, ask the children where they will stick the balls (up, down, above the clown, under the clown).
At the end of the work, the teacher (unbeknownst to the children) sticks a card with a smile on the clown’s face.

Children enter the group. There are plastic balls of different colors lying on a large spread. Look at the expression on the clown's face. What did you notice? (Children's answers). What is his mood now? (Cheerful, joyful).

- Yes, he smiles at us and says thank you for the beautiful, colorful balls. And he also prepared a surprise for you.

Take out multi-colored inflatable balloons from the box and invite the children to play with them to the music of V. Shainsky “Circus”.

"Let's help the snowman"

Educational area: Artistic creativity. Application

Target:

1. Consolidate knowledge about snow.

2. Teach children to stick circles on sheets of appliqué paper.

1. Give concepts about snow through experimentation.

2. Activate children's vocabulary (cold, soft, fluffy, sticky), designation of paper sizes (round, large, smaller, smallest);

3. Strengthen the ability to sequentially arrange circles depending on size using a presentation on a projector.

4. Improve the ability to carefully pick up glue onto a brush, spreading ready-made forms, press the parts with a napkin;

5. Develop orientation on a sheet of paper, visual attention, fine visual differentiation (large - smaller - smallest);

6. Cultivate accuracy in children when performing tasks;

7. Develop gross and fine motor skills.

Demo material: snow, snowman, napkins, magic snowballs projector, flannelgraph, circles different shapes, bucket for a snowman, markers.

Handout: sheets of blue paper, circles (large, small, even smaller), markers (black, orange and pink), rosettes, brushes, napkins, oilcloths,

Preliminary work: observation, playing with snow, reading poems about winter, talking and looking at illustrations about winter with children.

Methods: experimenting, viewing, examining, listening.

Techniques: play, experiment, demonstration, clarification, reminder, encouragement.

Progress of the lesson

Org. moment:

IN: Hello children! I invite you to the magical forest.

Tell me, what time of year is it now?

D:-Winter.

IN: Right. In winter it is very cold and frosty.

We have arrived in the winter forest!

There are so many miracles here!

Snowflakes are spinning in the sky,

They lie quietly on the ground.

So the bunny galloped,

He ran away from the fox.

A gray wolf prowls through the forest,

He is looking for prey.

We will run away from him

Let's sit under a bush.

And the bear is sleeping in the den,

He'll sleep like that all winter.

Peace and quiet in the forest

You and I can't make noise.

1.Experimenting with snow

IN:-The magic forest has prepared a surprise for us? Let's get a look,

Children go to the table on which there is a bowl of snow covered with a napkin.

IN: -What kind of surprise is this? Let's get a look. (The teacher removes the napkin from the basin)

IN:-What is this? (Snow)

IN:- Look at him, what is he like?

D:- White! Fluffy

IN: Let's take the snow on our palms and hold it for a while.

IN: What does snow feel like?

D: Cold!

IN: Look what's happening to him?

D: Snow is melting.

IN: Why is the snow melting?

D: He is afraid of heat

The snow melts from the body of our hands, and becomes what? (wet, sticky)

Children wipe their hands with napkins.

Are your hands frozen? Let's warm them up.

2.Massage of facial muscles

We rub our palms

And we warm up the face.

We rub our forehead too

Let's help him become warm.

Cheeks puff up.

The lips are smiling.

We'll rub our chin,

Let's chew our lips together.

Our tongue lives there,

Let my friend warm up

IN:-Children, what can you make from sticky snow?

Children: - Snowman

IN:-Guys, look who lives in the magic forest( The teacher takes the Snowman behind the Christmas tree) Children greet the Snowman.

IN: This is the Snowman, but for some reason he is sad.

- What happened to you, why are you so sad?

Snowman:-

I wasn't raised

Made from snow

Instead of a nose cleverly

Inserted a carrot.

Coal eyes

Bitch lips

The guys blinded me

And they forgot about me.

I'm standing there so unhappy

I miss one terribly.

IN:- Guys, how can we help the Snowman so that he can have fun in the magical forest?

Children:- We need to help him find friends.

IN: That's right, children! Let's make the Snowman a lot of friends, and he will have more fun. What can we make snowmen out of? That's right, from the snow.

Let's practice how we will sculpt a snowman.

3.Finger gymnastics “Snowman”

1, 2, 3, 4 (bend fingers one at a time, starting with the thumb)

You and I made a snowball (“they make it” by changing the position of the palms)

Round, strong, very smooth (show a circle, press your palms together, stroke the other with one palm)

And not at all sweet (they shake a finger)

Once - let's throw it up, (look up, throw an imaginary snowball)

Two - we'll catch it. (They squat and catch an imaginary snowball)

Three - let's drop (stand up, drop an imaginary snowball)

And... we'll break it (stomp).

4. Sequence of making a Snowman (Presentation)

IN:- Come sit on the chairs, I’ll show you how the snowman appeared

Slide 1.The snowman appeared from the lumps of snow. What geometric shape do lumps of snow resemble? That's right, in a circle. To make a snowman, we need three lumps. Are they the same or different? That's right, different. One is big, the second is smaller, the third is the smallest.

2.slide. In order for the snowman to stand firmly, we first place the largest lump. These are the legs. Like this.

3 slide: Then on the large lump we place a smaller lump, this is the body. Like this.

Slide 4: The snowman's head is the smallest lump. We put it on top. Like this.

Slide 5: Let's put a bucket on the snowman's head. Like this.

Slide 6: Let's draw eyes on him so he can keep order in the yard

Slide 7: Great nose - carrot

Slide 8: Let's draw a mouth like this

Slide 9: We will attach twigs to the body - these are the hands of the Snowman.

This is how the funny snowman turned out.

IN: Where is our snow? Oh, he got scared by the heat and melted.

2. Dynamic pause “Snowballs”

IN: Don't be upset, this is a magical forest. Look, there is a basket with snowballs under the Christmas tree. Let's play! ( Children play snowballs, dynamic music sounds)

5. Demonstration of step-by-step gluing using flannel or carpet.

IN: What else can you make a snowman from? (children's options)

IN. Now we will try to make Snowmen out of paper. Come to the table.

IN: On the table, everyone has circles of different sizes, a piece of paper, glue, a glue brush, and a napkin to remove excess glue.

Show me the largest circle, place it at the bottom of the sheet on the white fluffy snow - these are the Snowman’s feet.

Take a smaller circle - this is the body, and the smallest one is the head on which we will put the bucket. We must glue all this carefully. We carefully put glue on the brush, we remove excess glue by pressing the brush to the edge of the rosette. First we spread a large circle and place it at the bottom of the sheet on the snow, pressing down lightly. Then we spread the rest of the lumps and the bucket and just as carefully glue them to a sheet of paper. So we have a Snowman. What else is missing from his head?

Children: Eye, mouth, nose

IN: Right. We can draw them with felt-tip pens. Eyes - black coals, pink cheeks, red mouth and nose like a carrot! Do you want to make such a Snowman?

6. Children begin to complete the task.

While working, the teacher monitors the correct placement of the circles and gluing them onto the sheet. After completing the work, he invites the children to show their Snowmen to the guest, so that he will have fun and will never be sad in the fairytale forest.

Final part. Guys, what did you like about the lesson?

(children's answers) What was difficult or difficult for you?

Name: Abstract of GCD for application in the 2nd junior group on the topic “Magic Scissors”
Nomination: Kindergarten, Lesson notes, GCD, application, 2nd junior group

Position: teacher
Place of work: MKOU "Ivaninskaya Secondary School"
Location: Kurchatovsky district, Kursk region

Target: consolidation of ideas about geometric shapes.

Tasks: consolidate knowledge of geometric shapes; repeat the concepts of “one - many”, develop the eye; develop skills in arranging and gluing geometric shapes on a sheet of paper in accordance with the plan; strengthen skills in working with glue; continue to familiarize yourself with the rules of working with scissors; develop self-confidence.

Materials and equipment: magnetic board, geometric shapes made of colored paper (triangles, circles, rectangles, squares; stripes); sheets of paper with unfinished pictures; oilcloths, napkins, glue sticks for each child.

Preliminary work: d/i. “Name the figure,” r/i. “Fold the picture”, laying out various images from geometric shapes, homework(making pictures from geometric shapes).

GCD move

Educator.- Stand in a circle, children! Look at each other and at the guests. Smile at each other. I will ask, and you answer.

Are we guys friendly? (Yes Yes Yes!)

Are we not boring at all? (Yes Yes Yes!)

Are you in a good mood? (Yes Yes Yes!)

Isn't it time for us to play? (Yes Yes Yes)

Educator.- Guys, yesterday I asked some parents and their children to prepare a surprise for you - to lay out images of various objects from geometric shapes. Let's see what they came up with.

Katya, please show me what work you have done with your parents. Children, tell me what is shown in Katya’s picture! (Herringbone). Katya, what geometric shapes did you make it from? What color are the triangles? Guys, where do Christmas trees grow? (children's answers) Is there grass in the forest in the summer? How can you depict grass? (lay out from strips)

The teacher completes the picture with stripes.

Educator.-Let's see what Kira did to her parents. Kira, tell me what happened to you? This is home. Children, what geometric shapes does it consist of? How many squares are there? What about triangles? Kira, why are there stripes around the house? Yes, these stripes look like rain. How many stripes are there in the picture? Well done, wonderful pictures you got it. Guys, do you want to make the same pictures?

There is a knock on the door.

Educator.- Children, the Magic Scissors came to us (junior teacher). And they are magical because they can talk.

Scissors.-Hello, girls and boys! I really want to help you, because you are going to make pictures. But first tell me, do you know what benefits scissors bring? (cut hair, nails, cut out various figures from paper, cut fabric for sewing clothes, cut threads, etc.)

Scissors.- Well done! Is it possible to take scissors without adult permission? What about playing with them? Yes, you can't play with scissors. You can’t wave them around or twirl them in front of your eyes, because they can get angry and prick or scratch.

My assistants and I, using small scissors, cut you many different geometric shapes so that you could complete your pictures.

Educator.- Guys. Let's say thank you to the Magic Scissors. And now I suggest you rest.

Fizminutka

In an even circle, one after another,

We are going step by step.

Stay where you are! Together together

Let's do it like this! (the selected child shows some movement, the children repeat. The game is repeated 2-3 times)

Educator.- Children, let's go to the tables. Look how many figures the scissors cut for us - many or few? Let's also draw scissors with our fingers!

Finger gymnastics

Here's an angry gray wolf

Clicks his teeth.

Quickly, quickly we can

Clicking along with you.

Click-click-click!

Educator.- Guys, choose any picture, put it in front of you and carefully look at how you can complement it to make it look beautiful. First, post the picture, and then we will paste it. Coat it well with glue, hold the part with the finger of your other hand and return the figure to the picture.

To the accompaniment of calm music, children stick on applique details.

Educator.- Look at the different appliqué pictures you got. In the evening, show your parents your work and explain how you made it.