Open classes. Notes are the best. Conducting an open lesson in the senior group of kindergarten

Modern society increases the requirements for the level of professionalism of a teacher. This is because the value of quality education and personal development is increasing. Every teacher who has consciously chosen his profession must strive to meet the new demands of society, improve his teaching skills, and master modern technologies. Conducting open classes, participating in the exchange of experience and professional competitions, certification to a higher category - all these are ways of self-development in the desire to become a good educator and teacher.

Theoretical basis for conducting an open lesson in the senior group of kindergarten

An open lesson is a lesson in which strangers are present. Such lessons are conducted with the aim of exchanging experience among teachers of children's educational institutions and are part of the system of work of methodological associations.

If the event is held within the framework of one educational institution, then colleagues, the administration of this institution, and there may be representatives of the parent committee attend the lesson. If an open lesson is held at the district level, then the number of guests can be much larger.

In an open lesson, the teacher demonstrates his skills and teaching methods.

On the other hand, for children participating in an open lesson, this is a lesson that is part of the overall planning of the group. In terms of time and volume of material presented, this lesson should not differ from the usual one. Pupils in the older group (5–6 years old) already have sufficient independence, they have developed perseverance, and they know how to think logically. The preferred form of conducting a lesson is still a game or the inclusion of game elements in its structure. In the game, it is easier for preschoolers to gain knowledge and consolidate it in practice.

Open classes are characterized by frequent changes in children's activities. Various types of exercises, tasks, games, riddles and physical education breaks should be interspersed.

When choosing the topic of an open event, the teacher strives to maximize the novelty and features of a particular topic. You can organize classes using innovative teaching methods and techniques (for example, the use of multimedia technology, the use of logarithmics, fitball gymnastics) or fill the lesson with unusual content (develop a lesson on a healthy lifestyle, moral education of children).

An open lesson with the Voskobovich square will help children develop logical thinking

Table: types of open classes in preschool educational institutions

Video: lesson on theatrical activities in the senior group

https://youtube.com/watch?v=zAorm7GncIY Video can’t be loaded: Theatrical production “Under the Mushroom” Kindergarten No. 173 (https://youtube.com/watch?v=zAorm7GncIY)

Video: physical education lesson for older children using multimedia technologies and modular equipment

https://youtube.com/watch?v=Sro9DLCdbAQ Video can’t be loaded: Physical education lesson for older children (https://youtube.com/watch?v=Sro9DLCdbAQ)

Individual tasks in an open lesson

If there are children in the group who require an individual approach: they often miss classes for some reason, work slowly, are overly shy, are pedagogically neglected, it is necessary to take this into account when preparing for the lesson. For such students, the teacher develops tasks taking into account the characteristics of their psychophysical development, corresponding to the topic of the lesson. At the same time, some of the tasks are completed together with the whole group, so that the child does not feel isolated from the team.

If necessary, the teacher helps individual students complete the task.

Individual assignments may also involve preliminary memorization of poems by specific students, and then performance in an open lesson.

Techniques for increasing children’s motivation to study

Being the center of attention of strangers, older preschoolers, like toddlers, may feel uncomfortable. When developing lessons, it is necessary to take this into account, paying more attention to stimulating children's motivation to complete tasks. Much depends on the teacher’s passion for the topic and the ability to create a working atmosphere in the classroom. Increasing the motivation of students is facilitated by the formation of an unusual, unexpected atmosphere in the lesson, colorful design, the use of role-playing games, theatricalization of the lesson, awakening children's empathy for the characters in the script, and the creation of a situation of competition both between teams and individual children.

For children 5–6 years old, it is important for adults to evaluate their actions and the correctness of the work performed. This increases the child’s self-esteem and increases interest in the lesson. There are several techniques that are used in practice:

• Verbal praise for a preschooler.
• Reward for the correct answer: postcards, chips, candies. When summing up the results, the teacher takes this into account: “Whoever has 2 chips (the smallest number) - raise your hands, you did well, you worked well; those who have 3 chips - coped with the tasks perfectly, those who have 4 - today you are the best mathematicians in our group!
• Use the badges “For the right decision”, “For fast decision", "For neat work", etc.
• Organize a rolling prize “Best Student of the Day”.

The introductory stage of the lesson is always important. It is necessary to plan and conduct it in such a way as to capture the attention of children. The arrival of a fairy-tale character into a group always intrigues the kids. Usually this role is played by a doll or a bright poster, or maybe the teacher himself can transform into the hero of a magical story.

You can start the lesson with an interesting game, which will immediately attract the attention of all students.

Such a poster can act as a means of increasing the motivation of preschoolers to study

You can start the introductory stage of the lesson by showing a poster. A good idea is to show the children a visual aid consisting of individual petals. The selected pictures should be bright, understandable, and memorable in order to attract the attention of children. The design of the manual is developed to match the structure of the lesson. Such a poster will become a support for the teacher during the lesson and will help preschoolers better learn new knowledge.

Preparing and conducting an open lesson in the senior group of kindergarten

Planning an open lesson begins with choosing a topic and setting goals. Next, you need to think through the logic of organizing the lesson, the relationship and sequence of individual parts of the lesson, the completion of all stages and accounting for the time allotted for their completion. A clearly thought-out structure of the lesson, an entertaining plot, individual components of the lesson smoothly replace each other - all this guarantees the success of an open lesson.

The duration of an open lesson in the senior group, like a regular one, is 25–30 minutes, but the pace of work is quite high.

Examples of topics for open classes in the senior group

To help young educators, we offer a list of topics suitable for an open event in a senior group:

Whatever the focus of the lesson, in the middle of the lesson there must be a dynamic pause or physical education session, which in its content corresponds to the stated topic.

Table: lesson time plan

Table: summary of an open lesson on the formation of mathematical concepts in the senior group (fragment)

How a teacher performs his work and what results he achieves determines his professional status. For him, learning and constant improvement on the path to higher professionalism are one of the ways of self-realization and a source of internal satisfaction. It is impossible to educate and develop children if the teacher himself stands still, because modern world is changing very quickly.

Tasks:

Physical development: maintain the desire to perform movements and active exercises correctly and accurately, teach to enjoy physical activity.

Social and moral development: form a positive, friendly attitude towards people around you; the desire to avoid conflicts when communicating with others; adhere to the basic norms of communication culture.

Emotional and value development: develop children’s emotional sensitivity; cultivate love for family, affection for friends, politeness and tolerance towards unfamiliar and unfamiliar people; teach kids to appreciate those who love and care for them.

Cognitive development: Clarify the concept of the category of people who surround the child; develop the ability to classify them according to various criteria and compare them with each other.

Speech development: develop narrative speech skills, expand your vocabulary with antonyms, teach kids to express their attitude towards other people.

Artistic and aesthetic development: continue to teach children to reproduce impressions of communicating with different people during games; differentiate between the beautiful and the ugly in a person; convey in simulation games the occupation of a particular person.

Creative development: to develop the ability to adjust one’s behavior depending on the category, mood, physical condition interlocutor; relate it to the reactions of various adults; notice problems in people’s communication that are not difficult to perceive.

Course progress in kindergarten:

At the beginning of the lesson, the teacher reminds the children that there are a lot of people living in the world and among them there are different ones - relatives, friends, acquaintances, as well as strangers and people unknown to us.

Didactic game “You live among people”

Children stand in a semicircle in front of the teacher, and he takes the ball in his hands. The teacher explains the rules of the game to the children.

The one who caught the ball answers the question.

An adult throws a ball to a child and asks questions, and the child must catch the ball, give an answer and return the ball to the adult. The rest of the kids watch their friend’s answer and, if necessary, correct him or help.

Question options for the game:

What kind of people live in your family? (Mom, dad, brother, grandmother, grandfather.)

Who lives in the apartment (house) nearby? (Neighbours.)

What kind of people are invited to visit? (Relatives, friends, buddies.)

Who should you greet when meeting? (With everyone I know.)

Who do we give gifts to? (To family and friends.)

Who is considered old? (grandparents.)

Adults work at work, and what do children do (Go to kindergarten or school.)

Are all the strangers family or strangers? (These are strangers.)

What kind of people take care of you at home and in kindergarten? (Mom, dad, grandmother, grandfather, teachers, nannies...)

Can strangers take care of you? Which for example? (They can, if this is a doctor, a bus driver.)

Who are you playing with? (With children, friends.)

Which people should you treat politely? (With all the people)

During the game, the teacher encourages the children not to name specific names, but to use words of a general nature.

Logic game “Say the opposite”

The teacher asks the children to name words opposite to those he says.

Strangers are relatives;

Strangers - familiar;

Children Adults;

Old - young;

Brothers - sisters;

Grandmother grandfather;

Enemies are friends;

Indifferent - caring;

Upset - joyful.

Conversation between a teacher and children “How to behave with people”

Do you think it’s worth starting a conversation with a dad who is very busy or in a hurry? Pestering a mother who is sick with requests? Wake up your grandfather so he can listen to you immediately? Why do you think so? (Listen to the answers and arguments of several willing children.)

How to communicate with absolutely strangers? Every day many people pass by on the street. Of course, most of them are good, and for some they are also family, close and dearest. But for you they are strangers. And they may turn out to be evil, bad people. Therefore, you should behave carefully with strangers. If you want to contact a stranger, you must first ask permission from your mom, dad, or other loved one. If they don't mind, then you can contact a stranger.

And there are times when a conversation with a stranger is simply necessary - for example, if you need to ask about something: address, time, or something else very important. Of course, during this conversation you should behave with restraint and politeness. After all, no one likes interlocutors who are rude and impolite.

Can you communicate with strangers? What should you remember when communicating with a stranger or someone you barely know? (The teacher helps the children give the correct answers.)

Discussing the situation with children

Children are asked to discuss the following situations.

Situation 1

Nadya went for a walk with her mother and saw that nearby unknown girl I was carrying a very cute baby in a stroller. Nadya wondered whether it was a boy or a girl, and what the baby’s name was. Tell me how Nadya should behave. (First, ask your mom for permission: you can contact the girl. If mom allows it, then you can come up, say hello and chat with the stranger.)

Situation 2

Little Sasha walked with his grandmother to​​ shop. Suddenly the boy saw that his grandmother felt very bad. What should a boy do? (As soon as possible, ask passers-by to call a doctor.) What words should you use to say this? (“Please forgive me, my grandmother is not feeling well, please call a doctor immediately!”).

Situation 3

Olya went out into the yard to sit on a bench. Suddenly an unfamiliar uncle came up and began asking the girl what her name was, what apartment she was from, who was at her house now. What advice would you give to Olya? (Do not talk to the stranger, but rather return home.)

Situation 4

Friends played in the sandbox. Suddenly an unfamiliar older boy approached them and offered to fight to measure their strength. What should kids do? (Move away from the guy and don't get into a fight with him.)

Didactic game “Which person do we like?”

The teacher names the words-signs, and the children listen to them carefully and, if they consider the person with such a sign pleasant, clap their hands.

Verbal material for the game:

Polite, kind, affectionate, dear, angry, sympathetic, loud, grumpy, handsome, impolite, caring, clean, cunning, sincere, boastful, sociable, greedy.

Outdoor game “What kind of people are these?”

The teacher shows the kids moving actions depicting people of various types of activities. For example: a mother rocking a baby; a janitor who sweeps the yard; an athlete who engages in physical education; a grandmother who walks, leaning on a stick.

The kids’ task is to guess who the adult is showing and repeat similar movements as accurately as possible.

If children find it difficult, you can help them with a hint: “This is a janitor. What does he do, what does he do?”

Logic game "Think and compare"

Children answer questions at the request of the teacher.

Dad is an adult. And mom? (Also an adult.)

My grandmother is my own, but what about my neighbor’s? (Familiar.)

The grandson is small, and the grandfather (Old.)

The girl has a brother, what about a brother? (Sister.)

This girl is our neighbor, and who are we to her? (Also neighbors.)

On the street, almost everyone is a stranger, but in kindergarten? (All acquaintances and friends.)

Preparing an open lesson in kindergarten

An open lesson in a preschool educational institution is a specially prepared form of organizing the educational process, in which the teacher demonstrates to colleagues and parents of students his professional skills and the successes of his students.

Unlike a regular lesson, an open event has a methodological goal, which reflects what the teacher wants to show those present.

Determining the purpose of an open lesson The exact formulation of the goal is where you need to start preparing open lesson

. The goal of an open lesson is the expected result, which is determined in advance by the teacher.

When setting goals, the “here and now” principle is used. It means that all participants concentrate on the processes that happen to them in a specific place and at a specific time in order to achieve the best result.

For children, an open lesson is no different from a regular lesson, except for the presence of outside observers

• The first step is the formulation of a methodological goal. It is able to reflect the basic methodology for conducting an open lesson. This step will allow you to:
• objectively analyze the lesson;
• reflect and summarize the teacher’s work;

evaluate the correctness of using certain methods and techniques for organizing classes, etc.

• Examples of methodological goals:
• Methodology for using ICT in solving practical problems.
• Methodology for organizing independent work of students.

Activation of cognitive activity in the classroom while working with visual aids and didactic material, etc. Depending on the methodological goal, the teacher selects the necessary educational material

, which will help in achieving it.

• The second step is to determine the triune goal of the lesson. Its components:
• education;
• development;

upbringing. The threefold goal is aimed at developing knowledge and practical experience in children.

The teacher must specify it according to the topic and subject focus of the lesson.

The first level of formulating goals and objectives is general. It roughly looks like this:

• Give an idea of ​​X.
• Introduce Y, etc.

The second level is directly theoretical. Possible wording for it:

• Learn Z.
• Repeat X.
• Summarize knowledge about Y, etc.

Finally, the third level is practical. It is based on the formation of fundamental skills. Example:

• Formation of X skill in children.
• Facilitating the development of skill Y.
• Systematization of knowledge and skills on topic Z.
• Encouragement to independently hone skill X, etc.

X, Y, Z - symbols of possible topics, material, skills, abilities, etc.

Formulating the goals and objectives of an open lesson is the first step towards preparing an event

Techniques

During an open lesson, methodological techniques must be used. Their task is to update the material being studied or reinforced, to arouse children’s interest in the educational process, and to make it more exciting. The main methodological techniques include:

• Clear organization of the lesson, dividing it into structural components. This technique is more suitable for conducting open classes in older groups of kindergartens.
• Creating intrigue at the beginning of the lesson. This will help to arouse interest in even the youngest students.
• Taking into account personal qualities, individual characteristics every child.
• Creating a welcoming environment through friendly intonation, facial expressions and other means.
• Increasing the motivation of students for the educational process, etc.

By skillfully using all these techniques, the teacher will be able to make the lesson not only as useful as possible, but also interesting.

Types of open classes

Open classes can be held within various subject areas (speech development, mathematics, the environment, choreography, etc.), or they can combine several areas in an integrated event form.

Such a subject area of ​​open classes as speech development is an integral part of the educational process in preschool educational institutions

An open lesson can be aimed at:

• Learning new material. It involves an explanation by the teacher of information and its further consolidation (practical or theoretical). The goal is to study and consolidate primary knowledge. To achieve this can be used different kinds activities: lectures, excursions, laboratory work or practical work, etc.
• Consolidation of knowledge. Unlike the previous point, this type of lesson involves the development of skills to apply in practice knowledge already studied at a theoretical level. In other words, the child learns to use educational material in real life and benefit from it.
• Generalization of the theory. It consists of systematizing individual knowledge. Aimed at developing long-term memory in a child.
• Combined lesson. This type is considered the most effective, as it includes everything described above. A combined lesson provides an opportunity to study the material at a theoretical and practical level, consolidate and generalize it.

Types of activities for preschoolers

The activities of pupils can be:

• Independent. Children complete tasks assigned by the teacher independently.
• Organized educational. Children work together with the teacher: study new material or consolidate and systematize what has already been learned.
• Educational in sensitive moments. The teacher artificially models operating moment, which pushes children to solve current issues, consolidate material, etc.

According to Federal state requirements, the following types of children’s activities during open classes are distinguished:

• Gaming. Most of the educational process of preschoolers is based on this type of activity. Particularly popular are role-playing games, which contribute to the formation of the child’s personality, the development of everyday skills and abilities, etc.
• Cognitive and research. Aimed at studying and understanding the surrounding world, various processes and phenomena.
• Communicative. Such activities are aimed at developing the speech apparatus of young children, creating ideas about how to communicate with peers and elders, and shaping the child’s personality.
• Labor. Independence, hard work, accuracy and many other qualities - all this can be developed in a child in the process of work.
• Productive. Modeling, drawing, construction and other forms of this type of activity contribute to the mental development of the child.
• Reading, etc.

In preschool age, a child strives to gain knowledge about the world around him and himself through play.

In municipal preschool educational institutions, groups can have from 15 to 25 children. Each child has his own characteristics, personal qualities, inclinations, speed of learning, etc. Many educators and parents ask the question: is it possible to individualize activities during an open lesson? There is no exact answer to this question. The teacher has the right to independently determine the course of the lesson. Methodological techniques include taking into account the individual characteristics of each child, but often the teacher gives the same tasks of medium complexity that all children in the group can cope with.

Requirements

The following requirements apply to open classes in kindergarten:

• Relevance of the topic. The topic of the lesson should be close to children and their parents and solve current problems. One of these today is the problem of children’s excessive use of various gadgets. Many educators, when preparing open lessons, focus on this very thing: they include a demonstration in the objectives of the lesson. various options spending children's leisure time without using phones and tablets, they talk about the harmful effects of gadgets on a child's health (including psychological).
• Novelty of the topic. It should be of interest to the preschool institution itself, parents and novice teachers. The more creative the teacher is when selecting a topic, the better (of course, within reason).
• Lack of rehearsals before the lesson. The event itself should be relaxed and free. If the lesson plan is sufficiently prepared by the teacher, rehearsal will not be needed.
• Compliance of the teacher’s appearance with established standards of ethics and aesthetics. Business style, lack of flashy makeup or bright manicure with long nails, beautifully styled hair - all this relates to the requirements of the teacher’s appearance.
• Absence of educational contradictions preschool educational program, SanPiNam and other regulations. You should check in advance the temperature in the room (at least 18°C, but not more than 26°C), the availability of cold and hot water in the group, the size of the playroom (at least 2–2.5 sq. m per child), cleanliness, etc. requirements (more information about all the requirements for preschool institutions according to SanPiN can be found at the link).
• Excluding the possibility of holding several open classes in one group in 1 day. This leads not only to physical, but also psychological overload of students.

Stages of preparing an open lesson

Almost every teacher knows that preparing an open lesson is a labor-intensive and rather lengthy process. It is better to divide it into several successive steps:

1. Definition of the topic. It must be consistent with the curriculum and guide all subsequent steps. The teacher must make a list of supporting concepts and terms that the topic includes. For example, for an open social studies lesson in the first and second younger group“I am a boy, I am a girl” (described further in the card index) the supporting concepts are sundress, dress, pants, shirt, etc. It is these words that children must learn during the lesson. Based on the list of supporting concepts, didactic materials (games, riddles, fairy tales) are selected and the course of the lesson is structured.
2. Formulation of goals and objectives. At this stage, the teacher answers the questions “Why is this activity needed?”, “What results will it help achieve?”, “What practical benefits does it bring?” etc. For example, classes on the surrounding world should convey knowledge about the objects of reality (cognitive aspect), develop the speech apparatus and fine motor skills (developmental aspect) and cultivate a caring attitude towards nature and animals, respect for people (educational aspect).
3. Preparation of educational material. The topic, goals and objectives have already been determined, now you need to add methodological material to them: assignments, didactic games, possible problem situations. This step “starts” the lesson and fills it with content. You can look for games, riddles, and fairy tales in special manuals or on the Internet. Educators can recommend this site, which presents educational materials on a variety of topics.
4. Thinking through the features of the lesson. Children need to be motivated, arouse their delight, encourage them to engage in educational activities: these can be interesting facts, problem situations, unexpected discoveries, etc. Motivating elements must be related to the main topic of the lesson (for the lesson “My Funny Ball” - history creating a ball, for “Columbus Day” - interesting facts from the life of a traveler, etc.).
5. Planning the course of the lesson. How will the lesson be held - in the form of a game, an excursion, learning new material? How will children study - in groups or individually? How to control the activities of students during the lesson? The teacher answers all these questions at this stage.
6. Preparing the necessary equipment. The teacher prepares teaching materials, checks the functioning of devices, etc.

It is important to prepare everything in advance necessary materials for class

Important: after preparing and conducting an open lesson, its analysis must necessarily follow. The teacher determines the results of his own and the children’s work, determines the prospects for further similar activities, and reflects.

• Be sure to think through the expected model of children’s behavior in various situations, this will help avoid force majeure. For example, children may not answer questions and riddles immediately, so prepare leading questions in advance that will lead students to the correct answer. In group activities, quarrels and disagreements are common; the teacher must help resolve the conflict to maintain the progress of the lesson.
• Think over a plan for organizing the study room space. Visitors and children should be positioned in such a way that the former do not distract the latter.
• Let children and their parents know in advance about the upcoming open lesson.
• Familiarize your fellow educators with the lesson plan in advance; they may advise you to make any adjustments.

Even teachers with many years of experience make annoying mistakes when preparing and conducting such classes. The most common shortcomings include the following:

• The teacher rewrites the sample lesson plan from methodological manual, without working it out, without adjusting it to a specific group of children.
• The lesson plan pays little attention to organizational aspects.
• The teacher indicates in the text addressing children by name.
• Imbalance of balance between different types of children's activities.
• Monotonous lesson plan, insufficient number of games, tasks and other structural elements.
• Lack of reflection at the end of the lesson, etc.

Class assignments should be varied according to the types of activities of preschoolers

To avoid these mistakes, it is necessary to rely not only on theory (didactic materials, manuals, etc.), but also on the practice of previous years, i.e., the experience of other educators.

Card index of topics for open classes in preschool educational institutions

Speech development

Speech development classes are aimed at learning the native language, improving the ability to talk about one’s emotions, feelings, and the world around us in verbal (verbal) form.

• “One is a word, two is a word.” This topic is relevant for the second younger group. It is aimed at expanding vocabulary, developing speech, encouraging communication with peers and adults, and cultivating a desire to listen to fairy tales more often in children 3–4 years old. In the process of an open lesson, children consolidate their knowledge of consonant sounds, learn to perceive poems, and develop a poetic taste.
• "Walk in the Woods" This is a game activity that can be adapted for both pupils of the first and second junior groups. For children from 1.5 to 3 years old, the teacher prepares material for studying animal dwellings (games “Where Lives”, “Name the Cub”), flowers (games “Let’s Collect Flowers in Baskets”, “Fold by Color”). For the second younger group, the tasks and didactic materials need to be somewhat more complicated (for example, the teacher can ask the children to distribute cold and warm colors into baskets) in order to consolidate the knowledge they have learned. All educational games must correspond to the theme of the forest.
• "Chest of Fairy Tales." This lesson is aimed at children 1.5–3 years old. The teacher teaches how to pronounce vowel sounds correctly, reads fairy tales “Turnip”, “The Fox and the Hare”, “Geese and Swans”. Low mobility games are often used when listening to fairy tales (for example, children pretend to be a bunny hiding behind a tree). To increase the motivation of students, recordings of fairy tales with the sounds of the forest, interesting voiceovers of characters, etc. can be used.
• “Who came to visit?” The lesson is aimed at the first junior group and is aimed at developing the speech apparatus, studying the technique of onomatopoeia, and developing imagination. The teacher shows the children what sounds certain animals make. During the lesson, animal toys and audio recordings can be used.
• "Doll Masha" This lesson is aimed at consolidating in children of the second younger group the knowledge that can be obtained during the lesson “Who came to visit?” The main “material” is the Masha doll. She comes to visit the children and invites them to solve riddles about animals and play games (“Name the animal”, “Who is screaming?”). The lesson is aimed at consolidating knowledge about animals, developing communication abilities, speech apparatus and imitation techniques.
• "Our friends are toys." The main goals of this lesson are to develop in children a careful attitude towards toys, vocabulary, and introduction to the use of toys. kind words(soft, fluffy, beautiful, kind, etc.). During the lesson, the teacher can read V. Sukhomlinsky’s story “How Murchik was Surprised.” Didactic games are played: “Describe the toy”, “Name it affectionately”, “Wind-up toys”.

In the middle group, the following topics are relevant, since they are aimed at expanding vocabulary and horizons, developing communicative skills, and studying new literary works:

• "My family". During this lesson, the teacher conveys to the children knowledge about what role family members play (mom, dad, children, grandparents, etc.), what responsibilities they must perform, how they should treat each other within the family, etc. . etc. Didactic games “Who works how?”, “Let’s fairly divide the responsibilities”, etc. help with this. In advance, the teacher can ask the children and their parents to bring family photos to the open lesson and jointly observe the responsibilities of the members of each family.
• "The Fox and the Crane." The lesson is based on the study of the fairy tale of the same name. First, children listen to the teacher’s story, try to understand the idea and retell it. The method of fairy tale therapy is used. During the lesson, the teacher encourages the retelling of the fairy tale and the children’s expression of their own thoughts and opinions.
• "Literary Quiz". This type of activity usually arouses increased interest among children. The topic is aimed at developing interest in literary works, developing ingenuity and logic, expanding vocabulary, reinforcing the content of previously studied fairy tales, stories, proverbs and sayings. During the lesson, the teacher can ask children thought-provoking questions (for example, “What is the difference between a fairy tale and a short story?”), ask them to guess the fairy tale based on the description of the summary, etc.
• "Visiting a fairy tale." Like the previous topic, this one is aimed primarily at cultivating in children an interest in studying Russian literature, consolidating knowledge about the types of works of art and the differences between them.

During class, older preschoolers can be given tasks to complete in their workbooks

In the senior and preparatory groups, children already learn to read syllables independently, speak in rather long complex sentences, and express their thoughts clearly and clearly. For pupils aged 5–7 years, the following topics are suitable:

• "The Tricks of Bukvoezhka." The objectives of this lesson are to consolidate the concepts of “sound” and “letter”, consolidate the ability to divide words into syllables, improve logic, and cultivate interest in learning (including independently) literacy. The lesson includes riddles about letters, didactic games aimed at reinforcing the correct pronunciation of sounds. A speech therapist can take an active part in the event.
• "The world of fairy tales and adventures." The study of fairy tales in kindergarten continues from the junior to preparatory groups. During this lesson, children remember fairy tales they already know, learn to work harmoniously in a team, and improve their visual skills. The guys are divided into groups. Each of them is given the “middle” of the flower and its petals. Children answer questions about fairy tales; for each correct answer, students glue petals to the center of the flower.
• "The letter and sound R." Many children have problems pronouncing this letter, which it is advisable to solve in kindergarten, before school. Not only the speech therapist, but also the educator should take an active role in this. The lesson consists of the following parts: introduction to the letter and sound P, articulation gymnastics, reading words with the letter P, etc.
• “What kind of books are there?” During this lesson, the teacher expands children's understanding of books. He talks about what kinds of books there are (for kids, schoolchildren, adults, etc.) and what they are needed for. Children must understand that books not only entertain us, but also carry an idea and teach morality. Riddles and ingenuity questions can be used.
• "Very important words." The goal is to consolidate the ability to use verbal politeness, study polite words and expressions. The following literary works can be used during the lesson: S. Kaputikyan “Listen Well”, “The Stork and the Nightingale” (Uzbek fairy tale), the poem “Turkey”, etc.

Mathematics

The main goal in kindergarten is the development of mathematical skills and logical thinking. In younger groups, children are just getting acquainted with this science. The following open classes are suitable for them:

• "Clock tower". In the second younger group, children become familiar with many mathematical concepts: width, height, size of figures, their names, counting, etc. During the lesson, preschoolers, together with the teacher, build a tower for the city. First they prepare the builders by dressing them in uniforms of different sizes, then they select brushes to paint (sorted into large and small, thick and thin) and finally they build a tower using suitable geometric shapes.
• "The Journey of the Bread Man" This activity has a wide range of tasks: developing the ability to compare objects according to several characteristics (size, shape, width, height, etc.), reconstructing the sequence of events, improving fine motor skills, etc. Children help grow and make bread (determine the sequence of events: ears, grain, flour, bread), deliver it to the store, name the different types bakery products, distribute them according to several criteria.
• “Kitten and Puppy are studying the number *digit number*.” Suitable for the first junior group. Children study one number throughout the lesson. To increase motivation, animal toys are used: Kitten and Puppy. They help children recognize the number being studied among the others, show how it should be called, etc.
• "Wonderful tree" The activity develops in children 3–4 years old ideas about geometric shapes, the ability to distinguish them by touch, and knowledge about colors. The paper tree contains fruits and vegetables of different colors and sizes. The teacher may suggest sorting the fruits according to different characteristics, counting their number, determining the shape, closing your eyes.

In the middle group, elementary mathematical concepts and oral and written arithmetic skills are already being formed. The following topics will be relevant:

• "Three from Prostokvashino". In the middle group, they develop not only knowledge about shapes and colors, but also about the sequence of parts of the day. For this purpose, the didactic games “New House” and “Parcel from Prostokvashino” are used.
• "Mathematical Country" During the lesson, children make up houses for a mathematical country from geometric shapes. A new ability to determine the position of an object in space is developing.
• "For mushrooms." During this activity, plasticine is actively used, which develops not only mathematical skills, but also fine motor skills.

Any activity in kindergarten includes physical education or outdoor games

Pupils of the senior and preparatory groups learn to solve simple algebraic and geometric problems, improve their mental counting skills with one- and two-digit numbers. At this age, open classes are held on the following topics:

• "Treasure map". During this open lesson, individual elements of the “Archimedes Game” are used (composing various objects from geometric shapes).
• "Entertaining KVN." During the lesson, children become familiar with the KVN game. They are divided into 2 teams and perform various tasks (games “Guess the numbers”, “Counting sticks”, competition for team captains).
• "In the footsteps of Kolobok." The lesson is based on the fairy tale "Kolobok". Goals are to consolidate counting skills to 10, systematize knowledge about geometric shapes, and develop logical thinking. During the lesson, children meet fairy tale characters and help them complete mathematical tasks to find Kolobok.
• "Hare and Mishutka." During this open lesson, children repeat numbers up to 10, remember the parts of the day, the names of geometric shapes, and reinforce the ability to divide a square into 4 parts different ways etc. Hare and bear toys are used. Pupils answer their questions, play games (for example, “What day is it today?”, “Count to 10”, “Name the parts of the day”, etc.).

The world

Classes on the surrounding world are the most important part of the educational process. Children learn about everyday objects and phenomena, receive information about the environment in which they live, and learn to apply it in practice. For younger preschoolers

• acquaintance with reality is just beginning, so the following topics will be relevant:
• "I'm a boy, I'm a girl." This lesson is suitable for both the first and second younger groups. The teacher’s goal is to teach children to distinguish between genders, to say their first, last and patronymic names, to instill in the pupils a culture of behavior with people around them, and a kind attitude towards each other. During the lesson, the names of clothing items (sundress, dress, pants, shirt, etc.) are actively used. The teacher can use dolls (Vanya and Katya) to interact with the children.
• "Caught a fish!". A game activity aimed at understanding the world around us. Children get acquainted with the properties of floating toys and learn to catch them with a net. For the lesson you will need a basin or small pool; each child receives a net for catching fish.
• "Let's go visit." The teacher invites the children to go visit some fairy-tale character on public transport. Types of transport and rules of conduct in it are introduced or fixed (depending on which group is the first or second). Riddles on types of transport, dynamic games, for example, “We are going, going, going,” etc. can be used.
• "Getting to know the matryoshka doll." The main goal of this lesson is indicated in the title. Children learn to assemble and describe a nesting doll, learn the round dance game “We are nesting dolls,” and look at illustrations of items of clothing.

The success of an open lesson depends on the mood of the teacher and the emotional state of the children.

In the middle group, children's interest in learning about the world around them while playing is quite high. For preschoolers 4–5 years old, topics such as:

• "My funny ball." During this lesson, students should become familiar with the history of the appearance of the ball, its properties, and types. Sports form is possible. During the process, conversations can be used (“The history of the appearance of the ball”, “Types of balls” (preferably with a demonstration), interesting facts and stories, educational games (“Find 2 identical balls”, “Pass the ball, call it what you learned” (children pass it to each other) a ball to a friend to the music; the child she focused on talks about the new knowledge about the ball acquired in the lesson), “Find the soccer ball,” etc.).
• "My home is my castle". Children in a playful way become familiar with the concept of the inviolability of the right to housing and the rules of hygiene. New words are introduced: housing, housing, order, disorder, etc. Didactic games “Distribute responsibilities”, “Give me your address”, “Who lives here?”, and the fairy tale “The Three Little Pigs” can be used as didactic material. During the lesson, children can talk about their room, toys, and pets.
• "Princesses and Princes." During the lesson, students gain knowledge about the important qualities of masculinity and femininity, the roles of women and men in the family and in society, the culture of relationships, etc. Methods and techniques can be used such as problematic gender situations (for example, an evil witch let loose on the city “wind of oblivion”, and all the boys and girls forgot who they are and what gender responsibilities they perform), “gender mosaic” (distribution of responsibilities of girls and boys in the mosaic), ethical conversation about the right attitude to each other, etc.
• "Columbus Day". In this open lesson, the teacher talks about such a person as Christopher Columbus, his travels and discoveries. You can invite the children to go on a trip around the world with Columbus, solve riddles, and talk about countries and continents.
• "About potatoes." This lesson is educational and sports, it is dedicated to Potato Day. Children deepen their knowledge about this vegetable crop, develop motor skills and abilities, etc.

The following topics are often used in senior and preparatory groups:

• "Types of transport". Children consolidate their knowledge about types of transport, study the profession of a driver and his responsibilities, and learn the basic rules traffic for a pedestrian. During the lesson, activities such as looking at story pictures, coloring of vehicles, conversations on traffic rules, etc.
• "Studio". Goals: acquaintance with the profession of a seamstress and fashion designer, repetition of types of fabrics and their characteristics. The teacher can use thematic riddles (about the game, thimble, scissors, iron and other items that are used in the atelier), proverbs and sayings about work, the game “Dress the Doll”, etc.
• "Journey into Space." Preschoolers get acquainted with the concept of the solar system, study the names of the planets and various constellations.

Conducting an open lesson in kindergarten

An open lesson is a lesson prepared in advance. The teacher describes the plan for the event minute by minute and draws up special documentation.

Motivating start to class

The start of the lesson takes no more than 5 minutes, which is the smallest part of it. But it is the exposure of the open lesson that determines its further course and the involvement of children in the process. The main techniques that can be used as a motivating start to a lesson include:

The leading activity of preschoolers is play; children strive to gain knowledge and skills through play.

Lesson time plan

The time plan of the lesson, according to the requirements of the Federal State Educational Standard, consists of 3 parts:

1. Introductory part (2–3 minutes). Includes a motivating beginning, voicing the goals and objectives of the lesson.
2. Main part (5–20 minutes). Joint educational activities of the teacher with children or the creation by the teacher of conditions for independent work of pupils.
3. Final part (no more than 5 minutes). Summing up, reflection, evaluation of the work done.

Table: time plan for open classes in different age groups

Examples of open lesson notes

Here are useful examples of open lesson notes that a teacher can use as samples when preparing an event:

• Integrated lesson for children from 1.5 to 3 years old “Visiting Grandma. Pets" (Mishunina V.). There is a division of tasks into several areas (educational, developmental, speech, educational). A variety of demonstration material is used, various types of activities are presented (didactic and simulation games, breathing exercises, physical education minutes, etc.).
• Integrated lesson in the first junior group “Clown and his friends” (Khramova A.A.). A complex lesson that includes several areas: socialization (communication in a team, the development of a child as an individual), music and reading fiction. Promotes the comprehensive development of students.
• Mathematics lesson for children of the second junior group “High - low, one - many” (Matyugina E. V.). The teacher pushes children to verbal communication and interaction, constantly addressing them during class, asking them leading questions to reinforce the material.
• Open lesson in the middle group “Space travel” (Volokhova Yu.). The guys go into space and get acquainted with new concepts (spacesuit, planet, telescope, astronomer, etc.), then reflect their impressions in drawings.
• Literary quiz for middle and senior groups (Nazaryeva N. A.). Successful use of a competitive technique to consolidate previously studied material. Development of ingenuity and logic of students.

An open lesson is always exciting for both the teacher and the students

Protocol for discussing an open lesson in kindergarten

The minutes of discussion of an open lesson at a preschool educational institution must include the following information:

1. The date of the.
2. Group.
3. Area and topic of the lesson.
4. Goals and expected results.
5. Form of conduct.
6. Progress of the discussion.

Open lesson on the surrounding world in the middle group “Animals of the middle zone”

Formation of a holistic picture of the world

Subject : "Animals of the Middle Zone".

Goals : To consolidate the idea of ​​​​the wild animals of our forests: appearance, habits, nutrition, their characteristics, adaptation to living conditions. To consolidate knowledge of the names of baby animals, also in the plural.

Tasks: Develop speech and thinking. Cultivate interest and desire to learn more about wild animals.

Equipment demonstration: pictures of animals of the middle zone, illustrations of the series"Guess whose tail", magnetic board, phonogram"magic music". Progress of the lesson: The teacher invites the children to go into the forest. Music sounds, the teacher says words : How beautiful the Russian forest is. It is full - full of miracles!

What do you know about animals(they have 4 legs, a tail, and a body covered with fur).

The teacher offers to solve riddles and find out who lives in the fairy-tale forest.

Who walks around angry and hungry in the cold winter?

I walk around in a fluffy fur coat, I live in a dense forest. In the forest on an old oak tree I gnaw nuts

Fluffy tail, golden fur, lives in the forest, and steals chickens in the village.

A ball of fluff, a long ear, jumps smartly, loves carrots.

Under the pines, under the fir trees, lies a bag of needles.

Who, having forgotten his worries, Sleeps in his den?

After each guess, the teacher puts a picture of an animal on the board. Each animal has its own home.

Didactic game"Who lives where?"

Where does the bear live? ...in a den, a fox...in a hole, a hare...under a bush, a squirrel...in a hollow, and the wolf's house is called...a den.

Poem :

A fox in a deep forest has a hole - a safe home. Snowstorms in winter are not scary for a squirrel in a hollow near a spruce tree. Under the bushes, a prickly hedgehog rakes leaves into a pile. The clubfoot sleeps in the den, and he sucks his paw until spring. Everyone has their own home, everyone is warm and comfortable in it. It’s cozy for everyone, both mothers and their babies. Who creates comfort, what are these mothers' names?

What is the name of the fox's cub - (fox cub, (many-fox cubs, mother fox cub - fox. Bear cub - (bear cub, Mother bear cub - she-bear. Hedgehog cub - hedgehog, mother of the hedgehog - hedgehog, many - hedgehogs. Wolf cub - wolf cub, many wolf cubs, the mother of the wolf cub is a she-wolf.

Each animal has its own character, its own characteristics and its own appearance. Yes, you probably know this well yourself.

Game exercise: “Name the signs of animals”: Fox- (cunning, red, fluffy). Hare- (cowardly, long-eared, changes his coat in winter). Bear- (brown, club-footed, clumsy, hibernates in winter). Wolf- (angry, gray, toothy). Hedgehog- (prickly).

Now tell me guys, can you say that about people? Angry like...a wolf. Cowardly like...a hare. Cunning like….a fox. Clubfoot like... a bear. Toothy like….a wolf. Jumping like... a squirrel.

Physical education minute: Let's relax together. Let's carry out"Animal exercise".

One - squat, two - jump. This is a rabbit exercise.

And when the fox cubs wake up, they like to stretch for a long time. Be sure to yawn and wag your tail.

And the wolf cubs arch their backs and jump slightly.

Well, the clubfoot bear is spread wide paws : first one, then both together mark time for a long time.

And for those who don’t have enough exercise, we start all over again.

Didactic game on pictures: "Guess whose tail".

Name: fox- (fox); in a hare - (hare); in a wolf - (wolfish); in a bear - (bearish).

Questions : What fairy tales do you know where the main characters are animals?"Masha and the Bear", "Fox with a rolling pin", "The Wolf and the Fox" , "Zayushkina's hut".

Who can tell me, guys, how wild animals differ from domestic ones? (wild animals live in the forest, and domestic animals live in houses where people take care of them). Wild animals have to fend for themselves and get their own food.

Let's feed the animals. Who will we give honey to? -to the bear. Carrot for the hare. A mushroom for a hedgehog, a fish for a fox, a nut for a squirrel. Meat for the wolf.

Who were we talking about?

On the table in front of you is a picture to color. Who is depicted on it? Let's color the animals. See if you have chosen the right color for your animal?

Preview:

Sculpting lesson notes

“Gifts for a squirrel” in the second junior group

Summary of a modeling lesson in the second junior group on the topic: “Gifts for a squirrel”

Target:

To instill in children an interest in modeling.

We continue to master the skills of dividing plasticine into two parts, rolling it with straight and circular movements, flattening the plasticine between the palms, and attaching one part to the other.

Teach how to use plasticine correctly: sculpt on a board and do not scatter the material.

Material: plasticine, boards, pictures of a squirrel with mushrooms and nuts, squirrel.

Progress of the lesson:

I invite the children to take their places at the tables.

Who deftly jumps through the Christmas trees?

And flies up into the oak trees

Who hides nuts in a hollow,

Drying mushrooms for the winter? (Squirrel)

Children's answers

Q: “Children, a squirrel came to visit us. The squirrel really loves mushrooms and nuts. Look how beautiful my nuts and mushrooms are.”

Children look at the pictures.

Q: “Today we are making mushrooms and nuts from plasticine for the squirrel and treating it. Look how I will sculpt a mushroom. I take a lump of plasticine and divide it into two parts. From one part I will sculpt a leg with straight movements of my palms, and from the other parts of the cap with circular movements of the palms, then you need to flatten the round lump between the palms and connect the cap and stem.” The teacher conducts a demonstration.

Q: “Guys, I remind you that you only need to sculpt over a board, do not stain the table and clothes with plasticine, you need to sit up straight. You can start working.

The teacher provides an individual approach and helps with advice.

Fizminutka:

A squirrel sits on a cart

She distributes nuts.

To my little fox sister,

To the titmouse sparrow,

Bear Thick-fifted

And the mustachioed bunny.

Now, guys, let’s make another favorite treat for our squirrel.

I'm a fluffy squirrel

I live in a dense forest,

In a hollow on an old oak tree,

I'm gnawing nuts.

Q: Look how big and round the nuts are.

Children look at nuts.

Q: You need to tear off a piece from a piece of plasticine and, using circular movements of your palms, mold a round nut, then tear off a piece and sculpt a large, round nut, etc. etc. Guys, prepare your palms and show me with circular movements how you will sculpt a nut. We will put the nuts in plates.

Q: “Look at the nuts and mushrooms you made for our guest - round, big, you tried very hard, well done, the squirrel is happy.”

Preview:

Summary of an open lesson in mathematics

in the preparatory group

"Fun mathematics with Pinocchio"

Open lesson in mathematics in the preparatory group “Fun mathematics with Pinocchio”

Target : Generalization of acquired knowledge in mathematics.

Educational objectives:

Exercise children in counting forward and backward within 10,

Improve children's ability to compose and solve simple arithmetic problems, addition and subtraction within 10,

To consolidate the ability to identify a condition or question in a task, - to consolidate knowledge about the sequence of days of the week,

To consolidate a series of numbers within 20, - to consolidate the ability to distinguish and correctly name geometric shapes, - to consolidate the skills of composing a whole from different parts, - consolidate the ability to navigate on a sheet of paper in a square.

Developmental tasks:

Develop imagination, logical thinking, ingenuity, attention, visual memory,

Promote the formation of mental operations. Educational tasks :

Cultivate interest in mathematical knowledge,

To develop the ability to understand a learning task and complete it independently. - Bring up friendly relations, desire to help a friend.

Demo material:

envelopes with letters, envelopes with tasks, boards for the bridge with numbers from 1; to 10; fabric stream, spruce with cones, daisies, numbers, mathematical signs, geometric shapes.

Handouts: sheets of paper with large squares, simple pencils, portraits of Pinocchio, coloring books.

Methodical techniques:

Gaming ( surprise moment, finger gymnastics, physical minute,

Verbal (reading letters, questions, conversation, logical tasks,

Visual (demonstration material,

Lesson analysis, encouragement.

Progress of the lesson

Children enter the group.

Educator. Guys, we have guests today, let's go with them

Let's say hello.

(Children greet guests)

Educator. Guys, what are your mood today?

Children. Good, joyful, cheerful.

Educator. Let's hold hands and send each other good mood. All the children gathered in a circle.

I am your friend and you are my friend.

Let's hold hands tighter

And let's smile at each other!

Amazing! Look at your faces, they are shining with joy and warmth, I hope that we will have this mood throughout the day.

Educator. Guys, today when I came to kindergarten, I saw this letter on the table.(Letter No. 1) . Want to know who wrote it? Children. Yes. Educator. Well, then guess the riddle. My father has a strange boy, unusual, wooden. On land and under water, Looking for a golden key, Sticking his long nose everywhere, Who is it? Buratino's children. Educator. Right. Let's read what Pinocchio wrote to us.(The teacher reads the letters)Hello, dear guys! Buratino writes to you. Alice the Fox and Basilio the Cat locked me in the closet because I didn’t want to study and didn’t listen to Malvina. They said that they would not let me out until I solved their tasks and found the Golden Key. And since I was a bad student, I can’t solve the problems myself. I ask you, dear guys, help me, please! Your Pinocchio.

Educator. Well. Guys! Shall we help Pinocchio? Children. Yes, Educator. Then we need to hit the road. A fascinating world of mathematics awaits us. And we will go along the path.(Walk along the path).

(It sounds like fun music. Children walk along the path and find the 1st envelope with the task). Educator. And here is the envelope with the first task.(The teacher reads the assignment in the envelope)Educator. The task is called"Crossing" . To cross the river you need to assemble a bridge from planks. But the boards are not simple, but with riddles, if you guess them, you will be able to assemble a bridge. Complete the task. Children. Yes.

Mathematical riddles. 1. Sister with a sly nose

The account will be opened. (Unit) . 2. Grandma Anya has a grandson Seryozha, a cat Fluff, and a dog Bobik. How many grandchildren does grandma have?(One) . 3. And my brother, Seryozha, Mathematician and draftsman - On Baba Shura’s table, Drawing all sorts of things.(Shapes) . 4. Someone at night an old chair

Turned it upside down.

And now in our apartment,

He became a number. (Four) . 5. What looks like a ring - Without beginning and end.(Zero) . 6. The cunning brothers live in a difficult book. There are ten of them, but these brothers will count everything in the world.(Numbers) . 7. Every toddler knows : The addition sign is.(Plus) . 8. In Latin this word is"less" means, And for us this sign of the number subtracts.(Minus) . 9. She has nothing : There are no eyes, no hands, no nose, She consists of everything. From the condition with the question.(Task) . 10. I completed it with great diligence.(Tasks) . Educator. Well, have you assembled the bridge? Children. Yes. Educator. Guys, look, there are also numbers on the boards. Count the numbers in order(counting out loud) . Now count backwards(counting out loud) . How many planks are there in total?(10) Educator. Well done guys, you have put together a good, strong bridge. The first task was completed. You can cross the river(cross the bridge).

Educator. We move further along the path, and the path is winding.(Walk like a snake, between objects). (Sounds "fun" music, children walk along the path and find the 2nd envelope). Educator. Guys, look at the envelope with task No. 2.

Educator. Exercise"Solve the problem" There were 6 cones hanging on the tree, 2 cones fell. How many cones are left on the tree? Guys, what parts does the task consist of? Children. The task consists of two parts: condition and question. Educator. What is a condition? Children. What we know. Educator. What is a question? Children. This is what you need to find out. Educator. Let's repeat the task and separate what we know from what we don't know. What do we know? Children. 6 cones hung on the tree, 2 fell. This is the condition of the problem. Educator. What don't we know? How many cones are left after 2 fell? This is a matter of task.(The teacher removes 2 cones). Educator. How to solve the problem? Children. 6-2=4. Educator. Did the cones become larger or smaller after 2 more fell? Children. There are fewer cones. Educator. How many fewer cones have there become? Children. There are two fewer cones. Educator. How many cones are left on the tree? Children. 4 cones left on the tree. Educator. Well done. Listen, is it possible to solve this problem? 3 daisies bloomed on the lawn, and 2 more bloomed overnight. It became very beautiful.(The teacher lays out daisies on the board). Children. No. Educator. Why? Children. This is not a task, but a story. No question. Educator. What can you find out? Children. How many daisies are there on the lawn? Educator. We have created a task. Let's repeat it, what do we know? Children. 3 daisies bloomed on the lawn, and 2 more bloomed overnight. This is the condition of the problem. Educator. What don't we know? How many daisies were there after 2 more blossomed? This is a matter of task. Educator. How to solve the problem? Children. 3+2=5(children make up a solution to the problem on the board). Educator. Are there more or fewer daisies after 2 more bloomed? Children. There are more daisies. Educator. How many more daisies have there become? Children. There are two more daisies. Educator. How many daisies are there on the lawn? Children. 5 daisies on the lawn. Educator. Well done guys, you completed another task. But before we move on and help Pinocchio, let’s take a little rest. Do you agree? Children. Yes"Physical minute".

Let's work, guys.

Now let's all charge up!

We will all stand together now,

We'll rest at the rest stop.

Turn left, turn right,

Bend over, rise up.

Hands up and hands to the side,

And jump and jump on the spot!

And now we're skipping,

Well done, guys!

Let's slow down, children, step,

And stand still! Like this!

And now we will sit together,

We still need to work. Educator. Well, did you rest?(The teacher finds the envelope). Educator. Guys, look at the envelope with task No. 3, it’s called“Think first, answer later!”it is very complex and requires your attention. Are you ready to answer? Children. Yes.(The teacher reads the task, the children answer)

1. What day of the week is it today? 2. How many days are there in a week?(7)

3. What is the name of the fifth day of the week?(Friday)

4. How many working days are there in a week?(5) 5. How many days off are there in a week?(2) 6. Which number is greater than 13 or 14, 17 or 18. 12 or 15? 7. Which number is less than 11 or 13, 10 or 16, 15 or 18? 8. How many fingers are there on one hand?(5) 9. How many fingers are there on two hands?(10) 10. How many suns are there in the sky?(1)

11. How many paws do two dogs have?(8)

12. How many ears do two cats have?(4) . Educator. You guys are great and you coped with this task! Let's move further along the path, but be careful, there are bumps on the path, you need to step over them. (Sounds"cheerful" music, children walk along the path and find an envelope with task No. 4) Teacher, The task is called"Geometric figures". Guys, the geometric shapes fell and scattered into different parts, you need to assemble the geometric shapes from these parts.

(Children collect geometric shapes on the table). Educator. Well, did you manage? Tell me what shapes you got. Children. Square, triangle, circle, oval, rectangle, rhombus. Educator. What other geometric shapes do you know?(Children list all geometric shapes). Educator. Name the shapes that have no corners. Children. Circle, oval. Educator. Name a figure whose sides are all equal. Children. Square. Educator. Name a shape that has three angles. Children. Triangle.

Educator. Well done guys, you completed the task quickly. But we haven’t found the golden key yet, so we move further along the path. (Sounds"cheerful" music, children walk along a wooden path, approach the table and find an envelope with task No. 5, the teacher reads the task). Educator. The task is called"Magic Cells". Sit at the tables. Before we start drawing in the cells, let's stretch our fingers so that they obey us. Finger gymnastics."School" .

I'll go to school in the fall. (Children"walking" fingers on the table) I’ll find friends there.(Hands locked) I will learn to read, count,(Bend one finger at a time)run fast and write. I will be such a scientist! But I won’t forget my kindergarten.(They threaten with the index finger of their right hand). Place the leaves in the cage in front of you. Take a pencil, place it on the red dot, and do a graphic dictation. Draw : 6 cells right, 2 up, 4 right, 5 down, 4 left, 2 up, 4 left, 1 down, 1 left, 1 down, 1 left, 3 up. Educator. Did you all manage? What did we get? Children in chorus."Golden Key!"

Educator. Well done! That's right guys. Did we help Pinocchio? Completed all the tasks and found"Golden Key". This means that Alice the fox and Basilio the cat have probably already let him go.(Knock on the door) . Educator. Guys, wait! Someone is knocking on our door! I'll go and see who's there.(The teacher brings a letter). Educator. Guys, the postman brought us a letter from Buratino. Let's read it.(Letter No. 2, teacher reads)

Dear Guys! Thank you for your help. Alice the Fox and Basilio the Cat let me go. And now I’m going to Malvina. I will listen to her and study diligently. And for you I have gifts; my portrait and coloring pages. Goodbye.(The teacher distributes gifts to the children). Educator. Guys, since we helped Pinocchio, we completed all the tasks and found"Golden Key"he was released, and now he will obey and study diligently, then our fascinating journey into the world of mathematics is over. Bottom line. Guys, tell me, did you like helping Pinocchio? What did you like most? What tasks were difficult for you? What did you and I do? Educator. Well done! I also really liked how you deftly and very quickly completed all the tasks and helped Pinocchio find"Golden Key". Thank you.

Preview:

Scenario of an open lesson on the development of elements of logical thinking in the preparatory group

"My family"

Summary of an open lesson on the development of elements of logical thinking in the preparatory group “My Family”

Goals: Mastering the actions of constructing and using a graphical model of classification relationships(using the example of a family). Development ideas about the content of concepts.

Educational objectives:

1. Identify children’s abilities to establish generic-species relationships between concepts(family, family members).

2. To consolidate the principles of constructing models of conceptual relationships using a classification tree(using the example of a family)for various reasons(age, gender).

3. Continue to teach children to find common and different features of objects and draw logical conclusions.

Educational:

1. Promote the development of memory, attention, logical thinking when performing tasks.

2. Develop children's communication skills and coherent speech.

3. Develop the ability to analyze, compare, generalize, and draw conclusions.

Educational:

1. Cultivate love and a caring attitude towards your family members, a sense of pride in your family.

2. Cultivate responsiveness, camaraderie, listening skills, desire and ability to work in a team.

Integration of educational areas: social-communicative, cognitive development, speech development.

Preliminary work:

1. Acquaintance with space, planets, globe, life on Earth.

2. Conducting conversations on the topic"Family" .

3. Looking at family photo albums.

4. Conducting didactic games with children:"Call me kindly", "Who am I to you" , and games to develop logical thinking:"The Fourth Wheel" and others.

Material and equipment:

Magnetic board, magnets, 2 sets of chips with images of family members, chips in two colors: red and yellow according to the number of children, 2 bags, 2 large chips for tables, 2 sheets of A3 paper, pencils, mailbox, letter from Mars, large envelope , jump rope, 2 trays, hourglass.

Progress of the lesson:

1. Organizational moment.

(Children with a teacher enter the group and greet the guests)

Educator : Stand up, children, stand in a circle Stand in a circle, stand in a circle! You are my friend and I am your friend, an old faithful friend. Let's hold hands, look into each other's eyes, and give good words and let's not forget about the smile. After all, it is with a smile that pleasant communication begins and your mood improves. Who wants to start?

(Children take turns saying pleasant words to each other and smiling)

Educator : Well, are you in a good mood? I'm very happy. I hope it stays with you throughout the day.

2. Introductory part.

Educator : Guys, let's check our mailbox. Didn't we receive mail?

(Children check the mailbox and find a letter in it)

Educator : Wow, letter! Who is it from? But the letter is not easy, and from another planet in the solar system - from Mars. Do any of you know what the inhabitants of the planet Mars are called?

Children: Martians.

Educator : And then who are we - the inhabitants of the Earth?

Children: Earthlings.

Educator : Right. Let's read what the inhabitants of the planet Mars wrote to us. Do you want to know?

(The teacher reads the letter)

Educator : “Hello fellow earthlings! We Martians live and study in Martian schools. We would really like to know what a family is? Help us please!"

Educator : Well, guys, let's help the Martians?

Children: Yes!

3. Main part.

Educator : Guys, which of you would like to tell the Martians about your family?

(Children answer)

Children: Yes!

Educator : Then let's play a game with you called"The reporter" . Who is a reporter?

Children : Someone who interviews people.

Educator : Listen to the rules of the game. Reporters ask questions about the family, For example : "Where is you mom work?". And the rest of the children answer them, for example So : "My mother is a seller"etc. Reporters should not leave anyone unattended and ask questions to each of the interview participants. For the game we need to select several reporters, and a little counting will help us with this"Button, onion, cross".

(The teacher counts the children according to the words of the counting rhyme and appoints, for example, all"crosses" , jump ropes are used as microphones)

Educator : Guys, let's take some chairs for convenience.

(Children sit on chairs, forming a semicircle)

(Game being played)

Educator : Which reporter is ready to ask the question first? Still have questions for our members?

(Game being played)

Educator : So you told the Martians about your family. I see you all have wonderful families. Guys, for our further game, I suggest you divide into two teams.

(The teacher brings out a tray with chips of two colors)

Educator : Choose one of the chips : red or yellow, whichever you like best. So, everyone with red chips will stand to the right, and everyone with yellow chips will stand to the left.

(Children are grouped by color)

Educator : We got two teams. Guys, those on the right will be called Team Red, and those on the left will be Team Yellow. Take your seats at the tables.

(Children sit at the table with a chip of the corresponding color)

Educator : Look, there is a picture in front of you. Who is depicted on it?

Children : Grandfather, grandmother, father, mother, son, daughter.

Educator : Right. How can they be called in one word?

Children: Family.

Educator : That's right. Guys, I suggest each of you choose a role for yourself.

(The teacher invites the children from each team to pull out a chip from the bag with the role of a family member indicated on it)

Educator : Well, have you made your choice? And now, in order to get used to the role, go to this table and choose the appropriate item for yourself(attribute) . You have one minute to pick up the item and return to your seats. Time has passed.

(The teacher turns over the hourglass)

(Children choose attributes and sit at their tables)

Educator: Let's guess: “Who is who?”

(Team members take turns standing up and, without identifying themselves, show the selected item, and all other children must guess which family member is in front of them and explain their answer)

Educator : So we introduced the Martians to family members, their hobbies and responsibilities. And in order to tell the Martians more about them, let's compare them(let's find similarities and differences). On what basis can we do this?

(Children together with the teacher discuss all possible options)

(In case of difficulty, the teacher invites the children to consider a specific example : dad and son - what are their similarities and differences?

(Children answer)

Educator : That's right, guys. So we found two signs for you comparisons : by age and gender. So, what groups can we divide family members into by age?

Children : For adults and children.

Educator: And by gender?

Children : Male and female.

Educator : Guys, how can we write about this in a letter to the Martians? After all, they only understand the language of symbols.

(Children offer a solution to the problem)

Educator : Of course we can diagram it(using classification tree). What symbols can we use?

(Children offer options)

Educator : Let's focus on the first letters of the words.

Educator : Take everything you need.

(The teacher distributes for each teams : sheets of paper and pencils)

Educator : Let's distribute ourselves so that the first Red team will draw the model(to divide family members)according to the first base (by age, and the second Yellow team - according to the second(by gender) . Once again, for a minute, discuss within the teams how you will build your models, which groups you will divide into, and which family members will be in which group.

(Discussion is underway in teams)

Educator : Where do you think we should start?

Children : You must enter a family designation.

(In case of difficulties, the teacher draws a dot-circle on the magnetic board with a marker and enters the family designation with the letter"WITH" . Children are invited to do the same on their sheets)

Educator : Now sketch out your solutions on sheets of paper and do not forget to enter the corresponding letter symbols.

(Independent work of children in teams)

Educator : Well, I see you've already finished. Let's see what you got.

(The teacher places models from each team on the board)

Educator: Is everything correct?

(Children check whether the model of the opposing team is built correctly)

Educator : Red team, on what basis did you divide all family members?

Children of the first team: Adults - grandfather, grandmother, father, mother; Children - son and daughter.

Educator : And the yellow team?

Children of the second team: Men - grandfather, father, son; Women - grandmother, mother, daughter.

Educator : You did a great job. Guys, let's take another look at what kind of schemes we got. Do you think the Martians will understand everything? Tell me, are there any similarities between the two models?

Children : Yes, I have. And in the first and second model we consistently identified two groups.

Educator : Are there any differences?

Children : Of course have. The selected groups have different characteristics for comparison(basis of classification).

Educator : Guys, you are so great. And now I propose to send your model diagrams in an envelope to Mars, for study by Martian schoolchildren of our families.(Children seal the envelopes)

Educator : Well, it's ready. All that remains is to take our letter to the post office.

4. Summary of the lesson

Educator : Guys, did you enjoy playing? Let's sit in a circle(on pillows) and remember what new did you learn today? What do you remember most? How many of you found it difficult to complete tasks? Who didn't have any difficulties?

(Children analyze their activities)

Educator : I also really enjoyed searching with you for the answer for the Martians. And I especially liked that you were very attentive, friendly - a real team, and therefore completed all the tasks so quickly and correctly. Thank you all and don't forget to say goodbye to our guests.

Preview:

Lesson notes for the middle group “One and many. Comparing sets and establishing correspondence between them"

Subject : “One and many. Comparison

sets and establishing correspondence between them"

Tasks : Strengthen the ability to compare two groups of objects by quantity, establish equality between them, distinguish where there is one object and where there are many, learn to count from left to right, name numerals in order.

Integration of educational regions : Communication, Physical education,

Socialization, Cognition

Means of implementation: A parcel containing 5 oranges, numbers from one to five, Cheburashka toys, geometric shapes

Educator: (Organizes a surprise moment)

The postman came to us this morning and left a parcel.

(shows a box or box)

What do you think is there? And who sent it? There is no return address...

Children: (pay attention to the box, guess who the package is from and what is inside)

Educator: Oh, look, here is a hint note:

This cute, strange, darling

With a nameless toy

I was once in a store

He was waiting for fairy tales in the window

And he waited. Became famous.

Listen to me, baby:

He has big ears, he is brown,

Everyone in the world loves him.

Every mongrel knows

Friend Gena... (Cheburashka)

Well done! (takes Cheburashka out of the box)

Shall we teach him? But how did he get to us?

Children: In a box with oranges

Educator: Let's count how many oranges Cheburashka has in his box?(count to 5)

Look, one fell, how many oranges are there?(4)

And Cheburashka took one, how many are left in the box?(3) .

Well done! Look at the blackboard. What do you see here?

Children: Numbers!

Educator: What numbers?

Children: From one to five!

Educator: Correct! Name the numbers along with Cheburashka.

(the child comes out at will and, together with Cheburashka, names and shows the numbers)

Good girl!

(calls several children, they also name numbers)

Well done! Now let's see how Cheburashka calls the numbers

(counts from 5 to 1)

Is he saying the numbers correctly?

Children: No!

Educator What did he do wrong?

Children: He called the numbers backwards!

Educator: What number should you start with?

Children: Start with number 1!

Educator: After 1, what is the number?

Children: Two!

Educator: What is the number between 3 and 5?

Children: 4!

Educator: What is the number between 1 and 3?

Children: 2!

Educator: Well done! What number does the count end with?

Children: 5!

Educator: Let's count everything together:

1, 2, 3, 4, 5

Physical education minute,

Educator: And now everyone needs to stand up,

Raise your hands slowly

Squeeze your fingers, then unclench them

Hands down and stand like that

One two three four five!

Bend over - three, four

And jump on the spot.

On the toe, then on the heel.

This is how we do exercises

Educator: Children, who was the first to come to kindergarten today?

(child answers)

He was alone. Then another one came, there were two of them. Then another one, there were three of them. Then another one and another one. There are a lot of children.

Let's count how many children are in the group today?

(child counts)

(If there are children in the group who can name the exact number of children, for example 7, they should be praised, but not insisted that other children name this number. You can limit yourself to the concept"a lot of" )

Educator: Shall we play with blocks?(places a box of blocks according to the number of children)

There are so many of them!

Take one at a time!(take)

How many cubes do you have?

Child: One

Educator: What color is it? What is it made of?

(children answer)

Educator: How many cubes are in the box?

Children: Not a single one!

Educator: Put the cubes back in the box.

How much did YOU put in? And you? How many cubes are in the box now?

Each of you put one cube and there are a lot of them.

What did you guys and I think today?

Which game did you like best?

Do you think Cheburashka learned to count to 5?

Goodbye, Cheburashka!

Preview:

Math lesson notes

“Reinforcing the material “one - many”

(second junior group)

Notes “Reinforcing objects one - many” (second junior group)

Target : Enrichment of children’s skills and abilities into groups of subjects: one to many.

Tasks.

Educational: Form and secure a group of objects, one or many.

Developmental : To develop children's attention and visual-figurative thinking.

Educational : To foster children’s interest in FEMP.

Vocabulary work:one-many.

Activating the dictionary: one-many.

Preliminary work: Reading the fairy tale "Turnip", looking at the illustrations.

Means: 2 cards colors - green and red, flannelgraph with fairy tale characters, carrots(cut from colored cardboard).

Methods: conversation, artistic expression, demonstration, explanation from the teacher, questions to children, play, physical education, encouragement.

Form of organization: group.

PROGRESS. Introductory part(literary word)Here is a flannelgraph, he’s happy to show you a fairy tale!

Educator. - Guys, today we will remember the fairy tale “Turnip”.

Main part . Grandfather planted a turnip and the turnip grew very, very big (he puts the turnip on the flannelgraph, the grandfather began to pull the turnip. He pulls and pulls, but he can’t pull it out (he puts it on the grandfather’s flannelgraph, who did the grandfather call?

Children. -Grandmother.

Educator. -Yes. grandmother (puts it on the flannelgraph, they pull and pull, but they can’t pull it out, who did the grandmother call?

Children. -Granddaughter

Educator. -Yes, granddaughter (puts it on the flannelgraph, they pull and pull, but they can’t pull it out, who did the granddaughter call?

Children. - Bug!

Educator: Yes, to a bug(puts it on the flannelgraph). They pull and pull, but they can’t pull it out, who did Bug call for help?

Children. -Cat

Educator. -Yes, the cat (puts it on the flannelgraph, they pull and pull, but they can’t pull it out, who did the cat call for help?

Children. -Mouse!

Educator. -Yes, a mouse (puts it on the flannelgraph, pulls and pulls and pulls out a turnip.

Guys, we had one turnip, but many heroes pulled out the turnip. Well done, you remembered the fairy tale. Now let’s take a little rest and exercise:

1.2.3.4.5 - the bunny went out for a walk. The bunny is good at jumping(children jumping) -He jumped many times. Suddenly, out of nowhere (the children sat down, a sly fox runs past(children covered their faces with their hands)The bunny hid in the bushes. the fox will never find him. Well done!

And now. We will play the d/game “Treat the Bunny”.

Children come to the table, first pick up a green card and put 1 carrot on it, then the teacher asks to take a red card and put a lot of carrots on it. After finishing the task, the teacher asks the children:

Guys, which card with carrots should we leave for the bunny to treat?

Children. -Red!

Educator. - Why?

Children. - There are a lot of carrots on it.

Educator. - Well done, our bunny will be happy.

Final part.

Educator. - Guys, did you like treating the bunny with carrots?

Children. - Yes!

Educator. – Tell me, how many heroes pulled the turnip (one or many?

Children. - Many heroes.

Educator. - Thank you everyone, everyone did their best today, well done!

Preview:

Scenario for an open lesson in the junior group “Cockerel and his family.”

Summary of an open lesson in the junior group "Cockerel and his family"

Target: To form in children ideas about the characteristic features of the image of a cockerel, hen and chicks.

Tasks: Expand children's understanding of poultry: hen, rooster, chickens; Continue to introduce children to folklore works that tell about the cockerel, hen, and chickens. Enrich children's vocabulary. be able to imitate the sounds of birds. Form cognitive activity. Cultivate a good attitude towards “our smaller brothers”

Progress of the lesson:

The teacher contributes cockerel toy, covered with a cape. Educator : Guys, do you want to know who I have in my hands? Then guess the riddle: “Who gets up early, sings songs loudly, and doesn’t let the children sleep?” (children's answers). - That's right, cockerel. We examine the cockerel, highlighting its features.

How does the cockerel sing? (children's answers)Nursery rhyme about a cockerel:Cockerel, cockerel,

golden comb,

Oil head,

Silk beard,

That you get up early

Don't you let the kids sleep?

Who is the cockerel calling? How do you think? (children's answers).

The cockerel calls the hen. What does he call her? Ku-ka-re-ku! (together with the children) The teacher takes out a chicken toy. We examine the chicken, highlighting its characteristic features. Then we compare the hen and the cockerel - What kind of comb does the cockerel have?

Big.

What about the chicken?

Small.

What else does the cockerel have?

Beard.

Does the chicken have it?

No.

How does a cockerel crow?

Ku-ka-re-ku!

And the chicken? Co-co-co.

Physical education minute

A Rooster walked along the shore (hands folded behind his back)

Slipped into a hole Bang! (imitate the fall of a cockerel)

The rooster will know that from now on (we threaten with our index finger)

You need to watch your step! (we show that you need to watch your step)

How does the housewife call the rooster and its family to feed them? "Chick-chick-chick." - Guys, who is that squeaking there, calling the mother hen? (children's answers)

That's right, chickens. What does the mother hen call her chicks? Ko-ko-ko! How do chickens squeak? Peep-pee-pee. Educator : Guys, let's play with you. I will be the chicken, and you will be my chickens. That's how many chickens I have. How the chickens sing their song "Pee-Pee"

The song “The chicken went out for a walk” sounds.

The chicken went out for a walk. A teacher walks with children

Pinch some fresh grass. By group.

And behind her are the boys

Yellow chickens.

Ko-ko, ko-ko-ko

Don't go far. They shake their fingers at each other.

Row with your paws

Look for grains. They move their fingers along the floor.

Ate a fat beetle

An earthworm, stroking their belly.

We drank some water

A complete mess. They “drink” water from their palms. - Guys, did you like our guests? - Yes

Who visited us today? - --

Cockerel, hen and chicks.

It's time for our guests to go home. Let's say goodbye to them, see you again!

Preview:

Scenario for an open event in a junior group

"Journey Through Fairy Tales"

Summary of an open lesson in the junior group “Journey through Fairy Tales”

Goals:

Teach children to conduct a dialogue with the teacher: listen and understand asked question and answer it clearly;

Strengthen children's knowledge about the heroes of their favorite fairy tales, develop memory;

To develop figurative, expressive, emotional skills in children

speech using logorhythmic exercises, replenish and activate children’s vocabulary;

To develop children’s ability to see circle-like objects in their surroundings;

Tasks:

To consolidate and generalize children’s knowledge about the number of objects (one, many, none, practice counting up to 3;

Fasten the geometric shapes square and triangle;

Develop children's constructive abilities using modern educational technologies B. Nikitin and V. Voskobovich;

Form aesthetic taste, develop the communicative qualities of the individual.

Materials and equipment: table theater "Teremok", "Three Bears", "Kolobok"; Kolobok toy, illustrations for fairy tales.

Preliminary work: reading fairy tales and watching cartoons: “Three Bears”, “Teremok”, “Kolobok”.

Progress of the lesson:

Children enter the group.

Educator: Guys, look, guests have come to our group, let's say hello to them. And to do this, we will stand in a circle and invite our guests to join us, we will show how we can say hello, what is our greeting ritual in the group. (The greeting is accompanied by movements, children stand on the carpet in a circle):

Hello, Heaven!

(Raise your hands up)

Hello, Sun!

(Make a large circle with your hands above your head)

Hello Earth!

(Smoothly lower your arms down)

Hello, our big family!

(All the guys hold hands and raise them up)

All the children gathered in a circle,

I am your friend and you are my friend.

(Point at yourself with both hands, and then spread them apart)

Let's hold hands together

And let's smile at each other!

(Hold hands and look at each other with a smile).

Educator: Well done guys! Do you want to go on a journey through fairy tales?

Children: Yes!

Educator: But to get into a fairy tale, you need to be dexterous, strong, skillful and know the magic words. Let's do a little warm-up.

Get your fingers ready.

“Hedgehog” - (finger gymnastics, the teacher reads the text, and the children repeat):

Educator:

1. Good hedgehog, good hedgehog, children twist their fists

He looks like a ball in front of him

The children squeeze the hedgehog's needles and

Very, very prickly, they unclench their fingers

2. Hedgehog, hedgehog, weirdo, children hide their fists

Where are you hiding my friend? behind your back

Show me the needles, the children squeeze and

Very, very prickly. unclench their fingers

Educator:

Now close your eyes, I will say the magic words:

“Where are you, fairy tale, answer me, show yourself to us guys” (music sounds).

The children open their eyes, and the teacher draws the children’s attention to the table, which stands nearby. There is a pile of brown material on it - “mink”, the teacher invites the children to see what is there? The children and the teacher come to the table.

Educator: Children, look, it seems to me that someone is moving in the hole? (the teacher quietly puts a toy hedgehog with a bag on his hand in the “mink” and shows it to the children)

Hedgehog: Hello!

Children: Hello, hedgehog!

Educator: Hedgehog, how did you end up here?

Hedgehog: Yes, well, I heard what they were saying about me, so I decided to come out of my hole.

Educator: Children, let's ask the hedgehog why are you so prickly?

Children: Hedgehog, why are you so prickly?

(At this time, turn on the disc with the song based on the poem by B. Zakhoder)

Why are you such a prickly hedgehog?

This is me just in case

Do you know who my neighbors are?

Foxes, wolves and bears!

Educator: Hedgehog, where do your neighbors live?

Hedgehog: They live in that fairy-tale forest over there (points to another table, where there is a forest and a house - figures from the tabletop theater)

Educator: How do we get there?

Hedgehog: I'll help you! You need to walk along a log, jump over a stream, walk over bumps.

Educator: Thank you Hedgehog.

Hedgehog: Goodbye guys!

Children: Goodbye!

Educator: Well, let's set off on the road.

(Children walk along the log, jump over the “stream” path, carefully step from hummock to hummock and stop at the table)

Educator: So we came to the forest. Let's sit down in a fairy meadow (Children sit on chairs)

Children, look at the house.

(The teacher points to the house)

Educator: What is it called?

Children: Teremok.

Educator:

Guys, guess the riddle and we will find out what kind of fairy tale it is:

There is a painted house,

He's so handsome

The animals walked across the field,

They stayed in the house to live. (Teremok)

Look at the heroes of the fairy tale “Teremok”. I will give you heroes, and you try to answer my questions in their voices.

Who, who lives in the little house? (answers from each character)

Tell me, how many animals lived in the house at first?

Children: none.

Educator: How many of them became later?

Children: a lot.

Educator: How many frogs are there in the house?

Children: one.

Right. And there is one mouse, and one fox, and one bunny, but there are many of them all together. In a fairy tale there are one hero at a time, but let’s count how many mice we have

Children: two,

Educator: how many frogs?

Children: three.

How many of us are there in the group?

Children: a lot.

Guys, the bear destroyed the tower and almost crushed his friends. What to do? What should we do? Let's build houses for the animals now.

(Children approach the tables).

D/I “Fold the pattern” by B. Nikitin - “House”

Educator: Well done, they helped the heroes of the fairy tale. Now let's move on.

Guys, our carpet has also become magical. It turned into an airplane carpet and we will fly on it to the next fairy tale.

(Children stand on the carpet).

Close your eyes and say with me: “Where are you, fairy tale, answer me, show yourself to us guys” (music sounds).

Children open their eyes.

Open your eyes

Let's play the game “Say the Word” and find out what kind of fairy tale this is?

D/I “Say a word.”

Cups three and three beds.

There are also three chairs, look

And the residents here really are

Lives exactly (three).

As you will see, it is immediately clear:

Visiting them is (dangerous).

Run away quickly, little sister,

Fly out of the window like a (bird).

She ran away! Well done!

So, the whole fairy tale (end).

Fedya reads syllable by syllable:

This is a fairy tale ("The Three Bears").

(Children's answers.)

Well done, that’s right, this is the fairy tale “The Three Bears”. Guys, look - a letter. It is addressed to you and me. Let's read it. (The teacher opens the letter and reads): Children, trouble happened in our fairy tale, an evil sorceress flew to us, mixed up everything in the fairy tale and bewitched our forest. Help us find the heroes of the fairy tale and disenchant the forest. To do this, you need to choose three bears from these pictures of fairy tale characters and lay out the Christmas trees.

(Children choose illustrations for a fairy tale and lay out Christmas trees)

D/I "Geokont" by V. Voskobovich - "Herringbone"

Well done guys, you completed this task.

Educator: Let's rest a little now and remember the fairy tale.

Fizminutka

Three bears lived in a fairy tale,

They waddled around.

The girl ran to them,

Run in place.

I went into the house and saw:

Hands are raised above the head, fingertips touching each other.

A huge table by the window,

The right hand is clenched into a fist, the left palm rests on the fist.

Three chairs - wow.

The left palm is vertical, the right fist is pressed horizontally to the palm.

Three cups and three spoons,

Squat down, one hand on the belt, then stand up, raise your arms up and

touch each other with rounded fingers.

Three beds: look.

Masha ate and drank,

They depict how they hold a spoon and bring it to their mouth.

Lay down on the bed

Hands in front of the chest, elbows bent and lying on top of each other.

And fell asleep in a sweet dream.

The palms are folded, the head is tilted and lies on the palms.

What happened next?

Hands slightly spread to the side.

Then the bears returned,

They walk, waddling from side to side.

When they saw Masha, they got angry.

Hands on the belt, making an angry face.

Masha was very scared

They show a frightened face.

And she rushed home.

Educator: Well done guys, let's move on.

- Guys, tell me, what else can you go on a trip with?

Children: By train, by car, by hot air balloon, by trolleybus, etc.

-Let's go by train. I will be the locomotive, and you will be the carriages, let's line up.

The song “Steam Locomotive” by the Zheleznovs plays.

-Close your eyes. “Where are you, fairy tale, answer me, show yourself to us guys” (music sounds).

Children open their eyes.

Educator: I’ll tell you a riddle now. Listen carefully, and then you will find out what kind of fairy tale we have found ourselves in.

It is shaped like a ball.

He was once hot.

He jumped off the table onto the floor.

And he left his grandmother.

He has a ruddy side.

He's from a fairy tale...

Children: Kolobok.

- Look, what is the name of the hero of the fairy tale?

Children: Kolobok.

- What shape does the bun look like?

Children: In a circle.

- Guys, let's think about what other objects are similar to the circle in our group.

D/I “Find the object”

Children: Car wheel, steering wheel, clock, ball, plate, etc.

Educator: Guys, do you want to play hide and seek with the kolobok?

Children: Yes!

The teacher hides the bun. The children are looking for him.

Educator: Guys, look at your tables there are magic

leaves, they need to be painted over with paint and then we will find a bun with you.

Painting on wax.

(Children sit at tables and paint sheets of paper on which scenes from the fairy tale “Kolobok” are drawn with a candle; a bun with the characters of the fairy tale appears on the sheets).

Educator: Well done, you found the bun.

And now it's time for us to return.

Get into the circle quickly

Hold hands tightly (music plays, children walk in a circle)

One two three four five

Let's go back.

Open your eyes. Here we are again in the group. Our journey has now ended. Did you like it? What fairy tales have we visited, name them.

Children: “Three Bears”, “Teremok”, “Kolobok”.

-That's right, well done! Let's say goodbye to our guests (Children say goodbye and leave).

Preview:

Summary of an open integrated lesson on speech development in the second junior group.

“Russian folk tale “Turnip”

Inna Starovoitova
Summary of an open integrated lesson on speech development in the second junior group. “Russian folk tale “Turnip”

Educator: Starovoitova Inna Georgievna

Target: Speech development in young children.

Tasks: Learn to retell a Russian folk tale"Turnip"

Learn to express intonation, reproduce words and phrases from a fairy tale in the process of retelling.

Develop children's speech activity and ability to engage in dialogue.

Cultivate interest in fairy tales and curiosity.

Preliminary work:

Reading a fairy tale"Turnip"introducing children to characters, theatrical activities, acting out fairy tales"Turnip".

Progress of the lesson:

Educator: Guys, we have guests today, let’s say hello.(Children greet guests).

Greetings:

Let's stand side by side in a circle,

Let's say"Hello"each other.

We are not too lazy to say hello;

Everyone"Hello!"And"Good afternoon!";

If everyone smiles -

Good morning will begin.

- Good morning!

Educator: Guys, come in, sit on the chairs. I brought you a fairy tale. It's in my chest. But to open it you need to say magicwords:

Knock - knock, chok - chok,

Open the chest.

It won't open, let's all say it togetherwords:

Knock - knock, chok - chok,

Open the chest.(Children pronounce the words together with the teacher).

Educator: Do you hear? Is there something rustling in the chest?(Children's answers)

(The mouse looks out.)

Guys, what fairy tale does the mouse live in?(Turnip)

I still have something in my chest - I take out a turnip. What fairy tale did I bring you?(Children answer “Turnip”). Oh guys, did I forget the book somewhere? How to be? Maybe you can help me tell a fairy tale?

Questions:

Who planted the turnip?

How big is the turnip?

Who wanted to pull out a turnip?

Who helped him?

1. Joint retelling of a fairy tale"Turnip"according to the mnemonic table

2. Maybe someone wants to try to tell a fairy tale on their own?

Well done! We told the story very well, now let's rest.

Physical education minute.

Grandfather in the garden

I planted a turnip.(sit down)

And water from a watering can

He watered the turnips.(we rise quietly)

Grow, grow, turnip,

Both sweet and strong.(stretch up on toes)

The turnip has grown

To everyone's surprise(raised their shoulders)

Big - very big,

There will be enough food for everyone.(hands to the side)

The turnip has grown

Both sweet and strong.(stretch up on toes)

The turnip has grown

Both sweet and strong.(stretch up on toes)

Productive activity.

Well, you told a good story and played nicely. guys, let's say thank you to our mouse for such a wonderful fairy tale. How can we thank her? Let's make gifts that will remind us.

Application"Millet turnip"

Well, the mouse also brought us gifts, delicious apples. Now let's go wash our hands and eat apples.

Preview:

The most important factor in the performance of the body is health. The concept of health includes not only the absence of disease, painful condition, physical defect, but also a state of complete social, physical and psychological well-being.

“Health is a capital given to us not only by nature from birth, but also by the conditions in which we live.

"Children's health is the wealth of the nation." This thesis does not lose its relevance at all times.”

Maintaining and strengthening health is impossible without observing the rules of hygiene. Scientists V.I. played a major role in the development of children’s hygiene. Molchanov, G.N. Speransky, M.S. Maslov, N.M. Shchelovanov and others. Their works contain information not only on the diagnosis and treatment of childhood diseases, but also on the care, nutrition, hardening and raising of healthy children. Based on the research of these scientists, preschool workers took the education of cultural and hygienic skills as a basis. In each age group, this task is carried out in accordance with child education programsgarden. Mastering a particular skill by children takes time, so the task of developing it may relate not to one, but to several years of a child’s life.

Education and training programs in kindergarten are focused on creating an environment in kindergarten that promotes the formation of cultural and hygienic skills.

Preschool age is an important period when the human personality is formed and a solid foundation of physical health is laid.

Cultural and hygienic skills in children are brought up from a very early age; when developing cultural and hygienic skills, there is not a simple assimilation of rules and norms of behavior, but an extremely important process of socialization and humanization of the child.

Instilling personal hygiene skills in children plays a vital role in protecting their health and contributes to correct behavior at home. In the process of everyday work with children, it is necessary to strive to ensure that following the rules of personal hygiene becomes natural for them, and hygiene skills are improved.

Skills are the ability formed in a child to perform certain actions based on acquired knowledge.

A skill is an automated action that is formed through repeated repetition and practice.

Skills are strengthened as a result of repeated performance of an action, as a result of exercises in its correct execution.

The transition of a skill into a habit is achieved by systematically repeating it under certain identical or similar conditions. Habits, unlike skills, create not only the possibility of performing one or another action, but ensure the very fact of its implementation. The habits acquired by a child remain for a long time and become, as they say, folk wisdom, second nature. Acquired habits become stable and difficult to re-educate.

“No matter how important skills are, we should not forget that mastering them alone does not ensure correct behavior. Adults should set an example in everything and, requiring the child to follow certain rules, they themselves always followed them, were neat, tidy in appearance, etc.”

The purpose of the study is to study the process of formation of cultural and hygienic skills and test a system that promotes the effective use gaming methods.

The object of study is the process of formation cultural and hygienic skills in preschool children.

The subject of the study is the influence of the game method on the formation of personal hygiene skills in children of middle preschool age.

Research objectives:

- Explore theoretical basis education of cultural and hygienic skills in preschool children.

- To identify the level of development of personal hygiene skills in preschool children in preschool settings.

- To identify the features of developing cultural and hygienic skills in children of middle preschool age and build a system of work, determine the degree of effectiveness of the game methods used to develop personal hygiene skills.

Research methods

In the process of work, use different methods of pedagogical research: study and analysis of psychological, pedagogical literature; Creation problem situations; experimental and pedagogical work; conversation with a child; targeted observation of children in their independent activities.

According to the definition of the famous physiologist N.I. Shchelovanova “The daily routine in the first years of a child’s life is the correct distribution in time and the correct mutual sequence of satisfying the child’s basic physiological needs for sleep, feeding, and also in activity.”

Education of cultural and hygienic skills is aimed at strengthening the health of the child. At the same time, it includes an important task - fostering a culture of behavior. Caring for the health of children and their physical development begins with instilling in them a love of cleanliness, neatness, and order. “One of the most important tasks of a kindergarten,” wrote N.K. Krupskaya, “is to instill in children skills that strengthen their health. From an early age, children should be taught to wash their hands before eating, eat from a separate plate, walk clean, cut their hair, shake out their clothes, not drink raw water, eat on time, sleep on time, be more in the fresh air, and so on.”

All measures that preschool hygiene develops contribute to the normal physical and hygienic development of children and the strengthening of their health.

Health is a broader concept, which is understood as a state of complete physical, mental and social well-being - this is the definition put forward by the World Health Organization.

The formation of cultural and hygienic skills is a long process, and therefore the same tasks can be repeated many times. The development of skills is carried out using methods of direct influence, exercise, i.e., through teaching, habituation, therefore, the education of cultural and hygienic skills must be planned in a daily routine. The outstanding teacher A.S. attached great importance to the daily routine. Makarenko. He believed that the regime is a means of education, correct mode should be marked by certainty, accuracy and not allow exceptions. Observations have shown that in those children's institutions where the daily routine is carried out in accordance with hygienic requirements and all types of activities are carried out at a high pedagogical level, the performance and development indicators of children are high.

And most importantly, it is noticeable from the daily routine that young children are given more time for hygiene and self-care than older children, since these skills are already more developed in older children. From this it is important to emphasize that age characteristics and the individual abilities of children play an important role in the daily routine.

Cultural and hygienic skills, their importance in child development

From the moment of birth, a child is a social being, because his care is aimed at introducing him into the world of adults, although parents and teachers do not always realize this. A blanket, pacifier, diaper and other objects are objects with the help of which an adult introduces a baby into the social world. With the help of these objects, needs are satisfied: eating with a spoon, knife, fork, sleeping in a bed, covering yourself with a blanket, etc. The child himself does not know how to satisfy a need and without the help of an adult he will not discover it or learn it on his own.

From the first days of life, when developing cultural and hygienic skills, there is not a simple assimilation of rules and norms of behavior, but an extremely important process of socialization, humanization of the baby, and his “entry” into the world of adults. Mental development is an uneven process, its lines do not occur simultaneously, there are periods of the most rapid development of certain functions and mental qualities. These periods are called sensitive periods - the most favorable for development. For the initial formation of cultural and hygienic skills, the sensitive period occurs in early childhood.

The child begins to get acquainted with the world of objects created by man; he must master objective actions, among which instrumental and correlative actions can be distinguished. The first involves mastering an object - a tool with which a person acts on another object (they cut bread with a knife, eat soup with a spoon, sew with a needle). With the help of correlating actions, objects are brought into the corresponding spatial positions: the baby closes and opens boxes, puts soap in a soap dish, hangs it by a loop on a hook, fastens buttons, laces up shoes.

The daily routine is of great importance in the formation of cultural and hygienic skills. The daily routine is a clear routine of life during the day. By getting involved in the daily routine and performing household processes, the child masters a series of cultural and hygienic skills. These skills are one of the components of a culture of behavior in everyday life. A skill that has become a need is a habit. The skill of washing allows a child to do it deftly and quickly, and the habit of washing encourages him to do it willingly and without coercion. As cultural and hygienic skills are mastered, they are generalized, separated from the corresponding subject and transferred to a playful, imaginary situation, thereby influencing the formation of a new type of activity - games.

In play, children reflect the relationships that develop during everyday processes. The child treats the doll the way parents treat him in appropriate situations. In the game, children imitate everyday actions (washing hands, eating food), thereby reinforcing actions with household objects (spoon, cup, etc.), and also reflect the rules that lie behind the implementation of cultural and hygienic skills: the doll’s clothes must be carefully folded , arrange the dishes on the table beautifully.

Cultural and hygienic skills are associated not only with play. They form the basis of the first type of work activity available to a child - self-care work. Self-service is characterized by the fact that the child’s actions do not have a social motive, they are aimed at himself. “Mastering cultural and hygienic skills affects not only play and work activities, but also the child’s relationships with adults and peers. If he wants to show an adult what he has learned, to earn approval and support, to make it clear that he respects him, respects his demands. If he accepts and adheres to them, then he is trying to teach his peer,” G.A. believes. Uruntaeva and Yu.A. Afonkina.

Mastering cultural and hygienic skills makes it possible to compare yourself with other children: am I better or worse at doing this? I can even teach a friend! I will help adults and little brother! Thus, by comparing oneself with others, the prerequisites are formed for the formation of self-esteem, awareness of one’s capabilities and skills, as well as prerequisites for self-control. When performing everyday processes, the baby observes, compares, analyzes, and establishes cause and effect relationships. He thinks about where the soap went, because at first there was a large piece, and after a while it became very small, why water washes away foam and dirt from his hands, how you can use a fork to split a cutlet in half, where the sugar in tea disappears, why it dried out wet scarf, etc.

Initially, the child notices cause-and-effect relationships with the help of an adult, who, by asking questions and explaining, draws the child’s attention to them. It is important that questions and explanations addressed to the little ones are tailored to the specific situation. In this case, you should rely on the baby’s experience.

During early childhood, such a personal new formation as the consciousness of one’s “I” takes shape. This is expressed in the fact that the baby begins to call himself in the first person: “I myself.” Behind this lies the awareness of one’s own activity, the separation of the result of one’s actions from the actions themselves. The child begins to understand that it was he who performed the action, it was he who achieved the result, he experiences pride in his achievements, strives again and again to demonstrate his activity and independence, showing others his “I”: I myself know how to wash myself, dress, put on shoes, comb my hair, I can eat myself. Let it be slowly, but on your own! Although so far he has only mastered simple steps, they give you the opportunity to feel like an adult and independent.

Cultural and hygienic skills are aimed at the child himself. By performing sanitary and hygienic procedures, the baby becomes aware of himself. He develops an idea of ​​his own body. When dressing and washing, the child, looking at his reflection in the mirror, comes to understand some of the changes occurring in himself during the everyday process: his face went from dirty to clean, his hair went from disheveled to beautifully combed, his feet were put on boots, his hands were put on mittens. The child begins to control his appearance: he pays attention to dirty hands, notices problems in clothes, asks an adult to help put himself in order, the baby develops a need for cleanliness and neatness. That is, the actions and their components improve by themselves, change oneself, and not the object. Therefore, they form the baby’s idea of ​​his own body. When putting on shoes, the baby examines his feet, putting on gloves - his hands, tying a bow or scarf - his face. When dressing and washing, the child sees his reflection in the mirror and notices the changes occurring in him.

Cultural and hygienic skills coincide with another line mental development- development of will.

The baby doesn't know how to do anything yet. Therefore, any action is given with great difficulty. And you don’t always want to finish what you started, especially if nothing works out. Let the mother or teacher feed and wash your hands, because it is so difficult to hold slippery soap when it jumps out of your hands and does not obey. Mom will do it better and faster. And if adults rush to help a child at the slightest difficulty, to free him from the need to make efforts, then very quickly he will develop a passive position: “fasten”, “tie”, “put on”. Afonkina Yu.A. and Uruntaeva G.A. believe: “In order to complete an action and get a high-quality result, you need to make a strong-willed effort.

With age, as the child masters cultural and hygienic skills, he becomes aware of the rules of behavior that determine them. And such rules begin to regulate the child’s actions and control them. That is, the child’s behavior becomes arbitrary. He restrains his immediate feelings and aspirations, subordinates his actions to a previously set goal, and can refuse what he wants if the social rule of behavior requires it.

Thus, the development of cultural and hygienic skills is associated with the ethical development of a preschooler.”

Educating children in personal and public hygiene skills plays a vital role in protecting their health and promotes correct behavior at home and in public places. Ultimately, not only their health, but also the health of other children and adults depends on children’s knowledge and compliance with the necessary hygiene rules and norms of behavior. Gradually, in the process of developing cultural and hygienic skills, the child begins to realize that compliance with the rules of behavior is determined by the norms of human relationships, and their observance shows respect for others, because it is unpleasant to look at a slob or a dirty person. The child understands that violating the rules of behavior can cause harm not only to himself, but also to another person.

In the process of everyday work with children, it is necessary to strive to ensure that following the rules of personal hygiene becomes natural for them, and that hygiene skills are constantly improved with age. At the beginning, children are taught to follow basic rules: wash their hands before eating, after using the toilet, playing, walking, etc. Children of middle and senior preschool age should be more conscious of following the rules of personal hygiene; Wash your hands yourself with soap, lathering them until foam forms and wipe them dry, use an individual towel, comb, glass for rinsing your mouth, make sure that all things are kept clean. The formation of personal hygiene skills also presupposes the ability of children to always be neat, to notice problems in their clothes, and to correct them independently or with the help of adults. Hygienic education and training are inextricably linked with the education of cultural behavior. All hygiene information is instilled in children in everyday life in the process of various different types activities and rest, i.e. in each component of the regime you can find a favorable moment for hygienic education.

For effective hygienic education of preschoolers, the appearance of others and adults is of great importance. We must constantly remember that children at this age are very observant and prone to imitation, so the teacher should be a role model for them.

Conditions and methods of developing cultural and hygienic skills

The main conditions for the successful formation of cultural and hygienic skills include a rationally organized environment, a clear daily routine and adult guidance. A rationally organized environment means the presence of a clean, sufficiently spacious room with the necessary equipment to ensure all routine elements (washing, eating, sleeping, activities and games).

To develop cultural and hygienic skills, it is also necessary to develop general criteria for assessing individual actions, to clearly define the location of things, toys, and the order of their cleaning and storage. For children, constancy of conditions, knowledge of the purpose and place of every thing he needs during the day are of particular importance. For example, the washroom should have a sufficient number of sinks of the required size, each with soap on it; sinks and towels are placed taking into account the height of children; There is a picture on the hanger above each towel. This increases children's interest in washing. The daily routine ensures daily repetition of hygiene procedures at the same time - this contributes to the gradual formation of skills and habits of a culture of behavior. Their formation occurs in games, work, activities, and in everyday life. Repeated daily, the daily routine accustoms the child’s body to a certain rhythm, ensures a change in activity, thereby protecting the children’s nervous system from overwork. Following a daily routine contributes to the formation of cultural and hygienic skills, education, organization and discipline. The formation of cultural and hygienic skills is carried out under the guidance of adults - parents, educators. Therefore, complete consistency in the requirements of the preschool institution and the family must be ensured. Among many classifications of methods, a classification has been adopted in preschool pedagogy, which is based on the basic forms of thinking that determine the nature of the ways in which children act in the learning process. These forms include visually effective and visually imaginative thinking. In this regard, the main methods of teaching preschoolers are visual, verbal, play and practical methods. Preparation for the formation of skills for independent self-care movements is the creation in the child of a positive attitude towards dressing, washing, and feeding. Learning some skills, for example, eating culturally, requires considerable work, since for this children must master a number of actions carried out in a certain sequence (sit correctly at the table, use eating utensils, a napkin, etc.).

In preschool age, children are especially prone to imitation, so the personal example of adults plays an important role in the formation of skills. “If you insist that children wash their hands before lunch, don’t forget to demand the same from yourself. Try to make your own bed, it’s not at all difficult and shameful work,” advised A.S. Makarenko.

Both kindergarten teachers and parents should always remember this. “Your own behavior is the most decisive thing. Do not think that you are raising a child only when you talk to him, or teach him, or order him. You raise him at every moment of your life, even when you are not at home. How you dress, how you talk to other people and about other people, how you are happy or sad, how you treat friends and enemies, how you laugh, read the newspaper - all this is of great importance for a child,” said A.S. Makarenko

For preschool children, awareness of the importance of cultural and hygienic skills is of great importance; they need to be given basic knowledge about rational rules of personal hygiene, its importance for everyone and for others, and cultivate an appropriate attitude towards hygienic procedures. All this contributes to the strength and flexibility of skills, which is very important for creating lasting habits. For this purpose, you can also use variable tasks, unusual situations during games, activities, walks, etc. Children should first be asked to think and tell what and how they will do. Then monitor the children’s actions and return to their joint discussion and assessment.

To instill cultural and hygienic skills in all age groups, demonstration, example, explanation, explanation, encouragement, conversations, and action exercises are used. Playing techniques are widely used, especially in early preschool age: didactic games, nursery rhymes, poems (“Wash cleanly - don’t be afraid of water”; “Early in the morning at dawn, little mice, and kittens, and ducklings, and bugs, and spiders wash themselves...” and etc.). N.F. Vinogradova notes: “It is also necessary to properly guide the actions of children. Before requiring the child to be independent in self-care, he is taught the actions necessary in the process of dressing, washing, and eating.”

The show is accompanied by an explanation. Any action should be shown in such a way that individual operations are highlighted - first the most significant, and then additional ones. Operations are carried out in strict order with a short interval (no more than 5-10 seconds), in otherwise a dynamic stereotype is not developed. Showing the action to kids is always accompanied by saying (“Now let’s take a towel and wipe each finger”). Then the adult acts together with the baby, performing related actions. For example, she takes his hands in hers, soaps them and places them under running water. This is how the child develops a sensorimotor image of action, as well as an image of the operations that comprise the action and the conditions in which it takes place. Gradually, the adult provides the child with greater independence, controlling the execution of operations and the result, and then only the result. When developing skills, the child learns to maintain the goal of the activity and not be distracted. You should also draw children's attention to the rationality of certain methods of action. For example, after use, a towel must first be straightened and then hung up - this way it dries better and does not fall on the floor. It is desirable that adults accompany the demonstration of actions and children’s attempts to perform them independently not only with explanations, but also with questions that direct the child’s attention to the need to act in a certain way.

We share our experience on “How to prepare and conduct a lesson.” Cheat sheet for the teacher

Educator: Natalya Leonidovna Myakina, Novokuznetsk 2017

I Definition of the topic and leading concepts

1. Clearly define and formulate the topic.

2. Determine the place of the topic in the curriculum.

3. Determine the leading concepts on which this lesson is based.

4. Identify for yourself that part of the material that will be used in the future in other classes.

II Definition of goals and objectives

Determine the goal of the lesson - for yourself and for the children, understand why this lesson is needed at all. Identify the teaching, developing and educating functions of the lesson.

III Planning educational material

Select literature on the topic. Select from the available material only that which serves to solve the given problems in the simplest way.
Select learning tasks whose purpose is:
Learning new material
Reproduction and application of knowledge, skills and abilities of children in familiar and unfamiliar situations,
Creative approach to the task.
Arrange learning tasks in accordance with the principle “From simple to complex.” Create three sets of tasks:
Leading children to reproduce the material,
Contributing to comprehension of the material,
Helping to consolidate the material.

IV Thinking through the highlight of the lesson

Each lesson should contain something that will cause surprise, amazement, delight, in a word, something that children will remember when, perhaps, they will forget everything. It is important to take into account the age of the children, a technique that is suitable for secondary, but not suitable for a nursery or preparatory group.
It could be interesting fact, an unexpected discovery, a beautiful experience, a non-standard approach to what is already known.

V. Grouping of already selected material

To do this, think about the sequence in which work with the selected material will be organized, and how the types of activities will be changed.

The main thing when grouping is the ability to find a form of organizing a lesson that will cause increased activity in children, and not a passive perception of something new.

VI. Planning for monitoring children's activities

Consider:
What to control
How to control
How to use the control results.
Don’t forget: the more often everyone’s work is monitored, the easier it is to see typical mistakes and difficulties, and to show preschoolers the teacher’s genuine interest in their work.

VII. Equipment preparation

Make a list of necessary educational and visual aids, devices, technical equipment. Check if everything works.

Conducting self-analysis of the lesson

Determine the place of the lesson in the topic and general course, ask yourself how clear this place became for the children after the lesson.
Correlate the goals set for the children and the teacher with those achieved in the lesson and determine the reasons for success or failure.

Determine the level of knowledge formation (logical presentation of the material, scientific nature, accessibility, difficulty, non-standard) and skills (compliance of the ways of forming special skills with generally accepted skills, the strength of the developed skills, the degree of their automaticity).

Answer the question what new did the activity provide for the development of the mind, memory, attention, the ability to listen to a friend, express one’s thoughts, defend one’s point of view, to develop interest in this activity.
Think about how optimally the lesson was structured: did it correspond to the interests, temperament, level of educational training and development of the children? Was the organization of children's activities adequate for educational, developmental and educational purposes?

Assess the level of children’s activity in the lesson: how many times and which of them spoke? Why were the others silent? How was their work stimulated? How thoughtful were their actions in preparing for the lesson? It is necessary to evaluate the child’s activity, not his personality.

What was the pace of the lesson? Was the children's interest in the proposed activities maintained? How was the change of activities organized? How was the training material organized? What was given in the form of ready-made knowledge, and what did the children themselves come up with?
Answer the question: “How was the reliance on the children’s previous knowledge, life experiences organized, and how relevant was the educational material for them?”
Assess how control over children’s activities is organized: has all of the children’s work been checked? How quickly and efficiently was this done?

Characterize the psychological atmosphere of the lesson, the degree of goodwill, and mutual interest of all participants.

The emotional state of the teacher before and after the lesson: has it changed? What is the reason? What would be advisable to change in the lesson? What could you put as a plus and what as a minus?
When analyzing, it is necessary to take into account the type, structure and logic of the lesson in accordance with the tasks of the psychological development of a person of a given age. What was important: transfer of ready-made knowledge, independent mental activity of children, acquisition of practical skills, learning to generalize through repetition. What is the format of the lesson? Justify the choice of lesson form.

When analyzing your activities and the activities of children pp. 5 and 7, it is necessary to highlight what was important in content, what active methods were used, what was the form of children in the lesson (collective, group, individual).

For each point in your self-analysis, you must provide an example from the lesson to support its use. It is also necessary to indicate the changes in the notes made by the teacher during the lesson, the reasons and results of the changes. Was it possible to maintain the pace of the lesson, avoid overload and overwork of children, maintain and develop productive motivation for learning.

Lesson Analysis

How did the teacher complete the assigned tasks?
Preparation (including hygienic conditions). Materials and equipment.
What is the nature of the activity: developmental or educational, does it meet the goals?
Does the activity contribute to the development of mental, physical and moral qualities? Cognitive interests?
What is the psychological microclimate in the group?
How did the teacher carry out the optimal selection of methods, means and forms of teaching?
forms of work (traditional, non-traditional, with subgroups, individually, etc.).
Means of training and education (visuality, filmstrips, recordings, pictures, reference tables, etc.).
Methods of teaching and upbringing, assessment of children's activities, methods of encouragement, auxiliary questions, results of working with children.
Creating conditions for children's creative opportunities (developmental environment)
Knows how to organize and conduct experimental and research activities.
Which children’s analyzers were involved, and how?
Does the teacher know how to conduct classes?

Integration of the lesson, connection with other classes.
What mental processes is the lesson aimed at developing (attention, thinking, speech, imagination, will, emotional, moral education)?
Are the children comfortable in this lesson, what is the psychological state of the teacher?
Lesson assessment criteria

Training should be:

• scientific,
• problematic,
• visual,
• educational,
• accessible,
• systematic and consistent,
• durable,
• developing,
• educating:
• attention,
• memory,
• thinking,
• emotions,
• imagination.

During the lesson the following methods are used:

1. Explanatory and illustrative.
2. Reproductive.
3. Partially search engines.
4. Research.
5. teacher’s readiness for class
6. Goal setting of the lesson.
7. Sanitary and hygienic standards.
8. Individual work.
9. Norms for assessing knowledge.
10. Availability of feedback.
11. Rational use of time.
12. Organization of working time.
13. Practical skills and abilities.
14. Independent work.
15. Self-control and self-esteem.
16. Collective, individual, group work.
17. Speech development, quality of children’s answers.

Bibliography
1. Adzhi A.V. Notes of integrated classes in the middle group. Voronezh: TC “Teacher”, 2006

2. Arapova-Piskareva N.A., Veraksa N.E., Antonova A.V. Education and training in the senior group of kindergarten: Program and guidelines. M.: Mosaika-Sintez, 2006

3. Aidasheva G.A., Pichugina N.O. Preschool pedagogy. M: Phoenix, 2004

4. Bolotina L.R., T.S. Komarova Preschool pedagogy. M.: Academy, 1997

5. Bondarenko T.M. Complex classes in the second junior group of kindergartens. M.: Teacher, 2007

6. Veraksa N.E., Veraksa A.N. Child development in preschool childhood: A manual for teachers of preschool institutions. M.: Mosaika-Sintez, 2006

7. Golitsyna N.S. Kindergarten activities: Forward planning: Second youngest and group average. M.: Scriptorium, 2007