Open classes. Abstracts in the younger group. Summaries of classes in kindergarten for different age groups plan-summary of the lesson (junior, middle, senior group) on the topic Classes in d s

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Lesson plan in kindergarten

on the program of preparation for school

children 5-7 years old ( GBOU school number 2107 , preschool department, Kindergarten . Russia, Central Federal District, Moscow, Preschool department "On Vasnetsova")

on the topic " »

Developed by: Aliyeva Dilara Abbas kyzy

student of professional retraining courses"Education of preschool children"

Checked by: Yanchenko O.M.

Moscow, 2018

Lesson topic : "Introduction to geometric shapes."

the date of the : 22.01.2018

Lesson type: integrated.

Lesson technology: collaborative learning, student-centered approach, health-saving, information and communication.

The purpose of the lesson: create conditions for students to perceive various geometric shapes and highlight the distinctive features of each of them;

To form the ability to name geometric shapes, to distinguish them from each other according to the selected features;

To consolidate the ability to compare groups of objects (the concepts of more, less, the same);

Develop mental operations: analysis, synthesis, comparison.

Tasks: to cultivate interest in the subject of mathematics, respect for their comrades; the formation of skills to organize their workplace; complete the task following the instructions given by the teacher; work with educational information.

Planned educational results: children will learn to easily perform tasks related to geometric shapes.

Basic terms, concepts: geometric shapes, rectangle, circle, square, triangle.

Equipment: a set of geometric shapes for the teacher and each child, a set of subject pictures, a presentation, a computer, a projector, workbooks "Mathematical Steps" by S.I. Volkova.

Lesson plan:

Organizing time -1 minute.

Updating students' knowledge -6 minutes :

1. Review of basic concepts - 3 minutes

   Oral counting - 3 minutes

The topic of the lesson. Introduction to new material5 minutes.

Physical education -2 minutes.

Consolidation and repetition of the studied -22 minutes :

Equation Solving - 5 minutes

Independent work (solution of equations) with subsequent verification - 12 minutes

Solving a problem using an equation - 5 minutes

Summarizing -5 minutes.

Homework -2 minute.

Reflection - 2 minutes.

During the classes

1. Greeting.

Hello guys, have a seat. How did you feel about coming to class today? What color would you paint it with?

I hope that you will not be bored during the lesson, and your mood will improve! Let's get to work!

2. Repetition of the material covered.

Guys, look, a squirrel came to visit us and brought her supplies with her: nuts and mushrooms. She asks us to help her put the supplies into bags: which supplies are more - in a blue bag, which are less - in a red one. Can we help her? (Yes)

Guys, what supplies does the squirrel have more? Which are less? Distribute into bags.

Well done, helped the squirrel, coped with the task!

Our next task is on the board. Who can help me formulate it? (you need to find out which items are more, which are less)

That's right, well done. What more pears or apples? What is less? How many more pears than apples? How many less apples than pears?

What can you say about the number of plums and apples? (plums as many as apples)

3. Acquaintance with new material.

Guys, today we will get acquainted with unusual figures, which in mathematics are called geometric. Does anyone know what these figures are?

The first figure is a circle. (the teacher demonstrates a circle from a set of shapes). Show me the same figure from your set. What is the name of the figure that you are all showing me now?

Look closely at your circles, what can you say about this figure? (a circle has no corners)

Look carefully around you: what objects look like a circle?

The next figure is a rectangle. (the teacher demonstrates a rectangle from a set of shapes). Show me the same figure from your set. What is the name of the figure that you are all showing me now?

Look closely at your rectangles, what can you say about this shape? How many corners does a rectangle have? How many sides?

Another figure is a square. (the teacher demonstrates a square from a set of shapes). Show me the same figure from your set. What is the name of the figure that you are all showing me now?

Look carefully at your squares, what can you say about this figure? How many corners does a square have? How many sides? Take a square in one hand and a rectangle in the other. Compare them: how are they similar, how are they different?

Look carefully around you: what objects look like a rectangle?

The next figure is a triangle. (the teacher demonstrates a triangle from a set of shapes). Show me the same figure from your set. What is the name of the figure that you are all showing me now?

Look closely at your triangles, what can you say about this figure? How many angles does a triangle have? How many sides?

Look carefully around you: what objects look like a triangle? (similarly, acquaintance with the oval is made)

4. Physical minute.

Homka, Homka, Hamster

striped barrel

Hamster gets up early

Washes the neck, rubs the back

Homka sweeps the hut and goes out to exercise

One, two, three, four, five

Homka wants to become strong.

5. Primary fastening.

Now I will tell you riddles about geometric shapes, and you have to guess them. (Each puzzle is accompanied by a slide from the presentation with the desired geometric figure.)

1) I have no corners
And I look like a saucer
On a plate and on a lid
On the ring, on the wheel.
Who am I, friends? (a circle)

2) Three peaks are visible here

Three corners, three sides, -

Well, perhaps that's enough!

What do you see? (triangle)

3) I'm not an oval and not a circle,
I am a friend of the triangle
I am the brother of the rectangle
After all, my name is...
(square)

4) What will we see now?
All my angles are straight
There are four sides
But not all of them are equal.
I am a quadrilateral
Which? ...(rectangle)

5) Work in a workbook.

And now, guys, open your workbooks on the page where you have a bookmark. Look at the picture at the top of the page, what kind of figures are shown here? (children take turns calling already familiar geometric shapes)

Well done, let's do the next task. Who already knows what needs to be done? (you need to color the shapes)

True, but they should not just be colored, but colored in such a way that all the circles are of the same color, all the squares are of a different color, and the triangles are of the third. What color will we paint the circles? Squares? Triangles? (choose with children)

Task for students to reflect on their activities:

Guys, our lesson is coming to an end, you all worked very hard today. Tell me, what figures did we meet today? How does each shape differ from all the others (circle, square, triangle, rectangle)?

What is your mood now? What colors would you paint it with?

Forms of control and evaluation of the results of the lesson:

At the end of the lesson, I suggest that you choose a statement that suits you - an assessment and draw an emoticon corresponding to it in the margins of your notebook.

The lesson is helpful! All clear! Only a few things are a little unclear.

Still have to work hard!

Yes! It's still hard to learn!

Homework information: distribute workbooks with interesting puzzles on the topic "geometric shapes".

List of used literature :

Mathematics in kindergarten. 5-6 years. Workbook. (FGOS) / Novikov.

Shcherbakova E.I. Methods of teaching mathematics in kindergarten. – M.: Academy, 2010.

Kangina N.N. Mathematics in kindergarten. - Yaroslavl: Development Academy, 2011

Introspection of the lesson

Topic: " Introduction to geometric shapes »

preschool teacher

educational institution

Aliyeva Dilara Abbas kyzy

Purpose of the lesson:

Educational: introduce basic shapes, such as: circle, square, triangle, rectangle, show the difference and similarity between a rectangle and a square; learn to build figures.

Developing: develop spatial skills, logical thinking, attention, memory.

Educational: to cultivate interest in the subject, to cultivate a culture of behavior in frontal and individual work, work in pairs.

The lesson is aimed at the formation and development of UUD, at achieving personal results:

Subject:

Compile tasks according to diagrams and drawings;

Write the solution to the problem as an expression.

Personal:

To contribute to the formation of a motivational basis for educational activities, a positive attitude to the lesson, interest in the material being studied;

Work on self-esteem and an adequate understanding of the reasons for success / failure in educational activities;

To promote the manifestation of independence in various activities;

Work on awareness of responsibility for the common cause.

Metasubject : contribute to the formation of UUD

communicative:

Express your thoughts in accordance with the situation of communication;

Work collectively and in pairs;

Listen and understand the speech of others.

Accept and save the subject task, follow the instructions of the educator;

Evaluate the correctness of the performance of actions at the level of an adequate assessment.

cognitive:

Distinguish the new from the already known with the help of the educator;

Choose the most effective solution;

Perform actions according to a given algorithm;

Know how to navigate your system of knowledge.

During the preparation, the requirements of the program were taken into account: integration of areas, age characteristics of children, solutioneducational and educational tasks in unity, taking into account the provisions on leading activities and changing activities, creating a relaxed atmosphere, implementing interaction with the leading role of an adult. The room was adequately ventilated, lit,picked up demo size requiredmaterial .

Any process of cognition begins with an impulse that prompts action. Motivation is needed to encourage the child to join the activity. With this in mind, I carefully thought through each stage of the lesson, composed assignments, selected questions, and used various methods of activating children.

I maintained the order and discipline of the students in the lesson with the help of skillful organization, interesting material and a high degree of correctness. Constantly welcomed the manifestation of the activity of children, encouraged independence. A calm tone, the ability to control friendly relations, made it possible for all children to feel comfortable in the lesson.

High performance throughout the lesson was ensured by a change in activities, various forms of organization of work (frontal, individual, work in pairs), as well as the use of health-saving technologies (physical education). This contributed to the creation of a positive psychological atmosphere in the lesson, a situation of success.

Study time in the lesson was used effectively, the planned volume of the lesson was fulfilled. The intensity of the lesson was optimal, taking into account the physical and psychological characteristics of the children.

The final stage was summing up and reflection. When evaluating the work of students, blanks of emoticons specially designed for this stage were used, on which the children themselves reflected their mood at the beginning and end of the lesson.

Throughout the lessontried create a favorable psychological climate, observe the norms of pedagogical ethics and tact. And despite some difficulties (children's choral answers, insufficiently clear sound pronunciation), I believe that the idea of ​​the lesson was realized and the tasks I set were completed.

The lesson has reached its goal.

Future prospects

Continue to teach the children to work in groups, in pairs.

Teach children to express their thoughts.

Get the kids to give accurate and correct answers.

An open lesson on the surrounding world in the middle group "Animals of the middle zone"

Formation of a holistic picture of the world

Topic : "Animals of the middle lane".

Goals : To consolidate the idea of ​​\u200b\u200bthe wild animals of our forests: appearance, habits, nutrition, their signs, adaptation to living conditions. To consolidate knowledge of the names of the cubs of animals, also in the plural.

Tasks: Develop speech, thinking. Raise interest, desire to learn more about wild animals.

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

What do you know about animals(they have 4 legs, have a tail, the body is covered with hair).

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

Who in the cold winter Walks angry, hungry?

I walk in a fluffy coat, I live in a dense forest. In the forest on an old oak, 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 deftly, loves carrots.

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

Who, having forgotten worries, Sleeps in his lair?

After each guess, the teacher puts a picture of the 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 a wolf's house is called ... a den.

Poem :

A fox in a deaf forest has a hole - a reliable home. In winter, blizzards are not terrible for a squirrel in a hollow near a spruce. Under the bushes, the prickly hedgehog gathers leaves in a heap. The clubfoot sleeps in a den, until spring he sucks his paw. Everyone has their own home, everyone is warm, comfortable in it. Comfortable for all mothers and their babies. Who creates comfort, what are these mothers called?

What is the name of the cub of the fox - (fox, (a lot of foxes, the mother of the fox is a fox. The cub of the bear is (bear, The mother of the bear is a bear. The cub of the hedgehog is a cub, the mother of the hedgehog is a hedgehog, they eat a lot. wolf cubs, mother of a wolf cub is a she-wolf.

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

game exercise: "Name the signs of animals": Fox- (sly, red, fluffy). Hare- (cowardly, long-eared, changes his fur coat in winter). Bear- (brown, clumsy, clumsy, hibernate in winter). Wolf- (evil, gray, toothy). Hedgehog- (prickly).

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

Physical education minute: Let's have a rest together. Let's spend"Animal Charge".

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

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

And the cubs arched their backs and lightly jumped up.

Well, the clumsy bear is widely spaced paws : first one, then both together for a long time marking time.

And to whom charging is not enough - we start all over again.

Didactic game by pictures : "Guess whose tail".

Name: at the fox- (foxes); in a hare- (hare); in a wolf- (wolf); the bear has - (bearish).

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

And who will tell me the guys, what is the difference between wild animals and domestic animals? (wild animals live in the forest, and domestic animals where people take care of them). Wild animals have to take care of themselves, get their own food.

Let's feed the animals. To whom shall we give honey? -bear. Carrots for a rabbit. Mushroom - hedgehog, fish - fox, walnut - squirrel. Meat for the wolf.

Who were we talking about?

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

Preview:

Summary of modeling classes

"Gifts for a squirrel" in the second junior group

Abstract of a modeling lesson in the second junior group on the topic: "Gifts for a squirrel"

Target:

Raise in children an interest in modeling.

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

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

Material: plasticine, boards, pictures depicting squirrels with mushrooms and nuts, squirrels.

Lesson progress:

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

Who deftly jumps on the trees

And flies up to the oaks

Who hides nuts in a hollow,

Dry mushrooms for the winter? (Squirrel)

Children's answers

Q: "Children came to visit us a squirrel. The squirrel loves mushrooms and nuts very much. Look at my beautiful nuts and mushrooms."

The children look at the pictures.

Q: "Today we will blind mushrooms and nuts from plasticine for a squirrel and treat 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 direct movements of the palms, and from the other parts of the hat with circular movements of the palms, then you need to flatten the round lump between the palms and connect the hat and the leg. The teacher is showing.

Q: "Guys, I remind you that you need to sculpt only over the plank, do not stain the table and clothes with plasticine, you need to sit straight. You can get to work.

The teacher provides an individual approach, helps with advice.

Fizminutka:

A squirrel sits on a cart

She distributes nuts.

fox-sister,

Tit sparrow,

Mishka Tolstopyati

And a mustachioed hare.

And now, guys, let's make another favorite treat for our squirrel with you.

I am a fluffy squirrel

I live in a dense forest

In a hollow on an old oak,

I chew nuts.

Q: Look how big nuts are round.

Children are looking at nuts.

Q: It is necessary to tear off a piece from a piece of plasticine and make a round nut with circular movements of the palms, we also tear off a piece and sculpt a large, round nut, etc. etc. Guys, prepare your palms and show with me in a circular motion how you will sculpt a nut. We will put the nuts in bowls.

Q: "Look what nuts and mushrooms you blinded for our guest - round, big, you tried very hard, well done, the squirrel is happy."

Preview:

Abstract of an open lesson in mathematics

in the preparatory group

"Merry Mathematics with Pinocchio"

Open lesson in mathematics in the preparatory group "Fun mathematics with Pinocchio"

Target : Generalization of acquired knowledge in mathematics.

Educational tasks:

Exercise children in forward and backward counting within 10,

To improve the ability of children to compose and solve simple arithmetic problems, for addition and subtraction within 10,

To consolidate the ability to highlight a condition, a 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, - to consolidate the ability to navigate on a sheet of paper in a cage.

Development tasks:

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

Contribute to the formation of mental operations. Educational tasks :

Cultivate interest in mathematical knowledge,

To develop the ability to understand the learning task, to perform it independently. - Cultivate friendships, the desire to help a friend.

Demo material:

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

Handout: sheets of paper in a large cell, simple pencils, portraits of Pinocchio, coloring books.

Methodological techniques:

Game (surprise moment, finger gymnastics, physical minute,

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

Visual (demonstration material,

Lesson analysis, encouragement.

Lesson progress

The children enter the group.

Educator. The guys came to visit us today, let's go with them

say hello.

(Children greet guests)

Educator. Guys, how are you feeling today?

Children. Good, joyful, cheerful.

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

I am your friend and you are my friend.

Hold hands tight

And let's smile at each other!

Wonderful! Look at your faces, they shine 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 #1) . Do you want to know who wrote it? Children. Yes. Educator. Well, guess the riddle then. My father has a strange, unusual, wooden boy. On land and under water, Looking for a golden key, Everywhere his long nose sticks, Who is this? Pinocchio children. Educator. Correctly. Let's read what Pinocchio wrote to us.(The teacher reads the letters)Hello dear guys! Pinocchio is writing to you. Fox Alice and Cat Basilio locked me in a closet because I did not want to study and did not obey Malvin. They said they would not let me out until I solved their tasks and found the Golden Key. And since I studied poorly, I can’t solve the tasks myself. I ask you, dear guys, help me, please! Your Pinocchio.

Educator. Well. Guys! Can we help Pinocchio? Children. Yes Educator. Then we need to be on our way. We are waiting for the fascinating world of mathematics. And we will go along the path.(walking down 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 task in the envelope)Educator. The task is called"Crossing" . To cross the river, you need to build a bridge from planks. But the boards are not simple, but with riddles, if you guess them, you can assemble the bridge. Get the job done. Children. Yes.

Mathematical riddles. 1. Sister with a sly nose

The account will open. (Unit) . 2. Grandma Anya has a grandson Seryozha, a cat Fluff, a dog Bobik. How many grandchildren does the grandmother have?(One) . 3. And my little brother, Seryozha, Mathematician and draftsman - On the table at Baba Shura, Draws all sorts.(Shapes) . 4. Someone at night an old chair

Turned back down.

And now in our apartment,

He became a number. (Four) . 5. What looks like a ring - Without beginning and end.(Zero) . 6. Cunning brothers live in a difficult book. Ten of them, but these brothers, Count everything in the world.(Numbers) . 7. Every toddler knows : The addition sign is this.(A plus) . 8. In Latin, this word,"less" means, And here this sign of the number subtracts.(Minus) . 9. She has nothing : There are no eyes, no hands, no nose, It consists of everything. From the condition with the question.(A task) . 10. I have fulfilled with great diligence.(Tasks) . Educator. Well, what did the bridge collect? Children. Yes. Educator. Guys, look, there are also numbers on the boards. Count the numbers in order(count out loud) . Now count backwards(count out loud) . How many boards are there?(10) Educator. Well done guys, you have assembled 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.(They go in 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 number 2.

Educator. An exercise"Solve the problem" 6 cones hung 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, a condition and a question. Educator. What is a condition? Children. What we know. Educator. What is a question? Children. This is what you need to know. 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 task. Educator. What do we not know? How many cones are left after 2 has fallen? This is a task question.(The teacher removes 2 cones). Educator. How to solve the problem? Children. 6-2=4. Educator. Are there more or less cones after 2 more have fallen? Children. There were fewer cones. Educator. How many cones have become smaller? Children. There are two fewer cones. Educator. How many cones are left on the tree? Children. 4 cones are left on the tree. Educator. Well done. Listen, is it possible to solve this problem? 3 daisies bloomed on the lawn, 2 more bloomed overnight. It became very beautiful.(The teacher puts 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 on the lawn? Educator. We have made a task. Let's repeat it, what do we know? Children. 3 daisies bloomed on the lawn, 2 more bloomed overnight. This is the condition of the problem. Educator. What do we not know? How many daisies became after 2 more bloomed? This is a task question. Educator. How to solve the problem? Children. 3+2=5(children make up a solution to the problem on the board). Educator. Did the daisies become more or less after 2 more bloomed? Children. There are more daisies. Educator. How many more daisies? Children. There are two more daisies. Educator. How many daisies are on the lawn? Children. 5 daisies on the lawn. Educator. Well done guys, one more job done. But before moving on and helping Pinocchio, let's have a little rest with you. Do you agree? Children. Yes"Physic minute".

Worked guys.

Now it's all about charging!

Now we all stand together

We'll rest on a halt.

Turn left, turn right

Bend over, get up.

Hands up and hands to the side

And on the spot jump and jump!

And now we're running,

Well done you guys!

Slow down, children, step,

And stay where you are! Like this!

And now we 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 number 3, calledThink first, then answer!it is very complex, 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 on one hand?(5) 9. How many fingers are on two hands?(10) 10. How many suns are in the sky?(1)

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

12. How many ears do two cats have?(4) . Educator. What good fellows you guys are and coped with this task! Let's move further along the path, but be careful, there are bumps on the path, they must be stepped over. (Sounds like"cheerful" music, children walk along the path and find an envelope with task number 4) Educator, The task is called"Geometric figures". Guys geometric shapes fell and crumbled into different parts, you need to collect geometric shapes from these parts.

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

Educator. Well done guys, got the job done quickly. But we have not yet found the golden key, we are moving further along the path. (Sounds like"cheerful" music, children walk along a wooden path, approach the table and find an envelope with task number 5, the teacher reads the task). Educator. The task is called"Magic Cells". Sit down at the tables. Before we start drawing in the cells, let's stretch our fingers so that they obey us. Finger gymnastics."School" .

I will go to school in the fall. (Children"walk" fingers on the table) I will find friends there.(Hands to the castle) Learn to read, count(Bend one finger at a time)run fast and write. I will be such a scientist! But I will not forget my garden.(Threaten with the index finger of the right hand). Put the leaves in front of you in a cage. Take a pencil, put it on a red dot, perform 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 everyone get it right? What did we get? Children in chorus."Golden Key!"

Educator. Well done! That's right guys. We helped Pinocchio? Completed all the tasks, and found"Golden Key". So the fox Alice and the cat Basilio 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, this postman brought us a letter from Pinocchio. Let's read it.(Letter No. 2, the teacher reads)

Dear Guys! Thank you for your help. Fox Alice and Cat Basilio let me go. And now I'm going to Malvina. I will listen to her and study hard. And for you I have gifts; my portrait and coloring. Goodbye.(The teacher distributes gifts to children). Educator. Guys, well, 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. Outcome. Guys, tell me, did you like helping Pinocchio? What did you like the most? What tasks were difficult for you? What did we 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"

Synopsis of an open lesson on the development of elements of logical thinking in the preparatory group "My family"

Objectives: Mastering the actions to build and use a graphical model of classification relations(on the example of a family). Development ideas about the content of concepts.

Educational tasks:

1. Reveal the ability of children to establish generic relationships between concepts(family, family members).

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

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

Developing:

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

2. To develop communication skills in children, coherent speech.

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

Educational:

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

2. To cultivate responsiveness, a sense of camaraderie, the ability to listen, the desire and ability to work in a team.

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

Preliminary work:

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

2. Conducting conversations on the topic"A family" .

3. Looking at family photo albums.

4. Conducting didactic games with children:"Call it sweetly""Who am I to you" , and games for the development of logical thinking:"The Fourth Extra" and others.

Material and equipment:

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

Lesson progress:

1. Organizational moment.

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

caregiver : 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 join hands, look into each other's eyes, and give kind words and don't forget about a smile. After all, it is with a smile that pleasant communication begins and the mood improves. Who wants to start?

(Children take turns saying nice words to each other, smiling)

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

2. Introduction.

caregiver : Guys, let's check our mailbox. Did we get mail?

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

caregiver : Wow, a letter! From whom is it? And the letter is not easy, but 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.

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

Children: Earthlings.

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

(The teacher reads the letter)

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

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

Children: Yes!

3. The main part.

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

(Children answer)

Children: Yes!

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

Children : Someone who interviews people.

caregiver : 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 behind and ask questions to each of the interview participants. For the game, we need to select several reporters, and a counting rhyme will help us with this"Button, onion, cross".

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

caregiver : Guys, let's take chairs for convenience.

(Children sit on chairs, forming a semicircle)

(Game in progress)

caregiver : Which reporter is ready to ask a question first? Do you have any other questions for our members?

(Game in progress)

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

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

caregiver : Choose one of chips : red or yellow, whichever you prefer. So, everyone who has red chips will stand to the right, and everyone who has yellow chips will stand to the left.

(Children are grouped by color)

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

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

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

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

caregiver : Correctly. And how can they be called in one word?

Children: Family.

caregiver : That's right. Guys, I invite each of you to choose a role for yourself.

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

caregiver : Well, what did you choose? And now, in order to get used to the role, come 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 gone.

(The teacher turns the hourglass over)

(Children choose attributes and sit at their tables)

Educator: Let's guess: "Who is who?"

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

caregiver : 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(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)

caregiver A: 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 A: Male and female.

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

(Children offer a solution to the problem)

caregiver : Of course, we can depict it schematically(using a classification tree). What symbols can we use?

(Children offer options)

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

caregiver : Take everything you need.

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

caregiver : Let's spread out so that the first RED team will draw the model(share family members)on the first basis (by age, and the second Yellow team - on the second(by gender) . Once again, within a minute, discuss within the teams how you will build your models, which groups to divide into and which family members will be in which group.

(Team discussion underway)

caregiver Q: Where do you think we should start?

Children : You need to enter a family name.

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

caregiver : And now draw your solutions on sheets of paper and do not forget to enter the appropriate letter designations.

(Independent work of children in teams)

caregiver : 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 right?

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

caregiver : The Red team, on what basis did you separate all family members?

First team kids: Adults - grandfather, grandmother, father, mother; The children are a son and a daughter.

caregiver : And the yellow team?

Second team kids: Men - grandfather, father, son; Women - grandmother, mother, daughter.

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

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

caregiver : Are there any differences?

Children : Of course have. Selected groups have different features for comparison(bases of classification).

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

caregiver : Well, that's it. It remains only to take our letter to the post office.

4. Summary of the lesson

caregiver : Guys, did you like to play? Let's sit in a circle(for pillows) and remember what new you learned today? What do you remember the most? Which of you found it difficult to complete tasks? Who didn't have any problems?

(Children analyze their activities)

caregiver : I also really enjoyed looking 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:

Summary of the lesson for the middle group “One and many. Comparison of sets and establishment of correspondence between them "

Topic : “One and many. Comparison

sets and establishing a correspondence between them "

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

Integration of educational regions : Communication, Physical culture,

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 package

(shows box or box)

What do you think is there? And who sent it? 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

Nameless toy

Was once in a store

He was waiting for fairy tales in the window

And waited. Became famous.

You, baby, listen to me:

He has big ears, he is brown,

Everyone in the world loves him.

Every motherfucker knows

Friend of Gena ... (Cheburashka)

Well done! (takes out Cheburashka from the box)

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

Children: In a box of oranges

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

Look, one has fallen, how many oranges have become?(4)

Moreover, Cheburashka took one, how much was left in the box?(3) .

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

Children: Numbers!

Teacher: What are the numbers?

Children: From one to five!

Educator: Right! Name the numbers along with Cheburashka.

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

Good girl!

(calling several children, they also call numbers)

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

(counts from 5 to 1)

Is he getting the numbers right?

Children: No!

Teacher What did he do wrong?

Children: He called the numbers the other way around!

Educator: And with what number should I start?

Children: From the number 1!

Educator: After 1, what is the number?

Children: Two!

Educator: And between 3 and 5, what is the number?

Children: 4!

Educator: And between 1 and 3, what is the number?

Children: 2!

Educator: Well done! And what number ends the account?

Children: 5!

Educator: Let's count everything together:

1, 2, 3, 4, 5

Fizkultminutka,

Educator: And now everyone needs to get up,

Raise your hands slowly

Squeeze your fingers, then unclench

Hands down and so stand

One, two, three, four, five!

Bend over - three, four

And jump in place.

On the toe, then on the heel.

This is how we recharge

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 and another. There were many children.

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

(child counts)

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

Teacher: Shall we play with cubes?(puts a box with cubes according to the number of children)

How many!

Take one!(take)

How many cubes do you have?

Child: One

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

(children answer)

Teacher: How many cubes are in the box?

Children: None!

Teacher: Put the cubes back into the box.

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

Each of you put one cube, there were a lot of them.

What did you guys think today?

What game did you like the most?

Do you think Cheburashka learned to count to 5?

Goodbye, Cheburashka!

Preview:

Abstract of a lesson in mathematics

"Consolidation of the material" one - many "

(second junior group)

Synopsis "Fixing objects one - many" (second junior group)

Target : Enriching the skills and abilities of children into groups of subjects: one-many.

Tasks.

Educational: Form and fix a group of objects one-many.

Educational : To develop children's attention, visual-figurative thinking.

Educational : Raise children's interest in FEMP.

vocabulary work:one-many.

Dictionary activation: one-many.

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

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

Ways: conversation, artistic word, display, explanation of the educator, questions to children, d / game, physical education, encouragement.

Form of organization: group.

MOVE. Introduction(artistic word)Here is a flannelograph, he is glad to show you a fairy tale!

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

Main part . Grandfather planted a turnip and a large, very large turnip grew (he puts a turnip on the flannelograph, the grandfather began to pull the turnip. Pulls, pulls, but cannot pull it out (puts grandfather on the flannelgraph, whom did the grandfather call?

Children. -Grandma.

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

Children. - granddaughter

Educator. -Yes, granddaughter (puts on a flannelograph, pull-pull, but they can’t pull it out, did the granddaughter call whom?

Children. - Bug!

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

Children. -cat

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

Children. -Mouse!

Educator. -Yes, a mouse (puts on a flannelograph, pull-pull and pulled a turnip.

Guys, we had one turnip, and many heroes pulled the turnip out. Well done, remember the story. And now let's have a little rest-fizkulminutka:

1.2.3.4.5-the bunny went out for a walk. Jump bunny is our lot(children jump) He jumped up many times. Suddenly, out of nowhere (the children sat down, a sly fox runs past(children cover their faces with their hands).The hare hid in the bushes. the fox can't find him. Well done!

And now. we will play a game "Treat the bunny".

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

Guys, what card with carrots will we leave to treat the bunny?

Children. -Red!

Educator. - Why?

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

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

Final part.

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

Children. - Yes!

Educator. - Tell me, how many heroes pulled out a turnip (one or many?

Children. - Many heroes.

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

Preview:

Scenario of an open lesson in the younger group "Cockerel and his family".

Synopsis of an open lesson in the younger group "Cockerel and his family"

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

Tasks: Expand children's understanding of poultry: chicken, rooster, chickens; Continue to acquaint children with folklore, which tells about the cockerel, hen, chickens. Enrich children's vocabulary. be able to imitate the sounds of birds. Form cognitive activity. Cultivate a good attitude towards "our smaller brothers"

Lesson progress:

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

How does a cockerel sing? (children's answers)Cockerel joke:Cockerel, cockerel,

golden scallop,

butter head,

silk beard,

That you get up early

Do you let the kids sleep?

And who is the cock calling? What do you think? (children's answers).

The rooster 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 chicken and the cockerel - What is the scallop of the cockerel?

Big.

What about the chicken?

Small.

What else does a rooster have?

Beard.

Does the chicken have any?

No.

How does a cockerel crow?

Ku-ka-re-ku!

And the chicken? Ko-ko-ko.

Physical education minute

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

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

The rooster will know what to do next (we threaten with the index finger)

You have to watch your feet! (showing that you need to look under your feet)

And how does the hostess call the cockerel and her family in order to feed them? "Chick-chick-chick." - Guys, who is it squeaking there, calling mother chicken? (children's answers)

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

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

The hen went out for a walk. The teacher walks with the children

Pinch fresh herbs. By group.

And behind her guys

Yellow chickens.

Ko-ko, ko-ko-ko

Don't go far. They point fingers at each other.

Row with your paws

Look for grains. Fingers on the floor.

Ate a fat beetle

An earthworm, Stroking their belly.

We drank some water

Full trough. "Drink" water from the 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 soon!

Preview:

Scenario of an open event in the younger group

"Journey through fairy tales"

Synopsis of an open lesson in the younger group "Journey through fairy tales"

Goals:

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

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

To develop in children figurative, expressive, emotional

speech using logarithmic exercises, replenish and activate the vocabulary of children;

To develop the ability of children to see objects similar to a circle in their environment;

Tasks:

To consolidate and summarize the knowledge of children about the number of objects (one, many, none, exercise in counting up to 3;

Fix the geometric shapes square and triangle;

To develop the constructive abilities of children using modern educational technologies by B. Nikitin and V. Voskobovich;

To form an aesthetic taste, to develop the communicative qualities of a person.

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

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

Lesson progress:

The children enter the group.

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

Hello Sky!

(Hands up)

Hello Sun!

(Hands above head describe a large circle)

Hello Earth!

(Slowly lower your hands down)

Hello our big family!

(All the guys join 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 smile at each other!

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

Teacher: 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 workout.

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

It looks like a ball, in front of him

At the hedgehog, the children squeeze the needles and

Very, very sharp, unclenching fingers

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

Where are you hiding buddy? behind the back

Show needles, children squeeze and

Very, very spiky. unclench their fingers

Educator:

Now close your eyes, I'll say the magic words:

“Where are you, a fairy tale, answer, show us the guys” (music sounds).

Children open their eyes, and the teacher draws the attention of the children to the table, which is not far away. On it lies a brown cloth - “mink”, the teacher invites the children to see what is there? Children, along with the teacher, come to the table.

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

Hedgehog: Hello!

Children: Hello, hedgehog!

Educator: Hedgehog, how did you get here?

Hedgehog: Yes, now, I heard that they are talking about me, so I decided to get out of my mink.

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 CD with the song to the poem by B. Zakhoder)

What 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 forest over there (points to another table where there is a forest and a house - figures from the table theater)

Teacher: How can we get there?

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

Educator: Thanks Hedgehog.

Hedgehog: Bye guys!

Children: Goodbye!

Educator: Well, let's go on the road.

(Children walk along the log, jump over the “streamlet” path, carefully step from bump to bump 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)

Teacher: 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 is so handsome

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 with their voices.

Who, who lives in a teremochka? (answers of each character)

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

Children: none.

Educator: How many of them became then?

Children: a lot.

Educator: And how many frogs are in the tower?

Children: one.

Correctly. And the mouse is one, and the fox is one, and the bunny is one, and there are many of them all together. In the fairy tale, there are heroes one at a time, and how many mice we have, let's count

Children: two

Educator: how many frogs?

Children: three.

How many of us are in the group together?

Children: a lot.

Guys, the bear ruined the tower, almost crushed his friends. What to do? How can we be? Let's build houses for animals now.

(Children come to the tables).

D / I "Fold the pattern" B. Nikitin - "House"

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

Guys, our carpet has also become magical. It turned into a carpet - an airplane 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, a fairy tale, answer, show us the guys” (music sounds).

Children open their eyes.

Open up your eyes

Let's play the game "Tell me a word" and find out what kind of fairy tale it is?

D / I "Say a word."

Cups three and three beds.

There are also three chairs, look

And tenants here indeed

Lives exactly (three).

As you can see, it's immediately clear:

Visiting them is dangerous.

Run away, little sister

Fly out the window like (a bird).

Run away! Well done!

So, the tale of the whole (end).

Fedya reads in syllables:

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

(Children's answers.)

Well done, this is the fairy tale "Three Bears". Guys, look at the 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 find the heroes of the fairy tale and disenchant the forest. To do this, you need to choose three bears from these pictures of the heroes of the fairy tale and lay out Christmas trees.

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

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

Well done lads, they did a great job.

Educator: Now let's have a little rest and remember the fairy tale.

Fizminutka

Three bears lived in a fairy tale

They went to the wagon.

The little girl ran up to them

Run in place.

I went into the house and saw:

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

Large 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 to the palm horizontally.

Three cups and three spoons

They squat, one hand on the belt, then get up, raise their hands up and

touch each other with rounded fingers.

Three beds: look.

Masha ate and drank,

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

Laid down on the bed

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

And fell asleep sweetly.

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

What happened next?

Hands slightly spread to the side.

Here the bears returned

They go waddling from side to side.

When they saw Masha, they got angry.

Hands on the waist, make an angry face.

Masha was very scared

Show a scared 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, car, hot air balloon, trolley bus, etc.

-Let's take the train. I will be a locomotive, and you will be wagons, we are building.

The song "Steam Engine" by Zheleznov sounds.

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

Children open their eyes.

Educator: Now I will make a riddle for you. Listen carefully, and then you will know what fairy tale we are in.

It is shaped like a ball.

He used to be hot.

Jumped off the table onto the floor.

And he left his grandmother.

He has a ruddy side.

He is 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 look like a circle in our group.

D / I "Find the item"

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

Educator: Guys, you want to play hide and seek with a kolobok.

Children: Yes!

The teacher hides the bun. The kids 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 kolobok with you.

Drawing with paint on wax.

(Children sit at the tables and color the sheets on which scenes from the fairy tale "Gingerbread Man" are drawn with a candle, a bun with the heroes of the fairy tale appears on the sheets).

Educator: Well done, they found a bun.

And now it's time for us to go back.

Get in the circle soon

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

One, two, three, four, five

We return back.

Open your eyes. Here we are again in the group. This is where our journey ended. Did you like it? What fairy tales 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:

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

"Russian folk tale "Turnip"

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

caregiver: Starovoitova Inna Georgievna

Target: The development of speech in young children.

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

To teach intonation expressively, to reproduce words and phrases from a fairy tale in the process of retelling.

To develop the speech activity of children, the ability to enter into a dialogue.

Raise interest in fairy tales, curiosity.

preliminary work:

Reading a fairy tale"Turnip"acquaintance of children with heroes, theatrical activities, playing out a fairy tale"Turnip".

Lesson progress:

caregiver: Guys today guests came to us, Let's say hello.(Children greet guests).

Greetings:

Let's stand side by side in a circle

Say"Hello"each other.

We are not too lazy to say hello;

Everyone"Hi!"and"Good afternoon!";

If everyone smiles

Good Morning will begin.

- Good morning!

caregiver: Guys, come in, sit on the chairs. I brought you a story. She's in my trunk. But to open it you need to say magicthe words:

Knock - knock, chok - chok,

You open the chest.

Doesn't open, let's all say togetherthe words:

Knock - knock, chok - chok,

You open the chest.(Children say the words together with the teacher).

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

(Mouse peeks out.)

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

I still have something in the chest - it takes out a turnip. What story did I bring you?(Children answer "Turnip"). Oh guys, have I forgotten the book somewhere? How to be? Can you help me tell a story?

Questions:

Who planted the turnip?

What kind of turnip has grown?

Who wanted to pull 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, and now let's rest.

Fizkultminutka.

Grandpa in the garden

I planted a turnip.(sit down)

And water from a watering can

He watered the turnip.(we rise slowly)

Grow, grow, turnip,

Both sweet and strong.(pull up on toes)

The turnip has grown

To everyone's surprise(shoulders raised)

Big - big

Enough food for everyone.(hands to the side)

The turnip has grown

Both sweet and strong.(pull up on toes)

The turnip has grown

Both sweet and strong.(pull up on toes)

Productive activity.

Well, you told a good tale 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 of us.

Application"Turnip from millet"

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 a disease, disease state, 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.

"The health of children is the wealth of the nation." This thesis does not lose its relevance at all times.

Preservation and promotion of health is impossible without observing the rules of hygiene. An important role in the development of children's hygiene was played by scientists V.I. 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 education of healthy children. Based on the research of these scientists, employees of preschool institutions took the education of cultural and hygienic skills as a basis. In each age group, this task is carried out in accordance with the programs of education in children'sgarden. Assimilation of this or that skill by children takes time, so the task of its formation may refer 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 contributes to the formation of cultural and hygienic skills.

Preschool age is an important period when a human personality is formed, a solid foundation for physical health is laid.

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

The education of children's personal hygiene skills plays an important role in protecting their health, promotes proper behavior in everyday life. In the process of daily work with children, it is necessary to strive to ensure that the implementation of personal hygiene rules becomes natural for them, and hygiene skills are improved.

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

A skill is an automated action formed as a result of repeated repetitions and exercises.

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

The transition of a habit 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 an action, but provide the very fact of its implementation. Habits acquired by a child persist for a long time and become, as folk wisdom says, second nature. Acquired habits become stable and difficult to re-educate.

“No matter how important skills are, it should not be forgotten that mastering them alone does not ensure correct behavior. Adults should set an example in everything and demanding that the child follow certain rules, they themselves always observed 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 approbation of a system that promotes the effective use of gaming methods.

The object of the research is the process of formation of 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:

- To study the theoretical foundations of the education of cultural and hygienic skills in preschool children.

- To identify the level of formation of personal hygiene skills in preschool children in a preschool educational institution.

- To identify the features of the education of 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 for the formation of personal hygiene skills.

Research methods

In the process of work, use different methods of pedagogical research: the study and analysis of psychological, pedagogical literature; creating problem situations; experimental - 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 meeting the basic physiological needs of the child in sleep, feeding, and also in activity."

The education of cultural and hygienic skills is aimed at strengthening the health of the child. At the same time, it includes an important task - the education of a culture of behavior. Caring for the health of children, their physical development begins with educating them in love for 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 clothes, not drink raw water, eat on time, sleep on time, be more outdoors, and so on.

All the measures that preschool hygiene develops contribute to the normal physical, 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, in connection with this, the same tasks can be repeated many times. The upbringing of skills is carried out by methods of direct influence, exercises, i.e., by teaching, accustoming, therefore, the upbringing of cultural and hygienic skills must be planned in the daily routine. The outstanding teacher A.S. Makarenko. He believed that the regime is a means of education, the correct regime 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 indicators of working capacity and development of children are high.

And most importantly, according to the daily routine, it is noticeable that young children have 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 the age characteristics and individual abilities of children play an important role in the daily routine.

Cultural and hygienic skills, their importance in the development of the child

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

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

The child begins to get acquainted with the world of objects created by man, he must master objective actions, among which one can single out instrumental and correlative. The former involve mastery of an object - a tool with which a person acts on another object (bread is cut with a knife, soup is eaten with a spoon, sewn with a needle). With the help of correlative actions, objects are brought into the appropriate spatial positions: the baby closes and opens the boxes, puts the soap in the soap dish, hangs it on the hook by the loop, fastens the buttons, laces up the shoes.

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

In the game, children reflect the relationships that develop in the course of everyday processes. The child treats the doll in the same way as parents treat him in appropriate situations. In the game, children imitate everyday activities (washing hands, eating), thereby reinforcing actions with household items (spoon, cup, etc.), and also reflect the rules that govern the implementation of cultural and hygienic skills: doll clothes must be carefully folded Arrange the dishes on the table nicely.

Cultural and hygienic skills are associated not only with the game. They form the basis of the first type of labor activity available to the child - self-service labor. Self-service is characterized by the fact that the child's actions do not have a social motive, they are directed at himself. “Mastering cultural and hygienic skills affects not only play and work activities, but also the relationship of the child 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 requirements. Accepts and adheres to them, then he tries to teach his peers, ”G.A. Uruntaeva and Yu.A. Afonkin.

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! So through comparing yourself with others, the prerequisites for the formation of self-esteem, awareness of one's capabilities and skills, as well as prerequisites for self-control, are formed. When performing everyday processes, the baby observes, compares, analyzes, 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 a cutlet can be cut in half with a fork, where sugar disappears in tea, why wet scarf, etc.

Initially, the child notices causal relationships with the help of an adult who, by asking questions and explaining, draws the attention of the baby to them. It is important that questions and explanations addressed to the youngest are included in the specific situation. In this case, you should rely on the experience of the baby.

In the period of early childhood, such a personal neoplasm is formed as the consciousness of one's "I". This is expressed in the fact that the baby begins to call himself in the first person: "I myself." Behind this is 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 show his activity and independence, showing others his “I”: I myself know how to wash, dress, put on shoes, comb my hair, I can eat myself. Let slowly, but himself! Although so far he has mastered only simple actions, they make it possible to feel like an adult, independent.

Cultural and hygienic skills are aimed at the child himself. Performing sanitary and hygienic procedures, the baby is aware of himself. He has an idea about his own body. When dressing and washing, the child, looking at his reflection in the mirror, comes to understand some of the changes that occur in him during the domestic process: the face turned from dirty to clean, the hair from disheveled became beautifully combed, the legs were put on boots, put on the handles 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 that make them improve by themselves, change themselves, and not the object. Therefore, they form the baby's idea of ​​\u200b\u200bhis own body. When putting on shoes, the baby examines his legs, putting on gloves - pens, tying a bow or scarf - his face. When dressing, washing, the child sees his reflection in the mirror, notices the changes taking place in it.

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

The kid still doesn't know how to do anything. Therefore, every 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 the teacher feed, wash her hands, because it is so difficult to hold slippery soap when it jumps out of the hands and does not obey. Mom will do it better, and faster. And if adults are in a hurry to help the child at the slightest difficulty, to free him from the need to make efforts, then very quickly he will form a passive position: “fasten”, “tie”, “dress”. Afonkina Yu.A. and Uruntaeva G.A. believe: “In order to complete the action, to get a quality result, you need to make strong-willed efforts.

With age, as he masters cultural and hygienic skills, the baby is aware of the rules of behavior that determine them. And such rules begin to regulate the actions of the child, to 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, can refuse what he wants if this is required by the social rule of behavior.

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

Education in children the skills of personal and public hygiene plays an important role in protecting their health, promotes proper behavior in everyday life, in public places. Ultimately, not only their health, but also the health of other children and adults depends on the knowledge and implementation of the necessary hygiene rules and norms of behavior by children. Gradually, in the process of forming cultural and hygienic skills, the baby begins to realize that the implementation of the rules of behavior is due to the norms of human relationships, and respect for others is shown in their observance, because it is unpleasant to look at a slut or a dirty woman. The child understands that violation of the rules of behavior can cause harm not only to himself, but also to another person.

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

For the 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 model for them.

Conditions and methods for the formation of 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, fairly spacious room with the necessary equipment to ensure all regime elements (washing, eating, sleeping, classes and games).

For the formation of cultural and hygienic skills, it is also necessary to develop general criteria for evaluating individual actions, to clearly determine the location of things, toys, the order of their cleaning and storage. For kids, the constancy of conditions, knowledge of the purpose and place of each thing he needs during the day is of particular importance. For example, in the washroom there should be a sufficient number of sinks of the required size, each of which contains soap; sinks and towels are placed taking into account the growth of children; there is a picture on the hanger above each towel. This increases the interest of children in washing. The daily routine ensures the 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, classes, in everyday life. Repeating daily, the daily routine accustoms the child's body to a certain rhythm, provides a change of activity, thereby protecting the nervous system of children from overwork. The implementation of the 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, educator. Therefore, full coherence in the requirements of the preschool institution and the family must be ensured. Among the many classifications of methods, a classification is adopted in preschool pedagogy, which is based on the main forms of thinking that determine the nature of the methods of children's activities in the learning process. These forms include visual - effective and visual - figurative thinking. In this regard, the main methods of teaching preschoolers are visual, verbal, game and practical methods. Preparation for the formation of skills for independent self-service movements is the creation of a positive attitude in the child to dressing, washing, 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.).

At preschool age, children are especially prone to imitate, so the personal example of adults plays an important role in the formation of skills. “When insisting that children wash their hands before dinner, do not forget to demand the same from yourself. Try to make your own bed, this is not at all difficult and shameful work, ”advised A.S. Makarenko.

Kindergarten teachers and parents should always remember this. “Your own behavior is the most decisive thing. Don't think that you are raising a child only when you talk to him, or teach him, or order him. You bring him up 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 rejoice or grieve, how you treat friends and enemies, how you laugh, read a 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 informed of elementary knowledge about the rational rules of personal hygiene, its importance for everyone and for others, and to cultivate an appropriate attitude towards hygiene procedures. All this contributes to the strength and flexibility of skills, and this is very important for creating lasting habits. For this purpose, you can also use variable tasks, unusual situations during the game, classes, walks, etc. First, you should invite the children to think and tell what and how they will do. Then follow the actions of the children and again return to their joint discussion, evaluation.

To instill cultural and hygienic skills in all age groups, a demonstration, an example, an explanation, an explanation, encouragement, conversations, exercises in actions are used. Playing techniques are widely used, especially at a younger preschool age: didactic games, nursery rhymes, poems (“Wash cleaner - do not be afraid of water”; “Early in the morning at dawn, mice, and kittens, and ducklings, and bugs, and spiders ... "and etc.). N.F. Vinogradova notes: “It is also necessary to correctly guide the actions of children. Before requiring independence in self-service from a child, he is taught the actions necessary in the process of dressing, washing, eating.

The display is accompanied by an explanation. The display of any action should be given in such a way that separate operations are singled out - first the most significant, and then additional ones. The operations are carried out in a strict order with a small interval (no more than 5-10 seconds), otherwise a dynamic stereotype is not generated. Showing the action to the kids is necessarily accompanied by pronunciation (“Now take a towel and wipe each finger”). Then the adult acts together with the baby, performing associated actions. For example, she takes his hands in hers, lathers them and puts them under running water. Thus, the child develops a sensorimotor pattern of action, as well as an image of the operations that make up the action and the conditions in which it takes place. Gradually, the adult gives the baby greater independence, controlling the execution of operations and the result, and then only the result. When developing skills, the child learns to keep the goal of the activity, not to be distracted. You should also draw the attention of children 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, does not fall to the floor. It is desirable that adults accompany the demonstration of actions and attempts of children to perform them on their own not only with explanations, but also with questions directing the child's attention to the need to act in a certain way.

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Abstract of the lesson in the first junior group on GEF. Repetition of the fairy tale "Kolobok"

Abstract of the lesson in the 1st junior group on GEF

Educational area: "Speech development"

Kind of activity: "Communicative"

Chapter: "Connected Speech"

Topic: Fairy tale repetition« Kolobok» . D/exercise "Who eats what?"

Target: improve the ability to listen and understand an adult; remind fairy tale; arouse desire tell her with her teacher.

Tasks: teach children retell a familiar story, develop children's speech and fine motor skills of hands and orientation in space; improve the ability to understand adult questions and answer them; to cultivate a kind and caring attitude, emotional responsiveness to the world around, to cultivate friendly relations between children.

Equipment: drawings - illustrations for fairy tale« Kolobok» , a set of theater - masks to fairy tale,toys: grandfather, grandmother, bun, hare, wolf, bear, fox.

Individual work: learn finger gymnastics with Matvey "Kids"

1. Organizational moment

Where, where are our pens,

Where are our pens? (Hidden hands behind back)

Where are our pens?

Our hands are not. (Turns left-right)

Here. Here are our pens (show hands)

Here are our pens.

Dancing, dancing our hands,

Our hands are dancing. (Children hold out their hands, showing them)

2. Motivational-indicative stage

Came to us today story. I don't know if you know her or not, we'll see.

3. Search stage

Grandmothers and mothers bake delicious pies and buns for you. The teacher takes out the attributes from the box fairy tales and the kids have to guess.

Here are our heroes fairy tales which we must remember. What is it story? (Kolobok) .

4. Practical stage

Now we will remember the finger game "Kids".

FINGER GAME "Kids"

One, two, three, four, five!

Strong, friendly

All so necessary. Raise right hand (left) hands up, spread fingers wide. Alternately bend them into a cam, starting with the big one.

There lived an old man and an old woman. One day an old man says:

Bake me, old woman, bun, something is very desirable.

And from what to bake, there is no flour?

And you scratch the barn, mark the bottom of the barrel, look, and scrape flour on bun.

The old woman went, scraped the barn, swept the bottom of the pan, and scraped some flour.

I kneaded the dough on sour cream, cooked bun, fried it in butter and put it on the window to cool.

Gingerbread man lay down, lay down, took it and rolled - from the window to the mound, from the mound to the grass, from the grass to the path, and along the path - straight into the forest.

rolling bun on the road,hare towards him:

- Kolobok, bun, I will eat you!

Don't eat me hare I will sing you a song:

I bun, bun,

Scraped across the barn,

According to the bottom of the barrel,

Mixed with sour cream

Planted in the oven

It's cold on the window.

I left my grandfather

I left my grandmother

From you, a hare, I will leave for a long time!

And he rolled along the road - only the hare saw him! rolling bun, rolling, and towards him a gray wolf:…

As the children name the characters, the teacher takes out the appropriate figures and offers the children together tell the end of the story: « And the fox says:

You sing well, but I hear badly. Kolobok, bun, sit on my toe and sing one more time.

Kolobokjumped on the fox's nose and sang louder: I bun, bun,

Scraped across the barn,

According to the bottom of the barrel,

Mixed with sour cream

Planted in the oven

It's cold on the window.

I left my grandfather

I left my grandmother

I left the rabbit

I left the wolf

Left the bear

From you fox...

I didn’t have time to sing, his fox "am"- and ate!

At the end fairy tales the teacher asks what the fox did with kolobok? (cheated and ate).

What was bun? (choral and individual responses).

And what fox?

Well done! Remembered fairy tale.

Something you've been sitting up for a while. Let's turn into cats.

PHYSMINUTKA "Bunny"

Movements are performed in the course of the poem.

It's cold for a bunny to sit, You need to warm up your paws. Paws up, paws down. Pull up on your toes, Put your paws on the side, On your toes, jump-jump-jump. And then squatting, So that the paws do not freeze. Jump hare much, He jumped ten times.

5. Reflective - evaluative stage

Guys, what fairy tale did we remember today? ( fairy tale"Turnip")

What kind of turnip do we have? (Sweet, big)

And what color is the turnip? (yellow)

The teacher invites the children to lose on their own fairy tale. The teacher distributes masks to them, distributes roles between children. Then the children switch roles. Others are watching.

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Synopsis of the GCD on the development of speech in the second junior group "Spring has come" in accordance with the Federal State Educational Standard Purpose: To summarize the knowledge of children about seasonal changes in spring in nature, about the life of wild animals and birds. Program objectives: Educational.

Synopsis of GCD on speech development in the first junior group in accordance with the Federal State Educational Standard "Kolobok" Purpose: To promote the development of speech as a means of communication Educational area "Cognitive Development" Continue work on enrichment.

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