"Livestock 4th grade" - Who does not spin, does not weave, but dresses people. From the nose, air immediately enters the lungs. Gas exchange takes place in the lungs. Dictation "Dunno" The nose serves to decorate the face. Man breathes in carbon dioxide and breathes out oxygen. Cows. In the nose, the air is warmed and purified. Beekeeping. Agriculture. Meat.
"Best Pets" - Horse. Chicken. Hot season. Assistants. Despite the huge popularity of chickens, it was the geese that became the first. Ram. Turkey. Pillows and feathers. Neophilides. What gives a man a turkey. Bank chickens. Man and domestic animals. How can a dog help a person? Delicious meat. Bee. Dog. Horse with foal.
"Animals in the city" - Let's tell friends and adults about this. Discarded animals. The child ran home. Homeless animals. Favorites. We don't want to live on the street. The mother looked at the child. The child backs up stubbornly. A piece of food. Lost dogs and cats. Lost Animals. Animals in the city. Exceptions.
"Pets for children" - Good dog Trezorka And cow Zorka, Geese and goslings, Hens and chickens. Cat. Tractor plows the ground without wheels. My friends: Exercise "Count and name": Many guests came to the piglet. Circle the pig along the dotted lines. Horse and sheep are also domestic animals. What do we know about pets? What benefit does it bring?
"Animal breeding" - Amphibians. Industry. Bees live in special houses. The main pond fish are carp, carp, grass carp, trout, silver carp. Carp. Does he dress people? Agriculture. On a livestock farm. Silver carp. Carp. domestic insects. Cows give more than 20 liters of milk per day. Bees. Today at the lesson.
"Cats" - Dachshund - a surprisingly interesting dog, with a lively inquisitive mind. About cats. Weight: standard - 7-11 kg, dwarf - 3-4 kg, rabbit - 2.5-3 kg. Dachshund standard: Height: standard dachshund - from 35 cm, dwarf - 30-35 cm, rabbit - up to 30 cm. Wool: smooth-haired, long-haired and wire-haired.
In total there are 41 presentations in the topic
Project with children of the second group of early age
on the topic: "The Adventure of the Pea."
Novikova N.I., Shablovsaya G.N. caregivers
MBDOU No. 18, Kingisepp, Leningrad Region
Relevance:
touch development child is development its perception and the formation of ideas about the external properties of objects: their shape, color, size, as well as smell, taste, etc.
Early age is most favorable for improving the activity of the sense organs, the accumulation of ideas about the world around. That's why,sensory education is one of the main aspects of preschool education.
We, as teachers, pay great attention to this problem, and therefore we decided to go on a trip together with Goroshina.
Problem:
Young children have difficulty in color perception of objects, in the ability to group objects according to shape, size and color.
Target:
To systematize the work on the sensory development of young children.
Tasks:
To improve the perception of children, the ability to actively use touch, sight, hearing.
Enrich the sensory experience of children.
Supplement the didactic material on the sensory development of young children.
Project type: cognitive - research
Duration: 1 month
Members: children and their parents and educators.
Expected Result:
Children correctly name and show the primary colors.
Children are able to find objects of a given color around them.
Children have developed fine motor skills.
Methods and forms of teaching children:
Educational activity.
Game educational situations.
Work with subject and plot pictures.
Didactic games.
Exercises for the development of fine motor skills.
Main stages of implementation:
Stage I:information and analytical (preparatory) includes:
determining the amount of material that will be addressed to children.
planning a system of educational games for the development of sensory and motor perception.
Stage II:creative (main) includes:
Making games for the development of sensory and motor skills;
Advice for parents.
Making a sensory house.
Stage III:final includes:
Summing up the results of the implementation:
Self-assessment, conclusions.
Game motivation:
“The mistress was walking from the store. Dropped a basket of groceries. The beans crumbled, the peas crumbled. Oh! The hostess collected everything in one package and went home. And one Pea rolled away, lost. Goroshina went to look for her sisters, her house and ended up in our kindergarten.
And I found many new friends in our group.
Activities held:
Conducting directly educational activities, the guys showed how they can draw.
Drawing gouache: "Autumn tree", "Balls for a kitten".
Drawing on the semolina "Sun" and drawing with a stencil "Cubes for animals."
And so that the Pea is not sad, kids sculpted beads were made for her, balls were rolled up for the kitten, and they helped the pea to make a bridge across the river.
More kids built from the cubes a table, a chair to drink Pea with tea. And then they built a path from large building material so that Goroshina would roll along it and find her sisters.
The children were happy to show how they can perform actions with items: “Rays for the sun”, “Needles for the Christmas tree”, “Blue cloud”, “Red flower” with clothespins, catch fish with a fishing rod, collect a path, beads and decorate the dress with multi-colored buttons, string mushrooms on rods, lower balls into holes, played stick-in games, collected pyramids and worked with various natural materials (chestnuts, nuts, beans, etc.)
The children took part in experimental games with sand (dry and wet) and water (it pours, toys float).
Developing standards in children we studied colors (red, blue, green, yellow), conducted didactic games: “Dress up the doll”, “Pick up cubes for the car”, “Collect a bouquet”, “Find a ball”, “House for a girl”. Size: large and small - circle, square, triangle: “Find a garage”, “Hide a bunny in a house”, “Find the same one”.
Games for the development of fine motor skills:
Lacing (“Beads”, “Tie a shoe”, “Apples for a hedgehog”, “Leaves for a birch”), fastening locks, buttons, buttons, puzzles.
Games for the development of logical thinking: " A Tale for a Pea”, “Teremok”.
Finger games:“Fingers say hello”, “Family”, “We chop cabbage”, “We are funny leaves”, etc.
During independent activity children collected nesting dolls, small and large mosaics, played with building materials of different sizes, collected patterns from covers, a sensory cube.
Viewed cartoons:"Three Bears", "Gingerbread Man", "Turnip", "Rooster and Paints".
Reading works of art: V. Suteeva "Rooster and colors", "Different wheels", "Three bears", "Teremok", "Mouse and elephant", "Big-small", N. Migunova "Studying colors".
Conducted walks:“Observation of flowers in a flower bed”, “Acquaintance with the properties of sand”, “Acquaintance with the properties of water”.
Labor activity: planting peas - sisters, watching and watering them.
Cooperation with parents. Homework - making didactic games. Joint games of parents with children in a group (mosaic, puzzles, split pictures).
Collaboration between educators and parents production of a sensory house.
Questionnaire:"Identification of the interests and knowledge of parents of pupils on the issues of sensory development and education of preschoolers."
Advice for parents:"How to help a child with sensory development?", "What is sensory, and why should it be developed at an early age?", and consultations using a computer to work with children at home "Sensory development of young children."
Exactly sensory development forms the basis of the overall mental development of the child. It is necessary for the further successful education of children.
Literature:
1. "Education of the sensory culture of the child" L. A. Wenger,
E. G. Pilyugina, N. B. Wenger 1988
2. "Developing games with kids under three years old" T. V. Galanova 1996
3. "The development of young children in a variable
preschool education, ed. T. N. Doronova and T. I.
Erofeeva 2010
4. "First steps" E. O. Smirnova, L. N. Galiguzova, S. Yu. Meshcheryakova
5. Nechaeva I. Yu. The system of sensory development of children//Handbook
senior teacher of a preschool institution "2010 No. 1 P. 58-70
6. "Early childhood: cognitive development" L. N. Pavlova,
E. G. Pilyugina, E. B. Volosova 2003
7. Kovaleva L. A. Subject-developing environment in the nursery // Educator
DOU 2008 No. 1 S. 24-28
8. Vazhova S. A. Sensory education in the younger group //Educator
DOU 2008 No. 11 S. 51-59
9. Ivakina G. A. Sensory education in the mental development of children
early age // Educator of the preschool educational institution 2010 No. 1 S. 105-111
10. Goreeva S. V. Panel simulators for the development of fine motor skills of hands
children of early age // Educator of the preschool educational institution 2010 No. 5 S. 23-26
Early childhood accompaniment project “Meet me!”
The project of psychological and pedagogical support for young children during the period of adaptation to the conditions of the preschool educational institution, their parents and teachers
Starostina Lyudmila Vladimirovna, educator MBDOU general developmental kindergarten No. 133 "Ryabinka", UlyanovskDescription of work:
The teachers-psychologists of the preschool educational institution in Ulyanovsk developed the project "Meet Me, It's Me!", aimed at creating conditions for the successful socialization and adaptation of children in a preschool educational institution, increasing the psychological and pedagogical competence of teachers and parents in the upbringing and development of young children. The proposed project is recommended for use by educational psychologists and educators of early age groups.
The novelty and distinctive feature of the project is an integrated approach to solving the problems of children's adaptation to the conditions of a kindergarten using information technology. The participants of the project are not only pupils of a preschool educational institution, but also their parents and teachers.
The main task that all participants in the pedagogical process are solving at this time is to make kindergarten desirable for the child. It is necessary that separation from home, from loved ones, meeting new adults, unfamiliar peers does not become a serious psychological trauma for the child.
Objective of the project: creation of a favorable upbringing and educational space for the family and preschool educational institutions in the system of organizing the adaptation of young children to the conditions of a kindergarten.
Project objectives:
contribute to strengthening the physical and mental health of children, the development of their cognitive sphere in accordance with age, emotional well-being, taking into account individual capabilities;
to form in children age-appropriate ways and means of communication with adults and peers;
to introduce children to the cultural heritage of mankind: to acquaint them with sensory standards, samples of folklore, fiction, musical works, etc.
create a favorable environment for overcoming stressful conditions in children and form an active position among parents and teachers in relation to the process of adapting children to kindergarten conditions;
to promote an increase in the level of psychological and pedagogical knowledge of parents and teachers about the age-related characteristics of a child's development, patterns and principles of education and training.
apply effective forms and methods of cooperation between teachers and parents, contributing to the improvement of information culture, in the practice of psychological and pedagogical partnership.
Project structure:
The project consists of 2 blocks
Diagnostic, consisting of monitoring the adaptive capabilities of young children (Appendix 1) and the development of children's cognitive abilities (Appendix 2).
Developing, consisting of play complexes with children.
Organization of gaming complexes
The goal is to help children successfully adapt to the conditions of a preschool educational institution.
The main task: overcoming stressful conditions in children of early and younger preschool age during the period of adaptation to kindergarten.
In parallel with the solution of the main tasks, the tasks of the integrated development of children are solved:
- removal of emotional and muscular tension;
- decrease in impulsivity, excessive motor activity, anxiety, aggression;
- development of skills of interaction of children with each other;
- development of attention, perception, speech, imagination;
- development of a sense of rhythm, general and fine motor skills, coordination of movements;
- development of gaming skills, arbitrary behavior.
Since babies often get sick and then need to be re-adapted, it is recommended to carry out play complexes not only in the first two months, but throughout the entire school year.
Requirements for the host when conducting gaming complexes:
1. Knowledge of age, individual and personal characteristics of children.
2. Emotionality, expressiveness of gestures, facial expressions, etc.
3. Sincerity, artistry, emotional openness, ability to improvise.
Requirements for the organization of gaming complexes
Game complexes are held in subgroups (8 - 10 people), once a week. The duration of the lessons is 10-15 minutes. Groups are free.
Room requirement:
1. The room should be spacious enough, well ventilated.
2. There should be no sharp corners and dangerous objects.
3. Chairs should be easily moved and not fastened to each other.
4. There must be good lighting and sound insulation.
5. The room must be equipped with TCO (tape recorder, music center, multimedia installation or TV).
Expected results:
Psychological component1.Formation of adaptive mechanisms in young children.
2. Increasing self-confidence; development of independence.
3. Formation of a positive image of "I".
4. Reduced psycho-emotional stress.
5. Creation of a favorable psychological climate in the group.
Social component
1. Formation of emotional contact with adults and peers, aimed at cooperation.
2. Teaching socially acceptable ways of behaving.
Educational component
1. Formation of sensory representations (color, shape, size).
2. Development of attention, perception, memory, speech, imagination.
3. Development of general and fine motor skills, coordination of movements, sense of rhythm. Pedagogical workshop "Harmony"
Target: Increasing the level of psychological and pedagogical competence of teachers on the upbringing and development of young children during the period of adaptation to the conditions of preschool educational institutions.
Tasks:
- formation of ways for teachers to effectively interact with children and parents, aimed at optimizing the adaptation period.
- development of a personality-oriented position in relation to pupils and parents.
- increasing the theoretical level and practical training of teachers on the upbringing and development of young children.
- exchange of experience between members of the teaching staff.
- improving the socio-psychological culture of teachers.
- development of professional reflection of teachers.
Approximate topics for meetings of educational events with teachers
We play with young children. 1 hour.
Organization of the pedagogical process in the period of adaptation. 1 hour.
Formation of a personality-oriented position in relation to children. 1 hour.
Formation of social and communication skills in children. 1 hour.
Wisdom in everyday contacts. 1 hour.
Guiding children's play. 1 hour.
The development of cognitive interest in children of the third year of life. 1 hour.
Total: 7 hours
The result of the project implementation is:
Successful socialization of a young child based on the optimization of child-parent relationships in the process of productive interaction between teachers, parents and children.
Favorable upbringing and educational space of the family and preschool educational institutions during the period of adaptation of young children to the conditions of kindergarten.
Low incidence of children in the period of adaptation.
A sufficient level of psychological and pedagogical competencies of parents and teachers in the upbringing and development of young children.
Partnership, trusting relations between the preschool educational institution and the families of pupils, the active position of parents and teachers in relation to the process of adapting children to the conditions of an educational institution.
The proposed project "Meet Me!" recommended for use by educational psychologists and educators of early age groups.
In conclusion, I would like to note once again that the problem of adaptation is so acute that the need to create a system of work in this direction is obvious. This work should organize the life of the child in a preschool institution in such a way that the child most adequately, almost painlessly adapts to new social conditions, so that he develops a positive attitude towards kindergarten and communication skills, especially with peers.
According to the Federal State Educational Standard, the program "Get acquainted, it's me!" contributes to the realization in the educational process of the inherent value of early childhood as the basic basis for subsequent development.
This project presents organizational and methodological issues, innovative forms of interaction of all participants in the pedagogical process, which are compiled taking into account modern research on the development of a young child and the specifics of child-parent relationships.
Bibliography
1. GEF DO / Order of the Ministry of Education and Science. RF No. 1155 of 10/17/2013
2. Federal Law "On Education in the Russian Federation" / Order of the Ministry of Education and Science of the Russian Federation No. 273 of December 29, 2012
3. Alyamovskaya V.G. Nursery is serious / V.G. Alyamovskaya - M .: "Linka-Press", 2000
4. Belkina L.V. Adaptation of young children to the conditions of the preschool educational institution / L.V. Belkina - Voronezh: "Teacher", 2006
5. Borisenko M.G. Our fingers play / M. G. Borisenko, N. A. Lukina - St. Petersburg: "Parity", 2009
6. Volosova E. B. Development of a young child / E. B. Volosova - M .: "Linka-Press", 1999
7. Galiguzova L. N. Stages of communication / L.N. Galiguzova, E.O. Smirnova - M .: "Inter", 1996
8. Gromova O.N. Fun games for the development of fine motor skills in children / O.N. Gromova, T.A. Prokopenko - M .: GNOMiD - 2010
9. Doronova T.N. Preschool and family - a single space for child development / T.N. Doronova, E.V. Solovieva et al. - M .: Linka-Press, 2001.
10. Kiryukhina N.V. Organization and content of work on the adaptation of children in preschool educational institutions / N.V. Kiryukhina - M .: Iris Press, 2005
11. Lapina I. V. Adaptation of children upon admission to kindergarten / I. V. Lapina - Volgograd: "Teacher", 2012
12. Lyutova E.K. Training of communication with a child // The period of early childhood / E.K. Lyutova, G.B. Monina - St. Petersburg: "TC Sphere", 2010.
13. Monina G. B. Problems of a small child / G. B. Monina - St. Petersburg: "Rech", 2010
14. Pazukhina I.A. Let's play! Training development of the world of social relationships of children 3-4 years old / I.A. Pazukhina - St. Petersburg: "Childhood - Press", 2010
15. Ronzhina A.S. Psychologist's classes with children 2-4 years old during the period of adaptation to a preschool institution / A.S. Ronzhina - M .: "Book lover", 2009.
Section I. GAME COMPLEXES
Sunshine, sunshine, come out!Tasks:
- Creating a positive emotional climate in the group, developing communication skills, instilling the skill of greeting.
- Removal of emotional stress, excessive motor activity.
- Consolidation of the concepts of one-many.
Materials: soundtrack of music with the sound of rain, a large umbrella, a sad sun without rays, yellow stripes - rays according to the number of children, ½ sheet of paper with and an image of the sun without rays, a plate with yellow paint for each child, wet wipes for hands.
Lesson progress:
1. Greeting
Video "Sunshine"
Children stand in a circle and perform movements according to the text:
Good morning sunshine! hands up
We are glad to see you! hands to the side
We all woke up
join hands hold hands
And Masha here and Kolya here the psychologist calls everyone.
The psychologist leads the children to understand what is good - when everyone plays together, they do not quarrel.
2. "Sunny bunnies."
Children stand in a circle and perform movements according to the text:
Sunbeams smile as they turn
Play on the wall, head right and left
I beckon them with my finger, the movements of the index finger
Let them run to me run into the middle of the circle
3. The game "Sun and rain".
Children walk around the "clearing", pretending to pick flowers. As soon as the music with the sounds of rain is turned on or the “Rain” command is given, the children run under a large umbrella. The noise of the rain stops or the command "Sun" is given - the children run out from under the umbrella. Repeat 2-3 times.
4. - Guys, look, the sun has looked into our group, only for some reason it is sad (the sun is shown on the screen, the teacher has the second such sun). What happened to him?
- The sun has no rays. Guys, let's give the sun rays. (Show the children the rays).
- How many beams do I have? (A lot of)
- Polina, take one ray and give the sun. (The child takes a ray). - Polina, how many rays do you have? (One). The child attaches a ray to the sun with adhesive tape). Ask 2-3 children, then all the children take a ray and apply it to the sun. The psychologist changes the mouth of the sun.
- Look, the sun smiles, rejoices (a cheerful sun appears on the screen). Guys, do you want each of you to have a cheerful sun?
Children are given sheets with the sun without rays, and they are invited to draw the rays.
- Dip your finger in the paint and draw rays of the sun. What a beautiful sun!
5 . Relaxation "Sunshine"
And now lie down on the carpet, imagine that you and I are lying in a clearing, on soft grass, we will breathe deeply and rest.
In the morning the sun woke up
Looked up, stretched.
Who's basking in the grass?
Who is playing hide and seek with me?
Here I joke with them,
Here I tickle them
Touch my forehead
I will touch their cheeks.
Let them wrinkle their nose.
Here I will touch their hands,
I'll get under my clothes.
Stretched, smiled
And everyone woke up.
- Stand up, put your hands together in front of you, smoothly raise your hands up, smoothly open your palms, as if we take the sun in our hands, spread our arms to the sides and say all together “Thank you, Sunshine!”
leaf, leaf, leaf fall
Tasks:
- Creating an atmosphere of emotional security.
- Removal of emotional and muscular tension.
- Decreased impulsivity, increased motor activity.
- Development of the ability to move in the same rhythm with other children, adapt to their pace.
- Development of auditory attention, arbitrariness, speed of reactions.
- Development of speech, imagination, creative abilities.
Materials: calm music, yellow, red, green gouache, a toy - a bunny, yellow, red and green leaves (2-3 pieces for each child), a basket, a painting "Autumn", a sheet depicting an autumn landscape and a brush (for each child).
Lesson progress
1. Greeting.
- Look at the picture, autumn is depicted here (slide 1). The trees are all in golden decoration - the leaves are yellow, the grass has also turned yellow. The sky is overcast, the street is hazy - it's a little fog. Now a cool breeze will blow, and the leaves will swirl in the air and fall to the ground. This phenomenon is called leaf fall - the leaves fall. Listen to a song about leaf fall (slide 2).
2. - Now we will go for a walk in the autumn forest. I will be a locomotive, and you will be trailers.
Children stand in a column one after another, holding on to the clothes of the person in front.
- Let's go to the autumn forest, choo-choo-choo ...
The psychologist drives the train in one direction, then in the other, then slows down, stops.
3. - Here we are in the forest. Look who's hiding there.
Video "Bunny in the forest" (slide 3)
- Bunny, listen to a poem about a bunny.
Here's a bunny, here's a bunny!
One two three four five,
He loves to jump very much.
Long-eared, mischievous,
Don't chase you!
- Guys, the bunny wants to take a walk with you in the autumn forest and collect leaves (an adult scatters leaves around the room). Very beautiful in the autumn forest! Let's take a walk with the bunny, collect a full basket of leaves and give them to the bunny.
Music sounds (slide 4), the children, together with the bunny, walk around the group with a calm step, slowly collect the leaves and bring them to the basket.
At the signal of an adult, the children approach the bunny and blow on it:
- Tired bunny! Blow on the bunny!
Children blow on a bunny.
The bunny comes up to each baby and strokes his head: "Good Sasha ... Good Masha ... Kind Vova ... Good Katya ..."
Children say goodbye to the bunny.
- These are the beautiful leaves we collected in the autumn forest. And now we're on our way back by train.
4. Children come to an easel depicting an autumn landscape. The psychologist suggests painting leaves flying across the sky with paints.
I am a leaf, I am spinning
And then I'll stop.
I'll spin around quickly.
Quietly, I'll circle around
I'm spinning, spinning, spinning
And I'll fall to the ground!
Children, when reciting the poem "Falling Leaves", in the rhythm of the verse, apply a brush to a sheet of paper.
Everyone is looking at the drawings, the psychologist praises the children for their work.
5. Children and adults remember what games and exercises were held in the lesson, and discuss what they liked the most.
The psychologist says goodbye to everyone until the next meeting.
At repeated lessons, you can offer children: finish painting with a finger (foam swab, brush, pencil) an autumn leaf; dip maple leaves in a plate of paint and make prints with them on a large sheet of drawing paper.
The Hedgehog is visiting.
Tasks:
- Group cohesion, development of empathy.
- The development of auditory attention, arbitrariness, the ability to quickly respond to instructions.
- Development of spatial representations, the ability to display in speech using prepositions (on, under, in, for) the location of objects.
- Development of general and fine motor skills.
- Learning to distinguish colors.
- Development of memory, speech, imagination.
Materials: Soundtrack of calm music, toys: fox, wolf, bear, hedgehog, ½ sheet of paper with the image of a hedgehog without thorns, a plate with gray paint for each child, wet wipes for hands.
Lesson progress:
1. Greeting. Video "Hedgehog".
- Who did Trotro see in the clearing? Why did his ball pop? So the hedgehog is prickly.
A psychologist reads a poem by B. Zakhoder to children
- What are you, hedgehog, so prickly?
- I'm just in case.
Do you know who my neighbors are?
Foxes, wolves and bears!
- And what does a hedgehog do when it defends itself from other animals? (curls up into a ball.)
And what did the hedgehog do when Trotro invited him to play? Why? Show how he curled up into a ball.
2. Let's play. You will all be little hedgehogs walking in the clearing. And when I show a wolf, a bear or a fox, you will need to squat down, curl up in a ball and freeze. Well done!
3. - And now our hedgehogs will go home to the forest.
Children go in a circle. The psychologist tells a nursery rhyme and shows the movements. Children repeat.
Legs walked: top - top - top, Move in the usual step
Right on the track: top - top - top,
Come on, more fun: top - top - top,
Here's how we do it: top - top - top.
The legs ran, they stomp their feet,
On a flat path, moving forward
Run away, run away Take places on the chairs.
Only the heels sparkle.
The game is repeated 2 times.
5. - Guys, now we will draw a hedgehog. Remember what hedgehog was in the clearing? (Prickly) Look at these hedgehogs, they don't have thorns at all. How will they defend themselves against a wolf, a fox, a bear? Let's draw thorns for them, shall we?
Dip your finger into the paint and draw the spines on the hedgehog.
6. Summing up.
- Well done! Look, guys, what beautiful prickly hedgehogs you got.
Section II. PEDAGOGICAL WORKSHOP "HARMONY"
Round table for teachers
"Development of cognitive interest in children of the third year of life"
Purpose: to expand the knowledge of teachers about the development of cognitive interest and cognitive activity of children of primary preschool age.
Tasks:
1. Reveal the meaning of the cognitive interest of the child and the response of adults to him
2. To teach to develop cognitive activity in young children.
Event progress
1. Greeting
Dear colleagues! We are glad to see you at our round table. Thank you for coming to this meeting.
I think you will agree that a child's cognitive interest should be formed in the preschool years.
There is nothing more natural for a child than to develop, form, become what he is in the process of research activity.
What and how? Why and why?
How to answer all children in time?
And give everyone knowledge -
What to mix? How to mix? What to mix with?
Both in the sun and in the rain
And in any weather
We all study ... (inanimate nature).
S.L. Rubinstein
2. Warm up
Do you think children are curious?
Do they ask questions? About what? How often?
Do you always answer questions and do you think it is always necessary to answer?
Is the child always satisfied with your answer?
To which adult does the child most often ask questions? Why?
Discussion questions.
3. Solving pedagogical situations
I situation
Imagine such a situation. Children on a walk. It suddenly began to rain. The child asks: “Why did it rain?” - and hears the answer: "You are crying, and the sky is crying."
Questions:
1. Do you agree with the adult's answer? Try to put yourself in the place of a three-year-old child.
2. How, in your opinion, to answer children's “why”, so that the interest contained in the question does not fade away, but develops?
3. Is it always useful to give a full answer to a child's question right away?
4. What should be considered when answering children's questions?
5. Vasily Alexandrovich Sukhomlinsky advised us, adults, to leave something unsaid, so that the child would again and again want to return to what he had learned. What do you think? (Discussion).
II situation
A father with a three-year-old daughter is looking at an illustrated book about the zoo. The girl has a question: “Why is the tiger striped?”
Discuss possible answers.
III situation
While walking in the forest, three-year-old Vova saw a beautiful butterfly. Mom doesn't know what it's called.
Discussion.
The desire to know often fails children. They accidentally cut napkins when they want to know if they can be cut, or take apart toys to find out what's inside and why they move. By this they often give us, adults, anxiety. The child is growing. His curiosity to the surrounding, unfamiliar increases. Frequently asked questions: What is it? For what? What is it made of? No wonder they are called why.
In addition to objective actions related to everyday activities, a large place during this period is given to teaching children how to handle didactic toys (pyramids, cubes, inserts), as well as tool actions - the ability to use simple objects-tools: a stick to bring a distant object closer to oneself, net for catching floating toys, scoop and shovel in the game with sand and snow. In the process of mastering actions with objects, the sensory development of children occurs, the perception of objects and their properties (shapes, sizes, colors, positions in space) improves. First, according to the model, and then according to the word, the child can choose from two or three colored balls one of the required color or from two or three matryoshka dolls of different sizes (sharply contrasting) choose the smallest one.
Do you think it is necessary to strive to ensure that the child is given as much information as possible and beyond the age of deep knowledge? (discussion).
Once, a mother proudly told that her three-year-old daughter can count to ten, knows all the geometric shapes and colors. Mom always adds at the same time that her child is developed beyond her years.
- What is your opinion? (discussion).
The main task of the preschool educational institution is to support and develop in the child an interest in research, discoveries, to create the necessary conditions for this.
It is necessary to organize the work in such a way that children can repeat the experience shown by adults, can observe, answer questions using the result of the experiments. With this form, the child masters experimentation as an activity and his actions are of a reproductive nature. An obligatory element of the lifestyle of preschoolers is participation in resolving problem situations, in conducting elementary experiments, experimenting, and in making models.
We will not dwell on age-related features, but it should be noted that at the age of 3 years, children still cannot operate knowledge in a verbal form, without relying on visualization, therefore, in the overwhelming majority of cases, they do not understand the explanations of an adult and strive to establish all the connections on their own. .
memo
Development of cognitive interest in children of the third year of life
Combine the display of an object with the active action of the child on its examination: feeling, hearing, taste, smell (a didactic game such as "Wonderful bag" can be used);
Compare objects that are similar in appearance: a fur coat - a coat, tea - coffee, shoes - sandals (didactic game like "Make no mistake");
To teach children to compare facts and conclusions from reasoning (Why is the bus standing?);
Actively use the experience of practical activities, gaming experience (Why does the sand not crumble?);
The main content of the research carried out by children involves the formation of their ideas:
1. About materials (sand, clay, paper, cloth, wood).
2. About natural phenomena (snowfall, wind, sun, water; games with the wind, with snow; snow, as one of the states of aggregation of water; warmth, sound, weight, attraction).
3. About the world of plants (methods of growing plants from seeds, leaves, bulbs; sprouting plants - peas, beans, flower seeds).
4. About methods of studying the object (section "Cooking for dolls": how to make tea, how to make a salad, how to cook soup).
5. About the standard "1 minute".
6. About the objective world (clothes, shoes, transport, toys, paints for drawing, etc.).
In the process of experimentation, the children's vocabulary is replenished with words denoting sensory features of a property, phenomenon or object of nature (color, shape, size: wrinkled - broken, high - low - far, soft - hard - warm, etc.).
Training for teachers "Guiding the play of children"
Purpose: to help overcome difficulties for teachers in organizing and managing the game of children 1-3 years old
Lesson duration - 1 hour 30 minutes
Material: for each - a sheet of paper, pencils, a tape recorder with a recording of activating music for kids
Tasks:
1. Update the existing problems of teachers in the organization and management of children's games;
2. To help increase self-confidence, one's strengths;
3. Exercise teachers in organizing and managing play activities with children 1-3 years old.
Event progress
1. Introduction
Familiarization with the rules of work of a group of training participants
2. Theoretical part (include presentation)
Play is a special activity for children. It blossoms in childhood and accompanies a person throughout his life.
The game is a means of modeling and recreating relations between people under specially created conditions; it is an activity that serves the assimilation of social experience. The leading significance of play in preschool age is determined not by the amount of time that the child devotes to it, but by the fact that it satisfies his basic needs; in the bowels of the game, other types of activity (labor, teaching) are born and develop; play contributes to the mental development of the child to the greatest extent.
Play, on the one hand, creates the child's zone of proximal development and is therefore the leading activity. This is due to the fact that new, more progressive types of activity are born in it and the ability to act collectively, creatively, and arbitrarily control one's behavior is formed.
2. Practical part
- Colleagues, let's now try to put into practice all the methods and techniques of managing the game. I suggest that you break into groups and work out those games that I will explain to you.
The proposed games are aimed at softening the adaptation period for children from 1 to 3 years old, at the emotional interaction of a child with an adult.
The main task of the games is to establish a trusting relationship with each child, to evoke a positive attitude towards kindergarten. During this period, both individual and frontal games are needed so that not a single child feels deprived of attention.
The purpose of the games is not the development and education of the child, but emotional communication, establishing contact between the child and the adult (When conducting emotional games, gradualism should be observed: you should not use bodily contact in games when you first meet the child).
Games are played in the following sequence:
-acquaintance;
- games with toys and objects;
- contact with hands;
- bodily contact.
Game "Catch the ball!"
Equipment: small rubber ball or plastic ball.
Game progress: The teacher picks up the ball, invites the child to play with it. It is better to organize a game on the floor: the teacher and the child sit opposite each other, legs wide apart so that the ball does not roll past.
-Let's play ball. Catch the ball!
The teacher rolls the ball towards the child. Then he encourages him to roll the ball in the opposite direction, catches the ball, emotionally comments on the course of the game.
- Roll the ball! Caught the ball!
The game is played for some time, the game should be stopped at the first sign of fatigue or loss of interest on the part of the child.
Game "Parsley"
Equipment: Petrushka doll.
Game progress: Unbeknownst to the child, the teacher puts a toy on his hand, then starts the game. Parsley approaches the baby, bows.
- I'm Petrushka - a fun toy! Hi Hi!
Then Petrushka invites the baby to say hello, takes his hand in hers.
-Let's say hello! Give me a pen!
After that, Petrushka performs various actions: clapping, dancing and singing, inviting the child to repeat these actions.
- Let's clap your hands - clap-clap-clap! And now I'll sing a song: la-la-la! La-la-la!
Then Petrushka hides and reappears. The game ends with the toy saying goodbye and leaving.
Game "Kitten"
Equipment: soft toy kitten.
Game progress: The teacher shows the child a toy kitten and offers to stroke it.
- Look, what to us. a kitten came - small, fluffy. Let's pet the kitten, like this.
The action is accompanied by a poem:
Kitty, kitty, kitty! -
Yulia called the kitten.
Don't rush home, wait! -
And stroked her hand.
You can continue the game with the kitten: give it milk to drink, show how the kitten can jump, wag its tail.
7 Exercise "Sunny Bunny"
Equipment: a small mirror in a frame (without sharp edges).
Game progress: The mirror should be prepared in advance. Having chosen the moment when the sun looks through the window, the teacher takes a mirror and catches a ray of sunshine. At the same time, through a comment, draws the baby's attention to how the sunny "bunny" jumps on the wall, on the ceiling, from the wall to the sofa, etc.
-Look, there's a sunbeam on the wall! How he jumps-jump-jump!
You can invite the child to touch the light spot. Then slowly move the beam away, inviting the child to catch a sunbeam.
- Touch the bunny - like this. Oh! Look: the sun bunny is running away - catch the bunny! What a smart bunny, how far it jumps. And now he's on the ceiling - can't get it!
IF the child liked the game, you can offer him to switch roles - give him a mirror, show him how to catch the beam, how to control the movements of the "bunny".
During the game, do not forget to comment on all actions.
Workshop for teachers "Socio-emotional development of young children"
Purpose: to expand the understanding of teachers about the socio-emotional sphere of young children, the conditions for its development.
Event progress
- Dear colleagues. Today we will try to discuss a very important topic: “Socio-emotional development of young children. And at the beginning of our meeting, I would like to ask you: what, in your opinion, is included in the concept of “Socio-emotional development of children?
1. Brainstorming "Socio-emotional development of young children."
Educators are invited to discuss for a few minutes what relates to such a concept as "socio-emotional development of young children."
2. Information note "Social development of young children".
Early childhood is the beginning of the beginning. This is the time of the beginning of the formation of the future personality. This is the first experience of relationships with surrounding adults and children.
An important role in shaping the future relationship between the child and other people is played by the nature of the interaction between the child and adults in early childhood. For a young child, 2 forms of communication are characteristic:
Situational-personal communication. It is typical for both infants and young children. This is usually a momentary interaction between a child and an adult. The child needs, first of all, emotional contact;
Situational business communication. This form of communication occurs only in early childhood. The child has a need not only for emotional contact with an adult, but also for cooperation. The kid masters the space, gets acquainted with new objects, and the adult helps him in this, showing him how to act with toys, household items, etc.
By the end of the second year of life, children already enter into joint play activities, which give them great pleasure. It should be noted that toys located next to communicating children distract them from communication and reduce the effectiveness of interaction.
In the third year, communication between children is activated. The peculiarity of this communication is “bright emotional coloring”, “special looseness and spontaneity”. Most joint games are based on the desire of children to imitate each other.
Despite the fact that young children need peer contact, they still need adult help in establishing and maintaining contacts and in resolving conflicts that arise.
Experiments show that if an adult draws the attention of children to each other, addressing them by name, praises children in the presence of their peers, emphasizes their merits, then in this case children are more interested in joint communication, they smile more often, treat each other kindly. friend, seek to arouse interest and sympathy. As a result, there are more joint games between them.
3. Exercise "We stomp"
Purpose: development of partnership trusting interaction between adults and children, accustom children to listen to the speech of an adult.
Children stand in a circle. An adult reads a poem, performing the movements described in it, and the children repeat them:
We stomp our feet
We clap our hands
We nod our heads
We raise our hands
We lower our hands
We raise our hands.
And we run around
And we run around.
4. Exercise "Teddy Bear".
The goal is to create a joyful mood, develop friendly relationships with peers, increase physical activity.
Teddy bear, teddy bear, (Children walk in a circle with an adult)
Stop sleeping, (Baby in the center of the circle)
Stop sleeping. -
"bear cub", "bear cub",
We want to be with you, bear, (Children start running in a circle).
Play, play.
You are funny kids (They stop, clap their hands).
Catch up, catch up.
Come on, bear, come on, bear, "Teddy Bear", (children run away)
Catch us, catch us. (Catches up).
5. Information note "Emotional development of young children."
In early childhood, children are able to express many emotions: joy, delight, surprise, anxiety, trust, fear, anger, etc. None of these emotions can be called “good” or “bad”, “useful” or “harmful”, because each of them teaches the child something. The task of an adult is to teach the baby to understand first his emotional state, and then the state of the surrounding adults and children.
Communication of a child with peers can also deliver a lot of emotions to the baby, both positive and negative. For example, in the second year of life, when a peer approaches, the child feels anxious and can interrupt his studies, and in the third year, children are emotionally infected from each other: they laugh, squeal, jumping together, wallowing on the carpet.
A young child, communicating with children, always proceeds from his own desires, completely ignoring the desires of another. He is self-centered and not only does not understand another child, but also does not know how to empathize with him.
Interaction with young children will be more effective if adults can take into account the individual age characteristics of a person starting his life. The development of the cognitive functions of the baby is closely related to his emotional-volitional sphere. And since the dominant function - perception - is affectively colored, the child reacts emotionally only to what is currently in his field of vision. Adults, keeping this in mind, can avoid many conflict situations and emotional outbursts.
6. Exercise "Fun exercise".
The goal is to relieve muscle tension, emancipate children, develop imagination.
An adult tells a poem, accompanying the words with movements, children repeat the movements and words
Bunny jumped through the forest
Bunny looking for food
Suddenly at the bunny on top
Ears rose like arrows.
A quiet rustle is heard
Someone is sneaking through the forest.
The hare confuses the tracks, runs away from trouble.
Jumped to the side and turned around
And curled up under a bush,
Like a white ball,
So that no one can find it.
7. Exercise "The qualities of a teacher necessary for the development of emotionality in children."
Within a few minutes, teachers try to highlight the qualities that an adult needs for the successful development of these areas in young children.
- benevolence,
- empathy,
- emotionality.
- artistry,
- communication skills.
- optimism.
- the ability to take into account the individual abilities and characteristics of the child.
Workshop for educators
"A student-centered approach in working with preschool children"
Purpose: to develop an internal position in relation to pupils and to professional activity in general, orienting teachers to building personal relationships with children.
Tasks:
1. Contribute to highlighting the strengths and weaknesses of the personal qualities of the group members that are significant in professional activity.
2. Begin active mastery of a personality-oriented position in relation to pupils.
3. Development of professional reflection of teachers.
Event progress
1. Greeting.
In a circle, greet the rest of the participants in any way that you can greet the child.
2. Mini-lecture "Pedagogical interaction, its features".
The formation of the child's personality is carried out not only in the process of activity, direct assimilation of knowledge and skills, but also in the process of interaction with people, primarily with adults who organize the life of children. The process of upbringing and education as a whole depends on the foundations on which this interaction is built.
Pedagogical interaction is the mutual influence of teachers and children on each other, as a result of which the process of their personal growth and change is carried out.
There are 3 leadership styles for children:
1. Authoritarian style.
2. Democratic style.
3. Liberal style.
The democratic form of interaction with children is characterized by a tendency to broad contact with pupils, the manifestation of trust and respect for children, clarification of the rules, meaningful answers to questions, a personal approach, the desire to take into account their individual characteristics, the absence of significant selectivity in contacts and subjectivity in assessments, stereotyping.
The authoritarian leadership style is characterized by a functional and situational approach, pronounced attitudes, selectivity and subjectivity; leadership is carried out based on the inviolability of their own authority and unquestioning obedience, prohibitions and restrictions are often used, the tendency of the educator to work “one on one” with the child is typical.
It should be noted that most often in practice there are teachers with mixed styles.
3. Exercise "Personality of the teacher" (in small groups of 4 people)
Subgroups are invited to draw up a portrait of the ideal teacher. The result of the discussion should be a list of qualities that, in the opinion of the group, are essential for characterizing the ideal teacher. Small groups speak in turn.
Approximate qualities:
Flexibility;
The desire for self-actualization;
Goodwill, ability to take responsibility;
sociability;
Focus on the personality of another person;
self acceptance;
Respect for other people's opinions;
Organizational skills;
Ability to see several steps ahead;
Creativity;
Empathy.
The first microgroup gives their portrait of an ideal teacher, and all the named qualities are recorded on the board.
For the second microgroup, the work becomes more complicated due to the peculiarities of presenting their portrait - it takes place in the form of answers to questions:
What do you agree with in the list of the previous subgroup?
What do you propose to add?
What would you change or clarify on this list?
Thus, the list is supplemented and changed, while the first microgroup has the right to defend its decision, to give arguments in its defense.
The third microgroup will have to defend their opinion in comparison with the already drawn up list of the two previous microgroups, answering already known questions.
The result of the group discussion is a list of qualities of an ideal teacher that satisfies all participants. The last step of the discussion can be either ranking or highlighting the three most significant personal qualities from the point of view of the profession.
4. Mini-lecture "Models of pedagogical interaction"
There are 3 models of interaction between a teacher and children. As a sign by which these models can be distinguished is the contradiction between the goals and objectives that the teacher sets, and the goals and objectives that the children are pursuing at the moment. Depending on how this contradiction is resolved, models of interaction between the teacher and children are built.
1. Educational and disciplinary model.
Here, the teacher is recognized as the main character. The child is assigned a passive role, he acts as an object of the teacher's efforts. The main contradiction is overcome by explicit or implicit coercion. The child must, regardless of his own desire, master the ZUN, which are offered to him by the teacher. Qualities are valued: diligence, discipline.
Leadership style: authoritarian. Its sign is the restriction of freedom of children.
Purpose: to equip children with ZUN.
Method of communication: instruction, threat, prohibition, demand, punishment.
The position of the teacher: to implement the program, to satisfy the requirements of the controlling authorities.
2. Person-oriented model.
The teacher and the child are equal. Both of them have a certain freedom in the construction of their activities, a characteristic feature of which is the ability to make a choice. The main contradiction is resolved not through coercion, but through cooperation. Qualities are valued: the ability for self-realization, creative growth, initiative, activity.
The relationship between the teacher and the child is built on the principle of mutual understanding and mutual acceptance. Both the teacher and the child have the right to individuality.
The principles on which relationships with children are built:
- management of education and the whole life of children from the standpoint of their interests;
- constant manifestation of faith in the possibilities and prospects for the development of each child;
- cooperation with children in the learning process;
- respect and support for the dignity of children;
- acceptance of children for who they are in reality.
Leadership style: democratic.
Type of relationship: stable - positive.
Purpose: to provide a sense of psychological security, trust in the world, the joy of existence, the formation of the beginnings of the personality, the development of the individuality of each child.
Methods of communication: understanding, recognition, acceptance of the child.
3. Free model.
The main face is a child. The teacher has a passive role. The task of the teacher is to adapt to the desires of children, to create conditions for their spontaneous development. The main contradiction is overcome through coercion, but on the part of the child.
Leadership style: liberal.
Most often, this model takes place in family education: the child is an idol, all his slightest whims are satisfied.
The best is the personality-oriented model, because it creates favorable conditions for the development of the child, the educational and disciplinary model limits the freedom of children, reduces initiative.
5. Exercise - activator "Orange"
Throwing the ball to each other, give any possible definition of an orange.
6. Exercise "Star"
Materials: small pocket mirror, images of stars.
Prepare the base - an image of a double five-pointed star about 5 * 5 cm in size. Looking at the image through a mirror, you need to draw a line between the outer and inner stars. This image well illustrates the capabilities of the child during the maturation of the brain and the limitations of these capabilities.
Issues for discussion:
How do you feel during the task?
What are your thoughts on this?
Ideas for discussion:
You cannot demand from a child what he is basically unable to do.
During this exercise, exclamations, sighs, and comments often break out from adults. This is a normal expression of emotions, helps to complete the task.
Silence is often required from children in the classroom, which runs counter to natural reactions and accumulates emotional stress.
Illustrated mode of communication: UNDERSTANDING.
7. "Dive into childhood"
Sit comfortably, put your feet on the floor, so that they feel good support, lean your back on the back of a chair. Close your eyes, listen to your breathing, it is even and calm. Feel the heaviness in your arms and legs. The flow of time takes you back to your childhood, when you were little. Imagine a warm spring day, you are 5, 6 or 7 years old, imagine yourself at the age at which you remember yourself best. You walk down the street, look at what you are wearing, what shoes, what clothes. You are having fun, you are walking down the street and a close person is next to you, look who it is, you take his hand and feel his warm, reliable hand. Then you let him go and run away merrily forward, but not far, wait for your loved one and again take him by the hand. Suddenly you hear laughter, raise your head and see that you are holding the hand of a completely different, unfamiliar person. You turn around and see that your loved one is standing behind and smiling. You run to him and again go on together by the hand and together laugh at what happened. And now it's time to go back to this room, and when you're ready, you'll open your eyes.
This plot analyzes the feeling of affection and the experience of loss, albeit instantaneous, of a loved one. The situation can evoke both warm and anxious feelings in the participants, it allows you to be a child and realize what it means to have a reliable adult at this age, what is his greatest role in building confidence in later life.
8. Exercise "What helps you in your work."
The session ends with an opinion about your neighbor on the left that would reflect his strengths as a person and as a professional.
The statement can be started with the phrase: “As a professional teacher, it helps a lot in your work that you ...”
"Crisis of three years"
The calm period of a child's development from 1 to 3 years ends with another normative crisis of psychological development - a crisis of 3 years. Suddenly, the baby becomes stubborn, hysterical, obstinate - in a word, according to the parents, almost uncontrollable.
S.Soloveichik (a well-known teacher) called this period "a big war with a little man." The crisis of 3 years is an emotionally very difficult period of development for both adults and the child himself. The behavior of the baby is changing, his desire for independence is aggravated, he begins to feel independent of adults. The manifestation of independence is associated with the child's attempt to move away from the mother, to destroy the still existing inseparable connection with her, to learn to live and act on his own, as a separate, independent being. Gradually, the child becomes aware of himself as a participant in the process of interaction with other people, the process of communication. The kid starts talking about himself in the first person. The word "I" becomes one of the most frequently used. You only hear "I ... I ... I", which gradually turns into "I myself."
Adults are able to understand what is happening to them, knowing the patterns of personal development and should not be afraid of the severity of the course of crises, this is not at all a negative indicator. On the contrary, a bright manifestation of the child in self-affirmation in a new age quality indicates that all age-related neoplasms have formed in his psyche for the further development of his personality and adaptive abilities. And, conversely, the external “crisis-free” that creates the illusion of well-being can be deceptive, indicating that no corresponding changes have occurred in the development of the child.
What teachers need to know about children's stubbornness and capriciousness:
So, the phase of stubbornness and moodiness, starting at 18 months, ends by 3.5 - 4 years (occasional bouts of stubbornness at an older age are also a completely normal thing);
Try not to try to inspire something to the child during an attack. It's useless. Hysteria and capriciousness require the audience, do not resort to the help of strangers: “Look, what a bad girl, ah-ah-ah!”. This is all the child needs.
Often the external manifestations of the crisis behavior of the baby are associated with his stubbornness, negativism and obstinacy. The child wants to be the initiator of his behavior and insists on it. His stubbornness is a way of manifesting his own will. The child can react to any objection with a cry, tears, often turning into a real tantrum. He often refuses any offer from an adult “I don’t want to! I won't! No need!"
This capriciousness is the only opportunity for the manifestation of its significance. Often a child can but does not want to do something because he does not know how to do it himself. But if an adult knows and can understand what is happening to him, then a 3-year-old kid is not able to evaluate his behavior and control his emotions. The kid becomes despotic, demands his own, wants the whole world to obey only his interests. Such severe crisis behavior is absolutely normal behavior for a 3 year old child.
You need to be consistent in your requirements. If you do not allow the child to do something, then stand your ground to the end. Otherwise, tears and tantrums will be a convenient way for him to get his way. If you allowed him something, then do not change your mind, even if you stop liking the game you started.
Try to switch your baby's attention by showing him something new or interesting. Such techniques can divert the attention of the child from crying and tantrums. Otherwise, you can simply not pay attention to him for some time - the hysteria will pass by itself, because screaming and stomping your feet without spectators is not at all interesting.
One must be ready to receive the child, talk and play with him after the attack, without remembering what happened. You should not show your resentment and indignation, especially after everything is over - this can provoke a new tantrum.
The problems of misunderstanding that arise at this moment in adults are dangerous, so do not be afraid of crisis manifestations. Is it possible, acting competently, to mitigate the manifestation of the crisis? How to help a child get out of it without introducing negative qualities into the soul: after all, stubbornness is an extreme degree of manifestation of the will, a quality necessary for a child; capriciousness - a demonstration of one's own significance for others, a sense of one's "I", selfishness - a healthy sense of "independence", one's own dignity; aggressiveness is an extreme form of self-defense; isolation is an inadequate form of manifestation of healthy caution, that is, qualities necessary for survival in society. The child must come out of the crisis with a set of positive qualities, the main task of teachers is to prevent the consolidation of their extreme manifestations. Early Childhood Speech Development Project
Project in the early childhood group of the kindergarten “Soap is foaming, look!”
Completed: Garayeva E. N., Gudyreva A. V. educators.
December, 2016
Relevance:
The child is inquisitive. Inclined to observe, experiment. Elementary experimentation is already available to children from an early age. The leading cognitive process at an early age is perception. These children are trusting and spontaneous, easily involved in joint practical activities with adults, and with pleasure manipulate various objects. In order to interest the kids, to awaken their creative activity, game methods and techniques, an artistic word are offered. For children of early preschool age, the principle of repetition is relevant, so we constantly return to many experiments and experiments.
Soap bubble games - this fun has been known for a long time and attracts both children and adults.
This unforgettable and exciting spectacle is able to bring revival to any holiday.
To expand children's ideas about the world around them, to further involve children in project activities, I developed a project to get acquainted with non-traditional material - foam.
Target: Introduction to non-traditional foam material through experimentation games.
Tasks: To develop tactile sensations, emotional perception, observation, skills of experimental activity.
- Encourage verbal communication.
- To form ideas about the properties of foam: "airy", "light".
During the implementation of the project, visual, practical and verbal methods were used: showing the educator, questions, conversation, games with foam.
Project type: Short-term, group – 1 week.
Project participants: Children, parents, teachers.
Equipment: Basins with water, straws, soap, soap bubbles, a mirror, doll utensils, small toys (sinking).
Project product:
- Photo report of the project.
- Card file of games-experiments with young children.
- Collective work with children. Working with parents:
- Learning poems with children, nursery rhymes at home. Reading fairy tales.
- Consultation: "Development of cultural and hygienic skills."
- Assistance to parents in the selection of materials and equipment for the implementation of some activities.
- Support for cultural and hygienic skills acquired in the preschool educational institution at home.
- Preliminary work: Reading the fiction of K.I. Chukovsky "Moydodyr", looking at illustrations; game situations, performance of regime moments. Stages of project implementation.
I. Preparatory stage:
Supervision of children.
Discussion of the topic, definition of goals, objectives of the project.
Organization of the subject-developing environment.
Selection of literature, games, illustration.
Discuss upcoming events with parents.
II. The main stage of the project implementation:
1 day:
Finger game "Washer"
Goal: Development of fine motor skills, activation of the dictionary.
We washed our hands (rubbing palm on palm). One, two, three. One, two, three (three claps each). And above the handles, like clouds (hands up). Bubbles ... bubbles ... (jumps, hands on the belt).
Game "Let's make foam"
Target: Clarify knowledge about the properties of water (water foams).
In a basin with warm water (add liquid soap to the bottom).
Invite the children to touch the water, then beat the water with a whisk, foam gradually begins to appear, more and more.
Invite the children to touch the foam, play with it, you can blow it.
Conclusion - soap in water - foam appears.
2 day:
“Game-experiment “Foam on the palms!”
Target: to teach the child to lather his hands from the outside and inside until the formation of foam "gloves"
Vocabulary activation: (soap, soap, soap)
Sweeties, sweeties, wash my sweets with soap,
Clean palms, here's bread for you, and spoons!
Water gurgles in the faucet. Very cool!
Mashenka herself washes her hands (an adult calls the name of the child).
We know, we know, yes, yes, yes! Where is the water hiding?
3 day:
Game-experiment "Catch the bubbles!"
Target: Develop tactile sensations. To consolidate ideas about the properties of foam (light, airy). Under the poem, children, together with the teacher, blow bubbles.
Opening the caps
Blowing bubbles
Here they are - look!
They are all airy!
And very naughty!
How can we catch them?
Hold on the palm of your hand! Game-experiment "Tracks on the mirror"
Target: Develop creative thinking, fine motor skills.
Children, together with the teacher, lather their hands and draw straight lines.
Conclusion - you can draw with foam.
Day 4:
Game - experiment "Find toys"
Target: Development of experimental activity during the game.
Put the toys in a bowl of soapy water - the children look for them by pushing the foam away.
Conclusion - foam hides toys (it is not transparent)
Day 5:
The game "Helpers of Moidodyr"
Target: Enriching the gaming experience, performing and consolidating practical actions about the properties of soapy water.
Children, together with the teacher, “wash” doll dishes, rinse it from foam, and dry it on a towel.
Conclusion - soapy water washes "dirt".
Non-traditional drawing using foam and foam rubber "Soap Bubbles"
Conclusion:
Children have formed elementary skills of search activity, knowledge about the properties of foam.
As part of the project, it was possible to evoke positive emotions in children from joint communication with adults and peers, the joy of reading works of art and finger games.
Parents became more active, began to take part in joint activities on the project.
