work experience “Social and communicative development of preschool children in project activities”

MAGAZINE Preschooler.RF

“A child by nature is an inquisitive explorer, a discoverer of the world

So let a wonderful world open before him in living colors, bright and vibrant sounds, in a fairy tale, in a game, in his own creativity, in beauty. Through a fairy tale, a game, through unique children’s creativity - the right path to a child’s heart.”

V.A. Sukhomlinsky.

In modern conditions of social development, changes in the socio-economic sphere, culture and education, the issues of education, training and development of the younger generation are of particular importance. Today, preschool education in Russia is rightfully recognized as the initial link in the system of continuous general education.

In the Federal State Educational Standard for Preschool Education, much attention is paid to preserving the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person; The emphasis is placed on the development of the child’s personality, socialization, and the disclosure of his potential capabilities and abilities.

In this regard, the main range of tasks of modern preschool educational organizations is shifting to creating conditions under which children fully develop, mastering the stage of preschool childhood, and move to the next level motivated to receive education at school. One of the priority areas of education for children of senior preschool age, which reflects the social order of society and the family, according to the Federal State Educational Standard for Education, is their social and communicative development.

Many preschoolers experience serious difficulties in communicating with others, especially with peers. Some children do not know how to address another person on their own initiative; sometimes they are even embarrassed to respond appropriately if someone addresses them. They cannot maintain and develop established contact, adequately express their sympathy and empathy, and therefore often conflict or become isolated.

A child’s mastery of culture and universal human experience is impossible without interaction and communication with other people. And a child’s ability to communicate positively allows him to live comfortably among people. Thanks to communication, he not only gets to know another person, be it an adult or a peer, but also gets to know himself more and more.

The relevance of the social and communicative development of preschool children is increasing in modern conditions due to the characteristics of the child’s social environment, in which there is often a lack of good manners, kindness, goodwill, and speech culture in relationships between people. Teachers of preschool educational organizations are concerned about changes in the moral, social and communicative development of children, and their behavior. The problem of introducing a child to the social world, developing his ability to adequately navigate an accessible social environment, realize the intrinsic value of his own personality and other people, express feelings and attitudes towards the world in accordance with the cultural traditions of society at the present stage of social development remains one of the leading ones.

What is social and communicative development? This is a complex process during which a child learns the values, traditions, culture of the society or community in which he will live.

Social and communicative development is implemented in several directions:

1. Development of gaming activities
2. Patriotic education
3. Formation of the foundations of safe behavior in everyday life, society, and nature.
4. Labor education

We would like to share our experience in integrating pedagogical initiatives to implement a program of socio-communicative development and social education of preschool children through patriotic development.

The problem of patriotic education of the younger generation is one of the most pressing today. Patriotic education of preschoolers is not only about instilling love for one’s home, kindergarten, city, native nature, the cultural heritage of one’s people, one’s nation, and a tolerant attitude towards representatives of other nationalities. But also fostering a respectful attitude towards the worker and the results of his work, his native land, defenders of the Fatherland, state symbols, state traditions and national holidays.

It is very important that children understand as early as possible that the big Motherland is Russia, the Russian Federation, it is one for everyone who was born in its vastness, who loved it, who makes efforts to make it even more beautiful, richer, and become a powerful power. And each of us needs to be able to be useful to her. And for this you need to know and be able to do a lot; From childhood, do things that would be for the benefit of your home, kindergarten, city, and in the future - for the benefit of the whole country. If a person cares about the Motherland, it means that he is its son, and that means Russia is the Motherland for him.

The child cannot organize such activities independently. An adult should help him using new modern technologies. This technology is design technology, which is based on participation in activity. The use of design technology makes it possible to develop search behavior that is relevant for a person and allows the teacher to make the first contribution to the culture of the individual: cooperation, creation, dialogue, friendship, tolerance - components of the “culture of peace” . The project method will allow you to take into account one of the main principles - the principle of integration: combining several types of activities.

In the course of joint work with children on a project, adults help introduce the child to culture: children master positive patterns of behavior in nature and society; acquire a positive and responsible attitude towards themselves, others, and nature; children receive the right to self-development.

Therefore, one of the main means of patriotic education in preschool educational institutions is the project method. Based on a personality-oriented approach to teaching and raising children of senior preschool age, he develops cognitive interest in various areas of knowledge, develops cooperation skills; opens up great opportunities in organizing joint search activities of preschoolers, teachers, and parents.

The teachers of our preschool institution developed a long-term project “Little Patriots” . The project is designed for children of senior preschool age.

Objective of the project:

1. Formation of patriotic qualities of a child’s personality through introducing children to family traditions and values.
2. Raising a citizen and patriot of his country, who loves his family, home, and people close to him.
3. Developing the ability to work in a team and collaborate.

We worked on the project for 6 months. The project includes 4 thematic blocks.

1. block – “My family”
2. block – “Green Street”
3. block - “I love you, city of Yekaterinburg” .
4. block – “Victory Day”

Let's take a closer look.

Block 1 - “My Family”

The love of a small preschool child for the Motherland begins with the relationship with the closest people - father, mother, grandfather, grandmother. For a child, a family is a world in which the foundations of morality and attitude towards people are laid. Family members are united by blood, love, common interests, traditions, and holidays. It is in the family that such concepts as “compassion” , “mercy” , “kindness” , “masculinity” , “femininity” , “cohesion” , “unity” , “helping others” , “respect for elders” , “feeling responsibility .

To interest children in studying this topic, we held fascinating conversations and trainings on the topics: “My friendly family” , “Tell me about your family” , “ My household responsibilities” , “If mom is tired” , etc.

The children were very interested in the topic; everyone wanted to tell as much as possible about their family, and for this they, together with their parents, created video presentations and organized a photo exhibition “Our Family Vacation” .

Parents responded to all the proposed tasks related to project activities, took up the work with interest, everyone contributed interesting ideas,

Almost no family was left behind.

The children with great love made various crafts with their own hands, both from paper and from available materials: “Gift for Mom” , “Rug for the House” ; willingly sculpted, constructed from building materials and Legos, and actively took part in the “A Home for My Family” .

The final event for working on the theme “My Family” was the holiday “Inseparable Friends are My Whole Family .

Block 2 – “Green Street”

The feeling of love for one’s native nature is another component of patriotism. It is by nurturing a love for nature that one can develop the patriotic feeling of preschoolers: after all, natural phenomena and objects surrounding the child are closer to him and easier for him to perceive, and have a stronger impact on the emotional sphere. Trying to instill in children a love for all living things, we, together with our parents, carried out various forms of work, such as: the campaign “Clean up the Planet” , “A Cozy Home for the Starling” , “Animal Food” , Operation “Sprout” , within the framework of which, We were planting trees, shrubs, and flowers. We organized a “Nature Corner” We held competitions, “Best Flowerbed” , “Miracles in the Garden” , and a photo competition “Portraits of Wildlife” .

The result of the work on the “Green Street” was a generalization of our knowledge and participation in the “Ecological Path” .

Our work allowed us to expand children's knowledge about the nature of their native land, taught children to work in a team and respect each other. The children received answers to their questions and made recommendations for the residents of our city “How to preserve and decorate our planet”

Block 3 - “I love you, city of Yekaterinburg” .

Each person has his own small homeland. Most often, the favorite city is the place where a person was born and raised. To form the foundations of civic culture and social and moral development in children, it is necessary for children to acquire knowledge about their hometown.

Without sufficient knowledge, it is difficult to form in a child a respectful attitude towards the Motherland. Childhood memories are the most vivid and exciting. The more a child knows from childhood about his native places, his hometown, the closer and dearer his homeland, Russia, will become to him.

As part of this topic, together with the music director, we held conversations with children on the topic “I was born here!” , “We are proud of you, our native city ,” formed the children’s knowledge about the sights of the city, memorable places, we were able to visit some of these places. We designed a photo collage on the theme “I love you, city of Yekaterinburg .

Together with the physical education teacher, the children took part in the quest game “On the City Streets” .

A survey was conducted for parents : “Do you know your city?” , developed reminders “Famous people about love for the Motherland” , “A citizen is raised from childhood” .

We created an excursion and tourist route “Our City for Children”

The result of the work in this section was a generalization of our knowledge and participation in the musical festival “City of Miracles” .

Block 4 - “Victory Day”

Every year, fewer and fewer veterans of the Great Patriotic War remain alive. We, the current generation, are obliged to remember those who forged Victory at the fronts and worked in the rear. It is the direct responsibility of adults to help preserve the memory of the heroic facts of our history, to instill in young citizens pride in their Motherland, and to nourish the receptive soul of a child with sublime human values.

We adults have the task of expanding the social competence of children in matters of social significance of the national holiday of Victory Day within the boundaries accessible to children, emphasizing the importance of introducing preschoolers to the fact that war is always a tragedy and grief for people. At the same time, it is important for children to learn to admire the courage and heroism of the people who defended their Homeland; experience your involvement with distant events of history, feel the joy of the Great Victory, pride in your Fatherland.

This topic is loved by children. Heroism, courage, readiness to perform feats in the name of the Motherland - these traits of a Russian warrior are understandable to older preschoolers; they evoke respect and a desire to be just as courageous and brave. The project includes a number of activities aimed at the search and research activities of preschool children and the development of communication skills and abilities. We visited the “Museum of Military Equipment” in the city of Verkhnyaya Pyshma and laid flowers at the Great Patriotic War Memorial. Children and their parents are happy to take part in the “Immortal Regiment” , and I am proud to talk about veterans.

Having teamed up with other groups, in our kindergarten we organized an exhibition “Thank you for the victory,” which included photographs of the war years, military uniforms, photo albums of brothers, fathers, grandfathers, great-grandfathers who served in the armed forces of the Soviet and Russian armies, children “Victory Day” postcards .

We listen with interest to songs on military themes, they are easy to remember, their content is in tune with the desires of the children to be strong and brave defenders of our Motherland. Children and parents took an active part in the patriotic song competition “The song saved us in the trenches .

The result of the work on this section is the publication of the newspaper “We brought this day closer as best we could...” and the musical festival “Happy Victory Day!”

To summarize, I would like to note that the main task of a modern preschool educational organization is to ensure that pupils emerge from its walls not only with a certain stock of knowledge, abilities and skills, but also with a certain set of moral qualities necessary for later life, mastering social, ethical standards of behavior. It is important to develop in preschoolers the ability to build relationships with others on the basis of cooperation and mutual understanding, to ensure general mental development, to form the prerequisites for educational activities and the qualities necessary for social adaptation, including school learning.

As a result of using project activities, children became more liberated and independent, purposeful and self-confident, sociable, more attentive and caring towards peers and adults; capable of mutual understanding and cooperation.

Journey to the land of interesting games: a project for children of senior preschool age

Rizyapova I.I., Khabibullina V.N. Journey to the land of interesting games: a project for children of senior preschool age // Owl. 2021. N 4 (18). URL: https://kssovushka.ru/zhurnal/18/ (access date: 11/21/2021).

Order No. 431957

APPENDIX: Approximate game plan for the implementation of the project “Journey to the Land of Interesting Games”

Type of project : speech, cognitive and creative.

Implementation time: long-term.

Project participants: children 5-6 years old, 6-7 years old, teachers, parents of students.

Relevance of the topic:

Currently, the requirements of the educational system for the speech development of children have increased. The Federal State Educational Standard has defined as one of its objectives the development of the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world. The comprehensive development of a preschooler can be achieved only on the basis of play activities, during which the child develops imagination and the symbolic function of consciousness, gains experience in communicating with peers, and comprehends moral values ​​and rules of behavior in society.

In this regard, the issue of developing verbal creativity in preschool children using various methods and technologies is relevant.

Based on the above, goals and objectives were set for the development of verbal creativity of older preschoolers in the process of developing gaming technologies that stimulate verbal creativity and independence of children.

Goal: Development of speech creativity of preschool children in the process of play activities through inclusion in various types of activities, teach them to speak the Tatar language, develop dialogic and monologue speech.

Tasks.

Educational:

• to cultivate independence, initiative through the organization of play activities, positive relationships between children and adults.
• cultivate a desire to communicate in the Tatar language.

Educational:

• develop variable thinking, imagination and creative abilities, curiosity, observation, the ability to experiment, create conditions for the formation of fantasy, imagination, and creativity.
• improve all aspects of speech: achieve clear pronunciation of all sounds of the native language, expand and activate the vocabulary, continue to develop dialogical speech,
• develop interest in learning the Tatar language, promote speech understanding and the desire to speak and communicate in another language.

Educational:

• teach word creation;
• teach forms of monologue speech in the Tatar language;
• teach answering questions in a short and common form.

Project implementation principles:

1. Accessibility: taking into account the age characteristics of children; adaptability of the material.
2. Systematicity and consistency: gradual presentation of material from simple to complex; frequent repetition of acquired knowledge, rules and norms.
3. Visual and entertaining: the proposed material must be understandable, have an entertaining beginning, be playful or have elements of a game or surprise.
4. Dynamism: integration of the project into different activities.
5. Supporting children's initiative in various activities.
6. Taking into account the individual characteristics of each child.
7. Introducing children to sociocultural norms, traditions of the family, society and state.

Stages of work on the project

Stage I – information and analytical support for the project.

1. Collection and analysis of information.
2. Selection and study of literature on project activities.
3. Study of advanced pedagogical experience in developing children's ideas about play.
4. Selection of methods for pedagogical diagnostics of pupils and parents (observation of children, individual conversations).
5. Analysis of the results of pedagogical diagnostics.

Stage II - main

Scheme for implementing work experience in areas of development

Stage III – final

Generalization of work experience.

Collaboration with parents

1. Visual information: consultations “Speech development: games with the family”, “Games for the development of creative imagination”. Recommendations for parents “Game is serious”, “The world in a child’s creativity.” Publication of the pedagogical and parent newspaper “Krepysh”.
2. Children and parents projects: “Creative workshop”, “Interesting games”, “Dreamers”, “Rhyme”.
3. Step-by-step drawing: “You start, and I will continue.”
4. Exhibitions of drawings: “Fairytale World”, “Abracadabra”, “Nonexistent Country”.
5. Questionnaire: “Does your child like to fantasize?”
6. Baby dictionary “Our children come up with it.”
7. “Parents’ Diary or “Nechukovsky” from 2 to 5.”
8. Competition of inventions: “Funny story”, “Changes”.
9. Training “Sharing family experience.”
10. Mailbox "Question and answer".
11. A collection of ideas: “An unusual toy.”
12. Family gatherings.

Expected result of project activities:

• To introduce children to the process of cognition through involving them in various types of practical and play activities.
• Develop cycles of game-activities for sections of the project, each of which would combine elements of different types of activities.
• Create a positive microsociety where each participant (adult and child) develops in the process of joint activity and co-creation.
• Increase the authority of the teacher and other preschool employees.
• Increase the pedagogical competence and activity of parents.
• Invite kindergarten teachers to participate in the implementation of the project to create comfortable conditions for the child.
• Teach children to speak the Tatar language, develop dialogic and monologue speech.
• Encourage parents to want to independently organize joint, creative games with their children at home.

Approximate game plan for the implementation of the project “Journey to the Land of Interesting Games” (Appendix).

Literature:

1. Dyachenko O.M., Agayeva E.L. What doesn't happen in the world? 2001.
2. Zaripova Z.M. Tatarcha sөylәshәbez // Methodology kullanma. Kazan, 2012.
3. Karpova S.I., V.V. Mamaeva. Development of speech and cognitive abilities of preschoolers 4-5 years old // Creative Center. St. Petersburg, 2010.
4. Kukushkina E.Yu., Samsonova L.V. Playing and learning to be friends // Teacher's Library. M.: Creative Center, 2013.
5. Miklyaeva N.V. Interactive pedagogy in kindergarten // Library of the journal “Preschool Education Management”. M.: Creative Center, 2012.
6. Miklyaeva N.V., Reshetilo E.A., Lopatina O.G. Play environment at home // Teacher's Library. M.: Creative Center, 2011.
7. Miklyaeva N.V., Yu.N.Rodionova. Developing the abilities of preschoolers // Teacher's Library. M.: Creative Center, 2010.
8. Penkova L.A., Konnova Z.P., Malysheva I.V., Perkova S.V. Development of play activity of preschoolers // Management. M.: Creative Center, 2010.
9. Skorolupova O.A., Loginova L.V. Let's play?.. Let's play!!! From work experience. M., 2006.
10. Shchetinina A.M. Teaching preschoolers to think // Teacher’s Library. M.: Creative Center, 2011.

Joint project on social and communicative development “The Road to Kindergarten”

Municipal budgetary preschool educational institution "Kindergarten of a general developmental type with priority implementation of activities for the physical development of children No. 59"

Consultation for parents

"Children's safety in the car"

Educator:

Spitsina N.S.

Orenburg 2014

Almost every day, children are killed or injured in road accidents. In the overwhelming majority of cases, these tragedies are on the conscience of adults, and often the closest people - parents.

Children and teenagers are the most vulnerable road users. A child inside a car is entirely dependent on the person sitting behind the wheel. It is the negligence of parents and loved ones who neglect basic safety measures not only for themselves, but also for the child, that become the culprits of such tragedies.

Since the beginning of this year, 15,548 accidents involving minors have occurred on the streets and roads of our country, as a result of which 696 children were killed and 16,240 were injured. More than half of them are child passengers. And to one degree or another, the cause of these tragedies was the criminal negligence of adults who exceeded the speed limit, overestimated their strengths and capabilities, and finally, simply did not care about the safety of their child.

For small passengers, the main and most effective means of protection is a child restraint device - a so-called car seat, designed taking into account all the characteristics of the child’s body, individually selected to the height and weight of the child and, finally, correctly installed in the car. The traffic rules of the Russian Federation oblige drivers to use special restraints when transporting children under 12 years of age in a car - even when traveling the shortest distances.

And this is not a whim of legislators, but a vital condition. Many people mistakenly believe that they can hold a child in their arms. This is wrong. In the event of a collision, sudden braking or impact at a speed of 50 km/h, the weight of the passenger increases by approximately 30 times. So, if a child weighs 10 kg, then at the moment of impact he will already weigh about 300 kg, and it is almost impossible to keep him from a sharp impact on the front seat or on the windshield. This is why carrying a child in your arms is considered the most dangerous.

For the same reason, you cannot wear the same seat belt with a child - in a collision you will simply crush him with your weight.

In addition to general irresponsibility, one of the main reasons why parent-drivers refuse child seats is their alleged high cost. But today the price range of child seats is quite wide, and if desired, you can still choose an acceptable option. And, for example, in the Republic of Tatarstan there is a special program: you can rent a child seat for, frankly, symbolic money.

Yes, such conditions do not exist in every region of Russia, but, if desired, a way out can always be found. For example, take a used chair from friends - those whose children have already grown up and moved into a different “weight category”. However, in this case there is one fundamental condition: if you decide to buy a used car seat, you need to be 100% sure that it has not been in a traffic accident. The fact is that in case of an accident, as a rule, damage occurs in the seat. And even if they are not visible to the naked eye, these damages will make themselves felt in the event of an accident: the use of such a chair will not only not save the child, but, on the contrary, can cause serious injuries or even death. Be that as it may, humanity has not yet come up with a simpler and more reliable protection for a child in an accident than a car seat. Today, manufacturers offer a number of models of child restraint devices, and, despite the apparent simplicity, it is not easy to understand the variety of designs, adjustments and fastenings of child car seats without consulting a qualified specialist.

So if you are determined not to save on the life and health of your child, the only correct advice is to visit a specialized store and understand the variety of options. When going for such a purchase, take your baby with you to, so to speak, “try on” the child for a specific model.

It is also necessary to ask what material the seat frame and its upholstery are made of. Many experts in this field are inclined to believe that the frame should be steel, not plastic, and the upholstery material should be natural.

Another important detail is the method of installing the child car seat in the car. Again, many experts agree that a child of the first year of life must always travel with his back to the road (i.e. lying down or reclining) and always facing the direction of travel. The fact is that if you sit an infant face forward, then even with slight braking, the fragile neck will not be able to support the heavy head. You can, as a rule, turn the chair in the direction of travel by one and a half to two years of a child’s life, when the muscles are sufficiently strong. In this case, the child seat can be placed in both the front and rear seats. But be sure to remember that the airbag must be turned off!

Baby car seat

- It’s not a cheap thing, but it’s vital. But it’s probably better to save money on endlessly breaking toys than on the safety of your own child.

Municipal budgetary preschool educational institution "Kindergarten of a general developmental type with priority implementation of activities for the physical development of children No. 59"

Consultation for parents

“Is it easy to teach a child to behave correctly on the road?”

Educator:

Spitsina N.S.

Orenburg 2014

Is it easy to teach a child to behave correctly on the road?

At first glance it seems easy. You just need to introduce him to the basic requirements of the Traffic Rules and there will be no problems.

It's actually very difficult. After all, we, parents, violate these same notorious Rules every day in front of our children, and do not think that we are setting an impossible task for our child: what is the right way? What do they say or what do they do?

When a child gets into a traffic accident, everyone is to blame: the driver, the kindergarten, the school, and the State Traffic Inspectorate. Why didn’t they teach you, show you, or save you? Forgetting that, first of all, parents must teach and protect by their example.

If you are really interested in your child having the skills to behave safely on the road, then do not reduce the learning process to an empty and useless phrase: “Be careful on the road.” She does not explain to the child what exactly he should be afraid of on the road. Where might he be in danger? Better use driving to and from kindergarten to practice road behavior skills.

The child must firmly know that the road can only be crossed in designated places: at a pedestrian crossing and at an intersection. But even in this case, no one can guarantee its safety. Therefore, before going out onto the road, stop with your child at a distance of 50 cm - 1 meter from the edge of the roadway, pay his attention. that you must look left and right by turning your head, and if there is no dangerous transport on both sides, you can go out onto the roadway. You must cross the road with a calm, measured step and under no circumstances run.

Unregulated pedestrian crossings pose a great danger to children. Here it is important for the child to make sure that the distance to cars on both sides will allow him to cross the road without stopping in the middle of the roadway.

At a controlled pedestrian crossing, explain to your child that red and yellow traffic lights are prohibitive. It is especially dangerous to enter the road when the signal is yellow, because some cars complete the intersection and at the same time increase their speed. The green signal is permissive, but it does not guarantee a safe crossing for the pedestrian, so before entering the road you need to look left and right and make sure that all the cars have stopped and there is no danger.

Children often find themselves under the wheels of vehicles when, after getting off a bus or trolleybus, they try to cross to the other side of the road. Explain to your child that in this case it is dangerous to pass the vehicle both in front and behind, because it is large and nothing can be seen from behind it. You have to wait until the bus or trolleybus leaves.

Objects blocking the view (fences, parked cars, snowdrifts in winter, bushes and trees in summer) pose a great danger to children. It is better to move away from them and cross the road where it is safe.

If your child is soon going to first grade, then now walk with him repeatedly along the route from home to school and back, drawing your child’s attention to all the dangers that he may encounter along the way. Stipulate in advance that in a difficult situation you need to seek the help of adults. Give your child the opportunity to go through this route on his own, watching him from the side. Then analyze in detail all his actions with him.

OUTDOOR GAMES

1. "Colored Cars"

Along the edges of the playground there are children with colored circles in their hands - these are steering wheels. The teacher is in the center with colored flags. He raises a flag of some color. Children with a circle of the same color run around the playground in any direction, honking, turning the circle like a steering wheel. When the flag goes down, everyone returns to their seats. Then the teacher raises a flag of a different color and other children run around. You can raise two or three flags at the same time, and then all the cars leave.

2. "Cars"

Each child receives a hoop. Children run around the playground, turning hoops and steering wheels left and right, trying not to interfere with each other.

3. "Sparrows and the car"

Target:

To teach children to run in different directions without bumping into each other, to start moving and change it at the teacher’s signal, to find their place.

4. "Tram"

Target:

Teach children to move in pairs, coordinating their movements with the movements of other players; teach them to recognize colors and change movements according to them.

DIDACTIC GAMES

Didactic game "Constructor"

Target:

Develop imagination; develop the ability to put together an image from the details of a geometric mosaic constructor, combining various figures, changing their position on the table plane; develop children’s memory and speech, cultivate their creative activity; develop logical thinking, the ability to make a whole from parts.

Move

a) Lay out any vehicle from the proposed geometric shapes.

b) Take geometric shapes and apply them to the proposed shapes. After construction, count how many figures of each type were needed (for older children).

Didactic game "Traffic light - constructor"

Target:

Develop imagination; develop the ability to assemble an image from the details of a geometric mosaic constructor; develop children’s memory and speech, cultivate their creative activity; develop logical thinking, the ability to make a whole from parts.

Move

Take geometric shapes and apply them to the proposed shapes.

Didactic game “4th odd one”

Target:

Strengthen the ability to classify objects.

Move

Show the card and ask to find the “extra” item. Explain why he is “superfluous”.

Didactic game “Red, yellow, green”

Target:

development of attention and memory.

Move

Educator:

I will show you circles of different colors: green circle - everyone clapping their hands together; yellow circle - raise their hands up; red - silent.

Didactic game “Traffic Light” (junior and middle groups)

Target:

1. Strengthen children’s understanding of the purpose of a traffic light and its signals.

2. Strengthen children’s understanding of color (red, yellow, green), paint it correctly, according to the template.

Didactic game “This is me, this is me, these are all my friends”

Educator:

Listen to the poems. When I read, you must answer: “This is me, this is me, these are all my friends,” if you do this, or remain silent if you think that you cannot do this.

How many of you go forward only where there is a transition?

Who flies ahead so fast that they don't see the traffic lights?

How many of you, on your way home, walk along the pavement?

Does anyone know that a red light means there is no movement?

Anywhere, who doesn’t walk, who crosses the zebra crossing?

TRAFFIC RIDDLES

Stage 3 - final

· Monitoring knowledge of rules of safe behavior on the roadway, in transport, analyze the results obtained

1. Didactic game “Allowed - Prohibited”

2. Watching the cartoon “Smeshariki” followed by discussion

3. Outdoor game “Stop - go”

· Summarizing

Stage 4 – presentation of the project

The presentation of the works was carried out as follows:

— Placement of a mobile folder and collage in the reception group.

— Organizing exhibitions of children’s works and presenting them to parents and guests of our group.

— Demonstration of the “Our Microdistrict” layout.

Project duration:

two weeks.

Project results

The implementation of this project allowed children to develop the necessary ideas and skills for safe behavior on the streets, on roads and in transport. A subject-development environment was created, methodological literature was selected, and attributes for the games were prepared. Children consolidated their knowledge of road signs: “Pedestrian crossing”, “Caution: children!” and others. We established the difference between a roadway and a sidewalk.

During the implementation of the project, the experience of children was enriched, the necessary conditions were created for working to prevent child injuries on the roads, and the competence of parents in ensuring the safe life of children was increased by using various methods and techniques. A wealth of material on road safety was collected and summarized as experience from working on this project.

During the work on the project, the children's vocabulary expanded. Throughout the project, children developed a desire to understand the objects of the surrounding world, learned to draw simple conclusions, establish cause-and-effect relationships; Children began to confidently distinguish and name traffic rules on the street. Education of parents gave a big plus in the social education of the children of the group.

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