MAGAZINE Preschooler.RF
A plan of educational activities in the senior group about the history and attractions of my city. Examination and description of I. Shishkin’s painting “Rye” Types of children’s activities: play, communication, perception of fiction, cognitive and research. Program objectives: • To develop love for one’s hometown and interest in its past and present; • To introduce the history of the name of the city, to cultivate a sense of pride for their fellow countrymen; • Enrich and activate the vocabulary; • Teach verbal description of a painting, instill a love of art and native nature. Planned results: • Can talk about his hometown; • Shows interest in art when looking at photographs and reproductions of I. Shishkin’s painting “Rye”; • Share with the teacher and other children various impressions about your small homeland. Materials and equipment: photographs with views of the city; reproduction of I. Shishkin’s painting “Rye”. Methodical techniques I Introductory part 1.1. Reading of the poem “My Land” by the teacher according to I. Vekshegonova Hello guys, before we start our lesson, I want to read you a poem by Ida Vekshegonova, which is called “My Land”. Listen carefully. “My land is poplar - sometimes fluff, sometimes snow, My beloved city, steep bank. Behind the garden there is a gate, the grass is mush. The path, like a thread, is barely noticeable. She walked through to the village and entered my heart without asking forever.” Ida wrote such a wonderful poem about her land. 1.2. Introductory conversation about the small Motherland Guys, we learned about the Motherland, about the country in which we live, and there is such a concept as “small Motherland”. How do you understand what the concept of “small Motherland” is? (This is our birthplace). Absolutely right, “small Motherland” is the place where you and I were born and live, where we saw the light of the sun and began to explore the world around us. This is the region, the region, the city, the district, the street, the house and our kindergarten that you go to, a small piece of our huge country. Our country is Russia. Children, tell me, what is our city like? (Light, good, clean). Yes, and the city would not be like this if there were not such hardworking people, smart, caring leaders who know what adults need for a good life, what you children need for a fun and carefree life. You are still preschoolers, but when you grow up, you will have to do great, good deeds. In the meantime, you need to love your city, and to love means to know it. 1.3. Finger gymnastics And now guys, let’s stretch our fingers with the help of finger gymnastics “Hello”. Prepare your hands, listen and repeat. “Hello, golden sun! Hello, blue sky! Hello, free breeze, Hello, little oak tree! We live in the same region - I greet you all (with the fingers of the right hand, we “greet” the fingers of the left hand in turn, patting them with the tips).” Well done boys! II Main part 2.1. Message of purpose Children, today we will compose a descriptive story based on the painting “Rye” by Ivan Ivanovich Shishkin. 2.2. Conversation about the work of I.I. Shishkina with the introduction of a portrait Children, pay attention to the board, there is a portrait of I.I. on it. Shishkina. This is a great Russian landscape artist, painter. He was born on January 13, 1832, he grew up as a very gifted boy. Ivan Ivanovich loved nature, it was close to his heart. He dreamed of penetrating the deep secrets of Russian nature. He has paintings “Winter”, “Morning in a Pine Forest”, “Rye”. 2.3. Introducing the painting We will take a closer look at the reproduction of the painting by I.I. Shishkina "Rye". Pay attention to this magnificent picture. 2.4. Silent contemplation Let's take a silent walk through the beautiful field and share our impressions with ourselves. 2.5. Looking at the painting How wonderful is this painting? A) Questions for children • What did the artist draw? (Field with rye). • What time is shown in the picture? (Autumn). B) Vocabulary work Children, Shishkin’s painting was made using the landscape technique. Landscape is a genre of fine art in which the main subject of the image is nature. Let's say this new word all together clearly and loudly (LANDSCAPE), okay, and now Oleg (Landscape). Well done! 2.6. The teacher’s story about the painting “Rye” And now I’ll tell you a little about this beautiful painting, and you listen carefully: “The painting reveals a golden field with ripe rye. The weather is calm, and light air clouds glide across the sky. The ears are ready for harvest. In a rich rye field, along a winding road there are mighty pine trees. A shaggy branch of an old pine tree hangs very low over the rye. The picture is filled with a high feeling of love for the native land and its nature.” This is the descriptive story that came out of Ivan Ivanovich Shishkin’s painting “Rye.” 2.7. Drawing up a plan by the teacher - a story • What is shown in the picture? (Golden ripe rye). • What is the weather like in the field? (Calm, sunny weather). • What's next to the winding road? (Mighty Pines). • What is the picture filled with? (Feeling of love for the native land). 2.8. Children writing a story Guys, I described the picture to you, and now you will try to describe the picture yourself. I will choose the one who behaved very well. 2.9. Individual work I will help you if you forget something. 2.10. Procedural assessment by the teacher Thank you Katya for the story, your story turned out to be complete, consistent, there were no pauses. Thank you very much, take your seat. III Final part 3.1. Physical education Now let’s get up and push our chairs back, and I’ll give you a physical education lesson about rain clouds. Repeat after me. “Rain clouds have arrived: rain, rain, rain! (We walk in place and clap our hands.) The raindrops are dancing as if they were alive! Drink, earth, drink! (We walk in place). And the tree, bending over, drinks, drinks (We lean forward). And the relentless rain pours, pours, pours!” (Clap our hands.) Well done, now let's take our seats. 3.2. Conducting the didactic exercise “What grows where?” Children, I suggest you play the game “What grows where?”, you need to sort your crops into different thematic circles: cereals, vegetables, forests. 3.3. Reflection • Children, what did we talk about today? (About the native land and the “small Motherland”). • What kind of picture were they describing? (Picture by Ivan Ivanovich Shishkin, called “Rye”). • What genre is the picture written in? (In the genre of landscape). Well done, you did a great job today, thanks for the lesson!| Next > |
Article:
Consolidation and activation of the vocabulary occurs in the process of viewing pictures. Wall subject and subject paintings are used. Object pictures serve to clarify the names of objects, characteristics (rooster, cockerel, big, beautiful, it has a comb, beard, beak, legs, tail; hen, hen, chickens). Thematic pictures serve to activate the vocabulary (“Our Tanya”, “We are playing”). You can use a series of pictures and photographs related to one theme. The pictures are examined, conversations and storytelling are conducted based on them, which contribute to the development of children’s speech activity, the formation of the generalizing function of words, and the ability to use them in coherent speech. Didactic games are organized with small tabletop pictures. For example, the names of clothes are reinforced in a game with paired pictures “Who has this picture?” One set of pictures is with the teacher, the other is distributed to the children. The teacher shows the picture and asks: “Who has the same one? What do you have?” First, word formation techniques are used in the process of everyday communication and classes. For example, when looking at paintings from the “Our Tanya” series, children’s attention is drawn to the girl’s name: “What is the girl’s name? What do you think her mother calls her? What else can you call her? (Tanya, Tanechka, Tanyusha.) Stimulates the development of children's vocabulary and looking at pictures. However, the teacher must guide this type of activity, since children on their own quickly lose interest in the pictures and begin to crumple and tear them. Children need to be shown, explained, told, and reminded of the contents of the picture. Thus, children develop voluntary attention and enrich their vocabulary. To clarify and activate the vocabulary of preschoolers, it is useful to look at pictures of different types: subject, plot. The basis of vocabulary work when viewing a picture is different than when observing directly. Children see a picture of an object, they are taught to recognize the object in the picture, that is, to compare it with something previously known. To examine and name a picture, the child needs to remember both the previously seen object and the previously perceived word. The teacher’s task is to teach children to perceive the meaning of the picture, to lead from a disorderly examination to a consistent one, to highlight the essential, since listing all the details does not mean understanding the picture. General, non-specific questions (What is drawn? What else can be said?) do not teach perception. A better question to ask to find out the meaning of a painting is: what is this painting about? The teacher gradually leads children to the ability to answer this question, using the following techniques: he himself reveals the content of the picture in a brief verbal form, shows the central object with a pointer and at the same time asks: “What, who is this?” (i.e. the first question sounds specific); the wording of the question draws attention to the composition of the picture: “Who are all the children and adults looking at in this group room?” Older children are invited to look at the picture and come up with its name (not only at the end of the lesson, but also at the beginning). The lesson methodology for viewing a picture is subject to general didactic requirements, which were already revealed when we talked about direct observations (children’s attention is also prepared before the picture is brought in, time is given for its initial contemplation, then the teacher invites the children to examine all the main parts of the picture one by one , establishing a semantic connection between them). The main vocabulary technique in this lesson is the question. Different forms of questions are used: 1. To find out the general meaning of the picture: what is the picture about? What should we call it? Did the children greet the new girl correctly? 2. To describe objects: what? Which? Where? What is he doing? What does it look like? 3. To establish connections between parts of the picture: why? For what? For what? Whose? How are they similar? 4. To move beyond what is depicted: what do you think will happen next? What happened before this? How did you figure this out? 5. Questions about children’s personal experiences close to the content of the picture: do you have such toys? Who has recently joined our group? How did we meet the new guy? To activate the vocabulary, older children are asked a question to select synonyms: how else can you say about this? (Not brave, timid, scared, etc.) Questions in form can be not only direct and leading, but also suggestive, especially in younger groups: is this a kitten? Is this a ball? In older groups, you can use techniques developed by E.I. Tikheyeva. Exercises are carried out like the game “Who will see more?” Children name the details of the depicted object without repeating themselves. This is important for the development of observation, attention and vocabulary activation. A good technique is to compare pictures (How are they similar and how are they not similar?). The purpose of looking at the picture, the purpose of asking questions is to find out its main content; in this case, it is not the dictionary in general that needs to be activated, but a certain group of words. Therefore, you should ask about the basics. Good visual material for activating vocabulary are small tabletop pictures. The teacher must select sets of handout pictures, illustrations, and postcards for classes. In younger groups, viewing lasts 5-10 minutes. During this time, the child will have time to look and name several pictures. You can offer a different organization of the lesson than usual. Children sit around tables pushed together so that each child is clearly visible to the teacher. The teacher distributes pictures, then organizes the exchange of them using the game “Let's go, let's go!” (Children place the pictures face down and move them across the table to each other; at the signal “stop!” they stop the movement and open the picture closest to them.) In such classes, it is useful to look at pictures of new games (lotto, cubes, board-printed) with children before bringing them into the play corner. At the same time, the names of all the pictures are clarified, and at the same time the teacher explains the rules for playing these games, as well as their storage. In older groups, in parallel with looking at pictures, they practice their classification, composing riddles and other more complex tasks.
Examination of illustrations for the 2nd junior group of kindergarten card index
Examination of plot paintings (optional by the teacher). Didactic exercise on sound pronunciation.
Examination of plot paintings (optional by the teacher). Didactic exercise on sound pronunciation
Target. Continue to teach kids to look at a plot picture, helping them find its theme and specify the actions and relationships of the characters. Practice correct and clear pronunciation of onomatopoeic words (learn to characterize the position of objects).
Part I. The teacher reports that he really likes children who do everything together, helping each other: “At these moments, it’s so nice to look at the kids! Would you like to see a girl and two boys building something?”
The teacher shows the picture “Children playing with blocks” and gives the children the opportunity to exchange impressions. I wonder if they christened this picture. He explains that the title of the picture should be short, for example: “Children play with blocks”, “It’s interesting to build together”, “Playing together is a pleasure!” He asks who liked what title of the picture.
“So, a girl in a brown dress and two boys,” the teacher continues the conversation, “decided to build together... (a beautiful fence). Tell me, who is doing what?
The teacher listens to the kids' answers (at the same time, he asks them to say what the boys are wearing, so that it is easier to understand who they are talking about: a boy in a blue shirt and blue pants, a boy in a striped sweater).
“The children have just started building,” says the teacher, “but you can already imagine that the fence will be beautiful, so what…” (Expressions of the kids.)
The teacher offers the children the standard of the story: “It’s good to play together. Curious! Two boys and a girl are building a fence. A girl in a beautiful brown dress makes a reddish collar. There will also be a reddish tower. It is being built by a boy in a blue shirt.
There aren't enough cubes. But a boy in a striped sweater is in a hurry to help. He's carrying a truckload of cubes."
The teacher repeats the story, the kids finish the words (in italics).
Part II. The teacher asks the kids to remember in which Russian folk tale the hare frightened the water-carriers so much that they were horrified to see something that was not there: “The grandmother decided that she was attacked by... (a bear), her granddaughter imagined... (a wolf), the chicken was sure, that... (the fox) wanted to eat her, and the mouse imagined... (the robber cat).”
Then the teacher reads to the children an excerpt with the words: “Grandma will scoop up the water and carry it home...” Then he repeats it, and the children pronounce onomatopoeic words (three-three, plekh-plekh), imitating the intonations of the teacher.
The teacher places 4-5 toys on the table and asks the kids to tell what toys they see and how the objects are placed (the teacher gives a hint on how to correctly indicate the position of the toys).
The kids close their eyes, and the teacher changes places of the toys. Children open their eyes and say what has changed.
Part I. “Today we will look at a very colorful picture,” the teacher begins the lesson. “It’s called “Children Play.” What do you think the children are playing in the picture?”
The teacher listens to the kids' answers. Then he brings the picture to their attention, gives them the opportunity to look at it and exchange impressions.
“The children built a fence from large cubes and plates,” the teacher continues the conversation. – What color cubes do you see?
In the center of the picture (points) is a reddish arch with a blue pyramid on top.
Stopped in front of the arch... (a large blue truck). In the back... (cubes).
Why is the car standing? Yes, the arch is narrow for this truck. A girl, she stands on the other side of the fence, indicating something to the truck driver. (She indicates where it is better to go around the fence.)
There is another car at the fence. Describe her. (Not very big, reddish, Parsley is sitting in the back.)
Where is the driver of this car? And will the reddish car pass under the arch?”
The lesson can be ended with the following story: “The boys and girls built a good fence out of huge cubes of various colors - greenish, blue, lilac. This fence has a reddish arch. A large car loaded with construction material drove up to the arch and braked. What a failure! The arch is narrow for a large car. The girl, she stands on the other side of the fence, indicates where it is better to go around the fence.
A small reddish car with Petrushka in the back also slowed down. Parsley is sleeping and not worried. He knows that the driver will take him to the concert in time.”
Part II. The same as in the first version of the lesson.
Lesson outline (junior group) on the topic: Summary of joint activities of the teacher with children of the 2nd junior group on familiarization with book graphics “Looking at illustrations by Yu.A. Vasnetsov to the nursery rhyme “Cats”..
“Looking at illustrations by Yu.A. Vasnetsov for the nursery rhyme “Cats”.
Goal: continue to introduce children to book graphics.
Tasks:
- introduce children to the illustrations of Yu.A. Vasnetsov to the nursery rhymes “A cat walks on a bench”, “Kisonka”;
- inspire kids to look closely at the illustration, make descriptions based on it, and be aware of its mood;
- develop the ability to respond sensually to a work;
- develop the ability to identify a fairy tale using illustrations and recognize the characters;
- contribute to the enrichment of vocabulary and coherent speech of children.
Material: illustrations by Yu.A. Vasnetsov to nursery rhymes: “A cat walks on a bench”, “Kisonka”, illustrations by Yu.A. Vasnetsov for the fairy tales “Teremok”, “Zayushkina’s Hut”, “Three Bears”, “Turnip”, “Ryaba Hen”. “The Wolf and the Seven Little Goats”, “Kolobok”, plasticine, modeling boards, paper napkins.
Preparatory work: examination of illustrations by V. Suteev, Yu. Vasnetsov, E. Charushin, NOOD for sculpting “Gingerbread”
Examination of subject pictures.
(Manual 1, Fig. 1-12[1])
Teach the child to establish the similarity of an object with its image, recognize, demonstrate with a finger the named object and individual details, and present the named picture to an adult. Expand your active vocabulary (dog, hammer, horse, clock, goose, ball, house, pipe, rattle, bell, girl, rabbit.)
As necessary, show the new picture to the child in relation to a familiar toy. In the plan, indicate the drawings with which the work is being carried out. You can increase the number of pictures in one lesson from 3-4 to 6-8.
Let's wash ourselves
Clarify awareness of words denoting parts of the body (arms, legs, head),
parts of the face
(mouth, eyes, ears);
household and play action
(wash).
15. Find someone else (with toys)
Teach the child to look for toys in a specially prepared situation that have the same verbal designation, but differ in external properties; name toys.
Material.
Two homogeneous objects that are different from each other in some way; an object similar to one of them on this basis, and a control object. Task options:
a) 2 different cattle, a goat, a car;
b) 2 different chickens, a cockerel, a horse;
c) 2 different pipes, a stick, a drum;
d) 2 different ducks, a goose, a clock;
e) 2 different horses, a cattle, a bear;
e) 2 different cats, a dog, a doll.
Questions:
Where is the horse? Where's the other horse? Where are the cattle? Where's the bear? What is this? and so on.
16. Examination of paired pictures (guide 1, Fig. 13-32)
Teach your child to look for drawings that have the same verbal designation, but differ in external properties. Expand the active dictionary.
a) 2 different goats, a bull, an iron;
b) 2 different dogs, a bear, a rabbit;
c) 2 different roosters, a horse, a matryoshka doll;
d) 2 different sticks, balalaika, pyramid;
e) 2 different cats, a drake, a ball.
17. Examination of pictures depicting ordinary familiar actions (eating, dozing, bathing, walking, eating, crying, etc.; manual 2, Fig. 1-16)
Teach your child to recognize the action indicated by the word in the picture; indicate this action with a word, gesture, phrase, taking into account the baby’s speech abilities. Lead the child to understand the question “What is he doing? »
a) Various objects and various actions: “The dog is eating”, “Lala is sleeping”, “The bear is walking”,
and others available in the group. Indicate in the plan the drawings with which the work is being carried out.
b) Monotonous actions, different objects: “The dog is eating”, “The goat is eating”, “Lala is eating”
and so on. - dozes, walks, sits, bathes, rides - with each action there are different characters.
c) Monotonous objects, various actions: “Lala is sleeping”, “Lala is bathing”, “Lala is eating”,
and others - a dog, a bunny, a bear, a pussy - do various acts.
In accounting, indicate not only the child’s awareness of the named actions, the question “What is he doing.
“, and what is the baby’s speech activity.
18. Examination of ordinary plot pictures (guide 2, Fig. 17-22)
Interaction between two people: “A girl bathes a doll”, “A girl feeds a doll”, “A girl rides a doll on a sled” and other drawings available in the group. When choosing pictures, reflect seasonality. Teach your child to create plot drawings, i.e. recognize familiar characters and the actions they perform. Form a speech consisting of ordinary common sentences. Learning to answer questions based on the contents of pictures is not just one word, but a lot.
Questions:
"Where. Who is this? The name of? What is this? What is he doing? And you. »
19. Examination of plot pictures of more complex content (from the series “Good and Bad”; manual 2, Fig. 23-30)
Teach your child to recognize a boy and a girl in pictures; answer a lot, in detail.
Questions.
Where is the boy? Where is the girl? Where is the girl's dress and pigtail? Where are the boy's pants and shirt? Who is this? Where does the boy give the girl an apple? Where does a boy not give toys to a girl? What is the boy doing? And you. and so on.
Story without showing
Teach your child to listen to a short story about events that happened in his experience without pleasant accompaniment, and to answer questions.
Example of a story. Part I:
“Once upon a time there was a girl Mashenka. Mashenka went for a walk. She put on her hat, coat, and shoes. She went down the stairs, opened the door and went out into the street. »
Questions:
“Who went outside for a walk? What did Mashenka wear?”
Part II of the story:
“Children were walking on the street. Suddenly a dog jumped out and barked at Masha: “Aw-aw.” Mashenka was horrified and sobbing. And the aunt said: “Don’t be afraid, Mashenka, the dog doesn’t bite.” The dog ran away. Masha didn’t cry anymore, she went for a walk with the children.”
Questions:
“Who scared Masha on the street? Who barked? What did aunt say to Masha?”
21. What kind of toy do you like (guide 1, Fig. 33-42)
Activate the dictionary on the topic “Toys”.
Clarify the concept of the main action with toys.
Bring your child to understand and name the general word “Toys”.
Learn to answer questions in full sentences.
Questions:
“What is your favorite toy? What toys do we have? What do you do with toys? What one word can be used to describe all this?
22. Find out and name vegetables (guide 1, Fig. 43-54)
Introduce your child to natural vegetables and their images in paintings. Insert the names of individual vegetables into the child’s active dictionary. Give an idea about the main actions performed with them, about the place where vegetables are grown. Specify the general word “vegetables”. Continue work on developing phrasal speech, improving word structure, and the phonetic aspect of speech. If in the section “Development of active speech” work has begun on the formation of the correct syllabic structure of the word, get the child to pronounce the first syllables when naming vegetables, maintaining the rhythmic-syllable structure of the word.
Questions and tasks:
“Show me where. What is this? Where do carrots, cucumbers, and onions grow? What is one word to describe this? What do we do with vegetables?
23. What is missing (based on the topic “Vegetables”; manual 1, Fig. 43-54)
Develop attention and memory. Get answers in full phrases, using the word “No” or the combination “Not.” Watch for the correct agreement of words. (At first, one is removed from 2 pictures, then from 3, from 4.)
24. Family.People (Manual 1, Fig. 55-61)
Expand and activate the vocabulary on the topic “Family”: “Mom, dad, grandfather, grandmother, offspring, daughter; sits, stands, reads, jumps; big, old, small”, etc. Form a generalizing word “People”. Continue work on developing phrasal speech.
Questions:
"Where is Dad? Where is mother? Who is this? Who's sitting? and so on. What does grandfather (grandmother, father, mother.) do? Who is big? Who is small (big, small)? Which grandfather (grandmother, granddaughter.)? What one word can we call them?”
25. Who eats what (Manual 1, Fig. 62-69)
Clarify the baby’s idea of who eats what. Activate verbs in speech: “Lapping, gnawing, pecking.” Form generalizing concepts: “Birds, animals.” Teach your child to give a complete answer.
Questions:
“Who is this (dog, chicken, cat)? Who gnaws (can gnaw)? Who is lapping (pecking)? What does a dog chew on a bone with? Who else has sharp teeth? Who else is gnawing? What does the chicken eat? Who else has a beak? Who else is biting? How does a cat lap? What does a dog (chicken, cat) like?
a) systematization: “Who has teeth, who has a beak.”
b) eliminating the 4th redundant.
26. Examination of illustrations for the nursery rhyme “Here people are sleeping” (guide 2, Fig. 31-38)
Help the child understand the names of the characters that appear in the text, where one of them is dozing. Form generalizing concepts “People, Animals”. Continue working on the phrase. Learn to use the preposition “On” in your answers.
Questions:
"Who is this? (Grandmother, grandfather, people.) What are people doing? What kind of people doze? What do animals do? What animals doze? Where do foxes (bunnies, birds...) sleep? What will birds (animals, ducks) do when they take a nap? Who flies (swims, runs)?
a) systematization: “People, animals, birds.”
b) eliminating the 4th redundant.
27. Excellent and bad (manual 2, Fig. 23-30)
Clarify the concepts of “good and bad.” Teach kids to characterize the actions depicted in the pictures, comparing them with their own actions and the actions of other kids. Activate adjectives in speech: “kind, careful, unkempt, stingy, pugnacious.” Practice answering cause-and-effect questions.
Questions:
“What is the boy doing? Can this be done? How is the boy doing? Why is this boy called good? and so on. And you. »
28. Transport (Manual 1, Fig. 70-81)
Learn to distinguish by appearance and name a truck and a passenger car, a bus, a tram, an airplane, a boat, a steamship, a tractor, a train, a trolleybus, a bike, a bike; demonstrate and name parts of the car (cabin, steering wheel, body, wheels, windows). Give an idea of the purpose of each type of transport and the nature of their movement. Learn to answer questions in full sentences. (To get acquainted with different types of transport, make extensive use of the ability to walk outside the baby’s home, toys, drawings).
Questions:
"What is this? Where? What kind of car is this? What is he doing? What do they fly on? What are they driving on the road? What do they float on? What flies (swims, rides on the road, rides on rails)?”
29. Clothes, shoes, hats (Manual 1, Fig. 82-114)
Clarify the child’s understanding of the purpose of items of clothing, shoes, and hats. Practice grouping objects according to their purpose. Expand the vocabulary through generalizing concepts “Clothes, shoes, hats” and their types. (Extensively use the abilities of routine processes, natural things, didactic dolls, drawings.)
Questions:
"What is this? Where do we put it on? What word can be used to describe all this? Why did you put it on top (in the middle, down)?”
30. Dishes (guide 1, fig. 115-124)
Activate your child’s active and passive vocabulary on the topic “Dishes”.
Specify the general word. Give an idea of the purpose of certain types of dishes.
Questions:
“What did we put on the table? What one word can be used to describe all this? What do we do with the cup (plate)?”
31. Let's arrange a room for the doll (guide 1, fig. 125-131)
Teach your child to distinguish and name pieces of furniture, talk about their purpose. Practice using and understanding the general word “Furniture”.
Activate in speech the verbs
“Lie down, sit”
in the imperative mood (lie down, sit down), the prepositions
“On”, “In”.
To get acquainted with pieces of furniture, use the environment, doll corner, drawings, and constructive activities.
Questions:
“What should we put in Katya’s room? What does Katya need a closet for (bed, chair, table, sofa.)? Where is your bed? Where is our table? Where else? Ask Katya to lie down in bed (sit on a chair). Where is Katya sitting (lying)? Where should we put the clothes? (let's put the dishes)? What kind of furniture do we have in our room? What one word can be used to describe all this?
32. What can be smoothed with an iron, what can be cut with a knife (guide 1, Fig. 132-141)
Introduce the baby to the purpose of objects (iron, knife).
Teach your child to group objects (drawings) according to their qualities, explaining their actions.
Activate the names of objects and their properties in speech. (You can take drawings from the “clothing” and “vegetables” series.)
Standard:
“This is a dress. The dress is ironed. This is cheese. Cheese is cut with a knife,” etc.
33. What is missing (based on the topics “Clothes”, “Shoes”, “Hats”; manual 1, Fig. 82-114)
Goal see lesson no. 23.
Where to put what
Learn to group familiar objects according to common characteristics (dishes, clothes, vegetables). Lead your child to the ability to exclude an object that does not fit into the group.
Reference:
“This is a coat. We put on our coats. These are clothes. We put the clothes in the closet. This is a plate. We eat from the plate. This is dishes. We place the dishes on a tray. This is a carrot. We eat carrots. Carrot is a vegetable. We collect vegetables in a basket.”
Questions:
"What is this? What do we do with her (him)? Where should I put it? What is on the tray (in the basket, in the closet)? What item did Dunno put in that was superfluous? What doesn't work? Why?"
35. Pets (guide 1, Fig. 142-149)
Teach your child words for the names of pets. Specify animal body parts (horns, hooves, mane, tail, paws, teeth, etc.),
features of external appearance
(fur, bristles, etc.)
36. Who else came (handbook 1, Fig. 142-149)
Develop visual memory, cultivate observation skills. Develop speech, activate vocabulary on the topic “Pets”.
Questions:
"Who is this? Who else came? (after the child closes his eyes, then opens them).”
37. Who eats what (manual 1, Fig. 142-149)
Clarify the baby’s understanding of who, what and how he eats. Expand your vocabulary on the topic “Pets.” Teach your child to answer questions using sentences with homogeneous members.
Reference:
“The cow is chewing grass. A horse chews grass (sheep, pig, goat). The dog chews on a bone. The cat laps up the milk."
Questions:
“How do cattle (horses, goats.) eat? Who else chews weed?”
38. Who does what (Manual 1, Fig. 142-149)
Activate the words in the baby’s speech: “Butts, scratches, snorts, purrs, meows, grunts, neighs, bleats, moos.”
Make sentences with them.
Questions:
“Who has the horns? Who's butting? Who has scratchy claws on their paws? Who scratches? How does a cattle moo? What is she doing?" and so on.
Card index: Examination of the picture in the 2nd junior group.
Tatyana Makrushina Card file: Examination of the painting in the 2nd junior group
Topic: Mother bathes her baby.
Goal: To teach children to recognize the relevant plot depicted in the picture and to develop the ability to listen to explanations.
Progress: The picture shows a bathtub in which a small boy is sitting. Mom rubs his back with a washcloth. A boy reaches out to a duck swimming in the bathtub. The boy's face is joyful. Not far away there is a chair with a huge towel hanging on the back. The teacher practices naming words: swim, bath, towel, water, wipe. The teacher points out the picture and gives the children the opportunity to look at it and listens to their exclamations. Then it reads: “This is a mother, a mother is bathing her own son Vanya. Vanya loves to swim. Katya, show me the bathroom. There is warm water in the bath. Mother rubs Vanya’s back with a washcloth. And what does Vanya have? A duck swims in a bathtub, a large, yellow duck. Vanya wants to catch a duck. Vanya’s mother will wash him and pour him clean water. What's that hanging on the chair? Huge towel. Mother will dry Vanya. Vanya is clean now.”
Topic: Kids having lunch
Goal: To teach children to understand the relevant plot depicted in the picture: to teach the ability to listen to explanations, a small story from the teacher, to expand their vocabulary, to learn to talk about images in paintings.
Progress: The teacher points out the drawings, says: There are kids drawn in the picture. They are having lunch and sitting at the table relaxed. The boy is eating porridge from a plate, Vasya, show me the plate. And what's that? (large spoon)
.
And the girl has already eaten the porridge. The girl eats compote with a spoon. And what's that? (cup)
.
Compote in a cup. And what's that? (saucer)
.
What is the girl doing? This boy has already eaten the compote. He wipes his mouth with a napkin. What is the boy doing? The napkins are in a glass. Tanya, show me a glass with a napkin. The kids eat well and carefully. Their dresses and shirts are unstained. Then the teacher asks individual kids to tell what the boys and girls are doing. What are they holding in their hands? What do they eat? Asks to name the color of clothes (greenish dress, reddish shirt)
. Practice naming the words plate, cup, saucer, spoon, napkin, eats, wipes, holds.
Topic: Goat with kids
Goal: To help children understand the content of the picture, characterize the characters, develop the ability to listen to the teacher’s story compiled from the picture, and when listening again, intensively help him speak.
Progress: In front of the children is the picture “Goat with kids”
. The kids look at it and exchange impressions. The teacher asks who they see in the picture, suggests that they first see the goat, and then the kids. Looking at the goat, the kids note that the goat is large, with horns: it has long hair, and there is a bell on its neck. A goat stands near a bush and eats leaves from the branches. Bell: “The goat bends down and the bell rings. The hostess leads from the house, listens and immediately determines where the goat is walking, whether it has gone too far.” Then the teacher, summarizing the results of the examination in a short story, turns to the picture. It says that there are little goats walking next to the goat, and invites the children to tell about them. Children note that the kids are small, without horns, they have cheerful faces, thin legs, and thick fur. The kids are walking and playing. They pretend to butt heads, etc. When finishing, the teacher invites the kids’ attention to a story about a goat with kids. “A bearded goat has huge horns, long hair, a bell on its neck, the goat stands near a bush and eats leaves from the branches. Next to her are baby goats. They have thin legs, thick shaggy fur and a funny face. The kids measure their strength. They stood on their hind legs, bent their front legs and pushed off each other. Mischievous children pretend to butt heads. Just to butt heads with them - there’s nothing to do - the horns haven’t grown!” The teacher repeats the story, encouraging the kids to finish finishing individual words.
Topic: Riding a horse
Goal: To teach kids to answer questions about the content of the picture. Listening closely to the teacher's story based on the picture will make you want to look at the picture after class.
Procedure: The day before class, purposefully invite the children to play: make a cart out of chairs, put a horse in it and ride it. The teacher suggests remembering how fun it was to ride a horse. With the words "ride a horse"
All the children adore it and put a picture on the easel. The kids look at her. They really like this picture.
“You see,” the teacher shows, “the kids harnessed the horse.” She is carrying a bench. Only this is not a bench at all! This is a cart. Who is riding in the cart? - A boy in a reddish shirt. He holds the reins. It was he who said to the horse: “Wow”
. And she slowed down. – There’s also a very nice and cheerful girl sitting in the cart. She holds a doll in her hands, wrapped in a blanket. Why was the horse stopped? They give her water to drink. The boy says something tender to the horse. Curious what the boy tells her? Drink horse, drink. The beautiful horse was harnessed by the kids? Yes, with a lush mane and tail. Do you think kids are just rolling around or moving somewhere? Surely they are on their way to visit, as they are dressed up. The teacher offers to listen to the story:
“The kids decided to go visit. They harnessed the most beautiful horse and got into the cart. Ahead is a boy in a cap. There is a cheerful and very good girl behind me. She has a baby in a blanket in her hands. We drove for a long time. The horse is tired. Whoa, stop horse! It's time for you to drink! Vova brought a whole bucket of clean, cool water for you! Drink, horse, drink!”
The teacher repeats the story, and the kids finish the endings of the sentences.
Topic: Rooster and his family.
Goal: To cultivate a love for the native language, enriching speech with words and lines of folk poetic works. Expand your awareness of your surroundings.
Progress: Guys, guess who I'm talking about: He gets up early and doesn't let the kids sleep? That's right Rooster. How loudly he sings (Ku-ka-re-ku)
Well done.
Let's call the Rooster to us (the toy Cockerel appears)
Ku-ka-re-ku! Hello, children! You understand who I am, right? What poem can you tell about me?
Kids: Rooster, rooster, golden comb
Oil head, silk beard
Why do you get up early? Do you sing loudly? Don't you let the kids sleep?
Guys, who is the Rooster calling? Chicken. Let's help him, call loudly: “Chicken, come to us!”
Co-co-co. Petya - cockerel, did you see where our chickens hid? Help me find them. Guys, do you hear someone squeaking? Who is this?
-Pi-pi-pi! (chickens)
Our chickens have been found. Look how small, shaggy, and yellow they are. What small beaks, wings, and paws they have. Then the teacher and the children walk around and imitate the movements of a rooster, hen, or chicks.
Summary of a lesson on speech development in an early age group “Mom bathes the child” Goal: to form a visual perception of the picture and awareness of the plot, develop vigilance and observation, expand the active vocabulary:.
A promising plan for work in the 2nd early age group. A promising plan for the 2nd early age group. Expansion of orientation in the environment and development of speech No. Topic Objectives Date September.
Promising? plan for introducing children? with painting in the second? younger? group.
A promising plan for introducing children to painting in the 2nd junior group
Quarter
Work
Target
Preparatory work
Source
1 sq.
Induce in children satisfaction from meeting something beautiful and a desire to enjoy the picture. Develop the ability to closely examine a picture and respond sensually to its content.
Didactic games: “Recognize by touch”, “Recognize by smell”.
Artistic and educational games: “Gather onions in a basket”, “The secret of one onion”.
Making riddles about onions.
K.S. Petrov-Vodkin “Apples on a reddish background”
Arouse in children enthusiasm, pleasure and a sensual response to familiar objects recognized in the image, satisfaction from meeting something beautiful, and a desire to enjoy the picture.
Looking at apples and tasting them. Didactic games: “Guess by touch”, “What is missing”, “Determine by taste”.
Artistic and educational games: “Place the apples perfectly on a plate”, “Collect fruits in a vase”.
Reading poems about apples: S. Marshak “Round, ruddy...”, “I grow in plain sight...”, A.S. Pushkin “Ripe juice is full...”, asking riddles.
I.S. Ostroukhov “Golden Autumn”
Learn to peer closely at a work, create the beauty of your native nature, and preserve it. Form an emotional and personal attitude towards the picture.
Observation of autumn nature. Games with leaves. Didactic games: “Find a piece of paper that I will show you (by shape, color, size). Making bouquets, making handbags, crowns from leaves. Dancing with autumn leaves. Walks to a birch tree, a maple tree in autumn dress, to an autumn park.
B. Kustodiev “Portrait of Ira Kustodieva with the dog Shumka”
A. Venetsianov “Here’s Father’s Dinner”
To evoke a sensual response to portraiture and a lasting enthusiasm for it. Teach, with the help of the teacher, to draw a conclusion about the state the children are experiencing (rejoices, laughs, cries, is upset), to recognize the connection between the appropriate emotional state and the actions of the children.
Looking at pictures depicting the colorful, sensory states of children. During the communication process, pay attention to each other’s emotional state. Sketches: “We got angry,” “How we laugh,” “I’m sad.”
Lucas Cranach "Madonna and Child under the Apple Tree"
Teach children to be aware of the content of the picture, its mood, means of expression that convey the sensual mood of the work and to respond to it. Show affection to a loved one - your mother.
Looking at family photos, conversations on the topics “What can I do to amuse my mother”, “What does my mother like and what doesn’t like”, etc. Holding joint holidays with parents in kindergarten.
Learn to look closely at the work, be aware of the relationships between the characters in the picture, and associate what the artist depicts in the picture with reality. Be aware of the sensual mood of the work.
Didactic game “Choose the items needed to wash the doll.” Conversations: “Tell me what your mother does at home,” “How mothers take care of you.” Consideration of a series of plot pictures “Let's wash the doll.” Reading poems and nursery rhymes: E. Blaginina “Alyonushka”, “Water, water, wash my face...”, etc.
2 sq.
"Two black roses and a plate of strawberries"
To give children the idea that the painter draws pictures in order to amuse us, to give us pleasure, to direct attention to the beauty of the objects around us, their characteristics (softness, juiciness, ripeness), the quality of their surface (brightness of color, velvety surface). To form an “observation” of truly beautiful works of art.
Games to enrich children's sensory and enjoyable experiences. Artistic and educational games: “Gather the berries on a plate,” “Arrange the berries beautifully on a napkin.” Reading the poem “I am a drop of summer...”
1 – p.16-18, 2 – p.8
Start getting acquainted with the work of Kovrov artist V. Bychkov. Continue to develop an enthusiasm for painting. Create a desire to enjoy the picture, its colorful colors, look at it closely, and respond sensually to its content.
Examining dummies of mushrooms. Reading poems, riddles about them. Didactic games: “Find the fungus by touch”, “Assemble the fungus from parts.” Artistic and educational games “Decorate the hedgehog with mushrooms”, “Arrange the mushrooms beautifully in the basket”.
A.A.Plastov “First Snow”
Continue to teach kids to peer at the picture and highlight its main idea. Develop the ability to respond sensually to a work. Activate the words in speech: soft snow, shaggy, light.
Reading poems and riddles about snow. Experiments with snow, research of its parameters.
K.F. Yuon “Winter Sorceress”
Teach kids to notice the beauty in nature and landscape painting. To develop the ability to establish a connection between real reality and its depiction in art. To develop the ability to sensitively accept the work as a whole.
Excursion trip to a winter park, looking at trees in frost. Didactic games for speech development: “Say beautifully about snowflakes (about trees, about snow)”, “Who pronounces the word more expressively.” Reading poems about winter, memorizing songs.
3 sq.
Continue your acquaintance with the work of Kovrov artist V. Bychkov. To arouse in children satisfaction from meeting a lovely picture, a desire to enjoy it, to look at it.
Excursion trip to the bushes of blooming lilacs. Artistic and educational game “Arrange the lilac branches in the veil beautifully.” Sensory game “Name the colors and colors of lilacs”, “Who can pronounce the colors of lilacs better.” Reading poems about lilacs.
1 – p.21-22 2 – p.8
"Madame Sharpnier with her children"
Teach preschoolers to be aware of the content of the work, to describe the people and their actions depicted in the picture. Cultivate a caring attitude towards members of your own family and enthusiasm for works of art.
Conversations: “How family members take care of each other,” “How Sunday goes in my family.” Didactic game “Say the most beautiful words about mom.” Learning poems and songs about mom.
Teach children to respond sensually to color as a means of expressiveness that creates a mood. To cultivate a sensual response to works of art, humane feelings: kindness, a caring, gentle attitude towards mother. Activate the words in speech: affectionate, lovingly, quiet, calm mood.
Learning lullabies, playing with dolls. Didactic game “Who can sing a lullaby better and more tenderly.” Listening to lullabies in a recording.
Literature
N.A. Kurochkina “Acquaintance with still life” Publishing house “Aktsident” St. Petersburg, 1997.
N.A. Kurochkina “Acquaintance with still life” Educational and visual aid St. Petersburg “Childhood-Press”, 2001.
N.A. Kurochkina “Children and landscape painting. Seasons" St. Petersburg "Childhood-Press", 2003.
R.M. Chumichova “Preschooler about painting” Moscow “Enlightenment”, 1992
