Preschoolers need to receive at least minimal information about anatomy and be able to name the parts of their body. This topic is included in the educational program for children from 3 to 5 years old. Pictures for children “Parts of the human body” help teachers of kindergartens and educational centers make such lessons not theoretical, but filled with examples, visualize new knowledge. We will tell you in our article how to structure a lesson with kindergarteners, what exercises and games help them memorize new material.
Didactic preparation of classes
The formation of ideas about the human body begins from early preschool age. Educational classes using colorful pictures “Parts of the human body” are carried out in preschool educational institutions and at home with parents.
Moms and dads set goals unconsciously, they simply strive to expand the child’s range of knowledge. Kindergarten teachers formulate goals and objectives for each lesson on the topic, based on the order of the lesson, the age of the preschoolers and the novelty of the material.
Goals
Among the goals of developmental and training sessions are the following:
- To give an idea of the human body, its parts and structure through play.
- Expand the vocabulary of a preschooler.
- Develop a desire for a healthy lifestyle, caring for yourself and your health.
On a note! When planning lessons on the topic “Parts of the human body for children in pictures,” choose clear, bright pictures where all organs are shown separately. This way, kids will better remember and understand new information.
Tasks
If the topic “Parts of the Human Body” is being taught to children for the first time, then pay special attention to introducing children to vocabulary and to activating attention and interest in anatomy. In subsequent lessons, reinforce the material, promote independent activity, and use the creative potential of preschoolers. For one lesson, it is enough to select 3-4 feasible tasks.
Educational objectives for classes:
- Give an idea of the human body, parts of the body, sensory organs and their functions (done in lesson 1 on the topic).
- Learn to correctly name and show the main organs (mandatory task for 2 and subsequent lessons on the topic).
- Give an idea of the individuality and similarity of the body structure of different people.
Developmental tasks:
- Learn to correlate words and actions.
- Develop thinking, memory, imagination.
- Provoke and improve monologue and dialogic speech.
- Develop the ability to defend your opinion and use evidence in a dispute.
- Develop fine motor skills (finger gymnastics as a warm-up, creative tasks).
- Develop articulation.
Educational tasks:
- Support the desire for a healthy lifestyle.
- Cultivate a friendly attitude towards others, interest in other students in the group.
- Teach to listen to others and not be afraid to make mistakes when answering questions.
- Develop independence.
Progress of the lesson
A lesson in a preschool institution can be structured according to the following approximate plan:
| Lesson stage | What does it include | Duration | |
| 1. | Organizing time | We activate the children's attention to the beginning of the lesson. We greet you, seat you, create silence. | 1-2 minutes |
| 2. | Introductory part | We motivate interest in what is happening. You can ask a provocative question (Who knows how many body parts a person has? And others). Or tell an interesting story about a fairy-tale character who could not find and list all the parts of his body. Offer to help the character. | 3-4 minutes |
| 3. | Setting the task and goals of the lesson | We discuss with the children what we will do in class today, what new and interesting things we will learn (with children 3-4 years old), and create a problematic situation with children 5-6 years old. | 1-2 minutes |
| 4. | Games | Choose games aimed at memorizing the names of organs and their functions. Games can be carried out in the form of physical education. | 4 minutes |
| 5. | Warm-ups | Finger gymnastics. Performs two tasks: developing motor skills and learning the names of each finger | 3-4 minutes |
| 6. | Practical part | Let's look at the pictures. We find parts of our body from a friend, on a doll. We color, we draw. | 10 minutes |
| 7. | Reflection, summing up | We evaluate the lesson: liked it - didn’t like it. What new did you learn? Brief repetition of the main points (vocabulary). You can include riddles in reflection. | 2-3 minutes |
For children 2-3 years old, finger gymnastics replaces games and warm-ups. Can be used at the reflection stage. Learn memorable poems, show how to stretch your fingers and palms yourself.
This finger is grandpa, This finger is grandma, This finger is dad, This finger is mom, This finger is me, That’s my whole family!
Children bend their fingers on each hand separately and shake their fists intensively on the last lines.
Exercises
Use during the practical phase of the lesson. You will need pictures of “Body Parts” for children for clarity and example.
- Making up a person
Each child is given pictures of one part of the human body. The finished version is created in a group. Organize a competition for the elders to see who can assemble the person correctly the fastest.
- Where is the couple?
Mix up body parts for children in pictures. One pile should contain paired and unpaired parts. Task: to separate images based on pairing. Legs, ears, eyes, hands - in one, the rest - in the other.
- Call me kindly
I don’t have a hand, but a little hand, not a head, but a little head... It is advisable to combine lexical exercises with physical warm-up (stroking legs, arms, shaking your head, stretching your body to height). When naming a word, preschoolers look at pictures or photos for children “Parts of the human body.”
Important! Images cannot be printed in black and white. Pictures for viewing should be bright.
Games
Carry out game exercises in a group, actively. The main goal of the games: to provide new information in a memorable form. Positive emotions simplify the process of assimilation and consolidation.
- Why are they needed?
A game in the form of a question and answer. There are several answer options: detailed or yes - no. For children 3-4 years old, the following version of questions is suitable: Are ears needed to hear? YES! Do you need legs to eat? No! And so on.
For preschoolers in the middle group, ask a direct question: Why do they need legs, a head, etc. If possible, ask to justify the answer, give reasons.
- Robot
One child stands in the center of the group and completes several tasks from the children. For example, turn your head, wave your hand. The main thing is that when setting a task for a robot, preschoolers should use the names of body parts.
- Guess how much
The teacher shows a selection of photos on the topic “Sense organs pictures for children” and asks. How many ears, nostrils, tongues, eyes does a person have? Asks you to prove the correct answer by showing yourself.
Skeletal system
Digestive system
Respiratory system
Circulatory system
Puzzles
Lay out pictures or photos for children on the topic “Body Parts” on a large table. Gather the kids around him. Make riddles, the answer will be a raised card with a picture of the answer. Be sure to ask the respondent to name the correct organ and show it to yourself or a neighbor.
- No one sows them, no one plants them, they grow on their own! (Hair).
- In two holes the air wanders, then comes out, then comes in. (Nose).
- I’ll open my stable and show my friends the little white sheep. (Lips, mouth, teeth).
- If it weren't for him, no one would say anything. (Language).
- Ten brothers live in different houses. (Fingers).
- What do you need most at lunch? (Mouth).
- People have it. Animals have it. The person is smarter. (Head).
- Do you hear the water babbling? Wash your face more often... (Persons).
On a note! Riddles about parts of the human body can be presented in a presentation, followed by the correct answer in pictures for children.
What's inside?
This question usually arises among older preschoolers. It is clear that at this age they should not study human anatomy as meticulously as they study it at school. Adults should remember the child’s age, his level of ideas about the world, conceptual apparatus, and outlook. Therefore, it is necessary to tell how a person works, taking these factors into account.
Here is an example of what information will be enough for preschoolers:
- Leather
She is outside, we see her. With its help, we feel pain and various touches, it protects us from various injuries, helps us retain heat in winter, and cools us down in summer by producing sweat. There are many tiny holes in the skin through which sweat escapes and cools the body.
- Eyes
With their help we see. Without vision, a person becomes almost helpless, so the eyes need protection. We constantly blink to keep them moisturized, our eyelids protect them from damage, our eyebrows from sweat, and our eyelashes from debris and dust. If something gets into the eye, a tear is released from it to wash away the “stranger.”
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- Ears
They allow us not only to hear. These organs have a secretion that hides deep inside the ear. This is a special device called the vestibular apparatus. It helps us maintain balance when walking, running, jumping, cycling or rollerblading.
- Respiratory system
When inhaled, a person picks up odors. Our nose can distinguish about a thousand different aromas! But we breathe, first of all, so that our body receives oxygen, without which it cannot exist. Oxygen is in the air. We inhale it through our nose. The air passes down the throat and enters the lungs - the internal respiratory organs. The lungs clean the air of all kinds of impurities. The lungs extract oxygen from the air and send it into the blood. When we exhale, we push out this recycled air without oxygen - carbon dioxide.
- Circulatory system
It looks like a complex plumbing system.
Its pipes are vessels of different thicknesses. These are arteries, veins, capillaries that carry oxygen throughout our body. To keep the blood constantly moving, a person has a special pump - the heart. It is often called our motor. The heart pumps blood throughout the body, carrying oxygen. And when the blood returns, it takes away harmful substances with it. The heart pumps blood through our body many times a minute every day and night, without stopping for a second! When we use more oxygen (running, jumping, swimming, dancing), the heart works even faster. And in our blood there live special guards - leukocytes. They constantly search for and destroy various viruses and bacteria that bring diseases into our body.
- Digestive organs
Why do we eat? To get the substances the body needs: vitamins, proteins, carbohydrates, and many others. And to extract these substances from food, a person has a digestive system.
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When we put food in our mouths and chew, our teeth crush it so we can swallow it (and our tongue helps by stirring the food). Saliva begins to separate (break down) food so that it is easier to get useful substances from it. When we swallow, food goes first into the esophagus and then into the stomach. It contains gastric juice, which completes the breakdown of food and transfers it to the small intestine for 5 hours, where useful substances are squeezed out of it and sent to the liver. It sorts them and distributes them to all cells of the body so that they grow well and function properly.
Then the food enters the large intestine, where all remaining beneficial substances are squeezed out to the last drop for another 20 hours. And what remains from such squeezing leaves our body (we go to the toilet).
- Muscles
Muscles are not only about strength. They help us move body parts. And not just raising your arms or walking with your feet. It would be impossible to speak, blink, smile, laugh without muscles.
- Bones and skeleton
In order for muscles to hold our body and move its parts, they need strong support. These are bones. All the bones in our body form a reliable frame - the skeleton. The bones are very strong, but light. The size of the person himself depends on their size when they finally grow. To allow bones to move, they are connected by joints.
The bones of the skull protect our brain, the ribs protect the internal organs, and the spine keeps the whole body in constant shape.
- Brain
All these organs are interconnected. But it would be difficult for them to work without a leader. Such a leader is the brain of a person. He commands all organs and controls their work. And thanks to him, a person can think, remember, feel, and do something.
Our organs are tireless workers. They do not stop their work for a moment, even when we sleep.
