Yulia Kolpacheva
Time spending: 1.04.16 – 6.06.16
Participants: educators, children, parents, specialists
Relevance: We all know that the influence nutrition has a huge impact on human health. It is known that food is one of the most important environmental factors. More Hippocrates, who lived in ancient Greece, said following: “Often, the father of a disease is unknown, but its mother is food.”. According to the Federal State Educational Standard, one of the main tasks in preschool education is to take care of the preservation and strengthening children's health, the formation in them of elementary ideas about healthy lifestyle, upbringing they have basic useful habits, including the habit of healthy eating. From birth, a child is a discoverer, an explorer of the world that surrounds him, taste preferences and habits are formed. And the most important role in the formation healthy family plays a role in lifestyle. Exactly at younger age it is important to give an idea of healthy eating, bring the little man to the fact that healthy eating should be an integral part of everyday life. Correct nutrition- the key to excellent health, excellent mood, performance, the most important condition for our health.
Target: formation of habits in children healthy eating, eating foods that are healthy for the body.
Tasks: 1) expanding children’s ideas about vegetables, their taste and significance for the human body;
2) to form in children and parents the idea that when choosing products nutrition it is necessary to consider which products nutrition the most useful and necessary for growth and development. ;
3) creating conditions conducive to improving the quality of the organization nutrition;
4) accustoming children to the dishes offered by the preschool institution;
5) formation of cultural and hygienic skills and useful habits in children;
6) development of positive emotions in children during eating;
7) convincing parents to change the approach to the organization food at home; involving parents in joint activities with their children;
9) transmission of teaching experience to the teaching community.
Stage 1 - organizational
Selection of didactic games
Selection of role-playing games
Preparation of methodological support
Creation of manuals, didactic games
Conversations with children about health"What do you have to do to be healthy?» , "Healthy foods", "What are vitamins", “About the benefits of porridge”, "The benefits of vegetables and fruits".
Stage 2 - main
Reading fiction, nursery rhymes and riddles
Didactic games “Didactic tasks "Fruits and vegetables", "Magic bag", "find out by description", "What grows where", "Where the vitamins live"
Target: tell children in a playful way about the importance of correct nutrition and also convince them that healthy balanced diet is delicious, useful and fun!
Role-playing games “Let’s go to the store for healthy products”, "Masha is having lunch", "Help Mishka"
Target: Strengthen children's knowledge of the rules hygiene: wash your hands before eating, after visiting the toilet, after going outside, do not put toys and other objects not intended for food into your mouth. Strengthen children's knowledge about healthy products.
Outdoor games “What is possible, what is not”, “Whether in the garden or in the vegetable garden”, "Edible - not edible".
Target: Expand and consolidate children’s knowledge of what can and cannot be eaten. Strengthen children's knowledge about vegetables and fruits. Make the game enjoyable.
Physical education minutes
Target: increasing and maintaining the proper level of mental activity and performance of the child during classes
Apple tree in my garden
Bends low in the wind.
Leaned to the right, to the left -
I wanted to swing.
The branches swayed down and up
And she extended them forward.
And when the breeze subsides,
My apple tree will fall asleep
We'll go to the garden today
We'll find different fruits (walking)
One two three four five
Let's pick fruit (clap hands)
Pears, apples and plums (bend fingers)
Grapes and oranges.
We'll pick it from the tree (pretend to rip it off)
Treat everyone you know (stretch their arms forward, palms up)
Get up on your toes
And reach for the branch
Bend a twig (hands down)
Pick ripe apples (make grasping movements)
Artistic and aesthetic activities
Drawing “Foods containing vitamins A”
Target: To consolidate children’s knowledge about vitamin A and the products in which it is found. Develop fine motor skills of the hands.
Drawing "Onion"
Target: give knowledge about the benefits of onions. Strengthen your skills in working with paints. Cultivate accuracy and the ability to listen to explanations.
Modeling "Vegetables"
Target: consolidate children’s knowledge about the benefits of vegetables. Continue learning how to sculpt an object consisting of two parts. Develop motor skills. Cultivate perseverance.
Fruit coloring
Target: clarify the concept of fruit, learn to name and distinguish fruits. When coloring, learn not to go beyond the outline.
Excursion to the catering unit.
Target: Continue to introduce children to professions. Tell us about the work of a cook. Cultivate interest in the work of adults, teach them to pay attention to the work actions of the cook and the result of his work. Continue to introduce children to objects in their environment and expand their vocabulary.
Theatrical activities "Masha is having lunch"
Target: Learn to listen carefully to the poem, join the game, imitate the voices of animals. Strengthen children's knowledge about what people eat, dog, chicken, cat. To cultivate love, respect for all living things, and a desire to care for animals.
Lunch hour has arrived
Mashenka sat down at the table.
Woof woof woof!
Who is this coming to us?
Woof woof woof!
Who's that there?
It's me, your faithful dog,
Your Arapka is a black nose.
Day and night
I guarded the house
I've worked hard, I'm chilled.
IS IT TIME TO HAVE DINNER?
Who now
Is there a scratch on our door?
This is your cat Murka.
Gray skin.
I guarded your cellar
I transferred all the mice,
I drove the rats out of the basement,
I've worked too hard, I'm tired.
IS IT TIME TO HAVE DINNER?
Where, where, where, where.
Who else is rushing here?
Your chicken is speckled,
I'm coming to you straight from the barn.
I didn't eat or drink
I laid an egg for you.
IS IT TIME TO HAVE DINNER?
The doors are unlocked and here
Mom is calling everyone to the table T:
Arapka the dog,
Scratchy cat
Grouse hen.
There is no refusal for anyone
Lunch served for everyone:
For the dog - in a bowl,
In a saucer - pussy,
Laying hen -
Millet in a shell,
And Mashenka is on a plate.
IN THE DEEP, NOT SHALLOW.
(Silva Kaputikyan)
Planting a vegetable garden
Target: teach how to care for plants, give an idea of the need for heat, light and water for plant growth. Expand your understanding of vegetable crops.
Writing a fairy tale.
Target: Develop imagination. Strengthen the ability to name and distinguish vegetables and fruits.
Vitaminoland.
In one fairy-tale country called Vitamin Land, there lived a greedy and cunning wizard Zucchini. He was so evil and scary that even the chief mayor, Watermelon, was afraid of him. This wizard intimidated all the inhabitants of this city. And they lived in this city with very healthy vegetables and fruits. But this is not where our story began. And this is how it started.
A long time ago there stood on the banks of a milk river a town called Vitaminoland. And the honorary residents lived in it with vegetables, fruits and other healthy products. The mayor of this city was the important Watermelon, his assistant was the fussy, but nevertheless very useful Patisson. They ruled this city for many fertile years. But one day at one of the fairs, Watermelon saw the first beauty of this city, the beautiful Carrot, and he liked her so much that he decided to marry her. He sent his assistant Patisson to her father.
When Patisson arrived at the house of the beautiful Carrot, he realized that her father was none other than the evil wizard Zucchini. His entire house was covered with dense thickets and thorns, but there was nothing he could do; Patisson had to knock on the door. He knocked three times and the door was opened for him by Zucchini's faithful servants, two little Cucumbers. They are strictly asked: “Who do you want?” And Patisson timidly replied that he had come to ask for the hand of Zucchini’s daughter. The servants took him to a large but gloomy hall, where a wizard sat on a green throne. Patisson timidly began:
Dear, great and mighty Zucchini! The mayor of this city wants to ask for the hand of your most beautiful daughter Carrot! And with that he sent me.
But Zucchini was silent for a long time and just looked angrily. After some time he said:
I will give my daughter for him only on one condition. The mayor will have to give me his post and I will rule this city.
With these words the assistant came to the measure. Mer was very angry because of Zucchini's impudence. But when night fell, Mer and his assistant snuck into the house of the evil Zucchini and stole Carrot.
When morning came, the wizard woke up and discovered that his daughter was missing. He became very angry and bewitched the whole city. All the inhabitants of this glorious city fell into a deep sleep, and the wizard took his daughter and put him in prison.
The poor fruits and vegetables would have had to sleep for a long time and were afraid of the evil and cunning Zucchini, but suddenly it began to rain vitamins. The city's residents became strong and brave from the vitamins and were able to defeat the wizard. Carrot was released from prison and Mer immediately married her.
And the evil wizard Zucchini was given vitamins and he became a kind and good wizard.
And they began to live well and gain vitamins!
Working with parents
Sliding folder « Healthy eating for children»
Booklets for parents on Topics: "Healthy and unhealthy food", "Some tips for nutrition of preschoolers»
Reminders « Meals in kindergarten» , “In which products "live" vitamins"
Contest "A healthy dish for your baby"
Target: formation in parents of an idea about the importance of correct children's nutrition.
Participation in a general gardening event
"Namlandia Country"
Short-term project for 2nd junior group. Topic: “Snow - how different it is!” Teachers: Sergeeva E.V. Shvedova A.A. Deadline: December 8 – December 22. Explanatory note. Project type: short-term, joint with family, educational and research. Age: 2nd junior group. Project participants: teachers, children, parents. Purpose: 1. To familiarize children with inanimate nature. 2. Form a caring attitude towards her. 3. Make a wall panel “Snowman”. Objectives: To clarify and systematize knowledge about inanimate nature (snow). Create a need to take care of the site. Aesthetic attitude towards the environment. Develop the ability to interact correctly with nature. Expand children's horizons and interest in the natural world. Form a conscious attitude towards yourself as a part of nature. Involve parents in interaction. Develop an emotionally friendly attitude towards nature in the process of communicating with it. 9. Instill an interest in healthy and active recreation. 1. 2. 3. 4. 5. 6. 7. 8. Contents of work on the main part of the project. 1. Preliminary work. Educators: selection of material and information for the implementation of the project. Preparation of material for productive activities. A message to parents about the start of the project “Snow - how different it is.” Involving parents in joint activities with children. Making parts for the “Snowman” panel. 1 2. Main activities. 1. Reading works about winter and snow: “We made a snowball...”, I.Z. Surikov “Winter”, A. Blok “Dilapidated Hut”, L. Voronkova “Snowing”. 2. Lesson on drawing “Snowman”. 3. Knowledge lesson “Snow and its properties.” 4. Walk “Making a Snowman”. 5. Theatrical activities. 6. Making the “Snowman” panel. Expected results of the project: Children: Have an idea of such an inanimate phenomenon as snow. Educators: self-education on the implementation of the project in educational activities. Practical solution: wall panel “Snowman”. Notes on drawing in the second junior group. 2 Topic: “Snowman”. Goal: Development of children's spatial imagination through drawing a whole object from several parts. Objectives: To train children in drawing round objects, to practice their ability to compare objects by size. Strengthen the skills of painting a round shape, repeating the outlines of the drawn figure, consolidate knowledge of geometric shapes. To consolidate in children the idea of a snowman obtained as a result of their own observations. Develop visual attention and perception, speech hearing, creative imagination, fine motor skills, coordination of finger movements, speech. Cultivate accuracy, cultivate a sense of empathy, a desire to help the character. Equipment: Dark cardboard, white gouache, brushes, jars of water, Umnyashka doll, snowman toy. Preliminary work: playing with snow, making a snowman, looking at the painting “This is a snowman,” reading poems about winter, D/I “Build a snowman.” Activation of the dictionary: snowball, round, small, large, medium. Integration of educational areas: cognition, artistic creativity, physical education, communication, socialization. Progress of the lesson: Introductory part: Playback. : Guys, the Umnyashka doll came to visit us today. Let's listen to what she tells us. Doll: “Guys, I didn’t come alone today. I brought my friend to visit you. And who will you recognize if you guess the riddle: A bucket on the head, An excellent nose with a carrot. All winter I keep order in the yard. 3 With my eyes I look around like coals! Who am i? Who is made of snow? (Children guess - Snowman). Playback : That's right, it's a snowman. Looking at a snowman. Playback : To make a snowman, you must first roll up what kind of ball of snow? That's right, a big ball of snow. (The teacher shows circular movements with a hand gesture). What shape is it? (Round, large “lump of snow”). Children show with their hands the size of the “lump of snow.” - And then what kind of “lump of snow”? (Slightly less). Children show with their hands the size of the “lump of snow.” - And what kind of “lump of snow” is on top? (Small). (Show “ball of snow” with a hand gesture by the teacher, and then with the children). - What shape is the snowman's head? (Round, small). - What is the snowman wearing on his head? (Hat, bucket) -What's on his face? (Eyes, nose, mouth). Playback : Children! Listen to what the snowman will tell you about himself. I was a sad snowman, And I looked sad, I couldn’t find any friends, And that’s why I was sad. But one day I went and visited the kindergarten. - What does the Snowman look like? (Sad, sad). - Why is he sad? (He has no friends). Statement of the problem: - Would you like him to have many friends? (children's answers) What can be done? (answer: draw) Main part: 4 Educator: Guys, let's draw a lot of friends for the Snowman. And the Umnyashka doll and the snowman will watch how you draw. The teacher asks 2-3 children: “Where should we start doing the work? " - Tell us which circle we will draw first, and then? Drawing circles in the air: Play. : Children! Let's draw a “big lump of snow” in the air with a brush, then a smaller one and the smallest one. Children doing work. The teacher pays attention to the seat at the table. - How do we paint with a brush? To prevent the snowman from falling, what should we draw first? (track) Independent work of children. Physical education lesson: “Snowman” Snowman, snowman, you are so good, Snowman, snowman, clap your hands for us! We'll bounce around like balls: jump and hop, jump and hop, repeat again! Continued work by children. Children finish drawing snowmen. The teacher helps those who find it difficult. Final part (reflection): Vosp: Guys, did you like your snowmen? Look how funny and beautiful your Snowmen are! How did you draw them? Let's introduce them to our guest, the Snowman. Let's go to our Snowman and put his new friends next to him. The snowman examines the children's work, thanks them for making him many friends, and he smiles again. Snowman: Well done guys! You made me happy, you helped me. Children: Goodbye Snowman! 5 Abstract of the GCD “Snow and its properties” Objectives: to teach to emotionally perceive and understand the content of the text; develop in children knowledge about the properties of snow and its transformation into water; cultivate a desire to participate in experimental activities; continue to create problematic - search situations. Equipment: a set of snowflakes, ribbons of 4 colors, a bear toy, a bucket of snow, an imitation of a den, a painting “Winter Fun”. Progress of the lesson. The teacher calls the children to the window and invites them to look at the winter landscape. - Guys, listen to the poem The branches of the birch trees groan, The frost crackles at night, Well, the bear doesn’t care He’s been sleeping in the den for a long time. Teacher: what time of year is the poem talking about. (About winter) - Look at this little bear cub (toy display) I met on the path and was very surprised. After all, what do bears do in winter? (They sleep in a den, suck a paw). Teacher: but this kid is the opposite. He woke up, left the den and saw winter for the first time. Mishka doesn’t know what winter is, he hasn’t seen snow. Let's tell him about winter. What's winter like? (Show the picture) Children: winter is cold, snowy, white, frosty, beautiful all around. Teacher: what interesting things happen at this time of year? Children: New Year is coming, they decorate the Christmas tree, Santa Claus comes. Teacher: name the main sign by which we know that winter has come. (It snowed) Teacher: what kind of snow is there? Children: light, white, wet, cold, shiny. 6 Teacher: what is snow made of? (From snowflakes) - Guys, tell me what kind of snowflake it is? Children: light, airy, openwork, beautiful, white, falls, flies. Teacher: take snowflakes, let's spin around, imagine yourself as snowflakes. Physical education lesson “Snowflakes are spinning” Snowflakes are falling from the sky, Like in a fairy-tale picture. We'll catch it with our hands and show it to mom at home. And there are snowdrifts all around, the roads are covered with snow. Teacher: where does the snow fall from, and where? (Top down, from heaven to earth). - What size is the snowflake in our group? What color is the thread on the largest snowflake? What color is the short thread? How many big snowflakes? (one), and small ones (many). And when there is a lot of snow, what appears? (Children answer the teacher’s questions). Teacher: listen to the poem (read by P. Voronko “Pie”). - Now let's conduct an experiment. Sit at the table. Take the snow in your hands - what color is it? Smell it, does it smell or not? Taste it - is it sweet, salty, sour? Are your hands warm or cold? Can I make something out of it? What's happening to him? - We conclude: snow has no smell, taste, it is cold, afraid of heat, melts, turns into water. Teacher: guys, the little bear now knows everything about winter. He remembered everything and will tell his mother and friends. - Look, our guest is almost asleep, he urgently needs to be taken to the den. There are two paths leading to the den, one long and the other short. We will take a shortcut to get to the den faster. (They go and put the bear to sleep). - Guys, we completed the task, let's go to the window again and look at the winter landscape. 7 Theatrical game “Frosty days”. Goal: creating a social situation in the process of organizing creative activity. Objectives: create conditions to encourage children to engage in speech activity and promote the development of an active vocabulary. Preliminary work: Looking at pictures of a snowman in everyday life, talking about winter. Materials and equipment: Varya doll in winter clothes. Progress of the lesson: The teacher brings the doll Varya in winter clothes: a fur coat, hat, boots and tells the children: “The doll Varya came to visit us, she is going for a walk. It's frosty outside, so Varya dressed warmly. What games can Varya play on the street? "(Children's answers) Invites the children to go for a walk with Varya. Children line up one after another (“riding on a sled”) and move to cheerful music. Educator: This is how the sleigh runs and the blizzard follows, Children in the sleigh sing merrily and loudly. Children: Ding-ding-ding Sleigh to race, Ding-ding-ding Can't keep up. Children, look, we have arrived at a snowy clearing. And Varya invites us to play in the clearing to warm up. Shall we play with Varya? (Children play with imaginary snowballs: they pick up snow in their palms, make lumps, throw them). Educator: A little white snow is falling, come out and play, my friend. It's time to make wet snow, The kids are building a hill, Snowy women are everywhere It's snowing - what a miracle! 8 To the music, children imitate different games with snow: “snowball fights” - they pick up snow in their palms, make lumps, throw them; “into a snow woman” - they roll large balls and put them on top of each other; “up the hill” - they build a hill with a shovel and fill it with water. The teacher pronounces out loud the real meaning of the movements being performed. Educator: Well done, we had fun playing with you. Show me your hands. Look, guys, our hands are frozen, let's warm them up. Finger gymnastics is carried out: “Finger, finger, hide.” The finger is hidden in the palm (children beat with clenched fists.) Like this, like this. You warm it up a little (they blow into folded palms.) Like this, like this. If your fingers are frozen (children clench and unclench their fingers.) Like this, like this. You can always warm them up (clap their hands.) Like this, like this. Educator: What a great fellow you are, you’ve warmed up all your hands (children’s answers). And now we need to go back to kindergarten. Let's sit down with Varya in our sleigh and go. Varya and the children “leave on a sleigh” to kindergarten. Educator: So we returned to kindergarten. Did you enjoy playing with Varya? (children share their impressions) 9 10 11
Project "Toys" in the second junior group
Brief summary:
Early age is an extremely important and responsible period of a child’s mental development. This is the age when everything is for the first time, everything is just beginning - speech, play, communication with peers, the first ideas about yourself, about others, about the world. In the first three years of life, the most important and fundamental human abilities are laid - cognitive activity, curiosity, self-confidence and trust in other people, focus and perseverance, imagination, creativity and much more. Moreover, all these abilities do not arise on their own, but require the indispensable participation of an adult and age-appropriate forms of activity. The reason for organizing and carrying out this project was that by confining themselves to televisions and computers, children began to communicate less with adults and peers, but communication greatly enriches the sensory sphere. The source of accumulation of sensory experience at an early age is a toy, since it is to a toy that a child transfers all his human feelings. A toy is a child’s constant companion from the first days of his life. A good toy encourages a child to think and sets him various play tasks. And this contributes to the development of cognitive processes, memory, imagination, thinking, and speech of the child. At every age, a child needs toys with different themes and purposes: story toys (dolls, animal figurines, furniture, dishes); technical (transport, designers, technical units); toys - “tools of labor” (scoop, hammer, screwdriver, sweeping brush, rake toys with a spatula - in a word, toys that imitate the simplest means of adult labor); toys - fun; theatrical, musical, sports toys for children of all ages. Large toys that the child plays with not on a table, not on a carpet or sofa, but on a spacious area of the yard or in a large playroom (scooters, children's pedal cars, tractors, large easily transformable structures for construction in the yard help combat physical inactivity, teach the child movements and orientation in space). Based on the current situation, one of the problems of childhood is that children have little experience playing with toys, and adults have indiscriminate choice.
Problem: To form a caring attitude in children towards toys and interaction with them.
Project type: short-term (2 weeks, group)
Project participants: children, teacher, parents, preschool specialists.
Object of study: toys.
Objective of the project:
To consolidate children’s knowledge about “toys”, to form knowledge about the properties, qualities and functional purpose of toys, to encourage kindness, care, and careful attitude towards toys in children; contribute to the accumulation of experience of a friendly attitude between children and adults, the ability to play together.
Project objectives:
For children:
1. Reveal the essence and features of object-based play for young children - teach them to carefully examine toys, enrich their vocabulary, develop phrasal and coherent speech skills, and encourage them to make statements;
2. Develop children’s perception, promote the connection of perception with the word and further action; teach children to use words - names for a deeper perception of the various qualities of an object;
3. Improve the level of accumulated practical skills: encourage children to use various methods to achieve a goal, stimulate them to further motivating actions and “discoveries.”
4. Foster a desire to take care of the toy and take care of it.
5. Continue to develop gaming, cognitive, sensory, and speech abilities, taking into account the individual and age characteristics of the child;
6.Formulate in children an emotional, aesthetic and caring attitude towards toys;
7.Develop the child’s communication and interaction with peers and adults.
For the teacher:
1. Support the child’s desire to actively engage in communication and speak out;
2. Develop an emotional response to your favorite literary work through plot-based play; encourage the child to repeat after the teacher words and phrases from familiar poems.
Planned result of the project:
Children:
1. Replenish children’s understanding of toys,
2. Show interest and desire to play with toys,
3.Develop children’s speech activity,
4. Teach how to include various toys in the plot of the game and try to carry out role-playing dialogue,
5.Teach children to be more careful with toys,
6.Develop communication and interaction of the child with peers and adults,
Parents:
1. Enrichment of parental experience with techniques of interaction and cooperation with the child in the family;
2. Increasing the competence of parents when choosing a toy.
3. During the interaction teacher - children - parents in project implementation:
Organization of the exhibition: “My child’s favorite toy”
Exhibition of children's works on the theme: “Toys”
Conversation with children “The right toys for children”
PROJECT WORK PLAN.
Stage 1 – preparatory.
Activities of the teacher:
· Studying methodological literature on the topic.
· Defines the goals and objectives of the project.
· Watches children.
· Selects games, literature, illustrations, toys.
· Replenishes play corners with attributes.
· Organizes different types of games for children.
Children's activities:
· Independent activity of children with a variety of toys.
· Look at the illustrations, look at the painting “Children Play”.
· Look at toys.
Parents' activities:
· Monitor children.
· Questioning of parents: “Toys”.
Stage 2 – formative..
Activities of the teacher:
· Organizes conversations, educational games, observations.
· Reading fiction (poems, nursery rhymes, songs).
· Provides assistance in the implementation of activities.
· Replenishment of the subject-development environment of the group.
· Selection of toys for the game “What kinds of toys are there?”
Children's activities:
· Trying to find solutions.
· Play with toys.
· With the help of the teacher, they choose toys to play with.
· Look at illustrations, books, toys.
· Repeat actions, words and phrases of poems after the teacher.
Parents' activities:
· Involve parents in the implementation of the project.
· Preparing a memo: “What toys should I buy for children?”
· Preparation of consultations: “Games for child development”, “You, your children and toys”. (selection of fiction, observations).
·Designing a corner for parents - Exhibition "Golden Hands" - "Toys"
Stage 3 – final.
Activities of the teacher:
· Analyzes work.
· Presents notes.
· Conducts monitoring.
· Replenishes the development environment of the group.
· Replenishment of methodological literature.
· Organizes exhibitions of children's works.
Children's activities:
· Play actively with toys.
· Repeat the words of poems about toys.
· They watch with interest other children playing with toys, and parents making toys with their own hands.
Parents' activities:
· Increasing the activity of parents in the life of the group.
· Competition for parents: “Toys” (participation in the design of the exhibition “My Child’s Favorite Toy”).
Project implementation: March
Educational area:“Cognitive Development.”
Didactic games
1. “Acquaintance with the nesting doll.” Goal: to introduce children to the folk toy “matryoshka”.
2. “Let’s take it apart and put it back together.” Goal: teach children to disassemble and assemble a pyramid together.
3. “Our Tanya.” Purpose: examining the ball - whether it sinks or not in the water. In the form of experimental activities.
4. "Machine". Purpose: vehicle inspection. Continue to form children’s ideas about transport and its purpose. Learn to perform a chain of game actions.
5. "Bunny". Purpose: Examination of the bunny. Develop children's interest in toys; create a desire to play with a toy; continue to teach how to act with her.
6. "Bear". Goal: Examination of the bear. Expand children's ideas about toys. Teach children to help toys in difficult situations. Cultivate responsiveness and attentiveness
S/r games.
1. “New doll gets acquainted with the play area.” Purpose: to remind children the names of objects located in the play areas.
2. “The truck is carrying furniture to the new house.” Goal: teach children to play together.
3. Game with a doll “Let's treat the doll to tea.” Purpose: To teach children to give tea to a doll (later a bear, a hare, etc.). Develop the ability to consistently perform actions, name objects and actions with them. Cultivate an affectionate, caring attitude towards the doll.
4 Game “We’ll put Mishka to bed.” Goal: To consolidate children's knowledge about the sequence of feeding and going to bed. Cultivate a caring attitude towards the toy - Teddy Bear, and a desire to play with him.
Theatrical games:
1. “Visiting the dolls.” Goal: to develop a sense of color, to evoke an emotional response to a game situation.
2. "Construction". Goal: to involve children in role-playing interaction, to develop gaming skills.
Work assignments:
1. “Putting the toys to bed.” Goal: to teach children to put toys back in their places.
2. “Let’s wash the toys.” Goal: to teach children to interact with each other and with the teacher, to develop work activity.
Cognition. Sensory development:
1. "Pyramid". Goal: to teach how to assemble various pyramids sequentially.
2. “What are toys made of?” Goal: to learn to identify the names of toys and the material from which they are made.
3. “Toys visiting the guys.” Goal: to develop children’s ability for interactive speech, to teach them to answer questions about any toy.
4. “Basket with toys.” Goal: to develop the ability to understand the teacher’s speech, the skill of phrasal speech, to promote the assimilation of the general concept of “toys”.
5. “We sit on chairs and look at the toys.” Goal: to develop the ability to understand the teacher’s speech, the skill of phrasal speech, to promote the assimilation of the general concept of “toys”.
Construction:
1. “Shelf for toys.” Goal: learn to create simple designs, develop gaming skills.
2. "Houses for toys." Goal: learn to create buildings of different sizes and play with the buildings.
Formation of a holistic picture of the world:
1. “Favorite toys.” Goal: continue to introduce children to objects in their immediate environment - toys, describe the toy and actions with it.
2. “What are toys for?” Goal: to clarify ideas about what toys are needed for.
Reading fiction:
1. A. Barto, poems from the “Toys” cycle. Goal: To introduce children to poems.3. Ch. Yancharsky, translation from Polish by V. Prikhodko “In the toy store.”
2. Russian folklore “The cat went to the market”, “Our Masha is little...” Purpose: To introduce children to Russian folklore.
3. Reading and acting out A. Barto’s poem “Our Tanya.” Purpose: To help remember A. Barto’s poems from the “Toys” cycle. Give the opportunity to recite poems in full, develop memory; practice correct sound pronunciation; cultivate a caring attitude towards toys.
4 . Reading and acting out the poem “Truck” by A. Barto. Goal: To develop in children the ability to listen, memorize a short poem, read by heart, slowly, clearly pronouncing words and, especially, the endings of words; teach children to pronounce sounds clearly.
5 . Reading and acting out the poem “Matryoshka” by Yu. Volodin. Goal: Develop memory; speech. Create a desire to play with a matryoshka doll.
6. Reading and acting out the poem “Bunny” by A. Barto. Goal: To help children remember poems from the “Toys” cycle by Agnia Lvovna Barto and learn to recite it together with the teacher.
7. Reading and acting out the poem by A. Barto “They dropped the bear on the floor...”. Goal: To cultivate in children the desire and ability to listen to reading, repeat individual words; through an artistic image, evoke the desire to lovingly and carefully treat toys.
Conversations on topics
“Why do we need toys? ”, “My favorite toy”, “Such different toys”, “Toy store”. Goal: To expand children's knowledge about toys and playing with them.
Artistic creativity. Drawing:
1. “Balloons, obedient to the breeze.” Goal: to teach children to hold a pencil correctly, draw circles, placing them all over the sheet.
2. “Tumblers are bright shirts.” Goal: to teach children to decorate the silhouette of a tumbler with rhythmic movements.
3. Drawing "Road for a truck." Goal: Develop the ability to draw long and short lines with your finger.
Modeling:
1. "Balls". Goal: teach children to sculpt round shapes.
2. “Rings for a pyramid.” Goal: to teach children to roll out pieces of plasticine in their palms with straight movements, roll them into a ring.
Physical development:
1. “My funny ringing ball.” Goal: To teach children to jump on two legs and listen carefully to the text.
2. “Shaggy Dog.” Goal: to teach children to move in accordance with the text.
3. “Crawl to the rattle.” Goal: teach children to crawl in a given direction.
4. Outdoor game “Roll the ball through the goal.” Purpose: To improve children’s ability to roll the ball in a certain direction with one or two hands. Develop your eye, improve coordination and dexterity.
5 Outdoor game “Sparrows and a car.” Purpose: 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.
6 Outdoor game “Roll the nesting doll.” Goal: Continue to develop interest and a positive attitude towards story toys and actions with them.
7. Outdoor game “Bunny and Wolf”. Goal: To teach children to listen carefully to the teacher, perform jumps and other actions in accordance with the text; learn to navigate in space, find your place.
8 . Outdoor game “At the bear in the forest...” Purpose: To teach children to alternately perform different functions (run away and catch).
The final stage.
· Exhibition: “My child’s favorite toy.”
· Exhibition of children's drawings “Toys”.
· Conducting conversations on the topic “Correct toys for children”, “Toys that develop”
By analyzing the work done, you can do conclusions:
1. The topic of the developed project was chosen taking into account the age characteristics of young children and the amount of information that can be perceived by them, which had a positive impact on various types of their activities (play, cognitive, artistic and speech);
2. There was a positive reaction and emotional response from children to getting to know different types of toys, children showed interest and a desire to play with toys; children expanded their knowledge about toys. During independent games and in joint games with the teacher, children became more attentive and thrifty in relation to toys, and play with each other with pleasure.
3. Children’s speech activity has increased, which has a positive effect on children’s independent play activities; children include various toys in the plot of the game and try to carry out role-playing dialogue;
4. I believe that we managed to achieve good results in the interaction between teacher and parents. Parents took an active part in the implementation of the project.
Future Outlook:
Develop the prospects for the project and in the future “Favorite Toys”. In the future, I want to launch another “Fine Motor Skills” project. The project is relevant because it helps to develop the child’s cognitive sphere, fine motor skills and sensory qualities of primary preschool age. This project will help us expand the horizons of each child based on their immediate environment, create conditions for the development of independent cognitive activity, and develop fine motor skills and sensory skills.
Literature:
1. E. A. Kosakovskaya “A toy in a child’s life.” 2005.
2. L. S. Kiseleva, T. A. Danilina “Project method in the activities of a preschool institution” 2011.
3. Kartushina M. Yu. Fun for kids. – M.: Sphere shopping center, 2006.
4. Kryazheva N. L. development of the emotional world of children. – Ekaterinburg: U-Factoria, 2004.
5. Development and education of young children in preschool educational institutions: Educational and methodological manual / compiled by E. S. Demina - M.: Sphere shopping center, 2006.
6. Gubanova N.F. Development of gaming activities. System of work in the first junior group of kindergarten. M.: Mosaic - Synthesis, 2012.-128 p.
7. Koldina D.N. Modeling and drawing with children 2-3 years old. Lesson notes.- M.: Mosaic - Synthesis, 2008.-58p.
8.Knowledge of the objective world: comprehensive classes. First junior group/author – comp. Efanova Z.A. - Volgograd: Teacher, 2013.- 87 p.
9. Timofeicheva I.V., Oskina O.E. - Ladushki. Educational games and activities for young children. Lesson notes / Ed. Vorovshchikova S.G.,-M.: UTs “Perspective”, 2013.-96s
Olga Kozlova
Project« Miracle water» in second younger group
Type project: short-term, cognitive-search.
Relevance:
In preschool childhood, the foundations of personality are laid, including a positive attitude towards nature and the world around us. Kindergarten is the first link in the system of continuous environmental education. Therefore, the formation of the foundation of a culture of rational environmental management in children must begin from a very early age. In order to develop a culture of environmental management, in particular, to cultivate a careful attitude towards water, group"Fairy tale" kindergarten "Childhood" was developed project"Water is a magician" for children junior preschool age. This topic has always been relevant and can and should still be explored.
Taking this topic, I want my children to understand that water is very important for everyone living on Earth. I would also like to show them how it can change under the influence of a person, to awaken in them curiosity, a desire to learn as much as possible. To achieve this, you need to start getting children interested already from junior preschool age.
IN involved in the project: children second junior group, their parents, teacher Olga Valerievna Kozlova
Target:
Introduce children to the properties of water. Develop the social, emotional and cognitive spheres of children. Create conditions for children to develop knowledge about nature and elements of environmental literacy.
Tasks:
1. To form for children a basic understanding of the importance of water in human life, to enrich their vocabulary and activate their vocabulary;
2. Encourage the manifestation of initiative and curiosity in order to obtain new knowledge;
3. Instill in children a careful attitude towards water;
4. Develop search activity and intellectual activity in children.
Expected results:
1. Expanding children’s basic understanding of water, the ability to identify different states of water;
2. Increasing the level of speech development, enriching vocabulary in children;
3. Formation of interest among parents in the problem of environmental education of children;
4. Fostering respect for water.
While washing, reading nursery rhymes about water;
A game "Clean palms";
Wet your palms and place them on white towel: if the handles are dirty, then marks will certainly remain on the towel, and if the handles are clean, then the towel remains clean, that is, there are no traces of dirty hands left on it. To keep children's hands clean, they must be washed with water.
From this you can make conclusion: A person needs water to wash his face in order to be clean and not get sick.
Not only people need water to wash themselves. Plants also need water, because without water they will die.
A game "Hide and Seek"
Target:
Deepen knowledge of the properties and qualities of water;
Develop curiosity;
Strengthen knowledge of safety rules when handling glass objects
First experience
Place a spoon into a glass of clear water. Why is the spoon visible?
Conclusion: The water is clear
Second experience
Add gouache to a glass of clear water. Children dip a spoon into colored water. What's happening? The spoon is not visible. The water became colored and became opaque, and the spoon disappeared from sight.
Conclusion: In transparent water, objects are clearly visible, but in opaque water, objects are not visible
Search activity:
"Water is made up of droplets"
Experience:
Invite children to use a syringe to draw water and drop droplets into a cup
Fairy tale "About a little drop"
The guys and I will turn into droplets of water and try repeat the path of water: we were in a cloud, came down to the ground with the rain, gurgled in a stream, swayed on the waves of the sea, and then the sun warmed us and we returned to the sky again to mother - the cloud
"Water is liquid and has no form"
Children pour water from one form to another. Water takes the shape of the container into which it is poured.
“Water has no smell or taste”
Target: Give to children knowledge: Water is tasteless and odorless.
Offer children a glass of water. Sniff the water. What does the water smell like?
There is no smell / the water has no odor /
Let the children taste the water. What does it taste like?
Tasteless /water has no taste/
Teach children to perform simple experiments by consistently following the teacher’s instructions. To gain an understanding of the properties of water.
The water is clear, it has no color
Water consists of droplets
Water is liquid and has no form
Water has no smell or taste
Offer children games and fun "Bubble"
Games with soap bubbles are impossible without water
Working with parents:
Invite parents to show at home what water is needed for.
/for cooking, washing clothes, cleaning the apartment, for washing the bathroom/
Enrich the corner of children's experimentation;
Consultation with parents.
The children were surprised by the knowledge they gained about water. Project gave the opportunity to develop observation skills. Ability to analyze and draw conclusions.
The project brought positive emotions to the children.
Publications on the topic:
Lesson summary for junior group 1 “Water, water, wash my face” State budgetary educational institution of the Samara region, secondary school No. 5 of the city of Syzran city.
Research project in the second junior group “Vodichka-vodichka” Type of project: research Based on content: interdisciplinary Based on the nature of coordination: open Based on the number of participants: group Duration.
Integrated joint educational activity “Vodichka-vodichka” in the second junior group Summary of the integrated joint educational activity "Water - water" in the second junior group. Educational areas:.
Summary of direct educational activities in the first junior group “Vodichka-vodichka” Purpose: to introduce the properties of water; develop perception and fine motor skills of the hands; activate speech;.
Abstract of the GCD on valeology for children of the second junior group at the preschool educational institution “Vodichka, Vodichka...” Goal: to consolidate initial knowledge of cultural and hygienic skills; learn to correctly name toilet items; develop active speech.
ELENA SIMONOVA
Project in the second junior group “We are growing”
Project activities in the 2nd junior group"We growing»
Passport project"We growing»
teacher 2 junior group Simonova E. N.
Subject: "That's how we grew up."
Basic component: Work on project carried out within the program sections "From birth to school" (cognitive, social, physical development) .
Age of project participants: children from 3 to 4 years old.
Compound project team: Teachers and pupils groups, parents of pupils.
Type project: short-term, group, gaming.
The relevance is due to:In a modern preschool institution, important attention is paid to raising a healthy preschooler. One of the important factors of a healthy personality is the formation of cultural and hygienic skills in children. Searching for new forms of interaction in the work of families and preschool educational institutions in the process of teaching children self-care skills
Target project: developing children's independence skills in children junior preschool age, to give an idea of the need to observe the rules of personal hygiene to preserve and strengthen human health, to cultivate neatness.
Tasks project:
Encourage children to independently perform certain self-care skills.
Introduce children to literary works, nursery rhymes, sayings about water, cleanliness, and health. Give children ideas on how to dress and undress, in what order (undressing, neatly folding your things).
For children:
Mastering the necessary skills when dressing after sleep and for a walk, when undressing.
Memorizing nursery rhymes and poems. Watching cartoons and filmstrips. Acquired knowledge and skills implemented through gaming activities.
For parents:
Hygiene of preschool children age. How to teach a child to dress independently. Fostering independence in preschool children growing up
To introduce the artistic word in the process of mastering independence skills.
Necessary equipment:
Literary series:
Nursery rhyme “Water, water, wash my face”
V. Berestov N “Sick doll”
Pavlova "Whose shoes"
I. Muraveyka "I myself"
K. I. Chukovsky "Moidodyr", "Fedoreno grief"
Watching cartoons "Moidodyr", "Queen Toothbrush", "with Little Bird Tari".
Demo series: Didactic game doll Masha, illustrations on topics "Cloth", illustrations of viruses, bacteria, looking at pictures of hygiene items.
Expected Result: developed self-care skills in children younger age
Preparatory stage
Step-by-step implementation algorithm project. Conversation with children topic: “Why do you need to wash your hands and brush your teeth?”. At the end of the conversation, the children called "helpers" cleanliness maintaining human health (soap, toothpaste, toothbrush, washcloth, towel). We talked about what can happen to a person if you don’t wash your hands or brush your teeth. We looked at illustrations of bacteria and microbes. They made a very strong impression on the children. Then we watched cartoons "Moidodyr" And "About the bird Tari"(The children were very worried about the character of the 2nd cartoon, the crocodile, because he did not brush his teeth).
The next morning, the children themselves went to wash their hands, without a reminder from the teacher.
After reading the work, the children asked many questions. One boy asked: “What is shame and disgrace?”
Before we went for a walk, our guys and I had a little quiz. Buratino came to visit the guys. The guys named the clothes that people wear when winter comes. The teacher read riddles about clothes and showed pictures. Our kids did a very good job with this task, plus we repeated features of winter weather.
Then we talked to the guys in what order they should dress for a walk and undress. In addition, we dressed the Masha doll for a walk.
Didactic games were held every day.
“We’ll undress the doll Masha after the walk”
* “Shoes quarreled - became friends”
* “Let’s make an accordion out of a sock”
* “Let’s show the doll Masha where our things are”.
* “Let’s put the doll to sleep”
* “Let’s teach Masha how to fasten buttons”
* “We’ll show you how to fold your clothes before going to bed.”
“Let’s teach Masha how to put things in the locker”
As part of our project We told the children about the benefits of physical exercise. The children do morning exercises and exercises after sleep with great pleasure. They turn into playful kittens and imagine themselves riding a bicycle.
At the end of our project we had a little fun.
Leisure progress.
Vos-l: Hello guys! Today you and I will have an unusual activity, because a magical guest has stopped by. Do you want to look at her?
Children: Yes.
Vos-l: In order to see it, we need to solve the riddle.
She lives in heaven
And he lives on earth,
And vigor and health
She carries it with her.
Its reflection in it
You will always see
Always helpful in hot weather
Transparent…
Children: Water.
Vos-l: Of course it's water!
(Vos-l contributes to group a small container of water and places it in front of the children, inviting the children to touch the water.)
Vos-l: Guys, tell me what water is needed for? (Children express their guesses) Well done, they said everything correctly. Of course we need water for life: We drink it, swim in it, and the rain helps trees and flowers grow. You also need water for washing. Who can tell me why we wash our face in the morning? (Children suggest their own answers) We wash ourselves in order to meet the new day clean, washed, so that our face and eyes wake up to be beautiful. Let's now show how we wash ourselves in the morning. Repeat after me.
In the morning I’ll get up early (we stretch, then do circular
And I open the water tap, movements with my hands)
Water will run from the tap (feet shoulder-width apart, bend over, lowering
A vigorous, clean stream. head and arms freely down, swing)
I’ll bring my palms to her (we straighten up and stretch out our palms
I’ll collect a hundred drops in them, go ahead)
I'll wash my eyes and ears, (perform movements in accordance with the text)
I'll wipe my neck and face.
The water gave me a gift (feet shoulder-width apart, lift it up
Cheerfulness, joy, purity! left, then right hand in the rhythm of the verse)
And now I, smiling, (we walk in place with a high lift
I'm heading into a new, bright day! knees, smiling.)
Vos-l: What is this sound I hear? Someone is knocking on our door.
(You bring in the Muddy Doll (an ordinary doll with a dirty face and hands)
Vos-l: Children, look what a guest came to our kindergarten today. Let's say hello to her. (Children greet the doll) Who do you think it is? That's right, it's a doll. But for some reason this doll is not entirely neat and clean. Something must have happened to her... Let's talk to her and find out about everything! Doll, please tell me what is your name?
Gryznulka: My name is Gryaznulka!
Vos-l: Dirty? What a strange name you have.
Dirty: The name is just like a name, nothing unusual.
Vos-l: Why are you, Gryaznulka, so sloppy? Your face and hands are dirty.
Dirty: Yes, because I don’t like to wash my face, I don’t want to brush my teeth, and in general I don’t like water. She's cold! Wet! Brrr!
Vos-l: You're wrong, Grubby. You definitely need to wash! And your teeth need to be brushed every day too!
Dirty: Why do I need to wash my face every day?
Vos-l: You’re already so big, but you still don’t know why you need to wash your face? Guys, do you know why you need to wash your face? Then explain this to Grubby. (children suggest their own answers)
Dirty: I can't believe it! Guys, do you really wash your face and wash your hands every day?
Vos-l: Dirty, but not only our children wash themselves, but also the animals. And even birds!
Dirty: Can't be!
Vos-l: Look!
(A toy, the parrot Kesha, appears and together with the children they imitate how birds clean their feathers)
Gryznulka: Wow! I would never have thought that birds could bathe and wash themselves! How cool and interesting this is! And the water turns out to be not so cold and wet.
Vos-l: Dirty, not only birds can wash themselves, but animals too. And some people can do it even without water!
Dirty: How is it possible - without water?
Vos-l: Using your paws and tongue. Guys, do you know who washes his face like this? (children's options)
Gryznulka: I still can’t believe it!
Vos-l: And the guys and I will now show you how a cat washes itself.
(Children modeled after vos-la repeat the cat's movements)
Dirty: Wow, all animals and birds know how to wash themselves.
Vos-l: And all people wash themselves, you’re the only one who doesn’t know how to do this.
Dirty: Well, I can! From today I will wash my face and brush my teeth every day! And they will call me Clean!
Vos-l: Well, guys, shall we believe Gryaznulka?
Children: Yes.
Vos-l: That’s great, but so that you don’t change your mind, Cleany, listen with us "Wash song"!
(A song by A. Alexandrov is played "Wash Song")
Cleanie waves goodbye and leaves.