Oksana Kozik
Lesson notes on FCCM in the first younger group"Toys and dishes"
Class
TOYS AND DISHES.
WHAT IS IT NEEDED FOR? TOYS AND DISHES.
Types of children's activities: gaming, labor, communicative, cognitive and research.
Goals: clarify ideas about what is needed dishes; teach to classify dishes, develop attention, memory, imagination, speech.
Planned results: can, at the request of an adult, talk about objects when classifying them into two groups: toys and dishes; answers questions during a conversation "Purpose of objects"; takes part in the game "Find and name".
Materials and equipment: plastic dishes, toys, subject pictures with the image dishes, toys.
1. Organizing time. The children came to visit us with the doll Katya, she walked for a very long time and met her on the way (bunny, dog, etc.) and asks you to treat her to lunch. But first, look what's in the box (takes out toy and plate) . Yes, toys and dishes. Everything is mixed up. How can we now figure out where dishes, And where toys? (Children's answers.)
2. Main part. Classification dishes and toys.
The teacher suggests carefully examining all the items that are in the box and dividing their: place on one table dishes, and on the other - toys. Each child approaches the box, takes any object, names it and, with the help of the teacher, determines which one. he belongs to the group: To toys or dishes.
For example. The child takes out bunny toy and says: "It's a bunny". Educator asks: “The bunny is toy or utensils? (Toy.) Place the bunny on this table." Another child gets it spoon: "This is a spoon". Educator asks: “A spoon is toy or utensils? (Dishes.) Put dishes to another table».
Thus, all items are divided into two groups.
3. Conversation "Purpose of objects".
What can you do with toys? (Play, feed, put to bed, walk.) What's on the other table? (Dishes.) Which dishes are on the table? (Spoon, plate, mug, kettle, saucepan, frying pan.) What is it for? dishes? (To eat from it, put food in it.) What do we put on the plate? (Children's answers.) What do we pour into the mug? (Children's answers.) What do we eat porridge with? (With a spoon.)
Physical education minute
The wind blows in our faces (imitate the wind blowing,
The tree swayed (we shake the torso).
The wind is quieter, quieter, quieter (squat).
The tree is getting higher and higher (stand up, hands up).
Now let's feed the Katya doll. The teacher and the children set the table, the teacher gives the children instructions:
Milena, help me set up the table.
Anya, bring a chair for Katya.
Veronica, bring the plates, we'll pour soup for the doll.
What will Katya eat the soup with? (with a spoon) .
Seva, please bring me a spoon.
Who wants to feed the doll Katya?
(the child is asked to feed the doll).
The teacher says children:
We fed the Katya doll, played with toys, now let's pour some tea for Katya's doll.
Kirill, take the saucer (plate) and put it on the doll.
Nastya, take the mug and give it to Katya’s doll.
Anya, take a spoon and pour tea from the teapot for the doll.
What do we pour into mugs? (tea)
What do we pour it from? (From the teapot)
What did we forget to put in the tea? (sugar)
What are we going to use for sugar? (with a spoon)
(the child is invited to give the doll tea)
4. Game "Find and name".
Teacher (lays out pictures of a kitchen on the table in front of the children dishes and toys). Children in kindergarten need toys, and mom needs it in the kitchen dishes. Let's break it down Pictures: toys for children, A dishes for mom. (The teacher invites each child to take any picture in turn, name it and determine who needs this item: mother or children.)
5. Reflection
Publications on the topic:
"Toys". Summary of a lesson on speech development in the first junior group Progress of the lesson: Children sit on the carpet near the teacher. There is a knock on the door. The teacher brings in the basket. Educator: Guys, look.
Summary of a comprehensive lesson on speech development in the second junior group “Toys” Integration of educational areas: " Speech development", "Artistic and aesthetic", " Physical development", "Social and communicative".
Summary of direct organizational activities on learning FEMP in the second junior group “Triangle” Goal: getting to know geometric figure- triangle. Objectives: Learn to distinguish and name a figure; develop the ability to use words.
Summary of a lesson on social and communicative development in the first junior group “Toys” NOTE ON THE DEVELOPMENT OF SOCIAL AND COMMUNICATIVE QUALITIES IN THE FIRST JUNIOR GROUP Topic: “Toys.” Description: This activity allows children.
Lesson notes for the second junior group on FCCM. Travel game “In the winter forest” Program objectives: - To consolidate children's knowledge about the winter season, with changes in the life of birds and wild animals; learn to install the simplest ones.
Summary of a lesson on understanding the holistic picture of the world in the second junior group “Inhabitants of the Autumn Forest” Cognition lesson notes complete picture world in the 2nd junior group. Topic: “Inhabitants of the autumn forest” Objectives: Expand the presentation.
Sakharova Yulia Vladimirovna
MDOU "Kindergarten No. 12"
combined type"
teacher
Getting to know indoor plants
first junior group
Goals: -introduce children to indoor plants
Show how to care for them
Bring up careful attitude to plants
Reinforce the concepts of narrow and wide
Preliminary work:
looking at an illustration of indoor plants, looking at living plants, didactic game"Wide-narrow stripe"
Material and equipment:
a tape recorder with a recording of the song “Train from Romashkovo”, pots with plants, a pot of soil, bean seeds, a spatula, sponges, a bowl of water, a watering can with water, petals made of red colored paper.
Q: Guys, look out the window! The sun is shining and smiling! Let us smile and say hello to him too. (Children smile and greet the sun)
The teacher invites the children to go visit the Bunny.
Q: Reads a poem:
Chug-chug, chuk-chug
The train is rushing at full speed
I'm puffing, puffing, puffing,
I drag a hundred carriages.
Guys, what did I just read a poem about? (about a little engine, about a train)
Right! That’s where we’ll go on a trip today.
Children take seats on the “train”. The song “Locomotive from Romashkovo” is played (during the train ride, children imitate the movements of the train)
V: Here, guys, we have arrived. Get off the bus.
The teacher leads the children to a table on which there are indoor plants.
They are greeted by a bunny. He says that he loves plants very much and loves to take care of them.
Then the bunny shows the children how to water the flowers, wipe the leaves and spray them.( Children wipe the leaves and water the flowers.)
Motor warm-up
Planted a seed (children squat)
A flower will grow (stand up)
I’ll give it to my mother (hands extended forward)
Little red flower
The sun wakes up (children reach up on their toes)
The flower is blooming (arms to the sides)
After this, the teacher invites the children to collect a flower. Each child is given a petal, and they take turns placing the petals on the core. (stem and leaves are drawn on large sheet paper)
Next, the children return to the table with flowers. The bunny invites them to plant flowers. The teacher takes out a pot of soil and distributes seeds to the children. Each child puts a seed in the ground and together they water the soil in the pot. The teacher explains that the seed will soon grow into a flower. The children say goodbye to Bunny and get on the train and return.
Children preschool age- This Blank sheet, which must be filled with important, necessary information. This is the principle that methodologists and teachers are guided by when drawing up educational programs for kindergartens. Wherein Special attention focuses on developing a system of activities that will provide children with basic knowledge, skills and abilities for successful interaction with the outside world. One of these educational courses is the creation of a block of classes aimed at forming a holistic picture of the world (FCCM).
The formation of a holistic picture of the world is an educational area that broadens one’s horizons and involves consistent familiarization with the subject, social environment children, as well as with natural phenomena at a level understandable at a particular age.
In the process of working in classes of different (!) directions in FCCM ("", "Physical Education", "Speech Development", etc.), children realize themselves as an active subject of nature, gain ideas about this or that object, phenomenon, as well as the role of man transforming the world as a result of his creative, scientific, and labor activities.
Forming a holistic picture of the world begins with studying the changing seasons
Goals and objectives of FCCM
- The mission of the course to form a holistic picture of the world is:
- development of cognitive and research activity of children;
- enriching and consolidating the store of knowledge regarding objects and phenomena surrounding children;
- development of work skills;
- acquaintance with cyclical changes in nature (in the younger groups, children gain an understanding of the very fact of the change of seasons, in the middle - they learn the distinctive features of each of the seasons, and in older preschool age they become acquainted with the changes in animal and plant life that accompany winter, spring, summer and autumn world); education of the basics ecological culture
To achieve these goals in working on the topics of classes on FCCM, it is necessary to solve such problems as:
- the formation of an idea of a holistic understanding of the object (for example, children in the younger group should be able to name the object and its purpose, in the middle group a description of the external and internal appearance is added to this, that is, color, shape, material, and in the older group - the attitude of a person and his activities to existence of this object);
- development of the ability to navigate in space (if in early preschool age this is familiarization with the premises of the kindergarten, then in middle and high school age it is making the way from home to kindergarten);
- acquaintance with their native land (in the younger groups, children learn to name their city, village, town, in the middle - they learn the name of their street, house number, apartment, and in the older they get an idea about the main attractions of the region, its traditions);
- obtaining and consolidating information about flora and fauna (in the younger group, children get acquainted with the names of animals and their cubs, in the middle group - the habitat, characteristics of breeding, care, in the older group - measures aimed at preserving the flora and fauna on the planet);
- nurturing a caring attitude towards the environment through gaining knowledge about human behavior that is dangerous to nature, as well as about measures aimed at preserving and increasing natural resources.
Labor activity is an integral part of FCCM
Techniques for FCCM classes
There are four groups of techniques with the help of which the teacher implements the goals and objectives of organizing classes in FCCM.
Verbal techniques
For preschoolers, adult speech is of key importance in the process of mastering speaking skills. In younger groups, pupils, listening to teachers and parents, enrich passive lexicon, and also begin to form an active one. In the middle group, thanks to verbal methods of interaction, children learn the basic grammatical structure of the language (agreement in gender and number, sentence structure, etc.). In older preschool age, children, through speech perception and active participation in dialogue with each other and the teacher, learn to compose coherent statements, master the basics of composing logical and emotionally expressive monologues.
Explanation
With the help of this type of verbal techniques, the teacher conveys to children the essence of one or another fact related to the formation of children’s ideas about the world around them. The explanation accompanies not only the stage of presenting new material, but also illustrates each level of mastering and consolidating the topic.
For example, when considering the question “Pets” in the first junior group, the teacher not only describes the inhabitants of the farm, that is, he conducts the stage of familiarization with the material, but also explains the procedure for completing the task to consolidate the topic: how to build a house from cubes for the animals living on the farm.
Explanation accompanies any type of activity
Puzzles This is one of the most effective ways
motivate children to work. In addition to the fact that searching for answers to riddles requires kids to activate their thinking process, it also awakens a kind of excitement: everyone tries to guess and answer faster than others. Thus, the teacher manages to set the children up for further interaction. In my practice, when working on the topic “Space” in preparatory group
- , before talking about the planets of the solar system, the profession of an astronaut, I invite children to activate the basic knowledge acquired last year with the help of such riddles:
- A bottomless ocean, an endless ocean, Airless, dark and extraordinary, Universes, stars and comets live in it, There are also inhabited, perhaps, planets. (Space);
- The planet is blue, beloved, dear. She is yours, she is mine, And it is called... (Earth);
A man sits in a rocket. He boldly flies into the sky, And in his spacesuit he looks at us from space. (Space).
Poems
- This technique is also most often used to motivate children, as it allows not only to give an idea of the topic of the lesson, but also helps the children remember the material they have already studied. The method for practicing this technique is that the teacher reads a rhyme to the children, then during the conversation the topic is discussed. However, when preparing a lesson at FCCM, poems can be used to reinforce the material. For example, when considering the topic “My Home” in the middle group, at the end of the main stage of the lesson, I offer the children the following poem:
The house we live in is located around the corner. It is large, multi-story, with a new elevator, very important! He wears a dashing hat, taller than all the neighboring houses!
- After listening to the rhyme, the children and I talk about the following questions:
- “Where is the house located?”;
- “How can we describe a house?”;
This is interesting. In the middle group, the list of questions for conversation should include one or two that are problematic for the development of children's critical thinking skills.
Poems can be illustrated with pictures
Short stories
A special role in the group of verbal techniques should be given to short tales. I usually use such sketches to introduce a topic. For example, I start a lesson on the topic “Health” in the preparatory group with “Tales about Wise Health.” “In one kingdom, in one state, Health lived and thrived. It loved people very much: it encouraged everyone to exercise, advised them to eat fruits and vegetables, and took care of the cleanliness of the air. But people began to brush aside such goodness: they relied more and more on ointments, tablets, and syrups. Then Health was offended and decided: “If I am dear to someone, then he will behave correctly and take care of me. And those who ignore me, let them run after me.” And so it has been since then: those who take care of their health are healthy, and those who have more important things to do are looking and looking for Health, but all to no avail. It’s true what they say: losing health is easy, but finding it is oh, how difficult!”
After listening to a fairy tale, I ask my students the following questions:
- “What do you need to do to be strong and healthy?”;
- “Why should you take care of your health?”;
- Do you think that to be healthy, it’s enough to take pills and syrups?”
Reading
We are talking about reading short texts on a topic. For example, brief information about the characteristics of the life and habitat of animals in certain natural areas in senior group. Moreover, in groups where there are people who can read, children can read such passages themselves. In addition to the fact that the opportunity to demonstrate one’s skills is important for increasing a child’s self-esteem, the work also has a motivational mission, pushing children who do not yet know how to read to master this important skill.
Reading is especially effective if some passages are read by the children themselves.
Group of visual techniques
Babies perceive the world primarily through the visual channel, so providing educational process sufficient clarity is a fundamental task for a teacher.
Pictures, illustrations
These visual elements accompany any type of activity of preschoolers. Especially when we are talking about the kind of information flow that kids encounter in FCCM classes. It is very important that the illustrations are:
- clear (blurry black and white pictures not only do not attract attention, but also do not convey the whole essence of the concept or phenomenon being explained);
- understandable (do not pile up illustrations big amount details depicted - this will distract children from the essence of what they need to focus on, for example, if in a lesson in a younger group they are working on the topic “Wild Animals”, then grouping mammals, viviparous, herbivores into illustrations, of course, will be very informative, but it is unlikely completely memorable for kids);
- complete in meaning (for example, if the pictures illustrate the process of growing beans, then two pictures with seeds and a young shoot will not be enough to understand the stages of growth; “intermediate” stages are needed).
Materials for games - important element visibility
Demonstration
On variations of this visual technique worth a separate stop.
- Displaying presentations with information about a particular object or phenomenon being studied. This is a very convenient way when the topic is very broad, there is a lot of information, and you cannot limit yourself to just pictures. One of these can be considered “Cosmos. The first cosmonaut" in the senior and preparatory group.
- Watch video. These could be training videos, for example, on how to conduct an experiment with water. Or, for example, cartoon excerpts on a current topic.
- My own example. In this case, the teacher himself shows certain actions that the children need to master. For example, the order of performing movements to the song “The Giraffe Has Spots” when studying the topic “Parts of the Body” in the preparatory group.
Video: doing a warm-up together to the song “The Giraffe Has Spots”
Lapbook
A visual aid that combines materials of a different nature on a specific topic is called a lapbook.
- Such project folders may contain:
- illustrations and brief information on the topic;
- suitable games (board games, word games, etc.);
children's work (drawings, applications, etc.) that were completed during the consideration of the issue.
A laptop is usually designed as a booklet or folder.
Practical techniques
In this group, in addition to drawings, applications, and crafts, which usually perform the function of consolidating acquired knowledge, it is worth including experimental activities, without which it is very difficult to comprehend the essence of some natural phenomena. For example, in the middle group, in order for children to understand the types of states of aggregation of water, I offer the following experience: with winter walk
This is interesting. As a rule, experimental activities cover topics related to the study of the properties of water, sand, air, and plant growth.
Table: card index of experiments for classes in FCCM
| Age group | Phenomenon under study | Goals of the experiment | Progress of the experiment |
| First junior group | Dry and wet sand | Show the kids that they can only shape a Easter cake with wet sand. | Children pour dry sand into a cake mold and try to make a figure. Failure. Fill the mold with wet sand - the cake is a success. |
| Second youngest | Air | Show how air supports objects | Children crumple one sheet of paper and leave the other flat. Then both are launched through the air: the smooth one flies smoothly - the air supports it, and the second one descends faster - it is more difficult for the air to support it due to the unevenness on the surface. |
| Average | Water as a source of growth and life | Show that to sprout onions you only need water. | Children put the bulbs in water. Change the water regularly, observing how green shoots appear. |
| Senior group | Air and water | Show that air is lighter than water | Children try to “drown” toys filled with air in a container of water. |
| Preparatory group | Where does a rainbow come from? | Show that a rainbow on a wall or ceiling is the result of a refracted ray of light being reflected in water. | We place a container of water by the window, place a mirror in it on a stand and “catch” a sunbeam. We observe a rainbow on the ceiling or wall. |
Information gained from experience is better remembered
Gaming techniques
Play activity is the leading one for preschool children. Therefore, this is the most productive way to organize the cognitive process, which also creates a positive microclimate in the group and sets the children up for work.
Table: types of games at FCCM
| Group | View | Name (age group) | Goals | Content |
| Didactic | Desktop-printed | "My House" (medium) | Learn to make shapes from suitable parts. | Children make houses from architectural parts made of cardboard. The kids describe the house from the inside and outside. |
| Sensory | "Magic bag" (second youngest) | Learn to identify material by tactile contact. | Kids put their hand into the bag, find an object and, without pulling it out, guess what it is. | |
| Musical | “Sad Rain” (first youngest) | Learn to correlate natural phenomena with the mood of music. | The teacher shows pictures depicting rain. Plays musical excerpts of different moods. Children determine which music best suits the illustrations. |
|
| Movable | Running and jumping training | “Sunshine and Rain” (second youngest) |
| The kids squat down on the designated “house” areas. At the signal “The sun is out,” children run around the playground. To the words “The clouds have come” they return to their “homes”. |
| Development of attention | “Show it right” (preparatory group) |
| The teacher names a part of the body by touching it with his hands. Children repeat. The teacher confuses the kids: he names one thing and touches another. Children must match the name with the movement. |
|
| Theatrical | Dramatization | “In the Forest” (senior group) |
| In a role-playing play, the children show how to and how not to behave in nature. |
| Director's | "Teremok" (middle group) |
| Children use cone theater toys (characters are drawn on cones that are put on fingers or moved around the table) to show the fairy tale “Teremok” told by the teacher. |
How to compile a card index of topics on FCCM
Since FCCM occurs in the course of work in classes of different educational orientations (“Familiarization with the environment,” “Music,” etc.), the card index of topics is of an integrated nature. Typically, the teacher draws up a calendar-thematic lesson plan in all areas, indicating aspects of the topic related to educational field FCCM. However, some methodological sources recommend drawing up a plan based on the educational area of work with a specific age group
. In this case, the teacher identifies certain elements of the content parts (blocks) necessary for him to prepare the lesson.
Elements of work on FCCM are presented in different classes
| Table: example of compiling calendar and thematic planning for FCCM in the middle group (fragments) | month | block | Organized educational activities | Joint activities between adults and children |
| Independent activities of children Theme "Our kindergarten | ||||
| , our group" | September | "Kindergarten"
Lesson structure:
| Didactic game “What is the object made of?” Goals:
Didactic game “Outfits of Mother Earth” Purpose: to clarify and expand children’s ideas about the change of seasons, about the main features of each season, and the natural phenomena characteristic of it. | Didactic game “Puppet kindergarten”. Goal: to support children’s desire to imitate workers preschool- their caring attitude towards students, their ability to find a way out of difficult situations. |
| "Let's get acquainted!" | "Kindergarten"
Vocabulary: kitchen worker, medical worker, music and sports halls, building
| Didactic game “Where did the bee fly?” Goals:
Didactic game “Seasons” Objectives:
Experimental activity “How to see the air.” Goal: to introduce children to the concept of “air”, its properties and role in human life. | Looking at indoor plants. Goal: to teach to recognize, distinguish and correctly name indoor plants. | |
| Theme “Autumn. Gifts of autumn. Autumn Fair" | ||||
| "Gifts of Autumn" | "Kindergarten"
Vocabulary: vegetable garden, garden bed, vegetables.
| Didactic game - What is it made of? Goals:
Didactic game “Prepare the bunny for winter.” Goals:
Experimental activity “The air sings and whistles.” Goal: to introduce children to the concept of “air”, its properties and role in human life. | Visual activity. Target: encourage children's desire to reflect their impressions of autumn changes in nature. |
|
| Golden autumn | "Kindergarten"
Lesson structure:
| Didactic game "Seasons". Goals:
Experimental activity “Wind, wind, you are mighty...”. Goal: to introduce such a natural phenomenon as wind, the reasons for its occurrence, and its role in the life of living organisms.
| Ecological game “Find a tree by description.” Goal: consolidate knowledge about trees. | |
Lesson time plan
The scheme for developing lessons on FCCM is a clear structure for presenting content over certain periods of time.
- And if the nature of the content depends on the specific topic, then the timing of the lesson is determined by sanitary standards for conducting classes with preschoolers:
- in the younger group - 15 minutes;
- on average - 20 minutes;
- in the senior class - 25 minutes;
in the preparatory room - 30 minutes.
- The elaboration of the essence of the topic occurs in three stages:
- introductory part (updating basic knowledge on the topic, motivation to continue working on it);
- the main part (work that reveals the content of each of the thematic blocks under consideration, as well as physical education, breathing or finger exercises); the final part (the teacher’s assessment of the children’s activities during the lesson, as well as middle group
reflection of the guys regarding the quality of their work).
Each stage of the lesson must be fit within a certain time frame.
| Table: examples of FCCM lesson notes for different age groups | Subject | Introductory stage | Main stage |
| The final stage | |||
| First youngest | "Trees" | <… Дети отгадывают загадки о деревьях, рассматривают картинки…> <… Когда листья начинают появляться на деревьях? - Guys, you are walking down the street, playing on the playground, driving in a car, what surrounds you? Children: - People, cars, houses, trees, etc. …> | |
| Second youngest | |||
| What color do the leaves on the trees turn in summer?..> | "Mushrooms" | <… Игра малой подвижности «Мы идём в осенний лес» A squirrel comes running to the group and says that the squirrel mother asked them to collect mushrooms in their forest, because winter will soon come, and if they do not stock up on good mushrooms, they will starve. - Tell me, please, where do mushrooms grow?..> We are going into the autumn forest. (Children walk in a circle) And the forest is full of miracles! We will look for mushrooms (Place palm to forehead) And collect them in a basket. (Squatting, picking mushrooms) Children sit on chairs. <…- Что можно приготовить из грибов? ..> | - There are a lot of mushrooms in the forest, but not all mushrooms can be eaten by people. Some mushrooms are called edible and can be eaten, while others are inedible and cannot be eaten by humans. A mushroom consists of a stalk, but what is on the stalk? - Hat. Here is a white mushroom (Show picture)...> |
| The teacher thanks the children for their work. | |||
| Middle group | "Birds" | <…Давайте вспомним, чем мы кормили на нашем участке птиц? (зёрна, крошки хлеба, семечки, ягоды рябины). Children today our lesson will be dedicated to the birds. I want to start it with a riddle...> <…Дидактическая игра «Не сорока, не ворона и не чайка, а какая это птица отвечай-ка». На коврике раскладываются изображения птиц 10 шт. Дети должны назвать этих птиц. - Guys, let's think about what will happen if we don't have birds? (There will be many insects, and they will eat all our harvest, gnaw through the bark of the trees, and then the trees may dry out)…> | - Well done, you completed this task, and now I’ll check if you remember which of our birds are migratory and which are wintering...> |
| Senior group | |||
| Well done guys, today you learned a lot about our friends birds, their characteristics and habits...> | - Who loves you kids dearly? Who will love you kids? Without closing your eyes at night, does everything take care of you? She's all pink... (dear mother)...> | <… Вы ещё маленькие, и многие домашние дела вам не по силам. Но многие дела вы можете выполнять сами. Динамическая пауза. We stand in a circle and throw the ball to the children. – How do you help your mother with housework (picking up things, watering toys, flowers, vacuuming, going for bread, etc.) ...> <… Выполнение аппликации «Подарок для мамы»…> | At the end of the lesson, I ask what the children learned in today’s lesson and what conclusions they drew for themselves. |
| "Food" | <… Ходит Митя, как Кощей, Ни супов не ест, ни щей. Падает от слабости А любит только сладости. - Why do you think the boy Mitya was thin and weak? (children's answers) ...> | <… Пальчиковая гимнастика «Пекарь»…> <… Лепка из солёного теста «Баранки и калачи». Exercise “Pies with filling”: - Children, if you put apples or cabbage in the dough, what will happen? (pies). Children are given pictures of vegetables, fruits and berries. They form the corresponding adjective. For example: this is cabbage, you can bake a cabbage pie...> |
|
| Preparatory group | |||
| "My Fatherland" | -Hello guys! Today, we will reveal the secret of one very important word. Are you ready to find out the secret? (Children's answer) But first let's remember familiar word. Listen carefully and remember his secret. So, the word “native”. Let's play the game "Choose a Word." You need to come up with a suitable word for the words “native”, “native”. Remember who or what we can call family (mom, dad, brother, sister, home, kindergarten, city, region)…> | <… Кто из вас знает, как называется наша страна, в которой мы живём? (Россия) - That's right, this is Russia. What is our Russia like? (Big, beloved, beautiful, huge, rich, strong). - The Russian people have composed many proverbs and sayings about the Motherland, as a sign of love and pride for their country. Who knows some of them...> | - Did you like what we did today? What did you like about it? Well done? guys, you were all active today, you all tried. |
Video: fragment of a lesson at FCCM for the second junior group on the topic “Transport”
Video: example of a FCCM lesson for senior preschool age on the topic “The Wealth of Our Planet”
Higher philological education, 11 years of experience teaching English and Russian, love for children and an objective view of modernity are the key lines of my 31-year-old life. Strengths: responsibility, desire to learn new things and self-improvement.
Directly educational activities on formation
a holistic picture of the world in junior group 1 on the topic:
"Path for Kolobok"
Program objectives: - introduce children to the properties of stones: large, small, light, heavy, cold, warm, made of
stones can be used to build a path;
- develop attention, perception, observation,
fine motor skills hands;
- cultivate perseverance, the desire to overcome
difficulties.
Equipment: Kolobok, bucket of stones, candy for children.
GCD move:
Children, let's say hello to you.
Hello, palms. Clap - clap - clap.
Hello legs. Top - top - top.
Hello cheeks. Plop - plop - plop.
Chubby cheeks. Plop - plop - plop.
Hello sponges. Smack-smack-smack.
Hello, teeth. Click - click - click.
Hello, my little nose. Beep-beep-beep.
Hello, guests. Hello!
There is a knock on the door. The teacher goes, looks outside the door and returns.
Educator. Guys, an unusual guest came to visit us today. He wants you to guess a riddle about him. Now I’ll tell you a riddle, and you guess who it is?
Our hero lives in a fairy tale
He is not a hedgehog or a cat,
It's from grandma from the window
Jumped straight onto the path
Rolled, ran
On whose tongue did you get it? (Children call)
Right. So, who is it?
Children. Kolobok.
Educator. You guessed correctly, come visit us Kolobok, the children have guessed a riddle about you. (Kolobok comes in with a bucket).
Kolobok. Hello guys! I came to you with a request: I want to run away from the fox, and for this I need a good, strong path. I brought you some stones too. Help me.
Educator. Guys, can we help Kolobok build a path of stones?
Children. Yes!
Educator. Look what beautiful pebbles are in the bucket. How many are there?
Children. A lot of. (The teacher pours pebbles onto the cardboard).
Educator. Guys, let's come up and see what pebbles Kolobok brought us. (The teacher takes a large pebble).
Kolobok, look what kind of pebble I have - big or small?
Kolobok. Don't know.
Educator. Guys, tell Kolobok - big or small?
Children. Big.
Educator. Take a large pebble in your hands. What is it - heavy or light?
Children. Heavy.
Educator. You see, Kolobok, it’s a big pebble, it’s heavy.
What kind of pebble is this? (The teacher shows a small pebble).
Children. Small.
Educator. Right. Is it heavy or light?
Children. Easy.
Educator. Here, Kolobok, big pebbles are heavy, and small ones are light. Listen, everyone, to the sound of the little pebbles knocking. Quiet or loud?
Children. Quiet.
Educator. And how do the big stones knock—quietly or loudly?
Children. Loud.
Educator. Right. Now, I'll put one pebble on the battery. And we will find out what will happen to him. Now take each pebble and squeeze it in your palm. The pebble is hard, it does not compress. So, which pebble?
Children. Solid.
Educator. Right. Where can you see a lot of pebbles?
Children. On the river, by the sea, in the aquarium.
Educator. Now let's see what happened to our pebble, which we placed on the battery. Children, try it with your hands. What is he like?
Children. It's warm.
Educator. The pebble heated up from the battery. At sea, pebbles also heat up from the sun, becoming warm, sometimes even hot. Is this pebble warm? (The teacher shows a cold pebble).
Children. No.
Educator. What is it - warm or cold?
Children. Cold.
Educator. You can build houses and roads from stones. Today we will build a path for Kolobok so that he can run away from the fox. Shall we build it, guys? Look how I build. I put a pebble, followed by another and another. Now, you put down your pebbles. (Each child puts a pebble.) You see Kolobok, how children know how to build a path out of stones. It looks like the real thing. Walk, Kolobok, along our path.
(Kolobok walks along the path).
Kolobok. Thanks guys! You know so much about stones, you know how to build and you taught me. Now I will definitely run away from the fox. For this I have prepared a little surprise for you.
The children thank Kolobok, and he says goodbye and leaves.
Attached files
Lesson summary “Birds, bird house” (for children early age)
Program content:
1. Fix the name of the birds (domestic, wild)
Consolidate knowledge of the signs of spring.
2. Teach children to sculpt a bird from several parts.
Strengthen the ability to convey characteristics animal (bird) in sculpting.
Be able to sculpt from two or three pieces of plasticine.
Educational tasks:
1. Develop accuracy and imagination.
2. Show how to divide a block of plasticine into parts using a stack. Develop a sense of shape and proportion. Cultivate curiosity and independence.
Materials: Plasticine (white, black, Brown, stacks, paper and cloth napkins, beads for eyes.
Preliminary work: Conduct a conversation - observation while walking. Look at the didactic pictures “Birds”. Listen to the recording of “Bird Voices”. Ask parents to watch the birds, make bird feeders, and feed them.
Educator: Guys, spring has come, it has become warm, and birds are flying from the South, warm countries, starlings are the first to arrive. Do you know what the house for starlings is called?
Educator: What is the name of the house?
Child: Birdhouse (choral repeat)
Educator: That's right, well done guys.
Surprise moment: (a bird flies in with a letter)
Educator: Oh, guys, a starling flew to us, and in his beak, look at the letter.
Educator: I wonder what’s in it, let me read it to you.
Educator: Guys, they write that they will arrive soon, but there are few birdhouses.
Educator: We need to help them, what do you think, guys?
Educator: Come on, we’ll look at birdhouses for them.
Examining a birdhouse (real).
Educator: Here we have a birdhouse, let’s look at it.
Educator: What parts does it consist of? Let's get a look.
Educator: What shape is the wall of the birdhouse?
Children: Rectangular.
Educator: That's right, rectangular, well done.
Educator: What shape is the roof? Also rectangular, that's right, well done guys.
Educator: What shape is the window?
Children: Round shape.
Educator: That's right, the starling flies in and out of it, and there is a shelf under the window so that it is convenient for him to enter the birdhouse.
Educator: You and I looked at this birdhouse, now we sit down at the tables, and I’ll show you another birdhouse.
Educator: Guys, look at the board (I put it on the board).
I show the main part.
Educator: What shape is my wall, guys?
Children: Rectangular in shape.
Educator: The roof, look at me is different, what kind of figure is this, tell me guys?
Children: Triangular shape.
Educator: That's right, triangular. Window round shape, and the stick is rectangular. So we examined the birdhouse and prepared it.
Educator: (Bird toy; one wing is bandaged) Guys, look who flew to us? (Bird) Oh, guys, she’s crying, her wing is bandaged. What happened?
Birdie: The boys hit me with a slingshot. They broke my wing. It hurts me a lot and I can't fly. Some kind people showed up and bandaged it for me. I hope that I will recover soon and will play with my friends and girlfriends in blue sky.
Educator: Of course, you will soon be healthy. Guys, is it possible to shoot birds with slingshots? (children's reasoning)
Teacher: (addresses the bird) I hope you will stay with us and play with the guys.
Birdie: Yes, of course, it will give me pleasure to play with the guys. I cooked for them Interesting games.
Educator: Guys, do you like to walk? (Yes). Where do you like to go for walks? (On the street, in the park, in the forest) Look what I have: (The teacher, together with the children, conducts finger physical education)
I have 5 birds
Small bird
And a pair of rock pigeons.
Bird: What other birds do you know (Children list). I have many different birds. (Shows pictures with birds). So I can’t figure out which birds are migratory, wintering, or domestic.
Educator: We will help the bird! (Yes). Children are divided into three teams. 1- selects migratory birds, 2-wintering, 3-domestic. (Then the teacher checks with the children)
Physical education minute.
The birds are sitting in the nest (crouching)
And they look at the street (put palm to forehead)
They want to go for a walk (they wave their arms like birds and fly
And everyone flies quietly (in the group)
Educator: Guys, do you need to feed the birds? (children's reasoning) What do birds like to eat? (list) Why do you think you shouldn’t quit? chewing gum birds? (reason)
Birdie: Well done. I have prepared another game for you, called “Collect insects.” 3 people are selected from the group, a hat with a picture of birds is put on their head. On command, they begin to collect 1-beetles, 2-butterflies, 3-caterpillars. The game is played 2-3 times.
Educator: (children take their seats) Guys, I think that you all want to have a bird at home. (We want) And now we will try to make a bird out of plasticine. (Shows the sample to the children) Let's look at it. What does she have? (Head, body, beak, tail, eyes) What shape are the head and body? (the head is round, the body is oval) How do we make the beak and tail? What about wings (children's answers)
Remember the rules for working with plasticine. Next, showing the children step-by-step how to sculpt a bird (together with the children and individual assistance to the child)
After making the bird
Birdie: Guys, do you want to play with me again? (Yes). I offer you the game “Sparrows and the Cat”
Result: Look what birds the guys made. Now we will put them in the feeder and feed them. The bird praises and says goodbye to the children.
