Goals:

• establish rules of behavior while walking.
• form a habit of healthy image life;
• build skills safe behavior;
• continue to develop the ability to correctly perform movements in accordance with the text and clearly pronounce words;
• develop a sense of rhythm;
• form correct breathing;
• consolidate children's knowledge about edible and inedible mushrooms;
• develop fine motor skills using massage balls.
• develop observation and attention;
• create an emotionally positive mood in the group.

Equipment: flat decorations on the wall: forest (birch, flowers, fir trees), edge with frogs, mushrooms (boletus, chanterelles, honey mushrooms, fly agaric), scenery for the puppet show "Naughty Chicken", glove puppet "chicken", toy "chicken", toy "kite", massage balls, "mushroom" treats in a basket.

PROGRESS OF THE CLASS

1. Greeting.

Guys, look, we have guests today, they are happy to see you, they smile at you. Let us also give our guests our smiles and say hello to them.

2. Announcement of the objectives of the lesson.

Guys, today we will go for a walk in the forest. Let's remember the rules of conduct while walking.

Behavior rules:

• We stand in pairs.
• We don't push.
• Let's not lag behind.
• Let's look at our feet.
• We don't shout.
• We obey the teacher.

- Well done guys, we can hit the road.

Take a walk into the magical forest
I invite you to go.
More interesting adventures
We guys can't find it.
Stand next to each other
Hold your hands tightly.
Along the paths, along the paths,
Let's go for a walk in the forest.
Miracles in the green forest
We'll definitely find it!

Walking in pairs to music.

An audio recording of the sounds of the forest is played.

- It’s so nice in the forest - the birds are singing, the grasshoppers are chirping, the mosquitoes are buzzing, the frogs are croaking! Let's take a deep breath in and out and in and out again.

3. Forest clearing (image of frogs doing exercises)

- Look, guys, who did we meet at the edge of the forest? (Frogs)
-What do frogs do? (Charging)
– Do you do exercises in the morning?
– Why do you need to do exercises? (To be strong, healthy, not to get sick, etc.)
– Let’s do some exercises together with the frogs!

DBE FROG

We see them jumping along the edge of the forest Hands on the belt
Two green frogs. Half squats left and right
Jump-jump, jump-jump,
Jump from heel to toe .
Stepping from toe to heel. There are two girlfriends in the swamp,
Hands on the belt. Two green frogs
Half squats left and right. In the morning we washed ourselves early,
Perform movements in accordance with the text.
We rubbed ourselves with a towel.
They stomped their feet,
Hands were clapping.
Leaned to the right
They leaned to the left. That's the secret of health,
Walking in place.

Hello to all physical education friends!
- Well done boys! Let's say goodbye to the frogs and move on.

The teacher takes the children to the house (the scenery for the fairy tale “Naughty Chicken”) and asks who can live here. The teacher invites the children to sit down on the lawn to relax and watch a fairy tale.

4. "Naughty chicken" (safety). Puppet show. The teacher, using toys, shows puppet show

based on the fairy tale "Chicken" by E. Mikhalenko.
Once upon a time there was a little yellow fluffy chicken in the world. He was very inquisitive, everything was interesting to him. The chicken dreamed of seeing a forest, a river, a field and much more, which he heard about from his elders.
But his mother always told him: “Be careful, don’t leave the yard. In the forest lives a cunning fox who loves to eat little chickens, and high behind the clouds lives an evil kite who can grab you with sharp claws and carry you away.”
One day the chicken couldn’t resist and went for a walk. He crossed the bridge over the stream and found himself in a clearing strewn with golden dandelions. It was so beautiful here! Multi-colored butterflies flew around, busy bees buzzed, and birds sang loudly.
And suddenly the chicken saw a huge black shadow above itself. The kid immediately guessed that this was the terrible kite. The poor chicken started to run as fast as he could, but the kite was quickly approaching. There seemed to be no escape.
And then the chicken remembered the golden dandelions that grew in the clearing. “They are as yellow and fluffy as I am. And I won’t be visible among them,” he thought and quickly ducked into the thicket. Oh, how his little heart beat! When the chicken caught its breath and realized that the danger had passed, it thought: “Why didn’t I listen to my mother and went for a walk without permission? If the golden dandelions had not saved me, I might have died. Now I will always obey my mother."
And the golden dandelions quietly shook their heads and thought: “We will soon become fluff and fly away to God knows where. But still, we didn’t live in vain - we saved the life of this cute little chicken.”

– Did you guys like the fairy tale?
- Do you listen to your mother?

The teacher summarizes:

• You cannot walk alone without permission.
• We must obey our elders.
• You have to be attentive and careful.

Game "Hen and Chicks" music by Vlasova L.V.

The teacher - “chicken” (in the hands of the teacher there is a glove puppet “chicken”) pronounces the words to the music:

There is a corydalis in the yard,
There's a furry girl in the yard
Comes with chickens. (2 rubles)

Action: everyone goes in circles like a train
The children are a little gape,
They play pranks and run away,
Now he’s calling to himself: (2 r)

Action: children-"chickens" scatter in different directions
It sounds like a loss.
"Where? Stop!
Where? Where? Come back!
Don’t you dare run away!” (2p)

Action: children run up to the "chicken".
"Even though our world is beautiful,
But he is very dangerous.
You can get lost in it,
So be careful!"

Action: The teacher, the “chicken,” shakes his finger and hugs his “chickens.”

5. Hedgehogs (massage, mushrooms).
- Look, guys, is someone rustling under the Christmas tree?

There are “hedgehogs” (massage balls) under the tree.

- These are hedgehogs.

Children come up to the Christmas tree and pick up hedgehog massage balls.
Massage is carried out according to the Su Jok system.

"Once upon a time there was a hedgehog in the forest, in his burrow house (hold the ball in your palm). The hedgehog looked out of his hole (open your palms and show the ball) and saw the sun. The hedgehog smiled at the sun (smile, fan out one palm) and decided to take a walk through the forest. A hedgehog rolled along a straight path (roll the ball with straight movements across your palm), rolled and rolled and came running to a beautiful, round clearing (put your palms together in the shape of a circle). The hedgehog was happy and began to run and jump across the clearing (hold the ball between your palms) I started smelling flowers (touch the spines of the ball to the tip of your finger and take a deep breath). Suddenly clouds came running (hold the ball in one fist, in the other, frown), and the rain started dripping: drip-drip-drip (knock the ball's spines with your fingertips in a pinch). A hedgehog hid under a large fungus (use the palm of your left hand to make a hat and hide the ball under it) and took shelter from the rain, and when the rain stopped, various mushrooms grew in the clearing: boletus, boletus, honey mushrooms, chanterelles and even White mushroom (show fingers). The hedgehog wanted to make his mother happy, pick mushrooms and take them home, and there were so many of them: how would the hedgehog carry them? Yes, on your back. The hedgehog carefully placed the mushrooms on the needles (poke each fingertip with a ball spike) and ran home happy (roll the ball with straight movements across your palm)."

Children release "hedgehogs" under the Christmas tree.

– It seems that after the rain, mushrooms grew in our clearing.

Outdoor game “Collect mushrooms”("Mushrooms" Words and music by M.D. Bystrova)

We'll take the box and go to the forest
Collect delicious mushrooms for lunch.
One two three four five!
We can't collect all the mushrooms.
Let's count to five
And let's try to find it.

Children pick mushrooms while listening to music. At the teacher’s signal, they look for the named mushroom.

Educator:

One two three four five, boletus let's go look.
chanterelles we're going to look.
One two three four five, honey mushrooms we're going to look.

- Guys, what mushroom can’t be picked? (Amanita). Why? (Poisonous mushroom).

After the game, the teacher takes out a hidden basket with baked mushrooms, shows it to the children and tells them how many mushrooms they collected. The teacher invites the children to return home. Children leave the hall to the music.

Literature:

1. T. Borisova (Tales of Grandma Tatyana, 2003)
2. G. Kashapova Author's fairy tale "Hedgehog on a walk"
3. E. Mikhalenko fairy tale "Chicken".
4. Physical education minutes and dynamic pauses at the preschool educational institution. Practical guide. Iris Press. Moscow 2007.

Summary of GCD in the 2nd junior group:
“Poems for kids by A. Barto”
GOAL: introducing children to fiction, developing children’s speech, developing visual and effective thinking
PLANNED RESULTS: develop perception in children. To develop any emotional response to a literary work, to achieve the child’s desire to actively engage in communication.
ORGANIZING TIME:
Voss: - Children, when I came to the kindergarten this morning, there was a knock on the door. It was Postman Pechkin, he brought a parcel (shows the parcel)
-Children, do you want to know what is in this package?
Children: - We want
Vos: - Then let's open the parcel (takes out a new colorful book by A. Barto “Poems for Kids”)
Voss: - Do you want to go on a journey through this colorful book?
Children: - We want
MAIN PART:
Voss: - Children, look who lives on this page?
Children: Kitten
Voss: -Who is this? What is he doing? (Plays with a ball). The teacher reads a poem with the children:
Kitten is fiddling
With a ball:
Then he will creep up to him secretly,
Then he will start throwing himself at the ball,
He will push him, jump to the side...
Can't guess
That there is not a mouse here, but a ball.
-Why does the kitten play with a ball? (the teacher encourages the children to speak out, the children’s answers)
Question: - The kitten is small, he is bored, he wants to play, so he plays with a ball, thinking that it is a mouse. How can we help the kitten? In case of difficulty, he will prompt you (give him a wind-up mouse toy). Turn the page. Look, who is this? (the dog lies near the booth). My dog ​​caught a cold and became voiceless.
The kitten darted in front of his nose,
But the poor patient couldn’t even yelp.
That's how seriously ill I got.
Voss: - Children, why couldn’t the dog yap at the kitten?
Children: - His throat hurts.
Voss: - How can we help the dog?
Children: - Call a doctor (if you have difficulty, it helps)
Voss: - The doctor will prescribe medicine for the dog, and she will be healthy.
The teacher opens the third page, which shows a sparrow jumping through a puddle.
Voss: - Who lives on this page? (children's answers). -Do you want to read a poem about a sparrow?
A sparrow jumps and spins around the puddle.
He ruffled his feathers and fluffed out his tail.
Good weather!
Chiv-chiv-chiv!
Question: - Why does the sparrow jump and spin? (children's answers) Voss: - That's right, because the weather is good, and he is very happy about it.
Voss: - Who lives on this page? (duck with ducklings). Vos-l: - What they are doing, we can find out from the poem:
Early, early in the morning, the mother duck came out to teach the ducklings.
She teaches them, she teaches them! -You swim, uti-uti, smoothly, in a row.
Although my son is not great, not great,
Mom doesn’t tell me to be a coward, she doesn’t tell me to. -Swim, swim, little duckling,
Don't be afraid, you won't drown.
Voss: – What does a mother duck teach her ducklings? (children's answers)
- Should I listen to my mother? (children's answers). That's right, mom is big, she knows everything, you have to listen to her.
-Guys, who lives in our book? (children's answers). -You and I love animals and treat them with care, because they are our friends. Choose an animal (toy) and dance with it (music plays, children dance). REFLECTION:
- How fun you danced with your toys! Now the toys will rest, and you and I will go for a walk.
Parent meeting in the second junior group: “Development of children’s speech through reading fiction»
Goal: Revealing the meaning of speech in comprehensive development child's personality.
Objectives: to acquaint parents with the peculiarities of speech development of young children preschool age; promote the development of children's communicative qualities; cultivate a culture of communication; involve parents in the pedagogical process and the life of the group.
Progress of the event:
1. Preliminary stage.
- Inviting parents to a meeting.
- Preparation for an exhibition in a group on the topic: “Russian folk tales”
2. Organizational stage.
- Design of an exhibition of methodological literature on the topic of the seminar.
3. Introductory stage.
(Parents sit in a semicircle.) Teacher: Good evening! We are glad to meet you. Thank you for taking the time and coming to our meeting. The following lines will serve as our compass for today's meeting.
Speech is beautiful when it is like a stream
Runs among the stones cleanly, leisurely,
And you are ready to listen to its flow
And exclaim: - Oh! How beautiful you are.
The topic of our meeting is “Development of children’s speech through reading fiction. »
4. Main stage.
Educator: Please continue the phrase: “My child began to say ....”
Your answers showed that some children began to speak between 2 and 3 years of age. These guys have some delay in speech development. Many parents noted that their children began to speak at the age of 8-9 months to 2 months. This is a physiological norm.
Game "Question and answer"
And now I invite you to answer my questions.
- Raise your hand, those parents who are interested in their child speaking correctly.
It is very nice to see attentive and caring parents.
- And now I propose to raise their hands to those parents who believe that their child speaks clearly, clearly, correctly.
Look how few hands there are. Indeed, at this age children speak incorrectly, their sound pronunciation is not formed - and this physiological norm, i.e. characteristic of age.
- I now propose to raise your hands to those of you who constantly read short poems to your children at home and memorize them; reads stories and fairy tales and has a conversation about the work he has read.
- Raise your hand those parents who are interested in the topic of our meeting.
Your reaction showed that the topic of our meeting is relevant and significant.
Work on developing a child’s speech in kindergartens is carried out in different types of activities; in special classes on speech development, as well as in other classes; outside of class – in play and artistic activity; in everyday life.
Familiarization with fiction offers wonderful opportunities for children's speech development.
REPORT
Education with a fairy tale
Until a certain age, children live in a fairy tale, as equal members fairy world. And this is natural, because the fairy tale is close and consonant with their worldview. At the very beginning of her life, she meets children with fantastic images, exciting adventures, and the colorfulness and brightness of her world. All this freshness, purity, melodiousness, and harmonious integrity of the fairy tale serve as the first impetus for children to develop imagination, thinking, and creativity. And artless simplicity and beauty fairy-tale heroes and their actions are necessary for children's consciousness as the first reflection of the world, true human relationships in the pure mirror of true art.
Every fairy tale draws a line between Good and Evil. They are irreconcilable enemies, they are in an eternal struggle. And in this confrontation, Good always wins, justice always triumphs. This idea of ​​the victory of Good over Evil is always convincing, because it was nurtured and born along with the emergence of people’s consciousness and improved along with its development, because it is permeated with the faith and hope of all humanity in the triumph of good principles. And this faith is reinforced by time. That is why the fairy tale is so powerful and that is why children believe in it so much. In almost any folk tale, everything obeys only the perfect laws of human existence, those ideals that have passed the test of many generations of people, crystallized, and become universal. And it’s easy for children to accept these ideals, it’s easy to agree with the pattern.
It is very important for children that in a fairy tale the hero who personifies goodness is always beautiful. This is either an invincible hero who protects his people, or simply a man who defeats evil with intelligence, wisdom and resourcefulness. Anyway positive hero distinguished by intelligence, beauty, skillful hands or good magic, and negative by evil, ugliness and deceit. Therefore, children love fairy-tale characters, believe them and transfer this faith and love from the fairy-tale world to the real world.
Thanks to the fairy tale, children begin to understand the most important truths human life. A fairy tale helps to form the foundations of morality, morality, by the laws of which they will have to live. That same simple, simple fairy tale that, as adults, we begin to consider child's play.
Russian folk tales
They play a big role in developing children’s ear for music, taste for poetry, love for nature, native land. They arose in time immemorial. Russian folk tales are the most popular and most beloved genre by children. Everything that happens in these fairy tales is fantastic and remarkable in its purpose: the heroes of these fairy tales, getting from one dangerous situation to another, save their friends, punish their enemies - they fight and fight to the death.
Poems, fairy tales, stories that you read to your child should be small in volume, simple in content, and easy to understand.
“Reading doesn’t mean anything; what to read and how to understand what you read – that’s the main thing!
Children love to listen to the same piece several times;
Learn poems, nursery rhymes, and riddles by heart with your children.
Ask what is being said, what happens to the main characters;
Learn to retell fairy tales, starting to ask questions about the content; by conveying the content, the child learns to express his thoughts clearly, accurately, completely, and consistently;
How can you make reading books to your child more useful and interesting? To do this, the child needs to actively participate in this process. How to do it?
- Ask questions. Book characters can help children develop their understanding and observation skills. As you read, ask them various questions, for example: “If Alyonushka and Ivanushka had to go up a mountain to get some water, how tall do you think this mountain could be: like a huge house or small, like an anthill? "What color was their bucket? "
-Depict a literary work you have read. If your child is bored with reading, ask him to imitate what he read. Let him, for example, show how Mashenka tried on chairs according to her height in the tale of the three bears or how her grandfather carried a turnip.
- Step back from the story. Try reading a few lines or pages known to the child a fairy tale or story, and then ask him to come up with a continuation, thereby you stimulate the child’s imagination, and also help expand lexicon and learn to make decisions in different situations.
- Make riddles based on fairy tales. (Parents are invited to guess riddles about fairy tales; they need to guess which of the fairy-tale characters could say this about themselves). 1) I decided to travel around the world and did not know that the trip could turn into trouble. I thought everyone around me was as kind as my grandmother and grandfather. But it turned out that there are also evil, cruel, and cunning people living in the world. And everyone wants to eat me...
2) I have been afraid of cats all my life. And this one came and purred and scratched: they say, help me! How can I, little, gray one, help the cat? I just feel that she is not deceiving me. I ran out into the garden, I saw that they really needed my help!
3) I knew it would end in disaster. I’m too shabby and old. How many years have I been standing in the field? I dreamed, of course, that someone would settle and live in me. But not too many people! They climbed, climbed, climbed inside. I couldn't stand it and collapsed!
4) What a tail this mouse has! Neither a woman’s palm nor a grandfather’s fist can be compared! And this mouse had to run out at the most inopportune moment! She waved her tail and it crashed!
5) It was baked from flour and chilled on the window.
He ran away from his grandparents and became Alice's lunch. (Kolobok)
6) One day a mouse found a completely empty house
She began to live and live, and let tenants in. (Teremok)
7) When leaving, she asked her mother not to open it to anyone,
But the children opened the door! The toothy beast deceived -
Sang my mother's song. Who ate the goats then? ("The wolf and the seven Young goats")
8) Grandfather didn’t have enough strength to pull out this vegetable.
But everyone he asked came to his aid. ("Turnip")
9) The good doctor says: - We are defeating bronchitis,
Measles, colds and sore throats, diphtheria and scarlet fever,
And of course, we will also be able to cope with Barmaley! ("Aibolit")
-You can play well-known fairy tales. Play out the kolobok, turnip, teremok, chicken Ryaba and other stories familiar to the child.
You can come up with your own fairy tale with your child.
Read with your children as much as possible, and most importantly, talk about what you read!
Distribute reminders to parents.
Memo for parents.
“Golden keys” from the secret door to the world of reading:
In order for a child to speak well, you need to talk to him: this is how samples are set oral speech.
In order for a child to learn to be attentive, he needs to read stories and fairy tales: this is how the perception of words is set.
In order for a book to be perceived as a necessary element of life, it must live in the house and be in demand by adults: this is how examples of a certain life style are set.
REMEMBER!
Talents are nurtured through books and encouragement.
The parents of great people did not force books on their children; they surrounded their children with them from childhood.
(Quiet, calm music sounds, parents evaluate this event. Making a decision at the meeting. Resolving current issues). Summary of GCD in the 2nd junior group:
"The Magic Book of Fairy Tales"
Program content:
1. Continue to teach children to emotionally and consistently reproduce the content of fairy tales.
2. Teach children to build and “read” simple fairy tale models, reproduce the sequence of actions, and develop children’s thinking. The ability to correlate familiar symbols with images. Exercise children in telling fairy tales using the modeling method.
3. Develop the ability to identify and name the characteristic features of fairy tale characters. Develop intonation expressiveness when reproducing individual words and songs of fairy tale characters, and creative initiative. Learn to answer questions, enrich children's vocabulary, teach children to finish words in a sentence. Teach children to correctly answer the teacher’s questions and reproduce the content of a fairy tale according to diagrams. Activation of the dictionary. Develop speech attention, creative activity, memory, thinking.
4. Cultivate a friendly attitude towards the heroes of fairy tales, the ability to work together. Cultivate interest in oral folk art(fairy tale). Material and equipment:
Book, projector with screen.
Preliminary work:
reading Russian folk tales, looking at illustrations, retelling fairy tales, playing dramatizations.
Vocabulary work: cunning, unkind, curious, brave, smart, kind.
Progress: Children enter the group
Educator: Guys, do you like fairy tales? I also love you very much and invite you today to go to the land of fairy tales, to the village of Skazkino. We'll go on a train journey. Take your seats in the carriages. Is everyone ready to hit the road? Go.
Cars and carriages rumble along the rails.
A group of guys are being taken to the village of Skazkino.
We've arrived. Come out. Have a seat. (sit on benches)
Educator: Look guys, we have arrived in the village of Skazkino, let's see who is greeting us? Who is this? Yes, this is Vasily the cat and he invites us to visit him. Let's listen to what he tells us now.
(The cat Vasily is depicted on the screen)
Educator: Vasily the cat loves to listen and tell fairy tales. And so he brought us an unusual, interesting book. It contains Russian folk tales. These tales were composed by the Russian people. For whom did the Russian people compose and invent fairy tales?
Children: For the children, for us.
Educator: This book is magical, if we blow on the page, it will open. Let's look into the book and find out what fairy tales live in it. (Children blow on the book)
Educator: Guys, did you recognize this fairy tale? Look carefully, what is shown here? What is it called? Let's remember this fairy tale. If you tell a fairy tale according to this scheme, a picture will appear. (children's story)
Children: “Chicken Ryaba.”
Educator: Well done, is this really the fairy tale “Ryaba Hen”?
Educator: Blow on the next page and you will find out what fairy tale lives there. Don't forget, if we guess correctly, a picture opens. (Children blow on the book).
Educator: Juliana, are you familiar with this fairy tale? What is it called?
Children: "Turnip."
Educator: Lena, name the heroes of this fairy tale.
Children: Grandfather, grandmother, granddaughter, Bug, cat, mouse.
Educator: Let's blow and the next page will open.
(Children blow on the page)
Educator: Guys, have you guessed what kind of fairy tale this is? Bogdan, what is the name of this fairy tale?
Children: Fairy tale "The Wolf and the Seven Little Goats."
Educator: Mila, how did you know that this is the fairy tale “The Wolf and the Seven Little Goats”
Children: Drawn: a wolf, a goat and kids.
Educator: Well done! If you guessed right, then we will now see a picture from a fairy tale.
Educator: Well, here’s the next page, let’s blow together and find out what kind of fairy tale is hiding there. (children blow) Well, now have you guessed what this fairy tale is? Who will try to tell me the beginning of this fairy tale? What song did Kolobok sing? Who ate it? If you guessed right, the page will certainly open.
Educator: I think we need to get up and warm up a little.
Come on, everyone get up together,
Raise your arms higher.
We will play with you.
And dance a little


Let's shake our heads - one, two, three!
Now don't yawn.
Repeat with us quickly!
Let's clap our hands - one, two, three!
Let's stomp our feet - one, two, three!
Turned the head
And sat down quietly!
Educator: Okay, we’ve rested, and now let’s open the last page of the book. Do you want to know what fairy tale lives on the last page? Blow on the book. (Children blow on the book) Oh, it won’t open, but let’s listen to Vasily the cat, what he says.
Children watch the fairy tale "Teremok"
Educator: Well, you guessed it. Who can tell me what the fairy tale is called? Well, let's check if we guessed correctly?
Well done Guys, look, Vasily the cat is happy for us. We guessed all the fairy tales from the book. Listen to what Vasily the cat tells us
What will we tell the cat Vasily?
Children thank Vasily the cat and say goodbye
Educator: Well done! Let's remember what fairy tales were hidden in the book. (children repeat the names of fairy tales). Now it's time to go back to kindergarten. Take your seats in the trailers.
“Trailers, trailers, rattling along the rails.
They’re taking me home, they’re taking me home, a group of guys.”
the children return to the music.
Abstract of GCD
in the 2nd junior group:
“Reading A. Barto’s poem “Elephant”
Goals and objectives:
Educational – to develop cognitive interest and the ability to listen carefully, to increase the level of speech activity.
Educational – teach children to look at a picture, answer questions about its content, and formulate simple conclusions. Clarify children's ideas about the two parts of the day, day and night.
Developmental – prepare children to write descriptive stories and develop coherent speech.
Materials and equipment: easel, visual aid “Elephant” by L.B. Fesyukova, audio recording of a lullaby, stickers with animals according to the number of children.
Progress of the lesson
The children sit in a semicircle, in the center of which is an easel with a picture (it hangs face down).
The teacher asks a riddle:
There is a lot of power in him,
He is almost as tall as a house,
Gray fat giant
The nose is like a long tap,
He'll ride on his back
Mischievous, eared... (elephant)
The teacher turns the picture over. Invites children to come up and look at the picture “Elephant” (children approach the easel with the picture, stand in a semicircle)
Questions about the teacher’s picture:
- What time of day is shown in the picture? (children’s choral answers with explanation: it’s dark, the moon is shining, the toys are sleeping.)
-Who do you see in the picture? (children's choral responses)
- Why do you think the elephant is not sleeping yet? What is he thinking about? (children’s individual answers. Mark the most interesting and well-formulated options)
- Maybe he remembers his mother elephant and is waiting for her to come to him and sing a lullaby?
- Show me how you sleep.
An audio recording of a lullaby is played and the teacher reads A. Barto’s poem “Elephant”:
Time to sleep! The bull fell asleep.
He lay down on his side in the box.
The sleepy bear went to bed,
Only the elephant doesn't want to sleep.
The elephant nods its head
He bows to the elephant.
The teacher asks the children to “wake up”, says that in the morning, when they wake up, they need to do exercises, and conducts physical education.
Physical education session “Exercise”
Every day in the morning we do exercises. (step in place)
We really like to do it in order:
Walk happily, raise your arms (imitation of movements)
Squat and stand, jump and gallop.

Lesson summary:
- You listened attentively, answered questions, and so the little elephant gave you gifts (stickers with images of animals). Each child chooses the sticker that he liked best.

Consultation for parents
on reading fiction
children from birth to school.
Scientists have found that a child who is systematically read to accumulates a rich vocabulary, as he hears more words. By reading with his mother, the baby not only learns something new, but also actively develops imagination and memory, and sometimes learns important life lessons. How to choose useful and interesting books for kids of different ages?
What books are needed for preschoolers?
Lightweight and durable.
A good book for little ones has some features:
- It is light - the baby should have enough strength to get the book from the shelf at any time.
- Its strength is ensured by regular or laminated cardboard.
- The size of the book is small, a child should be able to “play” with it independently.
- The book contains large, bright pictures and a few small distracting details. The printed text is only large, the phrases are clear and concise.
- If the page is a bright picture, the text should be placed on a light background.
Please note that there is a hygiene certificate (usually indicated on the last page or cover). After all, kids often try to chew on a book.
Everything has its time.
The little ones need books to look at objects, animals, plants, etc. On the page, 80% of the area should be occupied by images. Captions consist of a maximum of two or three words. The baby still has no idea how to handle the new “toy” - everything can be limited to licking and meaningless turning of pages. But if you look at the book together and at the same time pronounce the text, you will soon notice that the baby easily recognizes familiar objects and even tries to call them in his own way.
Fun alphabet.
From about a year old (and earlier, if desired), you can start reading poems and short fairy tales to your child. At this age, familiarity with funny nursery rhymes is well accompanied by bright, characteristic gestures. Around the age of two, when the child begins to become interested in letters, purchase the alphabet. It is worth remembering that recognizing letters and reading are different things. Now you are reading, and the child is actively listening. There is no need to force things.
Many children like toy books, all kinds of squeakers, books in the shape of animals, insects, etc. They are attractive to a child, but you should not get carried away with them. Books, first of all, are intended for reading - this is important for a child to learn. Gradually reduce the number of toy books to a minimum.
Three years - the age of why - is the optimal time to buy children's illustrated encyclopedias. The number of unfamiliar words in them should not exceed 10-15 percent, otherwise the book may seem boring to the child. By reading with you, your child gets answers to his questions and at the same time learns to work with new information.

Junior preschool age. Studying the peculiarities of perception and understanding of works of literature by a child of 3-4 years old, we can identify the leading tasks of familiarizing children with books at this age stage:
- to develop children’s interest in books, to teach them to pay attention, and to listen to literary works;
- enrich life experience children with activities and experiences necessary to understand books;
- when selecting books for children, take into account the child’s attraction to folklore and poetic works;
- help children establish the simplest connections in a work;
- help children identify the most striking actions of heroes and evaluate them;
- support the immediate response and emotional interest that arises in the child when perceiving the book;
- help children mentally imagine, see the events and characters of the work, through the selection of illustrations, teach them to look at the illustrations.

Middle preschool age (4-5 years). Children's reading experience is becoming more complex. To understand the work, a child no longer needs an illustration for each plot twist. When characterizing heroes, children most often express correct judgments about their actions, relying on their ideas about norms of behavior and enriched personal experience. At the same time, when perceiving literary works The child does not set himself the task of evaluating the hero or the events. The attitude of children to literary facts has an effective, vital significance. A child of 4-5 years old is, first of all, an active participant in the events depicted; he experiences them together with the heroes.
Thus, based on the characteristics of the enriched literary and enriched life experience of children, educators in middle group the tasks are:
- continue to develop children’s interest in books;
- teach carefully, listen and hear the work;
- see the actions of the characters and evaluate them correctly;
- develop imagination, the ability to mentally imagine the events and characters of the work;
- maintain children’s attention and interest in words in a literary work;
- support children’s empathy for the characters of the work and form a personal attitude towards what they read.

Senior preschool age. From the age of 5, a new stage in the literary development of a child begins. The most beloved among children are magical Russian folk tales with their wonderful fiction, fantastic nature, developed plot action, full of conflicts, obstacles, dramatic situations, various motives (treachery, miraculous help, opposition to evil and good forces, and much more), with bright, strong characters. heroes. Russian folk tales (“Morozko”, “Sivka-Burka”, “The Frog Princess”, “Sister Alyonushka and Brother Ivanushka”, and others). They open up space for the child’s feelings and thoughts about a complex world, where good and evil forces collide in an irreconcilable struggle, where children are confirmed in the indispensable, inevitable victory of good over evil, are surprised by miracles and secrets and try to reveal and comprehend them. At an older age, a child acquires the ability to understand text without the help of illustrations. Children are already able to understand events in the book that sometimes did not occur in their own experience. The child develops the ability to perceive a literary work in the unity of content and form, comprehend the verbal image, and treat it as an author’s device. There also arises the ability not only to notice an expressive, bright word, but also to realize its role in the text.
In older preschool age, children’s capabilities allow them to solve new, more complex tasks in the formation of aesthetic perception and understanding of works of fiction:
- to consolidate and develop a sustainable interest in the book, to perceive a love for the literary word;
- along with the direct life experience of children, their literary experience. Introduce genre features some types of literary works (short story, fairy tale, fable, riddle, proverb, nursery rhyme and others).
- develop and educate the recreating imagination;
- learn to establish diverse connections in a work, to penetrate into the author’s intention;
- help the child not only comprehend the actions of the characters, but also their thoughts and feelings; cultivate the ability to see the hidden reasons for actions;
- help the child, realize his own emotional attitude towards the heroes of the works;
- draw children’s attention to the language of a literary work and the author’s depiction techniques.
Thus, we see that throughout the preschool period there are active development and improving the ability to perceive literary works, developing interest and love for books, that is, the child is successfully developing as a reader. This circumstance forces us, teachers, to carefully consider issues related to reading books to preschool children and, above all, to the selection of works of children's literature for each age stage.
A thoughtful selection of books for children's reading is determined by what inevitably influences the child's literary development, the formation of his literary experience at the stage preschool childhood, to develop an attitude towards the book.
Let's summarize:
- A book is not only a source of knowledge, but also a means of artistic education.
- She is a person’s companion throughout his life. Teach your child to love and cherish books from childhood.
- Books for children are usually brightly illustrated. When looking at the illustrations with your child, take your time. When posing a question, focus on the details, explain what text this picture illustrates. Let the child remember and check. All this will teach you to carefully and meaningfully examine what is shown in the picture.
- Fiction enriches a child’s life experience. It tells about the life and activities of people: about their work, relationships, about the exploits of heroes, about the beauty of their native nature, the characters and motives of behavior are revealed. All this affects the child’s feelings, makes him worry, worry about the fate of the characters - sympathize with some, condemn others.
- A book helps a child learn about the world.
- The works of fiction that you read or narrated significantly influence the child, the formation of his personality, leave a deep imprint in his soul, gratitude for having introduced him to the world of beauty.
And even if your child has already learned to read, there is no need to “give up” on reading aloud together, because it is so unifying, it is a kind of conversation between parent and child, a discussion of what they have read. While reading together, you are very close to the child; you can explain to him using the example of heroes from work of art all the pressing problems, but there are so many interesting things in life!

Features of training
Classes in the second junior group act as an organized form of education, during which children develop the ability to listen to the instructions and explanations of the teacher, complete tasks without interfering with each other, and show activity and interest in the proposed activities.
When developing educational skills, it should be taken into account that the child’s activities in the fourth year of his life become purposeful. Children can already restrain their desires and actions for some time; they develop a desire for independence and activity. Under the guidance of an adult, independence and activity gradually acquire a conscious character. This allows us to move from learning based on imitation of the actions of an adult to learning in which independent activity of children is organized, aimed at completing a specific task.
The effectiveness of the educational impact on children is determined by the nature of the requirements that are presented to the child’s activities in the classroom. Instructions, explanations, and visual examples should be aimed at organizing practical and play activities for preschoolers, during which they acquire certain knowledge and skills. Since children of this age perceive the adult’s explanations as addressed to each of them personally, the teacher, addressing the group, names the names of the students. In classes, the teacher, as a rule, uses a form of visual and effective demonstration in combination with verbal explanation. Instructions, explanations and demonstrations must be clear, precise, arouse involuntary interest in children, be in the form of complete instructions, and not exceed 1-2 minutes. However, in the case when children are just beginning to master new activity, it is better to reveal its contents using step by step instructions. For example, kids must learn how to close off space using construction kit parts. First, the teacher shows them a ready-made sample of a fence for a cockerel, shows and explains the method of closing the space (how to make a corner). Next, he invites all the children to take two bricks and make a corner of the fence. Then the teacher shows how to make one side of the fence and encourages the children to reproduce the pattern. The teacher controls all the students’ actions step by step.
It should be remembered that at this age preschoolers are just beginning to master behavioral skills in the classroom. If in younger groups a child gets used to simply being present in classes without taking part in them active participation, it will be difficult to change his behavior in the future. This especially applies to those children who sit quietly, do not disturb anyone, but also do not really learn anything, since most often they perform tasks based on mechanical imitation of a peer or a teacher’s model. It is very important from early preschool age to teach children to act independently in class, to consciously perceive the task, and in the future to independently set the goal of their activity. For example, the child was taught to build different paths and fences (high and low, wide and narrow, long and short). The teacher can ask the students to remember what buildings they already know how to build. Children talk. The teacher asks everyone to think about what they want to build and quietly tell them. It is important that the child determines the topic based on what he has already learned under the guidance of an adult.
The independence of children of this age in the classroom depends on their activity and interest. educational activities. In all classes, children should be encouraged to be active. practical use acquired knowledge and skills. Thus, under the guidance of a teacher, children built wide and narrow paths on the floor for large and small cars. Next, the teacher offers to drive cars of different sizes along the paths. Kids are convinced that wide paths are convenient for large cars, and only small cars can drive on narrow ones.
Although children find it difficult to separate the method of action (how to do) from the content of the activity (what to do), they can focus on the method of performing the task and be guided by it. Gradually, children should be taught to complete tasks in different ways. For example, after preschoolers learn to build buildings with ceilings, you need to show them two ways to construct high gates (either by installing long bars, or by laying several cubes on top of each other). Equality can be established between three Christmas trees and four mushrooms either by adding one Christmas tree or subtracting one mushroom. 1 so, and so is correct. It is very important to cultivate in a child the ability to modify the results of his own actions using different ways of completing a task. For example, a teacher taught pupils to build narrow paths by placing bricks on each other with the short side. After that, he should show how to transform a narrow path into a wide one. To do this, you need to turn the bricks and attach them to each other with the long side.
In the second younger group, the period of preparation for the lesson is important. At the same time, the teacher must switch the children’s attention from games and interest activities to educational ones. Inviting children to come to their place, the teacher explains how to prepare for the lesson and helps them put their toys in place. All requests from an adult are in the nature of proposals (“Let’s all put away the toys together,” etc.).
During the school year, it is important to create in children an interest in activities in the classroom, under the influence of which they will strive to finish their games as quickly as possible, follow the established rules and approach the teacher.
During the lesson, it is necessary to evoke positive emotional experiences in children. The general emotional uplift contributes to the formation of friendly relationships. The very content of the classes allows the child to feel joy from participating in joint activities with peers. So, when children “light the lights” (apply colored strokes to the windows of the house drawn by the teacher); they feel satisfaction from participating in general work. This also has a positive effect on the development of friendship and goodwill in preschoolers.
The organization of children in classes has its own specifics. At the beginning of the school year, children should be transferred from play to activity gradually, using game moments, entertaining tasks. So, a teacher can gather students around him and invite them to listen to what Parsley has to say to them. Parsley takes out a toy from the “wonderful bag”. The kids sit on chairs in a circle and begin to play the game “Wonderful Bag”. During construction classes, children can also sit in a semicircle on chairs. The teacher shows how to build bridges of different widths. Then the children build bridges on the floor themselves. You can organize a lesson at the tables by moving them with the short side. Children sit on both sides and, after a demonstration and explanation from the teacher, build houses, resulting in a street.
The teacher gradually teaches students not to interfere with each other and to use common material. In the second half of the school year, you can give common handouts to two children. At the end of the lesson, you can invite the kids to help each other clean up the material. If children are distracted, this should be regarded as a signal to switch their attention to new content. Liveliness, communication with each other, choral responses indicate direct interest in the lesson.
Constantly, from lesson to lesson, preschoolers should be taught the ability to fulfill some of the teacher’s requirements (everyone should go to work; listen to what the teacher says; complete tasks as instructed, without interfering with each other).
It is necessary to strive to ensure that the child develops this experience on the basis of an understanding of the demands put forward, and not on the basis of mechanical obedience.
As a result of targeted educational work, children are accustomed to restraint and concentration, but this behavior should be formed through the use of play techniques, surprise moments, and switching the children’s attention during classes. This is what makes it possible for the teacher to create in students an interest in classes and a desire to study. The teacher pays great attention to the development of children's activity and interest. Only under this condition will children be capable of some exertion of strength, will strive to achieve results, be active and diligent.
Activities that unite different types artistic activities can be carried out once every three months instead of one music lesson and a visual arts lesson, after children have acquired a number of specific knowledge and skills in drawing, music, and fiction classes.

Education and training of children of primary preschool age/T.L. Bogina, T.G. Kazakova, E.A. Timofeeva and others; Ed. G.N. Godina, E.G. Pilyugina. - M.: Education, 1987.

Series of classes for 2nd junior group

“Formation of speech of young preschoolers”

Lesson series plan for junior group 2

1. Visiting grandparents
2. Visiting the cat
3. Visiting the bunny
4. Visit the fairy tale "Turnip" Open lesson on cognitive and speech development of children on the topic: “Games for development fine motor skills hands on the fairy tale “Turnip”

Lesson notes No. 1

"Visiting Grandfather and Grandmother"

Target: Learn to select words that have opposite meanings (antonyms). Develop sound culture of speech, consolidate correct pronunciation sounds: ch, sh, s, z. Learn to recognize an animal by description, select verbs that denote the actions of animals. To form an understanding and use of general concepts “Pets”. Learn to retell the fairy tale “Turnip”. Develop coherent speech.

Material: an envelope with a letter, toys: a dog, a puppy, a cat, a kitten, models of a house and a booth, a wide and narrow path, a goat, an image of a vegetable garden, a tabletop theater “Turnip”.

Vocabulary work:envelope, letter, pets

Preliminary work:Reading Russian folk tale"Turnip"

Progress of the lesson

Educator: (invites the children to sit on the carpet, opposite the teacher).Show all your fingers, let's play with you.Finger gymnastics “This finger is a grandfather...”

This finger is grandpa

This finger is grandma

This finger is daddy

This finger is mommy

Well, this finger is me,

That's my whole family!

There's a knock on the door. Children and their teacher greet the guest with interest. And the postman came to visit and brought a letter from grandparents.

Educator: What is this?

Children: Letter

Educator: This is an envelope, and there is a letter in the envelope. The letter came to us from the Russian folk tale “Turnip”, let’s read it.

“Dear children! Please help us dig up turnips from the garden, my grandfather and I are already quite old and we can’t do it without your help.”

Educator: Shall we help grandparents? But how will we get into the fairy tale? (Children offer their own transport options to go to a fairy tale)Fine. You can make a magic train and quickly be transported to a fairy tale. We will all stand one after another, bend our arms at the elbows and rush to visit our grandparents.

When the train is moving fast, what does it shout?(Children: sh-sh-sh)

And when it's slow(Children: ch-ch-ch)

What if he's letting off steam?(Children: ssss)

Did the driver press the brake?(Children: z-z-z)

Game "Tell me which one"

Here we are in a fairy tale, look, there is a big cat in front of us, and a kitten is running after it, which one?(Children: small)

Near the house, a large dog, Barbos, is lying on a chain, and next to him he is jumping and frolicking, what kind of puppy?(Children: small)

The house is tall in front, and the booth is at Zhuchka's?(Children: low)

The road is wide, but what path are we walking along?(Children: narrow).

Educator: Animals gathered near our house at the edge of the forest(exercise to practice diction)

Sa-sa-sa - the dog has sausage;

Chka-chka-chka - the cat asks for milk;

Zu-zu-zu - take the goat quickly.

Tell me guys, what animals have gathered at the edge of the forest?(Children: domestic). That's right, these are pets. Who am I talking about: soft paws, but scratchy paws?

Children: Cat.

Educator: How does a cat scream?(meow - meow) Does he purr? (purr purr) And if a cat is angry, how does it hiss?(Shhhh). A cat is a pet, how affectionately can you call it?(kisonka) What do you think a cat likes to do?(play, lap milk, purr...)Touch it and tell me what the cat feels like?(soft, fluffy).

This is also a pet and they say about her that she is a dereza, do you know who I’m talking about?(children's answers) Of course it's a goat. Call her affectionately(children's answers: goat).How does the goat scream?(meh-meh).

And this pet is guarding the house, who is it?(dog) How does a dog scream at robbers?(Bow-wow). What does the dog like to do?(children's answers: bark, chew bones, dig holes, run...)

Educator: Tell me, children, what, in one word, to name the animals we talked about? Of course these are pets, but why pets?

Children: because they live at home.

Educator: Right. Guys, it seems like it’s going to rain, how is the rain knocking on the roofs?(children squat and tap their fingers on the floor). Let's help the animals get back to their grandparents.(They bring the animals and place them on the table near the grandparents).

Grandmother: Thank you guys, we brought all the animals home, what a great fellow you are! Grandfather is waiting for your help, can you help him pull out the turnip?

Children: Yes! (children approach their grandfather, stand one after another, place their hands on the belt of the person in front and, with inclined movements forward and backward, imitate stretching a turnip)

Grandmother: Thanks guys for your help. Helped pull out a turnip. Let's go to the garden. I'll treat you to fruit. Well done boys! And here's my treat for you.(Grandma hands over a basket of treats).

Educator: Guys, you are so great! We helped grandparents, but now it’s time to go back to kindergarten.(Going by train) Here we are in kindergarten. Where have we been?(At grandparents' place)What did we do with them?(We helped pets get home, pulled a turnip out of the ground)What did your grandmother treat you to?(Apples)

All the guys are great, real helpers!

Lesson notes No. 2

Visiting the cat

Target: Encourage children to build short descriptive stories and make up riddles; construct sentences of different grammatical structures; form the form of the verb in the imperative mood and the names of baby animals. Activate the dictionary of names of utensils. Clarify and consolidate the correct pronunciation of the sound “C”.

Material: Toys: cat with kitten, duck with duckling. Children's dishes: samovar, teapot, sugar bowl with sugar, cups and saucers, bowl with cookies. Tablecloth. Cream in a box.

Progress of the lesson

Teacher: ( invites children to sit on chairs, draws children’s attention to the table, around which there are chairs, and toys sit on the chairs)This is a house where a cat and kitten live. Today is the little kitten's birthday. They are preparing to receive guests. The cat is setting the table, let's help her. What should you put on the table first?

Children: Tablecloth

Educator: What should we put in the middle and along the edges of the table? To drink tea.

Children: Samovar, teapot, cups and saucers.

Educator: Let's put sugar...

Children: to the sugar bowl

Educator: And the cookies?

Children: in a cookie bowl

Educator: What will we drink tea from? What should we put sugar in?(children's answers) knock on the door.And now the guests have arrived.(the teacher goes to the door and brings in the duck and duckling) Guys, who is this?

Children: Mother duck and little son duckling

Educator: Now we will play with you.(a dialogue is played out, the teacher speaks on behalf of the toys) (teachers can be recruited to play the roles of toys)

Cat: Hello dear guests!

Duck: Hello cat. Hello kitten. Happy Birthday to You. We wish you good health. Take this cream from us as a gift.

Kitty: Thank you. Go to the table.

Cat: We will drink tea from the samovar.

Educator: It’s the kitten’s birthday, which means there will be a treat: fragrant tea and cookies. And now the animals invite you to play the game “Errands”

Kitty: children, get up and dance, surprise the duckling and me, and now you jump, spin around and sit down.

Educator: And now, we will give instructions to the animals.(the teacher calls one child at a time so that the children give instructions to the kitten and duckling)

Children: individually and with the help of a teacherQuack the duckling. Kitten meow. Lie on your back, on your tummy, on your side, dance, jump, etc.

Educator: And now guys, the animals will ask you riddles, and you will guess them based on the description.

Duckling: It has a bottom and a handle. They drink tea from it. What is this? (children: cup)

Kitty: It has two handles and a spout. Water for tea is boiled in it and it is pot-bellied. (Samovar)

Duckling: It is white and sweet and is used in tea. (Sugar)

Kitty: It has a handle and spout, and tea is brewed in it. (Kettle)

(In the process of solving riddles, the teacher demonstrates objects)

Educator: And now the children will tell you their riddles.(The teacher calls on those who want to ask a riddle. Helps the children by whispering in their ears so that no one hears. Everyone is listened to)

Educator: And now, the animals, they want to play another game with you: “Whose voice is that?”toys are played out - the voices of animals and their cubs - a rough, thin, soft voice.

Then he invites the children to play this game on their own.

Lesson notes No. 3

Visiting the bunny

Target: introduce children to word formation in the names of utensils.

Tasks: develop an active vocabulary on the topic “Utensils”; continue to learn how to construct sentences correctly, coordinating new words in them; develop the intonation side of speech: loud, clear pronunciation of sounds, learn to build an intonation pattern of a statement, conveying meaning and emotional characteristics. Strengthen the correct articulation of sounds. Foster culture speech behavior when communicating.

Material: toys: cockerel, bunny; tableware: candy bowl, sugar bowl (sugar), napkins, tea (pack), cup and saucer, spoon, disposable cups according to the number of children

Vocabulary work:sugar bowl, candy bowl, napkin bowl

Progress of the lesson

Educator: Today we were invited to visit. Guess who.

A ball of fluff,

Long ear

Jumps deftly

Loves carrots! (Children: hare)

Educator: To get to the bunny, hurry to the carousel.(teacher and children stand in a circle, hold hands) Game "Carousel"

Carousels, carousels,

Spun, spun,

And then, then, then,

Everybody run, run, run,

Hush, hush, don't rush,

Stop the carousel.

One two three four,

Run to visit the bunny!

(children sit on chairs, the teacher removes the screen behind which there is a table, and a soft toy hare sits at the table)

Educator: Guys, when you come to visit, what words do you say?(Children: hello)Right. Let's say hello to the bunny.(Children greet) The teacher invites the children to take chairs and sit closer.

Game "Tell me which one?"

Teacher: ( draws children's attention to the hare, children describe it)Let's get acquainted with the bunny, look carefully and tell me why the bunny is wearing a white fur coat?

Children: because it's winter outside.

Educator: That's right, the hare has two fur coats, one white, which he wears in winter, and what other fur coat does he have? And what time of year does he wear it?

Children: It’s gray and he wears it in the summer.

Educator: What else can you say about the bunny? What is he like? That he has?

Children: He is fluffy, soft, small. He has a small tail and long ears.

Educator: Have you noticed what his eyes are like?(children: small and oblique)Yes, that’s why in fairy tales they call him “Scythe”. What are his legs like?

Children: Fast

Educator: Now we will turn into little bunnies and show how bunnies jump, how bunnies are afraid and tremble.

The bunny is very glad that you came to visit him.

Educator: Someone is knocking. Do you hear? Who else came to him?(the teacher opens the door and brings in the cockerel)

Children: Golden comb cockerel

Educator: How many guests have you got, little bunny! And what will you treat everyone with today?

Bunny: (the teacher in a thin voice, imperceptibly speaks for the hare)I will treat you to tea!(Removes the tablecloth from the table, and there are dishes on the table: saucepan, fork, cup, spoon, frying pan, saucer, teapot, etc.)

Game "Correct the mistake"

Educator: What a mess! Guys, tell the bunny which dishes are superfluous and not suitable for tea drinking.

Children: Frying pan, saucepan

Educator: Why are these dishes superfluous? What is being cooked in this dish?(the teacher takes turns showing a piece of utensils, and the children answer why it is unnecessary, what they cook in it)

Children: Frying pan for frying meat, soup pot

Educator: And now guys, let's help the bunny set the table for tea. What's left on the table?

Children: Sugar in a cup, sweets in a box, napkins on a saucer, teas in a box.

Educator: (calls the child to the table)Where do we put the sugar?(children: into the sugar bowl)Where should we put the napkins?(children: in the napkin holder)Where do we put the candy?(children: into the candy bowl)

We will put the tea in the kettle and put it on the stove, while the tea is boiling we will place the cups on the table, what did I forget? (children: saucers) of course you need to put saucers under the cups.

So the kettle boiled. Do you drink hot tea?(children: no) What will you do to keep it cool?(children: you need to blow for tea)

Breathing exercises

Educator: (children sit at the table, the teacher hands out disposable cups and pretends to pour “hot” tea)completing the display task.Sit upright, bring the cup to your lips, take a deep breath and exhale it slowly into the cup, curling your lips into a tube(children do the exercise).

Now that our tea has cooled down, you can drink it and treat yourself to some sweets. And while you and the bunny and cockerel are drinking tea, I will read you a poem about the guest table.

Educator: reads a poem

TABLE
There's plenty to do at the table.
Some guest sat down.
Here they cover it with a tablecloth
And the dishes are placed.

He sheltered all the guests.
He made me sit behind him.
He treats hospitably.
He pours tea into cups.

There is enough space at the table.
No one is feeling cramped yet.
With all our mighty strength
He united the guests.

Here are the jokes and witticisms,
Jokes, anecdotes.
Faces flushed with laughter.
It's easy to make friends at the table.

That's why there's a common table
He surpassed everyone in communication.
If you want, come in
Sit with us...

Bunny: What a good poem. Thank you dear guys!

Educator: And thank you, bunny, for your hospitality. Guys, let's say goodbye to the bunny and return to the group through the carousel.

Children: Goodbye bunny!

Game "Carousel"

Lesson notes No. 4

My open lesson for children of the 2nd junior group

You can find it on our website kindergarten"Birch"

in the section “Treasury of teaching experience”

Direct educational activities on cognitive and speech development in the 2nd junior group

Games for developing fine motor skills based on the fairy tale “Turnip”

Visit the fairy tale "Turnip"

Program content:

Educational objective:Educational area "Cognition". Improve children's perception by actively including their senses. Develop figurative representation. Keep showing different ways examination of objects, actively include hand movements in interaction with objects.

Developmental: Educational field "Communication". Develop all components of children’s oral speech, expand and activate children’s vocabulary. Develop a dialogical form of speech, listen and understand asked question, answer it clearly, speak at a normal pace, without interrupting the adult speaking.

Educational: Educational area “Reading fiction”. Develop the ability to listen to a fairy tale and follow the development of actions.

Educational field "Labor". Cultivate a desire to take part in feasible work, the ability to overcome minor difficulties. Expand and enrich ideas about labor actions and labor results.

Methods and techniques:

1. verbal: questions, conversation, explanation
2. visual: showing and looking at a folding book
3. gaming: games to develop fine motor skills

Material and equipment:

Table theater, 3 plates, 2 baskets, peas and beans, string, clothespins, a toy cat, bones and sponge circles, a folding book, mushrooms, beads, “turnip” medals for each child.

Preliminary work: Reading the Russian folk tale “Turnip”, looking at illustrations for the fairy tale; game “Dry the mushrooms”, “Feed the dog”, “Sort out the grains”, “Collect the beads”.

Vocabulary work: pulls, pulls, pulls out.

Progress of educational activities:

Educator : invites children to play the finger game “This finger is grandpa...”(children stand near the chairs)After finger gymnastics, he offers to sit on chairs.

Educator : Guys, look what I have in my hands?

Children: (Children's answers)

Educator: Right. This is a folding book with the fairy tale “Turnip”.

Educator: Which heroes from this fairy tale do you know?

Children : grandmother, grandfather, granddaughter, Bug, cat, mouse

The teacher opens the folding book and places it on the table in front of the children.

Educator: Now (the teacher calls the child by name)will begin to tell a fairy tale.

Child: Grandfather planted a turnip. The turnip has grown into a big, big one. The grandfather began to pull the turnip, he pulled, he tried to pull it out, but he couldn’t. Grandfather and grandmother called

Educator: Look what grandma is doing? (The teacher draws the children’s attention to the table, where there is a grandmother and a screen for a tabletop theater, a rope is stretched on the screen, next to the grandmother there is a basket of mushrooms, a glass with clothespins and a mushroom weighs on a clothespin on a rope, the grandmother hangs mushrooms on a rope)

Children: Grandma is hanging mushrooms.

Educator: Right. Grandma is busy, she’s drying mushrooms for the winter, but she can’t help grandfather in any way. Guys, let's help grandma and hang the mushrooms on a string.(the teacher calls 2-3 children,each child takes one mushroom and one clothespin and takes turns hanging the mushrooms one after another)Did we help grandma hang mushrooms?(Children's answers) Very good, now grandma can help grandpa.

Educator:

Child: Grandma for grandpa, grandpa for the turnip, they pull, they pull, they can’t pull it out. The grandmother called her granddaughter(the teacher stops the child)

Educator: What happened to your granddaughter? (the teacher draws the children’s attention to the table, the granddaughter from the table theater is standing, and there are scattered beads near her)

Children: Her beads have scattered and she is collecting them.

Educator: Right. She can't do it alone, so we'll help her(the teacher calls two children. The children collect beads and sit in their places). Tell me, what were the guys doing now?(Children's answers: Helped collect beads for my granddaughter)And now the granddaughter can help her grandmother.

Educator: (the teacher names a child who can continue the story)

Child: The granddaughter for the grandmother, the grandmother for the grandfather, the grandfather for the turnip, they pull, they cannot pull. The granddaughter called Zhuchka.

Teacher: ( The teacher draws the children’s attention to the table where the Bug from the tabletop theater stands)But the Bug can’t help pull the turnip; she needs some food to increase her strength. Now we will feed her. What do dogs eat?

Children: bones

Educator: In this basket there is dog food, but Bug likes bones more, you need to take them out and put them in Bug’s bowl.(the teacher calls two children who will feed the Bug with bones)Have we fed the Bug?(Children's answers) Well done. The bug got enough and went to help his granddaughter pull the turnip.

Educator: (names a child who can continue the story)

Child : The bug for the granddaughter, the granddaughter for the grandmother, the grandmother for the grandfather, the grandfather for the turnip, they pull, they pull, they cannot pull it out. Bug called the cat.(the teacher stops the child)

Educator: The furry, angry cat doesn’t want to run to help, now we’ll pet her (The teacher picks up a toy cat and gives it to several children to pet.), and the cat will become kind, she loves to be stroked, the cat loves affection, and she will help the Bug. (the teacher continues to tell the tale - Cat for Bug, The bug for the granddaughter, the granddaughter for the grandmother, the grandmother for the grandfather, the grandfather for the turnip, they pull, they cannot pull. The cat called the mouse)

Educator: And the mouse in its hole is sorting out the cereals and it needs our help, it needs to put the peas and beans on different plates(the teacher calls 2 children, they spread out the cereal and sit in their place).The mouse came running to help, grabbed the cat, and as a friendly family, they began to pull the turnip, pull, pull, pull out the turnip.

Educator: Did we help the heroes of the fairy tale?

Children: Yes

Educator: How did we help the heroes of the fairy tale? What they were doing?

Children: (Children's answers)

Educator: Well done! Right. You and I tried to help the heroes of the fairy tale pull out the turnip; for your help, the heroes of the fairy tale give you medals with the image of a turnip.

MUNICIPAL BUDGETARY PRE-SCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN No. 32 “ROSINKA” OF GENERAL DEVELOPMENTAL TYPE SCHMR MO

Summary of an open lesson in the 2nd junior group “Visiting the Rainbow”

Compiled and conducted by teacher Chikirizova E.V.

Open entertainment activity in the second junior group “Visiting the Rainbow”

Program content:

Develop the emotional sphere of the child;

Bring joy and interest to the activity;

Develop speech;

Consolidate knowledge about the name of color (red, yellow, green, blue);

Consolidating color standards in a playful way

Cultivate an interest in music;

Practice rhythmically performing familiar musical and rhythmic movements to music;

Lead children to the ability to convey elementary game images;

Coordination of words with movement, improvement of spatial orientation skills.

Equipment:

Subject environment:

A rainbow consisting of four colors (red, yellow, blue, green).

The sun, one of whose sides is sad, the other is cheerful, smiling, attached so that it can be turned over.

Umbrella for the presenter (teacher, for conducting the game.

Flowers on a stand in 4 colors.

Paper butterflies with an elastic band, also in four colors according to the number of children.

Small plastic or rubber multi-colored balls (balls).

Preliminary work: outdoor games, exercises, conversations about natural phenomena, reading fiction, looking at illustrations, playing with simple images, using emotional techniques, memorizing poems about the rainbow.

Vocabulary work: rainbow, rocker.

2. Game “Sunshine and Rain”

3. Physical exercise

4. Communication game

5. Breathing exercises

6. Drawing with pencils without going beyond the outline. "Umbrella"

Literature:

1. Nishcheva N.V. "Multi-colored fairy tales." St. Petersburg “Childhood-Press”, 2004. Project “Tsvetoznayka” (multi-colored fairy tales)

2. http://www.solnet.ee/ Children's portal "Sun"

3. Children's literature. Collection "Rainbow-Arc". Russian folk songs, nursery rhymes, jokes (illustrations by Yu. Vasnetsov, 1969.

Children join a group accompanied by music

(From the cartoon “Shake! Hello!” Words - S. Kozlov, music - V. Shainsky.)

V-l: Guys, I wonder where the clouds brought us?

And to find out where, guess the riddle:

Multi-colored rocker

It hung across the river.

V.: What is this?

Children: Rainbow!

V.: Guys, we are visiting a rainbow!

(The teacher removes the cape from the rainbow and presents it)

Let's welcome her!

V.: Hello, Rainbow-arc,

Multi-colored bridge.

Hello Rainbow Arc,

Welcome us to visit!

(Musical accompaniment)

"Song about a Rainbow" - Ladybug) .

At this time children can dance

V.: Hurray! You guys and I went to visit Rainbow today.

What do you know about rainbows?

D.: It appears after the rain, it is colorful

Q: Why is it compared to a rocker in the riddle?

D.: It looks like an arc

Q: What is a rocker arm?

D.: This is a device for carrying buckets

V.: Look, guys, at the rainbow, how beautiful, bright, and colorful it is?

How many flowers she has.

And each color prepared a task for us.

The teacher draws the children's attention to the red arc of the rainbow.

Using a smiley face made from self-adhesive paper of a given color.

V.: What color is this?

Give me an answer quickly.

D.: Red.

V.: The color red calls with you

And he gives the task.

1) task.

Hanging fun circle on the red arc of the rainbow.

The teacher brings out a basket in which there are many multi-colored balls (balls).

V.: We have a lot of balls, absolutely different colors, but we only need to take the red balls and collect them for the rainbow in this red basket.

(Children collect balls to the accompaniment of music)

The balls “fly out” of the basket, children are asked to first collect the red balls and put them in the basket next to the Rainbow, then continue collecting the remaining balls.

You can repeat the game 2-3 times, mixing all the balls again and repeating the task.

V.: Guys, what a great fellow you are for collecting all the red balls (1 basket). Let's collect the remaining balls in this colored basket (2 basket).

2) task.

V.: It's time to complete the next task.

What color is this?

Give Rainbow the answer.

D.: Yellow.

V.: Well done, right!

We hang a cheerful circle on the yellow arc of the rainbow.

Look around, what do you see that is yellow? (in Group) .

Children: Dishes, cabinets, toys, etc.

Children list what is yellow.

(The teacher puts an index arrow on the rainbow)

V.: Smart guys! What is this! Yellow shows us to turn onto the path, let's go and have a look? Where does the arrow point us?

Fizminutka

(Zheleznovy - Aerobics for kids)

We stomp our feet

We clap our hands

Shaking our heads

We raise our hands,

We lower our hands

We hand out pens

And we spin around together.

On the way you meet the sun, but for some reason it is sad.

V.: What is this?

D.: Sunny

V.: What is it?

D.: Sad

V.: Let's show how sad it is.

(Children convey the emotion of the sun)

Why do you think the sun became sad?

D.: He’s bored, maybe someone offended him, no one plays with him

V.: Our Sun is sad,

His eyes drooped sadly.

To cheer him up

All children need to be friends.

Communication game

Once palm,

Two palms

We'll shake them a little

We'll spin our circle

And let's hug, my friend.

V.: So the Sun shone,

It shone and sparkled!

(The teacher turns the sun over and it becomes cheerful and smiling).

V.: We completed the task, the rainbow liked it.

Well done, our sun began to sparkle, became bright, warm, warmed us and flowers grew in the clearing!

3) task.

It's time to complete the next task.

Q: What color is this?

Children: Green

We hang a cheerful circle on the green arc of the rainbow.

V.: The color green invites,

He invites us to play.

To the clearing, to the meadow

We'll go with you, my friend.

There are different flowers:

Yellow and red.

V.: We’ll walk on tiptoes and find that clearing.

V.: Here we are.

Now we will fly with butterflies and play with them.

Children dress up butterflies, fly to the music, spin with them, you can stop and blow on a butterfly (breathing exercises).

At the end of the music, children must place the butterfly on a flower of the appropriate color.

(Flowers on stands are placed in the corners of the clearing).

V.: You need to find your flower, the same color as your butterfly.

V.: Find it quickly, my friend,

A flower for your butterfly.

The game can be repeated 2-3 times. After the game, the butterflies remain on the flowers, and the children return to the Rainbow.

Musical accompaniment

Melody - Flight of a butterfly

V.: We completed the task, the rainbow liked it.

4) task.

Q: What color is left on our rainbow? Name it!

Children: Blue

We hang a cheerful circle on the blue arc of the rainbow.

Blue color gives a task.

V.: Blue clouds are floating across the sky,

Blue Clouds are bringing us rain.

(Music sounds like dripping rain).

V.: Let's play

The game “Sunshine and Rain” - action on a signal.

(Musical accompaniment)

V.: You quickly run to me,

The rain starts

The umbrella opens.

You can play 2-3 times.

V.: Now the rain has completely passed,

We all felt good!

V.: We completed the task, the rainbow liked it.

V.: Wonderful rainbow,

Very interesting.

She sang and danced with us,

She gave us tasks.

Let's prepare gifts for her

Beautiful and bright!

Productive activity.

V.: Let's paint the UMBRELLA in the colors of the rainbow for our guest, like real artists. After all, we need an umbrella to shelter from the rain.

(Music accompaniment

Tchaikovsky – Calm music)

Let's remember what colors of the rainbow we were given tasks!

D.: red, yellow, green, blue.

V.: Well done, you coped with everything!

Let's show her the drawings.

V.: Look, she has prepared gifts for us, what is in her “hands”?

(In “hands” there are beads made from candies)

D.: Treats!

V.: Thanks to our rainbow for its hospitality!