Summaries of lessons in kindergarten for different age groups, outline of the lesson (junior, middle, senior group) on the topic. Synopsis of the lesson in the first junior group for FGOS. repetition of the fairy tale "kolobok" Open lessons. Abstract - Abstract open for

LLC "Capital Training Center"

Kindergarten Lesson Outline

for school preparation program

children 5-7 years old ( GBOU school number 2107 , preschool department, Kindergarten ... Russia, Central Federal District, Moscow, Preschool department "On Vasnetsova")

on the topic " »

Developed by: Aliyeva Dilara Abbas kyzy

student of professional retraining courses"Education of preschool children"

Checked by: O.M. Yanchenko

Moscow, 2018

Lesson topic : "Acquaintance with geometric shapes."

the date of the : 22.01.2018

Lesson type: integrated.

Lesson technology: learning in cooperation, personality-oriented approach, health-preserving, information and communication.

The purpose of the lesson: create conditions for students to perceive various geometric shapes and highlight the distinctive features of each of them;

To form the ability to name geometric shapes, to distinguish them from each other according to the selected features;

To consolidate the ability to compare groups of objects (concepts more, less, the same);

Develop mental operations: analysis, synthesis, comparison.

Tasks: foster interest in the subject of mathematics, respect for your comrades; the formation of skills to organize your workplace; complete the task following the instructions given by the teacher; work with educational information.

Planned educational results: children will learn how to easily complete tasks related to geometric shapes.

Basic terms, concepts: geometric shapes, rectangle, circle, square, triangle.

Equipment: a set of geometric figures for a teacher and each child, a set of subject pictures, a presentation, a computer, a projector, workbooks "Mathematical Steps" by SI Volkova.

Lesson plan:

Organizing time -1 minute.

Updating students' knowledge -6 minutes :

1. Review of basic concepts - 3 minutes

   Verbal counting - 3 minutes

Lesson topic message. Familiarization with new material -5 minutes.

Physical education -2 minutes.

Consolidation and repetition of what has been learned -22 minutes :

Solving the equation - 5 minutes

Independent work (solving equations) with subsequent verification - 12 minutes

Solving a problem using an equation - 5 minutes

Summarizing -5 minutes.

Homework -2 minutes.

Reflection - 2 minutes.

During the classes

1. Greetings.

Hello guys, have a seat. In what mood did you come to class today? What color would you paint it with?

I hope that during the lesson you will not get bored and your mood will improve! Let's get to work!

2. Repetition of the passed material.

Guys, look, a squirrel came to visit us and brought her supplies with her: nuts and mushrooms. She asks us to help her put the supplies in the bags: which supplies are more - in the blue bag, which are less - in the red one. Can we help her? (Yes)

Guys, what supplies does the squirrel have more? Which are fewer? We lay out in bags.

Well done, helped the squirrel, coped with the task!

Our next assignment is on the board. Who can help me to formulate it? (you need to find out which items are more, which ones are less)

That's right, well done. What are more pears or apples? What is less? How many pears are there more than apples? How many apples are less than pears?

What can you say about the number of plums and apples? (there are as many plums as apples)

3. Acquaintance with new material.

Guys, today we will meet with you unusual shapes, which in mathematics are called geometric. Does anyone already know what these shapes are?

The first shape is a circle. (the teacher demonstrates a circle from a set of shapes). Show me the same shape from your set. What is the name of the figure that you are all showing me now?

Look closely at your circles, what can you say about this figure? (the circle has no corners)

Look closely around you: what objects are like a circle?

The next shape is a rectangle. (the teacher demonstrates a rectangle from a set of shapes). Show me the same shape from your set. What is the name of the figure that you are all showing me now?

Look closely at your rectangles, what can you say about this shape? How many corners does a rectangle have? How many sides?

Another shape is a square. (the teacher demonstrates a square from a set of shapes). Show me the same shape from your set. What is the name of the figure that you are all showing me now?

Look closely at your squares, what can you say about this shape? How many corners does a square have? How many sides? Take a square in one hand and a rectangle in the other. Compare them: how are they similar, how are they different?

Look closely around you: what objects are like a rectangle?

The next shape is a triangle. (the teacher demonstrates a triangle from a set of shapes). Show me the same shape from your set. What is the name of the figure that you are all showing me now?

Look closely at your triangles, what can you say about this shape? How many angles does a triangle have? How many sides?

Look carefully around you: what objects are similar to a triangle? (familiarity with the oval is made in a similar way)

4. Fidget.

Hamster, Hamsters, Hamsters

Striped barrel

Homka gets up early

Washes the neck, rubs the back

Homka sweeps the hut and goes to exercise

One, two, three, four, five

Homka wants to become strong.

5. Primary fastening.

Now I will ask you riddles about geometric shapes, and you have to guess them. (Each puzzle is accompanied by a slide from the presentation with the desired geometric shape.)

1) I have no corners
And I am like a saucer,
On the plate and on the lid
On the ring, on the wheel.
Who am I, friends? (circle)

2) Three peaks are visible here

Three corners, three sides -

Well, perhaps that's enough! -

What do you see? (triangle)

3) I am not an oval and not a circle,
I'm a friend of the triangle
I am a brother to the rectangle
After all, my name is ...
(square)

4) What will we see now?
All my corners are straight
There are four sides
But they are not all equal.
I'm a quadrangle
Which? ...(rectangle)

5) Work in a workbook.

And now, guys, we open our workbooks on the page where you have a bookmark. Look at the picture at the top of the page, what are these figures shown here? (children take turns calling already familiar geometric shapes)

Well done, we are doing the next task. Who already knows what needs to be done? (Shapes need to be colored)

True, but they need not only be colored, but colored so that all the circles are of the same color, all the squares are of a different color, the triangles are of the third. What color will we paint the circles? Squares? Triangles? (we choose with the children)

Assignment to students by reflecting on their activities:

Guys, our lesson is coming to an end, you all did a very good job today. Tell me, what figures did we meet today? How does each shape differ from all the others (circle, square, triangle, rectangle)?

What's your mood now? What colors would you paint him with?

Forms of control and assessment of lesson results:

At the end of the lesson, I invite you to choose a statement that suits you - an assessment and draw a corresponding emoticon in the margin in a notebook.

The lesson is useful! All clear! Only a few things are a little unclear.

You still have to work hard!

Yes! It's still hard to learn!

Homework information: distribute workbooks with interesting tasks on the topic of "geometric shapes".

List of used literature :

Mathematics in kindergarten. 5-6 years old. Workbook. (FSES) / Novikova.

Shcherbakova E.I. Methodology for teaching mathematics in kindergarten. - M .: Academy, 2010.

Kangina N.N. Mathematics in kindergarten. - Yaroslavl: Academy of Development, 2011

Introspection lesson

Theme: " Introducing Geometric Shapes »

Preschool teacher

educational institution

Aliyeva Dilara Abbas kyzy

The purpose of the lesson:

Educational: familiarize with the main figures, such as: circle, square, triangle, rectangle, show the difference and similarity between a rectangle and a square; learn to build figures.

Developing: develop spatial skills, logical thinking, attention, memory.

Educational: foster interest in the subject, foster a culture of behavior in frontal and individual work, work in pairs.

The lesson is aimed at the formation and development of UUD, at the achievement of personal results:

Subject:

Create tasks according to diagrams and pictures;

Write the solution to problems in an expression.

Personal:

To contribute to the formation of a motivational basis for educational activities, a positive attitude to the lesson, interest in the material being studied;

Work on self-esteem and an adequate understanding of the reasons for success / failure in educational activities;

Promote the manifestation of independence in various activities;

Work on awareness of responsibility for a common cause.

Metasubject : contribute to the formation of UUD

communicative:

Express your thoughts in accordance with the communication situation;

Work collectively and in pairs;

Hear and understand the speech of others.

Accept and maintain the objective task, follow the instructions of the educator;

Evaluate the correctness of the performance of actions at the level of an adequate assessment.

cognitive:

Distinguish the new from the already known with the help of an educator;

Choose the most effective solution;

Perform actions according to a given algorithm;

Be able to navigate in your knowledge system.

During the preparation, the requirements of the program were taken into account: integration of areas, age characteristics of children, solutioneducational and educational tasks in unity, taking into account the provisions on leading activities and changing types of activities, creating a relaxed atmosphere, implementing interaction with the leading role of an adult. The room was sufficiently ventilated, well lit,handpicked required size demomaterial .

Any process of cognition begins with an impulse that prompts action. Motivation is necessary to encourage the child to enter the activity. With this in mind, I carefully thought over each stage of the lesson, made up assignments, selected questions, used various methods of activating children.

I maintained the order and discipline of the students in the lesson with the help of skillful organization, interesting material and a high degree of correctness. She constantly welcomed the manifestation of the activity of children, encouraged independence. A calm tone, the ability to control goodwill relations, made all the children feel comfortable in the lesson.

High performance throughout the lesson was ensured by a change in activities, various forms of work organization (frontal, individual, work in pairs), as well as the use of health-saving technologies (physical education). This contributed to the creation of a positive psychological atmosphere in the lesson, a situation of success.

The study time in the lesson was used effectively, the planned lesson volume was completed. The intensity of the lesson was optimal taking into account the physical and psychological characteristics of the children.

The final stage was summing up and reflection. When assessing the work of students, specially designed for this stage blanks of emoticons were used, on which the children themselves reflected their mood at the beginning and end of the lesson.

Throughout the lessontried create a favorable psychological climate, observe the norms of pedagogical ethics and tact. And in spite of some difficulties (choral answers of children, insufficiently clear sound pronunciation), I think that the plan of the lesson was realized and the tasks set by me were fulfilled.

The lesson of the set goal has been achieved.

Prospects for the future

Continue teaching children to work in groups, in pairs.

Teach children to express their thoughts.

To get accurate and correct answers from the guys.

Open lesson on the outside world in the middle group "Animals of the middle lane"

Formation of a holistic picture of the world

Theme : "Animals of the middle lane".

Goals : To consolidate the idea of ​​the wild animals of our forests: appearance, habits, nutrition, their characteristics, adaptation to living conditions. To consolidate the knowledge of the names of baby animals, also in the plural.

Tasks: Develop speech, thinking. Raise interest, desire to learn more about wild animals.

Equipment demonstration: pictures of animals of the middle lane, illustrations of the series"Guess Whose Tail", magnetic board, phonogram"Magic music"... Course of the lesson: The teacher invites the children to go to the forest. Music sounds, the teacher says the words : How beautiful the Russian forest is. It is full - full of miracles!

What do you know about animals(they have 4 legs, have a tail, body is covered with hair).

The teacher offers to guess riddles and find out who lives in a fairy forest.

Who in the cold winter Walks angry, hungry?

I walk in a fluffy fur coat, I live in a dense forest. In the woods on an old oak tree I gnaw nuts

The tail is fluffy, the fur is golden, He lives in the forest, and steals chickens in the village.

A lump of fluff, a long ear, Jumps deftly, loves carrots.

Under the pines, under the trees Lies a bag of needles.

Who, forgetting the alarms, Sleeps in his den?

After each solution, the teacher puts a picture of the animal on the board. Each animal has its own home.

Didactic game"Who lives where?"

Where does the bear live? ... in a den, a fox ... in a burrow, a hare ... under a bush, a squirrel ... in a hollow, and the wolf's house is called ... a lair.

Poem :

The fox in the deaf forest has a hole - a safe home. Snowstorms are not terrible in winter for a squirrel in a hollow near a spruce. Under the bushes, the prickly hedgehog rakes the leaves into a heap. The clubfoot sleeps in its den; it sucks its paw until spring. Everyone has their own home, everyone is warm, comfortable in it. Cozy for everyone and mothers and their cubs. Who creates comfort, what are these mothers called?

What is the name of the fox cub- (fox cub, (many-foxes, fox mother- fox. Bear cub- (bear cub, bear cub- mother-bear. The hedgehog-cub, mother-hedgehog-hedgehog, many-hedgehogs. Wolf cub- wolf cub, many wolf cubs, the mother of a wolf cub is a she-wolf.

Each animal has its own character, its own characteristics and its own appearance. You probably know that well yourself.

Play exercise: "Name the signs of animals": Fox- (sly, redhead, fluffy)... Hare- (cowardly, long-eared, changes his fur coat in winter)... Bear- (brown, clubfoot, clumsy, hibernate in winter)... Wolf- (angry, gray, toothy)... Hedgehog- (prickly).

Now tell me guys, can you say that about people? Evil as ... a wolf. Cowardly like ... a hare. Sly as ... fox. Clubfoot like ... a bear. Toothy like .... a wolf. Jumping like ... a squirrel.

Physical education: Let's rest together. Let's carry out"Animal charge".

One - squat, two - jump. This is a bunny exercise.

And when the cubs wake up, they like to stretch for a long time. Be sure to yawn, and wag your tail.

And the cubs' back is arched and slightly bounced.

Well, the clubfoot bear is wide apart paws : now one, then both together for a long time marking time.

And for whom charging is not enough - we start all over again.

Didactic game of pictures: "Guess Whose Tail".

Name: fox- (foxes); the hare - (hare); wolf - (wolf); for a bear - (bearish).

Questions : What fairy tales do you know, where the main characters are animals?"Masha and the Bear", "Chanterelle with a rolling pin", "The Wolf and the Fox", "Zayushkina hut".

And who will tell me guys how wild animals differ from domestic ones? (wild animals live in the forest, and home houses where people take care of them). Wild animals have to take care of themselves, get their own food.

Let's feed the animals. Who will we give honey to? -bear. Carrots for a hare. Mushroom - hedgehog, fish - fox, walnut - squirrel. Meat for the wolf.

Who were we talking about?

There is a picture for coloring on the table in front of you. Who is depicted on it? Let's color the animals. See if you have chosen the right color for your animal?

Preview:

Summary of a sculpting lesson

"Gifts for the squirrel" in the second junior group

Summary of a modeling lesson in the second junior group on the topic: "Gifts for a squirrel"

Target:

To foster children's interest in modeling.

We continue to master the skills of dividing plasticine into two parts, rolling in straight and circular movements, flattening the plasticine between the palms, attaching one part to the other.

To teach to use plasticine correctly: to sculpt on the board and not to scatter the material.

Material: plasticine, boards, pictures with the image of a squirrel with mushrooms and nuts, a squirrel.

Course of the lesson:

I invite the children to take their places at the tables.

Who deftly jumps on the trees

And flies up to the oak trees

Who hides nuts in a hollow,

Dries mushrooms for the winter? (Squirrel)

Children's answers

Q: "Children, a squirrel has come to visit us. The squirrel is very fond of mushrooms and nuts. Look how beautiful my nuts and mushrooms are."

Children look at pictures.

Q: "Today we blind mushrooms and nuts from plasticine for a squirrel and treat her. Look how I will sculpt a mushroom. I take a lump of plasticine and divide it into two parts. From one part I will sculpt a leg with straight movements of my palms, and from the other parts of the cap in a circular motion of the palms, then flatten the round lump between the palms and connect the cap and the leg. " The teacher conducts the show.

Q: "Guys, I remind you that you only need to sculpt over the board, do not stain the table and clothes with clay, you need to sit upright. You can start working.

The teacher carries out an individual approach, helps with advice.

Physical minute:

A squirrel is sitting on a cart

She gives out nuts.

Little fox sister,

Tit-sparrow,

Mishka Fat Five

And a mustache bunny.

And now, guys, let's make one more favorite treat for our squirrel with you.

I'm a fluffy squirrel

I live in a dense forest

In a hollow on an old oak tree,

I gnaw nuts.

Q: Look at which nuts are round, large.

Children are looking at nuts.

Q: From a piece of plasticine, you need to tear off a piece and make a round nut with circular movements of your palms, still tear off a piece and sculpt a large, round nut, etc. etc. Guys, prepare your palms and, together with me, in circular motions, show how you will sculpt a nut. We will put the nuts in plates.

Q: "Look, what nuts and mushrooms you blinded for our guest - round, big, you tried very hard, well done, the squirrel is happy."

Preview:

Abstract of an open lesson in mathematics

in the preparatory group

"Fun mathematics with Pinocchio"

Open lesson in mathematics in the preparatory group "Fun Mathematics with Pinocchio"

Target : Generalization of the acquired knowledge in mathematics.

Educational tasks:

Exercise children in forward and backward counting within 10,

Improve the ability of children to compose and solve simple arithmetic problems, for addition and subtraction within 10,

To consolidate the ability to highlight a condition, question in a task, - to consolidate knowledge about the sequence of days of the week,

To fix a series of numbers within 20, - to consolidate the ability to distinguish and correctly name geometric shapes, - to consolidate the skills of composing a whole from different parts, - to consolidate the ability to navigate on a sheet of paper in a cage.

Developmental tasks:

Develop imagination, logical thinking, ingenuity, attention, visual memory,

Promote the formation of mental operations. Educational tasks :

Cultivate interest in mathematical knowledge,

To cultivate the ability to understand the educational task, to perform it independently. - To cultivate friendly relations, a desire to help a friend.

Demo material:

envelopes with letters, envelopes with tasks, boards for the bridge with numbers from 1; to 10; a stream of fabric, spruce with cones, chamomile, numbers, mathematical signs, geometric shapes.

Hand-out material: sheets of paper in a large box, pencils, portraits of Pinocchio, coloring books.

Methodical techniques:

Game (surprise moment, finger gymnastics, physical minute,

Verbal (reading letters, questions, conversation, logical tasks,

Visual (demonstration material,

Analysis of the lesson, encouragement.

Course of the lesson

Children enter the group.

Educator. Guys, guests have come to us today, let's go with them

let's say hello.

(Children greet guests)

Educator. Guys, what is your mood today?

Children. Good, joyful, funny.

Educator. Let's join hands and send each other a good mood. All the children gathered in a circle.

I am your friend and you are my friend.

Let's hold hands tight

And let's smile at each other!

Wonderful! Look at your faces, they shine with joy and warmth, I hope that we will have this mood throughout the day.

Educator. Guys, today, when I came to kindergarten, I saw this letter on the table.(Letter # 1) ... Want to know who wrote it? Children. Yes. Educator. Well, then guess the riddle. The father has a strange boy, Unusual, wooden. On the ground and under water, Looking for a golden key, Everywhere its long nose pokes, Who is this? Children of Buratino. Educator. Right. Let's read what Buratino wrote to us.(The teacher reads the letters)Hello dear guys! Buratino is writing to you. Fox Alice and Cat Basilio locked me in a closet because I did not want to study and did not obey Malvin. They said they would not let me out until I solved their assignments and found the Golden Key. And since I did not study well, I cannot solve the tasks myself. I ask you, dear guys, help me, please! Your Pinocchio.

Educator. Well. Guys! Let's help Pinocchio? Children. Yes Educator. Then we have to hit the road. The fascinating world of mathematics awaits us. And we will go along the path.(Walking along the path).

(Sounds funny music. Children walk along the path and find the 1st envelope with the task). Educator. And here is the envelope with the first task.(The teacher reads the task in the envelope)Educator. The task is called"Crossing" ... To cross the river, you need to assemble a bridge from the planks. But the boards are not simple, but with riddles, if you guess them, you can assemble the bridge. Cope with the task. Children. Yes.

Mathematical riddles. 1.Sister with a sly nose

The account will open. (Unit) ... 2. Grandmother Anya has a grandson Seryozha, a cat Fluff, a dog Bobik. How many grandchildren does a grandmother have?(One) ... 3. And my little brother, Seryozha, Mathematician and draftsman - On the table at Baba Shura, Draws all sorts.(Shapes) ... 4. Someone at night old chair

I turned it upside down.

And now in our apartment

He became a figure. (Four) ... 5. What looks like a ring - Without beginning and end.(Zero) ... 6. Live in a difficult book Cunning brothers. Ten of them, but these brothers, Will count everything in the world.(Numbers) . 7. Every toddler knows : The fold sign is.(A plus) ... 8. In Latin this word,"smaller" means, And for us, this sign of the number subtracts.(Minus) . 9. She has nothing : There are no eyes, no hands, no nose, It consists of everything. From the condition with the question.(Task) ... 10. I did it with great diligence.(Tasks) ... Educator. Well, what have you collected from the bridge? Children. Yes. Educator. Guys, look, there are also numbers on the tablets. Count the numbers in order(counting out loud) ... Now count backwards(counting out loud) ... How many boards are there?(10) Educator. Well done guys, you put together a good, strong bridge. The first task was completed. You can cross the river(cross the bridge).

Educator. We move further along the path, and the path is winding.(They walk like a snake, between objects)... (Sounds "funny" music, children walk along the path, and find the 2nd envelope). Educator. Guys look at the envelope with task number 2.

Educator. The exercise"Solve the problem" There were 6 cones hanging on the tree, 2 cones fell. How many cones are left on the tree? Guys, what parts does the task consist of? Children. The task consists of two parts: a condition and a question. Educator. What is a condition? Children. What we know. Educator. What is a question? Children. This is what you need to find out. Educator. Let's repeat the task and separate what we know from what we don’t know. What do we know? Children. 6 cones hung on the tree, 2 fell. This is the condition of the problem. Educator. What do we don’t know? How many cones are left after 2 fell? This is a question of a task.(The teacher removes 2 cones)... Educator. How to solve the problem? Children. 6-2 = 4... Educator. Are there more or fewer cones after 2 more fell? Children. There are fewer cones. Educator. How many cones have decreased? Children. There are two fewer cones. Educator. How many cones are left on the tree? Children. 4 cones are left on the tree. Educator. Well done. Listen, is it possible to solve this problem? 3 chamomile blossomed on the lawn, 2 more blossomed during the night. It became very beautiful.(The teacher lays out daisies on the board)... Children. No. Educator. Why? Children. This is not a task, but a story. There is no question. Educator. And what can you find out? Children. How many daisies are there on the lawn? Educator. We have compiled a problem. Let's repeat it, what do we know? Children. 3 chamomile blossomed on the lawn, 2 more blossomed during the night. This is the condition of the problem. Educator. What do we don’t know? How many daisies were there after 2 more blossomed? This is a question of a task. Educator. How to solve the problem? Children. 3 + 2 = 5(children compose the solution to the problem on the blackboard)... Educator. Are there more or less daisies after 2 more blossomed? Children. There are more camomiles. Educator. How many daisies are there? Children. There are two more camomiles. Educator. How many daisies are there on the lawn? Children. 5 daisies on the lawn. Educator. Well done, guys, they coped with one more task. But before we move on and help Pinocchio, let's take a little rest with you. Do you agree? Children. Yes Fizminutka.

Have worked, guys,

And now everyone is charging!

We will all stand together now,

We will rest at the halt.

Turn left, turn right

Bend over, come up.

Hands up and hands to the side

And on the spot, jump and jump!

And now we're skipping

Well done, you guys!

We slow down, children, step,

And stop there! Like this!

And now we sit together,

We still need to work. Educator. Well, what have you had a rest?(The teacher finds an envelope)... Educator. Guys look at the envelope with task number 3, called"Think first, then answer!"it is very complex and requires your attention. Are you ready to answer? Children. Yes.(The teacher reads the assignment, the children answer)

1. What day of the week is it today? 2. How many days are there in a week?(7)

3. What is the name of the fifth day of the week?(Friday)

4. How many working days are there in a week?(5) 5. How many days off are there in the week?(2) 6. Which number is greater than 13 or 14, 17 or 18. 12 or 15? 7. Which number is less than 11 or 13, 10 or 16, 15 or 18? 8. How many fingers are on one hand?(5) 9. How many fingers are there on two hands?(10) 10. How many suns are there in the sky?(1)

11. How many paws do two dogs have?(8)

12. How many ears do two cats have?(4) ... Educator. What fellows you guys are and coped with this task! Let's move further along the path, but be careful, there are bumps on the path, you need to step over them. (Sounds"cheerful" music, children walk along the path and find an envelope with task number 4) Educator, The task is called"Geometric figures"... Guys, geometric shapes fell and crumbled into different parts, you need to collect geometric shapes from these parts.

(Children collect geometric shapes on the table)... Educator. Well, what did you manage? Name the shapes you got. Children. Square, triangle, circle, oval, rectangle, rhombus. Educator. And what geometric shapes do you still know.(Children list all geometric shapes)... Educator. Name the shapes that have no corners. Children. Circle, oval. Educator. Name a shape with all sides equal. Children. Square. Educator. Name the shape with three corners. Children. Triangle.

Educator. Well done guys, they quickly coped with the task. But we haven't found the golden key yet, we move further along the path. (Sounds"cheerful" music, children walk along a wooden path, come to the table and find an envelope with task number 5, the teacher reads the task). Educator. The task is called"Magic cells"... Sit down at the tables. Before we start drawing in the cells, let's stretch our fingers so that they obey us. Finger gymnastics."School" .

I'll go to school in the fall. (Children"Walk" fingers on the table) I'll find friends there.(Hands in the lock) I will learn, read, count,(Bend one finger at a time)run and write quickly. I will be such a scientist! But I won't forget my garden.(Threatening with the index finger of the right hand)... Place the leaves in the cage in front of you. Take a pencil, put it on the red dot, and do a graphic dictation. Draw : 6 cells right, 2 up, 4 right, 5 down, 4 left, 2 up, 4 left, 1 down, 1 left, 1 down, 1 left, 3 up. Educator. Did everyone do it? What did we do? Children in chorus."Golden Key!"

Educator. Well done! That's right guys. Did we help Pinocchio? Completed all tasks, and found"Golden Key"... So the fox Alice and the cat Basilio have probably already let him go.(Knock on the door) ... Educator. Guys, wait! Someone is knocking on us! I'll go and see who's there.(The teacher brings a letter)... Educator. Guys, this postman brought us a letter from Pinocchio. Let's read it.(Letter number 2, the teacher reads)

Dear Guys! Thank you for your help. Fox Alice and Cat Basilio let me go. And now I'm going to Malvina. I will obey her and study diligently. And for you I have gifts; my portrait and coloring. Goodbye.(The teacher distributes gifts to the children)... Educator. Guys, since we helped Pinocchio, we completed all the tasks and found"Golden Key"he was released, and now he will obey and study diligently, then our fascinating journey into the world of mathematics is over. Bottom line. Guys, tell me, did you like helping Pinocchio? What did you like the most? What tasks were difficult for you? What did we do with you? Educator. Well done! I also really liked how you deftly and very quickly completed all the tasks and helped Pinocchio find"Golden Key"... Thanks.

Preview:

Scenario of an open lesson on the development of elements of logical thinking in the preparatory group

"My family"

Abstract of an open lesson on the development of elements of logical thinking in the preparatory group "My family"

Objectives: Mastering the actions for building and using a graphical model of classification relations(on the example of a family). Development ideas about the content of concepts.

Educational tasks:

1. To reveal the ability of children to establish generic relations between concepts(family, family members).

2. To consolidate the principles of constructing models of conceptual relations using a classification tree(on the example of a family)for various reasons(age, gender).

3. Continue to teach children to find common and different signs of objects, to draw logical conclusions.

Developing:

1. Promote the development of memory, attention, logical thinking when performing tasks.

2. To develop children's communication skills, coherent speech.

3. Develop the ability to analyze, compare, generalize, draw conclusions.

Educational:

1. To cultivate love and caring attitude towards members of your family, a sense of pride in your family.

2. To foster responsiveness, a sense of camaraderie, the ability to listen, the desire and ability to work in a team.

Integration of educational areas: social and communicative, cognitive development, speech development.

Preliminary work:

1. Acquaintance with space, planets, the globe, with life on Earth.

2. Conducting conversations on the topic"A family" .

3. Consideration of family photo albums.

4. Conducting didactic games with children:"Name it affectionately", "Who am I to you" , and games for the development of logical thinking:"The fourth extra" other.

Material and equipment:

Magnetic board, magnets, 2 sets of chips with images of family members, chips of two colors: red and yellow according to the number of children, 2 bags, 2 large chips on tables, 2 sheets of A3 paper, pencils, letter box, letter from Mars, large envelope , skipping rope, 2 trays, hourglass.

Course of the lesson:

1. Organizational moment.

(Children with a teacher enter the group, greet the guests)

Educator : Stand up, children, stand in a circle Stand in a circle, stand in a circle! You are my friend, and I am your friend, an old faithful friend. Let's join hands with you, look into each other's eyes, and give kind words and don't forget about a smile. After all, it is with a smile that pleasant communication begins and your mood improves. Who wants to start?

(Children take turns saying pleasant words to each other, smiling)

Educator : Well, did you feel better? I'm very happy. I hope you keep it throughout the day.

2. Introductory part.

Educator : Guys, let's check our mailbox. Have we received mail?

(Children check the mailbox and find a letter in it)

Educator : Wow, letter! Who is it from? And the letter is not easy, but from another planet of the solar system - from Mars. Do any of you know what the inhabitants of the planet Mars are called?

Children: Martians.

Educator : And then who are we - the inhabitants of the Earth?

Children: Earthlings.

Educator : Right. Let's read what the inhabitants of the planet Mars wrote to us. Do you want to know?

(The teacher reads the letter)

Educator : “Hello fellow earthlings! We are Martians live and study in Martian schools. We would love to know what a family is? Help us please!"

Educator : Well, guys, can we help the Martians?

Children: Yes!

3. The main part.

Educator : Guys, which of you would like to tell the Martians about your family?

(Children answer)

Children: Yes!

Educator : Let's then play with you a game called"The reporter" ... Who is a reporter?

Children : Someone who interviews people.

Educator : Listen to the rules of the game. Reporters ask questions about the family for example : "Where is you mom work?"... And the rest of the children answer them, for example So : "My mother is a seller"etc. Reporters should not leave anyone unattended and ask questions to each of the interview participants. For the game, we need to choose several reporters, and a counting rhyme will help us with this"Button, onion, cross".

(The teacher recounts the children according to the words of the counting rhyme and appoints as reporters, for example, all"Crosses" , jump ropes are used as microphones)

Educator : Guys, let's take some chairs for convenience.

(Children sit on high chairs, forming a semicircle)

(A game is being played)

Educator Q: Who is the first reporter to ask a question? Still have questions for our members?

(A game is being played)

Educator : So you told the Martians about your family. I see you all have wonderful families. Guys, for our further game, I suggest you split into two teams.

(The teacher brings out a tray with chips of two colors)

Educator : Choose one of the chips : red or yellow whichever you like best. So, to the right will stand all who have red chips, and to the left - who have yellow ones.

(Children are grouped by color)

Educator : We got two teams. Guys, those on the right, you will be called Team Red, and those on the left, Team Yellow. Take your seats at the tables.

(Children sit at the table with a chip of the corresponding color)

Educator : Look, in front of you is a picture. Who is depicted on it?

Children : Grandfather, grandmother, dad, mom, son, daughter.

Educator : Right. And how can they be called in one word?

Children: Family.

Educator : That's right. Guys, I invite each of you to choose a role for yourself.

(The teacher invites the children from each team to pull a token out of the bag with the role of a family member indicated on it)

Educator : Well, what did you make your choice? And now, in order to get used to the role, go to this table and choose the appropriate object for yourself.(attribute) ... You have one minute to pick up the item and return to your seats. Time has gone.

(The teacher turns over the hourglass)

(Children choose attributes and sit at their tables)

Educator: Let's guess: "Who is who?"

(Team members take turns getting up from their seats and, without naming themselves, show the chosen object, and all other children must guess which family member is in front of them and explain their answer)

Educator : So we introduced the Martians to family members, their hobbies and responsibilities. And in order to tell the Martians more about them, let's compare them.(find similarities and differences)... On what basis can we do this?

(Children, together with the teacher, discuss all possible options)

(In case of difficulty, the teacher invites the children to consider a specific example : dad and son - what are their similarities and differences?

(Children answer)

Educator : Right guys. So we found with you two signs for comparisons : by age and gender. So what groups can we divide family members into by age?

Children : For adults and children.

Educator: And by gender?

Children : Male and female.

Educator : Guys, how can we write about this in a letter to the Martians? After all, they only understand the language of symbols.

(Children offer a solution to the problem)

Educator : Of course, we can depict it schematically(using a classification tree)... What symbols can we use?

(Children suggest options)

Educator : Let's focus on the first letters of the words.

Educator : Take whatever you need.

(The teacher distributes for each commands : sheets of paper and pencils)

Educator : Let's distribute so that the first RED team draws the model(share family members)on the first basis (by age, and the second Yellow team - on the second(by gender) ... Once again, within a minute, discuss within the teams how you will build your models, which groups to divide into and who of the family members will be in which group.

(There is a discussion in teams)

Educator : Where do you think to start?

Children : You need to enter the designation of the family.

(In case of difficulty, the teacher draws a dot-circle on the magnetic board with a marker and enters the designation of the family with the letter"WITH" ... Children are invited to do the same on their sheets)

Educator : Now sketch your solutions on sheets of paper and do not forget to enter the appropriate letters.

(Independent work of children in teams)

Educator : Well, I see you have already finished. Let's see what you did.

(The teacher places models from each team on the board)

Educator: Is everything correct?

(Children check if the model of the opposing team is built correctly)

Educator : Red team, on what basis did you divide all family members?

Children of the first team: Adults - grandfather, grandmother, dad, mom; Children are a son and a daughter.

Educator : And the yellow team?

Children of the second team: Men - grandfather, dad, son; Women - grandmother, mother, daughter.

Educator : You did a wonderful job. Guys, let's take another look at what schemes we got. Do you think the Martians will understand everything? Tell me, are there any similarities between the two models?

Children : Yes there is. And in the first and in the second model, we consistently distinguished two groups.

Educator : Are there differences?

Children : Of course have. The selected groups have different characteristics for comparison.(basis of classification).

Educator : Guys, you are so great. And now I propose to send your schematic models in an envelope to Mars, for the study of our families by Martian schoolchildren.(Children seal envelopes)

Educator : Well, that's it. It remains only to take our letter to the post office.

4. Lesson summary

Educator : Did you guys like playing? Let's sit in a circle(on pillows) and remember what new you learned today? What do you remember the most? Which of you found it difficult to complete the assignments? Who didn't have any difficulties?

(Children analyze their activities)

Educator : I also really enjoyed looking for an answer for the Martians with you. And I especially liked that you were very attentive, friendly - a real team, and that is why you completed all the tasks so quickly and correctly. Thank you all and don't forget to say goodbye to our guests.

Preview:

Lesson summary for the middle group “One and many. Comparison of sets and establishment of correspondence between them "

Theme : “One and many. Comparison

sets and establishing a correspondence between them "

Tasks : To consolidate the ability to compare two groups of objects in terms of quantity, to establish equality between them, to distinguish where there is one object, and where there is a lot, to learn to count from left to right, to name the numbers in order.

Integration of educational areas : Communication, Physical Education,

Socialization, Cognition

Implementation means: A package containing 5 oranges, numbers from one to five, Cheburashka toys, geometric shapes

Educator: (Organizes a surprise moment)

The postman came to us this morning and left a parcel

(shows a box or box)

What do you think is there? And who sent it? No return address ...

Children: (pay attention to the box, assume who the package is from and what is inside)

Educator: Oh, look, here is a hint note:

This sweet, strange, darling

Nameless toy

Was once in a store

He waited for fairy tales in the window

And he waited. Became famous.

Listen to me, baby:

He has big ears and is brown in color

Everyone in the world loves him.

Every mongrel knows

Gena's friend ... (Cheburashka)

Well done! (takes out a Cheburashka from a box)

Will we teach him? But how did he get to us?

Children: In a box of oranges

Educator: Let's count how many oranges Cheburashka has in a box?(count up to 5)

Look, one fell, how many oranges are there?(4)

Moreover, Cheburashka took one, how much was left in the box?(3) .

Well done! Look at the blackboard. What do you see here?

Children: Figures!

Educator: What are the numbers?

Children: One to five!

Educator: Right! Name the numbers together with Cheburashka.

(the child comes out at will and together with Cheburashka calls and shows numbers)

Clever girl!

(calls several children, they also call numbers)

Well done! Now let's see how Cheburashka calls the numbers

(counts from 5 to 1)

Is he giving the numbers correctly?

Children: No!

Educator What did he do wrong?

Children: He called the numbers the other way around!

Educator: And what number should you start with?

Children: From number 1!

Educator: After 1, what is the number?

Children: Two!

Educator: And between 3 and 5 what is the number?

Children: 4!

Educator: And between 1 and 3, what is the number?

Children: 2!

Educator: Well done! And what is the end of the count?

Children: 5!

Educator: Let's count everything together:

1, 2, 3, 4, 5

Physical education,

Educator: And now everyone needs to get up,

Raise your hands slowly

Squeeze your fingers, then unclench

Hands down and stand like that

One, two, three, four, five!

Bend over - three, four

And jump on the spot.

On the toe, then on the heel.

This is how we do our exercises

Educator: Children, who came first to kindergarten today?

(child answers)

He was alone. Then another one came, there were two of them. Then another one, there were three of them. Then another and another. There are many children.

Let's count how many children are in the group today?

(child counts)

(If there are children in the group who can manage the exact number of children, for example, 7, they should be praised, but not insisted that other children name this number."many" )

Educator: Let's play cubes?(puts a box of cubes according to the number of children)

There are so many of them!

Take one at a time!(take)

How many cubes do you have?

Child: One

Educator: What color is it? What is it made of?

(children answer)

Educator: How many cubes are in the box?

Children: None!

Educator: Put the cubes back in the box.

How much did you put in? And you? How many cubes are in the box now?

Each of you put one cube at a time, and there are a lot of them.

What did you guys and I think today?

Which game did you like the most?

Do you think Cheburashka learned to count to 5?

Goodbye, Cheburashka!

Preview:

Abstract of a lesson in mathematics

"Securing material" one - many "

(second youngest group)

Synopsis "Securing objects one - many" (second younger group)

Target : Enriching the skills and abilities of children into groups of subjects: one to many.

Tasks.

Educational: To form and fix a group of objects one-many.

Developing : To develop children's attention, visual-figurative thinking.

Educational : Raise children's interest in FEMP.

Vocabulary work: one-many.

Dictionary activation: one-many.

Preliminary work: Reading the tale "Turnip", viewing illustrations.

Means: cards of 2 colors - green and red, flannelegraph with heroes of a fairy tale, carrots(cut from colored cardboard).

Methods: conversation, artistic word, show, explanation of the teacher, questions to children, d / game, physical education, encouragement.

Organization form: group.

STROKE. Introductory part(artistic word)Here is a flannelegraph, he is glad to show you a fairy tale!

Educator. - Guys, today we will remember the tale "Turnip".

Main part ... Grandfather planted a turnip and a big, big turnip grew (puts a turnip on the flannelegraph, grandfather began to pull the turnip. Pulls, pulls, but cannot pull (puts grandfather on the flannelegraph, whom did grandfather call?

Children. -Grandma.

Educator. -Yes. grandmother (puts on a flannelegraph, pulls, pulls, but cannot pull, grandmother called who?

Children. -Granddaughter

Educator. -Yes, granddaughter (he puts on a flannelegraph, pulls, pulls, but they can't pull out, the granddaughter called whom?

Children. - Bug!

Educator: Yes, bug(puts on flannelegraph)... pull, pull, but cannot pull, called for help from Bug who?

Children. -Cat

Educator. -Yes, the cat (he puts on the flannelegraph, pulls, pulls, but they can't pull, the cat called who for help?

Children. -Mouse!

Educator. -Yes, the mouse (puts it on the flannelegraph, pulls and pulls and pulled the turnip.

Guys, we had one turnip, but many heroes pulled out a turnip. Well done, we remembered the tale. Now let's take a little rest, exercise:

1.2.3.4.5-the bunny came out for a walk. Bunny jump is our go(children are jumping) -he jumped many times. Suddenly out of nowhere (children sat down, a sly fox runs by(children covered their faces with their hands)The bunny hid in the bushes. the fox won't find it in any way. Well done!

And now. we will play the d / game "Treat a Bunny".

Children come to the table, take a green card for a start and put 1 carrot on it, then the teacher asks to take a red card and put a lot of carrots on it. After the end of the assignment, the teacher asks the children:

Guys, what card with carrots will we leave for treating the bunny?

Children. -Red!

Educator. - Why?

Children. - There are a lot of carrots on it.

Educator. - Well done, our bunny will be pleased.

Final part.

Educator. -Guys, did you like treating the bunny with carrots?

Children. - Yes!

Educator. - Tell me, how many heroes pulled a turnip (one or many?

Children. - Many heroes.

Educator. - Thank you all, everyone did their best today, all the good fellows!

Preview:

Scenario of an open lesson in the junior group "Cockerel and his family".

Abstract of an open lesson in the younger group "Cockerel and his family"

Target: To form in children ideas about the characteristic features of the image of a cockerel, hen and chickens.

Tasks: Expand children's understanding of poultry: chicken, rooster, chickens; Continue to acquaint children with folklore works that tell about a cockerel, a hen, and chickens. Enrich children's vocabulary. be able to imitate the voices of birds. To form cognitive activity. To cultivate a kind attitude towards "our smaller brothers"

Course of the lesson:

The teacher brings in a rooster toy covered with a cape. Educator : Guys, do you want to know who is in my hands? Then guess the riddle: "Who gets up early, sings songs loudly, keeps the children awake?" (children's answers). - That's right, cockerel. We consider the cockerel, highlighting the features.

How does the cockerel sing? (children's answers)Nursery about the cockerel:Cockerel, cockerel,

Golden scallop,

Butter head,

Silk beard,

That you get up early

Don't you let the kids sleep?

And who is the cock calling? What do you think? (children's answers).

The cockerel calls for the hen. What does he call her? Ku-ka-re-ku! (together with children) The teacher takes out a toy chicken. We consider the chicken, highlighting its characteristic features. Then we compare the chicken and the cockerel -What kind of comb does the cockerel have?

Big.

And the chicken?

Small.

What else does the cockerel have?

Beard.

Does the chicken have?

No.

How does the cock cry?

Ku-ka-re-ku!

And the chicken? Ko-ko-ko.

Physical education

Rooster walked along the shore (hands folded behind his back)

Slipped into the hole Bukh! (imitate the fall of the cock)

The rooster will know that henceforth (we shake our index finger)

We must look under our feet! (we show that you need to look under your feet)

And how does the hostess call the cockerel with her family in order to feed them? "Chip-chick-chick." - Guys who are squeaking there, calling mom a chicken? (children's answers)

That's right, chickens. And how does mommy hen call chickens? Ko-ko-ko! How do chickens squeak? Pee-pee-pee. Educator : Guys, let's play with you. I will be a chicken, and you are my chickens. That's how many chickens I have. How chickens sing their song "PI - PI"

The song "The chicken went out for a walk" sounds.

The chicken went out for a walk. The teacher walks with the children

Pinch fresh grass. By group.

And the guys behind her

Yellow chickens.

Ko - ko, ko - ko - ko

Don't go far. Threaten each other with a finger.

Paddle with your paws

Look for the grains. Fingering on the floor with your fingers.

Ate a fat beetle

Earthworm, Stroke your belly.

We drank some water

Full trough. They "drink" water from their palms. - Guys, did you like our guests? - Yes

Who visited us today? - -

Cockerel, hen and chickens.

It's time for our guests to go home. Let's say goodbye to them, see you soon!

Preview:

Scenario of an open event in a junior group

"A journey through fairy tales"

Synopsis of an open lesson in the younger group "Traveling through fairy tales"

Goals:

Teach children to conduct a dialogue with the teacher: listen and understand the question asked and answer it clearly;

To consolidate the knowledge of children about the heroes of their favorite fairy tales, to develop memory;

To develop in children a figurative, expressive, emotional

speech using logorhythmic exercises, replenish and activate the vocabulary of children;

Develop the ability of children to see objects similar to a circle in their environment;

Tasks:

To consolidate and generalize the knowledge of children about the number of objects (one, many, none, exercise in counting up to 3;

Fix the geometric shapes of the square and triangle;

To develop the constructive abilities of children using modern educational technologies B. Nikitin and V. Voskobovich;

To form an aesthetic taste, to develop the communicative qualities of a person.

Materials and equipment: table theater "Teremok", "Three Bears", "Kolobok"; toy gingerbread man, illustrations for fairy tales.

Preliminary work: reading fairy tales and watching cartoons: "Three Bears", "Teremok", "Kolobok".

Course of the lesson:

Children enter the group.

Educator: Guys, look at our group of guests, let's say hello to them. And for this we will stand in a circle and invite our guests to us, we will show how we can greet, what is our ritual of greeting in the group. (The greeting is accompanied by movements, the children are standing on the carpet in a circle):

Hello Sky!

(Hands up)

Hello Sun!

(With hands above your head, describe a large circle)

Hello Earth!

(Smoothly lower your hands down)

Hello, our big family!

(All the guys join hands and lift them up)

All the children gathered in a circle,

I am your friend and you are my friend.

(Show yourself with two hands, and then spread them apart)

Let's hold hands together

And let's smile at each other!

(Join hands and look at each other with a smile).

Educator: Well done guys! Do you want to go on a journey through fairy tales?

Children: Yes!

Educator: But to get into a fairy tale, you need to be dexterous, strong, skillful and know the magic words. Let's do a little warm-up.

Get your fingers ready.

"Hedgehog" - (finger gymnastics, the teacher reads the text, and the children repeat):

Educator:

1. Kind hedgehog, kind hedgehog children twist their fists

He looks like a ball, in front of him

Children squeeze the needles of the hedgehog and

Very, very prickly, open their fingers

2. Hedgehog, hedgehog, eccentric, children hide their fists

Where are you hiding buddy? behind the back

Show needles, children squeeze and

Very, very sharp. unclench their fingers

Educator:

Now close your eyes, I'll say the magic words:

"Where are you, a fairy tale, answer, show us the guys" (music sounds).

Children open their eyes, and the teacher draws the children's attention to the table, which is nearby. On it there is a slide of brown matter - "mink", the teacher invites the children to see what is there? Children, together with the teacher, come to the table.

Educator: Children, look, it seems to me that someone is moving in the hole? (the teacher, imperceptibly in the "mink", puts a hedgehog toy with a bag on his hand and shows it to the children)

Hedgehog: Hello!

Children: Hello, hedgehog!

Educator: Hedgehog, how did you end up here?

Hedgehog: Yes, here, I heard what they say about me, so I decided to get out of my hole.

Educator: Children, let's ask the hedgehog why are you so prickly?

Children: Hedgehog, why are you so prickly?

(At this time, turn on the disc with the song to the poem by B. Zakhoder)

What are you, a hedgehog so prickly?

This is me just in case

Do you know who my neighbors are?

Foxes, wolves and bears!

Educator: Hedgehog, where do your neighbors live?

Hedgehog: They live in that fairytale forest over there (points to another table, where there is a forest and a house - figures from the table theater)

Educator: How do we get there?

Hedgehog: I'll help you! You need to walk along a log, jump over a stream, walk over bumps.

Educator: Thank you Hedgehog.

Hedgehog: Goodbye guys!

Children: Goodbye!

Educator: Well, let's hit the road, the road.

(Children walk along the log, jump over the trickle path, carefully step from bump to bump and stop at the table)

Educator: So we came to the forest. Let's sit down in a fairy-tale meadow (Children sit on high chairs)

Children, look at the house.

(The teacher points to the house)

Educator: What is it called?

Children: Teremok.

Educator:

Guys, guess the riddle and we will find out what kind of fairy tale it is:

There is a painted house,

He is so handsome

The animals walked across the field,

They stayed in the house to live. (Teremok)

Look at the heroes of the fairy tale "Teremok". I will give you heroes, and you try to answer my questions with their voices.

Who, who lives in the little house? (each hero's answers)

Tell me, how many animals lived in the house at first?

Children: none.

Educator: How many of them became later?

Children: a lot.

Educator: And how many frogs are there in the house?

Children: one.

Right. And there is one mouse, and one chanterelle, and one bunny, but all together there are many. In the tale of heroes one by one, and how many mice we have, let's count

Children: two,

Educator: how many frogs?

Children: three.

How many of us are in the group together?

Children: a lot.

Guys, the bear ruined the little house, almost crushed friends. What to do? How are we to be? Let's build houses for the animals now.

(Children come to the tables).

D / And "Fold the Pattern" by B. Nikitin - "House"

Educator: Well done, they helped the heroes of the fairy tale. And now we go further.

Guys, our carpet has also become magical. It turned into a carpet - an airplane and we will fly on it into the next fairy tale.

(Children get up on the carpet).

Close your eyes and say with me: "Where are you, fairy tale, answer, show us the guys" (music sounds).

Children open their eyes.

Open your eyes

Let's play the game "Tell me a word" and find out what kind of fairy tale it is?

D / And "Tell me a word."

Three cups and three beds.

There are also three chairs, look,

And the tenants here really

Lives exactly (three).

As you will see, it is immediately clear:

To visit them (dangerous).

Run away quickly, sister

Fly from the window like a (bird).

She ran away! Well done!

Hence, the whole tale (end).

Fedya reads syllables:

This is a fairy tale ("Three Bears").

(Answers of children.)

Well done, that's right, this is the fairy tale "Three Bears". Guys, look - a letter. It is addressed to you and me. Let's read it. (The teacher opens the letter and reads): Children, trouble happened in our fairy tale, an evil sorceress flew to us, mixed up everything in the fairy tale and enchanted our forest. Help find the heroes of the fairy tale and disenchant the forest. To do this, you need to choose three bears from these pictures of the heroes of the fairy tale and lay out the Christmas trees.

(Children choose illustrations for a fairy tale and lay out Christmas trees)

D / I "Geokont" V. Voskobovich - "Herringbone"

Well done guys, and coped with this task.

Educator: Let's take a little rest now and remember the fairy tale.

Fizminutka

Three bears lived in a fairy tale

We waddled around.

The little girl ran to them,

Running in place.

I went into the house and saw:

Hands are raised above the head, the tips of the fingers touch each other.

A huge table by the window

The right hand is clenched into a fist, the left palm rests on the fist.

Three chairs - wow.

The left palm is vertical, the right fist is pressed horizontally to the palm.

Three cups and three spoons,

Squat, one hand on the belt, then stand up, raise their hands up and

touch each other with rounded fingers.

Three beds: look.

Masha ate and drank

They depict holding a spoon and bringing it to the mouth.

I lay down on the crib

Hands in front of the chest, bent at the elbows and lie on top of each other.

And she fell asleep in a sweet dream.

The palms are folded, the head is tilted and rests on the palms.

What happened next?

Hands are slightly spread out to the side.

Then the bears returned,

They walk, waddling from side to side.

Seeing Masha, they got angry.

Hands on the belt, make an angry face.

Masha was very scared

Depict a frightened face.

And she rushed home.

Educator: Well done guys, let's go further.

- Guys, tell me, what else can you use to travel?

Children: By train, car, hot air balloon, trolley bus, etc.

-Let's take the train. I will be a steam locomotive, and you will be wagons, we are under construction.

The song "Steam Locomotive" by the Zheleznovs is played.

-Close your eyes. "Where are you, a fairy tale, answer, show us the guys" (music sounds).

Children open their eyes.

Educator: I will now ask you a riddle. Listen carefully, and then you will find out what kind of fairy tale we are in.

It is shaped like a ball.

He was once hot.

He jumped off the table and onto the floor.

And he left his grandmother.

He has a ruddy side.

He is from a fairy tale….

Children: Gingerbread man.

- Look, what is the name of the hero of the tale?

Children: Gingerbread man.

- What figure does the gingerbread man look like?

Children: To the circle.

- Guys, let's think about what other objects look like a circle in our group.

D / And "Find an object"

Children: Car wheel, steering wheel, clock, ball, plate, etc.

Educator: Guys, you want to play hide and seek with the kolobok.

Children: Yes!

The teacher hides the kolobok. The children are looking for him.

Educator: Guys, look at your tables there are magic

leaves, they need to be painted over and then we will find a kolobok with you.

Painting with paint on wax.

(Children sit at the tables and paint sheets on which scenes from the fairy tale "Kolobok" are drawn with a candle, a bun with the heroes of the fairy tale appears on the sheets).

Educator: Well done, we found a kolobok.

Now it's time for us to go back.

Become a circle rather

Hold hands tightly (music sounds, children go in a circle)

One, two, three, four, five

We go back.

Open your eyes. Here we are again in the group. So our journey is over. Did you like it? What fairy tales have we visited, name them.

Children: Three Bears, Teremok, Kolobok.

- That's right, well done! Let's say goodbye to our guests (Children say goodbye and leave).

Preview:

Abstract of an open integrated lesson on the development of speech in the second junior group.

"Russian folk tale" Turnip "

Inna Starovoitova
Abstract of an open integrated lesson on the development of speech in the second junior group. "Russian folk tale" Turnip "

Educator: Starovoitova Inna Georgievna

Target: Development of speech in young children.

Tasks: Learn to retell a Russian folk tale"Turnip"

Learn intonationally expressively, reproduce words and phrases from a fairy tale in the process of retelling.

To develop the speech activity of children, the ability to enter into a dialogue.

Raise interest in fairy tales, curiosity.

Preliminary work:

Reading a fairy tale"Turnip"acquaintance of children with heroes, theatrical activities, playing out a fairy tale"Turnip".

Course of the lesson:

Educator: Guys, guests have come to us today, Let's say hello.(Children greet guests).

Greetings:

Let's stand side by side in a circle

Let's say"Hello"each other.

We are not too lazy to say hello;

To all"Hey!"and"Good day!";

If everyone smiles-

Good Morning will begin.

- Good morning!

Educator: Guys, come in, sit on the chairs. I have brought you a fairy tale. It's in my chest. But to open it you need to say the magicthe words:

Knock - knock, chok - chok,

You open the chest.

Doesn't open, let's all say togetherthe words:

Knock - knock, chok - chok,

You open the chest.(Children speak the words together with the teacher).

Educator: Do you hear? Is there something rustling in the chest?(Answers of children)

(The mouse looks out.)

Guys, what fairy tale does the mouse live in?(Turnip)

I still have something in the chest - it takes out a turnip. What fairy tale did I bring you?(Children answer "Turnip")... Oh guys, did I forget the book somewhere? How to be? Can you help me tell a story?

Questions:

Who planted the turnip?

What kind of turnip has grown?

Who wanted to pull the turnip?

Who helped him?

1. Joint retelling of a fairy tale"Turnip"by mnemonic table

2. Maybe someone wants to try to tell a fairy tale on their own?

Well done! We told the tale very well, and now let's rest.

Physical education.

Dedka in the garden

I planted a turnip.(sat down)

And with water from a watering can

He watered the turnip.(we rise quietly)

Grow, grow, turnip,

And sweet and strong.(stretching up on toes)

A turnip has grown

To everyone's surprise(raised their hangers)

Large - large,

Enough treats for everyone.(hands to the side)

A turnip has grown

And sweet and strong.(stretching up on toes)

A turnip has grown

And sweet and strong.(stretching up on toes)

The activity is productive.

Well, you told a good story and played nicely. guys, let's say thank you to our mouse for such a wonderful tale. How can we thank her? Let's make gifts that will remind us of us.

Application"Millet turnip"

Well, the mouse also brought us gifts, delicious apples. Now we are going to wash our hands and eat apples.

Preview:

The most important factor in the body's performance is health. The concept of health includes not only the absence of disease, disease state, physical defect, but also a state of complete social, physical and psychological well-being.

“Health is a capital given to us not only by nature from birth, but also by the conditions in which we live.

"Children's health is the wealth of the nation." This thesis does not lose its relevance at all times. "

Maintaining and strengthening health is impossible without observing the rules of hygiene. Scientists V.I. Molchanov, G.N. Speransky, M.S. Maslov, N.M. Schelovanov and others. Their works contain information not only on the diagnosis and treatment of childhood diseases, but also on the care, nutrition, tempering and upbringing of healthy children. Based on the research of these scientists, workers of preschool institutions took as a basis the education of cultural and hygienic skills. In each age group, this task is carried out in accordance with education programs in children'sgarden. The assimilation of a particular skill by children takes time, so the task of its formation may relate not to one, but to several years of a child's life.

Kindergarten education and training programs are focused on creating an environment in the kindergarten that promotes the formation of cultural and hygienic skills.

Preschool age is an important period when a human personality is formed, solid foundations of physical health are laid.

Cultural and hygienic skills in children are brought up from a very early age; during the formation of cultural and hygienic skills, there is not a simple assimilation of rules, norms of behavior, but an extremely important process of socialization, humanization of the baby.

The upbringing of personal hygiene skills in children plays an important role in protecting their health, contributes to the correct behavior in everyday life. In the process of daily work with children, it is necessary to strive to ensure that the implementation of the rules of personal hygiene becomes natural for them, and hygiene skills are improved.

Skills are the child's ability to perform certain actions based on the knowledge gained.

A skill is an automated action generated by repeated repetition and exercise.

Skills are consolidated as a result of repeated execution of an action, as a result of exercises in its correct execution.

The transition of a habit into a habit is achieved by systematic repetition of it under certain identical or similar conditions. Habits, in contrast to skills, create not only the possibility of performing an action, but provide the very fact of its implementation. The habits acquired by the child persist for a long time and become, as popular wisdom says, second nature. The acquired habits become stable and difficult to re-educate.

“As important as skills are, one should not forget that mastering them alone does not ensure correct behavior. Adults should set an example in everything and demanding that the child follow certain rules, they themselves always observed them, were neat, neat in appearance, etc. "

The purpose of the research is to study the process of formation of cultural and hygienic skills and approbation of a system that promotes the effective use of game methods.

The object of the research is the process of formation of cultural and hygienic skills in preschool children.

The subject of the research is the influence of the play method on the formation of personal hygiene skills in children of middle preschool age.

Research objectives:

- To study the theoretical foundations of the education of cultural and hygienic skills in preschool children.

- To identify the level of formation of personal hygiene skills in preschool children in preschool conditions.

- To reveal the peculiarities of the upbringing of cultural and hygienic skills in children of middle preschool age and to build a system of work, to determine the degree of effectiveness of the game methods used for the formation of personal hygiene skills.

Research methods

In the process of work, use different methods of pedagogical research: study and analysis of psychological, pedagogical literature; the creation of problem situations; experimental - pedagogical work; conversation with the child; purposeful observation of children in their independent activities.

According to the definition of the famous physiologist N.I. Schelovanova "The daily routine in the first years of a child's life is the correct distribution in time and the correct mutual consistency of satisfying the basic physiological needs of the child in sleep, feeding, as well as in activity."

The upbringing of cultural and hygienic skills is aimed at strengthening the health of the child. At the same time, it includes an important task - the cultivation of a culture of behavior. Caring for the health of children, their physical development begins with instilling in them a love of cleanliness, neatness, order. “One of the most important tasks of the kindergarten,” wrote N.K. Krupskaya, is to instill in children the skills that strengthen their health. From an early age, children should be taught to wash their hands before eating, eat from a separate plate, walk clean, cut their hair, shake out their clothes, do not drink raw water, eat on time, sleep on time, be more in the fresh air, and so on. "

All measures that preschool hygiene develops contribute to the normal physical, hygienic development of children, and the strengthening of their health.

Health is a broader concept, which is understood as a state of complete physical, mental and social well-being - this is the definition put forward by the World Health Organization.

The formation of cultural and hygienic skills is a long process, in this regard, the same tasks can be repeated many times. The upbringing of skills is carried out by methods of direct influence, exercise, that is, by teaching, accustoming, therefore, the upbringing of cultural and hygienic skills must be planned in the daily routine. The outstanding teacher A.S. Makarenko. He believed that the regime is a means of education, the correct regime should be marked with certainty, accuracy and not allow exceptions. Observations have shown that in those children's institutions where the daily routine is performed in accordance with hygienic requirements and all types of activities are carried out at a high pedagogical level, the indicators of working capacity and development of children are high.

And most importantly, according to the daily routine, it is noticeable that young children are given more time for hygiene and self-care than for older children, since these skills are already more developed in older children. From this it is important to emphasize that age characteristics and individual abilities of children play an important role in the daily routine.

Cultural and hygienic skills, their importance in child development

A child from the moment of birth is a social being, because caring for him is aimed at introducing him into the world of adults, although parents and teachers are not always aware of this. A blanket, a pacifier, a diaper and other items are objects with the help of which an adult introduces a baby to the social world. With the help of these items, needs are satisfied: eat with a spoon, knife, fork, sleep in bed, cover yourself with a blanket, etc. The child himself does not master the way of satisfying the need, and without the help of an adult he will not discover it, will not learn it on his own.

From the first days of life, during the formation of cultural and hygienic skills, there is not a simple assimilation of rules, norms of behavior, but an extremely important process of socialization, humanization of the baby, his "entry" into the world of adults. Mental development is an uneven process, its lines do not go simultaneously, there are periods of the most rapid development of certain functions, mental qualities. These periods are called sensitive - the most favorable for development. For the initial formation of cultural and hygienic skills, the sensitive period falls on early childhood.

The child begins to get acquainted with the world of objects created by man, he must master object-related actions, among which one can distinguish instrumental and correlating ones. The first presuppose the mastery of an object - a tool with which a person acts on another object (they cut bread with a knife, eat soup with a spoon, sew with a needle). With the help of correlating actions, objects are brought to the appropriate spatial positions: the baby closes and opens the boxes, puts the soap in the soap dish, hangs it on the hook by the eyelet, fastens the buttons, laces up the shoes.

The daily routine, in the formation of cultural and hygienic skills, is of great importance. The daily routine is a clear daily routine. Joining the daily routine, performing everyday processes, the child masters a series of cultural and hygienic skills. These skills are one of the components of the culture of behavior in everyday life. A skill that has become a need is a habit. The skill to wash allows the child to do it dexterously and quickly, and the habit of washing encourages him to do it willingly and without coercion. As they are assimilated, cultural and hygienic skills are generalized, detached from the subject corresponding to them and transferred to a play, imaginary situation, thereby influencing the formation of a new type of activity - play.

In play, children reflect the relationships that develop in the course of everyday processes. The child treats the doll in the same way that parents treat him in appropriate situations. In the game, children imitate everyday activities (washing hands, eating), thereby fixing actions with household items (spoon, cup, etc.), as well as reflect the rules that stand behind the implementation of cultural and hygienic skills: the doll's clothes must be carefully folded , arrange the dishes on the table beautifully.

Cultural and hygienic skills are not only related to play. They form the basis of the first type of labor activity available to a child - self-service labor. Self-service is characterized by the fact that the child's actions have no social motive, they are directed towards himself. “Mastering cultural and hygienic skills affects not only play and work, but also the child's relationship with adults and peers. If he wants to show an adult what he has learned, earn approval and support, make it clear that he respects him, respects his requirements. Accepts and adheres to them, then he tries to teach a peer "- consider G.А. Uruntaeva and Yu.A. Afonkina.

Mastering cultural and hygienic skills makes it possible to compare myself with other children: am I better or worse at doing this? I can even teach a friend! I will help adults and little brother! So, by comparing oneself with others, the prerequisites are formed for the formation of self-esteem, awareness of one's capabilities and skills, as well as prerequisites for self-control. When performing domestic processes, the kid observes, compares, analyzes, establishes cause-and-effect relationships. He thinks about where the soap went, because at first there was a large piece, and after a while it became very small, why does the water wash away the foam and dirt from his hands, how can you divide the cutlet in half with a fork, where does the sugar disappear in the tea, why is it dry handkerchief, etc.

Initially, the child notices the cause-and-effect relationship with the help of an adult who, by asking questions and explaining, draws the child's attention to them. It is important that questions and explanations addressed to the smallest are included in the specific situation. In this case, one should rely on the experience of the baby.

In the period of early childhood, such a personal neoplasm is formed as the consciousness of one's “I”. This is expressed in the fact that the baby begins to call himself in the first person: "I myself." Behind this is the awareness of one's own activity, the separation of the result of one's actions from the actions themselves. The child begins to understand that it was he who performed the action, it was he who achieved the result, he experiences pride in his achievements, strives again and again to show his activity and independence, showing others his “I”: I myself know how to wash, dress, put on shoes, comb my hair, I can eat myself. Let it be slow, but myself! Although so far he has mastered only simple actions, they make it possible to feel like an adult, independent.

Cultural and hygienic skills are aimed at the child himself. Performing sanitary and hygienic procedures, the baby is aware of himself. He forms an idea of ​​his own body. When dressing and washing, the child, examining his reflection in the mirror, comes to an understanding of some of the changes taking place in him in the course of the household process: the face turned from dirty to clean, the hair from disheveled became beautifully combed, the legs were shod in boots, put on the handles mittens. The child begins to control his appearance: he pays attention to dirty hands, notices problems in clothes, asks an adult to help put himself in order, the baby develops a need for cleanliness and tidiness. That is, the actions, their components, improve by themselves, change themselves, and not the object. Therefore, they form the baby's idea of ​​his own body. While putting on shoes, the baby examines his legs, putting on gloves - handles, tying a bow or scarf - his face. When dressing, washing, the child sees his reflection in the mirror, notices the changes taking place in it.

Cultural and hygienic skills coincide with another line of mental development - the development of will.

The kid still doesn't know how to do anything. Therefore, any action is given with great difficulty. And you don't always want to finish the job you have started, especially if nothing happens. Let the mother or the teacher feed, wash her hands, because it is so difficult to hold on to the slippery soap when it jumps out of your hands and does not obey. Mom will do it better, and faster. And if adults are in a hurry to come to the aid of a child at the slightest difficulty, to free him from the need to make efforts, then very quickly he will form a passive position: “fasten”, “tie”, “dress”. Afonkina Yu.A. and Uruntaeva G.A. consider: “In order to complete an action, to get a high-quality result, you need to make volitional efforts.

With age, as he masters cultural and hygienic skills, the baby realizes the rules of behavior that determine them. And such rules begin to regulate the actions of the child, to control them. That is, the child's behavior becomes arbitrary. He restrains his immediate feelings and aspirations, subordinates his actions to a previously set goal, he can refuse what he wants if the social rule of behavior requires it.

Thus, the development of cultural and hygienic skills is associated with the ethical development of the preschooler. "

The upbringing of personal and public hygiene skills in children plays an important role in protecting their health, contributes to the correct behavior in everyday life, in public places. Ultimately, not only their health, but also the health of other children and adults depends on the knowledge and implementation of the necessary hygienic rules and norms of behavior by children. Gradually, in the process of forming cultural and hygienic skills, the baby begins to realize that the implementation of the rules of behavior is due to the norms of human relationships, and respect for others is manifested in their observance, because it is unpleasant to look at a slob or a dirty person. The child understands that violation of the rules of conduct can harm not only himself, but also another person.

In the process of daily work with children, it is necessary to strive to ensure that the implementation of the rules of personal hygiene becomes natural for them, and hygiene skills are constantly improved with age. At the beginning, children are taught to follow basic rules: to wash their hands before eating, after using the toilet, playing, walking, etc. Children of middle and senior preschool age should be more aware of the implementation of the rules of personal hygiene; wash your hands yourself with soap, soaping them until foam forms and wiping them dry, use an individual towel, comb, glass for mouthwash, make sure that all things are kept clean. The formation of personal hygiene skills also presupposes the ability of children to be always neat, to notice problems in their clothes, to fix them on their own or with the help of adults. Hygienic education and training is inextricably linked with the education of cultural behavior. All information on hygiene is instilled in children in everyday life in the process of various activities and rest, i.e. in each component of the regime, one can find a favorable moment for hygienic education.

For effective hygienic education of preschoolers, the appearance of others and adults is also of great importance. We must constantly remember that children at this age are very observant and prone to imitation, so the teacher should be a role model for them.

Conditions and methods for the formation of cultural and hygienic skills

The main conditions for the successful formation of cultural and hygienic skills include a rationally organized environment, a clear daily routine and adult leadership. A rationally organized environment is understood as the presence of a clean, sufficiently spacious room with the necessary equipment to ensure that all the regime elements (washing, eating, sleeping, exercising and playing) are carried out.

For the formation of cultural and hygienic skills, it is also necessary to develop general criteria in assessing individual actions, to clearly determine the location of things, toys, the procedure for their cleaning and storage. For kids, the constancy of conditions, knowledge of the purpose and place of every thing he needs during the day is of particular importance. For example, a washroom should have a sufficient number of sinks of the required size, each containing soap; sinks and towels are placed taking into account the height of the children; there is a picture on the hanger above each towel. This increases children's interest in washing. The daily routine provides a daily repetition of hygiene procedures at the same time - this contributes to the gradual formation of skills and habits of a culture of behavior. Their formation takes place in games, work, occupations, in everyday life. Repeating daily, the daily routine teaches the child's body to a certain rhythm, provides a change in activity, thereby protecting the children's nervous system from overwork. The implementation of the daily routine contributes to the formation of cultural and hygienic skills, education, organization and discipline. The formation of cultural and hygienic skills is carried out under the guidance of adults - parents, educator. Therefore, there must be full consistency in the requirements of the preschool and the family. Among the many classifications of methods, in preschool pedagogy, a classification is adopted, which is based on the basic forms of thinking that determine the nature of the methods of activity of children in the learning process. These forms include visual - effective and visual - figurative thinking. In this regard, the main methods of teaching preschoolers are visual, verbal, play and practical methods. Preparation for the formation of skills for independent self-service movements is to create a positive attitude in the child towards dressing, washing, feeding. Learning some skills, for example, eating culturally, requires significant work, since for this, children must master a number of actions carried out in a certain sequence (sit at the table correctly, use eating utensils, a napkin, etc.).

At preschool age, children are especially prone to imitation, therefore, the personal example of adults plays an important role in the formation of skills. “When insisting that children wash their hands before dinner, do not forget to demand the same of yourself. Try to make your own bed, it is not at all difficult and shameful work, "- advised A.S. Makarenko.

Kindergarten teachers and parents should always remember this. “Your own behavior is the most decisive thing. Do not think that you are raising a child only when you talk to him, or teach him, or order him. You bring him up at every moment of your life, even when you are not at home. How you dress, how you talk with other people and about other people, how you rejoice or grieve, how you treat friends and enemies, how you laugh, read the newspaper - all this is of great importance for the child, ”said A.S. Makarenko

For preschool children, awareness of the importance of cultural and hygienic skills is of great importance, they need to be informed of basic knowledge about the rational rules of personal hygiene, its importance for everyone and for others, and educate an appropriate attitude to hygienic procedures. All of this contributes to the strength and flexibility of skills, which are very important for creating strong habits. For this purpose, you can also use variable tasks, unusual situations during play, classes, walks, etc. First, you should invite the children to think and tell what and how they will do. Then follow the actions of the children and again return to their joint discussion, assessment.

To instill cultural and hygienic skills in all age groups, demonstration, example, explanation, explanation, encouragement, conversations, exercises in actions are used. They are widely used, especially in younger preschool age, playing techniques: didactic games, nursery rhymes, poems ("Wash clean - do not be afraid of water"; "Early in the morning at dawn mice wash themselves, and kittens, and ducklings, and bugs, and spiders ..." and etc.). N.F. Vinogradova notes: “It is also necessary to properly manage the actions of children. Before demanding independence in self-service from a child, he is taught the actions necessary in the process of dressing, washing, eating. "

The display is accompanied by an explanation. The display of any action should be given in such a way that individual operations are highlighted - first the most significant, and then additional. Operations are carried out in a strict order with a small interval (no more than 5-10 seconds), otherwise a dynamic stereotype is not developed. Showing the action to the kids is necessarily accompanied by a recitation ("Now take a towel and wipe each finger"). Then the adult acts together with the baby, performing related actions. For example, he takes his hands in his own, lathers and puts him under the stream of water. This is how the child develops a sensorimotor mode of action, as well as an image of the operations that make up the action and the conditions in which it takes place. Gradually, an adult provides the baby with greater independence, controlling the performance of operations and the result, and then only the result. When developing skills, the child learns to maintain the goal of the activity, not to be distracted. You should also draw the attention of children to the rationality of certain modes of action. For example, after use, a towel must first be straightened, and then hung up - this way it dries better, does not fall on the floor. It is desirable that adults accompany the demonstration of actions and the attempts of children to perform them on their own not only with explanations, but also with questions that direct the child's attention to the need to act in a certain way.

Olga Byzova
Synopsis of the lesson in the first junior group according to the Federal State Educational Standard. Repetition of the fairy tale "Kolobok"

Summary of classes in 1 junior group according to the Federal State Educational Standard

Educational area: "Speech development"

Kind of activity: "Communicative"

Chapter: "Connected speech"

Theme: Repetition of a fairy tale« Gingerbread man» ... D / exercise "Who eats what?"

Target: improve the ability to listen and understand an adult; remind fairy tale; arouse desire tell her together with the teacher.

Tasks: teach children retell a familiar tale, develop the speech of children and fine motor skills of hands and orientation in space; improve the ability to understand the questions of an adult and answer them; foster a kind and caring attitude, emotional responsiveness to the world around them, foster friendly relations between children.

Equipment: drawings - illustrations for fairy tale« Gingerbread man» , a set of theater - masks to fairy tale,toys: grandfather, grandmother, bun, hare, wolf, bear, fox.

Individual work: learn finger gymnastics with Matvey "Children"

1. Organizational moment

Where, where are our pens,

Where are our pens? (Hid the handles behind the back)

Where are our pens?

Our hands are gone. (Turns left-right)

Here. Here are our pens (Showing hands)

Here are our pens.

Our hands are dancing,

Our hands are dancing. (Children hold out their hands to show them)

2. Motivational - indicative stage

She came to us today fairy tale... I don't know if you know her or not, we'll see now.

3. Search stage

Grandmothers and mothers bake you delicious cakes and buns. The teacher from the box takes the attributes from fairy tales and children have to guess.

Here are the heroes of our fairy tales which we must remember with you. What is it fairy tale? (Gingerbread man) .

4. Practical stage

Now we will remember the finger game "Children".

FINGER GAME "Children"

One, two, three, four, five!

Strong, friendly,

All so necessary. Raise the brush with the right (left) hands up, fingers wide apart. Bend them alternately into a cam, starting with a large one.

Once upon a time there was an old man with an old woman. One day an old man says:

Bake me, old woman, bun, I really want to eat something.

And from what to bake, there is no flour?

And you scratch the barn, mark the bottom of the barn, look, and scrape flour into bun.

The old woman went, scraped the barn, swept the bottom of the barn and scraped up some flour.

I kneaded the dough with sour cream, cooked it up bun, fried it in butter and put it on the window to chill.

The gingerbread man lay down, lay down, took it and rolled - from the window onto the heap, from the heap - onto the grass, from the grass - onto the path, and along the path - straight into the forest.

Rolling bun on the road,a hare to meet him:

- Gingerbread man, bun, I will eat you!

Don't eat me hare I'll sing you a song:

I AM bun, bun,

Scrubbed in the barn,

Swept along the bottom,

Mixed with sour cream,

Planted in the stove,

The window is chilly.

I left my grandfather

I left my grandmother,

I'll leave you, hare, even more!

And he rolled along the road - only the hare saw him! Rolling bun, rolling, and towards him a gray wolf:…

As the children name the characters, the teacher takes out the corresponding figures and offers the children together tell the end of the tale: « And the fox says:

You sing well, but I can hear badly. Gingerbread man, bun, sit on my toes and sing one more time.

Gingerbread manjumped on the fox's nose and sang louder: I AM bun, bun,

Scrubbed in the barn,

Swept along the bottom,

Mixed with sour cream,

Planted in the stove,

The window is chilly.

I left my grandfather

I left my grandmother,

I left the hare

I left the wolf

I left the bear

From you, fox ...

Didn't have time to finish singing, the fox "Am"- and ate it!

At the end fairy tales the teacher asks what the fox did with kolobok? (tricked and ate).

What was bun? (choral and individual answers).

What kind of fox?

Well done! Remembered fairy tale.

Something you stayed up a little bit. Let's turn into kitties.

FIZMINUTKA "Bunny"

Movements are performed in the course of the poem.

Bunny is cold to sit, You need to warm your paws. Feet up, feet down. Pull up on your toes, We put our feet on the side, On your toes, hop-hop-hop. And then squatting down, So that the paws do not freeze. Jump is a lot of fun, He jumped ten times.

5. Reflexive - evaluative stage

Guys, what fairy tale do we remember today? ( Fairy tale"Turnip")

What is our turnip? (Sweet, big)

And what is the color of the turnip? (Yellow)

The teacher invites the children to lose by themselves fairy tale... The teacher distributes masks to them, distributes roles between children. Then the children switch roles. Others are watching.

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