Summary of the didactic game in the senior group according to the Federal State Educational Standards -. ,

Summary of the didactic game in the senior group “Professions”

Summary of the didactic game in the senior group “Professions”

Ferapontova Nadezhda

Summary of the didactic game in the senior group “Professions”

Target:

to clarify children’s ideas about different professions, their work activities and the objects of their work. Expand and activate the vocabulary on the topic “Professions”. Develop logical thinking, memory, attention, dialogical speech, answer questions with a sentence. Cultivate a respectful attitude towards people of different professions.

Progress of the game:

Children are playing in a group, suddenly there is a knock on the door.

Educator: Guys, hear, someone is knocking on our door, I’ll go and see who it is. (Returns with a Pinocchio toy and a educational game) Do you know who this is? (children's answers)

Educator: Hello, Pinocchio! We are glad to see you in our group.

Pinocchio:

Hello guys! And I came to you for a reason, but for help. You know my dad, right? He is already old, he really needs my help. I know that I need to grow up, go to school, get a profession. But I don’t know what professions there are. Tell me about them please. I asked my friends: someone wants to become a teacher, someone - a poet, someone - an artist. And I don't know who I want to be.

Educator: Shall we help, guys? What is a profession (children's answers) A profession is something that a person does every day and that is useful for other people. What professions do you know, guys (children's answers) You see, Pinocchio, there are a lot of professions and each one requires special training. We will tell you about some of them.

We will play the game “Guess the Profession”. I will give you cards with pictures of people of different professions and ask riddles, and you must guess what profession I am talking about and show the card.

- This person must know and be able to do a lot: cut out of paper, draw, sculpt from plasticine, know songs, poems, counting rhymes. But most importantly, he must love and understand children. (This is the teacher)

— The name of this profession comes from the East Slavic word “var”, meaning boiling water and heat. People in this profession must be careful, patient, and diligent. They must know everything about products and be able to distinguish quality ones. These people know many recipes and how to prepare delicious dishes.

(This is the cook)

— People of this profession are fearless, strong, trained, selfless. They used to be called axemen. They help other people in trouble, cope with the power of a raging fire. People in this profession wear special clothing that protects them from smoke and fire. (This is a fireman)

— People of this profession must have a quick reaction, excellent memory, excellent vision, endurance, strength, and the ability to instantly make the right decision in a difficult situation. They must know the rules of the road by heart, know the structure of the car and skillfully drive it. ( This is the driver)

— The most necessary qualities for people in this profession are love for people, deep knowledge, good memory, skillful hands and a sense of duty. They must know a lot about the structure of the human body, listen carefully to the patient, make the correct diagnosis and prescribe treatment. In the old days, these people were called healers. (This is the doctor)

– He is the bravest, fairest, strongest, he, like in a fairy tale, defends good. Helps kind, good people take care of themselves. (It's a cop)

– People of this profession build houses, apartments, kindergartens, schools and all other buildings. They know how to handle building materials, tools, and equipment. (This is a builder)

– This person draws people, animals, buildings and even various events. The way it was in life, in fact! So that it would be very similar! To tell other people about it. (This is the artist)

– A person in this profession knows how to care for hair and how to cut it correctly. Helps people do a great job with their hair, be beautiful, neat, stylish. (This is the hairdresser)

Educator: Well done, guys!

Pinocchio

: Thank you! Well, that's it, I ran

Educator: Wait, Pinocchio, that's not all. After all, every profession has its own rules and its own tools.

Pinocchio:

What other tools?

Educator

: And we’ll show you this now.

Didactic game “Whose instrument?”

(it is necessary to determine whether the tools belong to these professions)

Teacher: (takes out a box) Oh! Guys, someone was playing and put all the instruments in one box. Can you help me take it apart? Under each picture with a profession, you need to put the tool or item needed for that profession. (Children just lay out the tools and tell people what profession needs this or that tool)

Educator: Well done, guys! We did it.

Pinocchio:

Thank you. I learned a lot of useful things for myself today.

Educator: Pinocchio, you don’t know the most important thing. There are a great many professions. But it is very important that you like the work. And only then can you become a master of your craft and bring joy to other people.

Pinocchio:

I will definitely remember this. And now it’s time for me to return to dad. Goodbye, guys! And thanks for the help.

kopilkaurokov.ru

Outline of the didactic game “similar-dissimilar”

Outline of conducting a didactic game in the senior group

“LIKE – NOT LIKE”

Target:

Development of gaming skills in children of senior preschool age

Tasks:

Teach children to compare objects, find similarities in color, shape, size, material;
the ability to find two identical objects and prove their similarity; 2.Develop observation, thinking, speech.
3. Cultivate a desire to play together, analyze each other’s actions

Equipment
:
various items that can be compared on some basis, some of them must be identical.

Move.

Place items in the room discreetly in advance.
Organize the children by saying that now we will play an interesting game “Alike - not alike.” Remind children that they are surrounded by many objects, different and identical, similar and completely different. Set a game task for the children: “Today we will find objects that are similar to each other. They can be similar in color, shape, size, material. Explain the rules of the game (you need to walk around the room, choose two similar objects and sit down. The one to whom the arrow points will tell you why he took these two objects and what is their similarity) .
The child who called them similar must prove the correctness of his choice. And so, in turn, all the children explain their choice. Ask children questions:

-Guys, what objects in the room are similar to each other?

-Children, what is the difference between a red ball and a blue ball? etc.

During the game, use instructions, reminders, explanations, and persuasion. Pay attention to children who have difficulty making descriptions and provide assistance to these children, taking into account their individual characteristics. At the end of the game, sum up the results with the children. Mark children who were active, pay attention to less active children. Invite children to express their opinion on the game. Invite the children to play this game next time.

infourok.ru

Outline of conducting a didactic game in the senior group “Like - not like.”

Outline of conducting a didactic game in the senior group

“It’s similar - it’s not similar.”

Goal : Development of gaming skills in children of senior preschool age

Tasks:

1.Teach children to compare objects, find similarities in color, shape, size, material; the ability to find two identical objects and prove their similarity;

2.Develop observation, thinking, speech.

3. Cultivate a desire to play together, analyze each other’s actions

Equipment : various items that can be compared on some basis, some of them must be identical.

Move.

Explain the rules of the game (you need to walk around the room, choose two similar objects and sit down, the one to whom the arrow points will tell you why he took these two objects, what are their similarities). The child who called them similar must prove the correctness of his choice. And so, in turn, all the children explain their choice. Ask children questions:

-Guys, what objects in the room are similar to each other?

-Children, what is the difference between a red ball and a blue ball? etc.

a2b2.ru

MAGAZINE Preschooler.RF

Methodology for organizing didactic games

The organization of didactic games by the teacher is carried out in three main directions:

preparation for conducting a didactic game; its implementation and analysis.

Preparation for conducting a didactic game includes:

selection of games in accordance with the objectives of education and training: deepening and generalizing knowledge, developing sensory abilities, activating mental processes (memory, attention, thinking, speech), etc.;
establishing compliance of the selected game with the program requirements for the education and training of children of a certain age group;
Determining the most convenient time for conducting a project. games (in the process of organized learning in the classroom or in free time from classes and other routine processes);
choosing a place to play where children can play quietly without disturbing others;
determining the number of players (the whole group, small subgroups, individually);
preparing the necessary educational material for the selected game (toys, various objects, pictures...);
preparing the teacher himself for the game: he must study and comprehend the entire course of the game, his place in the game, methods of managing the game;
preparing children for play: enriching them with knowledge, ideas about objects and phenomena of the surrounding life necessary to solve a game problem.

Conducting didactic games includes:

familiarizing children with the content of the game, with the material that will be used in the game (showing objects, pictures, a short conversation, during which the children’s knowledge and ideas about them are clarified);
explanation of the course and rules of the game. At the same time, the teacher pays attention to the children’s behavior in accordance with the rules of the game, to the strict implementation of the rules;
demonstration of game actions, during which the teacher teaches children to perform the action correctly, proving that otherwise the game will not lead to the desired result (for example, if one of the children is spying when you need to close your eyes);
determining the role of the teacher in the game, his participation as a player, fan or referee. The degree of direct participation of the teacher in the game is determined by the age of the children, their level of training, the complexity of the task, and the game rules. While participating in the game, the teacher directs the actions of the players (with advice, questions, reminders);
summing up the game is a crucial moment in its management, because Based on the results that children achieve in the game, one can judge its effectiveness and whether it will be used with interest in children’s independent play activities. When summing up the results, the teacher emphasizes that the path to victory is possible only through overcoming difficulties, attention and discipline.

At the end of the game, the teacher asks the children if they liked the game and promises that next time they can play a new game, it will be also interesting. Children usually wait for this day. The analysis of the game is aimed at identifying the methods of preparing and conducting it: what methods were effective in achieving the goal, what did not work and why. This will help improve both the preparation and the process of playing the game, and avoid subsequent mistakes. In addition, the analysis will allow us to identify individual characteristics in the behavior and character of children and, therefore, correctly organize individual work with them. Self-critical analysis of the use of the game in accordance with the goal helps to vary the game and enrich it with new material in subsequent work.

Guide to didactic games

Successful management of educational games primarily involves selecting and thinking through their program content, clearly defining tasks, determining their place and role in the holistic educational process, and interaction with other games and forms of education. It should be aimed at developing and encouraging children’s cognitive activity, independence and initiative, their use of different ways to solve game problems, and should ensure friendly relations between participants and a willingness to help their comrades.

When playing with toys, objects, materials, small children should be able to knock, rearrange, rearrange them, disassemble them into their component parts (collapsible toys), put them back together, etc. But since they can repeat the same actions over and over again, the teacher needs to gradually transfer the children’s play to a higher level.

For example, the didactic task “teach children to distinguish rings by size” is implemented through the game task “assemble the turret correctly.” Children have a desire to know how to do it right. Demonstration of a method of action contains both the development of a game action and a new game rule. By choosing ring after ring and putting it on the rod, the teacher gives a clear example of the game action. He runs his hand over the put-on rings and draws the children’s attention to the fact that the turret becomes beautiful, even, and that it is assembled correctly. Thus, the teacher clearly demonstrates a new game action - check the correctness of assembling the turret -

invites the children to do it themselves.

The development of interest in didactic games and the formation of play activities in older children (4-6 years old) is achieved by the fact that the teacher sets increasingly more complex tasks for them and is in no hurry to suggest play actions. The play activity of preschoolers becomes more conscious; it is more aimed at achieving a result, and not at the process itself. But even for older preschoolers, the management of the game should be such that the children maintain an appropriate emotional mood, ease, so that they experience the joy of participating in it and a sense of satisfaction from solving the assigned tasks.

The teacher outlines a sequence of games that become more complex in content, tasks, game actions and rules. Individual isolated games can be very interesting, but using them outside the system cannot achieve an overall educational and developmental result. Therefore, the interaction of learning in the classroom and in the didactic game should be clearly defined.

For young children did. play is the most suitable form of learning. However, already in the second, and especially in the third year of life, children are attracted to many objects and phenomena of the surrounding reality, and intensive assimilation of their native language occurs. Satisfying the cognitive interests of children of the third year of life and the development of their speech require a combination of educational games with targeted training in GCD, carried out in accordance with a specific program of knowledge, skills, and abilities. On GCD, methods of learning are also formed more successfully than in the game: voluntary attention, the ability to observe, look and see, listen and hear the instructions of the teacher and carry them out.

It should be taken into account that in did. the game requires the right combination of clarity, the words of the teacher and the actions of the children themselves with toys, play aids, objects, etc. Visibility includes:

1) objects that children play with and which form the material center of the game;

2) pictures depicting objects and actions with them, clearly highlighting the purpose, main characteristics of objects, properties of materials;

3) visual demonstration, explanation of game actions in words and implementation of game rules.

Special did types have been created. games: with paired pictures, such as picture lotto, dominoes with thematic series of pictures, etc. Initial demonstration of game actions by the teacher, trial run, incentive-control badges, chips - all this is also included in the fund of visual aids that are used to organize and guide games .

With the help of verbal explanations and instructions, the teacher directs the children's attention, organizes, clarifies their ideas, and expands their experience. His speech helps to enrich the vocabulary of preschool children, master various forms of learning, and contribute to the improvement of play actions.

When leading games, the teacher uses a variety of means of influence on preschoolers. For example, acting as a participant in the game, he directs the game unnoticed by them, supports their initiative, and empathizes with them the joy of the game. Sometimes the teacher talks about an event, creates the appropriate gaming mood and maintains it during the game. He may not be involved in the game, but as a skillful and sensitive director, preserving and preserving its amateur character, he guides the development of game actions, the implementation of the rules and, unnoticed by the children, leads them to a certain result. When supporting and awakening children's activity, the teacher most often does this not directly, but indirectly: he expresses surprise, jokes, uses various kinds of playful surprises, etc.

We must remember, on the one hand, the danger of over-strengthening the teaching moments, weakening the beginning of the game, and imparting a did. game is the nature of the activity, and, on the other hand, being carried away by the fun, escape from the task of learning.

The development of the game is largely determined by the pace of children’s mental activity, the greater or lesser success of performing game actions, the level of assimilation of the rules, their emotional experiences, and the degree of enthusiasm. During the period of assimilation of new content, new game actions, rules and the beginning of the game, its pace is naturally slower. Later, when the game unfolds and the children get carried away, its pace quickens. By the end of the game, the emotional upsurge seems to subside and the pace slows down again. Excessive slowness and unnecessary acceleration of the pace of the game should not be allowed: an accelerated pace sometimes causes confusion in children, uncertainty, untimely execution of game actions, and violation of the rules. Preschoolers do not have time to get involved in the game and become overexcited. The slow pace of the game occurs when overly detailed explanations are given and many small comments are made. This leads to the fact that game actions seem to move away, the rules are introduced untimely, and children cannot be guided by them, commit violations, and make mistakes. They get tired faster, monotony reduces emotional uplift.

In did. The game always has the opportunity to unexpectedly expand and enrich its concept in connection with the initiative, questions, and suggestions shown by the children. The ability to keep a game within a set time is a great art. The teacher compresses time primarily by shortening his explanations. Clarity and brevity of descriptions, stories, and remarks are a condition for the successful development of the game and the completion of the tasks being solved.

When finishing the game, the teacher should arouse children’s interest in continuing it and create a joyful prospect. Usually he says: “The new game will be even more interesting.” The teacher develops versions of games familiar to children and creates new ones that are useful and exciting.

Pedagogical value of didactic games

In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties.
They promote the development of sensations and perceptions in preschoolers, the formation of ideas, and the assimilation of knowledge. These games make it possible to teach children a variety of economical and rational ways of solving certain mental and practical problems. This is their developing role.
It is necessary to ensure that didactic play is not only a form of assimilation of individual knowledge and skills, but also contributes to the overall development of the child and serves to shape his abilities.
The didactic game helps solve the problems of moral education and develop sociability in children. The teacher places children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.

When planning you need to:

Create the required conditions for organizing games indoors and on the site; equip the pedagogical process with games and gaming material in accordance with the age, development and interests of children.
Observe the time allotted for games during the day; contribute to ensuring that their organization provides children with an interesting, meaningful life.
In the process of joint play activities, cultivate persistence, endurance, and form positive relationships between children: friendliness, mutual assistance, and the ability to follow the rules.
Systematically develop gaming skills in children, promote the transformation of play into their independent activity, and encourage the expression of initiative.

Recommendations for planning didactic games

Planning didactic games should occupy a significant place in the planning of all educational work with children. Being an effective teaching tool, they can be an integral part of educational activities, and in an early age group they can be the main form of organizing the educational process. In addition, during the hours allocated for games, games are planned and organized both in joint and independent activities of children, where they can play at will as a whole team, in small groups or individually. The plan should provide for the selection of games and material for them in accordance with the general plan of pedagogical work.

Observations of children’s independent games make it possible to identify their knowledge, their level of mental development, and behavioral characteristics. This can tell the teacher what games are useful for children, what they are strong in, and what they are lagging behind.

Didactic games are short-term (10-20 minutes);
It is very important to maintain the child’s enthusiasm for the gaming task throughout the game, to try to ensure that the mental activity of the players does not decrease during this time, and interest in the task at hand does not fall.

It is necessary to provide children with the opportunity to play at different times of the day: in the morning before breakfast, between breakfast and ECD, during breaks between ECD, during a walk, in the afternoon. Games in the morning help create a cheerful, joyful mood in children for the whole day. Everyone can play their favorite games and team up with friends if they wish. It is not uncommon for children to come to kindergarten with certain play intentions and continue the game they started the day before. If breakfast interrupts the game, it is necessary to give the children the opportunity to return to it again after breakfast, during the break between games. In this case, the nature of the upcoming GCD should be taken into account. Before physical education, quiet games are preferable, and if the activity requires a monotonous position, more active outdoor games or verbal games with a motor component are desirable. It is necessary that the time allocated for games be completely devoted to the game. Sometimes, due to children being overloaded with organized educational activities or due to irrational use of time, play time is reduced. This must not be allowed!

When planning didactic games, teachers need to take care of complicating the games and expanding their variability (possibly coming up with more complex rules).

The classes use those games that can be played frontally, with all children. They are used as a method of consolidating and systematizing children's knowledge.

When planning d/games in the educational process, it is necessary that new games taken on GCD are then held in a block of joint activities with children and used by children in their independent activities, being the highest indicator of the ability to engage in activities that require the application of mental effort .

D/games in most cases are held when children have already acquired certain knowledge and skills in classes, otherwise it will be quite difficult to implement the game.

For example, a child, only on the basis of knowledge, can by touch identify an object in a “magic bag” and name it or find similar or different qualities of objects depicted in pictures. These games rely on children's ability to consciously remember and reproduce what they have perceived. It is necessary that all children achieve certain results in children's games, and not just those who are most active.

D/games can also be used to test children’s knowledge and skills. An important indicator of learning outcomes is the assimilation of what has been covered in classes by all children.

Most often, this is checked by playing a game, during which the teacher determines to what extent not only capable, but average and weak children have correctly understood and mastered the content of the GCD. Having identified the level of knowledge and skills of children, it is necessary to outline further work to eliminate deficiencies.

D/game is a practical activity with which you can check whether children have acquired knowledge in detail or superficially and whether they know how to apply it when needed. Children acquire knowledge the more fully the more widely it can be applied in practice in various conditions. It often happens that a child acquires certain knowledge in a lesson, but does not know how to use it in changed conditions.

Due to the fact that e-games are an indispensable means of overcoming various difficulties in the mental development of children, it is necessary to plan the use of e-games in individual work with children. How often and how much? As needed, very individually, depending on the needs and level of development of the children. Individual work with children using d/games can be planned for all types and types of games. Individual games organized by the teacher create favorable conditions for direct contact with the child, help to better understand the reasons for the child’s lag, and contribute to more active practice in the educational material.

In the d/game, knowledge acquired in educational activities is applied, information obtained through personal experience is generalized, cognitive processes are activated and the level of mental development of lagging children is increased.

D/games contribute to the development of all aspects of the human personality. If they are conducted lively and by a skilled teacher, children react to them with great interest and bursts of joy, which certainly increases their significance.

A.M. Gorky, defending the child’s right to play, wrote: “A young child demands games, fun, and his demand is biologically justified and legal. He wants to play, he plays with everyone and learns about the world around him first of all, and most easily in the game, by playing.”

Education should be such that it causes an effort of thought, but does not require tension, does not cause fatigue, fear and reluctance to learn before the child comes to school.

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Summary of the didactic game “Magic Baskets” in the senior group for deaf and hard of hearing children

SUMMARY OF THE DIDACTICAL GAME “MAGIC BASKETS” IN SENIOR PRE-SCHOOL GROUP FOR CHILDREN WITH HEARING IMPAIRMENTS

TOPIC: “Magic Baskets”

GOALS AND OBJECTIVES:

Clarify and consolidate the concept of fruit.
Introduce fruits from warm countries.
Develop the ability to distinguish fruits visually, by touch, and by taste.
Form correct orientation in the surrounding objective world.
Develop the ability to see and highlight shape, size, color and other properties of objects.
Continue to learn to distinguish between questions and answers, learn to distinguish vocabulary by auditory-visual perception.
Monitor the strength of your voice, the clarity of pronunciation, and control the sounds that have already been evoked.
Continue to teach, understand the teacher’s speech.
Cultivate attention, friendly relationships in the team, and the desire to learn the educational material.
Cultivate a desire to understand the world around us more deeply.
Provide knowledge about the benefits of fruits.

EQUIPMENT:

Doll, 2 baskets, pictures of fruits, 2 pictures of a garden attached to the baskets, printed canvas, tablets, 2 scarves, apples for treats, “magic bag”.

PREVIOUS WORK:

Looking at illustrations of fruits, where they grow, sculpting and drawing fruits.

SPEECH MATERIAL:

Doll, apple, lemon, plum, pear, tangerine orange, peach, basket, trees, orchard, “overseas garden,” train, plane, smooth, rough, sour lemon, sweet apple, I ate…., I have……. .

PROGRESS OF THE CLASS

Creating a game situation.

The doll Masha came to visit. The children meet her and seat her at the table.

Phonrhythmics.

Doll Masha will listen to us pronounce the sound [n]

He - he - he

Here's a lemon.

The doll tells the children that she brought 2 baskets with her.

Children look at baskets containing many object pictures.

Educator: What is shown in the pictures?

Children: The pictures show fruits.

Educator: What do you see in the pictures attached to the baskets?

Children: we see trees.

Educator: Correct. The pictures show trees with fruit growing on them. This is an orchard. One garden is located not far from the Ukrainian village. Another garden is on the shore of a warm sea, in hot countries.

Let's look into the first basket. Take one picture. What is this?

(Several children perform the action and pronounce the name of the fruit).

In the gardens of our Ukraine grow: apples, plums, pears, cherries, apricots.

Let's look into the second basket. The same is done with fruits from the second basket “Overseas Garden”. In warm countries, lemons, oranges, tangerines, and peaches are ripe in the garden.

Educator: Let's cover our baskets with a magic scarf. And let's see what miracle happens. In the meantime, you and I will play.

Game – imitation “Here’s the harvest”

Educator: You and I are going to pick fruit in a garden near the village. What will we eat on?

Children: We'll eat by train.

Children board the carriages, imitating the movement of a train. The teacher is a train driver.

Educator: Stop “Fruit Garden”. (Children go out and see trees, and apples grow on them (dummies)).

Here we are in the garden. Fruits grow high on the trees. To pick them, you need to reach them. (Children rise on their tiptoes and stretch out their arms)

Educator : What are you doing?

Children: I'm picking apples.

Educator : We picked up a whole basket of what?

Children: We picked a lot of apples.

(Conjugate pronunciation of phrases)

Educator: Do you want to go to warm countries to buy fruit?

Children: Yes, we want.

Educator : How will we go there?

Children: By train.

Educator: No, the Overseas Garden is very far away. We will fly by plane.

(Simulation of an airplane flight.)

Educator: So we arrived. We are in the garden. What grows on trees?

Children: Oranges and lemons grow on trees.

Educator: What will we collect?

Children: Let's collect lemons.

(Children imitate harvesting)

Educator: We've collected the fruits, let's go home.

(During the game, the teacher quietly replaces the pictures and dummies in the baskets with real fruits, and a “Wonderful Bag” is hidden in one of the baskets)

Educator: Now let’s play and guess by touch the fruits that we collected.

(Children play the game “Wonderful Bag”)

Educator : What does fruit feel like?

Children: They are different: some are smooth, others are rough.

(Children find fruit by touch and describe it)

Children: I have……. apple, lemon, orange, plum.

Educator: Now let's taste the fruit.

(The teacher gives the child a piece of fruit so that he does not see).

Educator: What did you eat?

Children: I ate a lemon. It's sour. I ate an apple, it was sweet. I ate an orange, it's sweet.

Educator: You ate different fruits. And they all taste different.

Educator: We ourselves traveled to different gardens, examined and tasted different fruits. Fruits are very healthy. They contain many vitamins needed for good health. Help yourself to your health!

(Doll Masha treats children with apples and oranges)

Summary of educational activities for children of the senior group

Summary of organized educational activities in the senior group

Summary of a game - educational lesson on the topic: Rays of health

Abstract of the OOD “Rays of Health” in the senior preparatory group
Author : Frolova Natalia Aleksandrovna, teacher of the MDOU combined kindergarten “No. 42 “Teremok”, Serpukhov. Purpose of the work : the lesson notes are intended for children 5-7 years old, preschool teachers, additional education teachers, parents interested in instilling in children the habit of leading a healthy lifestyle in a playful way. I bring to your attention a summary of a game-cognitive lesson on cognitive development. In a playful way, children receive and consolidate knowledge about the components of health: vitamins, cultural and hygienic skills, routine, sports, healthy food. OOD is aimed at fostering the need to lead a healthy lifestyle. Goal : developing the desire to independently take care of your health. Objectives : Systematize children’s ideas about health, ways to preserve it and a healthy lifestyle. To form the ideas of preschool children about health as one of the main values of human life; develop the ability to identify the components of human health and establish their relationship; consolidate the basic concepts: “daily routine”, “personal hygiene”, “vitamins”, “healthy foods”, “healthy lifestyle”; educate children in the skills and needs of a healthy lifestyle. To instill in children a desire to take care of their health and a desire to lead a healthy lifestyle. Ways to organize children
: standing, sitting on the carpet.
Equipment : footprints, TV, caps of vitamins “A”, “B”, “C”, didactic game “Daily Routine”, balloons, ball, dumbbells, cups of water and cocktail tubes for each child, silhouettes of trees and bushes, wonderful a bag with objects, autumn leaves with riddles, a tape recorder, Preliminary work : Conversations with children on the topics
: “What is health?”, “The importance of a regime in a person’s life?”, “Health is more valuable than gold,” “On the consequences of not observing life safety.”
Traffic rules”, examination of posters – “The street is full of surprises”, “Home Alone”, Conversations - reflection “What is good and what is bad”; “What is health”, “Cleanliness is the key to health.” Research activities
: “The importance of air for the body”, “Properties of water”, “Properties of snow”, comparison of clean and dirty hands.
Educational games
: - “Cut pictures”, “Guess what it is?”
Didactic games
: “Find the differences”, “Regular moments”, “Learn the sport”, “Helpful - harmful”, “Clean hands”.
Role-playing games
: “Hospital”, “Pharmacy”, “Cafe”, “Family”, “Shop” “Washing toys”, “Washing doll clothes”.
Examination of paintings by I. Shishkin. “Morning in a pine forest”, I. Levitan “Birch Grove”, still lifes by I. Mashkov “Fruit”. Drawing
: “How I spent the summer”, “We are tempering ourselves”.
Methodological techniques : Conversation, riddles, game moments, breathing exercises, search and research activities, artistic expression, situational tasks, research activities, breathing exercises, the use of visualization, dynamic pauses, appeal to the life experience of children. Progress of activity Organizational moment ( Establishing emotional contact
) Children stand scattered.
Educator : It was invented by someone simply and wisely. When meeting, say hello: - Good morning! -Good morning to the sun and the birds. -Good morning to smiling faces. Good morning, guys! Have you ever wondered why we greet each other this way in the morning? It is very important that the morning be good, because it begins the day and it is so nice to see your kind eyes and smiling faces in the morning and hear from you “Good morning!” Let's all say these magic words again: “Good morning!” Educator : -I want to discuss with you one very important topic. It's called "Health" . We often hear: “Be healthy,” “Don’t get sick,” “I wish you health . How often do we think about our health? What do we do to be healthy? Let's try to answer these questions. -What do you think health is? ( Happiness, joy when you are not sick
)
Educator : Everyone needs health - children, adults and even animals. This morning the sun came through my window, and I brought it to you.

What do you think is wrong with him? ( sad, not smiling, bored, sick
) He needs your help, can we help? Today we will go on a journey together, And the rays in the country “Health” We will certainly find “Get ready for the journey, Go to the rays of health!” Walking is very good for health. Step march.

(
Music. Children walking
) (
Autumn leaves lie on the road
.)

(
The teacher offers to collect the leaves
) There are riddles hidden on the leaves, can we guess them?
I take the leaves and read them. ( riddles
)

1. It slips away like something alive, but I won’t let it go.
It foams with white foam, I’m not too lazy to wash my hands. ( soap
) 2. I wiped it, tried to after the boy’s bath.
Everything is wrinkled, everything is wet, there is no dry corner. ( towel
) 3. The tail is made of bone, and there are bristles on the back.
( toothbrush
) 4.Whoever is our best friend will wash away the dirt from our face and hands.
( water
) 5. Rubber Akulinka went for a walk on the back She is going to wash the back until it’s red.
( washcloth
) 6 As many as twenty-five cloves for cowlicks and tufts.
( comb
) - Well done, children, you guessed all the riddles correctly.
What are all these riddles about? ( children's answers
) -Who will explain what the word hygiene means? But look, she was captured by terrible microbes. And in order to defeat microbes, you need to solve difficult problems.

(
germs are balloons with angry faces painted on them
)
Educator : Let's remember our chant, which helps us follow the rules of Hygiene. My hands, after the game And after the toilet I came from the street - again Don’t forget about this And another law is My hands before eating. reading a chant by children and as the children pronounce it, the “germ balls” burst.
And when should you wash your hands?
All the microbes burst from anger, but one microbe did not burst, but everyone said it correctly. Educator : To defeat the microbe, you need to complete the task Game “Wonderful Bag” Children take turns taking out objects and telling what they are for. Guys, the microbe wants to know what items you would not share, even with your closest friends and even with your mother. The task is to remove unnecessary items, explain what the remaining ones are for. ( soap, toothpaste, toothbrush, clothes brush, comb, washing powder, shampoo, towel, ball, bicycle, etc.
) Why?
What items do they belong to ( personal hygiene items
). - The last one - the “microbe ball” bursts (
I take out the ray
). Who will tell me the secret Hidden here, what advice?

Children : This ray says that you need to maintain hygiene. Educator : Health is a priceless gift that was given to you at birth. Always protect it, And strengthen it in every way. Continue the proverb: “ Cleanliness is... the key to health
” - How do you understand it? (
children’s answers
) Let’s continue to look for rays.
And so off we go. Jump - march ! ( Music ) To find the next ray, you need to close your eyes and say the magic password: “ Sun, air and water are our best friends !” "Here is the first hint! ( box
) look what's hidden there?
( dumbbells
)

What are they needed for?
( do exercises
) What benefits does physical education bring?
Where and when do you exercise? Let's tell one more of our chants. If you want to be healthy, very cheerful and cheerful, start your day with exercise! Never be discouraged! Guys, let's exercise our muscles. ( the phonogram “Charging” by Alina Kukushkina sounds
)

Dynamic pause Educator : Whoever does exercises gains health! -What do these words say? -What kind of muscles do you have? -Have you gained more strength after charging? Educator : It’s immediately obvious, “strong man through the veins, run like fire.” ( checks the muscles in the children’s arms
) Now a ray has appeared (
glue the ray on the sun
) (
Physical education and sports ) “In order not to lie sick, we must respect sports.” Let's repeat it all together ( repeat
).
Remember this, guys. Let's play. Game “Name the sport” Educator : -In the winter, the Winter Olympics took place in Sochi. -Name winter sports. ( children list winter sports and pass the ball
) -How did our athletes perform?
-What helped them become winners? (Children’s judgments) Educator : How fun, how fun it is for us to look for rays. How fun, how fun it is for us to help the Sun. Music sounds, children walk like a snake. Educator : To find out what the next ray is called, I will show you a trick. Take a look inside this bottle. What's in there?

Children : There is nothing. Educator : Now we will see who is hiding there. One, two, three, invisible, run from the bottle. ( I put the bottle in the water and press it, bubbles run out of the bottle
).
Educator : -What kind of invisible thing was sitting in the bottle? Children : -This is air. Educator : That's right, guys. Without breath there is no life, Without breath the light fades, Birds and flowers breathe, He breathes, and I, and you. Each of us has air. Let's check if this is true. I'll take a glass of water and put a straw in it. Now I will inhale through my nose and then exhale into the tube through my mouth. What did you see? ( I saw air bubbles
). Now take a glass of water, put a straw in it, inhale through your nose, and then blow into the straw.

-What do you see?
( I see air bubbles
).
Yes, real storms are brewing in cups! Where do you think the air came from? ( We blow air into the tube
) -Why do bubbles form?
-Where is air found in the human body? -Why can’t we be without air for a long time? ( Children's Judgment
).
Let's do an experiment. ( experiment-experiment with air
.) Now take a deep, deep breath and cover your mouth and nose with your palms.
Let's try not to breathe. How did you feel? ( not enough air
).
Why do we need air? ( For breathing
) That's right, guys.
It’s every cell of your body that says: “Please send us some air, otherwise we’re dying.” Let’s do some breathing exercises with you. ( we do breathing exercises
) Rise on your toes - inhale through your nose without raising your shoulders -
inhale all the good things, joy, health, good mood
Lower down - exhale through your mouth
all the bad things: anger, anger
Guys, tell me, why did we do breathing exercises?
Children
: (
To enrich the body with oxygen. To harden your body, etc.
)
Educator : -When we breathe, our lungs, like a balloon, fill with air and expand. We take oxygen from the air, without which we cannot live. Oxygen-rich air is clean, fresh air. -So what is the name of the ray of health? (Air ) -What kind of air should we breathe to be healthy? ( clean
) -What can we do to keep the air clean?
( plant more flowers, trees
) -Where do you think the air is cleaner - in the forest or in the city?
( children's answers
). -So let's save the air and plant trees and bushes in the city.

(
Children make a panel “Take care of the air” by attaching silhouettes of trees
).
Educator : We are now in a great mood and we can breathe easily in our city. Let's pass on a good mood to each other: Touch your friend with your fist, elbow, palm. ( Music
) -Guys, why did this appear in our clean city?
( I show the watch model
)

Children : watch. Educator : -Why do you think we need a clock? ( judgment of children
) Yes, you are right, we need watches in order to navigate time, to know when to wake up, so as not to be late for kindergarten for morning exercises, to know when it is lunch, time for a walk and bedtime.
- Guys, what do you think the regime is? ( children’s judgment
)
Educator : A routine is when all tasks are completed during the day, according to time, and the clock shows the time the daily routine is completed. A daily routine helps you be disciplined and helps improve your health. And now I want to know how well you know and follow the regime. Game “Daily Routine” - children are given cards depicting different types of activities. ( As the game progresses, I draw the children’s attention to the fact that they need to go to bed and get up at the same time, do morning exercises every day, and eat at the same time
) Guys, what is the name of the ray of health?
Children : Daily routine . ( Opening a ray of health
)
Music
The teacher and children approach the path.
She has white and red marks on her. Educator : -What is this? Children : Traces. White. Reds. Educator : - Whose red, hot tracks do you think these are? -Do not know? The cold left them. After all, a cold is a high fever. When does high fever occur? Children : When your head hurts. When a person is sick. I got infected and caught a cold. When they are not hardened. Educator : These white marks are signs of health. What tracks will you and I follow on our journey? Of course, on white! Children walk along the white footprints and approach the TV ( electronic gymnastics for the eyes with Cheburashka
)

We close our eyes, these are the miracles.
Our eyes are resting. Exercises are performed ( Open the eyes and perform corrective gymnastics for the eyes
). After performing corrective gymnastics, turn around and see the letter.
It contains the address of our kindergarten, and the recipient is the group “Sun”. It is addressed to us, and that means we have the right to open it. “Hello guys, my name is Cheburashka. I had a problem, I got sick. It was my birthday, they gave me a lot of sweets, they said that in order not to get sick, you need to eat right. I tried, I ate only delicious things: pastries, cake, candy, and drank Pepsi-Cola. But, unfortunately, I'm getting worse and worse. Guys, please help me figure out what I need to eat so as not to get sick.” -Guys, let's try to help Cheburashka. -What do you think will happen to a person if he eats only sweets? ( children's answers
) -You need to know that the human body needs various products.
Raw vegetables and fruits are especially useful: those who constantly consume them, as a rule, have a good, cheerful mood. ( Children - vitamins talk about themselves
) And here are our guests.

(
Children in vitamin caps, with a picture of the products of this vitamin
A on the cap)
Vitamin “A” I’ll tell you without hiding how useful I am, friends! I'm in carrots and tomatoes, pumpkin, peach, salad. Eat me and you will grow up and be good at everything! Remember the simple truth: Only those who chew raw carrots or drink carrot juice see better! Vitamin "B" Fish, bread, egg and cheese. Banana, chicken, kefir, dried apricots, nuts - This is the secret of success for you! And I’m in the peas too, there’s a lot of benefit from me! It is very important to eat oatmeal at breakfast. Brown bread is good for us. And not only in the morning! Vitamin “C” If you pick a strawberry, you will find me in the berry. I'm in currants, cabbage. I live in the apple and onion, I live in beans and potatoes, in tomatoes and peas! Oranges help with colds and sore throats. Well, it’s better to eat lemon, even though it is very sour. Educator : -What foods are rich in vitamins “A”, “B”, “C”? ( children’s answers
) - I didn’t see or hear anything about sweets?
-Why? Sweets, chocolate, ice cream, especially in large quantities, are very harmful to health. - Of course, you shouldn’t completely give up sweets. It is necessary to eat a variety of foods to be strong, healthy and grow quickly. -What foods will you eat? ( survey of children
) That's right, vitamins strengthen our entire body, making it easier for the body to fight diseases.
You need to eat more vegetables and fruits. What proverb do we know about vitamins? We will always eat vitamins and we will never get sick! (together) I suggest you draw healthy foods for Cheburashka, you will do this at home, so that he knows what to eat so as not to get sick. So what ray is hidden here? That's right - Healthy products. That's why another ray appeared. -What's happening to the sun? ( getting well
)
Educator : To stay healthy, you need to eat right. Don't get carried away with sweet chocolate food. Beware of very sour and salty things. Only vegetables and fruits, very tasty products. I want to know what you remember about healthy food. If the advice is useful, then you all say together: “That’s right, that’s right, that’s absolutely right.” If you talk about something that is harmful to health, you stomp your feet. ( Reading
) 1.Eat more oranges... 2.Drink delicious carrot juice.
.. 3. If you want to be slim, you need to love sweets... 4. Eat candy, chew toffee, become as slim as a cypress... 5. Drink milk, children, you will be healthy... 6. Porridge is a delicious food - It’s good for us... 7. Onion green sometimes, is it good for us children? 8. Is dirty water in a puddle sometimes useful for us? 9.Fruits are simply beautiful! Is this useful to us? - Guys, do they give us healthy food in kindergarten? -Who cooks it? -Would you like to turn into a chef and prepare a healthy three-course meal? Game "Cook" . (I post pictures: potatoes, onions, beans, rose hips, beets
) We need to prepare a three-course lunch.
( Children tell what they prepared from the given products
)
Result : -Health is the most important wealth that needs to be protected. Our health can be compared to the sun, which has many rays, each ray is a rule that must be followed. If the rules are followed, the sun shines brightly and our health is good. They are very important to know! The sun is shining and smiling. Thanks for your help.

Let's please our body with the vitamins that live in these fruits ( fruit bowl
.) From them we will make a delicious kebab. Well done! Thanks for good job!

Reflection Come to me and tell me. -Did you like our trip? -What do you remember about this trip? Tired? This is, it turns out, the difficult path we have overcome in search of rays of health. We learned a lot of interesting and useful things. But we have not yet found all the rays of health; there is still a lot of interesting things ahead of us.

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