THEMATIC PLANNING FOR FCCM FOR THE JUNIOR GROUP OF KINDERGARTEN
Comprehensive thematic planning for FCCM
Source:
1. M. V. Karpeeva Formation of a holistic picture of the world. Cognitive and informational part, gaming technologies. Second junior group.
2. O. A. Solomennikova Introduction to nature in kindergarten. Junior group
SEPTEMBER
1-2 week monitoring
№1
Toys
Clarify and expand children's vocabulary on the topic. Introduce them to the general concept of “toys”. Form the concept of “big-small”. Learn to form diminutive nouns. Development of fine motor skills, logical thinking, holistic perception of the subject. Foster a caring attitude towards toys, mutual assistance, and a desire to work.
A chest with toys (car, dolls, ball, nesting dolls, etc.), two baskets (boxes), pictures of toys or toys, pictures cut into two parts.
1- p.4
№2
Autumn
Introduce children to the main signs of autumn. Clarify and expand their vocabulary on the topic. Reinforce the concept of “one-many”. Reinforce the concepts of “red color”, “yellow color”. Develop their attention, memory, thinking. To develop the ability to notice the beauty of autumn nature.
A clock showing the seasons, a painting “Autumn”, a ball,
1-s. 9
OCTOBER
№3
Vegetables
Introduce children to the general concept of “vegetables”. Clarify and expand their vocabulary on the topic. Introduce children to where vegetables grow. Learn to form the plural of nouns. Development of general motor skills. Development of memory and thinking. To cultivate a caring and loving attitude towards nature, which has generously endowed us with its riches.
A picture depicting a vegetable garden, beds, a basket of vegetables, a ball, a toy hare, a bag, vegetables or their dummies, a pair of pictures depicting a large and a small vegetable. pictures depicting the same vegetable of different sizes (3-4 pieces).
1- p.15
2-s. 25
№4
Fruits
Clarify and activate children's vocabulary on the topic. Introduce them to the general concept of “fruit”. Learn to select signs for an object. Learn to name colors. To develop the ability to form the plural of nouns. Develop gross and fine motor skills. Develop gross and fine motor skills. Develop speech, thinking, memory. Cultivate the habit of helping others, being active, attentive and responsive when interacting with each other.
Painting “In the Garden”, replicas of fruits, various objects. Big and small apple (models, pictures). Pictures depicting one and two fruits.
1-s. 21
№5
Trees
Clarify and expand children's vocabulary on the topic. Introduce the aging of wood and the names of its main parts. Development of general and fine motor skills, development of attention, memory, thinking. Development of phonemic hearing. Cultivate a caring attitude towards trees and nature.
Ball, “Tree” manual, multi-colored leaves are attached to strings. A picture of a tree, a toy or a cut out picture of a bird. Cards with the image of 4 Christmas trees. Painting "Forest".
1- p. 27
2-s. 42
№6
Mushrooms. Berries.
Clarify and expand children's vocabulary on the topic. Introduce children to the structure of a mushroom and the names of wild berries. Teach them to count within three. Fix the signs of autumn in their memory. Develop children's thinking, memory, attention. Foster a caring attitude towards the forest.
Manual "Mushrooms in the meadow." Mushrooms in three sizes. laces cut out of cardboard with holes for stringing. Dummies or mushrooms cut out of cardboard vary in size.
1- p. 33
№7
Toiletries
Introduce toiletries and their purpose. Bring children to understand the direct dependence of health on cleanliness. Enrich and activate their vocabulary. To instill in children neatness and the ability to take care of their appearance.
Pictures depicting a mouth with teeth, a dirty face, an uncombed girl, a child at a table, a toothbrush, soap, a comb, a glass, etc.. Ball.
1- p. 39
NOVEMBER
№8
Pets
Give children an idea about pets and the benefits they bring to people. Introduce them to the general concept of “pets”. Develop fine and gross motor skills. Develop their phonemic hearing, memory, and thinking. To cultivate a love for pets and their importance in a person’s life.
Toy pets, jar, box. basket. Ball. Pictures with pets. Shadows of pets.
1-s. 46
2-s. 35
№9
Wild animals
Clarify and expand children's vocabulary on the topic. Introduce them to the general concept of “wild animals”. Form an idea of the habitats of wild animals. Develop gross and fine motor skills. Develop memory and thinking. Cultivate interest in living nature, emotional responsiveness.
Painting "Animal Farm". Manual "Wild Animals". Pictures depicting wild animals and their “houses”.
1- p.52
№10
Cloth
Clarify and activate children's vocabulary on the topic. To form their ideas about the general concept of “clothing”. Learn to compare the clothes of boys and girls. Learn to answer in simple sentences. Develop voice power. Develop logical thinking. Develop gross motor skills. Cultivate cognitive interest in children.
Flannelograph with a paper doll. Pictures of clothes, colorful mugs. Ball. Pairs of clothing items.
1- p. 58
№11
Winter
Give children an idea of the season “winter”, introduce them to the signs of winter. Develop speech breathing, general and fine motor skills. Learn to agree nouns with adjectives. Foster love and respect for our native nature.
Painting “Winter”, mittens on which a snowflake is attached on a string. Ball, three white circles of different sizes. A set of pictures depicting summer and winter clothes. A picture depicting a blizzard, blizzard. A set of pictures with signs of winter, two pictures with signs of summer, two pictures with signs of autumn.
1- p.64
DECEMBER
№12
Wintering birds
Introduce children to wintering birds. To form their understanding of the general concept of “wintering birds”. Introduce children to the structure of birds. Learn to understand prepositional constructions and use the prepositions “on” and “with” in speech. Develop fine and gross motor skills. Develop thinking, memory, attention. Cultivate a caring attitude towards birds in winter.
Manual "Bird Feeder". Feeder, pictures of birds. Individual pictures of birds, feature. Pictures depicting wintering birds.
1-s. 68
2-s. 32
№13
Poultry
Expand and clarify children's vocabulary on the topic. To form their ideas about the general concept of “poultry”. Introduce children to poultry chicks. Develop gross motor skills. Develop thinking, observation, memory. Cultivate in children a kind attitude towards pets.
Paired pictures depicting poultry and their chicks. Toy poultry. Ball. Paired pictures with the image of an egg.
1-s. 74
№14
New Year holiday
Clarify and expand children's vocabulary on the topic “New Year”. To form their ideas about the general concept of “New Year’s toys”, “Christmas tree toys”. Learn to compose a simple common phrase with the preposition “on” and without a preposition. Learn to accompany your actions with speech. Develop memory, thinking, attention. Foster collectivism and friendly relations among each other.
Paired pictures depicting Christmas tree decorations. Pouch. Balls of thread of different colors, scissors, Christmas tree on flannelgraph. A picture of Santa Claus on a sleigh, a bell and bells, large and small bells. Cards with pictures for each child or cards with pictures of objects.
1-p.79
№15
Winter. Winter fun
Expand children's vocabulary on the topic. Develop their speech hearing. Learn to distinguish between long and short sounds produced by the voice. Learn to understand and use the adjectives “long” and “short”. Learn to understand and use the numerals “one”, “many”. Learn to understand the meaning of nouns formed using diminutive suffixes. Foster a love for the nature of your native land.
Ball. Two pictures with snowmen that have differences. Paired pictures depicting skis and skates. snowmen. spatulas, mittens.
1-s. 85
2-s. 34
JANUARY
№16
Transport
Expand children's knowledge about the world around them. Introduce parts of a truck. Learn to understand sentences with prepositional constructions. To form their ideas about the general concept of “transport”. Develop their attention, memory, thinking, fine and gross motor skills. Cultivate goodwill. Foster a culture of behavior in public transport.
Pictures depicting large and small steamers. Ball. Pictures depicting several types of vehicles. Paired pictures depicting different types of vehicles. medallions around the neck depicting a car in four colors, steering wheels, four pictures depicting garages in four colors.
1-s. 91
№17
House and its parts
Expand children's vocabulary on the topic, introduce them to the names of parts of the house. Keep the score within four. Develop memory, thinking, attention. Form the prosodic side of speech. Cultivate love, a feeling of attachment to one’s home, village.
Parts of the house, flannelgraph. Pictures of houses, toys. Pictures depicting houses of different heights, for each child, pencils. Ball.
1-s. 98
№18
Furniture
Expand children's vocabulary on the topic. To form their understanding of the general concept of “furniture”. Introduce children to the names of the parts of a chair. Give an idea of the functional purpose of furniture. Keep the score within four. Develop memory, thinking, attention. Develop gross and fine motor skills. Cultivate interest in the activity, the desire to learn something new.
Ball. Toys, table, chair. Pictures depicting a room with furniture; various objects lie on the furniture. Pictures depicting pieces of furniture.
1-s. 102
FEBRUARY
№19
Houseplants
Introduce children to the concept of “houseplants”. Introduce the plants “violet” and “ficus”. Introduce the structure of plants and their growth conditions. Develop gross motor skills. Develop thinking, memory, attention. Foster a caring attitude towards indoor plants and a desire to grow them.
Pots and saucers cut out of cardboard are different in color. Sample of a flower in a pot, blanks, flower details from geometric shapes. A picture of a pot, divided into two parts, in different projections.
1-s. 108
2-s. 37
№20
Defender of the Fatherland Day
To form children's understanding of the Defender of the Fatherland Day holiday, to give initial ideas about the Russian army, the branches of the military and some of their representatives: a tankman, a pilot, a sailor. Teach children to convert singular nouns into plural forms. Learn to answer in complete sentences. Develop gross and fine motor skills. Develop their attention, memory, thinking. To foster a sense of pride in one’s army, to instill a desire to be like strong, brave warriors, love for the Motherland, for loved ones, to cultivate kindness and the ability to make friends.
Ball. Pictures depicting military equipment.
1-s. 112
№21
Shoes
Expand and clarify children's knowledge about shoes. To form their understanding of the general concept of “shoes”. Introduce the purpose of shoes, explain the concept of a “pair of shoes.” Continue learning to answer questions with a phrase of 2-3 words. Reinforce knowledge about flowers. Development of general and fine motor skills. Development of their thinking, memory, attention. To instill in children neatness and respect for their clothing.
Pictures depicting shoes and other items. A picture of a pot, divided into two parts in different projections. Pictures depicting the signs of the seasons.
1-s. 115
№22
Spring
Introduce children to the signs of spring. Reinforce their understanding of the seasons. Develop gross motor skills. Learn to answer in complete sentences. Build sensory skills. Development of attention, memory, thinking. To cultivate a caring attitude towards nature, the ability to notice the beauty of spring nature.
Pictures depicting the signs of the seasons. Ball. Pictures of baby wild animals.
1-s. 120
2-s. 39
MARCH
№23
Day March 8
Give children an idea of the holiday on March 8th. Strengthen their knowledge about mom's name. Develop a desire to help mom. Learn to answer in complete sentences. Expand your vocabulary with verbs. Develop gross and fine motor skills. Build sensory skills. Develop attention, memory, thinking. To cultivate love and respect for mothers, grandmothers, and girls.
Pictures depicting a gift in red, yellow, blue, green, orange colors. Ball. Pictures depicting household items. A picture of a bouquet of flowers.
1-s. 124
№24
Dishes
Expand your vocabulary on the topic. To form their understanding of the general concept of “dishes”. Expand children's knowledge about the functional purpose of dishes. Learn to name the parts of utensils. Develop prosodic components of speech. Develop memory, thinking, attention. Develop gross motor skills. Cultivate a caring attitude towards utensils.
Ball. Pictures depicting utensils. One elastic band 15-20 cm long. Pictures depicting a piece of utensils. cut into 3-4 parts. An image of a teapot with missing parts.
1-s. 130
№25
Our body
Give children an idea of the parts of the body and their purpose. Teach children to use nouns in the genitive case in speech. Develop basic types of motor skills, learn to coordinate speech with movement, develop a sense of rhythm. Develop visual and auditory attention, memory, thinking. Develop independence, confidence in your skills, and accuracy.
Ball. Doll. Flat cardboard doll with removable body parts.
1-s. 136
№26
Face
Give children an idea of the parts of the face and their purpose. Learn to form diminutive forms of nouns. Develop basic types of motor skills, learn to coordinate speech with movement. Develop visual and auditory attention, memory, thinking. Develop cultural and hygienic skills.
Small and large doll. A doll with a dirty face.
1-s. 143
APRIL
№27
Pets and their babies
Give children ideas about young domestic animals. Introduce them to the concept of “baby pets.” Expand children's understanding of the structure of animals. Develop fine and gross motor skills. Develop phonemic hearing, memory, thinking. Foster love and respect for animals, a desire to care for them.
Pictures of domestic animals and their babies. Ball. Flannelograph.
1-s. 148
2-s. 29
№28
Wild animals and their babies
Give children ideas about baby wild animals. Introduce them to the concept of “baby wild animals”. Strengthen children's ideas about their habitat. Develop fine and gross motor skills. Develop phonemic hearing, memory, thinking. Cultivate an interest in learning about the world around us. Fostering a kind, caring attitude towards the inhabitants of wildlife.
Pictures of baby wild animals. Pictures depicting forests and wild animal habitats. Ball.
1-s. 153
№29
Family
To clarify children’s ideas about the concept of “family.” Encourage children to talk about their family. Develop basic motor skills. Develop basic motor skills. Develop visual and auditory attention, memory, and form speech hearing. Cultivate love and respect for family and friends.
Benefit "Home". Ball. Pictures depicting family members and various objects. Scene pictures.
1-s. 158
№30
Flowers in the meadow
Introduce children to the characteristic features of wildflowers, their appearance, structure, and places of their growth. Develop physiological breathing. Develop sound pronunciation. Learn to understand prepositional constructions and use the prepositions “on, above, under” in speech. To develop children’s ability to give a complete answer to the question posed. Develop gross motor skills. Develop memory and thinking. Cultivate a caring attitude towards flowers and the ability to take care of them.
Painting with meadow flowers. Pictures with butterflies. beetles. Green pencil and cotton ball.
1-s. 164
№31
Insects
Clarify and expand children's vocabulary on the topic. Introduce them to the concept of “insects” and the structure of insects. Develop the ability to answer teacher questions in complete sentences. Develop speech and physiological breathing. Learn to understand and use prepositional constructions. Develop memory, thinking, motor skills. Cultivate a caring attitude towards all living things.
A painting depicting a clearing, field, forest. Pictures depicting insects and other objects. Pictures of a flower, leaf and insects.
1-s. 169
MAY
№32
Geometric shapes: circle, triangle, square, oval
Strengthen children's knowledge about geometric shapes. To consolidate children's knowledge about the seasons: autumn, winter, spring, and their signs. Strengthen knowledge about insects. Develop fine and gross motor skills. Develop thinking, observation, memory, logic. Develop the ability to listen to the teacher.
1-s. 175
№33
Summer is coming
Clarify and expand children's vocabulary on the topic. Introduce children to the concept of “summer”. To consolidate children's knowledge about the seasons and their signs. Develop gross and fine motor skills. Develop thinking, memory, observation skills. To cultivate a caring attitude towards nature, the ability to notice the beauty of summer nature.
Pictures depicting the seasons. Ball. Pictures depicting signs of summer and other seasons.
1-s. 183
Monitoring
Subject activity of a young child
Galina Pozigun
Subject activity of a young child
Subject activity of a young child
The basis of mental education is the formation, on the basis of acquired knowledge, of an elementary generalized idea of the properties and qualities of objects , the development and enrichment of the child’s sensory experience.
Subject activity is leading at an early age ; it determines “leads”
mental development is behind it, which is why it is called leading.
In the process of this activity, the child learns cultural, historically established ways of acting with objects .
Being the leading activity at this stage of development, objective activity determines the development of mental processes, the child’s personality, and the emergence of new forms of activity .
Subject-based activities help improve the child’s sensory experience, develop sensations, perception, attention, memory and thinking. With the help of non-specific and specific manipulations, indicative-exploratory and objective actions, the child’s increasingly deeper mastery of the objective world and the development of his intellectual potential occur. By experimenting with objects using nonspecific and specific manipulations, the child extracts a lot of information about objects, establishing connections between them. These actions demonstrate the child’s curiosity and realize his cognitive activity. (The child tries to pour sand with a shovel and does not grab it, he tries to grab the sand with his hands, which immediately gives a positive result, then he tries to pour sand with a scoop again and so many times, finally, he has learned to pour sand)
Subject activity determines the content of a child’s communication with an adult. In the course of joint substantive activity, new means of communication are developed, the main of which is speech. At an early age, speech is used by a child primarily as a means of business contacts with adults. Outwardly, this is expressed in the child’s frequent appeals to an adult: questioning glances, requests for help, the words “How?” So?. So!"
)
Within the framework of objective activity, a new type of procedural game is formed. The assimilation of socially developed ways of acting with objects is included in the system of human relations. These relationships begin to be recognized by the child in the course of real subject- practical interaction with an adult. During assimilation, actions are gradually “separated”
from
the objects with the help of which they were learned. These actions are transferred to other objects similar to them. This is how generalized actions are formed (feeds the doll with a spoon-stick, gives water from a mug-cube).
On their basis, it becomes possible to compare one’s own actions with the actions of adults. Gradually, first with the help of adults, and then more and more independently, the child begins to reproduce elements of interaction with others in actions with story toys.
Subject-based activities contribute to the development of the child’s personality. Leading activity mediates the attitude of a young child to the objective and social world around him , as well as to himself. Subject-based activities contribute to the development of the child’s cognitive interests, his independence, curiosity, and focus.
Object activity is the content and sequence of information children receive about objects, the processing of this information, the activation of the child’s existing knowledge and mental actions.
the substantive content of children's mental activity is important for mental education .
Introducing children into the objective world involves the formation of ideas about the object as such and as a creation of human thought and the result of labor activity .
In this area of development, several directions can be distinguished, each of which involves the formulation of special pedagogical tasks and the use of appropriate methods for their implementation. First of all, this is the development of culturally normalized, practical and instrumental actions. The teacher must help the child learn how to properly use various household items (eating with a spoon, drinking from a cup, fastening buttons, using a comb, toys specially designed for mastering instrumental actions (spatula, hammer, etc.)
To solve the assigned tasks, the teacher must organize a developmental
subject environment , establish joint activities with the child , and create conditions for his independent actions with objects . many objective actions by becoming familiar with household objects in the process of eating, going to the toilet, changing clothes, and taking part in the everyday activities of adults .
Usually kids willingly help set the table and put away toys. The child masters instrumental actions not only in everyday life, but also in the process of individual and joint games and activities with the teacher. (trying to start the car with a key, hammering pegs into the ground with a hank, feeding a bear with a spoon) To familiarize children with the objects of the surrounding world and master object-based actions, the group should contain a variety of household objects , toys that imitate them, and toys specifically designed for the development of various object-based actions . A rich and varied subject environment stimulates the baby to various actions, contributes to the enrichment of his sensory experience, and the development of thinking. Items , toys, materials should be in the public domain, if possible sorted into sets and placed so that children have a desire to act with them. Objects and toys should contribute to the development of the senses and the formation of a variety of skills, and have different sizes, textures, and colors. The teacher must maintain interest in toys and objects and teach children to explore them.
I propose the following sequence of examination of objects .
1. Perception of the holistic appearance of objects: examine the object , hold it in your hands, feel it, act with it, name the object - this is a truck “How did you know that this is a truck? That he has?"
.
2. Isolation of the main parts of the examined object and determination of their properties (shape, size)
“Where are the wheels of the truck, where is the body, the cab?
What wheels? What about the cabin and body?” “The dress has pockets, buttons, a collar”
3. Determination of the spatial relationships of the parts relative to each other above, below the cabin above, body below. We build a house from cubes and bricks, a cube below, a brick above.
4. Repeated holistic perception of the subject .
To do this, it is important to teach children to examine (specially organized examination)
objects , grasp them with both hands, trace a finger around one or the other hand, so that the impressions received in the process of this can be used in a certain type of activity (grasps a ball, rolls it, puts cubes in a box, takes out objects from the bag, determines their shape , color, the teacher acts with the child’s , together with him, the main method that the teacher uses is showing).
In the process of examining and examining children, it is necessary to teach and highlight the properties and qualities of objects (shape, structure, size, proportions, color, position in space, materials from which they are made. However, this should not be done immediately, but gradually expanding the range of cognizable objects. Then the images of perception formed on the basis of actions will become more complete (the mass of an object depends on its size and the characteristics of the material, a round toy can be rolled, a non-round one stands still, only toys that have a through hole can be strung).
Therefore, in the learning process, application is used, inserting objects , i.e., visual comparison based on a certain feature . This forces children to carefully look, listen, focus on the desired property, select and group objects as required by the conditions and rules of the game (for example, sort colorful balls and cubes, focusing on color and shape; disassemble and assemble insert toys: in a large object can be inserted into a smaller one, when assembling a nesting doll, select halves of the same size - first assemble the small one, then insert it into the larger one).
Based on the similarity of the identified properties of different objects , you can begin to teach children to liken some objects to others (like a ball, like a cucumber, like a cube; fluffy, like a kitten, prickly, like a hedgehog). The teacher sets a task for the child, creating a problematic situation, and invites the child to solve this problem himself. He offers to feed the doll , but instead of a spoon there is a stick, what should I do? How to proceed? At the same time, it is important to develop the ability to correlate objects perceived for the first time with those that they have known before.
This work should be carried out systematically, consistently, and be included in all stages of children’s life . Regular moments - washing, dressing, breakfast, lunch, etc., games - didactic, active, role-playing, etc., classes, work , walks and excursions. In short, familiarity with the subject permeates the entire educational process.
Direct acquaintance with the subject should be lively and interesting, evoking a positive response from children. (Dryness, excessive didacticism, formalism cause boredom and impair memorization)
Process of perception (looking, listening)
must be accompanied by a word
(ball round, smooth, red)
.
Children, perceiving objects , simultaneously remember verbal designations of their qualities.
Showing independence and the desire to share your impressions should be encouraged. An adult should respond to the child’s request for help, join in his play, and help overcome difficulties. The teacher’s prompts should not be directive in nature: “Take this ring.”
or
“We need to take another ring
.
It is important to give the child the opportunity to choose freedom of action.” Does this ring fit here?
I think it's too big." The child should be encouraged and praised. The mental and technical development of a child at an early age passes through object-based activity ; the cognitive capabilities of a 2-3 year old child are still small and imperfect, therefore many tasks of familiarizing with the objective world are solved in the form of didactic games. A didactic game is a multifaceted , complex pedagogical phenomenon: it is a gaming method of teaching preschool children , a form of education, an independent gaming activity , and a means of comprehensive education of a child’s .
Didactic games as a gaming method of teaching are considered in two types: game-activities and didactic or autodidactic games. In the first case, the leading role belongs to the teacher, who, to increase children’s interest in the activity, uses a variety of gaming techniques, creates a gaming situation, introduces elements of competition, etc. The use of various components of gaming activity is combined with questions, instructions, explanations, and demonstration.
Autodidactic games themselves tell the child what kind of action needs to be performed in order to achieve a particular goal. These are various composite toys that require matching the sizes, shapes or colors of different parts
(curly pyramids, nesting dolls, inserts, mosaics, cut pictures)
.
So, in order to fold a pyramid, you need to take into account the ratio of the rings in size, correlate the component parts by shape in order to assemble a certain object (clown, mushroom, dog)
.
With the help of games and activities, the teacher not only conveys certain knowledge , forms ideas , but also teaches children to play. The basis for children’s games are formulated ideas about the construction of a game plot, about a variety of game actions with objects . The baby feeds, combs, and bathes the dolls himself. It is important that conditions are then created for the transfer of this knowledge and ideas into independent , creative games.
child how to play with a doll through didactic games. For these purposes we use the games “Bathing a doll”
,
“Let’s put the doll to sleep”
,
“Let’s sing a lullaby to the doll”
,
“Show the doll pictures”
,
“Let’s feed the doll”,
etc. Therefore, in the group it is necessary to have a didactic doll with a set of seasonal clothes, dolls for a subgroup of children, a trousseau, seasonal clothes, as well as baths, towels, soap (bricks, dolls should be large, medium and small
Preschoolers need to develop the ability to distinguish familiar objects and actions in pictures and name them. For example, the painting “Girl Feeding Chickens”
: What kind of dress is the girl wearing, What is she holding in her hands, What color is the bowl?
Which chicken, which chicken?” For a child, this is a serious mental task: recognizing actions in a picture is one of the manifestations of the ability to generalize. When choosing subject pictures, it is important to pay attention to the clarity of the lines and brightness of color. Realism and proportionality of the image, which will help children perceive objects . For example, such subject pictures as “Vegetables, fruits, domestic and wild animals, toys”
, etc.
Showing story pictures, playing dramatization games ( “Who’s Crying Here”
) the teacher pays attention to the state and mood of the characters (frightened, crying, burned his paw, consoles, regrets, etc., helps to understand what is good and what is bad. In the first junior group, plot pictures are used for classes:
“Game with a doll”
,
“Children play with blocks”
.
“Saving the ball”
, “Rolling balls”, etc. Exercises like
“Who does what”
, which are carried out using simple plot pictures, are effective in working with children of the third year of life. Having learned and described depicted action,
the child (on the instructions of the teacher)
reproduces it using real
objects ... For example, he shows how a boy waters flowers from a watering can, a girl cradles a doll, a mother washes clothes in a basin, a cook tries soup that is being cooked in a saucepan, a doctor treats a patient ( pictures are prepared in advance)
. Such exercises satisfy
the child in improvisation , form the ability to act with toys and objects in accordance with their purpose.
Toys, thanks to which the child develops fine motor skills, the child learns to distinguish the properties of objects , accelerates overall development, improves speech can be divided into three main groups:
In the first group we included toys, the way of working with which can be called “Part and whole”
during the initial acquaintance with
the object, we give children the opportunity to examine the object, hold it in their hands, feel it, act with it - these are fishing rods with magnets for catching fish, pyramids, inserts, puzzles, nesting dolls, sets for stringing, figured pyramids, toys consisting of several parts (snowmen, tumblers, vegetables, fruits, soft educational books, sets of cubes with pictures, beads for stringing, lacing, fasteners; Working with materials from the first group “Part and Whole”
, to a greater extent than others, develops the ability to analyze and synthesis. The simplest material from this series is
"Mosaic"
,
"Turrets"
parts of which can be connected and separated from each other. You need to start work with an even simpler action - dividing into parts: the child
is asked to disassemble the finished assembled turret . When he understands the principle of separating the parts , you can offer to build new turrets.
Children really like working with nesting dolls due to the surprise moment - in each new nesting doll there is a new one. Matryoshka dolls are also a composition of a whole from parts, like turrets and a mosaic. At the same time, mechanical control of the correctness of the task both facilitates and complicates the work for the baby: only two halves fit together, and they must be found. This search trains the child’s attentiveness.
Lacing - caterpillar - the baby looks for parts that match each other in color and shape, alternately connecting and separating them right before the child’s eyes. The desire to get a crawling caterpillar, which can be carried along with you on a string, is a good incentive: the child strings the parts onto the string several times in a row, but stringing is a complex process for a young child , requiring well-coordinated hand work and patience, which kids are capable of age characteristics do not differ.
Velcro games: dummies and a snowman, tumbler, also making a whole from parts, where you need to pick up the parts, connect them correctly, which also requires skill and patience in coordinating movements. Working with a snowman is similar to working with fruit. The difference is that the division into parts is done directly by hand. The goal of the work is to expand vocabulary, develop motor skills, memory, attention, and develop cognitive activity.
It is difficult to explain to a child why he must complete this or that task. If a child does not succeed in something, he quickly loses interest in the toy and switches to more successful activities .
And then various designer games and toys made by the hands of our teachers come to the aid of the teacher - this is the panel “Our Palms”
, for the development of tactile sensitivity, didactic soft fairy tale books, colored hedgehogs, beads, a caterpillar, a universal suit, in the manufacture of which various laces, buttons, patch pockets were used, which are attached using Velcro, snaps, buttons.
In working with children, I attach great importance to individual work with children, which we have always strived to make interesting and varied, to combine different types of activities : the development of fine and gross motor skills, the consolidation of colors, shapes, and work on sound pronunciation and speech.
The next task of the teacher is to develop cognitive activity in children. While working with children, the teacher must create conditions for familiarizing them with the world around them, experimenting and enriching them with impressions.
It is necessary to support children's natural curiosity and encourage any manifestation of the world around them. The cognitive activity of children should not be limited; the restriction should only apply to objects and actions that are dangerous to their life and health.
It is useful to organize joint observation of various natural phenomena with children. The purpose of these observations is to support and show children’s interest in the environment, to introduce them to the various properties of natural objects, to evoke surprise and the joy of discovering something new (birds singing, the sound of the wind, the rustling of leaves)
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Observation of various natural phenomena should be combined with interesting games and activities, during which children become familiar with the various properties of objects of living and inanimate nature through their own experience, and gain a general understanding of their distinctive features. For example, when collecting a bouquet of fallen leaves, kids can compare them by size, shape, and color.
It is important to emphasize interest in adult activities . Children love to watch how the teacher feeds the birds, or takes care of the flowers, how the neighboring house is being built, etc. The teacher should comment on his actions, tell what people are doing, and answer the children’s questions. Books, albums, photographs must be in the public domain.
In order to develop curiosity, it is necessary to equip a special corner in the group for children’s experimentation: games with water, bulk plastic materials, interesting objects . By feeling objects of different textures and densities, the child learns the various properties and qualities of objects and materials: hardness, softness, warmth, cold, heaviness, etc. d. By disassembling and assembling toys and household items , the baby will learn how they work. By moving balls through the maze, trying to open a box with a complex lock, the baby solves real mental problems.
The next pedagogical task of this direction of child is the formation of purposefulness and independence in objective activities .
It is known that the activity of a child under 2 years of age is of a procedural nature: the baby receives pleasure from the process of action itself, their result does not yet have any independent meaning. By the age of 3, the child has a definite idea of the result of what he wants to do, and this idea begins to motivate his actions. activity acquires a purposeful character; he persistently strives to obtain the correct result, the idea of which is formed both on the basis of a given sample and his own plan. A small child needs to be helped to maintain a goal and be directed to achieve the desired result. These can be all kinds of puzzles, mosaics, cubes that make up pictures, construction sets, construction kits where you need to build various cars, toys, buildings. All this forms the child’s idea of the result of actions. For example, a child wants to lay out a mosaic pattern based on a picture. The teacher should look at the sample together with him, ask what parts will be needed, and where to put them. At the end of the work, it is very important to record the result of his activities . An adult's help should not dampen the child's independence and initiative. You should give your child the opportunity to do everything he can on his own.
There are no classes in the summer, but children play games on their own or with a teacher in the morning, evening, and while out for a walk. Classes in which color orientation is carried out are carried out only in natural lighting; with artificial lighting there is a distortion of color.
We lay out the didactic material on light tablecloths; they prevent objects from slipping and reduce the effect of tapping.
Buttons, zippers, snaps, laces - how many other different unruly items will have to be “shortened”
for kids until they learn to easily and freely cope with ordinary household chores. They were invented by adults. Adults also have to come up with ways to learn.
The greatest effect can be achieved when it is possible to combine the efforts of teachers in kindergarten and parents in the family. The successful implementation of this large and responsible work is impossible in isolation from the family, because parents are the first and main educators of their child from the moment of birth and for life. Therefore, we conducted a survey among parents about the pedagogical value of games and toys.
As a result of purposeful management of children's activities , communication with them, as well as special training, the mental development of children by the end of the third year of life reaches a level that ensures the child's practical orientation in the objects and phenomena of his immediate environment, understanding the speech of adults, and the ability to regulate his actions according to words in the process. verbal communication with adults. A child of this age is a thinking and speaking creature, showing a certain interest in the environment - all this creates new opportunities for the mental education of children in the years of preschool childhood
