Summary of a lesson in the preparatory group on the topic “Our rights”
Summary of a lesson in a preparatory group in the form of the game “Lucky Chance”.
“Our rights” Goal: To develop the basics of legal consciousness in children. Objectives: 1) To form an idea of human rights in accordance with the age-related characteristics of the mental development of children of senior preschool age. 2) Introduce children in an attractive and age-appropriate manner to the popular presentation of international documents on the protection of human rights (“Universal Declaration of Human Rights”, “Convention on the Rights of the Child”). 3) Develop respect for the self-esteem and personal rights of another person. 4) Direct the work towards children’s understanding and acceptance of moral standards of behavior and relationships in society based on literary works, followed by discussion. 5) Promote children’s ability to interact in a team of peers and adults. Visual range: 1) Musical accompaniment. 2) Cards with the image of a smile and the sun according to the number of children. 3) 2 tables with a picture of a smile and the sun pasted in the middle. 4) Chamomile layout. 5) Flannelograph. 6) Album sheets, felt-tip pens. 7) Birth certificate. Literary series: 1) G. Oster “Bad advice” 2) Proverbs about the family.
3) Proverbs about education. 4) Poem by E. Blaginina “Let’s sit in silence” 5) Poems about childhood. Progress of the lesson
Educator: Guys, you know that people appeared on Earth a long time ago, thousands of years ago. Then the main questions arose: what can people do and what can’t they do? What are they required to do and what are they not required to do? What are they entitled to and what are they not entitled to? Over time, people decided to seek answers to these questions through negotiations. The result was a book, the Universal Declaration of Human Rights, which sets out everything that people must do to live in peace and harmony. But adults wrote this book for themselves, and while caring for children, they wrote another book - “The Convention on the Rights of Children.” And today we will talk about your rights. I suggest you divide into two teams: “Sunny” and “Smile”. (Children choose cards with a picture of the sun or a smile and sit at tables with these pictures). I invite our guests to join us and take a seat at any table. (Guests sit down with children). Our game will be called “Happy Chance,” because today a happy chance brought us all together: the guests got to visit our kindergarten, and the kids got to talk to our guests. So our game begins. (The teacher brings in a flannelgraph with a chamomile; the petals of the flower are marked with numbers from 1 to 8). Educator: Our kindergarten is called “Chamomile”, it is chamomile that will help us remember your rights. Under each of its petals some right is indicated. What kind of right is hidden under the first petal? (The child comes out and takes a petal with the number “1”; the sun is drawn on the back side). Educator: What kind of right is this, which is indicated by the sun? Child: This is the right to life. Educator: This is the main right of any person. Why? Children's answers Educator: The most important right that all children on Earth have is the right to life. Take the second petal. (The child comes out and takes a petal with the number “2”; the symbol is an image of a birth certificate). Educator: What kind of document is this? Children: Birth certificate. Educator: The first document that a child receives after birth is a birth certificate. It contains the first name, last name, patronymic, parents and citizen of which country the child is. And you and I are citizens of which country? Children: Russia. Educator: So, under the second petal was hidden the right to citizenship and a name. Each person is given a name. Your parents choose it for you. Do you know what your names mean? Answers from children and adults. Educator: Is it possible to come up with nicknames for a person? What right are we violating? Take the third petal. (a family is schematically depicted on the third petal) What kind of right is this? Children: Every child has the right to live with their parents and have a family. Educator: Let's dream up. Imagine that you are adults. What kind of family would you like to have? Let each team sketch a model of the future family. (Adults and children discuss the proposed options, choose the more interesting one, sketch it and then tell it to the other team) Educator: before, people lived in large families, loved, cared for and helped each other, respected each other. And they made up a lot of proverbs about the family. Here's the task: whose team can name more proverbs about family? (Next the fourth petal is taken, the symbol is house). Educator: What right does this symbol represent? Children: Right to housing. Educator: Name the fairy tales in which this right was violated. (Teams take turns calling the fairy tales “Teremok”, “Zayushkina’s hut”, etc.). (Fifth petal, symbol - book). Educator: What kind of right is this? Children: The right to education. Educator: Where does a person get an education? Children: In kindergarten, at school, at college. Educator: I want to propose the following situation: one team will prove to us that it is enough to learn to write, count and read, and there is no need to receive more education. And the other team, on the contrary, will prove to us that education is necessary for humans. (Teams discussing the situation and expressing their point of view). Educator: Education is always necessary for a person and you have now proven it. Do you know proverbs about education? (Teams take turns calling proverbs). The teacher suggests taking the sixth petal and explaining what right is hidden behind it. Educator: Every person has the right to rest and entertainment, and I suggest you relax and play the game “We won’t tell you where we were, but we’ll show you what we did” (A game is being played). The teacher offers to take the seventh petal, clarifies what the right to medical care is and invites teams to prove that vaccinations are necessary and the opposite, that one can live without vaccinations. Next, the eighth petal is taken, and the children explain what protection from abuse is. The teacher reads G. Oster’s harmful advice and offers to clarify whether they are correct or not and why. (as advised to each team). Educator: Sometimes children can be so mischievous that they need to be punished. What kind of punishment can adults use? (Children's statements). The teacher does not pay attention to the fact that the leaves on the daisy have run out, but this means that you and I know the basic rights very well and suggests looking for violations of rights by the heroes or heroes of fairy tales. Teams take turns naming fairy tales: “Kolobok”, “The Snow Queen”, “Cinderella”, “The Adventures of Pinocchio”, “The Wolf and the Seven Little Goats”, “The Little Thumb”. Educator: Today we remembered important rights. If they are violated, then children grow up unhappy. Therefore, it is necessary not to violate each other’s rights, because we are all human beings and we all have equal rights and freedoms. I propose to finish our lesson with the poems that our guys prepared today. 1st child: We were born into the world, To live together, To play together, To be friends together, To give each other smiles and flowers, To make all our dreams come true in life. 2nd child: Let the children laugh loudly, grow up every day, Let every child have a bright, warm home. 3rd child: Childhood comes only once For children of any country, Let none of them know Black grief - war. 4th child: We were born into the world, To live joyfully, To give flowers and smiles to each other, So that grief disappears, Trouble disappears, So that the bright sun always shines.
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Conversation “Children's Rights” in a preparatory school group
Galina Abramova
Conversation “Children's Rights” in a preparatory school group
Objectives: To give children an understanding of children's rights ;
Develop monologue and dialogic speech;
Enrich vocabulary, cultivate children’s desire to acquire new knowledge;
To form in children the idea that along with rights there are human responsibilities.
Progress of the lesson:
1. Educator: Since ancient times, people have lived, worked, and rest together. And so that there was always order in everything, they came up with rules . The system of norms and rules that are established by one state or another is rights . ( right to life , rest, education, etc.)
.
rights , a person also has responsibilities - things that must be done: study well, help adults, be polite, take care of things.
For you, still children, our country Russia, having signed the Convention on the Rights of the Child , has undertaken the obligation to provide the children of Russia with all the rights . And there are many rights (to education, to rest, to freedom, to life, etc.)
. This is the state's concern for children.
2. A story about children's rights .
-Guys, all people are born free and equal, everyone has equal rights .
What rights of a child should you know ?
1) Everyone has the right to life . Nobody can take your life. And if you get sick, doctors will protect your life.
2) Every child has the right to education . You are now going to kindergarten, then you will go to school , then to college or institute, etc.
3) Every child has the right to freedom . No one can force him to do what he doesn't want. But we should not forget about responsibilities.
4) No one has the right to offend a friend , humiliate him or beat him. Children and adults should resolve all disputes in a peaceful conversation , and not wave their fists.
5) Every child can have his own opinion and say what he thinks. Nobody has the right to punish for this .
6) Every child has the right to own his own property (things, objects, etc.)
.
No one has the right to take away things that belong to him.
7) No one has the right to interfere in the lives of other people: enter someone else’s house without permission, read someone else’s letters, etc.
Everyone has the right to rest . Children and adults have days off. Children are given holidays at school , and adults at work are given vacation.
3. Presentation (with episodes from your favorite fairy tales)
.
1) “There is nothing more valuable than life” ( right to life )
Remember the fairy tale where the right to life (R.N.S. “The Wolf and the Seven Little Goats”, “Kolobok”)
2) Name a fairy tale in which doctors fight for the right to life (K. Chukovsky “Aibolit”)
3) “Every person has the right to freedom (R.N.S. “Masha and the Bear”)
4) Right to housing (R.N.S. “Teremok”)
5) No one has the right to take away things that belong to him and offend each other (R.N.S. “The Fox and the Hare”)
6) Right to work
4. Summing up the conversation (children list which rights they remember and which fairy tales fit which rights )
