Hometown project in the 1st junior group. The project "My favorite city" in the II junior group project (junior group) on the topic
Relevance of the project: At the age of 3-4 years, children have a need for active knowledge of the world around them. It is at this age that one perceives oneself in society and in the surrounding reality. This age is the most suitable for the formation of patriotic feelings and learning about the native city. The participation of parents and children in this project will enrich the knowledge and ideas of children about their hometown, their home, develop coherent speech, and systematize the knowledge gained. Type of project: short-term (4 weeks), creative and educational. Dates: October - November 2014.
The purpose of the project: Formation of children's ideas about their hometown and home through joint design and creative and cognitive activities of children, educators and parents. Project objectives: Educational: Clarify children's knowledge of the name of their hometown, knowledge of home address. Developing: To develop a cognitive interest, a caring attitude towards your hometown. Develop speech, imagination. Educators: To cultivate love for their native city and a sense of pride in it, a desire to get to know it in more detail.
Project implementation methods: The project is being implemented in several areas: - interaction with parents; - joint activities with children; - directly - educational activities. All work on the implementation of this project can be divided into three stages: - preparatory; - basic; - final.
The project includes the following activities: 1. Examination of posters and illustrations for the theme "My hometown". 2. Conversations with children on the topics: "Berdsk - it sounds proud!", "The house in which I live." 3. Consultation for parents "How to create a collage about your house." 4. Listening to N. Bazyleva's song "This is Berdsk!" 5. Learning physical education “We are walking around the city!” 6. Excursion with children around the kindergarten "Such different houses!" 7. Exhibition of collages "My home". 8. Drawing up a story about your house using collages (presentation of your collage). 9. Construction from a large constructor on the theme "My home". 10. Making children's collages "My House" in a folder for didactic classes.
Results after the implementation of the project: Most of the children know the name of their hometown, they can distinguish their home from others by appearance; Most of the children learned their residential address; Children show interest in looking at their collages and collages of their classmates, as well as looking at illustrations depicting the sights of their native city; The vocabulary of children has expanded and intensified: microdistrict, high-rise building, entrance, floor, etc. Constructive skills have improved: children with great interest construct buildings of various types from different types of constructor; Creation of a folder with didactic material from collages created by the parents of pupils for further use in GCD, joint and independent activities.
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Relevance of the project: Love for the Motherland begins with love for one's small Motherland, the place where a person was born. The purpose of the project: To expand knowledge about the native city, its sights.
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Project objectives
1. To form an idea of the Motherland based on the rules of familiarization with the immediate environment. 2. To acquaint children with the street, its features, with freight and passenger transport. 3. Introduce the elementary rules of safe traffic as a pedestrian and a passenger. 4. Arouse cognitive interest, the desire to learn new things about your hometown. 5. Development of dialogue speech of children; vocabulary enrichment. 6. Cultivate love for your hometown Velikie Luki.
slide 4
1. Conducting classes of a cognitive cycle to get acquainted with the immediate environment. 2. Organization of children's creative activities: Russian folk games, drawing, applique, modeling. 3. Involving parents in making houses and buildings together with children to design a model of a city street, as well as crafts, drawings, photographs.
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Project implementation
Activities of teachers: 1. Replenishment of the center of the book with photographs and illustrations of landscapes and sights of our city. 2. Development and implementation of a series of conversations and GCD on the project topic. 3. Making a photo album "My favorite city and I'm in it." 4. Registration of a card index "Urban transport". 5. Making an album of poems about the city of Velikiye Luki.
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Children's activities: 1. Listening to stories, poems, riddles. about the city, transport. 2. Examination of illustrations, photographs, postcards on the topics: "My city", "My family", "City transport". 3. Art-prod. activities: designing houses and buildings, drawing and coloring pictures on the topics “My Home” and My City”, creating a collective panel “Cars Drive Down the Street”, “Traffic Light” application, modeling “Bricks for a New Home”, etc. 4. Finger gymnastics“I want to build a house” 5. C / r games “Family”, “Drivers”. Suspended game "Find your house".
Slide 7
Parent activities:
1. Conducting conversations with children. 2. Walking around the city with children, paying attention to the beauty of the cityscape, the architecture of buildings. Help in replenishing the center of the book with illustrations and photographs about the city. Drawing on the theme “The house in which I live”, “Favorite places of our city” Making models of houses and buildings from waste material.
Slide 8
As a result of the implementation of our project, we received the expected results
Children have increased their level of knowledge about their city, about its objects and sights, about the variety of types of urban transport. Formed knowledge about the street and its features. Children got acquainted with the rules of behavior on the roads of the city and in public transport. There was an interest in their small homeland - in their hometown.
Slide 9
Conclusion: Love for the motherland begins with love for one's small homeland, the place where a person was born. Thus, it is necessary to start cultivating love for one's country, for one's native city, for one's native nature as early as possible, from a very young age.
Slide 10
We decided to start our work with the organization parent meeting where all types of joint activities within the framework of this project.
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"And I was walking with my mother"
First, we looked at illustrations depicting places in our city familiar to children, got acquainted with the map of the city, where all the streets are marked, and found the Lovat River.
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Studying the section "Transport", we had a conversation "What are the cars", target walk"We get to know the street", where they watched moving vehicles. We looked at illustrations from the "Transport" series. They read the stories “How the guys crossed the street” by N. Kalinina, “My street” by Mikhalkov, “For Pedestrians” by Marshak. We played role-playing games “We are driving in a bus” and “Drivers”. Educators, with the help of parents, made two didactic games for children: "Collect a traffic light" and "Cars can be different." Children enjoy playing with them.
Slide 14
Streets and transport are an important part of the structure of the city. We study and play.
Slide 15
While playing, we fix the rules that we learned.
All boys love to play with cars. The driver is sitting in the car, the driver is sitting in the car, the car, the car is humming ...
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These are the didactic games we made for our kids.
“Collect a traffic light” “Cars are different”
Slide 17
As part of our project, we began to teach the rules of the road to children
Slide 18
Lesson on traffic rules "Magic lights" - studied, laid out, glued.
Slide 19
Artistic and productive activity
Construction “Houses are so different” Collective panel “Cars drive along the street”
Municipal budgetary preschool educational institution "Kindergarten of a combined type with groups for children with speech disorders No. 57"
Project
"My favorite city"
in the I junior group No. 11
Compiled by:
Educators 11gr.
Sokova A.S.
Khusnutdinova L.G.
Republic of Tatarstan
Nizhnekamsk
2015
Project:
"My favorite city"
Project passport.
Project type:
Duration:short-term (from 07.12. to 11.12).
Members: children of the first junior group 11, educators, parents of pupils.
Educational area:knowledge, communication.
Relevance: Love for the Fatherland begins with love for one's small homeland - the place where a person was born.
Project goals:
Project objectives:
Formation of ideas about the Motherland on the basis of familiarization with the immediate environment.
Expected result:Raising in children love for their small homeland - for the place where a person was born.
Preliminary work:viewing illustrations, collecting material, conversations.
Working with parents: consultation.
Project activity product:photo exhibition “Our city is us”, collective work on fine arts activities"Me and My City" , project presentation.
Relevance:
An integral part of any education system is the education of patriotism. Patriotism is love and affection for the Motherland, devotion to it, responsibility for it, the desire to work for its benefit, to protect and increase wealth.
Love for the Motherland, for the native city, for the native nature can be laid only in younger age. Then it is extraordinarily difficult to change the worldview, change the ideas and views of a person on the environment.
The foundations of patriotism begin to take shape in preschool age. The patriotic education of preschool children includes the transfer of knowledge to them, the formation of attitudes and organization on their basis. accessible to age activities. The purposeful acquaintance of children with their native city is rightfully considered the foundation of patriotism.
Love for the Fatherland begins with love for one's small homeland - the place where a person was born. The basic stage in the formation of love for the Motherland in children is the accumulation by them of the social experience of life in their city, the assimilation of the norms of behavior and relationships adopted in it, and familiarization with the world of its culture.
Project type: cognitive-informational, group.
Objective of the project:
Systematization of the child's knowledge about his native city.
Tasks:
Enrich children's knowledge about the city in which we live.
To form the ability to convey their impressions in drawings.
To instill in children a feeling of love for their city.
Project participants:
Educators, children 1 ml. groups, parents.
Expected results:
1. Increasing the level of knowledge of children about their city.
2. Activation of children's interests in their small homeland - in their city of Nizhnekamsk.
Project products:
Illustrations about the native city, drawings.
Project stages:
The project includes three main stages:
1st - preparatory: setting goals and objectives, work on compiling the stages of project implementation;
2nd - project implementation;
3rd - generalizing (final): summarizing the results of the work in a variety of forms, analyzing them, consolidating the knowledge gained.
Preliminary work:
selection of illustrative material on the topic;
selection of literature on the topic.
Family collaboration:
Consultation "Patriotic education of younger preschoolers"
Main stream:the formation of deep feelings for the native land, city, family, based on the socio-cultural environment of children.
Predicted results based on the expansion of knowledge about the surrounding reality:
Children's possession of information; the formation of patriotic feelings, love for the native land, city, a sense of pride in the "small Motherland";
deepening children's knowledge about the history of their native city; learn the names of streets, monuments, buildings of architecture, sights of the city.
2nd stage. Planning perspectives:
Talk to children about what they know about their city.
The teacher's story about the history of the city.
The teacher's story about the history of the formation of the city of Nizhnekamsk, architectural structures.
Examination of photographs and a conversation on the topic "Old and New City".
Conversation on the topic "We are proud of you, our native city."
Talk about historical street names.
Joint work with parents on the improvement of the kindergarten (cleaning the territory, repairs in the preschool educational institution).
Exhibition of children's drawings in a group, on the theme: "Lights of the night city."
Target walks:with parents along the nearby streets of the city, the surroundings of nature.
Summary of work:
Questions for children:
What did you learn new that you didn't know before?
What surprised you?
What did you like the most?
educational value:
The children had a sense of pride for their city, for the people who participated in its creation, for its unique beauty.
Children and parents have an interest in the historical past of our city, activity in the search for local history material, interest in the unique nature of their native land.
Mental value:
The volume of children's knowledge about the history of the emergence of their native city has expanded and systematized
Project Implementation Plan:
Activities | Timing | Goals and objectives | Registration form result |
1. Conversation "What is the Motherland?" | Monday | Abstract |
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2. Conversation "I am Nizhnekamets!". | Tuesday | Consolidation of knowledge about the small Motherland | Abstract |
3. Visual activity Theme: "Lights of the night city" | Wednesday | Reading poetry, the formation of love for nature | Exhibition |
4. Examination of the illustration album "My Nizhnekamsk" | Thursday | Consolidation of knowledge about the objects of our city | Description of objects |
5. Reading poetry « To my city”, “Hello, my Motherland!” | Friday | Creation of a creative product of visual activity | art word |
As a result of the project implementation:
The children's level of knowledge about their city, about its objects and sights has increased.
There was an interest in their small homeland - in their city.
Conclusion
Love for the Fatherland begins with love for one's small homeland - the place where a person was born. Thus, love for the Motherland, for the native city, for the native nature can be laid only at a younger age.
APPS
Conversation "I am Nizhnekamets"
Purpose: To clarify the knowledge of children about their hometown, obtained during walks with their parents, from the stories of the educator. Cultivate love for your hometown.
Previous work: looking at the illustrations.
Conversation flow:
Children, you and your parents walked along the streets of the city in which we live, looked at the photographs and illustrations in the album. Today we will remember everything we know about our city.
What is the name of our city where we live?
What street is our d/s?
Can you name the streets where you live?
Children, what river flows in our city?
Children, why is our city called Nizhnekamsk?
Our city is very beautiful.
Listen to the poem Our town "".
Someday you will grow up and move away different corners of our great Motherland, do not forget that you were born and lived in the city ... Nizhnekamsk!
WE ARE NIZHNEKAMTS!
Conversation "What is the Motherland?"
What is the Motherland, friends?
The place where we were born?
The place where we lived for many years?
Or where the sons were born?
What is the Motherland, friends?
Purpose: to form in children an idea of Russia as our native country. About the city of Nizhnekamsk as a small Motherland. Cultivate a sense of love and pride for their homeland.
Material for the conversation: illustrations with the symbols of the city of Nizhnekamsk (flag, coat of arms), photos of the native city.
Conversation flow:
A fragment of a piece of music from the film "Shield and Sword" sounds "Where the Motherland begins ..."
Educator: Guys, what is the song about? That's right, the song is about the Motherland.
Educator: Remember the name of the republic in which we live? (Republic of Tatarstan). This is our Motherland.
Educator: What do you think, what is the Motherland? (children's answers) Motherland means native. Motherland is the place where we were born, where we live. Our Motherland - the Republic of Tatarstan has its own flag.
Educator: Tatarstan flag - consists of three colors: green, white, red. Green -bright spring greenery, white - a peaceful mood and the desire to live in harmony with all its neighbors, red as a symbol of struggle.Our small Motherland is our city of Nizhnekamsk. He has his own flag. Consider the flag of our city.
Educator: What interesting things did you learn today? (children's answers) You are still children, but even now you can do a lot to make our Motherland even better and more beautiful.
Artistic word.
Hello my homeland!
In the morning the sun rises
Calls us to the street.
I leave the house:
- Hello, my street!
I sing in silence
The birds sing to me.
Herbs whisper to me on the way:
- Hurry, my friend, grow up!
I answer the herbs
I answer the wind
I answer the sun
- Hello, my Motherland!
(V. Orlov)
Education of patriotic feelings of younger preschoolers.
(Counseling for parents)
Patriotic education of a child is the basis for the formation of a future citizen. The task of educating patriotism is currently very difficult. To achieve a certain result, it is necessary to find non-traditional methods of influencing a person, starting from the very beginning. early age. Pedagogical principles are known: love for the Motherland begins with the attitude towards the closest people - father, mother, grandfather, grandmother, with love for one's home, the street on which the child lives, kindergarten, school, city.
Already at preschool age, the child knows in which country he lives, how it differs from other countries. It is necessary to carry out work to instill in children love for their native city and its people. Tell children as much as possible about the city in which they live; instill a sense of pride in your city. To teach children to take care of what was created by grandparents, moms and dads. Maintain cleanliness and order in public places, participate in creating beauty and order in your yard, entrance, on the street, in parks, in kindergarten.
There are various forms of education in children of patriotic feelings. These are conversations about the Motherland, about the native city, about the nature of the native land, about good people reading children's books on patriotic themes, an appropriate selection of songs and poems for learning, watching movies, television programs for children, purposeful games and, of course, the personal example of parents.
One of the manifestations of patriotism is love for nature. It is determined by a careful attitude towards it, expressed in elementary care for animals, in affordable labor for growing plants. Great importance have walks in the forest, on the river, in the field. They provide an opportunity to acquaint children with some rules of respect for nature. When getting acquainted with the nature of the native country, the emphasis is on its beauty and diversity, on its features. Vivid impressions about the native nature, about the history of the native land, received in childhood, often remain in the memory of a person for life and form in the child such character traits that will help him become a patriot and citizen of his country.
One of the main areas of work of preschool institutions, according to the Federal State Educational Standard, is the patriotic education of preschoolers, the formation of pride in their country and small homeland. The program "From Birth to School" advises to start patriotic education by getting to know your hometown and its sights. The fourth week of October is aimed at expanding ideas about the hometown, its streets and the people who live in it. You will find a description of games and conversations with children, methodological methods for organizing children's activities in the appendix to the plan " Theme week"The city where I live."
Social and communicative development
This week, the teacher not only tells the children about their hometown, its main street, but also brings the My City album to the group with photographs of familiar streets, houses, transport, etc., which contributes to social and communicative development and patriotic education children. The teacher also pays attention to cleanliness in kindergarten and teaches children to perform simple labor assignments “Wipe the toys with a cloth”, “Spread out the pencils”.
cognitive development
The teacher introduces the children to the transformation schemes “Who will become who” and fixes the names of plants in a corner of nature with the children. The teacher creates the conditions for cognitive development and organizes search and research activities “Paper, its qualities and properties” During the week, children study the features of paper objects and, together with their parents, collect a collection “ Different types paper."
Speech development
For speech development children are offered games in a dry pool, exercises “Add a word”, “What is it made of”, pronunciation of tongue twisters and conversations aimed at developing dialogic and monologue speech.
Artistic and aesthetic development
The teacher introduces the children to the round dance game “On the Reeds River” and brings in the Dymkovo toy for examination. .
Physical development
The teacher continues to teach children to act on a signal, exercises in crawling, rolling the ball, organizes exercises for the development of the respiratory system, creates conditions for independent games and physical development preschoolers.
Check out the theme week snippet
Monday |
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| OO | cognitive development | Speech development | Physical development | ||
| 1 p.d. | Conversation "The house in which I live." Purpose: to expand ideas about the family. | The teacher's story about his native city. Purpose: to tell children that there are kindergartens, schools, hospitals, etc. in the city. | Di. "Give me a word." Purpose: to develop speed of reaction, to activate the vocabulary of children. | Application with a subgroup of children "Windows in the house." Purpose: to fix the correct gluing techniques. | Fizminutka at the choice of the educator. Purpose: to satisfy the need of children to move. |
| Pro- buzz | Excursion around the territory of the kindergarten. Purpose: to draw attention to the beauty of the plots in the garden. | Monitoring of the carriageway. Purpose: to expand ideas about transport. | Di. "Multicolored box" Purpose: to teach to focus on the ending when agreeing words in gender. | Construction "House". Purpose: to form the ability to highlight the main parts of the building, to select the necessary material. | P.i. " Autumn leaves". Purpose: to form the ability to move with objects. P.i. "Shaggy dog". Purpose: to form the ability to move in accordance with the text. |
| OD | |||||
| 2 p.d. | Etude "I want - I do not want." Purpose: to form the ability to control their emotions, calmly communicate with peers. | Cognitive research activity "Paper, its qualities and properties." Purpose: to introduce children to the properties of paper. | Exercises in the dry pool "Find a toy". Purpose: development of motor skills. | Coloring pages on the theme "City". Purpose: to form the ability to color without going beyond the outline. | Exercise "Look in the mirror" Purpose: to clarify children's ideas about the senses. |
Tuesday |
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| OO | Social and communicative development | cognitive development | Speech development | Artistic and aesthetic development | Physical development |
| 1 p.d. | Exercise "Magic cleaning". Purpose: to form the ability to recognize your things, not to be confused with the clothes of others. | Di. "To whom what form." Purpose: to teach children to group geometric figures in form, apart from color, size. | Speaking speeches. Purpose: development of phonemic hearing and the ability to imitate. | Reviewing the album "My City". Purpose: to teach to see the beauty in the world around. | Exercise "Wind". Purpose: to develop the respiratory organs. |
| Pro- buzz | Territory cleaning. Purpose: to cultivate the desire to keep the site clean. | Didactic games at the choice of the teacher. Purpose: to continue to teach children to follow the rules in the game. | The story "What I saw when I went to kindergarten» Purpose: to promote the development of monologue speech. | Round dance game "On the river of reeds". Purpose: to remember the words. | P.i. "Horses". Purpose: to teach children to move one after another, not to push. P.i. "Autumn Leaves" Purpose: to form the ability to move with objects. |
| OD | |||||
caregiverhighest qualification category Sergeeva Elena Alexandrovna.
Subject:Pedagogical project "My home" ( group, creative, short-term) in the first junior group.
Target: introduce children to their hometown, its name, objects (street, house, shop, hospital), transport; form initial ideas about professions (doctor, salesman, driver).
Members:children of early preschool age, group educator, social pedagogue, parents of pupils.
Final event: "Walking around the city".
Prerequisites for goal setting by children: inviting children for a walk around the city.
Children goal:learn about the name of the native city, visit its objects.
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Lines of development |
Educational areas |
Tasks |
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Educational |
Educational |
educational |
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Physical culture and health |
Physical training |
Raise interest in motor activity in the process of organizing outdoor games. |
Develop fine motor skills, coordination of movements in the process of physical activity, the ability to endure small loads. |
Continue to form a culture of movements (rhythm, expressiveness, clarity). |
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Health |
Cultivate the habit of taking care of your appearance. |
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Safety |
To acquaint with the elementary rules of road safety as a pedestrian and a passenger. |
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Socio-personal |
Socialization |
Cultivate a friendly attitude towards peers, adults. |
The ability to use objects - substitutes in the plot - role-playing game. |
1. Enrich content story games children on the basis of familiarization with social reality. 2. Exercise in theatrical activities based on the plots of Russian folk tales, songs, nursery rhymes. |
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Work |
Cultivate a respectful attitude towards one's own work, the work of adults. |
1. Stimulate the development of independence and responsibility of the entrusted business. 2. Develop the ability to maintain order in group room, in the kindergarten area. |
To expand ideas about the professions of a doctor, a driver, a salesman in the process of organizing role-playing games. |
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Cognitive speech |
Cognition |
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1. Develop the ability to navigate in the color, shape, size of the subject. 2. Develop the ability to classify objects (toys, vehicles). 3. Develop the ability to design the simplest buildings (house, road, garage). |
1. To form in children an idea of \u200b\u200bthe native city, to help remember its name. To acquaint with the objects of the city (street, house, shop, kindergarten). 2. Expand ideas about freight and passenger transport. |
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Communication |
Cultivate a culture of speech. |
1. Continue to develop the ability to communicate with adults and peers. 2. Develop the ability to guess descriptive riddles. |
1. Activate children's vocabulary. 2. Continue to learn to share impressions, build phrasal speech. 3. Exercise to compose a story about a toy, answering the teacher's questions (What is it? What does it consist of? How can I play?). |
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Reading x/literature |
Cultivate interest in fiction |
Develop the ability to view the illustrations of the book. |
Continue to enrich your understanding of the world around you. |
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Artistic and aesthetic |
Artistic creativity |
Maintain interest in the products of the activities of other children. |
1.Develop Creative skills, children's imagination, instill aesthetic taste in the process of organizing children's artistic activities. |
1. Exercise children in using various drawing and modeling techniques. 2. Continue to teach how to properly hold a pencil, brush, use gouache. |
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Music |
Cause an emotional response to a piece of music, maintain interest in performing movements to music. |
Develop special musical abilities. |
Practice imitating traffic to the music. |
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Subject-developing environment
Theme: "My home".
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Plan |
Fact |
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Items / activities |
Observation results |
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Center |
teachers |
Children, family |
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books |
Books by A. Barto "Toys", Russian folk tales "Teremok", "The Wolf and the Seven Kids" (to examine, talk according to the content, memorize). Illustrations from the series "Toys", "Transport", "Professions" (consider, talk according to content, classify). Hats, masks of animals (theatricalization of the fairy tale "Teremok"). |
Books with illustrations of toys, transport (examine, talk according to the content). |
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Center |
teachers |
Children, family |
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construction |
Large and small wooden constructor, Lego constructor, small toys (design the simplest buildings, beat them). Various types of transport (consider, name the main parts, use in playing with buildings). |
Cubes, small toys (design, use in playing with buildings). |
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Center |
teachers |
Children, family |
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native land |
Group photo (consider, name peers, adults). Design of the educational wall "My home". |
Photos depicting objects of the city (to examine, recognize in a real environment). Family photos (make a "house" for decorating the educational wall "My City"). |
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Center |
teachers |
Children, family |
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story-role-playing and didactic games |
Attributes for story - role-playing games. |
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Tools, steering wheels (plot-role-playing games “We repair cars”, “We drive a car”. Bathrobe, hat for the role of a doctor, a salesman. Didactic games: “Big and small”, “Who lives where”, “Make a whole”, “Who needs what”, “Put things in order”, “What is gone”, “Who does what”, “Wonderful box”, “ Pick by color”, “Figures-inserts” (orientation in color, shape, size of objects, classification of objects). |
Soft and plastic toys, boxes of food, vitamins (role-playing games "Shop", "Hospital"). Different types of transport (consider, use in a role-playing game). Making a fabric screen for a "shop window". Cubes of 4 parts (make a whole). Illustrations depicting vehicles, toys, houses (examine, cut, make a whole). |
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Center |
teachers |
Children, family |
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products creative activities |
Stencils "Toys", "Transport" (circle, paint over with gouache, pencils, choose and name a color). Coloring pages (to examine, paint over). |
wallpaper rolls, cotton buds, foam rubber sponges (depict objects, paint over). Drawn pictures of toys for the "shop window". |
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Planning of project activities.
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date |
Educational activities carried out during regime moments |
Direct educational activities |
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1 half day |
2 half a day |
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12.03 (Mon) |
Morning stimulating gymnastics "Our city". Entering, viewing illustrations of the city. The situation of communication "The city in which I live." Finger gymnastics "Family". |
Looking at family photos. Plot - role-playing game "Family". |
1. Cognition (FTsKM)."My city". Exercise children in naming the city in which we live. Arouse the desire to look at illustrations depicting objects of the city. 2. Physical education. "Walking around the city". |
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13.03 (Tue) |
Didactic games "Who lives where", "Big and small houses". |
Construction of large and small houses. Playing with buildings with small toys. Mobile game "Big feet go on the road." |
1. Music. 2. Artistic creativity (drawing). "Lights in the windows of houses." Exercise children to depict lights in a certain place (in the windows of houses) using brushes, cotton swabs. |
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14.03 (Wed) |
Finger gymnastics "To work". Situation of communication “What cars transport”. Examination of illustrations depicting a freight transport, a driver. |
Plot - role-playing game "We are driving a car." Mobile game "Colored cars". Drawing a road for a car. |
1. Communication. Didactic game "Who does what." Make children want to look at plot pictures. Exercise children in naming the actions that a particular person performs. |
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15.03 (Thu) |
Examining illustrations depicting a doctor. Creating a game situation "Mishutka got sick." |
Plot - role-playing game "Hospital". Drawing vitamin for Mishutka. |
1. Music.Musical and rhythmic movements. Game exercises. "Vitamins for Mishutka". Exercise children in the ability to roll the ball and flatten it. |
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16.03 (Fri) |
Examination of illustrations of Russian folk tales. Didactic exercise "Continue the sentence." |
Theatricalization of the fairy tale "Teremok" with the use of animal masks. Imitation of movement and sound imitation. Didactic exercise "Who is screaming", "Guess who is screaming". |
1. Reading fiction. Reading the fairy tale "Teremok". Arouse a desire to listen to a fairy tale, look at illustrations, talk about content. 2. Physical education. "Walking around the city." Performing general developmental exercises, the main types of movements, organizing outdoor games. |
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19.03 (Mon) |
Reading poems A. Barto "Truck". Target walk “City streets. Monitoring the movement of vehicles. |
Creating a game situation "We repair cars." Designing a road, a garage for a car, playing around with a building. |
1. Cognition (design). "City streets" (collective). Exercise children in creating the streets of the city (designing houses, roads). Playing with buildings with cars and small toys. 2. Physical education. "These are all cars." Performing general developmental exercises, the main types of movements, organizing outdoor games, simulating the movement of a car. |
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20.03 (Tue) |
Examination of illustrations depicting the seller. The situation of communication "What can I buy in the store." Reading poems A. Barto "Bear", "Bunny". Reading by heart. |
Description of toys on questions of the educator. Performing play activities with toys. Working with stencils. Painting objects with pencils, paints, felt-tip pens. |
1. Music.Musical and rhythmic movements. Game exercises "Let's put the doll to sleep." 2. Artistic creativity (drawing). "In the toy store." Exercise children in the ability to paint over the silhouette of a toy (spinning top, bear, pyramid, etc.). Choose the color of the pencil, consolidate the knowledge of primary colors. |
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21.03 (Wed) |
Examination of items from the series "Toys", "Transport". Classification of objects. Didactic game"What's gone." |
Plot - role-playing game "Toy store". Didactic game "Put things in order" |
1. Communication. Didactic game "Who needs what." Exercise children in naming objects, their qualities, in the ability to correlate tools and professions. 2. Physical education (for a walk). |
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22.03 (Thu) |
Placement of children's houses with photos on the wall. Didactic exercise "Whose house?". |
Designing a house of a certain color. Didactic game "Pick by color". |
1. Music.Musical and rhythmic movements. Game exercises. 2. Artistic creativity (sculpting). "My house". Purpose: To exercise children in the ability to create a house, connecting the rolled columns together (up), supplement it with a cardboard triangle (roof). |
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23.03 (Fri) |
Examination of the cognitive wall, conversations on the content. |
Creation of conditions for independent play, artistic, constructive activities of children. |
The final event "Walking around the city." To fix the name of the native city, its objects. Reinforce the concept that vehicles move on the road. Exercise children in the ability to name the details of toys, their color, size. Choose words denoting properties and actions. |
The final event "Walking around the city."
Program content: Continue to acquaint children with their hometown, its name, objects (street, house, shop). Reinforce the concept that vehicles move on the road. Continue to form ideas about the professions of a seller, a driver through the organization of role-playing games. Exercise children in the ability to name the details of toys, their color, size. Choose words denoting properties and actions. To expand the vocabulary of children, coherent speech, visually - effective thinking.
Equipment and materials: decorated wall "My House" (images of streets with transport, a store, houses with photographs of children and their families); a paper crane suspended from the ceiling; large building material, hoops, attributes for the role-playing game "Riding the bus" (chairs, steering wheel and headgear for the driver), "Toy store" (a screen designed in the form of a shop window, a doll, a truck and a car, a large and a small ball, a watering can, a pyramid, a spinning top, a rattle, cubes of different colors), a chest with sweets in the form of toys, audio recordings.
Methodical methods and forms:
1. Meeting with a crane. Reading a poem by P. Voronko "There is no better native land."
8. Return to kindergarten.
9. Playing activities of children with "purchased" toys.
Event progress.
1. Meeting with a crane. Reading a poem by P. Voronko "There is no better native land."
caregiverdraws the attention of children to the crane suspended from the ceiling. Reads a poem by P. Voronko "There is no better native land."Zhura-zhura-crane!
He flew over a hundred lands.
Flew, circled
Wings, legs worked hard.
We asked the crane:
- Where best land? - He answered, flying:
- There is no better native land!
2. Conversation "My city" (children's attention to the decorated wall). Didactic exercise "Continue the sentence." Physical activity Big and small houses.
Educator:Guys, today I want to invite you for a walk around our hometown. Do you want to come with me? (Answers of children).
(The teacher invites the children to the decorated wall "My City").
Educator: Children, do you know the name of our city? (Yuriev - Polsky. Individual and choral answers).
Didactic exercise "Continue the sentence"
Educator:Children, in our city there are many .... houses. The houses are big and ... small (children's answers are accompanied by motor activity).
And who lives in houses? (children's answers. The teacher draws the children's attention to a specific "house" with photographs of the child and his family).
(Children tell with whom they live, what are the names of their parents, brothers, sisters).
There are many roads in our city. And what moves on the roads? (cars).
There are many kindergartens in our city. What is the name of our kindergarten? ("Smile").
Why do you think it's called that? (Here the children smile, they have fun). Why are kids having fun? (We play, we go for a walk).
Guys, how many toys do we have? (a lot of).
Where do you think you can buy toys (in the store). What toys can you buy in the store? (children's answers). Who works in the store? (salesman).
And you want to go to the store for new toys (Yes, we do).
Think about how you can get to the store? (accessible by wheelchair, by car, by sled, by bicycle, by bus).
Children, how many are you? (a lot of). What is the best way for us to get there? (by bus).
Our bus is already waiting for us, are you ready to go with me?
3. Mobile game "On a flat path."
An outdoor game “On a flat path” is being held (hoops are used).
Our legs walk along a flat path: top - top, top - top (children walk, raising their knees high),
On pebbles, on pebbles: jump - jump, jump - jump (jumps moving forward from hoop to hoop, hands on the belt). (The game is repeated two or three times, the teacher monitors the correct execution, praises the children).
4. Collective construction from large building material "Wide road for the bus."
Educator:Guys, so we came to the bus, but the trouble is that there is no road for the bus. What can we do? (We can build a road).
Educator:And what kind of road will we build for the bus? (Big, wide, long).
Children participate in the collective construction of a wide road for the bus. (Musical accompaniment, audio recording).
Educator:Well, the road is ready, you - well done, tried, you can hit the road. Are you ready? (children's answers).
5. Plot - role-playing game "We are going by bus."
Organization of the plot-role-playing game "We go by bus". Driver's choice.
The bus trip is accompanied by finger gymnastics "Bus" (audio recording continues).
Here we are sitting on the bus, and sitting, and sitting. (Children clap their hands).
From the window we look, we all look. ("Glasses" near the eyes).
Looking back, looking forward, like this, like this, like this, like this.
All the bus carries us, we are lucky. (Stomp their feet).
The wheels are spinning, like this, like this, like this. (Hands start the "motor").
We rolled forward, like this, like this, like this.
We drove through the whole city ... (They look into the distance, bring their palm to their forehead).
And the brushes rustle on the glass: whack-whack-whack. (Squeeze - unclench fingers).
All the droplets want to sweep away: Whack - Whack - Whack. (Music turns off).
Educator:Here we are with you. Did you enjoy taking the bus? (answers).
6. Plot - role-playing game "Toy store". Choice of toys, their name and description.
The teacher invites the children to the screen, designed in the form of a shop window. Consider her.
Educator:Guys, we have already said that a seller works in the store, but what do you think you need to give the seller so that he gives you a toy (money). I want to offer you such money (the teacher distributes chips).
Organization of the plot-role-playing game "Toy Store".
The screen falls to the floor, the social teacher in the role of the seller meets the children, greets them. There are toys on the table.
Social teacher: Hello children. I am very glad to see you in the toy store.
And now you are in the store!
All toys on display:
Dolls, cubes, spinning top.
Eyes pop up.
Come buy
Give money to the cashier!
Children give money to the seller, choose a toy, tell the name, what it has, how you can play with it.
Social teacher: Alina, what toy did you like the most? (Doll). What does the doll have? (arms, legs, eyes, hair). What is she wearing? (in a dress). What color is the dress? (blue). How can you play with a doll? (roll a wheelchair, feed, put to bed).
Similar work is carried out with other toys.
Truck: what is the name of the car? What cargo can carry (sand, stones, snow, milk)? What does the car have? (body, cab, wheels). How can you play with a car? (transport cubes, roll on the road, build a garage, repair).
Passenger car: Is this car a truck or a car? (car). Who can she carry? (of people).
Big and small ball : How big or small is it? What colour? How can you play with it? (throw, throw, roll into the collars).
Watering can: Why do we need a watering can? (water the flowers). What can be poured into a watering can? (water).
Pyramid: What does the pyramid have? (rings). How many? (a lot of). What color is this ring? How can you play with a pyramid? (assemble and disassemble).
Yula: What does Yula have? (balls). How can you play with a spinning top? (you can start a spinning top).
Beanbag: How can you play with a rattle? (you can shake it, rattle). Why do you think a rattle is needed? (when a small child cries, you can rattle).
Cubes of different colors : How many cubes are there? (a lot of). What color is this cube? (yellow). What can be built from cubes? (house, tower, garage).
7. Surprise moment "Sweet toys".
Social teacher: (leaves the table): Guys, I really enjoyed playing with you. I have a surprise for you (takes out a box of sweets in the form of toys). Do you want to know what is in this chest? (Yes, we want).
What is this? (opens the chest, takes out a candy, treats the children, the children say “thank you”).
8. Return to kindergarten.
Educator:It's time for us to go back to kindergarten. Are you ready to go? (Children with purchased toys take their seats on the bus and return to kindergarten. An audio recording is turned on).
9. Game actions of children with "purchased" toys.
The teacher addresses the children:
We have good toys.
Dolls, bears and crackers,
They are fun to play with
But don't forget:
Toys are not people
But everyone understands
And they really don't like
When they are broken.
Let the toys be friends with us
We won't offend them.
Let's play later
We'll put everything in place.
