Didactic games where bread came from. Didactic games to familiarize preschoolers with the world around them on the theme “Bread is the head of everything!” Finger gymnastics “Bread”
Didactic games to familiarize preschoolers with the world around them on the theme “Bread is the head of everything!”
"From seed to bun"
Target: To form in children an understanding of the process of growing bread, to enrich their vocabulary and social experience.
Materials: Thematic cards.
Progress of the game: Bread has to go a long way to get to the table. Think and use cards to make a model of how bread will arrive on our table.
Grain-sprouts-spikelets-flour-dough-bun.
Option 1: “Say a word”
Target: Expand children's understanding of the professions of people involved in growing bread.
Materials: Cards depicting bread professions.
Progress of the game:
The teacher begins with the phrase “The field is inspecting.....an agronomist, the field is plowing....a tractor driver, sowing grain....a seeder, working on a combine...a combine operator, grinding flour.....a miller.... , kneads bread...doughmaker, bakes bread...baker....sells bread...salesman.”
Option 2: “Who needs what for work?”
Materials: Pictures with “grain” professions.
Target: Continue to build knowledge about the professions of people who grow bread, enrich social experience, develop attention, memory, and logical thinking.
Progress of the game: Children stand in a circle, the teacher hands out pictures to the children depicting “grain” professions, each child shows his own picture and says what this person needs to work.
For example: Tractor driver - tractor
Seeder - grain
Combine harvester
Miller - mill and grain
Doughmaker - flour
Baker - dough
Confectioner - flour and sugar
Driver-car
Seller-bakery products.
Option 3: “Tell me who it is?”
Children are shown cards with professions, they must name the profession.
Option 4: “Guessing game!”
The cards are laid out in a row, the child is asked to look carefully, then the cards are turned over, and the child is asked to name the professions in order.
Option 5: “Who is missing?”
Cards with professions are laid out in a row, to start the game you can take 5 professions, then add more, the child is asked to look carefully and then close his eyes. Any one card is removed, the child must guess which profession is gone.
"Match the proverb"
Target: Continue to introduce children to folk art, teach them to understand the value of bread in human life, and enrich their vocabulary.
1 Bread in your mouth - mind in your head!
2 If you want to eat rolls, don’t sit on the stove!
3 Mother water is bread, father!
4 Bread and water are heroic food!
5 A lot of snow means more bread!
6 If you can’t live without gold, you can’t live without bread!
"Truth or lie"
Materials: Cards are yellow and red.
Progress of the game: The teacher hands out yellow and red cards to the children. Explains the rules, if the statement about bread is true, then the children must pick up the card yellow color, and if you can’t do that, or it’s not true, then it’s red.
1 Bread grows in the garden. (in field).
2 Is the baker working on a food processor?
3 Don't you need the sun to grow bread?
4 Does the seller sell spikelets in the store?
5 Is there a miller working at the mill?
6 Is it possible to throw away bread?
7 Does bread give you strength?
8 Is it possible to eat bread with dirty hands?
9 Do you need to take care of bread?
(for older people)Tasks:
To reinforce the idea that every person needs bread, that bread is grown by grain growers in vast fields.
Foster respect and gratitude for the work of grain growers.
Practice the correct use of the names of the main professions associated with the production of bread (tractor driver, seeder, combine operator, grain workers, baker), agricultural equipment that helps grow bread (tractor, combine, seeder, harrow).
develop children's coherent speech.
Game actions. A signal after which a picture can be shown; The correct display is marked with a red chip, the incorrect one with a blue chip.
Material. Cards depicting the various professions of grain growers and the machines that help them in their work.
PROGRESS OF THE GAME
Remember, guys, folk proverbs about bread. (Children's answers). Yes, “Bread is the head of everything,” says the proverb. Today we will play and remember how bread is grown, what machines help people on the field. I will give you pictures, look at them carefully. One of you, to whom the arrow points, will tell you what we know, and whoever has such a picture will show it. Make no mistake, listen carefully! but you can show the picture only after a signal (clap) given by the driver.
The driver is chosen using a counting rhyme. The teacher tells the first story, setting an example for the children.
In spring, cars come out into the fields. The person driving this car has a lot of work: he needs to plow the field, loosen the soil - quickly prepare it for sowing seeds. Another proverb says: “A spring day feeds the year.” To have a big harvest, you need to prepare the land well and sow grain (the driver gives a signal).
The one who has a picture of a tractor picks it up and calls it: “Tractor, it is driven by a tractor driver.”
Then the children say:
After some time, other machines are already working in the field. The grains fall straight into the ground. The fields on collective farms are huge. Only by using machines can you quickly sow them (signal).
The child picks up a picture of a seeder and says:
This is a seeder. Seeders work on it.
Another child, continuing the game, says:
On the field, grains sprout and shoots appear. In summer, the entire field is covered in golden ears. The grain fields are like the sea. The wind will blow and the ears of corn will sway like golden waves. When autumn comes, the ears turn completely golden. The bread is ripe. The time has come to quickly harvest the crop, otherwise the ears of corn may fall off and the grains of bread will fall to the ground. And again the cars came into the field (signal).
One of the players shows a card with a picture of a combine harvester and says:
This is a combine, driven by a combine operator. And then the grain is transported by car to new house(signal).
The next child picks up a picture of an elevator, where they are brought by car after harvesting and drying from the fields.
This is an elevator. The bread is taken to the elevator,” he says. “Then the grain is sent to the cities, where it is made into flour at flour mills. Then the flour is transported to bakeries and bakeries using special vehicles (signal).
A participant in the game picks up a picture depicting special machines - flour machines and says:
Bakers bake bread. Bread is transported from the bakery to stores in special vehicles. And in the store people buy everything they need (signal).
One of the players shows a picture showing different bread products.
During the game, the leader evaluates the actions of the children: the one who picked up the desired picture at the signal, correctly named the profession and car, is given a red chip, the one who made a mistake receives a blue chip. The player who collects the most red chips wins (is considered the winner). The game becomes more complicated by using new pictures with other cars and professions.
didactic game “what then”
Tasks:
Systematize and consolidate children’s knowledge about the sequence of stages of growing bread.
Develop quick wits and quick thinking.
Activate children's speech and vocabulary.
Game actions. Catching the ball, playing forfeits.
PROGRESS OF THE GAME
The teacher, addressing the children, says:
We learned a lot about the work of grain growers. We know what people in the villages do to make sure we have bread on the table every day. Let's remember this and play the game “And then what?” I have a ball in my hands. I start the game like this: “In order to grow a grain harvest, you must first prepare the field for sowing grain, hold off the snow, and then what?” To whom I throw the ball, he must quickly and correctly say what the grain growers are doing after snow is detained in the fields. (Throws the ball to one of the players).
“They fertilize the soil,” the one who caught the ball quickly answers and throws it to another participant in the game, at the same time asking:
What then?
The one to whom the ball is thrown says:
The game continues until the name is called final stage ways of bread: “Bread is sold”, “Bread is on the table”.
didactic game “From grain to bun”
Tasks:
To consolidate children's knowledge about agricultural machines, about the stages in the work of grain growers, determined by the time of year.
Cultivate determination and the ability to strictly follow the rules of the game.
Game actions. A competition between the players - who will cover the empty cells faster and more correctly - rewarding with a flag.
PROGRESS OF THE GAME
The teacher has three pictures showing a grain of wheat, a spikelet and a bun. The players, without looking, choose one of them. Then the children choose one of the cards depicting different scenes: a grain field in spring, summer, autumn. For each plot, you need to select pictures that depict machines used during sowing, harvesting, and in the production of bread products. These large cards have a playing field - empty cells. At the presenter’s signal, each player quickly selects from the total number of cards depicting different cars only those that he needs. So, the player with the picture “Grain” needs to find on small cards such machines as a tractor, plow, harrow, snow rake, seeder, fertilizer spreader, truck with grain. For a player with the “Spikelet” picture, he will need machines for feeding cereals, spraying, mowing, collecting and threshing grain, and combines. The player with the “Bun” picture will need a truck with a new harvest, a scale at the elevator, a mill, a dough mixer, an oven in a bakery, and a “bread” figure.At the leader’s signal, the children select the necessary cards and cover the cells of the playing field with them. Whoever succeeded raises his picture. The driver marks the winner and rewards him.
When repeating the game, the goal is to train children's attention. To do this, you need to discreetly place pictures depicting other machines that are not agricultural, for example, a roller rink, a tram, etc.
Didactic game “When does this happen?”
Tasks:
Teach children to correlate the description of agricultural labor processes, given in poetry and prose, with a certain time of year.
Develop auditory attention and reaction speed.
Cultivate a positive emotional attitude towards native nature.
Game actions. Answer by showing the arrow.
Material. Pictures depicting people's labor in different time of the year.
PROGRESS OF THE GAME
The teacher reads the poem “Summer”:Cherries and plums have turned brown,
The golden rye has poured,
And, like the sea, the cornfield is agitated,
And you can’t walk in the grass in the meadows.
Then he turns the arrow. The one she pointed to finds a picture of summer and shows it to everyone playing. For choosing the correct picture, the child receives a chip. The teacher now reads an excerpt from a poem by V. Stepanov:
The bread was removed and it became quieter,
The bins breathe hotly.
The field is sleeping. It's tired.
Winter is coming.
And again turns the arrow, which points to another participant in the game. He is looking for a picture with an autumn landscape.
For this game, other poems about the seasons and the work of people in nature are also used.
Niva
N. Nekrasov
Expensive - love, breadwinner - cornfield.
Seeing how beautiful you are,
How you are filled with amber grain.
You stand proudly, tall and thick.
Summer rain
A. Maikov
Gold, gold is falling from the sky! -
Children scream and run after the rain...
Come on, children, we will collect it,
Just collect the golden grain
Barns full of fragrant bread!
Rye, rye
A. Tvardovsky
Rye is born. Close deadlines.
Heavy and to the edge
The whole field moved towards the road
It's hanging over - at least prop it up.
Yellow autumn
A. Kaminar
Wherever you go today,
You will see the color yellow everywhere.
The fields have turned yellow everywhere,
Yellow pears, yellow plums.
V. Kozhevnikov
The shoots are turning green together,
take a closer look and you'll see it here
The most important work of the people.
The most needed work in the world.
, teacher-defectologist, MBDOU No. 548 – compensatory kindergarten, Yekaterinburg.
Subject. “How bread came to the table”
Target.
To give children knowledge about bread as one of the greatest riches on Earth.Tasks.
- To clarify and systematize children’s knowledge of how bread appears on our tables.
- Summarize children's ideas about the field plant - wheat.
- Enrichment and activation of vocabulary.
- Develop coherent speech when composing a story based on a series of plot pictures.
- Instilling in children a caring attitude towards bread.
Equipment.
- for the teacher: Dunno toy, articulation exercise cards, video camera toy, riddle cards, a series of plot pictures about bread, baked goods on a tray, ICT, video film “Where the bread came from.”
- for children: samples of ears, grains, flour, dough, bakery products, flat forms of bakery products, picture cards, napkins for children, medals for encouragement.
| Stages of the game-activities | Contents of the game-activity |
|---|---|
| 1. Organizational moment | 1, 2, 3, 4, 5 – stand in a circle to play!!! Guys, look who is sitting in our circle? You recognize him, this is Dunno. He came to visit us and wants to play with you. Let's first say hello to Dunno, and then to each other (the children pass the toy and wish each other good morning). Today Dunno goes on a trip. He wants to know how bread appears on our table. Guys, do you want to know where the bread came from? So, we’re going on a journey with Dunno. For this we need to prepare. Do some exercises. |
| 2. Articulation gymnastics | -Let's prepare the muscles of the cheeks and lips. Jugs with narrow and wide necks. Stretch your lips either narrow or wide “tube”. Samovar. Inflate both cheeks at the same time. Muscles of the tongue. Needle. Collar with wide and sharp edges. Alternate the positions of the “wide” and “narrow” tongue. Place your “wide” tongue on your lower lip (“round collar”). Pull out the “sharp” tongue - “collar with sharp edges”. Muscles of the neck and head: The cat washes itself. Turn your head to the left - lick upper lip, turn your head to the right - lick your lower lip. Circular movements of the head. Arm muscles. (Finger gymnastics. See appendix 1) Well done. Now you and I are ready to travel. What will we take on our journey? Okay, let's go by bus. Take your seats. And so as not to forget everything and tell others, we will film it with a camera (we use a toy camera). |
| 3. Introduction to the topic | - Guys, look, Dunno is sad. He can't put the pictures in order correctly. Let's help him. Children place picture cards on the table in the correct order. Well done. And Dunno came up with a riddle for you: Grew up in a field house What do you think this is? That's right, it's a spike. Let's stop and look at the spikelets. Children approach the spikelet samples and examine them. There are many grains in an ear. What kind of field plant is this? This is wheat. Where does wheat grow? In field. Right. Dunno wants to play with the grains. What do you want? Take cut out baked goods shapes covered with plasticine and apply wheat grains on them. Take the grains one at a time and place them on the mold at a short distance. Did you enjoy playing? And we need to move on. Children, Dunno is sad again. Probably can't guess the riddle? Let's help: At the flatbread, loaf, Dunno brought flour for us. Where do you get flour from? From the grains of the ear. Touch, smell, look at the flour, taste it. What is she like? White, light, crumbly, tasteless, etc. Did you like looking at the flour? Don't forget to dry your hands with a napkin afterwards. What do you have in the other plate? Dough. Right. If you add water and other products to flour, you get a dough. Let's play with the dough and make bagels. While you and I were playing with flour and dough, Dunno prepared pictures. He wants to write a story, but is afraid that he won’t be able to do it alone. Dunno and I will start the story based on the pictures, and you will finish it. (There are 9 paintings on the board. See Appendix 2) Vocabulary work was carried out earlier. 1. In spring the land is plowed... with a plow. Well done. It was a very good story. Dunno is a little tired. And you? Let's stop and play. Get off the bus. |
| 4. Phys. pause | (Slow music starts) Relaxation game (See Appendix 3) |
| 5. Consolidation of the material covered | - Guys, look, while we were resting, our video camera ran out of tape. Let's see what's on the tape, shall we? But the problem is, the sound on our cassette disappeared. Apparently something is broken. But we will not be upset, because you are my assistants. Who wants to talk about the slide? (Children make up a story based on the slides “Where did the bread come from.” See Appendix 4) Well done. Guys, it’s time for you and me to return to our group, and Dunno to fairyland. How will we go back? Let's fly on a plane (simulation of movements): The kids boarded the plane Look, guys, while we were flying, bread appeared on our table (on a tray under a napkin there was rye bread, wheat bread, buns, dry bread, bagels, etc.). Guys, we forgot to tell Dunno that “Bread is our wealth,” it must be protected. Why? Right. A lot of people put in the work and effort to get it. You can't throw away bread. Leftover bread can be fed to animals. Let's also remember the proverbs about bread. Which ones do you remember? - “Bread is the head of everything”, “Without bread there is no lunch.” What do they mean? |
| 6. Summing up the game-activity. | - What kind of helpers you are to me! What would I do without you? You helped Dunno a lot. Now he knows “How bread came to the table.” And therefore, he has prepared gifts for you - medals (medals are given to children). Let's say goodbye to Dunno, it's time for him. He will definitely come to visit us again. |
Bibliography.
- Artemova L.V. The world around us in didactic games for preschoolers. – M., 1992
- Volosovets T.V., Sazonova S.N. Organization of the pedagogical process in a compensatory preschool educational institution. Vlados, 2004
- Podrezova T.I. Material for classes on speech development. – M., Iris, 2008
- Seliverstov V.I. Games in speech therapy work with kids. – M.: Education, 1987
- Smirnova L.N. Speech therapy in kindergarten. – M., 2007
- Ushakova O. S. Speech development of preschool children. – M., 2001
- Tsvintarny V.V. We play with our fingers and develop speech. – St. Petersburg, 1996
- Shevchenko S. G. Preparing delayed children for school mental development. – M.: School press, 2003
ANNEX 1
Finger gymnastics “Bread”
Flour was kneaded into the dough, ( show you how to knead the dough)
And we made it from the dough: ( We show you how to make pies)
Pies and buns, ( bend your fingers one by one)
Sweet cheesecakes,
Buns and rolls –
We will bake everything in the oven. ( clap your hands)
Delicious! ( stretch our arms forward)
APPENDIX 2
APPENDIX 2
Relaxation game “Grains”
The music of nature sounds.
Imagine that you are small grains thrown into the ground (children sit on the carpet).
A grain lies in the ground - dark, damp, soft. The sun was warm, it was raining. The seed swelled, burst, and the first sprout appeared (children raise their hands up). A sprout broke through the ground and reached for the sun (the children get up). It doesn't sway in the wind, it stretches. Time passed - the sprout grew stronger and a spikelet appeared. What kind of spikelet is made from a grain of rye? (Rye.) From a grain of wheat, which one? (Wheat.) Which one is made from oats? (Oatmeal.) What is necessary for the growth and maturation of a spikelet? (Sun, rain and human hands.)APPENDIX 4
Slide number 1
This grain is wheat.
Slide number 2
In the spring, a special tractor is used to plow the land and sow wheat into the ground.
Slide number 3
The sun is shining, it's raining. Soon green sprouts - shoots - appear in the fields.
Slide number 4
In summer, spikelets grow, and they contain a lot of grains.
Slide number 5
In autumn, the wheat ripens, and the spikelets are harvested using combine harvesters.
Slide number 6
The grains are taken out of the spikelets and threshed. That's how much grain you get.
Slide number 7
Then the grain is ground - ground and flour is obtained.
Slide number 8
This is flour. You can buy flour at the store.
Slide number 9
Add water and other products to the flour and knead the dough.
Slide number 10
And this is the dough.
Slide number 11
The dough is used to make bread, buns or flatbreads.
Slide number 12
The dough is placed in molds and baked in the oven or in the oven.
Slide number 13
And it turns out delicious and aromatic bread.
Slide number 14
The dough is also used to bake cookies, buns, muffins, cheesecakes, pies and pies, and also make pasta. We buy all this in the store.
Full text:
The child can independently compare, group, and classify various objects. Memory capacity increases. Children remember up to 7-8 names of objects. Voluntary memorization begins to take shape: children are able to accept a task, remember instructions from adults, can learn a short poem, etc.
According to clause 3.2.3 of the Standard, when implementing educational program preschool education in preschool educational institutions an assessment of the individual development of children can be carried out preschool age within the framework of pedagogical diagnostics (monitoring). Carrying out pedagogical diagnostics (monitoring) of individual development of children is provided for by the authors of the draft of the approximate basic educational program of preschool education “From birth to school” (edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva.
Assessing the individual development of children may consist of analyzing their mastery of the content of 5 educational areas. (slide)
If necessary, psychological diagnostics of children's development is used (identification and study of individual psychological characteristics of children), which is carried out by qualified specialists (educational psychologists, psychologists).
I carry out monitoring in the form of regular observations of children in Everyday life and in the process educational activities with them throughout school year in all age groups. I also use the following methods: (slide)
Observation
Studying the products of children's activities
Simple experiments
Conversations, games
I record the development indicators of children in a table at the beginning and end of the school year in verbal form:
Not formed
Is in the formative stage (partially formed);
Formed. (showing tables)
When filling out diagnostic tables, you can conduct a “horizontal” (conclusions for each child) and “vertical” (conclusions on the tasks of the section) analysis. Thus, teachers see what they should pay special attention to when planning the educational process, and how to build individual work with children. Since my group is of different ages, I conduct diagnostics for each age separately. Data for each section is entered into a summary table. As indicators for assessing the development of a child’s personality, I highlight external (observable) manifestations in his behavior, activities, interactions with peers and adults, which reflect his development at each age stage and, therefore, throughout preschool age.
The overall picture of the group will allow us to identify children who need special attention teacher and in relation to which it is necessary to adjust and change the methods of interaction.
To determine the child’s level of development of one or another assessment parameter, I use tools that are a description of those problematic situations, questions, instructions, observations. I believe that the selection of material and equipment for performing a diagnostic task is of great importance. They should be interesting because of their novelty and unusualness. appearance, the method of use or the result obtained with its help. I will give examples of descriptions of tools for some educational fields V middle group kindergarten.
Educational field "Cognitive development".(slide)
Specification of the area “Cognitive development” is represented by several blocks:
Familiarization with the subject environment
Introduction to the social world
Introduction to the natural world.
Development of cognitive and research activities.
Cognitive activity enriches the child’s experience, stimulates the development of cognitive interests, gives rise to and strengthens social feelings. So, for example, in order to reveal the level of development in the section of familiarization with the social world, I conduct a conversation « Family photo "(slide), where I use a plot picture depicting a family (grandmother, grandfather, father, mother, brother, sister), or a photograph of the family ( family celebration, hiking trip etc.) I ask questions
- Show the children in the picture (give them names).
- Show your parents what their children call them? (Father and mother)
- What do you like to do as a family?
- What's your favorite holiday?
- Why? and so on.
The result I see is that the child answers questions correctly, talks about his family with pleasure, family life, traditions.
Reveal the level of knowledge in the section "Introduction to the natural world"The didactic games “Harvest the Harvest” (slide) help, where the level of knowledge about vegetables and fruits is assessed, “Where is whose house?” (slide), “Hunter and Shepherd” (slide), where the level of knowledge about the life of wild and domestic animals, structural features, and behavior is assessed.
I ask clarifying questions:
Who is a hunter?
Who is a shepherd?
Then he asks the child to look at object pictures depicting animals and place them so that all wild animals are next to the hunter, and domestic ones are next to the shepherd. Then I will organize a conversation on the following questions:
Why do people care about pets?
What pets give milk?
What pets give fluff and fur?
What do they eat?
I evaluate the ability to name young wild and domestic animals (Slide)
During walks and in educational activities, I observe how children name some plants (slide), how to determine the state of the weather, and identify the most characteristic seasonal changes in nature (slide)
I record the results of observations in diagnostic tables.
Check the level of knowledge on "FEMP" The following tasks help me: “Count the cubes”, “Butterflies have arrived” , which allow you to test the level of knowledge about quantity, the ability to count within 5; I evaluate the ability to create: groups of homogeneous objects (slide); by color (slide); by form(slide); bysize(slide); select one item from a group (slide); understanding the meaning of the designation top-bottom, left-right (slide), i.e. orientation in space is improved, they understand the meaning of the words “morning”, “day”, “evening”, “night” (slide), the ability to find geometric figures among surrounding objects. To assess the level of knowledge in this area, I use didactic games “Look around” (slide), “Where the object is”, “Parts of the day”, as well as conversations and electronic trainings.
Educational field "Speech development"
Includes: developing speech environment, vocabulary formation, sound culture of speech, grammatical structure of speech, coherent speech, introduction to fiction.
In middle preschool age, the pronunciation of sounds and diction improves. Speech becomes the subject of children's activity. They successfully imitate the voices of animals and intonationally highlight the speech of certain characters. The rhythmic structure of speech and rhymes are of interest.
The grammatical aspect of speech develops. Children can independently come up with a short fairy tale on a given topic.
In order to identify the level of development of the grammatical aspect of speech, I give the task “Tell me about boys.”
Material I use: a plot picture depicting two boys: one is clean, neat, cheerful, the second is sloppy, sad.
I invite the child to look at a picture of two boys. Then I organize a conversation on the following questions:
What can you say about the boys? Are they in the same mood?
One boy is cheerful, but what about the other? (Sad) Why? (Because I got dirty)
Is it good to be messy?
What should you do to be clean and tidy?
Which boy do you like? Why? and so on.
As a result the child actively uses words denoting emotional states (angry, sad), ethical qualities (cunning, kind), aesthetic characteristics
To identify the level of formation of coherent speech, I use the didactic exercise “Setting the table.”
I suggest looking at the dishes and answering questions.
How can you name all the objects? (Draws attention to the tea set.)
Name famous utensils.
Result: the child forms new words by analogy with already familiar ones. Understands and uses prepositions in speech. Comprehends cause-and-effect relationships and composes complex, complex sentences.
Indicators speech development helps determine experimental activities. It allows the child to independently find a solution, confirmation or refutation of his own ideas. Children receive the task: “How to see air?
They offer answer options - You can blow into a glass of water into a straw. These are air bubbles.
Others suggest cheating balloon. As a result of the experiment, they conclude: how can you see air? What is lighter - air or water?
I use methods: problem situation, observation.
The form can be individual or subgroup. I evaluate the ability to maintain a conversation, use all parts of speech, understand and use antonyms
In the developmental environment, our group presents schemes for retelling the fairy tales “Turnip”, “Teremok”, “Kolobok”; for descriptive stories about animals, seasons, which corresponds to the program and age of preschoolers.
At the beginning of the year, after conducting diagnostics, I identified the following shortcomings:
Coherent statements are short;
They are inconsistent, even if the content is familiar to the child;
Fragments of statements are not logically connected with each other.
After analyzing, I concluded that the children’s knowledge is sufficient, according to their age, but the child cannot formulate it into coherent speech statements.
Educational field "Artistic and aesthetic development"
is aimed at achieving the goals of developing interest in the aesthetic side of the surrounding reality, satisfying children’s needs for self-expression through solving the following tasks: development of children's productive activities (drawing, modeling, appliqué, artistic work); introduction to art, constructive activity
In the middle group, significant development occurs visual activity. The drawing becomes substantive and detailed. The graphic image of a person is characterized by the presence of a torso, eyes, mouth, nose, hair, and sometimes clothing and its details. The technical side of visual arts is being improved. Children can draw basic geometric shapes, cut with scissors, stick images on paper, etc. . slide
I conduct an examination in this area: I give the child a piece of paper and ask him to draw one object first—a house. After that, I ask you to draw a person, and then a tree. No training is provided. I evaluate the child’s actions: how the task is understood, I analyze the drawing, how it was completed, whether there are prerequisites for the subject drawing or whether the drawing was done.
Design becomes more complicated. Buildings can include 5-6 parts. Design skills according to one’s own design are developed, as well as planning a sequence of actions.
To carry out the examination, I build a figure of flat sticks behind the screen. Then I show the building and ask the child to build the same one. If the child has difficulties, I ask you to build according to the demonstration. I evaluate the child’s actions: how he accepts and understands the task, whether he can work according to a model or by demonstration, his ability to learn, his attitude to the result.
Educational field "Physical development".(slide)
In progress different types activities, I observe and evaluate the level of physical fitness of my students. Indicators physical development children are determined not only in the process of specific physical education and sports games, exercises and activities, but also through physical education sessions, didactic games with elements of movement, outdoor games, morning and corrective gymnastics, individual work with children
Educational field "Social and communicative development"(slide)
Observing children, I increasingly notice that many of them have difficulties communicating with others, especially with peers. Children do not know how to organize communication, including: the ability to listen to the interlocutor; the ability to empathize emotionally; the ability to plan the content of an act of communication; the ability to select verbal (speech) and non-verbal (gestures, facial expressions, pantomime) means of communication that are adequate to the situation; ability to resolve conflict situations.
Children with low level development of communication skills almost completely fall into the category of “not accepted”, and children with a high level fall into the category of “preferred”, “accepted”.
To create a cohesive team, I often use games in a circle. At the initial stage, the stage of children getting to know each other, such games help to establish a friendly atmosphere in the group and relieve children’s emotional stress. “Give me a smile”, “Hello”, “ Good morning", "Let's say hello." When filling out this section, I observe the child, and also specially organize conversations, individual and joint creative (role-playing, theatrical, directing) games; I evaluate all types of independent activities that involve communication with peers; performing independent labor operations in nature, household work; independent activities in story corners, mummering corner, theater corner, auto town and much more
In middle age, the child understands the social assessment of the actions of peers or characters in illustrations, literary works, responds emotionally. So, for example, after reading the fairy tale “Two Greedy Little Bears” (slide), I ask the question “Why were the bear cubs upset? Why was the fox happy? Who did the right thing? Who acted dishonestly?
I use conversation methods, create problematic situation. 25% of children are able to analyze a fairy tale they have read, evaluate the fox’s behavior, characterize its actions, and draw conclusions; 60% have partially formed ideas about the actions of the heroes of the fairy tale; 15% of children have not formed these ideas.
And in conclusion, I would like to conduct with you an exercise on the formation of social communicative interaction, which is carried out in the middle group called “Friendly Palm” (slide) . Please note: in front of you is a sheet of paper and markers. Now outline the outline of your palm with the color that your mood is like now and write your name on it. Then pass the piece of paper with the outline of your palm to your teammates, and let everyone leave their wishes or compliments in the form of a drawing instead of verbal wishes on one of the fingers of the palm. The message must have a positive content. Children can draw the sun, smiles, flowers or simply paint a finger in bright colors and much more for their friends.
Completion of the task by the participants. (2 minutes)
Summarize. All participants completed the task. So, let us conclude that all our participants have a developed level of social and communicative skills.
Let these palms carry the warmth and joy of our meetings, remind us of these meetings, and perhaps help us at some difficult moment. Thank you for your attention. (slide).
- Federal State Educational Standard for Preschool Education//Order of the Ministry of Education and Science No. 1155 of October 17, 2013 (came into force on January 1, 2014)
- Kamenskaya V.G., Zvereva S.V. Ready for school life! - SPb.2001.
- Kamenskaya V.G. Child psychology with elements of psychophysiology - M., 2005.
- Notkina N.A. etc. Assessment of physical and neuropsychic development children of early and preschool age - SP.b, 2003.
- Uruntaeva G.A., Afonkina Yu.A. Workshop on child psychology. -M., 2001.
- M.G. Borisenko, N.A. Lukina. Diagnosis of child development. Practical Guide to Testing (4-5 years)
Yulia Trishina
annotation
A game Designed for classes with children from 5 years old. You can play this game play like in preschool, and in additional classes in additional education institutions, in primary school, as well as at home. I use the game in a cooperative play activity children in organized activities (in class) to familiarize children with environment And ecology. A game allows children to consolidate their knowledge about bread bread in ancient times in Rus' of bread consolidate knowledge about healthy and healthy foods (HLS); cultivate a caring attitude towards bread and respect for the work of the people who grow it; improve communication skills in the process of interaction between an adult and a child, as well as with other children. Attached is a folder with photographs of this game in a finished version, which is used in work, as well as a presentation of the game, which can be printed and used in your work
Page No. 4-8 (sample field, No. 11 (playing field) print for the number of players, pages No. 12-16 (cards) print for the number of players and cut, and pages No. 13-14 are first glued and then cut, page No. 17 (incentive chips) cut by office (more can be done)
Didactic game« Kolobok's journey(from grain to bread) »
Target: To form in children ideas about how and by whom cereal crops are grown, how they come to our table in the form of bread
Tasks:
Educational: consolidate children's knowledge about bread as one of the greatest riches of the earth; consolidate children's knowledge about the sequence of stages of growing bread in ancient times in Rus', and currently; expand their understanding of the role of work in people’s lives through familiarization with various professions; to develop children’s ability to analyze and work with diagrams and algorithms; to form a system of children’s knowledge about cooking of bread
Developmental:
Develop the ability to navigate in space (on paper); develop attention, memory, imagination, logical thinking; develop speech and enrich the vocabulary of children; develop the ability to analyze and express your thoughts; develop cognitive interest and activity; stimulate curiosity; promote the development of positive emotions; consolidate knowledge about healthy and healthy foods (HLS); form fine motor skills hands; to form children’s ideas about the species diversity of homogeneous objects (bakery products)
Educational:
cultivate a caring attitude towards bread and respect for the work of the people who grow it; improve communication skills in the process of interaction between an adult and a child, as well as with other children
Preliminary work: conversations, guessing riddles about bread, memorizing poems, explaining and memorizing proverbs and sayings about bread; looking at pictures, illustrations and presentations on the topic, reading stories about bread: A. Musatova “How bread has arrived on the table", S. Shurtakova “ The grain fell into the ground", Y. Akim “ Bread", E. Trutneva “Golden Rain”, N. Semenova “ Khlebushko”, S. Drozhzhina “Loaf”. Reading stories by M. Glinskaya " Bread", M. Prishvina "Lisichkin bread".
Vocabulary work:
Nouns: rye, wheat, corn, ears of corn, field, land, sowing, harvesting, tractor driver, seeder, harrow, grain growers, combine operator, elevator, flour, mill, flour millers, dough, baker, bakery, bakery products, bread, bun, loaf, bagels, drying, pies, loaf, flat cakes, gingerbread, cookies, cake, pastries
Adjectives – fresh, soft, fragrant, aromatic, crispy, wheat, rye, black, white, rich, lush.
Verbs – grow, plow, harrow, sow, mow, harvest, thresh, grind, bake, bake, eat, preserve.
Material:
Demonstration - pictures depicting the cultivation sequence of bread grain to bread of bread
Handout - field cards, cards depicting the cultivation sequence of bread in Rus' in ancient times and in our time, cards depicting the sequence grain to bread, cards depicting the manufacturing sequence of bread, chips for encouragement with a picture « kolobok»
Progress of the game.
Adult (teacher or parent) suggests looking at pictures depicting the cultivation sequence of bread in Rus' in ancient times and in our time, sequences grain to bread, showing the manufacturing sequence of bread
Option #1 (a game carried out with 1 child)
« Kolobok's journey(from grain to bread) in the old days in Rus'"
On the table in front of the child there are field cards and pictures depicting the sequence of growing bread in Rus' in the old days.
« Kolobok's journey(from grain to bread) Nowadays"
On the table in front of the child there are field cards and pictures depicting the sequence of cultivation. bread nowadays. Children are asked to independently, following the sequence, place the field on the card.
« Kolobok's journey - from grain to bread»
On the table in front of the child there are field cards and pictures depicting the sequence from grain to bread. Children are asked to independently, following the sequence, place the field on the card.
"How to cook Kolobok» »
On the table in front of the child there are field cards and pictures depicting the cooking sequence. kolobok(of bread) . Children are asked to independently, following the sequence, place the field on the card.
In this case, the game can be played using the interactive pedagogical technology “On the Chain” (children take turns making a sequence travel Kolobok according to a given card.)
Option No. 3
All games are played on the principle of a lotto game, then you need to prepare any of these games for each player. The cards are shuffled and distributed to the children, the presenter (child or teacher) names each action in order or shows a card with an image, the child players close the window on the card-field corresponding to the named sequence or the shown card. The one who is the first to cover the entire field and correctly name the sequence depicted in the game wins and receives a reward chip.
The game can be played with children using the interactive pedagogical technology "In pairs" (children lay out cards working in pairs) In this case, he wins and receives « bun» , the pair that will be the first to complete the sequence of growing and manufacturing kolobok.
Option No. 3 (for complication)
Invite the child to write a story-description about Kolobok's journey(from grain to bread) according to the mnemonic table. You can compose a story using the interactive pedagogical technology “On the Chain” (children take turns naming the sequence)
During the game I use a physical training minute « Kolobok»
Let's plant a seed in the ground, bend forward,
what will come out of it? let's spread our arms to the sides
The rain is pouring on the ground, hands up and down
The sun warms the earth, close-open your eyes, squat
The seed sprouts, gradual standing up,
A sprout stretches, hands up
Turns into spikelet
With the wind the spikelet plays,
The breeze shakes it, tilting to the sides
And the mower will burn spikelet right - left, imitating mowing
They'll take you corn current simulation of steering wheel rotation
flour mill will crush the grain. fist to fist and circular rotations
And the hostess will bake for us from flour bun. imitation - let's ride bun
And here he is...
round, join hands in a ring,
rosy, rub your cheeks
big hands up. stretch
Have an interesting game!
Literature
1. Akhiyarov K. Sh., Petrova Z. P. Let us bow bread. – Ufa: Bashk. book publishing house, 1987.,
2. Barykin K.K. Bread which we eat. – M.: Politizdat, 1983.
3. Ivin M. “ Bread today, bread tomorrow". Children's literature, 1980.
4. Colomina N. B. Classes on ecology in kindergarten. - M.: Sphere shopping center, 2008.
5. "We" Program ecologist. children's education / N. N. Kondratyeva and others - St. Petersburg: "Childhood-Press", 2000.
6. Ozhegov S.I., Shvedova N.Yu. Dictionary Russian language: 80,000 words and phraseological expressions - M.: Azbukovnik, 1997.
7. From autumn to summer: For kindergarten teachers and music directors / Comp. L. A. Vladimirskaya. - Volgograd: teacher, 2004.
8. Solomennikava O. A. Ecological education in kindergarten. Program and methodological recommendations. - Mosaic-Synthesis, 2006.
9. Tambiev A. Kh. Ecological ABC for children: Plants. - M.: School Press, 2000.
10. Fedorov M. A. “To the young to the farmer” - M. “Rosselkhozizdat”, 1984.
11. Shorygina T. A. Conversations about bread. Guidelines. - M.: Sphere shopping center, 2012.