In the first younger group kindergarten 10 lessons per week are held. They are distributed as follows:
on familiarization with others and the development of speech - 3
drawing and modeling - 2
with building material - 1
musical - 2
physical education - 2
The duration of the classes is 10-15 minutes, they are held every morning and evening, except Saturday. Along with classes, it is planned to observe the surroundings while walking, moving and didactic games.
Most of the classes are held in subgroups, which unite children with the same level of development. This is how classes are organized in which new material, requiring detailed explanations and the help of an adult (for example, when folding pictures or a new constructor are first given). A small number of children should be in a sequential class. These are, for example, physical training with gymnastic aids, classes such as "loto" and the development of speech, where some children with their activity can suppress others.
However, in the third year of life, it is possible to conduct some types of activities with the entire group, since the kids have already mastered the rules of behavior (sit quietly, listen carefully), began to coordinate their actions with other children, the adult's speech becomes a regulator of their actions. With the whole group of children, you can simultaneously conduct music lessons, outdoor games, as well as performance shows, in which the kids are mainly spectators.
During classes, no one should distract the teacher, the room should be quiet, everything that can interfere with it should be eliminated. It is better to conduct classes with a subgroup in a different room, and not where the remaining children play: this can be a bedroom, a reception room. If life in the group is well organized, the lesson can take place in the same room where some of the children play.
A great effect is given by such activities, the content of which is linked with the independent activity of children, especially with play. For example, the children were shown the performance “Bathing Masha's Doll”. After that, they receive small dolls and baths of the appropriate size for independent use and reproduce the elements of the dramatization in their play. A similar connection can be made after music lessons, design lessons, sensory development, etc. Not always children themselves can reproduce what they have learned in the classroom in their activities. The teacher should help this by various means, in every possible way stimulating the consolidation of the skills acquired in the classroom.
Teaching children of the third year of life is of a visual and effective nature. Objective visualization (objects, natural phenomena, toys) or graphical visualization (pictures, drawings) are used in close combination with the direct actions and speech of all children involved. Thus, the kids in the classroom should not only watch, listen to the teacher, but also act under his control, speak. For example, in the lesson with nesting dolls, children get acquainted with the size: big, small. The teacher shows the matryoshka and says: "This is a big matryoshka", "This is a small matryoshka." Children listen to it and watch. Then he asks all the children to simultaneously pick up and show a large matryoshka ("This is one") and say: "Big matryoshka". Next, the children perform tasks to show and name a small nesting doll. In this case, they act, check their action against the model, and speak.
The "Kindergarten Education Program" defines the tasks and content of the program material different types assignments to familiarize yourself with others and the development of speech, movements, visual and constructive activities, musical education... In addition, a list of works of art, outdoor games, content musical repertoire, as well as standards for different types of movements.
Classes with children are planned taking into account the distribution for the week. IN calendar plan the name of the lesson is precisely indicated, its program content is determined; it is also advisable to reflect the course of the lesson, questions to the children, indicate didactic aids that will be used on it. Each type of training with complications is repeated throughout the month.
Chapter 11. Physical education of preschool children
Games - entertainment in the first junior group is given the most serious attention. It is necessary to conduct them daily, dividing children into subgroups or individually. These recommendations are based on modern psychological and educational research. This contributes to the harmonious development of the child, develops the muscles of the hands and fingers, fine motor skills of the child's hands, develops imitative movements, activates the speech of children, maintains a cheerful and joyful mood in babies, expands their horizons, teaches them to act on a speech signal.
There are a lot of games. Such as "Horned Goat", "Along a Narrow Path", "Hide and Seek", "Catch-up" are widely known. Below, it seems to me, are lesser known games.
"Fingers"
purpose: Develop fine motor skills in a fun game.
Course of the lesson: The lesson is conducted with a group of children (6-8 people). The teacher, following the text of the "nursery rhyme" with the movement of his fingers, shows how the fingers went into the garden, encourages the baby to imitate.
The nursery rhyme text:
This fat and big one went to the garden for plums,
The index showed him the way from the doorway,
Middle finger, the most accurate - he picks a plum from a branch,
The nameless eats
And the little finger-gentleman throws a bone into the ground.
"Clockwork Chicken"
purpose: Increase the emotional tone of children.
Course of the lesson: The teacher gathers the children around him and says that he will show them something now. Turns on and lets a clockwork chicken.
The chicken pecks the grain - (Both palms together, deviate from themselves)
And the chickens are right there - (Both hands alternately "peck" with all the fingers gathered together)
The duck will dive into the water - (The hand connected by the index fingers "dives" from itself)
And the chickens will not dive - ( Thumb holds the middle, ring and pinky fingers, index straightened. The hand sways from side to side - we shake our finger)
Or a children's song is used:
Chick chick my chickens
chick chick my guys,
you are fluffy lumps, -
my future quotes)
- it makes children happy and happy, raises the emotional mood.
"Come out fingers to walk"
purpose: In a fun game, activate finger movements
Course of the lesson: The teacher seats a group of children (4-6 people) in front of him.
The nursery rhyme text:
One, two, three, four, five (squeeze your hand into a fist, then bend one finger at a time)
We went out for a walk (we twist our hand around our axis)
One, two, three, four, five (we clench our fingers one by one into a fist)
We hid in the house again (we connect two fists together, depicting a “house”).
"Parovoz"
Children love this game very much, there is no need to divide children into groups. Everyone usually plays actively.
purpose: involve sedentary children in the game, cause an emotional uplift, create a joyful mood, teach to play together, playfully and amicably, to activate the speech of children.
Course of the lesson: The teacher invites the children to play and begins:
"Chukh-chukh, chukh-chukh, the train is racing at full speed" (with his hands he shows the movement of the train wheels).
Children hold on to the teacher and to each other's belt, forming a "train". The teacher stops:
"Locomotive, locomotive, what did you bring us as a gift?"
Children: "Bear".
We recite in chorus the poem "A clubfoot bear walks through the forest ...". Children imitate movements according to the text.
We repeat the game, imitating any favorite verses.
For instance:
“The gray bunny sits and moves his ears.
Like this, like this, he wiggles his ears,
Bunny is cold to sit, you need to warm your paws,
like this, like this, you need to warm the paws.
Bunny is cold to stand. Bunny needs to dance
like this, like this, Bunny must dance "
Games - entertainment is essential for the development of children, it creates an emotional uplift and a lively interest in the game. Preparing for the next lesson with children, I read a parable, which, in my opinion, very well answers the question - "Why do we use games in working with children of the first junior group?": I tried to reach the heart of the child with words, they often passed him unheard. I tried to reach his heart with books, he cast puzzled glances at me. In desperation, I turned my back on him. How can I go to this child's heart? " I exclaimed. He whispered in my ear: "Come and play with me!"
For many kindergarten teachers, the actual question is how to conduct an open lesson correctly and interestingly. It is important to choose a suitable topic, which will not only be educational and informative, but also clearly correspond to the age of the first junior group.
The importance of such classes is due to the fact that they are often attended by fellow educators, as well as by the leadership of the children's institution. Even if after the lesson you hear criticism in your address, do not despair. Perhaps you need to listen to your more experienced colleagues.
In order to avoid unwanted remarks about oneself from other educators, it is important to be in full "combat readiness". Especially if this is your first open lesson.
Remember that your main critics are children, for whom it is not at all important that you want to teach them something and develop something there. They want it to be fun, entertaining and engaging.
Why do you need to conduct open classes in the first junior group. Basic information
Open classes in the first junior group of kindergarten are necessary for various reasons. First, it will help educators to exchange experiences, share interesting topics that can later be used with other groups. Secondly, such activities will give children vivid impressions and a lot of positive emotions.
The main thing is that open classes in the first junior group should not be taken for granted by the educators, but turned into real creative events. Then the children will not have an ordinary day spent in kindergarten, but an amazing and unforgettable holiday.
That is why open classes in the first junior group cannot be carried out spontaneously, one must carefully prepare for them: think over the topic, the course of the lesson in advance, choose the right music, visual aids, perhaps costumes for children. You can use a ready-made outline, but do not forget to add your creative ideas.
Choosing an open lesson topic
Finding a topic for a specific open class is extremely important. It should be chosen according to the age of the children. It is necessary to prepare such tasks for the proposed topic that the first junior group of the kindergarten can cope with without difficulty.
It is desirable that the topic sounded not too banal, but not vague. If you cannot come up with a name on your own, we suggest using the list of interesting options:
- "Our house friends are the best in the world."
- "Magic Snowmen".
- "Birds are our good friends."
- "Who is the most beautiful in the world?"
- "Runaway bunny and golden comb rooster visiting children".
- "What do we have inside the package?"
- "Winter is winter, my snow-white".
Organization of the process
After selecting a topic, you should write out an open lesson plan.
- The goal is to indicate what knowledge, skills and abilities you are going to form in accordance with the chosen topic.
- Tasks (can be educational, developmental, educational, reinforcing, etc.).
- The course of the lesson. The entire organized process can be described in the form of a detailed scenario indicating the persons involved, or briefly describe the actions and questions of the educator, the expected reactions and answers of the kids.
- Questions for consolidation. At the end of the lesson, it is worth finding out what the children liked and disliked, what was most memorable, etc.
- Materials and equipment. Indicate which technical training aids were used.
- Visual aids. These are all kinds of cards, diagrams, pictures, etc., which were used during the open lesson.
- List of used literature: books, teaching aids, links to sources on the Internet.
Lesson notes
Many educators note that it is incredibly interesting and at the same time difficult to work with the youngest children. The age of such babies is from two to three years. They used to go to nurseries, but now they are the first junior group. It is advisable for each teacher to have lecture notes for such kids not only on the open day, but also constantly.
At first glance, it may seem that it is not worth preparing for the first junior group in advance, because the crumbs will not understand anything, and the teacher has the right to improvise.
However, if you are a real educator, then you must understand that the task is not just to follow the children. At each lesson, you must develop certain knowledge, abilities and skills in children, form a personality, bring up the best human qualities. It is important to do all this not obtrusively, but exciting and interesting.
If you have no experience, but have a great desire to teach kids, then a large amount of literature that exists today will help you with this. Your imagination will also be a great source. And do not forget: at each lesson you should try to win over children, be sincere, smiling and benevolent.
We draw in an open class
All children are very fond of creative activities. The first junior group perceives drawing, as a rule, with enthusiasm. If you want to make such an activity open, then here is an example of one of them.
Stamp drawing
It is required to carefully prepare visual aids and materials for each child. You will need a toy bus (preferably yellow), A4 paper with a picture of a beautiful vehicle, rectangular and round stamps, easel, gouache. As musical accompaniment the song "Bus" by Ekaterina Zheleznova can be used.
Tasks. Teach kids to draw rectangular windows and round wheels in the right place on paper with stamps, consolidate their knowledge of yellow, and develop children's physical activity.
Course of the lesson "Wheels and windows for the bus"
Start with the folk game "Carousel". The teacher and the children imitate a trip by car and say the following: “Roundabouts, merry-go-rounds, we got on the car” (then they depict a trip by train, plane, bus, and then sit down at the table).
Then the bunny brings a painted bus without windows and wheels. Identical vehicles - in children on paper. The teacher clearly shows everyone where to stamp wheels and windows, after which each child does the same on his sheet.
For each work done, the teacher praises the children, without noting who did better or worse. If you notice that someone did not do it, then it is better to work out the lesson individually or ask parents as homework.
To the music of Ekaterina Zheleznova, the kids “leave” on the balls.
As you can see from the course of the lesson, careful planning in the first junior group is necessary.
Conclusion
Open classes occupy an important place in the educational process, as well as in the system of professional development of educators. Colleagues exchange positive experiences, share impressions, discuss mistakes or shortcomings. The effectiveness of this form of work, of course, depends on careful thinking through the process and correct preliminary preparation.
Atyrgul Kalilova
Integrated occupation"Visiting the Bunny" for children first junior group
Integration of areas: "communication", "socialization", "Cognition", "music", "Physical Culture".
Objectives:
Strengthen the ability to greet and say goodbye, thank for the treat;
Develop fine motor skills of the hands;
To consolidate the ability to distinguish and name the size of the object;
To form the ability to imitate the words of a poem;
Awaken creative imagination and imagination;
Strengthen the ability to recognize and name vegetables.
The teacher invites children to group.
Educator: Guys, look, guests came to us today, let's say hello to them, say "Hello"
Children greet guests. The teacher's phone rings.
Educator: Hello, yes, hello Bunny! Do you invite us to your place? Of course we will come. Good bye see you!
Guys, Bunny called me now and invited us to visit him. Would you like to visit Zaika?
Children: Yes!
Educator
Let's play, let's play a song!
Mishka comes out from behind the tree.
Educator: Guys, who is this?
Children: Bear.
bear: Hello guys!
Children: Hello
bear: What are you doing in the forest?
Educator: Hello, Bear! Bunny called us and invited him to his place.
bear: Bunny lives in that house over there. But I will not let you in until you play with me.
Educator: And we will play with you with pleasure. Yes guys?
Children: Yes!
Play with movements "Bear the Clubfoot"
A clubfoot bear walks through the forest.
He collects the cones and puts them in his pocket.
Suddenly, a lump fell directly on the bear's forehead!
The bear got angry and kicked the top.
We'll sink like a top-top-top bear.
We'll clap like a clap-clap-clap bear.
Educator: Well, how did you like the bear to play with us?
bear: Oh, how great we played, well done guys! It's time for me to go for the winter. Goodbye!
Children: Goodbye!
Educator: My friends and I are walking along the path!
And we came to visit the bunny's home.
Children and the teacher go to the Bunny's house. Bunny jumps out.
Bunny: Hello guys!
Children: Hello!
Bunny: Come in guys, sit on the bench. How glad I am that you came.
Educator: We heard you have a good harvest this year. Will you show your vegetables?
Bunny: Yes, here they are.
The teacher pulls out a large and small cabbage.
Educator: Guys, what is this?
Children: Cabbage
Educator: And this?
Children: Cabbage
Educator: What kind of cabbage is this? (large)
Educator: What kind of cabbage is this? (small)
Children's individual and choral responses.
Educator: Bunny, let us help you to salt cabbage for the winter, and then you will play with us.
Play with movements "Salt cabbage".
We chop cabbage, chop (straight brushes up and down)
We are cabbage three, three (with three right fists on the left palm)
We salt the cabbage, salt (depict a pinch)
We press cabbage, we press (squeeze both hands into a fist).
And put it in a bucket.
Educator: Here is a bunny, we helped you to salt the cabbage.
Guys, let's play with the Bunny. Bunny, repeat after us.
Motion games
"Bees"
Small house on the tree is a house for bees, but where are the bees
We must knock on the house once, twice, three, four, five.
I knock, knock on the tree, where, where are these bees
Suddenly they began to fly out once, twice, three, four, five.
Bunny: Oh, how interesting, let's play with your fingers, please!
Educator: We can sing to you about the fish, right guys?
Children: Yes "Rybki"
Five little fish were playing in the river
A large log lay in the sand
And the fish said to dive here is easy
The second said no deep here
And the third said I want to sleep
the fourth began to freeze a little
And the fifth crocodile shouted here
Swim from here, so as not to swallow.
Bunny: Thanks guys. We played well with you, I prepared a treat for you. Here it is (gives it to the guys).
Educator: Guys, let's say Zaika Thank you!
Children: Thank!
Bunny: Goodbye, kids! Thank you for coming to me.
Children: Goodbye!
Educator: And it's time for us to return.
My friends and I walk along the path cheerfully!
Played enough, frolic with the Bunny!
Educator: Children, today we went to visit the Bunny, on the way we met the Bear and played a game with him, helped the Bunny to pickle cabbage, showed the Bunny our games. You are all great! Let's tell our guests "Goodbye".
Explanatory note.
What child age requires the most attention in terms of the opportunities provided to accelerate the child's mental development, the use or non-use of which can have serious consequences? From a psychological and pedagogical point of view, this is early childhood from one to three years. This age is one of the key in the child's life and largely determines his future psychological development. The special significance of this age is explained by the fact that it is directly related to the three fundamental life acquisitions of the child: upright posture, verbal communication, and objective activity. But the main thing is that at this age the child masters a skill that significantly affects his subsequent behavioral, intellectual and personal development, namely, the ability to understand and actively use the language in communication with people. Through the speech that the child masters during these years, he gets direct access to the most important achievements of human material and spiritual culture. And the process of speech development is inherently related to the development fine motor skills arms. By developing fine motor skills of the hands, we simultaneously have a beneficial effect on the development of the child's intelligence. That is why special attention in the classroom should be paid to productive activities.
This is the second part of my studies.
I offer developing activities with children of the first junior group (2-3 years old). Classes are held in a group of 5-8 people. Child early age “Works to imitate,” that is, development at the age of 1.5 to 3 years is most active if a nearby adult does everything together with the child. The kid feels comfortable, protected and at the same time receives new information, which the adult helps him learn. Therefore, the psychologist should take an active part in the lesson: crawl on the rug together, build turrets, dance, feed the dolls, sing. The ability to imitate is the basis of the child's motor and intellectual development.
The main goal of the lessons is the full development of an early child using experience folk pedagogy and modern teaching methods.
In the classroom, the following tasks are solved:
Ø Formation of correct speech
Ø Development of thinking
Ø Development of the ability to focus and retain attention
Ø Deepening knowledge about the world around
Ø Health improvement for children
Ø Development of motor activity
Ø Development of general and fine motor skills
Ø Awakening interest in creativity
I am giving sample notes of classes. Naturally, they can be adjusted depending on the characteristics of your group.
Download:
Preview:
Developing activities
In the first junior group.
Lesson 1.
Tasks: 1.development of speech as a means of communication
2.to learn to establish contacts
3.enrichment of vocabulary
4. to develop respect for the man-made world.
Material: 1.tray
2.magic wand
3.hen and chickens
Course of the lesson:
A psychologist comes in with a tray covered with a rag.
Psychologist: Hello guys! Today I will be a wizard. Look closely, now I'll show you the trick.
The psychologist waves a magic wand over a tray and removes a rag. A chicken appears in front of the children.
Psychologist: Who do you think this is?(children answer) Correctly! Hen! Let's all turn into chickens! (wave of magic wand)
Finger gymnastics "Hen" is carried out.
Grain by grain
The chicken bites.
In the beak of your children
The grain carries.
(Bend the palm a little, the index finger rests on the thumb. The rest of the fingers are pressed against each other. First, "peck" on one palm, then on the other.)
Psychologist: Well done, great chickens! Do you know what the chickens are called?(children answer).
Chickens (from under the chicken):Pee-pee ...
Psychologist: Who is this? Chickens? Where are they?(we raise the chicken, and the children see the chickens).
We give each child one chicken.
Psychologist: Let's pet them. How soft and fluffy they are. Now let's play.
The psychologist turns on the music. Together with the children, we sing a song and stage it.
The chicken went out for a walk, nibbling fresh grass.
And behind her are children, yellow chickens.
Co-co-co, co-co-co, don't go far!
Row with your paws, look for grains!
Psychologist: And now our chickens are scattered!(children run around the group with the chickens).
Psychologist: What are you all great! It's time for the chicken and me to go. And it's time for the chicks to sleep. Let's help the chicken to collect the chickens in the basket.
The psychologist pays attention to the chicks' bows. First, we put chickens with red bows in a basket, then with blue ones, then with green ones, then with yellow ones. The psychologist helps, cheers up the children.
Psychologist: Thanks guys! The chicken is very grateful to you. And now she will go to feed the chickens and put them to bed. Goodbye.
Lesson 2.
Tasks: 1. to consolidate the concept of value.
2. to consolidate knowledge of primary colors.
3. development of imagination.
4. learn to cooperate with each other.
Material: 1. Nesting dolls in different scarves and sarafans (flat)
2.nesting doll house
3.Nesting doll volume
4. magic wand.
Course of the lesson:
Psychologist: Hello guys. Today we are going to visit you. Close your eyes, now there will be a focus. One two Three!(wave of magic wand).Open your eyes! Look what a beautiful house! Are you wondering who lives there? But there is a lock on the door. Let's open it up?
We carry out finger gymnastics "Castle".
There is a lock on the door.
Who could open it?
(fingers are tightly connected)
Pulled!
(fingers - in the lock. Pull without disengaging)
Twisted!
(move the interlocking fingers away from you and towards you)
Knocked!
(The fingers remain in the lock. Knock the bases of the palms together)
And they opened it!
(unhook your fingers.)
Psychologist: So we opened the castle! Now let's knock on the door. Knock-Knock…
Matryoshka dolls come out of the house. One by one. We draw the attention of children to the color of their kerchiefs and sarafan. The latest comes out as a voluminous nesting doll.
Matryoshka: Hello guys! How glad I am to see you! But I'm not alone. If you open me, you will see my sisters!
Psychologist: Let's try? Let's call the sisters? Let's say together: "Come out nesting dolls !!!"
Children call all the nesting dolls come out. Pay attention to the different sizes of nesting dolls.
Psychologist: Now the nesting dolls want to play Hide and Seek with you.
Children close their eyes, the psychologist hides one colored matryoshka. Then the children must guess what color matryoshka is hidden.
Matryoshka: What good fellows you are! We coped with all the difficulties!
Psychologist: Yes, matryoshka, our children are already big and will cope with all sorts of difficulties. It was a lot of fun with you, but we have to go home. Goodbye!
Children say goodbye, close their eyes and find themselves back in the group. The psychologist praises the children and says goodbye to them.
Lesson 3.
Tasks: 1.development of fine motor skills
2.development of speech
3. consolidation of the concepts of size and color
4. development of imagination, fantasy
Materials: 1.squirrel toy
2.A3 sheet of paper
3.gouache red, yellow, green
4. magic wand.
5. a picture with an image of an autumn forest.
Course of the lesson:
With the help of a magic wand we move to magical forest (as in the last lesson).
Psychologist: Guys, look how beautiful it is! It's an autumn forest!
Consider the picture. We draw the attention of children to characteristic signs autumn. Consider the inhabitants of the forest.
Psychologist: Oh, do you hear? Someone is running to us! ... Yes, it's a squirrel!
Squirrel: Hello guys! It's so good that you came to visit us! It's very beautiful in our forest! Autumn painted everything in different colors. Let's play with you?
Finger gymnastics "Tree" is carried out.
A tree stands in the field
The wind moves the branches.
(hands in front of you, fingers spread and tense, palms towards you. We swing our arms from side to side)
The wind blows in our face
The little tree swayed!
(we swing our hands up and down, without bending our fingers)
Squirrel: Well done! Did you know that when a strong wind blows, leaves fall from the trees, and a beautiful carpet appears on the ground?
Psychologist: Yes! Guys, let's make such a carpet.
Children are given brushes. There is a sheet of paper on the table. The psychologist and the children come to the table. Children leave brush prints on a sheet of paper.
Psychologist: Here's what a carpet we got! The beauty! You are great! But it's time for us to join the group.
Everyone says goodbye to the squirrel. With the help of a magic wand we "return" to the group. The psychologist praises the children and says goodbye to them.
Lesson 4.
Tasks: 1.Lay the foundations of humane behavior
2.development of speech
3. enrichment of the active vocabulary.
4. development of memory.
Materials: 1.magic wand
2.Sun with inserts for rays
3. cock doll with feather inserts.
4. Game "Hide the Bunny"
Course of the lesson:
Psychologist: Hello guys! Today the sun has come to visit us. Only it is a little sad. The clouds want to close it. Will we help the sun shine with you?
Children are offered to take rays and attach them to the sun. We draw the attention of children to the size of the rays. After all the rays have been attached, turn the sun over with the "smiling" side. We draw the attention of children to this.
Sun: Thank you guys!!! You helped me so much! Now I will shine brightly!
Psychologist: Hear guys, someone is coming in the sun to warm up! It's a cockerel! Cockerel, why are you so sad? Tell me, can we help you? We have already helped the sun today - we have found the rays.
Cockerel: While I was walking towards you, I lost my tail. All the feathers were scattered. Help me find them.
Psychologist: Of course, we will help! Guys, let's find the cockerel feathers.
Together with a psychologist, children are looking for feathers. When we find the feather, the children should name the color. We insert feathers into the tail of the cock. We draw the attention of children to a beautiful tail, consider it.
Cockerel: Thanks you! You found my tail and scattered the clouds from the sun. So it immediately became warm. Let's play with you!
Psychologist: Let's turn into cockerels.(wave of magic wand).
Petya-Petya-cockerel,
Red miracle scallop.
He sings very loudly
when the sun rises!
Cockerel: What good fellows you are !!! You know, I still need your help. I have bunny friends, but they confused the doors from their houses. Can you help me clean up the mess?
Children are offered 6 cards (blue, yellow, red, green, orange, purple). On the cards there is a white square in which a bunny is drawn. They must pick up a door (square) to hide the bunny.
Cockerel: well done! We helped everyone today, coped with all the tasks! But I have to go home. Goodbye!
Children say goodbye to the cockerel, to the psychologist.
Lesson 5.
Tasks: 1.to encourage children to respond emotionally
2.development of speech
3. lead to the elements of dramatization
4. to cultivate a good attitude towards man-made
Material: 1.table teremok theater
2. pouch.
Course of the lesson:
Psychologist: Hello guys! Today we will go to a fairy tale!
Psychologist: I have a bag. Want to know what's in it?
With a wave of his magic wand, he takes out a little tower from the bag. Children are looking at the teremok.
Psychologist: Teremok stands in the forest. Here is a tree.
We take out the Christmas trees from the bag. Children arrange them around the house.
Then we take out the characters of the fairy tale one by one, telling it in parallel. Children consider the heroes of the fairy tale, depict them: voice, gait.
When the bear destroys the house, we focus the attention of the children on how upset the animals are. But the bear is not a bad character. After all, he helped build a new teremok.
Together with the children, we decide how the animals helped at the construction site, who did what work.
Psychologist: These are great fellows !!! What a teremok was built !!! Even better than before! Now let's rest.
Finger gymnastics "Pipe" is carried out.
The house stands with a big chimney
In it we will live with you.
The chimney on the roof looks up,
And smokes as if breathing.
(hands are clenched into fists, round holes inside. Hands in front of the chest. We put the cam on the cam, changing the position of the hands. It turns out a long "pipe").
Psychologist: Well done! We played well with you. Remember what fairy tale we visited? ... Teremok!
The psychologist says goodbye to the children, praises them.
Lesson 6.
Tasks: 1.develop proper communication skills
2.develop thinking, speech, fine motor skills
3. continue to develop children's ability to express their emotional state.
Material: 1.toy cock
2.the chicken toy
3.4 chickens with bows different color (red, yellow, green, blue)
4.4 circles white
5.4 multicolored circles (yellow, red, blue, green)
6.a bag of cereals (preferably large)
Course of the lesson:
Psychologist: Hello guys! Good morning! It was thought by someone simply and wisely - to greet each other at a meeting: Good morning!
The psychologist says "Ku-ka-re-ku ..."
Children greet the cockerel. The psychologist reads the nursery rhyme:
Cockerel, cockerel,
Golden scallop.
Butter head,
Silk beard.
The rooster pecks grains
He calls the chickens to him.
Psychologist: Let's call a chicken. Grouse chicken, come here to us! And how else can we call the chicken affectionately.(we help children come up with affectionate nicknames for the chicken).
A chicken appears in the group. We remind the children that we should definitely say hello to her. We read the poem:
I say hello everywhere:
At home and on the street.
I even say hello
I'm the neighbor's chicken.
We plant the chicken with the cockerel. The children are looking at them. We note with children the differences between a cock and a chicken: the size of the beard and comb, tail, voice.
Psychologist: The cockerel is dad, and the chicken is mom. And who are their children? That's right, chickens! What do the chickens say?
Chickens appear in the group. Together with the children, we consider them, note the features. We draw the attention of children to the color of butterflies in chickens.
Psychologist: Our chickens want to eat and squeak all over the street! Papa the cockerel heard them, brought a bag of seeds to the chickens. Mom handed out the chicken plates and poured delicious millet for the children.
The psychologist takes out the plates, notes that they are whiteit will be difficult for chickens to tell where whose plate is. Let's help them). We take out the colored circles. Together with the children we glue colored circles on white circles. The psychologist helps children.
After we plant the chicken next to the plate. The color of the chicken's bow matches the color of the plate.
Psychologist: Now it's time to feed the chickens.
Together with the children we pour millet into the plates. The psychologist praises the children, notes how caring and kind they are. The hen and the cock thank them.
After we say goodbye and leave.
Lesson 7.
Tasks:
3. to develop activity, independence.
Material: 1.magic wand
2.brushes
3.gouache green
5.jars of water
6.Girl Brush (see fig. 3)
7. Pictures with the image of green objects.
Course of the lesson:
Psychologist: Hello guys! Today the girl Kistochka has come to visit you again. Want to say hello to her?
Brush: Hello guys! I have a riddle for you. Try to guess: in winter and in summer with the same color. (children guess the riddle. If they find it difficult to answer, the psychologist helps to guess with leading questions).These are great fellows, you guessed it! What color is the Christmas tree? What else do you have in the green group? Well done !!! Now let's draw a Christmas tree with you.
We put a sheet of paper in front of the children and show the green paint. The psychologist draws a Christmas tree. Then we tell the guys that cones are growing on the tree. We distribute the cut out cones to the children and help each child to stick the cone on the Christmas tree. The psychologist smears the bump with glue, and the child sticks it on.
Psychologist: that's what beautiful tree we did it !!! Well done !!! But it's time for the brush to go home. Will you invite her to visit again?
The psychologist and the brush say goodbye and leave.
Lesson 8.
Tasks: 1.to learn to correlate color with a specific subject
2.to cultivate self-confidence
3.develop the ability to wait in line
4. to develop activity, independence.
5.development of fine motor skills of the hand
Material: 1.magic wand
2.brush
3.gouache yellow
4.paper (2 sheets of A3, glued together)
5.a jar of water
6.the sun (see fig. 2a)
Course of the lesson:
Psychologist: Hello guys! Today we will go to the land of colors. Close your eyes.
Wave your magic wand. A basket appears in the psychologist's hands.
Psychologist: Let's see what's in this basket.
A sad sun without rays appears from the basket.
Sun: Hello guys! I lost my rays again! Can you help me insert them?
We distribute rays to each child. Then we insert these rays into the pockets. We draw the attention of children that the sun is sad anyway.
Psychologist: Look, guys, in the land of colors there are solid clouds in the sky !!! Let's blow hard to disperse the clouds ... Now the sun is smiling again !!! Now let's draw the sun. What is its shape? And by color?
We put a large sheet in front of the children. The psychologist draws a yellow circle. Then we invite the children to draw rays in turn. Then the psychologist draws eyes and a mouth.
Sun: These guys are great! What a sun they painted! I will wait for you again. Will you come yet?
Psychologist: of course, Sunny, we'll come. With pleasure! Now it's time for us to say goodbye.
Children say goodbye to the Sun. Then they close their eyes and "return" to the group.
The psychologist praises the children, says goodbye to them.
Lesson 9.
Tasks: 1.to consolidate the knowledge of children about loose objects (peas, buckwheat, millet, beans)
2.development of fine motor skills
3.development of thinking
4. continue to build the ability to work together, amicably.
Material: 1.bug doll
2.A sheet of paper in A3 format
3.PVA glue
4. cloth.
5. peas, buckwheat, millet, beans.
Course of the lesson:
Psychologist: Hello guys! Want me to tell you a story.
Tale "About the turtle Agashka"
Once upon a time there was a turtle. Her name was Agashka. This turtle lived in a pond. She loved very much to play with pebbles on the shore. The turtle had many friends. She was friends with fish, with the Chikibryak crayfish, with the leech. On the beach she played with caterpillars. She knew a lot of games.(we ask the children what they like to play).So the turtle grew up and found out that there is such a good place - a kindergarten. I found out that there are many good kids there. And she wanted to come to visit them.
Psychologist: Will we accept her guys? .. And here she is!
Agashka: Hello guys! How glad I am to meet you! Do you like to play? Let's play with you?
We carry out finger gymnastics "Ball".
I inflated an elastic balloon.
(put your fingers in the position that happens when we hold the ball)
He was bitten by a mosquito.
A balloon burst - it doesn't matter!
(fingers of both hands are collected with a "pinch" and touching the tips)
I'll blow a new balloon.
(inflate the balloon again).
Agashka: What fellows !!! It's a shame that I can't stay with you. But you can make a portrait of me to remember me for a long time.
Children are invited to the table. On the table is a sheet of paper on which the outline of a turtle is drawn (see Fig. 4).
Fig. 4
Bulk materials lie in boxes on the table. Together with the children, we examine the shell of a turtle. We make an application. The psychologist spreads glue on the paper, and the children put material on the glue.
In the process of work, we praise the children and help them.
After we evaluate the work, we praise everyone again.
The turtle and the psychologist say goodbye to the children.
Lesson 10.
Tasks: 1. to consolidate knowledge of the properties of snow (cold, white, sticky)
2.development of tactile sensations
Materials: 1.Illustrations depicting a winter landscape
2.cup
3.snow
Course of the lesson:
Psychologist: Hello guys. Do you remember what time of year it is? Correctly winter. And what about underfoot on the ground in winter? Of course snow.
We remember with children about the properties of snow and snowflakes. In winter, they fly easily and lie on the ground. We remember what will happen if we take the snow in our hands or bring it into the room. We also talk with the children about what can be made of snow.
We draw the attention of children to the fact that you cannot eat snow. To do this, we set up an experiment: we take snow from behind the window and put it in a cup. After a while, we look at what kind of water we got. You can't drink such water, which means you can't eat snow either.
Then we play the game "Snowflakes". The psychologist says "strong wind", children run fast. After the words “the wind has died down,” the children stop and sit down.
Lesson 11.
Tasks: 1. develop the ability to work together.
2.to acquaint with the properties of snow
3. development of imagination
4. development of fine and general motor skills.
5.forming accuracy
Material: 1.½ sheet of Whatman paper, tinted in blue
2.gouache (green, yellow, white)
3.Paper snowflakes
4.glue
5.brushes
6.jars of water
Course of the lesson:
Psychologist: hello guys! What time of year is it? That's right, winter! And what happens in winter?(children describe the main signs of winter. If they find it difficult, we help with leading questions)We have a lot of snow outside. Let's all be snowflakes. When I say strong wind, you will run as if snowflakes are flying. And when I say "the wind has stopped," you will just walk. After all, when there is no strong wind, snowflakes fly slowly.
We play the game 3-5 times.
Psychologist: Guys, now look at the picture(showing the painting "Winter Forest").See how much snow is in the forest. There are also many trees growing there, and the sun is shining brightly. Many small snowflakes have flown to you from this forest. They are lost and really want to go home. Can you draw a Christmas tree and a sun? Then let's draw a beautiful winter forest with you and send snowflakes there. Then they will not be so sad.
We put a large sheet on the table in front of the children. We distribute brushes to children. First, we draw Christmas trees with green paint, then the sun (the psychologist draws the sun, and the children are the rays). Then paint the snow in white.
We distribute snowflakes to the children, and they glue them onto the drawing.
Psychologist: that's what great fellows! What a beautiful picture you have! Now let's get out and then we can play.
We clean with children workplace, the psychologist says goodbye to the children and leaves.
Lesson 12.
Tasks: 1.develop children's aesthetic senses
3. learn to navigate on a piece of paper.
Material: 1. multicolored paper circles.
2. rain.
3.PVA glue
4. a picture of a Christmas tree pasted on paper.
5. a picture depicting a holiday " New Year»
Course of the lesson:
Psychologist: Hello guys! Remember what time of year it is? And what is our holiday in winter? That's right, New Year.
We show the children a picture "New Year". We consider it. Pay attention to Santa Claus, Snow Maiden, gifts. We dwell on the tree in more detail.
Psychologist: Guys, you have a very beautiful Christmas tree in your group!(consider it).Let's make a portrait of our Christmas tree with you and send it to Santa Claus so that he can see that we are ready for the holiday and hurry up to us with gifts.
We spread a picture of a Christmas tree in front of the children. We ask what is missing there. We distribute to all children a mug. We glue balls on the tree. After we glue the rain.
Psychologist: Here is what a beautiful tree we have! Now Santa Claus will come to us very quickly. I'll go, guys, send a letter to Santa Claus. And we'll see you again!
Lesson 13.
Tasks: 1.development of fine motor skills
2. consolidation of the experience gained.
3. development of memory.
Material: 1. grandfather doll
2.small blue cardboard sheets (for each child)
3.white plasticine
4. buckwheat (groats)
Course of the lesson:
Psychologist: Hello kids. Today grandfather came to visit you. Let's say hello to him together.
Grandfather: Hello guys! I received your letter and decided to come to you and look at your Christmas tree. She's actually very beautiful! What time of year is it? That's right, winter! Do you know what I like to do most in winter? Sculpt snowmen from snow. Do you want me to teach you?
We distribute to children a small piece of plasticine. First, we roll a large ball together, then a medium one, then a small one. The psychologist helps children. We give out plasticine for each ball separately. Then we add a snowman from these balls. We spread the buttons, eyes, nose, mouth with buckwheat.
Grandfather: these are the beautiful snowmen we got! Well done boys! Excuse me to go. After all, gifts must be collected for the kids. See you at the holiday !!!
The psychologist and Santa Claus say goodbye to the children and leave.
Lesson 14.
Tasks:
3. to form the ability to voluntarily strain and relax muscles.
4.to teach to consider toys (analysis and systematization)
Material: 1.mouse doll
Course of the lesson:
Psychologist: Hello guys! A mouse has come to visit you today. Let's get to know her? What to do when guests arrive? That's right, say hello!
Mouse: hello guys!
Together with the psychologist, we examine the toy. We pay attention to the ears, eyes, ponytail, tummy, color. We remember how the mouse says what it eats.
Psychologist: And who is the mouse afraid of? That's right, a cat! Let's play with you now. You will turn into little kittens and look for a mouse.
Children close their eyes, the psychologist hides the mouse. After that, the children are looking for her. The game is repeated 3-5 times.
Psychologist: Well done! You are very considerate. Now let's build a house for the mouse with you, so that it hides there from the cat. Do you think the house should be big or small? Only we go quietly with you so that the cat does not hear us.(children walk on their toes)Oh, the cat is running! Hide! (children squat down, cover their face with their hands).
Mouse: thanks guys! You helped me a lot. I will definitely come to visit you! Will you accept me?
The psychologist and the mouse say goodbye to the children and leave.
Lesson 15.
Tasks: 1.fixing the names of the main geometric shapes
2.forming the skill of orientation on a sheet of paper
3. consolidation of the concepts "above", "below".
Material: 1.bunny doll
2.A4 sheet
3. red square, yellow rectangle, blue circle, two green triangles.
4.PVA glue
5. drawing of the bed (see fig. 5)
Fig. 5
Course of the lesson:
Psychologist: hello guys. A bunny has come to visit you. He really wants to play with you. Take it to the game ??
Bunny: Let's play hide and seek with you. I will hide, and you look for me?
Children close their eyes, the bunny hides under the table. Children should say that it is under the table. The game is repeated 4-5 times. The bunny is hiding in different places, the children must name where he hid.
Bunny: Here we have played with you. Am I very tired and want to sleep? Where can you sleep? That's right, on the bed. Only now my bed is all mixed up. Can you help me cover it?
We show the children a picture of the bed. We tell you that at the very bottom we have a red mattress. The psychologist pastes a square on a piece of paper. We remember what we cover ourselves with. We say that we put a blanket on the bed. Accordingly, glue a rectangle onto a square. Next, glue a circle (pillow) and two triangles (on a duvet cover).
Bunny: thank you guys! You helped me a lot. But it's time for me to go home to rest. Thanks again.
The psychologist and the grandmother say goodbye and leave.
Lesson 16.
Tasks: 1. consolidation of the concept of colors
- motor development
- development of perception
Material: 1.Crayons in yellow, green, blue and red
2.drawing of a rooster unpainted and painted,
3. "Cockerel" cards for each child,
4. pencils for each child.
Course of the lesson:
The psychologist shows children a picture with an unpainted cock.
Psychologist: Hello guys! A cockerel has come to visit you today. Only he is very upset. He lost his colors. Can we help him find them?
The psychologist takes out pencils of four colors.
Psychologist: Guys, these pencils agreed to help us. Only first they want to play hide and seek with us. You close your eyes, one pencil is hidden. Then you have to guess which pencil is hidden.
The game is played 4-5 times. After that, we get a picture with a painted cockerel.
Cockerel: Thank you guys!!! You helped me a lot. Now let's play with you.
We carry out finger gymnastics "Cock".
Petya-Petya-cockerel,
Red miracle scallop.
Silk head,
Oily beard.
(the index finger rests on the thumb, the rest of the fingers are raised)
He sings very loudly
when the sun rises!
(with straightened arms we beat on the sides - we flap our wings)
Cockerel: That's how great you are! I have to go, but I will leave you a gift. My portrait. Only you need to color it.
We distribute portraits of a cockerel and pencils to children. They paint the picture.
Then we remember what we did in class, say goodbye to the children.
Lesson 17.
Tasks: 1. to acquaint children with the properties of water (warm, cold, transparent, clean, dirty).
2. lead to the understanding that no one can live without water.
3. learn to correlate words and movements.
Material: 1.Aquarium (paper or cloth - see fig. 6.)
2.fish (made of paper or fabric)
3.Kapitoshka toy
4. toy sun.
5.a jar of dirty water
Course of the lesson:
Psychologist: Guys, now I'm going to tell you a tale about a small droplet. Are you interested in listening?
The tale "About a drop".
Once upon a time there was a small water droplet.(we get the Kapitoshka doll). Where there was a drop, there was water. And where there was water, everyone was good. It was joyful for the fish to swim in the water, flowers and trees to grow. And we have to swim and drink water with them. But then one day something bad happened. A strong wind has come(blowing with the children) and brought frost, a drop and froze. And without a drop, birds, flowers, fish will die. We must save the drop. Let's call the Sun for help. It is warm, it will warm the drop!
The sun comes. Children clap their hands and the sun dances. After the dance, the droplet warms up.
Droplet: Hi guys. Thanks you. You helped me - you called the sun on time. Let's play with you now.
We show the fish to the children. We ask if the fish can live without water. And where do they live at home. We show a jar of dirty water. We ask if fish can live in such water. Then we take out the aquarium and attach the fish to the aquarium.
Droplet: now you have helped the fish too. They will now be your friends. Who else needs water?
We remember with the children that we water the flowers with water, that all animals and people drink water. We conclude that all living things on the planet need water. Please note that you can only drink pure water.
Droplet: What good fellows you are !!! How much you know! But it's time for me to leave. We need to see who else needs my help.
The droplet and the psychologist say goodbye to the children and leave.
Lesson 18.
Tasks: 1. to acquaint children with the fairy tale "The Wolf and the Seven Kids"
2.development of coordination of movements
Material: 1. fairy tale "The Wolf and the Seven Kids" (puppet theater)
2.magic wand
Course of the lesson:
Psychologist: (wave of magic wand)… Here we are in a fairy tale.
The psychologist sits down at the table, and the children gather around.
Psychologist: These are great fellows !!! Now let's play. We will teach the kids to hide from the wolf.
Children stand in a circle, dance with the psychologist. After the phrase "the wolf is coming," the children squat down, cover their faces with their hands. Then we check whether the wolf is gone or not: we pull out the neck and look in different sides... Then we get up and dance again. The game is played 2-3 times.
Psychologist:
Session 19
Tasks: 1.develop the ability to voluntarily strain and relax muscles
2. development of memory
3. laying the foundations for dramatization
Material: wolf toy.
Course of the lesson:
Psychologist: Hello guys! Remember, I told you a story about seven kids. Let's play one game with you now.
We get up with the children in a circle. We offer them to imitate: funny kids, a mother goat, frightened kids, an angry wolf, a sad goat, funny kids and a goat.
We carry out the game "Hide from the wolf". The psychologist hides the wolf toy behind his back, the children jump, have fun (imitation of kids). As soon as the psychologist takes out the toy and begins to growl, the children should hide. The game is played 4-5 times.
Psychologist: that's what you are good actors! Everything worked out for you. And tell me why the wolf ate the kids?(they opened the door for him)And how could you open the door for them? You see what happens when the kids don't obey their mother. Are you obedient? Well done! It's time for me to go, but I will definitely come to you again.
The psychologist says goodbye to the children and leaves.
Lesson 20.
Tasks: 1.to cultivate a respect for all living things
2. develop coordination of movements.
3. develop the ability to work together
4. to develop the ability to voluntarily strain and relax muscles.
Material: 1.doll of a kid and a goat.
Course of the lesson:
Psychologist: Hello guys! I really need your help. The thing is that one kid was lost. His mom will come soon and take him, but for now he needs to hide somewhere from the wolf. Let's build a house for him?
Only we go with you quietly so that the wolf does not hear us(children walk on their toes)Oh, the wolf is coming! Hide! (children squat down, cover their face with their hands).
This game is repeated 3-5 times. After that, we start building a house. We help children, we connect the buildings of children with each other.
Kid: thanks guys! You helped me a lot.
There is a knock at the door. A goat toy appears.
Goat: thank you guys for hiding my kid. But it's time for us to go to the rest of the kids. See you later!
Psychologist, kid and goat say goodbye to children and leave
Lesson 21.
Tasks: 1.development of perception, imagination
3. develop the ability to work together.
4. development of accuracy.
Material: 1.A4 sheet with a painted vase and stems
2.White paper flowers (according to the number of children)
3.glue
4.paints
Course of the lesson:
Psychologist: hello guys! You know, recently there was a holiday - a holiday for mothers. You know what this holiday is.
Tell the children that on this day everyone congratulates mothers and grandmothers. Ask who congratulated their mothers, what gifts they made.
We show the children a drawn vase, ask what is missing.
Psychologist: Guys, now let's make the most beautiful bouquet for our mothers?
First, we distribute flowers and paint to the children. We invite them to paint the flowers. Then together we glue the flowers on the stems.
Psychologist: Look what a beautiful bouquet we have! And now we need to put things in order. Let's go with you and wash the brushes and pens.
Children with a psychologist go to the bathroom, clean the workplace. After the psychologist praises the children, says goodbye and leaves.
Lesson 22.
Tasks: 1. the formation of a good attitude towards the outside world.
2.development of constructive abilities
3.development of fine motor skills
Material: 1. plasticine
2.natural material
3.A4 green cardboard
4. hedgehog toy.
Course of the lesson:
Psychologist: Guys, a guest from the forest came to you today. Can you guess who it is? Under the pine trees, under the trees, there is a bag of needles. Correctly! This is a hedgehog.
Hedgehog: What good fellows you are, what a difficult riddle you have guessed! Guys, I came to you for help. I'm bored alone in the forest. Help me find friends.
Psychologist: Guys, let's make friends for a hedgehog.
We take out the plasticine. We roll balls together with the children. Then we suggest that the children make needles for the hedgehog (from natural material).
Psychologist: that's how many hedgehogs we got! And where will they live with us? Let's put them in a green meadow. There they will be happy and happy together. Well, hedgehog, did we help you?
Hedgehog: How they helped! Thank! Well, we ran to the green clearing to play Bye-bye.
The psychologist and the hedgehog say goodbye to the children and leave.
Lesson 23.
Tasks: 1. to introduce children to the fairy tale "Masha and the Bear"
2.development of coordination of movements
3. the formation of the ability to correlate actions with words.
Material: 1. fairy tale "Masha and the Bear" (table theater)
2.magic wand
Course of the lesson:
Psychologist: Hello guys! Today we will go to a fairy tale! Close your eyes ... one, two, three ...(wave of magic wand)… Here we are in a fairy tale.
The psychologist sits down at the table, and the children gather around.
We take turns taking out the characters of the fairy tale, telling it in parallel. Children consider the heroes of the fairy tale, trying to imitate them.
Psychologist: These are great fellows !!! Now let's play. Let's try, like Masha, to hide in a box.
Children stand in a circle, dance with the psychologist. After the phrase "the bear is coming," the children squat down and cover their faces with their hands. Then we check whether the bear has left or not: we pull out the neck and look in different directions. Then we get up and dance again. The game is played 2-3 times.
Psychologist: that's how great you are. But I have to go. Goodbye.
Lesson 24.
Tasks: 1.development of constructive abilities
2.development of fine motor skills of the hand
3. consolidation of the previously obtained material.
4. to cultivate a kind attitude towards people around.
Material: 1. plasticine
2.small basket
3.stack
4.Doll Mashenka
Course of the lesson:
Psychologist: Hello guys! Remember, at the last lesson we listened to the fairy tale about Mashenka. Remember how Mashenka outwitted the bear? She came to visit you today.
Masha: Hello guys! Nice to see everyone! Let's bake pies with you now.
We distribute plasticine to children. We sculpt pies with the children (in stages). The psychologist is shown in parallel with the actions of the children. In the process of work, we help children, we encourage them. After all the pies have been blinded, we put them neatly in a basket.
Masha: Thank you guys! It was great to play with you! Can I take these pies to my grandparents? They will be very pleased to receive a present from the garden. Thank you guys! See you!!!
The psychologist and Mashenka say goodbye to the children and leave.
Lesson 25.
Tasks: 1. development of imagination
Material: 1.A3 sheet tinted green
2.White paper flowers
3.gouache of different colors
5.cloths
6.Picture showing spring
Course of the lesson:
Psychologist: Hello. Do you know what time of year it is? That's right - spring! And after spring, what time of year will it be? Summer! Look at the picture what time of year is drawn? How did you guess? (we look at the picture, pay attention to the signs of spring).
Now let's make a beautiful picture together with you. You will now become magicians yourself. Look, we have a green meadow. What do you think is missing in this meadow? That's right, flowers! Let's now everyone try to make their own magic flower.
We distribute flowers from white paper to children. Each child colors it the way he wants. Then we fold each flower in half so that the paint is mixed. We put the flowers to dry.
Psychologist: here are some beautiful flowers we got. Now let's play with you a little.
Finger gymnastics "Flower" is carried out.
The sun is rising
The flower is blooming!
(we simultaneously spread our fingers in different directions, at the same time raise our hands).
The sun sits down -
A flower to go to bed.
(we bring our fingers together, lower our arms, squat down).
Psychologist: well done! Let's clap each other.
The psychologist says goodbye and leaves.
Lesson 26.
Tasks: 1. development of imagination
2. consolidation of skills to use a brush
3.developing the ability to work together
4. fostering a sense of beauty.
Material: 1.meadow with flowers, made in the last lesson
2.white paper butterflies
3.gouache of different colors
4.brushes (by the number of children)
5.cloths
Course of the lesson:
Psychologist: Hello. Remember, we made a magic meadow in the last lesson. Look how beautiful we did it! But still something else is missing. What do you think? Magic butterflies! Now let's everyone try to make a magic butterfly. After all, now you are wizards.
We distribute white paper butterflies to children. Each child colors it the way he wants. Then we fold each butterfly in half so that the paint mixes (similar to the colors). We put it to dry.
Psychologist: here are some beautiful butterflies we got. Now let's play with you a little. Let's turn into butterflies! First we'll fly ... And then we'll sit down on a flower and rest. And now they flew again! It's time to rest.
Well done! Let's clap each other.
The psychologist says goodbye and leaves.
Note: the next day we come and glue the flowers on the meadow.
