Complex lesson for children 4 years old
Olga Belotserkovskaya
The main task of complex classes is to deepen and systematize the little person’s knowledge about objects and phenomena of the surrounding world.
Complex classes include a variety of activities: speech development, improvement of motor skills, sensory and mathematical concepts, development of constructive abilities and mental processes (attention, memory, thinking, perception).
Complex classes involve frequent changes in the types of direct educational activities, since only in this way is it possible to retain the attention of a young child for quite a long time. In addition, to maintain the required level of children’s performance, physical education minutes, outdoor games, and exercises with speech and movement are held in classes.
The duration of the presented lesson is 15 minutes. It is better to conduct it in the morning, when children's performance is highest. The lesson is designed for a subgroup of children up to 8 people. The lesson should be as emotional and dynamic as possible.
Summary of a comprehensive lesson with children 3-4 years old
“THE BEAR CAME TO VISIT US”
Preliminary work. In everyday communication, during games and routine moments, show children and name different parts of the body and face. Often ask kids to show the following parts of the face on themselves and on the doll: eyes, nose, mouth, forehead, eyebrows, eyelashes, cheeks, chin; body parts: neck, shoulders, arms, fingers, elbows, nails, torso, stomach, legs, knees, heels.
Look at toys depicting animals with your children, and draw the kids' attention to the fact that animals have body parts that are similar to human ones and are special. For example, many animals have a tail, but people do not have a tail. Animals have paws instead of arms and legs, claws instead of nails, and a muzzle instead of a face.
Discuss with the children why certain parts of the body are needed: eyes (look, ears (listen), nose (breathe, smell, mouth (eat, speak), legs (walk, hands (have many different functions).
Read the poem “Bear” by A. Barto to the children and show the illustration.
Learn this poem with your kids.
Program content:
Educational objective:
We give the concept of body parts;
We teach children to perform elements of psycho-gymnastics;
Developmental task:
Developing thinking;
We develop visual and auditory attention and memory, phonemic hearing (we learn to distinguish words that sound similar - “nails” and “claws”);
We develop basic types of motor skills: gross and fine, teach children to coordinate speech with movement, develop a sense of rhythm;
Educational task:
Cultivate curiosity and interest in acquiring new knowledge.
Vocabulary work:
We introduce nouns into the children's active dictionary (forehead, neck, eyebrows, eyelashes, shoulders, elbows, knees, chin, etc.); we activate the verbal dictionary (look, listen, eat, breathe, walk, run, hold, wear, etc.);
Use nouns in the genitive case in speech.
Material: pictures “What is Mishka missing?”, a man made of geometric shapes and counting sticks
Progress of the lesson
1. One, two, three, four, five - we will study the body.
Read the rhyme with your children and show yourself the body parts listed in it:
One two three four five -
We will study the body.
(Walk in place.)
Here is the back, and here is the tummy,
(Show your back with both hands, then your stomach.)
(Stamp your feet.)
(Stretch your arms forward and rotate your hands.)
(Point to the eyes with the index fingers of both hands.)
(Point to your mouth with the index finger of your right hand.)
(Point to your nose with the index finger of your right hand.) Ears,
(Point to the ears with the index fingers of both hands.)
(Put your hands on your head.)
I barely managed to show it.
(Shake your head from side to side.)
The neck turns its head -
(Crap your neck with your palms.)
Oh, I'm tired! Oh-oh-oh-oh!
Tell the children that although you listed for a long time, you still did not name all the parts of the body.
Ask the kids to show:
(Use the fingers of both hands to stroke the forehead from the middle to the temples.)
(Run your index fingers along the eyebrows from the middle to the temples.)
Here are the eyelashes
(Use your index fingers to show your eyelashes)
They fluttered like birds.
(Blink your eyes.)
rosy cheeks,
(Use your palms to stroke your cheeks from your nose to your temples and finish the movement on your chin.)
The chin is bumpy.
The hair is thick,
(Use the fingers of both hands, like a comb, to comb your hair.)
Like meadow grass.
And now I'll look lower,
I'll name what I see:
(Touch your right shoulder with your right hand, and your left shoulder with your left.)
(Without removing your hands from your shoulders, put your elbows forward.)
(Bend over slightly and pat your knees.)
For me, Seryozha, Lena.
(Straighten up and spread your arms to the sides, gesturing at the children.)
Then ask the children to sit at the table.
2. Teddy Bear.
Show the children the Teddy Bear toy. Tell him that Teddy Bear really wants to meet the guys.
Tell the children that Teddy Bear really liked the poem about body parts and he also decided to show what body parts he has.
Say for the little bear:
I'm Teddy Bear.
I dance merrily and wave my paws.
I blink my eyes,
I open my mouth. ]
3. Mishka’s questions.
On behalf of Mishka, ask the children questions.
Guys, what are eyes for? (To watch.)
What are ears for? (To listen.)
What is the nose for? (To breathe, smell.)
What is the mouth for? (To eat, talk.)
What are hands for? (To hold, carry, do various jobs, play, draw.)
What are the legs for? (To walk, run, jump, stomp.)
If the kids have difficulties, then help them answer.
Mishka continues the conversation with the children: “Guys, you and I have many similar body parts. But I have something that people don’t have. Try to guess what it is."
If the children themselves do not name the tail, then Mishka gives the kids a hint: “For me it is small, but for other animals it is big, fluffy and elegant. What is this? And also, guys, people have nails on their fingers, and animals have sharp claws.”
4. Be attentive.
Enter into a conversation with the bear cub: “And, it’s true, Mishenka, only animals have paws, a tail and claws. Now we will check if the guys remember this well. Guys, I will name the parts of the body, and you listen carefully and answer who has them - Mishka or you.” First, give the children sample answers.
Teacher
Who has nails?
Children
Movements performed by the teacher and children
(Show your nails, extending your hands forward with the backs facing up.)
Teacher
Who has claws?
Children
At the bear's.
(Point to Mishka.)
Teacher
Who has paws?
Children
At the bear's.
(Point to Mishka.)
Teacher
Who has legs?
Children
(Stamp your feet.)
Teacher
Who has a tail?
Children
At the bear's.
(Point to Mishka.)
Teacher
Who has hands?
Children
(Stretch your arms forward.)
5. They dropped Mishka on the floor.
Tell the children that one day trouble happened to Teddy Bear. Ask the children if they know what trouble is?
Dropped the teddy bear on the floor
They tore off the bear's paw.
I still won't leave him
Because he's good.
If the children themselves want to continue reading the poem, then give them this opportunity. Then say: “You and I will not leave Mishka in trouble, we will cure Teddy Bear - we will sew his paw.”
Give each child a picture of a Teddy Bear with some part of its body missing. Ask the kids to name which body part the bear cub is missing.
Children give answers: “Mishka has no paw. Mishka has no ear. Mishka has no tail. Mishka has no mouth. Mishka has no nose."
If necessary, help children form complex forms of words in the genitive case: “mouth”, “ears”.
Then invite the kids to choose the necessary parts of the body in order to “cure” the bear cub. Children put these parts on their pictures and say: “I sewed Mishka’s paw. I sewed on Mishka's ear. I sewed a tail on Mishka. I sewed Mishka's mouth. I sewed Mishka’s nose.”
6. Mishenka is cheerful again.
Tell the children that Teddy Bear was very sad, and now that the guys have cured him, he has become cheerful again. Ask the children to portray sadness on their faces - this is how Mishka was, and then joy - this is how Mishka became, because he has reliable friends - guys who are always ready to come to his aid.
Games and tasks to reinforce the material
A game "Wall, wall, ceiling"
Target: consolidate the names of parts of the face, develop fine motor skills and thinking in children.
Description of the game. Invite the children to tell and show an old folk nursery rhyme.
Wall,
(Touch your right cheek with your index finger.)
Wall,
(Touch your left cheek with your index finger.)
Ceiling,
(Touch your forehead with your index finger.)
Two windows
(Point with your index finger to your right eye, then to your left eye.)
Door,
(Point to your mouth with your index finger.)
Call: “Ji-i-i-yin!”
(Touch the tailbone of your nose with your index finger.)
Then tell the children that the face in this nursery rhyme is compared to a house, and ask the children to remember which part of the face was called the wall and which the ceiling. What in the nursery rhyme were called windows, doors and bells.
A game "Five Brothers"
Target: introduce children to the names of fingers; develop fine motor skills and pencil skills.
Description of the game. Invite the children to tell and show the nursery rhyme about five fingers.
The morning has come
(Palms crossed, fingers spread, depicting the sun.)
The sun has risen.
- Hey, brother Fedya,
(Show the index finger of your right hand, hiding the rest in your fist.)
Wake up the neighbors!
(Show the palm of your left hand.)
- Get up, Bolshak!
(Touch the thumb of your left hand with the index finger of your right hand.)
- Get up, Pointer!
(Touch the index finger of your left hand with the index finger of your right hand.)
- Get up, Seredka!
(Touch the middle finger with the index finger of your right hand.)
- Get up, Orphan!
(Touch your ring finger with the index finger of your right hand.)
- And Little Mitroshka!
(Touch the little finger with the index finger of your right hand.)
- Hello, Ladoshka!
(Rotate your left hand.)
Everyone reached out -
(Raise both hands up.)
Let's move,
(Quickly move the fingers of both hands.)
Woke up instantly
We had fun.
Tell the children that each finger on the hand has its own name. Show and name the fingers on your hand, and let the children show the corresponding fingers on their palm: thumb, index, middle, ring and little finger. Give each child a piece of paper and a pencil. Suggest placing your left palm on the paper and tracing it with a pencil. When the drawings are ready, ask them to name each finger in the drawing.
A game "Little Man"
Target: consolidate children's knowledge about body parts and geometric shapes; develop counting and constructive skills.
Description of the game. Invite the children to make little people out of geometric shapes - circles and ovals, and make arms and legs out of counting sticks. As you work, clarify what the geometric shapes are called and what parts of the baby’s body he lays out: circle - head, oval - torso. Then ask the children the question: “How many sticks do you need to make arms and legs for a little man? How many counting sticks will you need?"
A game "Mirror"
Target: consolidate the names of body parts in children’s speech; learn to use words to describe your actions; develop attention and imitation.
Description of the game. Ask the children to stand in a circle or line. Go up to one of the kids and say:
Come on, look at the mirror,
Yes, repeat everything correctly.
Perform some action, such as stamping your foot. The child must repeat it. Then go to another child, read the rhyme again and clap your hands. So approach each of the kids in turn, but give a new task each time. After finishing the game, ask the children to tell what movements they performed. For example: one clapped his hands, another stamped his foot, a third slapped his knees, a fourth shook his index finger, a fifth rubbed his cheeks, a sixth smoothed his hair, a seventh closed his eyes, etc.
A game "Guess the riddles"
Target: consolidate children's knowledge of the names of parts of the face, develop auditory attention and thinking.
Description of the game. Invite children to guess riddles about different parts of the face and show them on themselves. If necessary, help the children.
Two windows at night
They close on their own.
And with the sunrise
They open on their own.
(Eyes)
Red doors in my cave,
White animals sit at the door.
And meat, bread - all my food -
I happily give to these animals.
(Lips and teeth)
There is a mountain, and at the mountain
Two high holes.
In these holes the air wanders -
It comes in and out.
(Nose)
He helps us eat
The taste is perfectly distinguishable.
Non-stop every day
He is not too lazy to talk.
(Language)
Rice. 1. Drawings “What is Mishka missing?”
Rice. 2. A man made of geometric shapes and counting sticks
Comprehensive notes
Synopsis of NOD for NGO "Cognition"
(formation of elementary mathematical concepts)
“Travel with the Sun” (for children 3-4 years old)
Goryntseva L.V., teacher of 1st qualification category, MDOU No. 5, Leninogorsk RT
Target: Creating favorable conditions for the use of various types of activities, their integration in order to increase the efficiency of the educational process.
Integration of areas: "Cognition" (formation of elementary mathematical concepts; formation of a holistic picture of the world, broadening one’s horizons), “Health”, “Socialization”, “Artistic creativity”, “Reading fiction”, “Music”.
Tasks:
To develop the ability to navigate in contrasting parts of the day: day - night, morning - evening; distinguish between the concepts “one”, “many”, “none”;
To form an interest in fiction, to convey an emotional state through facial expressions;
Develop a desire to sing familiar songs;
Expand children's understanding of the simplest connections in nature: the sun began to warm up - it became warmer - puddles, grass, insects appeared, buds swelled, birds began to sing, people replaced warm clothes with lighter ones;
Develop a dialogue form of speech;
Develop and improve motor skills and abilities, enrich motor experience;
To ensure the relationship between drawing using the non-traditional technique of “poke drawing” and other educational areas in order to enrich children’s impressions;
Cultivate accuracy when working with gouache and foam sponge;
Cultivate a desire to maintain mental health, friendly relationships with children, and the ability to work in a team.
Methods and techniques:
Simulation of a game situation in order to pose a problem and create motivation;
Use of teaching aids and visual material;
Drawing in small groups;
Practical activities;
Use of songs, literary works;
Imitation of the game associated with the game transfer of mood;
Use of multimedia support for demonstration material.
Materials and equipment:
Magnetic board;
Audio recording;
House with sun emblem;
Symbols - natural phenomena of different seasons;
Floor supplies;
Green gouache;
Sticks with foam at the end;
Module “parts of the day”;
Computer.
1. Organizational moment. Game situation:
A calm melody sounds. The teacher draws the children's attention to the house (with sun emblem).
Educator: Look guys, there is someone's house here. Who do you think could live in it?
Children: This is the house of the Sun.
Educator: How affectionately can we call the sun?
Children: Sun.
Educator: The sun is still sleeping. What is the time of day called when the sun sleeps? (1 slide)
Children: Night.
Educator: The night has passed. The sun must be awakened so that it can warm the Earth. What time of day does the sun wake up?
Children: In the morning.
2. Psycho-gymnastics.
Educator: All living things rejoice at the appearance of the sun. Guys, are you ready to help wake up the Sun and please all living things with the appearance of the sun?
Children: Yes.
Educator: To do this, let's lie down on the mat and imagine that you are “Sunny”.
Psycho-gymnastics “The Sun Rises” is performed to a calm melody.
The sun heard the sound of the sun, opened its eyes, and it was dark outside. I don't want to get up. The sun yawned and closed her eyes again. But time does not wait! We need to wake up the earth. The sun stretched, got out of bed and began to wash himself:
“Water, water,
Wash my face
To make your eyes sparkle,
So that your cheeks turn pink..."
Our sun has washed away. He took a comb and put his golden hair in order, and it shone brightly. The sun straightened her dress and went out into the sky. Breathed in fresh air and made everyone smile. (2 slide)
Children imitate movements in accordance with the text.
3. Conversation with elements of practical activity “Spring”.
Educator: Well done! Woke up Sunshine! The sun woke up, began to shine brightly, warming the earth. From this warmth the snow began to melt. And at what time of day: in the morning or in the afternoon does the snow melt?
Children: During the day. (3rd slide)
Educator: The snow melts during the day... What time of year does this happen?
Children: In the spring.
Educator: In the spring the sun began to warm up - it became warmer. (4 slide)
Educator: What else happens in nature in spring? Please help me create a spring path. Select those drawings that depict spring natural phenomena.
Children, under the guidance of a teacher, using symbols - drawings mounted on floor stands, create a mnemonic track “Spring”.
Educator: Let's, guys, take a walk again along the spring path that we have compiled?
Children and their teacher walk along the path (between floor stands), they call the simplest connections in nature: the sun began to warm up - it became warmer - puddles, grass, insects appeared, buds swelled, birds began to sing, people replaced warm clothes with lighter ones.
4. Conversation with elements of visual activity “Spring Tree”.
Educator: Look where the path has led us? (5 slide)
Children: To the tree.
Educator: How many trees?
Children: One.
Educator: How many branches are there on a tree?
Children: A lot of.
Educator: How many buds are there on the branches?
Children: No one.
Educator: The sun felt sad, sad that there were no buds on the branches yet.
The facial exercise “Sad” is carried out. (6 slide)
Show what your mood is like when you feel sad, sad. The eyebrows are knitted, the corners of the lips are lowered. Well done!
Educator: Let's draw buds on the trees.
The teacher invites the children to draw buds on the branches of a tree using an unconventional technique.
Educator: The sun was glad that so many buds swelled from its warmth.
The facial exercise “Joy” is carried out. (7 slide)
Show what mood you are in when you are happy, happy, pleasant. Well done!
Educator: How many buds are swollen?
Children: A lot of.
Educator: What color are the buds? Are they the same size?
5. Reading fiction.
The teacher reads the poem “Spring” by A. Pleshcheev
The snow is already melting, the streams are running.
There was a breath of spring through the window...
The nightingales will soon whistle,
And the forest will be dressed in spring.
Reflection.
Educator: The sun walked with us all day. Evening will come and the sun will go to bed. When does the sun go to bed, guys?
Children: In the evening. (8 slide)
Educator: What lullaby would you sing for the sun?
Song creativity “Sing a lullaby” is carried out. Children and their teacher sing a lullaby (“Bye-bye”, “Liu-lyu, bye”).
Educator: When does the sun sleep? (9 slide)
Children: At night
Educator: When does the sun shine?
Children: During the day.
Educator: When does the sun rise?
Children: In the morning.
Educator: When does he go to bed?
Children: In the evening.
Lesson 3.9 Lesson plan. 1. Greeting 2. Mathematics. Nikitin cubes. Ambulance. 3. Outdoor game. In the village. 4. Development of auditory memory. Dr. Aibolit. 5. Development of attention. Bunnies on the shelves. 6. Massage break. Train. 7. Formation of knowledge about the world around us. We study body parts. 8. Development of fine motor skills of the hand. Pipettes. The dolls got sick. 9. Outdoor game. Friendly puppies. 10. Modeling. Rolling balls. We make vitamins in a jar. 11. Finger gymnastics. Bug. 12. Preparing your hand for writing. Horizontal lines. Doctor's suitcase. 13. Sports track. 14. Drawing with applique elements. Ambulance. 15. Farewell Progress of the lesson. Greetings. The teacher organizes a greeting on the carpet. Children sit in a circle. For greeting, soft toys (pets) are used that came to visit the children for a lesson. Children greet each other and toys by naming them and making onomatopoeic sounds. The toys, in turn, greet each of the kids. Parents and children hold hands and say: We have gathered again today, Everyone is ready for class! Let's play fun and help each other! Mathematics. Nikitin cubes. Ambulance. Goal: developing the skill of counting within 10. Forming the skill of counting backwards from 5. Materials: handout sheet “Nikitin’s Cubes” with a picture of an ambulance, Nikitin’s cubes. - Beep! Beep! It's some kind of car driving and honking! The teacher gives the children handout sheets. - This is an ambulance. Probably someone is sick and Doctor Aibolit is driving a car to see the patient. - How did we guess that it was an ambulance? That's right, there's a red cross on it. - Let's make the cross more noticeable. How should we rotate the cubes so that the red side of the cubes is on top? Children make a cross on the worksheet. - How many cubes did we need? Let's do the math. Children take one cube in their hand and, putting it aside, count. - We needed 5 cubes. - Now let’s put the cubes back in place. We will remove one cube at a time and call the number of remaining cubes. -How many cubes are on the table? Five. Let's remove one cube and what's left is...4. - Let’s remove one more cube and all that’s left is…3. - One more and there are…2 cubes left. So, removing the cubes one by one, we find out that there is not a single cube left on the table. - Let's now count from one to five and back. The teacher claps his hands together with the children to the rhythm of counting and counts in unison: 1, 2,..5 and back - 5, 4, 3, 2, 1. Outdoor game. In the village. Children stand in a circle. The ducks came out into the meadow, quack-quack-quack! (We walk.) A cheerful beetle flew by, J-z-z! (We wave our arms like wings.) The geese arch their necks, Ha-ha-ha! (Circular rotation of the neck.) The feathers are straightened with the beak. (Turns the body left and right.) Did the wind sway the branches? (We shake our hands up.) The ball also growled, Rrrrr! (Hands on the belt, leaned forward, looking ahead.) The reeds whispered in the water, Shhhh! (They raised their hands up and stretched.) And again there was silence, Sh-sh-sh. (Sit down.) Development of auditory memory. Dr. Aibolit. Purpose: development of auditory memory Materials: the same handout with a picture of an ambulance. Markers. The teacher says that he will now read a piece of a poem from a famous work, and the children will have to remember who came to Dr. Aibolit for treatment. The teacher reads the poem slowly, making sure to highlight the animals in their voices and pausing between words: Good Doctor Aibolit! He is sitting under a tree. Come to him for treatment: a cow, a wolf, a bug, a worm, and a bear! The poem is read 2 times. Children can also recite the text of the poem out loud. Children should use felt-tip pens to circle the animals they remember. Development of attention. Bunnies on the shelves. Goal: development of stability and selectivity of attention. Learn to move your eyes line by line. Materials: handout “Attention” with a picture of toys on the shelves. Markers. - Bunnies also came to Aibolit for treatment. Some have a sore ear, some have a sore tail. Aibolit cured all the bunnies with delicious vitamins and a sweet mixture and sent them back to the shelf in the toy store. - Let's find all the bunnies that the good doctor Aibolit cured! - Show the top shelf, middle, bottom. - Place your finger on the top shelf and move it from left to right. When you see a bunny, circle it. Children complete the task by moving their finger then to the middle shelf and then to the bottom. - How many bunnies did Aibolit cure? Massage break. Train. We hold the massage ring tightly with both hands and turn it like the steering wheel of a car. Here is our train, the wheels are knocking, and the guys are sitting on this train. Chu-chu-chu, chu-chu-chu! (Clap our hands) The steam locomotive is running Far, far away. He took the guys far, far away. But here's the stop, Who wants to get off? Get up guys, let's go for a walk! Formation of knowledge about the surrounding world. We study body parts. Goal: developing knowledge about the parts of the human body Materials: doll, doctor’s cap for the teacher The teacher puts on the cap and says that the doll needs to be treated, but first you need to remind Dr. Aibolit of the parts of the body that a person has. The teacher asks the children to go out onto the mat to show and remind the body parts. The teacher names the parts of the body, and the children show: Elbows Knees Tummy Forehead Foot Shoulders Waist Back of the head Development of fine motor skills of the hand. Pipettes. The dolls got sick. Purpose: development of fine motor skills of the hand Materials: pipettes, dolls, one for each child, water in a glass, paper napkins. - The dolls are sick - they have a runny nose and their ears hurt. Let's help Aibolit treat the dolls. We will be real doctors with you. Here comes the cure! - We need to drip the medicine into the dolls’ ears and nose. Children take pipettes and drop 2-3 drops into their nose and ears. The teacher makes sure that the children press the pipette with three fingers. - Now let's wipe off the excess medicine. Children wipe water from their nose and ears with napkins. - Now our girls are healthy. Their noses and ears no longer hurt! Outdoor game. Friendly puppies. Children stand in a circle and perform movements in accordance with the text. Friendly puppies run merrily, singing a song in their ringing voices: Woof-woof, woof-woof-woof! And then the front ones showed their paws, Well, the back paws put everything on the heels. Those who couldn’t do it on the heel put their paw on the toe. And then they ran in a circle together, You need to clap your hands loudly and loudly. The daredevil puppies circled around together: That's it, that's how! Well done! Modeling. Rolling balls. We make vitamins in a jar. Goal: developing the ability to roll a ball Materials: tennis balls, plasticine, any jar or cup. The teacher offers to make vitamins for the dolls so that they don’t get sick anymore. First we roll tennis balls to remember the circular motions. Roll plasticine balls and put them in a box. Finger gymnastics. Beetle Beetle, beetle, don't buzz! (We depict a beetle with long antennae, like a goat). Tell me where you are hiding! (We spread our arms to the sides and shrug our shoulders). My house is under a bush, (we depict the roof with our palms) Under a birch leaf! (Again, with one hand we depict a beetle, and with the other, a leaf, under which the beetle flies). Preparing your hand for writing. Horizontal lines. Doctor's suitcase. Goal: preparing the hand for writing. Teach children to draw horizontal lines. Materials: worksheet with a picture of a doctor's suitcase, as well as a syringe, medicine and a phonendoscope. Colour pencils. - Let's help Dr. Aibolit pack his suitcase. Children draw lines first with a finger and then with a pencil. Sports track. Goal: development of general motor skills, coordination of arms and legs. Materials: a disc with any children's fun and dynamic music or song. Hoops for climbing, a tunnel, massage hummocks and gaming sports modules (equipment depends on the equipment of the club). Children crawl on all fours in a tunnel to cheerful music, walk by the hand along massage bumps or paths, step over the provided sticks, etc. Drawing with applique elements. Ambulance Purpose: development of creative abilities Materials: worksheet with a picture of an ambulance, strips of red paper for a cross, scissors, pre-prepared mugs for wheels (2 mugs per child). The teacher suggests making an ambulance. Cut the strip into 2 parts Glue the “cross” Glue the wheels Color the “flashing light” with a yellow pencil. We draw the children's attention to the fact that there is no need to go beyond the edges. You can offer to continue painting the car at home. Farewell Children sit on the floor in a circle with the teacher and join hands. They recite a poem in chorus, swinging their arms to the beat. Goodbye, goodbye, Come see us again! Goodbye, goodbye, you are very good! Goodbye, goodbye, Come see us again! Goodbye, goodbye, Let's have fun playing!
Goals:
Teach children to understand and distinguish between the concepts of “high” and “low”.
Strengthen the ability to count to three, as well as the ability to compare “one-many” aggregates.
Form imaginative and spatial thinking.
Introduce children to the geometric figure “square”.
Practice onomatopoeia and clearly pronounce sounds.
To develop in children an understanding and use of the prepositions “on”, “in”, “under”, “from” in speech.
Learn to coordinate numerals with nouns.
Continue learning to draw with your fingers, leaving a print in the right place; sculpt from plasticine using the “direct rolling” technique; Precisely stick image details in the right place.
Develop speech attention and fine motor skills.
Equipment:
Background picture “sky and earth”, figures of the sun, clouds, houses, flowers.
Background picture with houses, paper square windows, adhesive pencils.
Paired pictures depicting houses.
One-, two- and three-story houses built from a designer.
Wooden spatulas. Multi-colored clothespins.
Large building material, various attributes for the obstacle course.
Picture-diagram of a house, details of these houses are made of colored cardboard.
Drawing of a house with empty windows, yellow finger paint.
A sheet of paper with two vertical lines drawn, plasticine.
Educational game “Pick up the key to the lock.”
A picture depicting three houses. Figures of giraffes, hippos and snakes.
Audio recordings: “There is a lock on the door”, “There is a house made of logs in the forest”, “I want to build a house” (Zheleznovs).
Progress of the lesson:
Greetings
Hello, golden sun!
(Hands up with fingers spread - imitation of sun rays)
Hello, blue sky!
(Hands draw “clouds” in the sky)
Hello, free breeze!
(Parents blow lightly on the babies’ heads)
Hello little friend!
(Stroke the child's head)
We live in the same region, I greet you all!
(The teacher offers his hand to each child and greets)
Finger game “New House”
Knock-knock-knock, knock-knock-knock!
Take the hammer my friend!
(Hit fist on fist, alternating hands)
We will build a new house
There is a window in the house.
(The thumbs are folded into a shelf, the rest are connected by a “roof”)
There is another one, higher.
(Raise your hands up without changing the position of your fingers)
There is a pipe up on the roof.
(Raises a clenched fist with the index finger extended upward)
The house is ready, we invite guests:
Come quickly!
(Inviting hand gesture)
Didactic game "House on the Mountain"
The picture shows the sky and the earth. Show me the sky. Show me the land. Pick up the house and attach it to the picture. In which part of the picture did you attach the house, to the sky or to the ground? Why?
Now put the sun and clouds on the picture. Where will you put the sun and clouds? On sky.
And flowers grew around the house. Where will you place the flowers? On the ground around the house.
How many houses do you have? One house. How many flowers? Many colors. How many suns? One sunshine. How many clouds? Two clouds.
Application "Windows"
Here are the new beautiful houses. But how to move residents into them? There are no windows! Let's make windows for these houses. Here are the windows - squares. Glue them in the right place.
Paired pictures “Houses”
The pictures are lost. Find the exact same picture.
Children find exactly the same picture as theirs. The pictures are laid out on the carpet, and their pairs are distributed to the children.
Didactic exercise “High-low house”
There are houses in front of you. Let's count them. One two Three. Look, which of the houses is the tallest? Which one is the lowest? Count how many floors are there in the tallest house? How many floors are there in the lowest house? How many floors are there in an average house?
Now I will cover all three houses with handkerchiefs, and you will guess where which house is hidden. Under which scarf is the lowest house hidden? Highest? Average house?
Game with clothespins “Beautiful fence”
Here are the planks, and here are the clothespins. Let's make a beautiful fence out of them for our houses.
Dynamic pause “At a construction site”
We need to transport building material to the construction site. Can you help?
Children carry large building materials from one place to another, overcoming obstacles (stumps, puddles, etc.)
Construction "Lay out the house"
The pictures show a diagram of a house that you will lay out and build yourself. Take the parts and place them in the right place on the diagram. Where a triangular roof is drawn, add a colored triangle there; where there is a square window, add a square.
Exercise “What sounds do you hear at home?”
How does the kettle whistle? Ssss.
How does the alarm clock ring? Z-z-z.
How does water drip from a tap? Drip-drip-drip.
How does dad work with a drill? F-f-f.
How does the vacuum cleaner hum? Oooh.
How do guests knock on the door? Knock-Knock.
Finger painting “Light the lights in the windows of the houses”
Evening came and it became dark. You need to turn on the light and then the windows in your houses will light up with bright light. Dip your finger into the yellow paint and place it on the window.
Musical finger game “There is a house made of logs in the forest”
A finger game is played to the audio recording of the Zheleznovs.
Modeling "Staircase"
We need to repair an old staircase whose steps have broken. Here we have prepared plasticine. Carefully roll out thin sausages and attach them to our ladder.
We walk up the stairs
Let's count all the steps:
Lots of fun counting!
One two three four five -
It's a lot of fun to walk!
Didactic game “Pick up the key to the lock”
Children, to the music, select keys to locks of the same color and open them.
House on the meadow
All doors are locked.
We'll pick up all the keys
And we’ll unlock the hut.
Didactic game “Whose house”
The picture shows three houses - high, lower and low. Children are given three figures - a giraffe, a hippopotamus and a snake.
Children, think about who lives in which house? What house does the giraffe live in? In the highest house. Why did you decide so? What house does the hippopotamus live in? The hippopotamus lives in the lower house. Why? What kind of house is suitable for a snake? The lowest house is suitable for a snake. Why?
formation in a playful form of elementary mathematical concepts in children when comparing objects, groups of objects by size and quantity.
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Preview:
Abstract of GCD for children 3 – 4 years old in mathematics “Small Birds” (according to the Federal State Educational Standard)
Target: formation in a playful form of elementary mathematical concepts in children when comparing objects, groups of objects by size and quantity.
Software tasks:
Educational- continue to teach to distinguish between the concepts many, one, none; continue to teach how to compare two unequal groups of objects using the method of application, to denote the results of comparison with the words more - less, equally, equally. Improve the ability to name and distinguish between circles, squares, and triangles.
Developmental - develop the skill of selecting pairs of objects by size; develop memory, attention, logical thinking, spatial orientation.
Educational - cultivate an emotional - positive attitude towards mathematical games; cultivate a friendly attitude towards comrades.
Material: Figures for the magnetic board: birds (1 large and small according to the number of children in the subgroup), 2 nests (large and small), magnets - “grains”. D/game “Close the windows”: houses and geometric shapes (circles, squares, triangles) in red, yellow, blue and green. Badges “Cat” and “Car”. Individual cards for graphic exercises and pencils according to the number of children.
Progress:
1. Organizational moment.
Guys, who wants to play with me?
2. Game “One - many”.
Look what I prepared for the game today (the teacher shows the bird figures). Who is this? How many birds? Do you want to play with them? (hands out one bird to each child). How many birds do you have, Alina? What about you, Matvey? And I have? I’ll take a bird for myself (the teacher takes a large figurine of a bird). What can birds do? (children's answers)
Show how they fly (moving the figure in the air). Come follow me!
3. Game “More, less, equal”
Children behind the teacher approach a magnetic board on which a horizontal path is depicted.
The birds flew and sat on the path. Like this! (the teacher puts his bird first on the track). Place your birds on the path (children take turns placing the birds in one row). How many birds are there on the path? Are all birds the same size? Masha, how many big birds are there? Matvey, how many little birds? Azalea, repeat, how many little birds?
The birds flew and sat on the path,
We sat down on the path and wanted to eat!
What can we feed the birds? (children's statements). Let these yellow magnets be our grains, let's feed the birds. I will give the grain to the first bird (the teacher places a magnet under the first bird). Now you, Vanya, feed the next bird. Now you, Maxim... (children take turns attaching magnets under the birds, except for the last one). Oh, this bird didn't have enough grain! How many birds do we have? How many grains? Are they equal? What is more: birds or grains? How can we do it equally?
Playing with children 2 ways of equalizing: adding another grain or removing one bird.
Have we fed all the birds? (Yes!)
Maybe we forgot someone? (No!)
Now hurry here!
A new game is waiting for us!
4. Game “Let’s close the windows in the houses”
Children approach the tables on which colored houses are laid out. The teacher hands out multi-colored geometric shapes to the children (3 to 6 pieces, depending on the level of development of each child) and briefly reminds them of the rules of the game, specifying the color and shape of the windows. Then he says:
Birds are sitting in houses,
And they look out the windows.
The wind blew! (children blow) Help!
Close all the windows!
Children, moving freely between the tables, cover all the windows with colored geometric shapes.
5. Outdoor game.
Guys, do you want to become birds yourself? Who or what are the birds afraid of when they jump along the path?
Depending on the children’s statements, the teacher suggests playing the game “Birds and a Cat” or “Birds and a Car.”
6. Graphic exercise.
You are very good at finding nests when flying away from a cat (car). And I know two birds who just can’t find their nest. Do you want to help them?
The teacher puts two birds on the board: a large one and a small one.
These are the birds! Are they the same size? Is the big bird up or down? What about the little one?
The teacher places nests in front of the birds.
Here are the nests! Are they the same size? Small nest at the top or at the bottom? What about the big one? Birds don't know which nests to fly to? Can a big bird fly into a small nest? Why? So she needs to be shown the way to which nest? What about the little bird?
The teacher draws lines with a marker connecting the birds to a nest of the appropriate size. Then he invites the children to sit at the tables and complete a similar task on an individual card.
7. Summary of the lesson.
Guys, did you enjoy playing today? What game did you like, Alena? What about you, Roma? What about you, Danis? I also enjoyed playing with you. You made me very happy with your answers and the way you helped the birds. Will we still help them and come up with new games?
