Social communication development children preschool age This is not just an important component of upbringing, but also a necessary element without which it is impossible to form a full-fledged personality of a child in the future.
Every child is a discoverer of the world by nature and his curiosity knows no bounds, especially at an early stage of development. As we grow older and under the influence of factors such as family, environment, kindergarten, he either retains childish spontaneity and continues to happily make contact, exploring the world, or becomes unable to build even the simplest relationships with peers and loses the ability to communicate.
This problem is especially clear in modern world when a child already at the age of 2–3 years prefers communication computer games, and watching TV in a group game. Thus, he deprives himself of the opportunity to develop communication skills, which ultimately leads not only to a lack of communication as such, but also to significant difficulties and problems in the process of socialization.
The result is a situation where a child, for example, going to 1st grade, does not know how to communicate with peers. They seem somehow alien to him, he doesn’t know what to talk to them about, how to play with them, and if, God forbid, someone offends him, he immediately withdraws and moves away even more. As a rule, in this case, teachers do not have time to understand the essence of the conflict that has arisen and everything comes down to a simple conclusion - since the child cannot make friends and communicate, it means that he is “bad and ill-mannered.”
In fact, the problem is not that there is something wrong with the child, but that he was simply not taught or shown how to properly build his relationships with peers and how to communicate with them. He simply does not know how to do this and, as a result, either avoids everyone or provokes a conflict.
Such situations at an early age leave a big imprint on his psyche and the formation of his personality as a whole. And it is unlikely that such a child will grow up to be a sociable, cheerful, purposeful and self-confident person. And this is a direct road to failure in work and personal life.
So what is the social and communicative development of children, and most importantly, how to properly prepare for it and give the child all the necessary fundamentals and communication skills?
What is the social and communicative development of a child?
The social and communicative development of a child is a complex process, as a result of which he learns to establish and maintain the necessary contacts with the outside world and people.
It is this that underlies the formation of a person’s communicative competence in the future, which represents the entire set of skills, abilities and knowledge that allow one to adequately perceive and respond to the surrounding reality in the process of communication.
To put it in everyday language, a child needs social and communicative development so that in the future, when he goes to school, enters a university or gets a job, he does not experience difficulties in communicating with other people and becomes a full-fledged member of society.
We can say with complete confidence that the process of acquiring communicative competence is long and difficult, and therefore it is necessary to begin developing a child in this direction from an early age.
The main goals and objectives of the social and communicative development of preschool children
The main goal of social and communicative development in preschool age is the painless and timely socialization of the child, by introducing him to accepted norms of communication, relationships between peers and elders, as well as accepted general cultural traditions in the family and the state as a whole.
According to the Federal State Educational Standard, every preschool educational institution has a special program, following which all the goals set for the child’s development are achieved. And in this case, final goal– socialization of the child – can be successfully achieved thanks to correctly set tasks, the main ones of which will be the following:
- Mastering the basic moral norms and values accepted in society.
- Helping the child learn the basic rules of communication with peers and older members of society.
- Formation of independence and decision-making skills in the child.
- Helping the child master the basic emotional components of communication - empathy, responsiveness, mercy.
- Formation in each child of respect for his family, peers, elders and society as a whole.
- Help in developing positive attitudes towards work and creativity in the child.
- Formation of the child’s readiness for joint work and rest.
- Formation in a preschooler of the foundations of safe behavior for his own life and the lives of others, and in all areas of life - at home, in society, in nature.
Successful solution of the given tasks allows us to express the hope that the main goal of the social and communicative development of the child is younger, middle group and older age, will be achieved, and to the transition to a qualitatively new environment– school – the child will be prepared, which will not cause him difficulties or significant problems.
Play as the best way for the social and communicative development of a child of any age
Another teacher and innovator V. A. Sukhomlinsky said:“Through a fairy tale, a game, through unique children’s creativity - the right path to a child’s heart.”
It is the game that can become a faithful assistant to both educators and parents in the process of the child’s social and communicative development. After all, even for older children, not to mention toddlers, play has been and remains the leading activity, and communication during play is its integral component.
The psychologist also assigned a major role to play activity and its significance in a child’s life. L. S. Rubinstein, who noted that only during play a child not only plays someone else’s role and imitates someone else’s personality, but also expands, deepens and enriches his own. As a result, it makes it easier for him to understand the world around him and the events taking place in it.
However, games are different, and what is interesting to a child may not interest a 4-5 year old child at all. Therefore, play activities should not only correspond to the child’s age, but also give him a sense of control over the events taking place. Only in this case will he not only comprehend the meaning and importance human relations, but also realizes his place in them. And this will already form the necessary skills and communication experience, which will be useful to him both at this stage and in the future.
So, for young children (2 - 3 years old) regular role-playing games on any topic “Game of shopping”, “Game of doctor”, “Game of daughters and mothers”, etc. At the same time, it is important that an adult take part in the game - dad, mother, grandmother, grandfather, teacher - because it is the adult who, by his example, must show the child how to greet the child correctly, start a conversation, carry on a conversation, get what he wants or vice versa, refuse what -That.
A middle-aged child may be interested in the “Emotion” game, when he gains invaluable experience in expressing not only his own emotions, but also learns to recognize them in other children and respond adequately to it. In this case, the child can be asked to draw or depict his emotions, while the other participants in the game (children or adults) will have to guess what the child feels.
Children of older preschool age can be invited to play “Situation,” when an adult participant in the game invites the child to simulate a particular situation. For example, you were given 10 apples and you came into the garden with them - what will you do with them? Eat it yourself, share it with friends, or give it to your teacher. In this case, it is important that the child explains out loud his actions and the motivation for the action.
Or, you won the competition, but your friend (girlfriend) did not, and he is very upset. What will you do?
Such games not only give the child a wonderful communication experience, thereby developing his social and communication skills and forming communicative competence in the future, but also prepare him for painless socialization. When he has to do it on his own, without mom, dad and teacher, having crossed the threshold of a relatively adult life, make decisions, react to events and participate in them.
Video
Video presentation on the topic:
Marina Dudkova
Long-term planning for social and communicative development in the first younger group. Labor activity
September
Monday
1. Formation of K.G.N.
Game “Teaching Tanya to hold a spoon correctly.”
Goal: learn to hold a spoon in your right hand and chew food thoroughly. Activate the words: spoon, right hand.
1. Self-care skills.
Game "Let's show Tanya how we wash our hands."
Goal: teach children to wash their hands and dry them with their towel. Activate the words: soap, foam, water, towel.
1. Work assignments in the group. Game “Put the shoes on the shelf.”
Purpose: according to the teacher’s instructions, put shoes on the shelf after a walk; develop labor skills.
1. Conversation about the work of adults.
Watching the work of a janitor from the window.
Activate the words: sweeps away, collects, removes, takes out.
Tuesday
Didactic games to develop self-service skills.
Game "Let's teach Tanya to comb her hair."
Goal: teach children to use a comb and clean themselves up. Activate the words: comb, mirror.
1. Examination of pictures with labor processes.
Observing the work of a nanny.
Goal: continue to monitor the nanny’s work.
Activate the words: cooked, set, cleaned, washed.
1. Group assignments. Game "Let's put things in order in the group."
Goal: according to the teacher’s instructions, put the toys away in their places. Determine their place.
Activate the words: put, add, relate.
1. Teamwork. Game “Place the chairs in their places.”
Goal: to teach children to work together to put their chairs back in their places after class.
Wednesday
1. Work assignments. “Let’s put the cubes in the basket.”
Goal: to teach children to build their own buildings according to the model and clean it up after playing; develop labor skills.
1. Conversation about work. Observing the work of a nanny.
Purpose: to learn how to monitor the work activities of a nanny. Activate words: water, plates, cups.
1. Self-care skills. Teach children to put on pants, shorts, and tights.
Goal: to develop children’s work activity, teach them to dress consistently.
1. Teamwork. Game “Let’s show Tanya the order in the corner corner.”
Goal: to develop work activity, and, according to the teacher’s instructions, to bring the work started to the end.
Thursday
1. Group assignment. “Let’s show Tanya the garage for her car.”
Goal: at the teacher’s reminder, remove large and small cars as assigned.
1. Looking at pictures, talking. Consider the painting “Let’s Feed Tanya Lunch.”
Goal: learn to name and recognize some dishes: porridge, soup, puree, cutlet, compote, bread.
Game "Let's show Tanya how we put on shoes."
Goal: continue to develop work activity; teach how to put on shoes correctly. 1. Labor in the play corner. Game "Colored Paths".
Goal: Learn to play with building materials, build according to a model and name the shape of the building material. Remove the building to the place designated by the teacher.
Friday
1. Teamwork. Game "Let's help Tanya make up the crib and sofa."
Goal: to arouse in children interest in joint play and work activities with adults, the ability to see the result of their work.
1. Work assignments. Game “Wearing socks correctly.”
Goal: to help children put on socks after sleep; develop consistency in dressing.
1. Teamwork. Game "Removing balls large and small."
Goal: to learn how to independently negotiate with peers about performing work activities.
1. Work assignments. Game "My Towel".
Goal: to cultivate the desire to hang your towel in the designated place.
October
Monday
1. Self-care skills. Using teaching aids to teach how to fasten buttons.
Purpose: explain and show how buttons are fastened.
1. Formation of K. G. N. Game “Water, water, wash my face.”
Goal: to teach children to wash themselves and scoop some water into their palm.
1. Work assignments in the group. Game "Find your chair."
Goal: formation of the importance of one’s own efforts to achieve a common result. 1. Conversations about the work of adults. Observing the work of a nanny.
Goal: to reinforce in children the idea that the nanny sets the table with dishes and food for meals.
Tuesday
1. Self-care skills.
Goal: Continue to teach children to use a new scarf as needed.
1. Examination of pictures with labor processes. Observing the kitchen worker (from the window).
Goal: to develop knowledge that kitchen workers prepare food for children.
1. Group assignment. Game “Let's add separate multi-colored cubes (green and red).”
Goal: to develop labor skills, determine the destination.
1. Collective work in the play corner. Place strollers for dolls in the play corner.
Goal: to see the result of your work.
Wednesday
1. Work assignments.
Goal: to teach how to clean doll dishes by definition (plates, cups, pots, spoons, forks).
1. Conversations about the work of adults. Watching the nurse from the window.
Purpose: to introduce the profession of a nurse: she lifts children and writes out directions.
1. Self-care skills.
Goal: continue to teach children to use a napkin after eating and wipe their mouth.
1. Teamwork. “Let’s put together rubber and plastic balls.”
Purpose: to introduce the subject material; learn to put the balls in their places.
Thursday
1. Group assignments. Game "Get the doll in order."
Goal: to teach how to monitor appearance dolls
1. Conversations, looking at pictures. Look at the picture “Tanya the cook.”
Goal: continue to introduce the profession of a cook (cooks lunch, brings vegetables).
1. Didactic games to develop self-service.
Goal: learn to take off socks and sandals independently before going to bed.
1. Labor in the play corner. Game "Let's remove small toys."
Goal: to teach how to put toys away in the place designated by the teacher.
Friday
1. Collective work “We clean ourselves.”
Goal: to cultivate the desire to put away large Legos in the place designated by the teacher. 1. Work assignments. Game "Assignment".
Goal: learn to put your toys away and follow the teacher’s instructions.
1. Teamwork.
Goal: suggest that after playing with musical instruments, children should be put away in a place designated by the teacher.
1. Work assignments. Game "I am the most dexterous."
Goal: to cultivate the desire to place sports equipment in the place designated by the teacher.
November
Monday
Holidays
1. Formation of K.G.N. “Let’s show the bear how to wash his hands correctly.”
Goal: learn to lather your hands with soap until foam forms, rinse with water until the end. 1. Work assignments. “Let’s arrange our chairs before class.”
Goal: determine your place according to the teacher’s instructions.
1. Conversation about work. "Observing the work of a nanny."
Goal: to develop knowledge about the work of a nanny - she tucks in clean bed linen.
Tuesday
1. Examination of pictures with labor processes. Look at the picture “Tanya is our nurse.”
Goal: to introduce children to medical terms (iodine, brilliant green, bandage).
1. Group assignments.
Goal: to teach how to carefully fold baby books in the place designated by the teacher. 1. Teamwork. “Cleaning up the flower meadow.”
Goal: continue to teach how to remove large mosaics in the place designated by the teacher.
Wednesday
1. Conversations about the work of adults.
A conversation about the work of a carpenter.
Goal: to introduce the work of a carpenter: he repairs broken chairs for children.
1. Self-care skills. Didactic aids for fastening Velcro.
Goal: to cultivate interest in the labor process.
1. Teamwork. Purpose: To help the teacher put together a teaching manual after a lesson on artistic and aesthetic development.
Thursday
1. Labor processes in looking at pictures. Look at the picture “Misha is building a house.”
Purpose: to introduce the construction profession; learn to answer the teacher's questions.
“Fasten the button on the Tanya doll.”
Goal: to teach children to fasten buttons using the example of the Tanya doll; accompanied by explanation and training.
1. Labor in the play corner.
Goal: put the doll dishes in a certain place, placing it in the place designated by the teacher.
Friday
1. Teamwork.
Goal: To create a desire to clean up the sports corner. Learn to see the results of your work.
1. Work assignments. Instruct the boys to determine the location of the large rolling cars.
Goal: learn how to put things in order in your corner.
1. Teamwork. Offer to clean up the theater corner together with the teacher.
Goal: to teach how to put character toys in the place designated by the teacher.
December
Monday
1. Games for the formation of K. G. N.
Goal: learn to put your things neatly in a locker after a walk; consolidate labor skills.
1. Self-service game. Finger game “Washing hands”.
Goal: rub your palms rhythmically, imitating hand washing, and so on.
1. Work assignments. “Let’s put our shoes near the crib.”
Goal: as shown by the teacher, consolidate the ability to put shoes in the place designated by the teacher.
1. Didactic games and conversations about the work of adults. Observing the work of a janitor (from the window).
Goal: to continue to introduce the profession of a janitor: he removes garbage on the site.
Tuesday
1. Didactic games to develop self-service skills. Game "Doll Tanya brushes her teeth."
Goal: to teach children to brush their teeth in the morning using a doll as an example.
1. Examination of pictures with labor processes. Look at the picture “Doll Tanya - mom.”
Goal: continue to introduce your loved ones to work activities.
1. Group assignments. Place large and small mosaics into boxes.
Goal: to introduce children to work situations that require choice.
Goal: together with the teacher, place the manual in the designated place.
Wednesday
1. Group assignment. Instruct the girls to organize their lockers.
Goal: learn to fold things neatly.
1. Conversations about the work of adults. Observation of a builder (pictures).
Goal: learn to answer the teacher’s question “What is needed for work.”
1. Self-care skills.
Goal: Continue teaching children to use a napkin after eating.
1. Teamwork. Walk through the group.
Goal: continue to introduce children to order in the group; evoke a joyful mood from all possible help.
Thursday
1. Group assignment. Games with pyramids.
Goal: to create a desire to determine the place designated by the teacher.
1. Conversations, looking at pictures of work processes. Looking at the pictures “Misha the driver”.
Goal: to continue to introduce the profession of a driver and his work activities.
1. Didactic games to develop self-service skills. Game "Look at yourself."
Goal: determine your appearance in the mirror.
1. Labor in the play corner.
Purpose: to assist the teacher in distributing color mosaics; create a desire to work.
Friday
1. Teamwork. Game "Let's collect snowflakes in a basket."
Goal: to teach children to carry out simple tasks.
1. Work assignments. “Let’s prepare a treat for Tanya.”
Goal: to teach how to carry out instructions on children’s initiative and take care of their toys.
1. Teamwork. “Let’s help Tanya collect the toys in her locker.”
Goal: to develop safe action skills.
1. Work assignments. “Let’s help Misha put the cars in the garage (for the boys).”
Goal: to teach boys to put cars in their garage.
January
Monday
Holidays
Holidays
1. Work assignments in the group. “We’ll bring toys for Tanya’s doll.”
Goal: to form and distribute work assignments among peers.
1. Didactic games for formation. Conversations about the work of adults.
Conversation “A car came to pick up trash.”
Goal: to teach how to monitor the machine: it removes garbage on the site. The driver is at the wheel.
Tuesday
1. Group assignments. “Let’s wash Tanya’s pastel linen.”
Goal: to teach how to use substitute toys, distribute work assignments, and bring the job started to completion.
1. Collective work in the play corner. “Let’s show Misha the order in the construction corner.”
Goal: continue to teach the ability to carry out work assignments.
Wednesday
1. Self-care skills.
Goal: continue to teach children to wash themselves correctly, wash their hands and face, and dry with a towel.
1. Teamwork. Game "The cubes fell apart."
Goal: to develop interest in the actions of the teacher, the desire to actively help adults.
Thursday
1. Didactic games to develop self-service skills.
Goal: using teaching aids to teach children to lace shoes - to tie knots. 1. Labor in the play corner. “Let’s build a room for Tanya’s doll.”
Goal: to develop labor skills, learn to identify pieces of furniture in the place designated by the teacher.
Friday
1. Teamwork. Game "Mom's Helpers".
Goal: to interest girls in joint work activities, the desire to please their loved ones.
1. Work assignments. Game "Let's help Tanya set the table."
Goal: to learn to provide all possible assistance when setting the table. Strengthen work skills.
February
Monday
1. Self-service games. Didactic aids fasteners, zippers.
Goal: to strengthen the skills of fastening fasteners and zippers.
1. Games to form a group of groups.
Goal: Continue teaching children to use a towel as needed.
1. Work assignments in the group. Help the nanny - arrange chairs on the carpet for the lesson.
Goal: to provide all possible assistance.
1. Conversations about the work of adults. Conversation about the work of a builder.
Goal: continue to introduce the construction profession; clarify what kind of tools the builder uses.
Tuesday
1. Didactic games to develop self-service skills.
Goal: to teach children to take care of their appearance throughout the day and to enjoy clean clothes.
1. Examination of pictures with labor processes. Observing the work of a janitor (from the window) - he is removing snow from the area into large piles.
Goal: to cultivate a desire to help elders.
1. Work assignments in the group. Help the teacher - remove the chairs to their places at the table.
Purpose: carry out work assignments; see the result of your work.
1. Collective work in the play corner.
Goal: place colored pencils in certain places designated by the teacher.
Wednesday
1. Work assignments in the group. Game "We will help Misha."
Goal: consolidate the desire to help Misha build a house for his friends, put away the allowance after the game. 1. Conversations about the work of adults. A conversation about the work of a nanny - she makes the beds after sleep.
Purpose: to learn to observe the work of a nanny; cultivate respect for the work of a nanny. 1. Self-care skills.
Goal: to teach children to turn to an adult with a request to help eliminate shortcomings in their appearance.
1. Teamwork.
Goal: to help the teacher wash the jars after paint, and identify them in the places designated by the teacher.
Thursday
1. Group assignments. Identify your locker.
Goal: Continue teaching children to identify their locker and their belongings.
1. Conversations, looking at pictures of work processes. Looking at the picture “Tanya feeding the pigeons.”
Goal: to experience feelings of kindness towards our smaller brothers.
1. Didactic games to develop self-service skills.
Goal: to teach children to turn to an adult with a request to help eliminate shortcomings - comb their hair.
1. Labor in the play corner.
Goal: instruct the boys to clean up construction material to the place designated by the teacher.
Friday
1. Teamwork. Let's place the toys on the bench.
Goal: to consolidate labor skills, the ability to place toys sequentially on a bench.
1. Work assignments. Collecting toys using trucks.
Goal: to develop feasible work skills.
1. Teamwork.
Goal: to form in children careful attitude to things, toys, notice the mess and, on their own initiative, eliminate it.
1. Work assignments. Let's collect the paper under the table.
Goal: to continue to cultivate interest in work.
March
Monday
1. Self-service games.
Goal: when undressing before going to bed, continue to teach how to take off a dress or shirt, then shoes and hang it on a chair.
1. Formation game K.G.N.
Goal: Continue to teach how to use soap and put it back in the soap dish.
1. Work assignments in the group.
Goal: instruct the girls to help the teacher wipe with a wet cloth in the corner of the toys.
Holidays
Holidays
Tuesday
1. Didactic games to develop self-service skills.
Goal: continue to teach how to hang things neatly (dresses and shirts on the back of a chair, and put tights, socks and shorts on the seat of a chair.
1. Examination of pictures with labor processes. Examination of the painting “Who is doing what?”
Goal: consider the picture and determine the work assignments of your loved ones.
1. Group assignments.
Goal: instruct the boys to wipe the building material with a damp cloth.
Wednesday
1. Work assignments in the group. Game "Toys know their place."
Purpose: to attract attention that the toys are in disarray; make you want to help toys find their place.
1. Conversations about the work of adults. “We will help Tanya recover.”
Goal: determine that this process requires a doctor; consolidate knowledge about the medical profession.
1. Self-care skills.
Goal: Continue teaching children to find their towel and hang it up.
Thursday
1. Group assignments. Game "What happened to Tanya?"
Goal: continue to teach children to monitor the appearance of the doll; develop labor skills.
1. Conversations, looking at pictures of work processes. Look at the picture “Mom in the store.”
Goal: to consolidate knowledge about the profession of a seller: he sells products for the whole family.
1. Didactic games for self-service. Game "Yes or no".
Goal: Continue to teach children to answer the teacher’s questions:
Do children play in kindergarten?
Do children put away toys?
Do the children wash themselves?
Are children walking in the area?
Do they help the teacher?
Friday
1. Teamwork. Game "Clothes mixed up."
Goal: to learn how to distribute items of clothing depending on their purpose.
1. Work assignments. Help the teacher “Dress the doll Tanya for a walk.”
Goal: continue to teach how to put on a doll's clothes consistently.
1. Teamwork.
Purpose: to help remove toys in the music corner in places designated by the teacher
April
Monday
1. Self-service game. Making riddles: about a towel, soap, comb, as objects in the surrounding world.
Goal: learn to solve riddles.
1. Formation games K. G. N. Game “What do these objects do?”
Goal: to give children an idea of the objects around us: we eat with a spoon, we pour with a ladle, we drink from a cup.
1. Work assignments in the group. Game “Suddenly the dishes ran away.”
Goal: learn to find the place designated by the teacher for the dishes.
1. Didactic games, conversations about the work of adults. “Why did the toys leave the group?” (look at the pictures).
Goal: continue to teach children to restore order in the group.
Tuesday
1. Didactic games for self-service.
Goal: to teach children to take care of themselves after sleep: put on socks, tights and shoes.
1. Examination of pictures with labor processes. Examination of the painting “Children feeding the hen and chicks.”
Purpose: to give children a description of poultry; teach care, perform labor skills.
1. Group assignment.
Goal: invite the girls to prepare outfits for Tanya - iron the doll’s clothes; develop labor skills.
1. Teamwork. Place the sheets of paper for the activity on the shelves.
Goal: learn to find the place designated by the teacher.
Wednesday
1. Work assignments in the group. "Who feeds us."
Goal: to cultivate a caring attitude towards the work of a nanny - not to crumble crumbs under the table. 1. Conversations about the work of adults. Consider the tool of labor (with a hammer - we knock, with a saw - we cut, with a shovel - we dig, with a broom - we sweep).
Goal: expand knowledge about objects of the surrounding world.
1. Self-care skills.
Goal: continue to teach children to partially and independently dress for a walk, and seek help from a teacher.
1. Teamwork.
Goal: to teach how to help the teacher wash dishes for Tanya’s doll, using substitute objects.
Thursday
1. Group assignments.
Goal: Instruct the boys to repair cars using the right material.
1. Conversations about labor processes “They dropped the bear on the floor, tore off the bear’s paw.” Answer the question: who will cure the bear?
Goal: to continue to introduce children to the medical profession.
1. Didactic games for self-service.
Goal: continue to teach children to take off their shoes independently after a walk and put them on the shelf.
1. Labor in the play corner. Arrange the furniture for Tanya's doll in its place.
Goal: continue to teach how to maintain order.
Friday
1. Teamwork. Planting onions.
Goal: to involve children in planting onions, to provide all possible assistance.
1. Work assignments. Involve the children in watering the onions.
Goal: to provide all possible assistance - water the planted onions.
1. Teamwork. Provide assistance in watering garden plants on the windowsill.
Goal: to create a desire to care for plants.
1. Work assignments.
Goal: to teach how to help the nanny place bread bins under the bread and lay out spoons. Read E. Blaginina’s poem “Dine.”
Monday
Monitoring
Monitoring
1. Didactic games to develop self-service skills, conversations about the work of adults. Looking at the painting “Granny Knits Clothes.”
Purpose: to introduce children to the content of the picture; cultivate a friendly attitude towards the work of elders and loved ones.
Tuesday
1. Collective work in the corner.
Goal: to cultivate a desire to help put things in order in the corner: place toys in places determined by the teacher; develop work skills.
Wednesday
1. Collective work in a corner of nature. Assisting the teacher in caring for seedlings of garden crops.
Goal: learn to water carefully from a watering can.
Thursday
1. Labor in the play corner.
Goal: to cultivate a desire to assist the teacher in putting things in order in the physical education corner, to place the manual in the places designated by the teacher.
Friday
1. Work assignments. Didactic game"Assignment."
Goal: to consolidate the ability to clean up your closet, neatly fold things and put shoes on the shelf after a walk.
Literature
1) Agafonova L.P. – “Complex-thematic planning for the program “Childhood”, junior group I”, Volgograd, Uchitel publishing house, 2013.
2) Babaeva T.I. – “Basic general education program preschool education“Childhood”, publishing house “Childhood-PRESS”, 2013.
3) Golitsyna I.S. - “Perspective planning in kindergarten, junior group I”, 2013.
Target: to introduce children to the concept of “family”, the formation of a respectful attitude and a sense of belonging to one’s family, the cultivation of an attentive attitude and love for parents and loved ones.
Integration of areas: speech development, social and communicative development, artistic and aesthetic development.
Program content:
Social and communicative development: development of communication and interaction of the child with adults and peers, formation of readiness for joint activities with peers.
Speech development: development of speech as a means of communication, activation of the vocabulary, introduction to fiction.
Artistic and aesthetic development: development of children's creativity; cultivate an interest in music, a desire to perform simple movements to music; attract children to participate in entertainment as much as possible, develop the ability to monitor actions fairy-tale heroes, contribute to the formation of the skill of transforming into images of fairy-tale characters.
Preliminary work: making characters for a finger game, holding a finger game “This finger...”, reading the Russian folk tale “Turnip”
Material: flannelograph, photographs of parents, costumes for the staging of the fairy tale “Turnip”, selection of music for the physical education lesson “I bake, bake, bake...”.
Description of organized activities:
1. Organizational moment.
Educator: It was invented by someone simply and wisely -
When meeting, say hello:
Good morning!
Let's look at each other, smile and say: “Hello!” (Children say hello.)
2. Main part. Introducing children to the concept of “family.”
The teacher shows finger characters (family) from behind the screen.
Guys, look who came to us? Let's say hello. (The teacher shows the finger game “this finger...”, encouraging the children to finish the words.)
This finger is a grandfather - he shows his thumb with a finger toy - a grandfather.
This finger is grandma - the index finger is showing - grandma.
This finger is mommy - showing the middle finger - mommy.
This finger is daddy - shows the ring finger - daddy.
This finger I am showing the little finger with a child’s doll.
Here is my whole family - showing the characters with their hands raised high.
Educator. Guys, tell me who this finger is (children name each finger: grandfather, grandmother, father, mother, child).
Is grandpa the same as dad? Grandfather is gray-haired, there are wrinkles and folds on his face - he is old. Dad has no gray white hair, no wrinkles - he is young. Is my mother the same as my grandmother? (a similar comparison is made). And who is this? - child. (adult calls comparative characteristics.) This is a grandfather, this is a grandmother, this is a dad, this is a mother, this is a child (children, together with an adult, list the finger characters.) And together they are a family.
The teacher asks each child if he has a mother, father, grandfather, grandmother and what are their names? Does he love them? He clarifies that everyone has a family, in the family everyone loves each other and takes care of each other, helps each other.
The teacher invites the children to the flannelgraph, which contains photographs of each family, and invites the children to find and show their family. Children find and call their relatives by name.
The teacher invites the children to stand next to each other, look at their neighbor, and smile. These guys are so friendly. In kindergarten we also love, care, and help. The teacher offers to hug the children, to show how friendly we are and how much we love each other.
The teacher tells the children that there are many fairy tales about a friendly family and invites the children to play the Russian folk tale"Turnip".
Children are given roles: grandfather, grandmother, granddaughter, dog Zhuchka, cat Masha and mouse. The teacher tells a fairy tale, and the children perform actions in accordance with the text.
Educator. Now let's prepare a surprise for your mommy and daddy and grandma and grandpa for the whole family. We will bake a lot of pies with you.
Physical education lesson “I bake, bake, bake...”
I bake, bake, bake
The kids all have a pie
And for dear mother
I'll bake two gingerbread cookies.
Eat, eat mommy
Delicious two gingerbreads
I'll call the guys
I'll treat you to some pies.
3. Reflection.
Educator. Well done, kids! These are the wonderful pies we baked for our family. There were a lot of them. There's enough for everyone. Thanks for your effort!
On the topic: methodological developments, presentations and notes
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Methodological development. Summary of direct educational activities with children in the first junior group. Educational areas “Social and communicative development”, “Speech development”, “Artistic and aesthetic development”
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Lesson notes for the first junior group Educational area: Physical development Topic: “Visiting Bunny”
We are developing interestingly motor activity kids...
OPEN LESSON SUMMARY
ON SOCIAL-COMMUNICATION ACTIVITIES
IN THE FIRST JUNIOR GROUP (2-3 years old)
MBDOU No. 239
Educator: Grinkovskaya T.M.
Chelyabinsk
View: a game
Subject: " Moydodyr"
Target: to form basic ideas about cultural and hygienic skills.
Program content:
– develop children’s skill in using individual personal hygiene items;
– develop thinking, ability to analyze, compare;
– cultivate a culture of behavior and kind attitude towards each other.
Preliminary work: reading K. Chukovsky's book "Moidodyr".
Equipment: toys bunny and hedgehog, wonderful bag, soap, towel.
Progress of the lesson:
1.Educator:
Oh, guys, you know, today I was walking to kindergarten and on the way, right next to our bush, I met a bunny. He sat all grimy and cried. I asked him what happened, why are you so upset, and what did you get all dirty in? And here, guys, is what the bunny told me.
It turns out that our bunny was invited to his birthday by a hedgehog. The bunny thought for a long time what to give the hedgehog and finally came up with: “What if I give my friend a drawing that I draw myself?” He took a large sheet of paper, paint and a brush and began to paint. The bunny was trying so hard to draw something interesting that he didn’t notice how he was all covered in paint. He began to wash off the paint with dew, but nothing worked. So the upset bunny walked through the forest and cried, and at that time a squirrel ran past and asked him: “Bunny, what happened to you?” He told the squirrel everything.
Oh, you know what the squirrel said: “Today I was walking through the forest and found some kind of bag, maybe it will be useful to you? I just don’t know what’s in it.” “Thank you,” the bunny said to the squirrel, and then he came to us to ask for help. Well, guys, let's help the bunny?
Children: Yes
2. Game "Magic bag".
Educator:
So don’t worry bunny, the guys will definitely help you. Come on, give your bag here, maybe the guys know what’s in it.
I slowly take out the wonderful bag and take out the soap from it.
Educator:
Come on, kids, look, what is this?
Children: Soap.
Educator:
Why do we need soap?
Children: To wash, soap your hands.
Educatorb:
Well done guys. Oh, is there anything else in the bag? (takes out a towel)
What is this?
Children: Towel.
Educator:
Why do we need a towel?
Children: To dry yourself.
Educator:
Well done. Guys, now let’s show our bunny how to properly wash and dry himself with a towel, and also help our bunny wash off the paint.
Let's go to the washroom.
Educator:
Look, bunny, now we will show you how to wash yourself properly, and you remember everything and wash with the guys.
Use of artistic words:
We know, we know yes - Yes Yes,
Where is the water hiding here?
Come out, water, we came to wash ourselves.
Okay, okay, wash your little ones with soap.
Educator:
Well done guys, I see you all washed your hands well with soap and dried them with a towel. Oh, look, our bunny is completely unrecognizable.
While the children are washing, wash the bunny with them or replace it with another equally clean hare.
Educator:
The bunny also washed his face with you, and look how clean and tidy he became, it’s nice to see.
I suggest the children return to the playroom.
3. Physical education minute.
Educator:
Guys, let's play with our bunny.
The gray bunny washes himself,
Apparently going to visit:
I washed my mouth, I washed my nose,
I washed my eyes, I washed my forehead,
I washed my hands, I washed my feet,
I washed my ear and dried it.
(action is performed according to the text)
3. Story game"Visiting the Hedgehog"
Educator:
Is there something the bunny wants to tell me?
And the bunny says thank you and invites you to go with him to the hedgehog. Well, shall we go?
Children: Yes
Result: This activity contributes to the development of cultural and hygienic skills of children of the first junior group (2-3 years).
Summary of direct educational activities on social and communicative development in the first junior group
Subject:"Vegetables for the Bunny"Prepared and conducted by: Trusevich Z.S., teacher of the first qualification category
Tasks:
1. Clarify children’s ideas about vegetables.
2. To develop children’s ability to listen to the teacher.
3. Enrich children's vocabulary with adjectives and verbs: red, hard, tasty, crunchy, grated, green, long.
Materials: Bunny toy, basket, napkin, grater, vegetables: carrots and cucumber, plate with pieces of carrots and cucumber on skewers, disposable spoons, empty plate.
Progress:
A crying bunny enters the group.
Educator: What happened to you?
Bunny: I collected vegetables from the garden and brought them to the kindergarten. I don’t remember where I put it?
The bunny is crying again.
Educator: Guys, let's help the bunny find his basket!
The children find a basket with vegetables, the bunny rejoices.
Bunny: Thank you guys for my basket! Do you want to see what lies there?
Children: Yes.
The teacher sits the bunny next to the basket and opens it. He takes out carrots.
Educator: What is this?
Children: This is a carrot.
Educator: What color is it?
Children: Red.
Educator: Is the carrot long or short?
Children: Long.
Educator: Who ate the carrots? Do you think it is hard or soft?
Children's statements.
The teacher invites the children to touch the carrots.
Educator: Are carrots hard or soft?
Children: Solid.
Bunny: And I still have one vegetable in my basket! He takes out a cucumber.
Educator: This…
Children: Cucumber.
Educator: Cucumber, what color?
Children: Green.
The teacher invites the children to touch the cucumber.
Educator: Is a cucumber hard or soft?
Children: Solid.
Educator: Is it long or short?
Children: Long.
Educator: Do you think cucumber is tasty?
Children's statements.
Educator: Do you want to try it?
Children: Yes!
The teacher treats the children with slices of cucumber.
Educator: The cucumber is tasty, hard, crunchy. Repeat Dasha.
And so all the children repeat the words after the teacher.
Educator: Why is that bunny lying in your basket? He takes out a grater.
Bunny: Don't know.
Children: This is a grater.
Bunny: What are they doing to her?
Children's versions.
Educator: That's right guys, they grate vegetables. Let's grate our carrots.
The teacher rubs carrots and treats the children.
Educator: Are carrots sweet? Delicious? Is it crunchy? Hard? Gets children to repeat words.
Educator: Help yourself to a carrot bunny.
The bunny eats, saying: the carrots are tasty, sweet, crunchy, hard.
He thanks everyone for the treats, says goodbye to the children and leaves.
