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Creative project for children of the first junior group "Toys"

Creative project for the 1st junior group "Toys".

Project content:

Our kindergarten works according to the program "From Birth to School" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. In accordance with the program, it is necessary to teach children of the 1st junior group

listen, understand short and accessible author's poems by A. Barto from the "Toys" cycle. To teach children to recite lines of poetic text by heart and perform simple actions that are mentioned in the poem.

Within the framework of the project, close cooperation with parents is planned - learning A. Barto's poems with the child, making creative works for the author's work together with children.

Problem:

Children do not know A. Barto's poems from the "Toys" cycle, speech is poorly developed.

Objective of the project:

To acquaint and learn the poems of Agniya Barto. Create conditions for joint creativity of children and parents through joint activities. Formation of expressiveness of speech, coherent speech.

Interaction with parents in the process of learning A. Barto's poems.

Project objectives:

Develop a system of classes, events, taking into account the new requirements of the Federal State Educational Standard;

Create a work program;

Create conditions for project implementation;

Learn A. Barto's poems from the "Toys" cycle, work on expressive

speech quality;

Informing about the project and attracting potential customers-parents in order to reveal the creative abilities of parents;

Development of fine motor skills through finger games, creation of works in various ways(semolina, plasticine, napkins).

Estimated result of the project:

Enrichment of the material and technical base of MBDOU;

Improving Efficiency pedagogical activity, improvement

quality of educational services;

An increase in the number of parents who used the services of our preschool educational institution;

Development of the creative potential of parents;

Children easily and expressively recite poems, using finger gymnastics;

Design of an exhibition of works based on A. Barto's poems;

Presentation "Toys".

Project participants:

Children, teachers, parents of pupils.

Implementation timeline:

The project includes 3 stages:

Stage 1 - preparatory stage:

Create game motivation, pick up poems by A. Barto;

Drawing up a work plan for the implementation of the project;

Select project participants (children, parents) and those to whom to turn for help;

Selection of poems for each child;

Consultation for parents "How to teach a child to memorize poetry";

Consultation for parents "Games between times".

Stage 2-main:

Conducting GCD and events in educational areas: artistic creativity, physical education, reading fiction, communication, safety, knowledge;

- design of the album "My toys";

Development of fine motor skills - learning finger games;

Making a photo exhibition;

Competition of crafts from plasticine "I sculpt from plasticine."

Stage 3-final:

Participation in the entertainment "We love to play",

Design of the exhibition of works "My toy",

— project presentation.

Perspective plan of NOD.

Interim reports of project implementation.

Preparatory stage:

At the preparatory stage, she set a goal and defined the tasks of the project.

Picked up poems for each child. Conducted consultations and meetings with

parents, drew up a plan of project activities.

Milestone Report:

We carry out planned activities;

- designed the album "My toys";

Learning finger games;

Telling poems based on a picture;

Coloring pictures on the topic;

Designed a photo exhibition - "My favorite toy";

We held a contest of crafts from plasticine "I sculpt from plasticine."

Final stage report:

We are preparing for the holiday "We love to play." Parents actively help, fix poems, prepare costumes for children. Work is also underway to prepare an exhibition of children's works "My toy".

GCD abstracts from the project.

1. “Introduction to the book by A. Barto “Toys”

Target: Showing children's interest in books. Formation of careful handling of books.

Tasks:

1. Educational: Looking at the book, admire the colorful illustrations, naming who is depicted.

2. Developing: To develop interest in books and looking at illustrations in them.

3. Educational: Cultivate a caring relationship with books. To attach to a cheerful joyful mood.

Methods and techniques:

1. Visual: A. Barto's book "Toys", animal toys: a horse, a hare, a bear, a bull, a ball.

2. Verbal: Questions, teacher's story, explanation, guessing riddles, reading poems, looking at illustrations and toys.

3. Game: The game "Hare" "Bear" "Horse" Game exercise - the goby is swinging.

4. Using I.K.T.

Move directly educational activities:

1. Organizational moment.

Showing children A. Barto's book "Toys" with colorful illustrations. The teacher's story about the book and careful attitude to the book, and about who wrote funny poems in it.

Game reception:

"Horse" comes to visit the children. Children examine the toy, listen to the poem about the horse, repeating it after the teacher, clearly pronounce the words. We offer the children a game, we run like horses, the children run high raising their legs with the words “Tsok-Tsok”.

This is how the horse rides.

The teacher's story about how she found a wet bunny on the street which was wetted by rain. Here is this bunny, look how wet it is. Children stroke the bunny, sympathizing with how cold he is. Offer to help, dry the bunny in the sun. Children are invited to read a poem about a bunny if they find it difficult to read it all together.

Children while the bunny dries, we will play the game "Hare-ermine"

A game:

Hare-ermine, there is nowhere for the hare to jump out, the fences are high all around, and the hare's legs are short.

Come on, bunny lope - lope, in front of us sideways - sideways.

Come on, bunny, turn around, whoever you want to bow to.

Further in the book, they consider a bear with a torn off paw, and I read a poem about a bear to the children. I show the toy bear, which was dropped on the floor and its paw was torn off, and together with the children we repair the toy, read the poem all together and rejoice that everything is fine with the bear.

Game: "Bear" (To the music with singing)

The bear walked through the forest, stomped along the path.

He dozed off under a bush, did not touch anyone.

And the guys came to the forest, they saw the bear.

They stomped their feet, they told the little bear.

Bear play with us, and catch up with the guys.

(A child with a bear toy catches up with the children.)

Reading a poem: "Goby" (with a show of how the goby walks along the plank, sways and groans that now it will fall)

Invite the children to help help the bull to build a long path from building material.

Children build a path and read a poem.

Show the ball to the children, examine it. The ball is large, round, multi-colored, play with the ball, roll the ball.

Reading the poem "Ball" (we memorize the poem with children)

Pour water into the container, and put the ball into the water, the children watch how the ball floats and does not sink. Concluding: The ball is rubber, it does not sink.

Read the poem in unison.

Consider the illustrations again, naming who is shown in the pictures and reading poetry with the children.

Give a book to children. Books must be handled with care.

Carefully put on a shelf in a book corner.

Reflection:

Invite the children to take the toys that came to visit the children to read poetry and take them off to play.

(2) "Toys".

Target : Cultivate a sense of empathy, respect for toys, accuracy.

Preliminary work: Reading poems by A. Barto "Toys", conversation "My toys".

Course progress.

Guys, we have a beautiful box in our group. This box contains toys.

They are abandoned, offended. Do you want to see them? (Yes)

And to look at them, you need to solve riddles:

- a toy that sends a bow (Elephant)

- a toy that got wet in the rain (Bunny)

- a toy that walks, swings (Bull)

- a toy whose paw was torn off (Bear)

- a toy that was knocked over by a cat (Truck)

Children guess riddles and recite poems by A. Barto from the "Toys" cycle.

Conversation:

- Guys, tell me, can I tear toys? (it is forbidden). Why not? (They get hurt. They get offended too)

- Guys, can I leave toys on the street? (No. There will be no toys left)

- Guys, how do you play with a typewriter so that it does not break? (You need to roll her by the rope, you can’t lie down on the typewriter)

- Guys, so that our toys are always beautiful, what should we do? (Wash, brush)

- Guys, you need to take care of toys: you need to play carefully so that they do not fall. And if they fall, what can happen? (May break, break, get dirty)

So we helped the toys. They rejoice.

But they are still sad: after all, each toy has its own place.

After the games, we put all the toys in their places.

Let's take them to their places on the shelves of the locker.

And to make it more fun for us, we will spend a physical minute with you:

Now guys get up.

Raise your hands slowly

Squeeze your fingers, then unclench,

Hands down and so stand.

Lean right, left.

And get back to work.

Here they are - shelves for toys. Arrange your toys on the shelves (Children arrange toys).

Guys, every toy has its place. Toys must be protected: they must not be broken, thrown, left.

Toys are very happy: you are great - you put the toys in their places. Now you know that you need to play carefully and take care of your toys. Toys say thank you.

(3) Speech development lesson “Introduction to the poem by A. Barto “Bunny”

Target:

- Introduce children to the content of A. Barto's poem;

- To develop in children a sense of empathy, a desire to help someone who needs help;

Encourage children to complete sentences on their own;

Learn to be kind to each other

Teach children to answer simple questions.

Equipment:

A. Barto's book, a soft bunny toy, an illustration for a poem about a bunny, a physical minute.

Lesson progress:

1. The teacher reads A. Barto's poem "Bunny"

Vos-l: Guys, tell me, “Who are these poems about? » (About a bunny)

- Who left the bunny on the street (children's answers)

- Why did he get wet (children's answers)

- Why do you think the bunny could not get off the bench (children's answers)

- Did the girl do well that she left the bunny in the rain (children's answers)

Children, don't you forget your toys on the street (children's answers)

And who will tell me how to treat toys? Is it possible to scatter them (children's answers)

Guys, do you feel sorry for the bunny (children's answers)

2. The teacher reads the poem again and invites two children to tell it. “Masha will tell you who left the bunny on the bench, and Makar will tell you where the bunny got wet.

And Dasha will tell the whole poem in its entirety (and 1-2 more children), they say phrases after the teacher.

The teacher praises the children.

Vos-l: Well done guys, you coped with the task!

And now we will rest a little.

3. Physical Minute.

Come on, bunny, come out!

Come on, gray come out (bunny came out)

Bunny, bunny, dance (bunny is dancing)

Come on, gray, dance!

Clap your hands (clap your hands)

Stomp your feet (stomp your feet)

And spin around a little (turn around)

Bow low to all of us. (hare bowed)

4. Well, guys, we had a rest, and now let's guess who we are talking about: “He gnaws carrots, runs away deftly from a fox and a wolf.” (bunny)

The teacher shows the bunny a soft toy - Who is it?

Tell me which bunny (small, fluffy)

What color is our panty (gray, white)

Remember the guys, as the poem said.

Bunny, abandoned by the hostess,

Bunny left in the rain

Couldn't get off the bench

Wet to the skin!

5.-Children, so tell me, please, who threw the bunny? Children: (hostess)

Feel sorry for the bunny? - (Yes)

What bunny was sitting on the bench?

Wet, dirty, cold, he must be cold right? - (Yes)

So let's warm it up, shall we? (Let's)

6. Finger gymnastics:

"Cabbage"

We chop cabbage (we chop with hands)

We three carrots (three hands)

We salt cabbage (salt with fingers)

We shake cabbage (we shake hands)

Guys, it's time for the bunny to leave, let's say goodbye to him.

Children: Goodbye bunny.

Vos-l: Guys, let's tell the bunny to come to us more often.

Children: Bunny come to us again.

Vos-l: Bunny will definitely come to us again.

Well, our little adventure about a bunny has come to an end, did you like it? (Yes)

(4) Lesson in fiction "A. Barto's poem "Bunny"

Subject: "A. Barto's poem "Bunny""

Goals: Expand the emotionality and figurativeness of the perception of A. Barto's poem "Bunny", repeat a familiar poem.

Tasks: 1. Help remember A. Barto's poem "Bunny" from the "Toys" cycle;

2. Continue to learn to coordinate words in sentences, give the opportunity

tell the poem in full

3. Develop memory, cultivate respect for toys.

Material : a soft toy "Hare", a book by A. Barto "Toys", a picture depicting a poem by A. Barto "Bunny".

Lesson progress

Organizing time.

- Children, guess who should come to visit us today?

Reading the riddle

"Long ears,

fast legs,

Jumping smartly

loves carrots"

(Bunny)

- Well done, guessed it!

- Guys, but look, the bunny is wrapped in a towel. He's all wet. What happened to the bunny? Listen carefully to how this is described in the poem by A. L. Barto.

Main part .

Reading a poem.

The hostess abandoned the bunny

A bunny was left in the rain.

I couldn't get off the bench.

Wet to the skin.

Now take a close look at the picture, what is there?

- Who left the hare in the street?

Why is the bunny wet?

Why couldn't the bunny get off the bench?

Is it possible to throw toys on the street?

What should a girl do after playing with a toy?

- Our hare was offended by his mistress. He felt so bad in the rain. Have pity on the bunny. (Invites children to hold a toy in their hands, stroke it, say kind words).

Generalization.

- Do not scatter toys. Each toy has its place. You need to remember:

“played with a toy - put it away”, otherwise the toys may be offended and leave us.

- Guys, tell me, what do bunnies like to eat? (Carrot cabbage)

- What about bunnies? (Bunny cowards)

- Where do bunnies live? (In the woods)

How much do you know about rabbits? Now let's play with our bunny.

finger game"Bunny".

Bunny has long ears

They stick out from the bushes.

He jumps and jumps

He amuses his bunnies.

Outcome.

Who came to visit us today?

- What happened to the bunny?

(5) Summary of a lesson on reading fiction.

A. Barto "Elephant".

PROGRAM CONTENT

Goals and objectives:

Educational - to form cognitive interest and the ability to listen carefully, increase the level of speech activity.

Teaching - to teach children to consider a picture, answer questions about its content, formulate simple conclusions. Clarify children's ideas about the two parts of the day day-night.

Developing - to prepare children for compiling descriptive stories, to develop coherent speech.

Materials and equipment:

Easel, visual aid "Elephant" by L. B. Fesyukova, audio recording of a lullaby, stickers with animals according to the number of children.

Lesson progress

Children sit in a semicircle, in the center of which is an easel with a picture (it hangs with the picture down).

The teacher makes a riddle:

Lots of power in it.

He is almost as tall as a house,

gray fat giant

Nose like a long crane

He will ride on his back

Mischievous, eared ... (elephant)

The teacher flips the picture. Invites the children to come up and look at the picture "Elephant" (children approach the easel with the picture, stand in a semicircle)

Teacher questions about the picture:

What time of day is shown in the picture? (Children's choral answers with an explanation: it's dark, the moon is shining, the toys are sleeping.)

- Who do you see in the picture? (children's chorus answers)

Why do you think the elephant is still awake? What is he thinking about? (individual answers of children. Mark the most interesting and well-formulated options)

- Maybe he remembers the mother elephant and waits for her to come to him and sing a lullaby?

- Show how you sleep.

An audio recording of a lullaby sounds and the teacher reads A. Barto's poem "Elephant":

Time to sleep! The bull fell asleep.

Lie down in a box on a barrel.

Sleepy bear went to bed

Only the elephant does not want to sleep.

The elephant nods its head

He sends a bow to the elephant.

The teacher asks the children to “wake up”, says that in the morning, when they wake up, they need to do exercises, and spends a physical education session.

Physical education "Charging"

Every day in the morning we do exercises. (walking in place)

We like to do it in order:

It's fun to walk, raise your hands (imitation of movements)

Squat and stand up, jump and jump.

Summary of the lesson:

- You all listened carefully, answered questions, and therefore the baby elephant gave you gifts (stickers with images of animals). Each child chooses the sticker that he likes the most.

(6) Summary of the lesson on acquaintance with the work of A. Barto on the topic: “Here is winter, it’s white all around ...” “Snow”.

Lesson objectives:

- to teach children to listen carefully to the text that the teacher says, adding (inserting) words that are suitable in meaning;

- to learn to pronounce the words of the poem while reading it by the teacher;

- teach children to perform appropriate movements (gather in a circle, “spin like snowflakes”);

- make children want to play the game “Where is the snowflake? »;

- to create a joyful, good mood.

Equipment : white hats and white handkerchiefs.

Lesson progress . Children sit on chairs in a semicircle.

caregiver. It's winter outside, it's cold. We are going to walk. What will we wear?

Children(in chorus). Warm tights, leggings, sweaters, warm jackets, hats. (The teacher helps the children answer correctly).

Educator. That's right, guys. We put on warm clothes. Masha's jacket is red, and Dima's is green. Artyom has a black fur coat, and Sonya has a red jacket with a fluffy collar like a pussycat. (Children repeat the names of clothes after the teacher). We took crumbs and grains with us. Why did we take them?

Children ( chorus). Feed the birds.

Educator. Birds are cold in winter, there is little food. Tell me, guys, where do we put the grains?

(The teacher can individually address the child with a question).

Children. Under the bush Educator. Where else? (The teacher draws the attention of the children to the fact that you can make a bird feeder and put grains there). Let's feed the birds. (Children show by actions how they will feed the birds).

There is a finger game.

Text and Movement

Rolled along the path

Multicolored peas. (Light tapping on the knees is performed with the fingertips of both hands, depicting rolled peas).

The birds are pecking merrily

They don't give us peas. (The fingers of both hands gather into pinches, with which we “peck” imaginary peas).

Give me a pea!

I'm so pretty!

(With both palms we stroke ourselves on the cheeks or on the head).

Educator. So we fed the birds. Well done! Now listen to the poem of the poetess Agnia Lvovna Barto “Snow”, but first we stand in a circle and turn into snowflakes.

(Children stand in a circle, the teacher puts white hats and white handkerchiefs prepared in advance on the children).

Snow, snow is spinning, The whole street is white!

By pronouncing these words, the teacher makes circular motions hands. We gathered in a circle, spun like a snowball. Children are spinning. The teacher reads the poem again. When the last lines are read, the children begin to spin. While they are spinning, the teacher hides the baby snowflake.

Educator. See where the snowflake flew into?

Children(in chorus). Under a chair. The teacher reads the poem several more times, and each time hides the snowflake child (behind the closet, on the carpet, behind large soft toys, etc.)

caregiver. We played well, guys, now we'll have a rest. The teacher invites the children to sit on the chairs, listen to the poem again, remember it and repeat it with it.

Entertainment for parents.

"We love to play."

Dramatization of Agnia Barto's poems in the first junior group.

Children in costumes enter the hall to light music and sit on chairs.

Educator:

We have a lot of interesting and favorite toys in our group. Let's show our guests what toys we have and how we play with them. We have a toy that we love to play with, it's a goat.

Masha comes out to the music, leading a boy (Zhenya), dressed in a goat costume, by the hand.

The girl reads the verse "Kid":

I have a goat

I will feed him myself.

I am a kid in a green garden

I'll take it early in the morning.

The kid leaves the mistress and sits down at the stumps. The girl reads:

He gets lost in the garden

I will find it in the grass.

The girl walks in the garden, looking for a kid. Finds a goat behind a stump, hugs, becomes in the center. They hold hands and spin, rejoicing, bouncing. Then the girl takes the kid by the hand and they leave.

Educator:

We also have a bunny. Let's play with the bunny.

Dasha enters the stage to the music, leading Rinat by the hand, dressed in a bunny costume. They go out effortlessly, stand in the center facing each other, take hold of the handles and spin around. Then they sit on a bench, dangle their legs, shake their heads.

Suddenly it starts to rain (melody). Dasha takes an umbrella, opens it, raises it above her head and runs away. There is only one bunny left on the bench.

Four children run out onto the stage with “sultans” in their hands, depicting rain. They wave "sultans", circle around the bench on which the bunny is sitting. Then they surround the bunny, wave "sultans" over the bunny, and run away.

Varya enters the stage and reads the poem "Bunny":

The hostess threw the bunny, -

A bunny was left in the rain.

Couldn't get off the bench

Wet to the skin.

After reading the poem, Varya takes the bunny by the hand, and they leave the stage.

Educator:

And now we will play the game "Grey Bunny"

A game :

A gray bunny sits and moves its ears,

Like this, like this, he moves his ears.

It’s cold for a bunny to sit, you need to warm up your paws.

Like this, like this, you need to warm up your paws.

It’s cold for a bunny to stand, a bunny needs to jump.

Like this, like this, the bunny needs to jump.

Someone scared the bunny, the bunny jumped and galloped away.

Children with words perform movements.

Educator:

Let's show our guests what other toys we have that we love to play with. We have a big plane.

Makar comes out with an airplane, reads the poem “Airplane”, while simultaneously imitating movements:

We will build the plane ourselves, (Holding the plane high above the head, spinning)

Let's fly over the forests.

Let's fly over the forests

And then back to mom. (walks up to his mother)

Educator:

Do our kids want to play airplanes too?

All children repeat the poem and movements, run up to their mothers.

Educator:

We also have a bull. Zhenya B. recites a poem

"Bull"

A bull is walking, swaying, (Steps in place, showing how the bull walks) Sighs on the go:

Oh, the board ends, (He grabs his head with two handles and shakes his head)

Now I will fall! (Jumps in place)

(Wishing children repeat the movements with Zhenya).

Educator:

We also have a horse that we love to ride.

Ilya recites the poem "Horse".

I love my horse (Points to my horse with one hand)

I'll comb her hair smoothly, (strokes her hair)

I smooth the tail with a comb (Smooths the tail)

And I'll go on horseback to visit. (Rides a horse)

Educator:

Let's ride like horses and tinkle. Well done.

(Children perform movements to the music).

Educator:

We also love to play with the ball. Masha will tell the poem "The Ball".

Our Tanya is crying loudly:

Dropped a ball into the river.

- Hush, Tanechka, don't cry: (The teacher approaches the crying girl and strokes her head),

The ball will not sink in the river.

Ball game: children and parents.

Educator:

And now it's time to return to the group (parents and children leave)

Group drinking.

finger games

1 "Leaves"

We are sweeping the paths
We collect leaves in heaps,
To walk, kids
Have fun from the heart!
Oh, tired - Let's rest
And let's go home soon

2 "Helpers"

Here are my helpers
Turn them however you want.
Do you want this, do you want this?
Don't get offended at all.

3 "Cabbage"

We chop cabbage - chop,
We salt cabbage - salt,
We three - three cabbage,
We press cabbage - we press.

4 "Flowers"

Flowers bloomed in the garden
Unprecedented beauty.
Flowers reach for the sun
Five magic petals.

5 "We played, we drew"

We played, we drew
Our fingers are tired.
You jump, fingers,
Like sunbeams.
Jump - jump, jump - jump,
They jumped on the meadow.
The wind shakes the grass
Left - tilts right.
You are not afraid of the wind, bunnies,
Have fun on the lawn.

6 "We were painting"

We drew today
Our fingers are tired.
Shake our fingers
Let's start drawing again.

7 "Fingers-soldiers"

The commander called the soldiers:
"Stand together in a row!
The first stood up, followed by the second,
Nameless, quickly get in line!
And the little finger is very small,
He was a little late.
Fingers stood up - "Hurrah!"
It's time to go to the parade.

8 "Boat"

I will press two hands
And I will swim across the sea.
Two palms, friends, -
This is my boat.
I'll raise the sails
I will swim in the blue sea.
And on the stormy waves
Fish swim here and there.

9 Grasshopper

I walk along the path
And the grasshopper jumps beside
I bend down and take it in my hands
He doesn't need to jump here.
Let him sit better in the grass:
There he'll be all right

10 "Wave"

The full moon shines -
Waves follow the moon
The wind blows in space
And all night the sea is worried ...
Waves of calm measured noise
Lulls the idle mind...
But it's bad to sleep for so long -
It's time for us to get up.

11 "Fish"

The fish are having fun
In clean warm water.
They will shrink, they will unclench,
They will bury themselves in the sand.

12 "Five Fingers"

There are five fingers on my hand
Five graspers, five holders.
To plan and to saw,
To take and to give.
They are not difficult to count:
One, two, three, four, five!

13 "Friendship"

Friends in our group
Girls and boys.
We will make friends with you
Little fingers.
One two three four five.
Five, four, three, two, one.

14 "My Family"

This finger is a grandfather
This finger is a grandmother,
This finger is daddy
This finger is mommy
This finger is me
That's my whole family!

15 "Bunny".

Bunny has long ears

They stick out from the bushes.

He jumps and jumps

Short term project in the first junior group

SUBJECT : "TOYS"

Prepared by: Golovenkova M.A.

Project type: research and creative

Project type: short term (5 days)

Project participants: children 2-3 years old, educators, parents of pupils.

Project relevance: The reason for organizing and carrying out this project was the fact that by focusing on televisions and computers, children began to communicate less with adults and peers, and communication greatly enriches the sensual sphere. Modern children have become less responsive to the feelings of others. Therefore, work aimed at the development of the emotional sphere is very relevant and important. The game provides great opportunities for the development of the emotional sphere of the baby.

At an early age, the basis for the formation of a child's personality is subject-game activity. Having passed it, it is impossible to count on the full maturation of a person.

The game is one of those activities that are used by adults in order to educate preschoolers, teaching them various actions, ways and means of communication. In the game, the child develops those aspects of the psyche that determine how much later he will succeed in his studies, work, how his relationships with other people will develop; in the game, significant transformations take place in the intellectual sphere, which is the foundation of personality development.

The source of the accumulation of sensory experience at an early age is a toy, since it is on a toy that a child transfers all his human feelings.

It is necessary to take care of toys so that the child can organize the game.

A toy is not just fun. Giving toys was a common custom - a gift brings health and well-being to a child. But, we began to notice that children are throwing toys, tearing them from each other, they do not see that the toys are lying around. And so it was decided to create a toy book based on the work of A. Barto. It is important to develop a habit in the child to take care of the toy, carefully fold them, removing them after the game. It is advisable to teach him to share toys when playing with peers, to give toys that he made himself to other children. Let the child feel the joy of giving pleasure to another.

At each age, a child needs toys that are different in their subject matter: plot toys (dolls, animal figurines, furniture, dishes); technical (transport, designers, technical units); toys - "tools" (scoop, hammer, screwdriver, sweeping brush, rake toys with a spade - in a word, toys that imitate the simplest means of labor for adults); toys - fun; theatrical, musical, sports toys for children of all ages. Large-sized toys with which the child plays not on a table, not on a carpet or sofa, but on a spacious yard area or in a large playroom (scooters, children's pedal cars, tractors, large easily transformable constructions for building in the yard contribute to the fight against physical inactivity, teach the child movements and orientation in space).

Project goals:

1. creating conditions for the formation of a holistic picture of the world in children through cognitive research activities

2. Theoretically and experimentally substantiate the pedagogical conditions that, in their totality, ensure the success of the development of emotional responsiveness in children early age in the process of formation of cognitive activity to toys.

3. accumulate and enrich emotional experience, develop speech, enrich vocabulary.

4. Develop visually - actionable thinking, stimulate the search for new ways to solve practical problems with the help of various objects (toys, household items).

The project is based on the following hypothesis: we believe that the development of emotional responsiveness in children younger age in the process of forming cognitive activity for toys, it will be successful if:

create conditions for psychological security, emotionally positive atmosphere during joint gaming activity teacher with children;

the subject-developing environment corresponds to the age and individual characteristics of children;

develop emotional responsiveness in the context of cognitive activity to toys;

use methods of pedagogical integration.

lay the foundation for the formation of a caring, friendly attitude towards toys.

In accordance with the goal and hypothesis, we have determined the followingproject tasks :

For kids:

1. To reveal the essence and features of the subject-representative game of young children - to teach to carefully examine toys, enrich vocabulary, develop phrasal and coherent speech skills, encourage statements;

2. to develop the perception of children, to promote the connection of perception with the word and further action; to teach children to use words - names for a deeper perception of the various qualities of the subject;

3. improve the level of accumulated practical skills: encourage children to use various ways to achieve the goal, stimulate further incentives and "discoveries".

4. educate the desire to take care of the toy and take care of it.

For the educator:

1. Support the child's desire to actively engage in communication, speak out;

2. Develop an emotional response to your favorite literary work through a plot-representative game; encourage the child to repeat words and phrases from familiar poems after the teacher.

Expected results:

Children:

1. show interest in experimenting with various toys;

2. acquire knowledge about the properties, qualities and functional purpose of toys;

3. show kindness, care, respect for toys;

4. the speech activity of children increases in different types activities;

Parents:

1. enrichment of parental experience with methods of interaction and cooperation with the child in the family;

2. Increasing the competence of parents when choosing a toy.

Stages of project implementation:

I. Preparatory stage:

1. Determination by teachers of the topic, goals and objectives, the content of the project, predicting the result.

2. Study the psychological and pedagogical literature on the topic:

“Features of the development of object-representative play in young children.

3. Selection of toys.

4. Conversation - consultation with parents on the topic: "How do I play at home."

II. The main stage of the project implementation:

PROJECT ACTION PLAN

1 day

1. "Our Tanya"

1. Examination of the ball - whether it sinks or not in water (in the form of an experimental activity). (Appendix 4,)

2. Reading and playing out A. Barto's poem "Our Tanya". (Annex 8)

3. Playing with the doll "Let's treat the doll with tea." (Appendix 5)

4. Outdoor game "Roll the ball through the gate" (Appendix 2)

5. Physical minute "Girls and boys" (Appendix 6)

6. Finger game "Our Tanya" (Appendix 3)

7. Outdoor game "My cheerful sonorous ball" (Appendix 2)

2 day

2. "Machine"

1. Inspection of the machine. "Truck" (Appendix 4)

2. The mobile game "Sparrows and the car." (Annex 2)

3. Reading and playing out A. Barto's poem "Truck". (Appendix 4.8)

4. Drawing "Road for the truck." (Annex 4)

3 day

3. "Airplane"

1. Inspection of the aircraft. "Examination of the toy aircraft" (Appendix 4)

2. Reading and playing out A. Barto's poem "Airplane". (Appendix 8)

3. Mobile game "Airplanes". (Appendix 2)

4. Finger game "Airplane" (Appendix 4)

Day 4

4. "Bunny"

1. Examination of a hare. "Introduction to the hare toy" (Appendix 4)

2. The mobile game "A gray bunny sits and moves its ears." (Annex 2)

3. Reading and playing out A. Barto's poem "Bunny". (Appendix 4.8)

Day 5

5. "Bear"

1. Examination of the bear. "Let's play with the bears" (Appendix 4)

2. Reading and playing around with A. Barto's poem "They dropped the bear on the floor ...". (Annex 8)

3. The outdoor game "At the bear in the forest." (Annex 2)

III. The final stage.

Photo collage: "I'm playing."

Exhibition of children's drawings "Road for a truck".

Demonstration of a book - toys based on the poems of A. Barto

Literature:

1. E. A. Kosakovskaya "A toy in a child's life." 2005.

2. L. S. Kiseleva, T. A. Danilina " design method in the activities of a preschool institution "2011.

3. A. Barto "Toys" 2000

4. Kartushina M. Yu. Fun for kids. - M .: TC "Sphere", 2006.

5. Kryazheva N. L. Development of the emotional world of children. - Yekaterinburg: U-Factoria, 2004.

6. Development and education of young children in a preschool educational institution: Educational and methodological manual / compiled by Demina E. S. - M .: TC "Sphere", 2006.

7. Education of children in the game./ed. Mendzheritskaya D.V. - M .: Education, 1979

8. Didactic games and activities with young children / ed. Novoselova S. L. - M .: Education, 1985

APPENDIX 1. Poems by A. Barto "Toys"

ball
Our Tanya is crying loudly:
Dropped a ball into the river.
- Hush, Tanechka, don't cry:
The ball will not sink in the river.

Airplane
Let's build the plane ourselves
Let's fly over the forests.
Let's fly over the forests
And then back to mom.

bear
Dropped the bear on the floor
They cut off the bear's paw.
I won't throw it away anyway.
Because he's good.

Truck
No, in vain we decided
Ride a cat in a car:
The cat is not used to riding -
Overturned a truck.

Bunny
The hostess threw the bunny -
A bunny was left in the rain.
Couldn't get off the bench
Wet to the skin.

Annex 2. Outdoor games

Mobile game "Roll the ball through the gate" Purpose: To improve the ability of children to roll the ball in a certain direction with one and two hands. Develop an eye, improve coordination of movements and dexterity. Create positive attitude from motor activity in the game.

Mobile game "Airplanes" Purpose: to teach children to run in different directions without bumping into each other; teach them to listen carefully to the signal and start moving on the verbal signal.

Mobile game "Sparrows and car". Purpose: To teach children to run in different directions without bumping into each other, start moving and change it at the signal of the teacher, find their place.

The mobile game "A gray bunny sits and moves its ears." Purpose: to teach children to listen to the text and perform movements in accordance with the text; teach them to jump, clap their hands, run away when they hear last words text.

Outdoor game "At the bear in the forest ...". Purpose: development in children of the speed of reaction to a verbal signal, development of attention; get kids to run.

Mobile game "My cheerful sonorous ball "(I junior group)

Tasks: To develop in children the ability to jump rhythmically, in accordance with the text of the poem, to perform movements on a signal. Exercise in running, in bouncing on 2 legs.

Description: Children sit on chairs placed in different places in the room. The teacher is in the center. He takes a big ball and begins to beat it with his hand on the ground, saying: "My cheerful, sonorous ball ...". The teacher calls the children to him and invites them to jump like balls. Children jump at the same pace. The teacher puts the ball down and repeats the poem, making a movement with his hand, as if hitting the ball, and the children are jumping. Having finished the poem, the teacher says: "I'll catch up!". The children run away.

Rules:

You can run away only after the words: "I'll catch up!"

Options : The teacher imitates the beating movement of the ball, showing on the children (they are balls, then they roll, run in different directions). You can put several children next to you, who will hit their balls with him, then catch those who run away.

Appendix 3. Finger games

Our Tanya...

Our Tanya is crying loudly, clapping; palms clenched into fists,

rotational movements around the eyes

Dropped a ball into the river.wave-like movements with the whole hand:

Hush, Tanechka, don't cry,press the index finger of the right hand to the lips;

rotational movements of the fists at the eyes

The ball will not sink in the river.wave-like movements with the whole hand;

fingers of both hands connected in a circle

We'll go for watersteering wheel simulation

And we'll get your ball.fingers of both hands connected in a circle

Airplane

Let's build the plane ourselvesstretch your arms out to the side and swing up and down

Let's fly over the forestsfingers of both hands intertwined

Let's fly over the forestsstretch your arms out to the side and swing up and down

And then back to mom.Grab yourself by the shoulders

Annex 4. Classes

Experimental activity "Sinking, not sinking"

Target: to form elementary cognitive research activities and experimentation.

Tasks:

1. Stimulating children's interest in playing with natural material(water) and to experiments with objects (sinking, not drowning, swimming);

2. Clarification and consolidation of the rules safe behavior at the reservoir;

3. Expansion in children of knowledge about the color and shape of the subject.

Stroke:

Tanya doll appears crying.

What happened Tanechka, why are you crying?

I played at our lake and my ball fell into the water, now I don't have such a beautiful ball.

Guys, do you think the ball will sink? (children's answers).

And now we'll see if the rubber balls sink or not. Look at the balls, big, small, red, yellow, blue, green! And here we have a small pool. You and I will put the balls in the water and see what we can do.

Cyril, take the ball. What ball did you take? (answer)

What happened to him? (ball floats)

Sofia, what ball did you take? (answer)

Put the ball in the water, what happened to it? (swims)

All children are asked in the same way.

Look, not a single ball sank, which means that rubber balls do not sink and your ball did not sink. You have to ask adults and they will get it for you. Just don't go into the water. Children should not enter the water if there are no adults nearby. Remember? (doll answers)

Let's remember Agnia Barto's poem about Tanya and the ball. (children read the verse together with the vo-lem)

Our Tanya is crying loudly

Dropped a ball into the river.

"Hush, Tanechka, don't cry,

Do not drown, the ball is in the river.

Doll Tanya: "I still have pebbles in my pocket, do they sink or not?"

Let's see the guys, will the pebbles sink or not?

Take the pebbles and throw them into the pool of water. What happened to the stones? (drowned)

You see, children, rubber balls do not sink, but heavy pebbles sink.

Now we will take the remaining balls and go to play with them.

Summary of the lesson "Truck"

Program content: consolidate children's knowledge about the vehicle - a truck and its purpose, about the profession "driver", about the parts of the car (body, cab, wheels); continue to consolidate knowledge of colors (red, yellow, blue, green); to train the compilation of a truck from parts; develop attention, orientation in space, the ability to respond to a signal; educate the desire to get the profession of a driver.
Receptions and methods: verbal, playful, visual.
Material: a truck, vests, multi-colored steering wheels and garages, parts of a truck (body, cab, wheels) for each child.
vocabulary work "driver", "cargo", "black".
Lesson progress 1. Organizational moment
Children, listen to the riddle:
I am a work machine
There is a body and a cabin.
I'm used to carrying loads
And everyone calls ... (truck)
That's right, well done.
Guys, can you hear the car horn?
(Bee-beep-beep sound.)
2. Surprise moment (The teacher brings a large truck into the group) : Guys, look what kind of car came to us.
The car, the car runs, hums.
In the car, in the car - the driver is sitting.
Bi-bi-bi! Bi-bi-bi!
What is the name of the vehicle that carries the goods?
Children: Freight.
That's right, guys, this car is called a truck.
What is the truck carrying?
Children: Sand, cubes.
Correctly. Guys, tell me, please, where is the cargo stored?
Children: To the body.
Educator: Correctly. And what color is the body of our truck?
Children: Green
Educator: Correctly. Every car has a driver. The driver is the person who drives the car. Where is our driver?
Children: In the cockpit.
Educator: Correctly. What color is the cab of our truck?
Children: yellow
Educator: That's right guys. What parts won't the car run without?
Children: Without wheels.
Educator: That's right, no wheels. The wheels are round in shape and black in color. What are the wheels in shape and color?
Children: Round, black.
Educator: Correctly. Guys, where are our cars going?
Children : On the way to.
3. Game moment
And now we will play a game: "Put the car in your garage."
You will all be drivers of cars. All cars will drive around with me, and when I say: "Cars go to the garage," it will be necessary to put the car in the garage of the same color as the steering wheel, which I will now give to everyone.(The teacher distributes multi-colored rudders to the children.)
Cheerful tires rustle on the roads.
Cars, cars rush along the roads.
And in the back of important urgent cargo:
Brick and iron, firewood and watermelons.
Cars go to the garage!
- Well done, everyone was attentive drivers, they coped with the task, no one confused their garage.
Trucks carry a lot of heavy loads. And then the trouble happened, they broke. It is necessary to help, repair trucks, assemble them from parts.
(The game "Assemble the car." Each child is given parts of the truck, they must be collected.)
- That's how good my guys are, they repaired all the cars. Machines are our faithful helpers. We need to watch the cars, handle them carefully.
4.Result
But this big truck will remain with us in the group, it will live with us among the toys.
I roll, I fly at full speed,
I am the driver myself, I am the motor myself,
I press the pedal
And the car rushes off into the distance.
(The teacher puts the truck among the toys.)

Reading and playing out A. Barto's poem "Truck"

Purpose: To educate children in the ability to listen, memorize a short poem, read by heart, slowly, clearly pronouncing the words and, especially, the endings of the words; teach children to pronounce sounds clearly.

Lesson progress:

Let's take the cat for a ride in the car. As soon as the car moves off, the cat starts to meow, jumps out, overturning the truck. (Played out.)

This book contains a poem about a truck. Listen to it:

No, in vain we decided

Ride a cat in a car:

The cat is not used to riding -

Overturned a truck.

The teacher reads the poem 1-2 more times. Children help him read, then recite on their own.

Abstract of a drawing lesson

"Truck Road"

Program content: Tasks:

1. Teaching children to draw horizontal lines wide;

2. To develop a plot-game plan in children based on impressions of the environment;

3. Develop fine motor skills hands

Integration of educational areas:

1. Cognition: To give children the knowledge that cars drive on the road, leave a trail;

 2. Communication: Promote the development of speech as a means of communication;

 Continue to teach children to enter into a dialogue with the teacher and other children.

 3. Artistic creativity: To consolidate the skills of drawing wide lines.

 4. Reading fiction: Reading a poem by O. Korneeva "Truck";

 5. Physical Culture: physical education minute

6. Health: Monitor the correct posture of children when working at the table.

 Material and equipment: truck toy, gouache, album sheets, brushes, glasses with water.

Preliminary work: observation on a walk of passing cars, traces of wheels on the roads. Car games, puppet rides.

The children are sitting on the carpet. A BBC car pulls into the group. Rides around the group and leaves a trail.

(The teacher reads the verse by O. Korneeva "Truck")

Truck carrying sand

On the highway, through the woods.

He goes to the construction site

And the sand unloads.

Educator: Tell me, please, guys, where do cars drive?

Children: On the way

Teacher: That's right guys. You are very attentive. Cars are driving along the road. Please tell guys. People walk on the road with their feet, but the car ...?

Children: On wheels

Educator: Good guys. Correctly. The car goes on the road with wheels. Tell me, please, guys, what does the car leave behind on the road? (Children pay attention to the track left by the wheels of the car.)

Children: Traces, prints.

Educator: Clever. You're right. Driving along the road, the car leaves a trail. Let's try, the guys will turn into cars and drive along the road. (The teacher and children do finger gymnastics)

"We drove" (Children alternately bend their fingers)

We are with the first finger-baby

Let's walk to the tram depot.

With another - we'll go by tram,

Singing songs softly.

With the third we will sit in a taxi,

We will ask you to take us to the port!

With a fourth finger in a rocket

We will fly to another planet.

Get on the fifth plane

Let's fly with you. ( Right hand represents an airplane. The thumb and little finger stick out - these are wings).

Educator: Have a good trip! So that our journey does not end, it is interesting, memorable, we will draw the road ourselves. (The teacher shows how to draw a wide line) Now, guys, you will draw a road for a truck. (Children draw, the teacher helps those in need, talks “How does the road draw?”, “For whom does the road draw?”, “What is the width of the road?”).

Teacher: You did a good job. You and I have a wide, long road. The trip was interesting

Summary of organized educational activities on the topic: “Considering the toy Airplane”.

Tasks:continue to teach children, answer simple questions with sentences, strengthen the articulatory apparatus, fix the colors: red, blue, cultivate the ability to act on a signal in the mobile game “Airplanes”.

Material:toys: cat, plane, sheet, pointer, cat basket.

Integration:

Cognition- fix parts of the aircraft, the pilot is flying the aircraft.

Sensory:distinguish colors: red, blue.

Physical Culture:the mobile game "Airplanes" - to improve the running in all directions.

Course progress.

The children enter the group. A cat meows outside the door.

Educator - Guys, they heard someone say “Meow” (takes out a cat and picks it up). Who has come to visit us? This is Murka.

Murka - I can’t find the road, can I go with you?

Educator - Let's go with us to the kindergarten, the chairs are waiting for the guys there (the children sit on the chairs, Murka and the teacher too).

Educator -

Murka cat, sit down

Look at the boys

How beautifully everyone sits

The legs are friends with the guys.

Murka, why are you sad?

Murka - Never flew.

Educator - Guys, what can you fly on? (The teacher puts an airplane and a pointer next to him under the sheet in advance).

Educator -

Oh, what's with the snow?

So after all, this is ... An airplane (takes out an airplane from under the cape, examining the airplane).

What is it? (Airplane)

What is on the plane? (Wings)

What color are the wings? (Red)

And what's that? (Tail)

What color is the tail? (blue)

What is the name of this item? (Cabin)

Who is in the cockpit? (Pilot)

What can an airplane do? (fly, stand)

Educator - And the plane can still hum. And you, Murka, can you hum? Guys, let's teach her.

I stretch my lips forward

I open my mouth

Oooh I sing

The plane is taking off. (Individual, choral pronunciation)

Educator - Children, how does a big plane buzz quietly or loudly? And the little one? Murka, let's play a game with the guys. If I say big, you hum loudly, if I say small, then hum softly.

Educator and Murka - Well done, guys.

Educator -

The kids sat up

It's time for us all to fly.

We'll start the engines

Straighten the wings

Let's take Murochka with us (Sits Murka in a basket)

We all take off together.

The mobile game “Airplanes” (Children run in all directions, the teacher says:

The plane is flying,

The plane is buzzing

Woo, I'm flying to Moscow (Planes land, squat, children get up)).

Educator -

We'll all fly back

Children are waiting for our kindergarten (They fly to kindergarten).

Murka - Thank you guys. Now I know what to fly.

Educator and children - Come to visit us again. Goodbye.

Reading and playing out A. Barto's poem "Bunny"

Purpose: To help children remember poems from the cycle "Toys" by Agnia Lvovna Barto and teach them to tell it together with the teacher.

Lesson progress:

The teacher shows a toy hare wrapped in a fluffy towel. He explains: “This is the same bunny that was “wet to the skin”. I wrapped it in a fluffy towel. He warmed up and fell asleep.

He reads the poem several times alone, and then with the children.

The hostess abandoned the bunny.
A bunny was left in the rain.
Couldn't get off the bench
Wet to the skin.

Lesson "Introduction to the hare toy"

Purpose: To consolidate the idea of ​​\u200b\u200bchildren about the intended purpose and

Functions of objects, about the norms of relationships with otherspeople.

(Introduce indirectly through toys).

Material: Group toys. New toy-Hare.Basket

with fresh chopped carrots.

1 junior group

Lesson progress:

The teacher tells the good news - an amazing guest is coming to the group. And guess which one

Riddle: Our guest has long ears, a short tail, he loves to jump and jump, carrots, and chew cabbage. Who is it? (Praise for the correct answer)

The teacher reveals a secret to them: if the bunny likes the children and the group, then he will stay with them. The teacher brings in a toy hare. The children meet the guest. Everyone calls his name, the bunny greets everyone by the hand. The teacher invites the children to show the group to the bunny. (Play corners, a book corner, a garage for cars, building materials). Children conduct a kind of excursion, the teacher leads them: - on behalf of the bunny, he asks to show this or that place. Talk about toys. At the end, he thanks the children for the tour, says that he really liked being in the group. Children ask if he will stay or not in their group. Bunny says that she will be happy to stay in their group, and will be friends with them.

In conclusion, we play the game: "The gray bunny is sitting"

Bunny gray sits

And wiggles his ears.

It's cold for a bunny to sit

Gotta warm up the paws

(Like this, like this you need to warm up your paws)

It's cold for a bunny to stand

Bunny needs to jump.

Someone scared the bunny -

-The bunny jumped and galloped away.

On the first line, fold your arms on your chest (bunny paws);

On the second line - hands on the head (bunny ears);

On the third - cross your arms in front of your chest, rub your sides;

On the fourth, stroke alternately with one hand with the other;

On the fifth, cross your arms in front of your chest, rub your sides;

On the sixth - "Bunnies" are jumping;

On the seventh - Palms in front of the face (cover the face);

On the seventh - sit down, hide.

Then the bunny gives her present: Carrot in a basket.

Reading and playing the poem by A. Barto

“They dropped the bear on the floor…”

Purpose: To educate in children the desire and ability to listen to reading, repeat individual words; through the artistic image to evoke the desire to love, take care of toys.

Dropped the bear on the floor
They cut off the bear's paw.
I won't throw it away anyway.
Because he's good.

The bear scratched its paw,
Let's anoint the paw with iodine!
Who will treat the bear? Serezha and Vitya will be doctors. And the guys will regret the bear.

Summary of the lesson "Let's play with bears"

Goals: to acquaint children with the names of objects in the immediate environment: “toy”, “bear”; learn to describe a toy (name parts, size, signs), find its image in pictures, compare large and small toys; develop speech, interest in movements to music; enrich children's vocabulary.

Materials and equipment : two teddy bears, different in size, pictures of different toys (hare, truck, doll, 2-3 images of a bear).

Musical accompaniment : Russian folk melody “Polyanka” arranged by G. Frid.

Lesson progress

1.Org. moment.

Educator (shows a big teddy bear). Guys, look and tell me who it is.

If the children answer correctly, the teacher confirms their answer and asks those who remained silent to name the toy.

2. The main part. Examining toys.

Educator. Come closer to the bear, stroke his fluffy fur, touch his ears, smooth nose, soft paws, tummy, look at his eyes.

Children examine, touch the bear.

- What is our bear? (Encourages the children to speak with him.) Our bear (what?) Is big, fluffy, his ears (what?) are soft, his paws (what?) are soft, and his belly (what?), tail (what?). The nose of the bear is smooth, the eyes are round, like buttons.

- Name the parts of the toy. (Nose, tail, paws, belly, back). Where is the bear's nose? (Children show)

3. Didactic game"Find a bear."

The teacher attaches pictures of toys to the easel, then points to them, asks the children to show the bear: “Here in the pictures, there are also bears, but they hid among other toys, find them.” Children can take turns coming up and pointing to a picture of a bear.

4.Musical and rhythmic movements.

Under the Russian folk melody “Polyanka” in the processing of G. Frid, the children depict how a clubfoot bear walks, how it picks berries, while the teacher shows and comments on the actions that the children repeat after him: “Clumsy bears walk around the clearing. (They walk with a clubfoot.) Oh, how many berries are in the clearing! (Spread their arms to the sides in surprise.) Bears pick berries in their paws, then put them in their mouths.” (Imitate movements.)

5. Comparison of bears of different sizes.

From under the table on which the big bear is sitting, the teacher takes out a small bear and puts it next to the big one, asks to name the toy: “Who is this?” (Bear.) Further, he points first to a small bear, then to a large one, asks the question: “Is this bear the same?” If the children find it difficult to answer, the teacher says: “Our bear is big, but this one is small. What is our bear? (Big) And this one? (Small) The big bear has big ears, and the little one ... (ears are small), the big bear has large paws, and the little one ... (paws are small) ”, etc.

After each question, the teacher gives the children the opportunity to answer on their own, and in case of difficulty encourages the children to repeat the answer after him.

6. The result of the lesson.

The teacher invites the children to play with the bears: cook porridge for them, put on aprons, feed porridge from a spoon, put them to bed, sing a lullaby, shake, lull them.

Appendix 5. Didactic games

"Let's treat the doll with tea"

Objectives: to achieve a repetition of the names of tea utensils, the order of table setting for tea drinking; give an idea of ​​the rules of conduct at the table.

Equipment: doll furniture, tea utensils, doll.
Game content:

The teacher invites the children to treat the doll with tea, clarifies what utensils are needed, asks to put a saucer, reminds that the cup must be placed by turning the handle to the right, and also put the spoon on the saucer to the right of the cup. He asks questions about what you can drink tea with, offers to put a treat on the table, then invite the doll to the table, treat her with tea, remind her that the tea is hot and you need to be careful not to burn yourself. Draws attention to the fact that at the table you should always behave calmly.

Appendix 6. Physical minutes

Physical education minute "Girls and boys

caregiver

Girls and boys,

Clap, clap, clap,

Bouncing like balls

Jump, jump, jump,

They trample their feet:

Top, top, top!

Annex 7. Consultations

"Play with the kids"

Parents know that children love to play, encourage them stand-alone games buy toys. But not everyone thinks about the educational value of children's games. They believe that the game is for fun, for the entertainment of the child. Others see in it one of the means of distracting the baby from pranks, whims, filling his free time so that he is in business. The same parents who constantly play with children, watch the game, appreciate it as one of the important means of education. For a preschool child, play is the leading activity in which he mental development, the personality as a whole is formed. The life of adults interests children not only with its external side. They are attracted inner world people, the relationship between them, the attitude of parents to each other, to friends, to other relatives, to the child himself. Their attitude to work, to surrounding objects. Children imitate their parents: the manner of dealing with others, their actions, labor activities. And they transfer all this into their games, thus consolidating the accumulated experience of behavior, forms of attitude. Stacked life experience, under the influence of training, education - children's games become more meaningful, diverse in plots, themes, in the number of roles played, participants in the game. In games, the child begins to reflect not only the life of the family, the facts that are directly perceived by him. But also the images of the heroes of fairy tales read to him, stories that he needs to create according to the idea.
However, without guidance from adults, children even of older preschool age do not always know how to play. Some have little ability to apply their knowledge, they do not know how to fantasize, others, being able to play on their own, do not have organizational skills. It is difficult for them to negotiate with partners, to act together. One of the older members of the family, joining the game, can become a link between the children, teach them to play together. Host partners can also play together. Usually, each imposes his theme of the game on the other, striving to be in the lead role. In this case, you can not do without the help of an adult. You can play the main role in turn, an adult can take a secondary role. Joint games of parents with children spiritually and emotionally enrich children, satisfy the need for communication with loved ones, strengthen faith in their own strength.
The authority of the father and mother, who know and can do everything, grows in the eyes of children, and with it, love and devotion to loved ones grow. It’s good if a preschooler knows how to independently start a game, pick up the right game material, mentally build a game plan, negotiate with game partners, or be able to accept his plan and jointly carry out his plan. Then we can talk about the ability of a preschooler to play. But these children also require attention and a serious attitude to their games. They sometimes need to consult with their mother, father, grandmother, older brother, sister. In the course of the game, ask, clarify, get approval of their actions, actions, thus affirming themselves in the forms of behavior.
Younger preschoolers 2-4 years old not only cannot play together, they cannot play on their own. The kid usually aimlessly drives the car back and forth, not finding more use for it, he quickly abandons it, demands new toy. Independence in the game is formed gradually, in the process of playing communication with adults, with older children, with peers. The development of independence largely depends on how the child's life is organized in the game. To wait until he begins to play on his own means deliberately inhibiting the development of a child's personality.
One of the important pedagogical conditions conducive to the development of the game small child, is the selection of toys by age. For a baby, a toy is the center of the game, a material support. She pushes him to the topic of the game, gives rise to new connections, causes a desire to act with her, enriches sensory experience. But toys that adults like do not always have educational value for children. Sometimes a simple shoebox is more valuable than any clockwork toy. The box can be a trailer for a car in which you can transport cubes, soldiers, bricks, or arrange a stroller for dolls in the box.
Older preschoolers appreciate toys made by their parents. Children constantly need to have pieces of fur, fabric, cardboard, wire, wood on hand. Of these, children make the missing toys, rebuild, supplement, etc., which undoubtedly expands the children's playing capabilities, imagination, and forms labor skills.
In the play area of ​​the child should be different toys: plot-shaped (depicting people, animals, objects of labor, everyday life, transport, etc.), motor (various wheelchairs, strollers, balls, skipping ropes, sports toys), building sets, didactic (various turrets, nesting dolls, board games).
When purchasing a toy, it is important to pay attention not only to novelty, attractiveness, cost, but also to pedagogical expediency. Before you make another purchase, it's a good idea to talk to your son or daughter about what kind of toy he needs and for what game.
Often girls play only with dolls, so they are often deprived of the joy of playing games that develop ingenuity, resourcefulness, Creative skills. Girls play with dolls either alone or only with girls. With boys they don't have common interests and there are no prerequisites for the emergence of friendly relationships between children. Boys usually play with cars, with children's weapons. Such toys also limit the circle of communication with girls. It is better when we are adults, we will not divide toys into “girls” and “boys”.
If a boy does not play with a doll, he can buy a bear, a doll in the form of a boy, a baby, a sailor, Pinocchio, Cheburashka, etc. It is important that the baby gets the opportunity to take care of someone. Stuffed Toys, depicting people and animals, delight children with their attractive appearance, evoke positive emotions, a desire to play with them, especially if adults from an early age are taught to take care of toys and keep them neat. These toys turn out to be the first helpers of children in acquiring the experience of communicating with the surrounding children and adults. If a child does not have sisters and brothers, then toys are in fact his partners in games, with whom he shares his sorrows and joys. Games with building materials develop in children a sense of form, space, color, imagination, constructive abilities.
Sometimes adults need help to build this or that building in such a way, think together what parts are needed, what color, how to fix it, how to supplement the missing structures, how to use the building in the game.
Games: lotto, dominoes, paired pictures, open up the opportunity for children to enjoy the game, develop memory, attention, observation, eye, small muscles of the hands, learn endurance, patience. Such games have an organizing effect, since they offer to strictly follow the rules. It is interesting to play such games with the whole family so that all partners are equal in the rules of the game. The little one also gets used to the fact that he needs to play, observing the rules, comprehending their meaning. Very valuable are the games of children with theatrical toys. They are attractive with their external bright appearance, the ability to "talk". The production of flat figures from cardboard and other materials by the whole family enables children to play out familiar works of fiction on their own, to invent fairy tales.
The participation of adults in children's games can be different. If a child has just bought a toy and knows how to play with it, it is best to let him act on his own. But soon the experience of the child is depleted. The toy becomes uninteresting. Here the help of the elders is needed, to suggest a new game action, to show them, to offer additional game material to the existing game. When playing with a child, it is important for parents to follow their plan. The even, calm, friendly tone of an equal partner in the game inspires the child with confidence that they understand him, they want to play with him.
If a preschooler, especially a small one, has a play corner, then from time to time he should be allowed to play in the room where the family gathers in the evenings, in the kitchen, in the grandmother's room, where there is a new environment, where everything is interesting. The new environment gives rise to new game actions, plots.
The child is very happy with the minutes given to him by his parents in the game. Communication in the game is not fruitless for the baby. The more precious minutes fall in the company of people close to him, the greater the relationship, common interests, love between them in the future.

Annex 8. Pictures

Municipal state preschool educational institution- Kindergarten No. 6 in Tatarsk

E.A. Mozzerina

2016

PROJECT PASSPORT

Project type: (cognitive-creative, group project).

Project duration: long-term

Project participants: children of the 1st junior group, group educators, music director, kindergarten nurse, parents of pupils.

Project relevance:

In the first years of life there is an intensive emotional development of the child. But with the admission of a young child to kindergarten, many changes take place in his life: a strict, planned daily routine, the absence of parents during the day for several hours, new behavioral requirements, constant contact with peers and adults unfamiliar to him, a new room, a completely different style communication. All these changes hit the child suddenly and simultaneously, creating a stressful situation for him, which, without special organization, can lead to neurotic reactions.

Therefore, the awakening of positive emotions for early childhood should become dominant directions in the organization of the life of the preschool educational institution. One of the means of creating positive emotions in children in a preschool educational institution is an emotionally developing environment, and especially its emotionally activating component, i.e. organization of children's employment - games, activities, surprise moments. To avoid complications during the period of adaptation and ensure its optimal course, a clear, professionally coordinated and thoughtful work of teachers, a nurse, in interaction with parents is necessary.

Target project - Creating conditions for the successful adaptation of young children to terms and conditions. Providing favorable conditions conducive to the prevention of emotional distress in children, increasing the level of pedagogical literacy of parents in matters of emotional development child.

Tasks project

Formation of a positive emotional response in children and adults, the desire to attend kindergarten.

Form friendships, develop communication skills in children.

Involving parents in active cooperation with group teachers. To rally the team of parents, to involve them in the life of the group.

Implementation project is carried out through different kinds children's activities and work with parents.

Project implementation stages :

Preparatory

Collection of information about the families of future pupils of the preschool educational institution.

Drawing up an individual map of the development of pupils.

Analysis of methodological literature.

Organization of the developing environment in the group.

Practical activities

joint games (verbal, finger, mobile, games experiments);

viewing books, illustrations, paintings; reading and learning works of oral folk art;

acting out dramatizations, showing theatrical performances, puppet theaters;

educational conversations;

organization of excursions around the kindergarten and its territory.

Product of joint activity.

Designing a developing environment in a group;

Portfolio of children;

Design of information stands; portable material;

Photo stands:“We are playing!”, “Nature has no bad weather”, “Our holidays”;

Design of the mini-museum "Visiting a fairy tale";

Holidays ("Goodbye Summer", "Journey to autumn forest", New Year's "Visiting Petrushka", March 8 "Ryaba Hen")

Working with parents:

Questioning, familiarization of parents with the organization of the educational process of the preschool educational institution,

Participation of families of pupils in equipping the subject-developing environment of the group.

Individual interviews with parents.

Design of information stands; portable material; photo booths:“We are playing!”, “Nature has no bad weather”, “Our holidays”.

Shared:Working together "Building a snow town on a walking area"; design of the mini-museum "Visiting a fairy tale", production fairytale heroes writing fairy tales.

parent meetings:"Features of the adaptation period of children of the group, the tasks of raising and educating children of the 3rd year of life" (September); "The emotional life of a child at an early age" (February) “What our children have learned in a year” (May)

Expected Result:

Favorable passage of the period of adaptation in children.

At the end of the project, the children of the group will have a positive attitude. emotional condition during the day, emotional tension will decrease.

Children must learn to respect kindergarten staff, traditions and values.

Children must develop a sense of attachment to the kindergarten so that the kindergarten becomes a true second home and that the children enjoy attending the kindergarten.

Formation of partnerships trusting relationship between the preschool educational institution and the families of pupils.

Increasing the competence of teachers and parents on the issues of adaptation, upbringing and development of children.

In parallel with the solution of the main tasks,tasks for kids work:

Removal of emotional and muscular tension;

Decreased impulsivity, excessive motor activity, anxiety, aggression;

Development of skills of interaction with each other;

Development of attention, perception, speech, imagination;

Developing a sense of rhythmgeneral and fine motor skills,coordination of movements;

Development of gaming skills, arbitrary behavior.

Ensuring the psychophysical, personal and intellectual development of children;

Project result

During the implementation of this project, the adaptation of children to kindergarten was successful, without complications.By the end of the year, I believe that we have achieved good results. Watching children in a group, we can say with confidence that children have become more liberated, sociable, sociable, make contact with peers and adults,freely seek help from the educator, fulfill his requests and instructions.

The children got acquainted with the kindergarten with interest, looked at the photos of their group. We learned about the professions of the kindergarten, got to know the employees and began to treat them more respectfully.Children know the location and purpose of the dressing room, group room and bedroom, where there are items for games. During your stay in kindergarten keep a good mood, willingly go to the garden (without tears) and play with each other.

We assigned a special place to the creation of a positive emotional microclimate in the group, specially organized communication between an adult and a child, as well as subject environment for emotional development.

CORNER OF NATURE

We plant a beam!

My turtle

named Natasha!

Here is such a scarlet flower

we have grown!

Snail! Snail! Pull out the horns...

I'll give you a piece of the pie!

H
ASHA BEDROOM

OUR TOYS LIVE HERE

KNIZHKIN HOUSE

MINI-MUSEUM "VISITING A FAIRY-TALE"

Pedagogical project "Spring Sun"

Conversation with children to reveal children's knowledge about the sun.

1. Reading fiction (Reading and memorizing nursery rhymes)

Physical education minutes

2. Motor outdoor game "Sunny Bunny"

3. Exercises for morning exercises (with elements of breathing exercises) "Spring Sun"

Exercise "Rejoice in the sun"
Starting position: standing, legs slightly apart, hands on the waist.
8-10 jumps in place (2-3 times, alternating with walking). Breathing is arbitrary.

- Breathing exercise "Let's grow big"
Stand straight, legs together, raise your hands up, stretch well, rise on your toes - inhale, lower your hands down, lower yourself on your entire foot - exhale. Say: "Whoa!" (repeat 4-5 times)

4. Cognitive - research: Conducting observations of sunrise and sunset - according to illustrations and with the help of parents at home

5. Communicative didactic game "Describe the picture".

6. Productive Carrying out modeling and appliqué classes on the topic "Sun"

Explain that each palm will be a ray to our sun, and the more rays there are, the brighter the sun will shine and warm the guys.
Educator: Do you guys like to solve riddles?
Children: Yes
Educator: Listen to the riddle and try to solve it
Round, warm
Beautiful, kind
Shines on everyone
warms everyone,
Makes everyone happy
Gives health to everyone.
Children: This is the sun.

The teacher shows the base of the sun (yellow circle) and invites the children to glue their cut out palms to this circle.

Problem: Lack of cultural hygiene skills in children.

Project type: game

Project type: short-term

Relevance:

It is well known that human health is laid in childhood. The child's body is very plastic, it is much more sensitive to environmental influences than the body of an adult; and whether these influences are favorable or not, depends on how his health develops.

The main task is to form the simplest skills of neatness and self-service, to lay the foundation for a hygienic culture. A hygienic culture is as important for a person as the ability to speak, write, read.

Working with children of primary preschool age, we noticed that children who have come to kindergarten from home again lack basic self-care and personal hygiene skills: children do not know how to wash themselves, wash their hands consistently, wipe them with a towel, need patient training and direct help from an adult . The process of washing hands takes up a significant part of the waking time, and is very important for the healthy lifestyle of each child, so it is important to develop them. Exactly at preschool age it is necessary to instill in the child the habit of cleanliness, accuracy. During these years, children can master all the basic cultural and hygienic skills, learn to understand their importance, easily, quickly and correctly perform them.

The goal of educators: to form cultural and hygienic skills in children of primary preschool through the use of fiction in various activities.

Children's motivation: to be healthy, clean, not like Dirty from Chukovsky's poem "Moydodyr", A. Barto "The Dirty Girl".

Learn to hold the soap in your hands so that it "does not slip, does not get angry."

Tasks:

Teach children to take care of themselves appearance, to continue to form the ability to roll up sleeves, use soap correctly, gently lather and wash hands; wipe dry with a towel);

Promote the pursuit of a healthy lifestyle;

Develop pronunciation and dialogic aspects of speech;

Develop confidence in yourself and your abilities; to develop activity, initiative, independence;

Develop understanding and comprehension of works of art.

Expected result.

Children roll up their sleeves on their own before washing their hands, use soap correctly, wash their hands carefully; wipe off after washing. Hang the towel in place. They tell short poems and nursery rhymes about washing, accompanying the actions with text, answer questions.

Istage - preparatory

Stage 3 is the final one.

Conduct a final session.

1. Conversation "Why it's dangerous not to wash your hands with soap."

PURPOSE: Formation of ideas about the hygienic foundations of life safety.

Improve children's understanding of the importance of hygiene procedures (washing hands).

Develop the ability to independently notice the need for handwashing.

Instill the need to lead healthy lifestyle life.

Guys, every day, both at home and in kindergarten, coming from a walk and after the toilet, after games and before eating, they tell you the same thing - “Don't forget to wash your hands!

What do you guys think? (children's answers)

Take a close look at your hands. Do you see microbes? Why?

Microbes are very small and cannot be seen without special magnifying instruments, they can only be seen under a microscope.

And who are they, these microbes? (children's answers)

In a deep, black dungeon

Terrible microbes live

And patiently day and night

They are not waiting for washed children.

Dream washed hands slip into the mouth

A nasty little microbe.

Sneak quietly like a spy

And he will do this...

... But just do not be afraid,

We must resist!

After all, this terrible power

Afraid of the simple...

SOAP!

Microbes live everywhere - in the air, in water, on hands, food, animal hair and toys and other items.

Microbes are very small creatures and cannot be seen without a microscope.

Microbes are useful and harmful (useful help, and harmful cause disease).

In order not to get sick, it is necessary to wash vegetables and fruits, do not bite your nails and wash your hands more often, especially before eating.

Guys, who knows what harmful microbes are dangerous for?

Harmful microbes, getting inside the body along with food, begin to harm it very quickly. As a result, a person begins to hurt his stomach, nausea and vomiting begin, the temperature may rise and the person goes to the hospital.

What should be done to get rid of harmful microbes?

All diseases in children

From microbes, they say.

To always be healthy

We must wash our hands with soap!

2. hand washing algorithm.

WE ROLL UP THE SLEEVES - OPEN THE FAUCET - WET HANDS - SHAP THEM TO A DENSE FOAM - RINSE THE SOAP - CLOSE THE FAUCET - WIPE DRY WITH A TOWEL.

2.Board game in several copies

HAND WASHING SCHEME

(same thing, only with split pictures)

Instructions: Put the pictures in the correct order.

ROLLS.

1 . Water, water,

Wash my face

To make the eyes sparkle

To make cheeks blush

To laugh mouth,

To bite your teeth!

2. almonds, almonds,

Wash my paws with soap.

clean palms,

Here's your bread and spoons .

1. Neat hares

Paws? Washed.

Ears? Washed.

Tail? Washed.

All washed!

And now we're clean

Bunnies are fluffy. (Lagdyn G.).

2. grimy girl

Oh you dirty girl

where did you get your hands dirty?

Black palms;

on the elbows - paths.

I lay in the sun

held her hands up.

THIS IS THEY BURNING.

Oh you dirty girl

where did you get your nose so dirty?

The tip of the nose is black

like sooty.

I lay in the sun

kept her nose up.

HERE IT HAS BEEN BURNED.

Oh you dirty girl

legs smeared in stripes,

not a girl, but a zebra,

Leg legs are not for the Negro.

I lay in the sun

kept heels up.

THIS IS THEY BURNING.

Oh, is it?

Was it so?

Let's wash it all down.

Come on, give me some soap.

WE WILL REMOVE IT.

The girl screamed loudly

as I saw the washcloth,

biting like a cat

Do not touch

They won't be white

they are tanned.

AND THE PALM WERE WASHED.

Wiped the nose with a sponge -

broke down to tears:

Oh my poor nose!

He can't stand soap!

It won't be white

he's tanned.

AND THE NOSE WAS ALSO WASHED.

Oh, I'm ticklish!

Remove the brushes!

There will be no white heels,

they are tanned.

AND THE HEEL IS ALSO WASHED.

Now you are white

Not tanned at all.

IT WAS DIRT. (A. Barto).

3. It is necessary, it is necessary to wash

Mornings and evenings

And unclean

Chimney sweeps -

Shame and disgrace!

Shame and disgrace!

Long live scented soap,

And a fluffy towel. (K. Chukovsky).