Nutrition and diets 

Synopsis of direct educational activities in the younger group Topic: “Who lives in the forest? Summary of classes on modeling "autumn tree"

Abstract of a modeling lesson on the topic: "Autumn Tree"

Program content:
1. Teach children to tear off small pieces of plasticine, roll them between their palms, and flatten them with a finger from above, attaching them to a sheet of paper.

2. To consolidate the knowledge of children about the color, size of autumn leaves.
3. Fix the concept of "leaf fall", learn to move around the site, following the instructions given in game form; accompany the words of the poem with the appropriate movements.
4. To cultivate independence, accuracy.
Material: plasticine red, brown, white and yellow color, sheets of paper.
Preliminary work: looking at autumn trees, talking about autumn.
Vocabulary work: autumn, leaf fall, forest, autumn.
Lesson progress:
Guys, what time of year is it? (autumn)
-Why do you think so? (it got cold, people put on warm clothes, etc.)
What color are the leaves on the trees? (yellow, red)
-Yes, in autumn the leaves on the trees first turn yellow or red, and then begin to fall off, that is, fall to the ground.
What is the name of the phenomenon when leaves fall from trees?
This phenomenon is called leaf fall. Leaves, falling to the ground, spin merrily in the air.
- Let's turn into yellow leaves.
The game "Leaf fall" is held.
Game progress:
All children are given leaves from the autumn bouquet.
- Guys! All of you will be leaves, choose a leaf that you like: some are yellow, some are red, some are big, some are small.
Each child shows and names which leaflet he chose by color and size.
- The leaves are light, they slowly fly through the air. (Children run and wave their hands.)
Falling leaves! Falling leaves!
The yellow leaves are flying!
As if umbrellas are circling!
- Beautiful yellow leaves are spinning. (Actions are performed by children with yellow leaves.)
- Beautiful red leaves are spinning. (Actions are performed by children with red leaves.)
- They circled and sat on the ground. (Children sit down.)
- Sat down! They sat down and froze. (Children do not move.)
- The wind blew: one-two-three,
Were off the ground, (an adult blows, followed by children.)
- And soared high
But the sky is far away.
-Leaves rose, scattered into different sides. (Children run around the playground.)
- Spinning, spinning, spinning! (children spin)
- Falling leaves! Falling leaves!
- Leaves fly in the wind (children run, circle with leaves in their hands).
- They circled again.
They fell to the ground to sleep.
- The breeze has died down, and the leaves slowly fall to the ground ”(children squat slowly).
The game is repeated 2-3 times.
Then the children sit down at the tables.
- Guys, look at the sheets of paper on the table?

What does a tree have? (trunk)

Let's make a barrel, tear off a piece of plasticine and roll it between the palms, put it on a sheet of paper, press it on top with your fingers.

What else is missing? (branches)

We tear off a small piece of plasticine, roll it between the palms, then apply it to the trunk and press it on top with a finger.
- What else does our tree lack? (leaves)
- Let's make plasticine leaves for our tree.
- And what color will we take plasticine so that the tree is autumn? (yellow, red, orange)
- Look how we will sculpt the leaves.
- We tear off a small piece of plasticine, roll it between the palms, then apply it to the branches, press it on top with a finger.
- Pieces need to be attached to tree branches
I show the children how to tear off small pieces from plasticine, roll them between the palms and, pressing on the balls, attach them to the branches of a tree.
- The tree became autumn, because we blinded yellow leaves for it.
How many trees can be called in one word? (forest)
Let's all say "forest" together.
- Yes, we have an autumn forest.
- Look, on some trees the leaves are attached to branches, and on other works - the leaves are spinning in the air, falling to the ground.
What is the name of the phenomenon when leaves fall to the ground? (leaf fall)
- Let's all together say "fox-to-pad."
- The yellow leaves are dancing,
From the branches they fall, they fly,
This fairy tale is golden
They call it "falling leaves".
- All the children worked very hard. Here is what a beautiful autumn forest we got.
- And now let's take our works to the exhibition of creativity, please our mothers, fathers, grandparents.

Municipal Preschool educational institution

"Kindergarten No. 78 combined type"

Abstract

complex lesson on artistic and aesthetic development (sculpting)

"Who lives in autumn forest?»

Prepared by: educator of higher

qualification category

IGONINA T.A.

g.o. Saransk 2015

Target: To consolidate and expand the knowledge of children in a new non-standard environment.

Tasks:

Educational:generalize and systematize children's knowledge about autumn. Strengthen children's ability to identify characteristics main periods of the season. Clarify and expand - children's knowledge of forest animals. To consolidate the ability to convey the characteristic features of animals, using different ways sculpting (from a whole piece and parts).

Developing: develop the ability to analyze, generalize and compare independently, draw conclusions, develop evidence-based speech, expand children's knowledge of the animal world, generalize and activate lexicon on this topic.

Educational: cultivate curiosity about the natural world, ecological culture, to form the skills of cooperation.

Integration of educational areas:"Cognition", "Communication", "Reading fiction»; "Socialization", " Artistic creativity", "Physical Culture".

Material and equipment

The game "Who lives where", punched cards, red chips, of blue color, layout« Autumn in the forest”, plasticine, modeling boards, stacks, 2 napkins for each child (dry, wet).

Methods and techniques

Creating a game environment, conversations, visual display, artistic word, guessing riddles, games, game exercises, Practical activities.

preliminary work

Reading stories, poemsanimals of the forest, guessing riddles about animals, observing autumn phenomena, changes innature, making a layout "Autumn in the forest".

Lesson progress

I organizational moment.

Educator - Children listen carefully to the poem.

Guess the season:

Harvest,

Colorful forest, beautiful,

Mowed fields get wet,

Clouds are walking in the sky

Birds fly south

Mushroom pickers are in a hurry from the forest,

Yellow leaves are flying

Hedgehog collects leaves

They warm their mink.

Educator - What season is the poem talking about?

(children's answers)

II main part.

Educator - And now what season do we have?

(children's answers)

Let's remember and name the autumn signs.

(Children answer)

What changes have taken place andlife of forest animals?

(children's answers)

Well done, you know how animals prepare for winter.

Educator - And now let's play the game "Who lives where."

I I will make riddles, you guess, find animals and settle where they live.

(The teacher makes riddles, the children guess and put the animal in the picture)

Educator - Well done, children, you know well who lives where.

Look, what an interesting clearing.

Go to the clearing.

(Children sit down and work with punched cards)

Educator - Designate with a red token an animal that is called the “Order of the Forest”.

With a green chip, designate the animal - "Sweet",

Educator - Well done. Completed this task. Now stand in a round dance and play the game "We are animals."

Physical education: "We are animals"

(The teacher calls the animal, the children imitate the movement of this animal)

  1. you bears (children walk in a circle imitating the movements of a bear).
  2. Now you are wolves (children walk in a circle imitating the movements of a wolf).
  3. You are hares (children walk in a circle imitating the movements of a hare).
  4. you turned into a fox(children walk in a circle imitating the movements of a fox).
  5. You, guys (children walk in a circle with a normal step).

Educator - Well done, guys, you have depicted animals well. I suggest you go to our workshop.

(Children sit at tables)

Educator - Let's sculpt the animals of the forest and settle in our

fairy forest which we made last night.

Think about what forest animal you would like

fashion.

Educator - Nastya, what animal will you be sculpt? (Answer)

And you, Sasha? (Answer), etc.

Educator - But before sculpting, let's get our hands ready for

work. Let's stretch our fingers.

Finger gymnastics

"Counting fingers"

One two three four five

One two three four five.

Ten fingers, a pair of hands

Here is your wealth friend.

Educator - Here are our hands ready to go. start work.

You can sculpt in any way.

(Soothing music playing)

(Children work, the teacher walks and looks, if anyone needs

help, advice(show on your piece of plasticine)

III Final part.

Educator - Who are readyanimals, settle them in the "fairy forest".

(Children put their work on the layout "Autumn in the Forest").Educator - Children, come all to the layout.

Look, our fabulous forest has come to life.

How beautiful our autumn forest turned out to be. Educator - But what time of the year will come soon after the fall?

(Answers of children).

Educator - Children, it is very difficult for animals in winter. Why?

(Answers of children).

How can we humans help them?

(Answers of children).

I think, that you will not leave animals in trouble, you willhelp them and never offend them.

IV The final moment.

Educator - What did you like most about the lesson?

(children's answers)

Educator - I, too, our occupationliked. Because you were all active, attentive, all assignments were completed correctly. Made wonderful animals.Well done! Thank you. Our lesson is over.

Tidy up your workspaces and play.

Literature

  1. O.A. Voronkevich Welcome to ecology. - St. Petersburg: "Childhood press", 2004.
  2. L.S. Vygodsky Imagination and creativity in children's age. - M., 1987.
  3. S.E. Gavrina, N.L. Kutyavina, I.G. Toporkova We develop hands - to learn and write, and draw beautifully. - Yaroslavl, Academy of Development, 2007.
  4. O.F. Gorbatenko System environmental education in preschool educational institutions. Publishing house "Teacher", Volgograd, 2008.
  5. T.G. Kazakova Development of creativity in children. M., 1986.
  6. N.S. Karpinskaya art word in raising children. - M., 2010.
  7. IN AND. Kovalko ABC of physical education for preschoolers. – M.: VAKO, 2005.
  8. A.I. Maksakova, G.A. Tumanova Learn by playing. - M., 1983.
  9. The development of speech in pictures. Animals. - M., 2011.
  10. The development of speech in pictures. Live nature. - M., 2011.
  11. E.O. Smirnova Features of communication with preschoolers. – M.: Academy, 2000.
  12. E.I. Udaltsova Didactic games in the upbringing and education of preschoolers. - M., 2007.
  13. O.S. Ushakova Familiarization of preschoolers with literature and speech development. - M., shopping center "Sphere", 2012.
  14. N.B. Holezova Lepka in kindergarten. - M., 1986.
  15. G.S. Shvaiko IZO in kindergarten (senior group). - M., 2003.
  16. L.M. Shipitsyna, O.V. Zashchirinskaya, A.P. Voronova, T.A. Nilova ABC of communication. Childhood - Press, St. Petersburg

Tasks. To acquaint children with changes in the natural environment, the inhabitants of the forest. Paint fallen leaves, gray clouds in the sky, rain, traces of animals on the ground.


Material. Sheets of paper painted in light gray tones, with applicative silhouettes of trees; brushes; paints - dark gray, brown, yellow; water banks; napkins.

Preliminary work. Observation on walks for changes in nature. Examining illustrations with an image late autumn(trees without leaves; gray clouds; it is raining), depicting the inhabitants of the autumn forest (bunny, fox, wolf, hedgehog, bear). Reading poems, nursery rhymes, singing songs.

Lesson content. The teacher reminds the children about changes in nature: “It is raining more and more often, there are very few leaves on the trees, they lie on the ground. In the autumn forest, animals are preparing for winter: squirrels, hedgehogs stock mushrooms, apples. Let's paint with paints how a bunny jumps, and a bear walks through the forest. The teacher shows the traces of a bunny with the end of the brush, and then draws large strokes with the whole bristle of the brush. “The bunny ran and hid behind the tree from the gray wolf,” the teacher says and places the strokes near the tree. And this wolf ran through the forest, - the teacher continues and draws larger footprints: - I didn’t catch the Bunny. There is a gray cloud in the sky, it started to rain. Gloomy, rainy autumn has come. Draws stripes of rain.

After telling and showing the techniques of drawing “traces of animals on the ground”, the teacher invites the children to independently draw “their own” forest, in which “a bunny jumps, a fox runs, a wolf walks, a bear walks”. Children complete the composition started by the teacher (finish trees, bushes, leaves, traces of animals). At the end of the lesson, the drawings completed by the children with the applicative image of trees form the general composition of the autumn forest. Wake up


The tatel asks the children to find traces of a bunny, a fox, a bear, a wolf. “This is the kind of autumn forest that the children painted, and animals live in it,” the teacher finishes examining the overall composition. He encourages the desire of children not only to return to the process of looking again, finding their drawings with the traces of animals, but also to the story that everyone has drawn. The stories of children can also be monosyllabic, such as: “Here is a bunny jump-jump”, “My wolf”, etc.

Actions with objects. "Find the same"

Tasks. Learn to find identical objects, develop visual memory, imagination. Improve the ability to not be distracted when performing a task.

Materials. Toys (cars, dolls, pyramids, balls, balls, cubes, rings, ribbons, mushrooms, etc.).



Lesson content. The teacher selects pairs of absolutely identical toys (objects) - "twins". Toys are divided in half. One half is put on the children's table, the other is removed in " wonderful bag"(bright, beautiful case, size - 40x40 cm). Before putting some of the toys in the bag, the teacher and children examine each item, name it, note its features. Then the children begin to alternately lower the handles into the bag, taking out the objects they have come across, and name them. The teacher offers each child to choose from all the toys lying on the table exactly the same. While the baby picks up an identical toy, the adult hides his object, prompting him to act according to visual memory.

If the child finds it difficult, the teacher shows the toy from a distance, calls it, thereby prompting action. When a child brings a toy, an adult says: “Look, is this a toy you brought?” Items are nearby. In the same way, pairs of all other toys are alternately selected. The teacher teaches them to compare by bright features (color, shape). At the end of the lesson, children can play with the objects they like according to their own design. (In the future, an adult may offer the child a more complicated choice, depending on his individual development. For example, you can choose objects that are not identical, but similar, but of different sizes and colors, etc.).


Speech. "I am a goat Me-ke-ke"

Tasks. Engage children in communication. Enrich the vocabulary of the names of body parts. Match words and expressive movements. Cultivate interest in folk rhymes. Develop speech hearing, articulation apparatus of children.

Materials. Goat toy.

Who came to us? Horned goat, butted goat. Don't boo
dem afraid of goats. We say: “Hello, goat! We are glad to see you!



(Initiative statements of children.)

The goat brought milk. Substitute circles. Drink mo
lochko (conditional actions that the teacher himself does).

Who wants to pet a goat. Thank her for the delicious
milk?

Where are the goat's eyes? Where are the goat's ears? - Educator
allows children to independently show the horns.

I am a goat Me-ke-ke I walk in the meadow, Sharp horns, Thin legs At the very top - Velvet ears.

(A. Prokofiev) 1

What is it with a goat? - Shows horns, ears, eyes, nose.
The goat gives a voice: “mee, mee” (together with the children).

Now I'm like your mother is a goat, and you are little goats
ki. Show me what kind of horns do goats have? (Conditional actions.) Ko
the little girls walk along the meadow, pinch the grass, give a voice: mee, mee.
(Repeat 2-3 times.)

The teacher addresses the children with the words: “Legs, legs goat - top-top. Eyes, eyes goat - clap-clap! These words are accompanied by expressive movements and onomatopoeia and are repeated 2-3 times.

Reader for little and older / Comp. L.N. Eliseeva. - M.: Knowledge, 1996. S. 13.


The mother goat brought milk to the children. Submit, goats
ki, mugs. Drink milk! (Conditional actions.)

The goat kids ate, drank and went for a walk.

Target: learn how to sculpt mushrooms in a constructive way in two parts.

Tasks:

Tutorials:

  • Continue to teach the techniques of rolling plasticine into a ball and flattening; learn to connect two parts together;
  • clarify and expand children's knowledge about the autumn season;
  • generalize children's ideas about edible and inedible mushrooms;
  • to activate the children's dictionary on the topic "Mushrooms" (fly agaric, boletus, boletus, white mushroom);
  • improve children's ability to listen carefully and answer questions.

Developing: develop cognitive interest children, attention and creativity.

Educational: educate preschoolers careful attitude to nature, the desire to help others in difficult situations.

Preliminary work: target walks into the forest, learning poems about autumn, reading works of fiction.

Equipment: musical toy hedgehog, models of fly agaric, boletus, boletus and chanterelles, dry leaves and blades of grass; modeling boards, stacks, plasticine different colors by the number of children.

Lesson progress

Children enter the studio visual activity, where everything is pre-decorated in the form of an autumn forest.

Guys, today I invite you to take a walk through the fabulous autumn forest. Have you ever walked in a real autumn forest? (Children's answers.)

What can you see in the forest in autumn? (Answers.)

And here is what is happening in our fabulous autumn forest. Repeat all movements after me:

The wind blows slowly children blow)

Quietly rustling leaves ( say the sound [w])

Where the leaf stuck to the leaf ( clap)

The Miracle Mushroom Appeared hands up)

Who found his friends? ( shrug)

Because of the stump, the teacher takes out a toy hedgehog and voices it:

Our hedgehog puffs: “fu-fu!

I love mushrooms, my friends

And this fungus

I'll put it in a container" (takes a fly agaric and puts it in a container)

Children notice that this mushroom cannot be eaten, and if they do not notice, then the teacher himself asks them what this mushroom is called, whether it can be eaten and why.

The hedgehog complains to the children that he found only a few mushrooms in the forest, and the hedgehog kids are waiting for him at home and hope that he will bring them a lot of mushrooms.

The teacher poses a problematic question to the children: how to help the hedgehog? Children themselves offer options for helping (look for mushrooms together, make them out of plasticine, etc.). All options for solving the problem must be tried to put into practice. To do this, the teacher asks the hedgehog to show all the mushrooms he has collected. Then all together carefully examine them and name whether they determine whether they are edible or not. The teacher draws the attention of the children to the fact that all the mushrooms collected by the hedgehog consist of two parts: legs and hats.

Children are looking for mushrooms and, not finding anything suitable, decide to make them themselves from plasticine. Then, together with the hedgehog, they go to the tables and, after the teacher has shown the necessary techniques for working with plasticine, they independently choose suitable color plasticine and get to work. To make the mushrooms look like they were just picked, children are invited to decorate them with dry leaves, pine needles and herbs.

Under a huge pine tree

In the clearing in the forest

Where is the pile of leaves

With a kuzavochkoy hedgehog stands.

We'll go to the hedgehog

And we'll bring mushrooms.

The hedgehog carefully examines all the mushrooms, wonders if there are any poisonous ones among them, asks everyone what kind of fungus he did, notes what different and beautiful mushrooms everyone got. Then the children put all their crafts into the box for the hedgehog, and he thanks them, says goodbye and leaves.

The teacher once again recalls with the children what they learned today in class, notes positive points in the work of each child and thanks everyone for their efforts.

Municipal Autonomous Preschool Educational Institution "Kindergarten No. 7" Pinocchio " of the city of Gaya, Orenburg region Completed by: Tagirova R.R. teacher of the 1st qualification category 2015-2016 academic year

Integration of educational areas:

  1. cognitive development (FTsKM)
  2. Social and communicative development
  3. Speech development
  4. Artistic and aesthetic development
  5. Physical development

Program tasks:

Educational area "Cognitive Development"

  • "a lot of" , one"

Educational area :

Educational area "Speech development" :

  • cultivate goodwill in communication.

Educational area (sculpting)

  • generate interest in modeling
  • cause joy from the perception of the result of common work.

Educational area "Physical development" :

  • develop fine motor skills of the fingers

Planned result:

Methodical methods:

Verbal - when creating game motivation, reading a poem, guessing a riddle, question and answer.

Gaming - games "Collect Mushrooms" , "Hares and the Wind" , "Hedgehog - we are friends" .

Visual - toys (squirrel, bear, hare, hedgehog).

Preliminary work: looking at illustrations of wild animals, guessing riddles, reading Belarusian fairy tale processed by N. Myalik "Puff" , "The Tale of the Brave Hare - long ears, slanting eyes, short tail» Mamin-Sibiryak; poems about animals "Hedgehog" B. Zakhoder, "Bunny" A. Blok; memorizing a poem by A. Usachev "Bear clubfoot" didactic exercise "One-Many" , didactic game "Sort By Color" .

Materials and equipment:

  • balloon
  • toys (hedgehog, bear, squirrel, bunny)
  • salty dough
  • molding boards
  • decoration "Forest"
  • mushrooms
  • baskets (large and small)
  • wet wipes
  • phonogram: "Noise of the Forest" , "Rustle of leaves" , "Bunny Long Ears" .

The course of the immediate educational activities.

The children are in the group

Educator: Guys, look how many guests we have. Let's say hello to our guests.

Children greet guests.

Educator: Oh, guys, look what a beautiful balloon we have in our group. And what color is it?

Children's answer.

Educator: Guys, in a balloon we will fly with you into the forest. Hold on to the rope, let's fly!

Educator: Guys, here we are in the forest.

"Hello forest!

Magical forest,

Full of fairy tales and miracles!

Educator: Listen to the birds sing, the brook murmurs?

Soundtrack sounds "Noise of the Forest"

Educator: And who is it that meets us?

The teacher draws the attention of children to the squirrel

Lives in a hollow
Yes, he chews nuts.
Who is this?

Children's answer.

Educator: And what kind of squirrel?

Children's answer.

Educator: Right. The squirrel is small, fast, it has a fluffy tail.

What does a squirrel like to eat?

Children's answer.

Educator: Look guys, how many mushrooms grow in the clearing, and let's help the squirrel, collect mushrooms for her.

A game "Collect Mushrooms"

Teacher: Well done guys! How many mushrooms did we collect?

Children's answer.

Teacher: That's right, a lot.

Squirrel thanks and says goodbye

Soundtrack sounds "Rustle of leaves"

Educator: Do you hear who is rustling there?

That rolls in a ball,
That hides under a bush,
There are needles on the back - beware of the wolves!

Children's answer.

Educator: That's right, it's a hedgehog! Don't be afraid hedgehog, we won't offend you. Guys, do you want to play with a hedgehog?

Children's answer.

Educator: Stand around the hedgehog.

A game "Hedgehog - we are friends"

Walking slowly through the forest
Suddenly we saw a hedgehog
Hedgehog, hedgehog - we are friends,
Let us stroke you!

Educator: Guys, what kind of hedgehog do we have?

Children's answer.

Educator: Right. Guys, the hedgehog wants to sleep, let's cover it with leaves. Sleep hedgehog. And we'll hurry on, look what beautiful house who lives in it?

Someone is clumsy
Walks through the forest
And furry paw
He peels the bark

Children's answer.

Educator: Right! (The teacher takes the bear out of the house)

Educator: And what kind of Bear do we have?

Children's answer.

Educator: What does the bear like to eat?

Children's answer.

Educator: That's right, guys, honey, berries. Mishka, Dasha wants to tell a poem about you. Dasha tell me please!

A clubfoot bear walks through the forest,
He collects cones and puts them in his pocket,
Suddenly a bump fell right on the bear's forehead,
The bear got angry and kicked the top!
I will no longer collect bumps,
I'll sit in the car and go to sleep

The bear thanks the children

The teacher draws the attention of the children to the stump

Educator: Who is it hiding behind a stump?

long ears,
quick paws,
Gray, but not a mouse,
Who is this?

Children's answer.

Educator: Here he is a coward, hid behind a stump.

Educator: Kids, what kind of bunny?

Children's answer.

Educator: Right. Guys, what does a bunny like to eat?

Children's answer.

Educator: That's right, carrots, cabbage. Guys, let's play with the bunny!

Music game "Hares and the Wind"

Educator: Well done, Bunny played with us, we liked it! And we want to serve you! Guys, let's treat the bunny with carrots?

Children's answer.

Productive activities of children (sculpting "Carrot for a Bunny" )

Educator: Well done guys, what beautiful carrots you got!

Bunny thanks the children

Educator: Guys, it's time for us to return to kindergarten. Where is our balloon? Hold on to the rope, let's fly.

Educator: Here we are! Guys, do you like flying in a hot air balloon?

Children's answer.

Educator: Where have we been today? Who did you meet in the forest? And what did we collect for the squirrel? What did we feed the bunny?

Children's answer.

Educator: And now let's say goodbye to the guests.

Children say goodbye to the guests and leave the group.

Self-analysis of the direct educational activities of the educational field "Cognitive Development" (FTsKM)

Subject: "Who lives in the forest?"

In this direct educational activity, the following educational areas: main - cognitive development (FTsKM), social and communicative development, speech development, artistic and aesthetic development, physical development.

I have set the following program tasks:

Educational area "Knowledge" :

  • continue to acquaint children with wild animals and their habitat
  • expand children's understanding of wild animals
  • consolidate children's knowledge of color and distinguish between concepts "a lot of" , one"
  • cultivate love for animals, kindness, a desire to help.

Educational area "Social and communicative development"

  • Creation game situations facilitating the formation of an attentive, caring attitude towards others
  • to form the ability to accept a game task, to perform actions in a certain sequence.

Educational area "Speech development" :

  • to form the ability to conduct a dialogue with the teacher: listen and understand question asked, answer it, speak at a normal pace
  • learn to pronounce words clearly short phrases, speak calmly, with natural intonations
  • cultivate goodwill in communication

Educational area "Artistic and aesthetic development" (sculpting):

  • generate interest in modeling
  • learn to roll out lumps of salt dough in straight and circular motions
  • reinforce the ability to carefully use salt dough
  • cause joy from the perception of the result of common work

Educational area "Physical development" :

  • development fine motor skills fingers
  • to consolidate the ability to build in a circle, walk in a circle.

In the course of direct educational activities, the unity of educational, developmental and educational tasks was traced.

All tasks were implemented through a combination following methods and tricks:

Verbal - when creating game motivation, reading a poem, guessing

riddles, questions and answers.

Gaming - games "Collect Mushrooms" , "Hares and the Wind" , "Hedgehog - we are friends" .

Visual - toys (squirrel, bear, hare, hedgehog).

The method of control and stimulation is approval and praise.

The whole educational process is built as play activity. While in the forest, the children performed various tasks. This playful activity has created a positive, emotional background learning process, increased cognitive and speech activity. All stages of direct educational activity are interconnected and interdependent, subordinate given topic and software tasks. Changing the type of activity at each stage of educational activity made it possible to prevent fatigue with any one type of activity. To obtain better results in the activities of children, a variety of materials were used:

  • balloon
  • toys (squirrel, hedgehog, bear, bunny)
  • molds of mushrooms
  • baskets (large and small)
  • decoration "Forest"
  • salty dough (color)
  • molding boards
  • wet wipes
  • phonogram "Noise of the Forest" , "Rustle of leaves" , "Bunny and the Wind" .

At all stages, cognitive, play, speech, and motor activity became more active.

When planning direct educational activities, the following were taken into account:

  • individual and age features children
  • variety of children's activities
  • creating a friendly environment for all students
  • respectful attitude to the results of children's creativity.

I believe that the planned results were achieved in the course of direct educational activities. Children took a lively, interested part in the educational process. Actively, benevolently interacted with the teacher and peers in solving game problems. Actively participated in productive activities. The tasks set by me, in this direct educational activity, were realized.