Program content:

1. Strengthen the ability to distinguish geometric shapes: circle, square, triangle.
2. Strengthen the ability to find one or many objects in the environment.
3. Strengthen the ability to establish relationships between concepts: large, smaller and smallest.
4. Strengthen the ability to determine the quantitative relationship between two groups of objects; understand the meaning of the words: more - less, equally.
5. Develop attention, speech, observation, memory, mental operations.

Equipment: geometric shapes for all children; toys of three bears, three plates and three spoons; toys: hedgehog and bunnies, squirrel, mushroom; flannelgraph (pictures with butterflies and flowers, 5 pieces of each, three hoops. Doll Masha.

Progress of the lesson:

(We go into the group.)

Guys, look, we have guests, let's say hello to them.

Guys, do you hear someone knocking on the door? (I bring in the doll).

A girl, Masha, came to visit us to tell us how she left home alone into the forest, didn’t listen to her mom and dad, and got lost.

Guys, please tell me, did Masha do the right thing when she left home alone? Can you leave home alone? (No).

Why do you think? (you can get lost, get lost).

Guys, do you want to help Masha find her way home so that she can return to her mom and dad? (Yes).

Let's find out from Masha where she lives? Masha, where do you live? (lean towards the doll).

Masha says that she lives in a big house. But to get there, you need to complete several tasks. Well, let's help Masha? (yes, then let's hit the road!

Come in, sit on the chairs (flannelograph, flowers are laid out in a row below - 5 pieces).

Flowers grew in a forest clearing. Look how beautiful they are. How many are there? (many).

The butterflies have arrived. Let's plant them one for each flower (I put one less butterfly than flowers). Now tell me, what are more, butterflies or flowers? (flowers). What are fewer, flowers or butterflies? (butterflies). What needs to be done so that there are equal numbers of butterflies and flowers? (add one butterfly). Another butterfly is flying. What can we say now about the number of flowers and butterflies? (there are equal numbers of them). Well done! You have completed the first task, and it’s time for us to move on.

I'm asking a riddle:

Near the forest on the edge, Three of them live in a hut.

There are 3 chairs and 3 mugs, 3 beds, 3 pillows.

Guess without a hint, who are the heroes of this fairy tale? (three bears). Right!

There are three bears, three plates and three spoons on the table.

Now let’s remember what the bears were called. (Mikhailo Ivanovich, Nastasya Petrovna and Mishutka).

Which one is the biggest? (Mikhailo Ivanovich).

Who is the smallest? (Mishutka).

Let's treat the bears to porridge, Sasha, what plate will Mikhailo Ivanovich eat from? (from a large one, and Nastasya Petrovna (from a smaller plate, and Mishutka (from the smallest plate). What will they eat? (with spoons). The task with spoons is repeated.

Well done, we completed this task, and now let’s rest a little.

Fizminutka:

Jumping and jumping in the woods

Hares are gray balls

Hands near the chest, like the paws of hares; jumping.

Jump - jump, jump - jump -

The little bunny stood on a stump

Jumping forward - backward

He lined everyone up in order and began showing them exercises.

Once! Everyone walks in place.

Two! They wave their hands together.

Three! They sat down and stood up together.

Everyone scratched behind the ear.

We reached four.

Five! They bent over and bent over.

Six! Everyone lined up again

They walked like a squad.

D. and “One-many”

Well, guys, did you have a rest? (yes, then let’s move on. Oh look, who came out to bask in the sun? (hedgehog and bunnies). Where do hedgehogs and bunnies live? (in the forest, so what kind of animals are they? (wild, right! How many hedgehogs? (one) . And there are bunnies? (a lot). I ask all the children in turn.

Well done, you know everything, but it’s time for us to continue our journey.

And now I want to play with you: I give the children geometric shapes (circle, square and triangle).

Three hoops are prepared on the carpet: in one hoop there is a circle, in the other there is a square, in the third there is a triangle.

Hoops are your houses; those who have a circle in their hand (shows a circle, those who have a house have a hoop with a circle, a hoop with a square is the house of those who have a square in their hands (shows a square), and a hoop with a triangle is the house of those who have a triangle in their hands (shows triangle). While I am playing the tambourine, you run in a column behind me, as soon as the tambourine stops sounding, everyone runs to their own house.

The teacher plays the role of a guide, the children run behind him in a column one at a time.

When the children run to their places, the teacher checks what figures the children have, whether they chose the right house, and clarifies the names of the figures in their hoop.

And they completed this task, well done!

Guys, look, what is that there in front, it’s Masha’s house, here we are (model of the house).

Educator: Masha thanks the children: Thank you guys, you helped me get home, for that I will treat you (candy).

Summary of GCD in the 2nd junior group:
“Poems for kids by A. Barto”
GOAL: introducing children to fiction, developing children’s speech, developing visual and effective thinking
PLANNED RESULTS: develop perception in children. To develop any emotional response to a literary work, to achieve the child’s desire to actively engage in communication.
ORGANIZATIONAL POINT:
Voss: - Children, when I came to the kindergarten this morning, there was a knock on the door. It was Postman Pechkin, he brought a parcel (shows the parcel)
-Children, do you want to know what is in this package?
Children: - We want
Vos: - Then let's open the parcel (takes out a new colorful book by A. Barto “Poems for Kids”)
Voss: - Do you want to go on a journey through this colorful book?
Children: - We want
MAIN PART:
Voss: - Children, look who lives on this page?
Children: Kitten
Voss: -Who is this? What is he doing? (Plays with a ball). The teacher reads a poem with the children:
Kitten is fiddling
With a ball:
Then he will creep up to him secretly,
Then he will start throwing himself at the ball,
He will push him, jump to the side...
Can't guess
That there is not a mouse here, but a ball.
-Why does the kitten play with a ball? (the teacher encourages the children to speak out, the children’s answers)
Question: - The kitten is small, he is bored, he wants to play, so he plays with a ball, thinking that it is a mouse. How can we help the kitten? In case of difficulty, he prompts you (give him a wind-up mouse toy). Turn the page. Look, who is this? (the dog lies near the booth). My dog ​​caught a cold and became voiceless.
The kitten darted in front of his nose,
But the poor patient couldn’t even yelp.
That's how seriously ill I got.
Voss: - Children, why couldn’t the dog yap at the kitten?
Children: - His throat hurts.
Voss: - How can we help the dog?
Children: - Call a doctor (if you have difficulty, it helps)
Voss: - The doctor will prescribe medicine for the dog, and she will be healthy.
The teacher opens the third page, which shows a sparrow jumping through a puddle.
Voss: - Who lives on this page? (children's answers). -Do you want to read a poem about a sparrow?
A sparrow jumps and spins around the puddle.
He ruffled his feathers and fluffed out his tail.
The weather is good!
Chiv-chiv-chiv!
Question: - Why does the sparrow jump and spin? (children's answers) Voss: - That's right, because the weather is good, and he is very happy about it.
Voss: - Who lives on this page? (duck with ducklings). Vos-l: - What they are doing, we can find out from the poem:
Early, early in the morning, the mother duck came out to teach the ducklings.
She teaches them, she teaches them! -You swim, uti-uti, smoothly, in a row.
Although my son is not great, not great,
Mom doesn’t tell me to be a coward, she doesn’t tell me to. -Swim, swim, little duckling,
Don't be afraid, you won't drown.
Voss: – What does a mother duck teach her ducklings? (children's answers)
- Should I listen to my mother? (children's answers). That's right, mom is big, she knows everything, you have to listen to her.
-Guys, who lives in our book? (children's answers). -You and I love animals and treat them with care, because they are our friends. Choose an animal (toy) and dance with it (music plays, children dance). REFLECTION:
- How fun you danced with your toys! Now the toys will rest, and you and I will go for a walk.
Parent meeting in the second junior group: “Development of children’s speech through reading fiction”
Goal: Revealing the importance of speech in the comprehensive development of a child’s personality.
Objectives: to acquaint parents with the peculiarities of speech development of children of primary preschool age; promote the development of children's communicative qualities; cultivate a culture of communication; involve parents in the pedagogical process and the life of the group.
Progress of the event:
1. Preliminary stage.
- Inviting parents to a meeting.
- Preparation for an exhibition in a group on the topic: “Russian folk tales”
2. Organizational stage.
- Design of an exhibition of methodological literature on the topic of the seminar.
3. Introductory stage.
(Parents sit in a semicircle.) Teacher: Good evening! We are glad to meet you. Thank you for taking the time and coming to our meeting. The following lines will serve as our compass for today's meeting.
Speech is beautiful when it is like a stream
Runs cleanly and leisurely among the stones,
And you are ready to listen to its flow
And exclaim: - Oh! How beautiful you are.
The topic of our meeting is “Development of children’s speech through reading fiction. »
4. Main stage.
Educator: Please continue the phrase: “My child began to say ....”
Your answers showed that some children began to speak between 2 and 3 years of age. These guys have some delay in speech development. Many parents noted that their children began to speak at the age of 8-9 months to 2 months. This is a physiological norm.
Game "Question and answer"
And now I invite you to answer my questions.
- Raise your hand, those parents who are interested in their child speaking correctly.
It is very nice to see attentive and caring parents.
- And now I propose to raise their hands to those parents who believe that their child speaks clearly, clearly, correctly.
Look how few hands there are. Indeed, at this age children speak incorrectly, their sound pronunciation is not formed - and this is a physiological norm, i.e., characteristic of age.
- I now propose to raise your hands to those of you who constantly read short poems to your children at home and memorize them; reads stories and fairy tales and has a conversation about the work he has read.
- Raise your hand those parents who are interested in the topic of our meeting.
Your reaction showed that the topic of our meeting is relevant and significant.
Work on developing a child’s speech in kindergartens is carried out in different types of activities; in special classes on speech development, as well as in other classes; outside of class - in gaming and artistic activities; in everyday life.
Familiarization with fiction offers wonderful opportunities for children's speech development.
REPORT
Education with a fairy tale
Until a certain age, children live in a fairy tale, as equal members of the fairy-tale world. And this is natural, because the fairy tale is close and consonant with their worldview. At the very beginning of her life, she meets children with fantastic images, exciting adventures, and the colorfulness and brightness of her world. All this freshness, purity, melodiousness, and harmonious integrity of the fairy tale serve as the first impetus for children to develop imagination, thinking, and creativity. And the artless simplicity and beauty of fairy-tale heroes and their actions are necessary for children’s consciousness as the first reflection of the world, true human relationships in the pure mirror of true art.
Every fairy tale draws a line between Good and Evil. They are irreconcilable enemies, they are in an eternal struggle. And in this confrontation, Good always wins, justice always triumphs. This idea of ​​the victory of Good over Evil is always convincing, because it was nurtured and born along with the emergence of people’s consciousness and improved along with its development, because it is permeated with the faith and hope of all humanity in the triumph of good principles. And this faith is reinforced by time. That is why the fairy tale is so powerful and that is why children believe in it so much. In almost any folk tale, everything obeys only the perfect laws of human existence, those ideals that have passed the test of many generations of people, crystallized, and become universal. And it’s easy for children to accept these ideals, it’s easy to agree with the pattern.
It is very important for children that in a fairy tale the hero who personifies goodness is always beautiful. This is either an invincible hero who protects his people, or simply a man who defeats evil with intelligence, wisdom and resourcefulness. In any case, a positive hero is distinguished by intelligence, beauty, skillful hands or good magic, and a negative hero is distinguished by evil, ugliness and deceit. Therefore, children love fairy-tale characters, believe them and transfer this faith and love from the fairy-tale world to the real world.
Thanks to the fairy tale, children begin to understand the most important truths of human life. A fairy tale helps to form the foundations of morality, morality, by the laws of which they will have to live. That same simple, simple fairy tale that, as adults, we begin to consider child's play.
Russian folk tales
They play a big role in developing in children an ear for music, a taste for poetry, and a love for nature and their native land. They arose in time immemorial. Russian folk tales are the most popular and most beloved genre by children. Everything that happens in these fairy tales is fantastic and remarkable in its purpose: the heroes of these fairy tales, getting from one dangerous situation to another, save their friends, punish their enemies - they fight and fight to the death.
Poems, fairy tales, stories that you read to your child should be small in volume, simple in content, and easy to understand.
“Reading doesn’t mean anything; what to read and how to understand what you read – that’s the main thing!
Children love to listen to the same piece several times;
Learn poems, nursery rhymes, and riddles by heart with your children.
Ask what is being said, what happens to the main characters;
Learn to retell fairy tales, starting to ask questions about the content; by conveying the content, the child learns to express his thoughts clearly, accurately, completely, and consistently;
How to make reading books to your child more useful and interesting? To do this, the child needs to actively participate in this process. How to do this?
- Ask questions. Book characters can help children develop their understanding and observation skills. While reading, ask them various questions, for example: “If Alyonushka and Ivanushka had to go up a mountain to get some water, what do you think, how tall this mountain could be: like a huge house or small, like an anthill? "What color was their bucket? "
-Depict a literary work you have read. If your child is bored with reading, ask him to imitate what he read. Let him, for example, show how Mashenka tried on chairs according to her height in the tale of the three bears or how her grandfather carried a turnip.
- Step back from the story. Try reading a few lines or pages of a fairy tale or story known to your child, and then ask him to come up with a continuation, thereby stimulating the child’s imagination, and also helping to expand his vocabulary and learn to make decisions in various situations.
- Make riddles based on fairy tales. (Parents are invited to guess riddles about fairy tales; they need to guess which of the fairy-tale characters could say this about themselves). 1) I decided to travel around the world and did not know that the trip could turn into trouble. I thought everyone around me was as kind as my grandmother and grandfather. But it turned out that there are also evil, cruel, and cunning people living in the world. And everyone wants to eat me...
2) I have been afraid of cats all my life. And this one came and purred and scratched: they say, help me! How can I, little, gray one, help the cat? I just feel that she is not deceiving me. I ran out into the garden, I saw that they really needed my help!
3) I knew it would end in disaster. I’m too shabby and old. How many years have I been standing in the field? I dreamed, of course, that someone would settle and live in me. But not too many people! They climbed, climbed, climbed inside. I couldn't stand it and collapsed!
4) What a tail this mouse has! Neither a woman’s palm nor a grandfather’s fist can be compared! And this mouse had to run out at the most inopportune moment! She waved her tail and it crashed!
5) It was baked from flour and chilled on the window.
He ran away from his grandparents and became Alice's lunch. (Kolobok)
6) One day a mouse found a completely empty house
She began to live and live, and let tenants in. (Teremok)
7) When leaving, she asked her mother not to open it to anyone,
But the children opened the door! The toothy beast deceived -
Sang my mother's song. Who ate the goats then? ("The Wolf and the Seven Little Goats")
8) Grandfather didn’t have enough strength to pull out this vegetable.
But everyone he asked came to his aid. ("Turnip")
9) The good doctor says: - We are defeating bronchitis,
Measles, colds and sore throats, diphtheria and scarlet fever,
And of course, we will also be able to cope with Barmaley! ("Aibolit")
-You can play well-known fairy tales. Play out the kolobok, turnip, teremok, chicken Ryaba and other stories familiar to the child.
You can come up with your own fairy tale with your child.
Read with your children as much as possible, and most importantly, talk about what you read!
Distribute reminders to parents.
Memo for parents.
“Golden keys” from the secret door to the world of reading:
In order for a child to speak well, you need to talk to him: this is how oral speech patterns are set.
In order for a child to learn to be attentive, he needs to read stories and fairy tales: this is how the perception of words is set.
In order for a book to be perceived as a necessary element of life, it must live in the house and be in demand by adults: this is how examples of a certain life style are set.
REMEMBER!
Talents are nurtured through books and encouragement.
The parents of great people did not force books on their children; they surrounded their children with them from childhood.
(Quiet, calm music sounds, parents evaluate this event. Making a decision at the meeting. Resolving current issues). Summary of GCD in the 2nd junior group:
"The Magic Book of Fairy Tales"
Program content:
1. Continue to teach children to emotionally and consistently reproduce the content of fairy tales.
2. Teach children to build and “read” simple fairy tale models, reproduce the sequence of actions, and develop children’s thinking. The ability to correlate familiar symbols with images. Exercise children in telling fairy tales using the modeling method.
3. Develop the ability to identify and name the characteristic features of fairy tale characters. To develop intonation expressiveness when reproducing individual words and songs of fairy tale characters, and creative initiative. Learn to answer questions, enrich children’s vocabulary, teach children to finish words in a sentence. Teach children to correctly answer the teacher’s questions, reproduce the content of a fairy tale according to diagrams. Activation of the dictionary. Develop speech attention, creative activity, memory, thinking.
4. Cultivate a friendly attitude towards the heroes of fairy tales, the ability to work together. Cultivate interest in oral folk art (fairy tales). Materials and equipment:
Book, projector with screen.
Preliminary work:
reading Russian folk tales, looking at illustrations, retelling fairy tales, games - dramatization.
Vocabulary work: cunning, unkind, curious, brave, smart, kind.
Progress: Children enter the group
Educator: Guys, do you like fairy tales? I also love you very much and invite you today to go to the land of fairy tales, to the village of Skazkino. We'll go on a train journey. Take your seats in the carriages. Is everyone ready to hit the road? Let's go.
Cars and carriages rumble along the rails.
A group of guys are being taken to the village of Skazkino.
We've arrived. Come out. Have a seat. (sit on benches)
Educator: Look guys, we have arrived in the village of Skazkino, let's see who is greeting us? Who is this? Yes, this is Vasily the cat and he invites us to visit him. Let's listen to what he tells us now.
(The cat Vasily is depicted on the screen)
Educator: Vasily the cat loves to listen and tell fairy tales. And so he brought us an unusual, interesting book. It contains Russian folk tales. These tales were composed by the Russian people. For whom did the Russian people compose and invent fairy tales?
Children: For the children, for us.
Educator: This book is magical, if we blow on the page, it will open. Let's look into the book and find out what fairy tales live in it. (Children blow on the book)
Educator: Guys, did you recognize this fairy tale? Look carefully, what is shown here? What is it called? Let's remember this fairy tale. If you tell a fairy tale according to this scheme, a picture will appear. (children's story)
Children: “Chicken Ryaba.”
Educator: Well done, is this really the fairy tale “Ryaba Hen”?
Educator: Blow on the next page and you will find out what fairy tale lives there. Don't forget, if we guess correctly, a picture opens. (Children blow on the book).
Educator: Juliana, are you familiar with this fairy tale? What is it called?
Children: "Turnip."
Educator: Lena, name the heroes of this fairy tale.
Children: Grandfather, grandmother, granddaughter, Bug, cat, mouse.
Educator: Let's blow and the next page will open.
(Children blow on the page)
Educator: Guys, have you guessed what kind of fairy tale this is? Bogdan, what is the name of this fairy tale?
Children: Fairy tale "The Wolf and the Seven Little Goats."
Educator: Mila, how did you know that this is a fairy tale “The Wolf and the Seven Little Goats”
Children: Drawn: a wolf, a goat and kids.
Educator: Well done! If you guessed right, then we will now see a picture from a fairy tale.
Educator: Well, here’s the next page, let’s blow together and find out what kind of fairy tale is hiding there. (children blow) Well, now have you guessed what this fairy tale is? Who will try to tell me the beginning of this fairy tale? What song did Kolobok sing? Who ate it? If you guessed right, the page will certainly open.
Educator: I think we need to get up and warm up a little.
Come on, everyone get up together,
Raise your arms higher.
We will play with you.
And dance a little


Let's shake our heads - one, two, three!
Now don't yawn.
Repeat with us quickly!
Let's clap our hands - one, two, three!
Let's stomp our feet - one, two, three!
Turned the head
And sat down quietly!
Educator: Okay, we’ve rested, and now let’s open the last page of the book. Do you want to know what fairy tale lives on the last page? Blow on the book. (Children blow on the book) Oh, it won’t open, but let’s listen to Vasily the cat, what he says.
Children watch the fairy tale "Teremok"
Educator: Well, you guessed it. Who can tell me what the fairy tale is called? Well, let's check if we guessed correctly?
Well done Guys, look, Vasily the cat is happy for us. We guessed all the fairy tales from the book. Listen to what the cat Vasily will tell us
What will we tell the cat Vasily?
Children thank Vasily the cat and say goodbye
Educator: Well done! Let's remember what fairy tales were hidden in the book. (children repeat the names of fairy tales). Now it's time to go back to kindergarten. Take your seats in the trailers.
“Trailers, trailers, rattling along the rails.
They’re taking me home, they’re taking me home, a group of guys.”
the children return to the music.
Abstract of GCD
in the 2nd junior group:
“Reading A. Barto’s poem “Elephant”
Goals and objectives:
Educational – to develop cognitive interest and the ability to listen carefully, to increase the level of speech activity.
Educational – teach children to look at a picture, answer questions about its content, and formulate simple conclusions. Clarify children's ideas about the two parts of the day, day and night.
Developmental – prepare children to write descriptive stories and 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.
Progress of the lesson
The children sit in a semicircle, in the center of which is an easel with a picture (it hangs face down).
The teacher asks a riddle:
There is a lot of power in him,
He is almost as tall as a house,
Gray fat giant
The nose is like a long tap,
He'll ride on his back
Mischievous, eared... (elephant)
The teacher turns the picture over. Invites children to come up and look at the picture “Elephant” (children approach the easel with the picture, stand in a semicircle)
Questions about the teacher’s picture:
- What time of day is shown in the picture? (children’s choral answers with explanation: it’s dark, the moon is shining, the toys are sleeping.)
-Who do you see in the picture? (children's choral responses)
- Why do you think the elephant is not sleeping yet? What is he thinking about? (children’s individual answers. Mark the most interesting and well-formulated options)
- Maybe he remembers his mother elephant and is waiting for her to come to him and sing a lullaby?
- Show me how you sleep.
An audio recording of a lullaby is played and the teacher reads A. Barto’s poem “Elephant”:
It's time to sleep! The bull fell asleep.
He lay down on his side in the box.
The sleepy bear went to bed,
Only the elephant doesn't want to sleep.
The elephant nods its head
He bows 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 conducts physical education.
Physical education session “Exercise”
Every day in the morning we do exercises. (step in place)
We really like to do it in order:
Walk happily, raise your arms (imitation of movements)
Squat and stand, jump and gallop.

Lesson summary:
- You listened attentively, answered questions, and so the little elephant gave you gifts (stickers with images of animals). Each child chooses the sticker that he liked best.

Consultation for parents
on reading fiction
children from birth to school.
Scientists have found that a child who is systematically read to accumulates a rich vocabulary, as he hears more words. By reading with his mother, the baby not only learns something new, but also actively develops imagination and memory, and sometimes learns important life lessons. How to choose useful and interesting books for children of different ages?
What books are needed for preschoolers?
Lightweight and durable.
A good book for little ones has some features:
- It is light - the baby should have enough strength to get the book from the shelf at any time.
- Its strength is ensured by regular or laminated cardboard.
- The size of the book is small, a child should be able to “play” with it independently.
- The book contains large, bright pictures and a few small distracting details. The printed text is only large, the phrases are clear and concise.
- If the page is a bright picture, the text should be placed on a light background.
Please note that there is a hygiene certificate (usually indicated on the last page or cover). After all, kids often try to chew on a book.
Everything has its time.
The little ones need books to look at objects, animals, plants, etc. On the page, 80% of the area should be occupied by images. Captions consist of a maximum of two or three words. The baby still has no idea how to handle the new “toy” - everything can be limited to licking and meaningless turning of pages. But if you look at the book together and at the same time pronounce the text, you will soon notice that the baby easily recognizes familiar objects and even tries to call them in his own way.
Fun alphabet.
From about a year old (and earlier, if desired), you can start reading poems and short fairy tales to your child. At this age, familiarity with funny nursery rhymes is well accompanied by bright, characteristic gestures. Around the age of two, when the child develops an interest in letters, purchase the alphabet. It is worth remembering that recognizing letters and reading are different things. Now you are reading, and the child is actively listening. There is no need to force things.
Many children like toy books, all kinds of squeakers, books in the shape of animals, insects, etc. They are attractive to a child, but you shouldn’t get carried away with them. Books, first of all, are intended for reading - this is important for the baby to learn. Gradually reduce the number of toy books to a minimum.
Three years - the age of why - is the optimal time to buy children's illustrated encyclopedias. The number of unfamiliar words in them should not exceed 10-15 percent, otherwise the book may seem boring to the child. By reading with you, your child gets answers to his questions and at the same time learns to work with new information.

Junior preschool age. Studying the peculiarities of perception and understanding of works of literature by a child of 3-4 years old, we can identify the leading tasks of familiarizing children with books at this age stage:
- to develop children’s interest in books, to teach them to pay attention, and to listen to literary works;
- enrich the life experience of children with activities and impressions necessary for understanding books;
- when selecting books for children, take into account the child’s attraction to folklore and poetic works;
- help children establish the simplest connections in a work;
- help children identify the most striking actions of heroes and evaluate them;
- support the immediate response and emotional interest that arises in the child when perceiving the book;
- help children mentally imagine, see the events and characters of the work, through the selection of illustrations, teach them to look at the illustrations.

Middle preschool age (4-5 years). Children's reading experience becomes more complex. To understand the work, a child no longer needs an illustration for each plot twist. When characterizing heroes, children most often express correct judgments about their actions, relying on their ideas about norms of behavior and enriched personal experience. At the same time, when perceiving literary works, the child does not set himself the task of evaluating the hero or events. The attitude of children to literary facts has an effective, vital significance. A child of 4-5 years old is, first of all, an active participant in the events depicted; he experiences them together with the heroes.
Thus, based on the characteristics of the enriched literary and enriched life experience of children, educators in the middle group are faced with the following tasks:
- continue to develop children’s interest in books;
- teach carefully, listen and hear the work;
- see the actions of the characters and evaluate them correctly;
- develop imagination, the ability to mentally imagine the events and characters of the work;
- maintain children’s attention and interest in words in a literary work;
- support children’s empathy for the characters of the work and form a personal attitude towards what they read.

Senior preschool age. From the age of 5, a new stage in the literary development of a child begins. The most beloved among children are magical Russian folk tales with their wonderful fiction, fantastic nature, developed plot action, full of conflicts, obstacles, dramatic situations, various motives (treachery, miraculous help, opposition to evil and good forces, and much more), with bright, strong characters. heroes. Russian folk tales (“Morozko”, “Sivka-Burka”, “The Frog Princess”, “Sister Alyonushka and Brother Ivanushka”, and others). They open up space for the child’s feelings and thoughts about a complex world, where good and evil forces collide in an irreconcilable struggle, where children are confirmed in the indispensable, inevitable victory of good over evil, are surprised by miracles and secrets and try to reveal and comprehend them. At an older age, a child acquires the ability to understand text without the help of illustrations. Children are already able to understand events in the book that sometimes did not occur in their own experience. The child develops the ability to perceive a literary work in the unity of content and form, comprehend the verbal image, and treat it as an author’s device. There also arises the ability not only to notice an expressive, bright word, but also to realize its role in the text.
In older preschool age, children’s capabilities allow them to solve new, more complex tasks in the formation of aesthetic perception and understanding of works of fiction:
- consolidate and develop a sustainable interest in the book, perceive a love for the literary word;
- along with the direct life experience of children, their literary experience. To introduce the genre features of some types of literary works (story, fairy tale, fable, riddle, proverb, nursery rhyme and others).
- develop and educate the recreating imagination;
- learn to establish diverse connections in a work, to penetrate into the author’s intention;
- help the child not only comprehend the actions of the characters, but also their thoughts and feelings; cultivate the ability to see the hidden reasons for actions;
- help the child, realize his own emotional attitude towards the heroes of the works;
- draw children’s attention to the language of a literary work and the author’s depiction techniques.
Thus, we see that throughout the preschool period there is an active development and improvement of abilities to perceive literary works, the formation of interest and love for books, that is, the child is successfully developing as a reader. This circumstance forces us, teachers, to carefully consider issues related to reading books to preschool children and, above all, to the selection of works of children's literature for each age stage.
A thoughtful selection of books for children's reading is determined by what inevitably influences the child's literary development, the formation of his literary experience at the stage of preschool childhood, and the development of an attitude towards books.
Let's summarize:
- A book is not only a source of knowledge, but also a means of artistic education.
- She is a person’s companion throughout his life. Teach your child to love and cherish books from childhood.
- Books for children are usually brightly illustrated. When looking at the illustrations with your child, take your time. When asking a question, focus on the details, explain what text this picture illustrates. Let the child remember and check. All this will teach you to carefully and meaningfully examine what is shown in the picture.
- Fiction enriches a child’s life experience. It tells about the life and activities of people: about their work, relationships, about the exploits of heroes, about the beauty of their native nature, the characters and motives of behavior are revealed. All this affects the child’s feelings, makes him worry, worry about the fate of the characters - sympathize with some, condemn others.
- A book helps a child learn about the world.
- The works of fiction that you read or narrated significantly influence the child, the formation of his personality, leave a deep imprint in his soul, gratitude for having introduced him to the world of beauty.
And even if your child has already learned to read, there is no need to “give up” on reading aloud together, because it is so unifying, it is a kind of conversation between parent and child, a discussion of what they have read. While reading together, you are very close to your child, you can explain to him, using the example of characters from a work of fiction, all the pressing problems, and there are so many interesting things in life!

Tasks:

• ; ways of verbally denoting equality and inequality (1,2,3);
• practice verbal designation of geometric figures in active speech; phonemic hearing;
• consolidate the ability to build serial series of three objects;
• develop the ability to design according to your own simple plan;
• develop the ability to evaluate the actions of heroes;
• cultivate a sense of goodwill and empathy.

Materials and equipment: technologies “Fairy tale labyrinths of the game of V.V. Voskobovich”: “Magic square” (two-color), Lanterns (Larchik), Lanterns, cavrograph “Larchik”, Miracle flower, Pyramid turtles; fairy-tale heroes of technology: Ray Lord, Baby Geo, Magnolik, Girl Dolka.

The progress of the summary of a comprehensive lesson in the second junior group

Psycho-gymnastics “Hello!”

Educator:

Hello, hands clap - clap - clap!

Hello legs, top - top - top!

Hello cheeks plop - plop - plop!

Chubby cheeks plop - plop - plop!

Hello sponges - smack - smack - smack!

Hello teeth – clack – clack – clack!

Hello my nose - beep - beep - beep!

Hello kids! One, two, three!

Girls and boys, hello!

Game “Find out the voice of the heroes from the fairy tale Teremok” (the voices of animals are heard, children guess and answer the question - in which fairy tale can we meet all these heroes).

To the accompaniment of mysterious music, the fairy-tale hero Little Geo appears, who tells that in the purple forest the Ray of the Lord bewitched the heroes of the fairy tale.

Teacher questions:

Have you already guessed which fairy tale the heroes are from? (Children's response)

What needs to be done to help them out? (Answers)

How do we know where to look for them?

(arrows with images of animals will help with this).

Game "Magic Square" (two-color)

Educator: Ray Lord turned the mouse into a magic square. To disenchant it, you need to fold the mouse. Children fold the mouse. At this time, an image of a mouse appears on the magnetic board.

"Pyramid Turtles"

Educator: Our frog fell into a large swamp and cannot get out. How can we help her? (Answers)

It is necessary to build paths for the frog. The Pyramid Turtles will help us with this.

On the table are envelopes with tasks for each child (tasks are selected taking into account an individually differentiated approach).

While the children are building paths, a picture of a frog appears on the magnetic board.

"Lanterns"

Educator: Guys, Mognolik and his “Lanterns” will help us disenchant the bunny.

Children, using the geometric shapes of the game, lay out the image of a bunny in two ways: by overlaying and by modeling.

Musical physical education for a fox “We stomp, stomp, stomp with our feet...”

Educator: To disenchant the fox we need to repeat the movements.

Children perform movements to the music that correspond to the text. An image of a fox appears.

« Miracle flower"

Educator:

We set off to save the wolf. Ray Lord mixed up all the petals of the Miracle Flower and said that he would not let the wolf go until he sorted the petals into his boxes.

It is necessary to arrange the petals into boxes: one-eyed, two-eyed, three-eyed.

An image of a wolf cub appears on the board.

Design on the carpet "Larchik"

Educator:

Children, have we helped out all the heroes of the fairy tale or have we forgotten about someone?

What bad thing did the bear do in this story?

Let us help him fix everything and build a new, beautiful little mansion with the help of magic squares, ropes, circles, in which all our heroes will live.

Is there enough room for everyone in our Teremka?

Children place all images of animals on Velcro in Teremok.

Now our heroes will live together in Teremka.

Reflection

Educator: Let's return to Baby Geo and tell him about our adventures.

Teacher questions:

What was the most interesting for you?

Summary of an open lesson in the second junior group “Visiting grandma”

Tasks:
educational: Teach children to combine identical (by color, size) objects into object sets according to a verbal task. Continue to learn to distinguish and name geometric shapes: circle, square. Answer the question “how much?” with many words, not one. Strengthen the ability to establish relationships between concepts: big, small. Work with children on various techniques and activities to develop fine motor skills.
Continue to teach children to conduct a dialogue with the teacher: listen and understand the question asked and answer it clearly. Practice the ability to distinguish and name familiar geometric shapes: circle, square. To develop the ability to distinguish and name primary colors: red, blue, yellow, green. Use non-traditional drawing techniques (finger painting on semolina) in developing fine motor skills.
developing: develop logical thinking, memory, attention, fine motor skills. Develop tactile sensitivity of complexly coordinated movements of fingers and hands in games with household items (clothespins, cereals).
raising: cultivate a culture of behavior, kindness, love for animals, the ability to work together and amicably.

Integration of educational areas:
Communication
Socialization
Cognition (FEMP)
Cognition (FCCM)

Activating the dictionary:
Geometric shapes (circle, square).

Material for the lesson:
An easel with a sun drawn on it, balls (red, yellow, green, red), boxes (red, yellow, green, red), a hoop for balls, a river, large round and small round pebbles, large square and small square ones, a soft toy - bunny, rooster, chicken, Christmas tree, house, clothespins, peas, beans, plates, semolina, chickens cut out of paper of different colors without tails, treats.

Progress of the lesson

The teacher leads the children into a group while listening to music
Educator: Children, look who came to us?
Children: Sun
Educator: Let's say hello to the sun.
Children: Hello sunshine!
Educator: and look how many guests we have, let’s say hello to them too, say hello.
Children greet guests.
Educator: Children, the sun did not come so easily, it will bid us on our way, but first it will give us a task. Look what's in my hand?
Children: Ball
Educator: What color is the ball?
Children: Blue
Educator: there are a lot of multi-colored balls in the hoop, and here the hoops are of different colors (red, yellow, blue, green). You need to arrange the balls according to the color of the hoop. Can we sort it out?
Children: Yes
Educator: Let's get started
Task No. 1 “Arrange the balls by color”
Educator: were there balls in the hoop?
Children: Were
Educator: How many were there?
Children: Many
Educator: Are there any balloons now?
Children: No balls
Educator: Let's see if the balls are sorted correctly by color.

What color is the hoop? green like grass and green balls, blue like the sea and blue balls, red like a tomato and red balls, yellow like the sun and yellow balls.
Educator: We completed this task. Let's move on.
We approached the river.
Educator: Children, what is this?
Children: River
Educator: There is no bridge here, but how can we get across? Look what pebbles are lying there. Round large pebbles and round small ones, square large ones and square small ones. And we need to choose large round pebbles.
Task No. 2 “Build a bridge from large round pebbles”
Educator: This is what a bridge looks like. Has everyone collected large round pebbles?
Children: Yes
Educator: Look at the bridge they built. Let's walk.
We guys need to cross the bridge, we will end up in a distant forest, there are friends and bunnies there.
Find themselves in the forest
Educator: Who's there?
Children: Bunny
Bunny: I'm a bunny
Educator: Why are you sad?
Bunny: I'm lost
Educator: and where do you live?
Bunny: At grandma's
Educator: Oh bunny, we’re also going to grandma’s, don’t worry, we’ll see you off.
The teacher looks behind the tree, and there sits a toy bunny
Educator: and who is this, small, sad and crying? What happened to him?
Bunny: This is a bunny, his owner abandoned him.
Educator: The owner abandoned the bunny, but we know the poem. Let's tell you. The teacher and the children recite a poem.
Task No. 3 “Poem about a bunny”
The owner abandoned the bunny
Bunny remained in the rain
I couldn't get off the bench.
I was completely wet.

Educator: Don’t cry, bunny, don’t cry, we’ll take you to grandma too. Let's pet it. So that our bunnies don’t feel sad, let’s play with them.
Music game
Educator: Well done! the bunnies had fun, and now let's move on, it's time for us to hit the road, oh guys, what is this?
Children: House
A rooster peeks out of the house
Educator: Who is this?
Children: Cockerel
Educator: Let's listen to what the cockerel tells us.
Rooster: I live in the yard, I sing at dawn, I have a comb on my head, I am a loud cockerel.
Ku-ka-re-ku!
Educator: Children, look what color the cockerel's comb is?
Children: red
Educator: what color is the tail?
Children: green
Educator: Petya the cockerel, we also know a poem about you
Task No. 4 Poem “Peter the Cockerel”
Petya the Cockerel
golden scallop
Olive head
Silk beard
That you get up early
You sing loudly
Don't you let the kids sleep?
Educator: This is a good poem. The cockerel has a family. Let's see. Who is this?
Children: chicken
Educator: Is the chicken sad? What's happened?
Hen:"Ko ko ko." She came to the chicken coop, climbed in, and plucked all the chickens’ tails. "Ko ko ko." Grief.
Educator: Oh don't worry. Children, let's help. Look how many chickens there are here, but they don’t have tails. Come on, we’ll make tails, but we’ll match each chicken’s tail by color.
Task No. 5 “Tails for chickens made from clothespins”
Educator: Who did it? Show me the chicken. Well done! What color is the chicken? (red, yellow, blue, green)
Educator: Children, the chickens need to be fed. Chickens love peas very much, but we got everything mixed up here with beans. Let's separate the beans from the peas.
Task No. 6 “Sort beans from peas”
Educator: The chickens will be happy. Well done, children! Let's give one plate of peas to the chickens so they can eat, and the chickens will come for the rest of the plates.
Educator: bunny, but you don’t see anything, what does it look like?
Bunny: To my grandma's house
Educator: Children, we have come to grandma’s house, let’s go have a look.
Grandma comes out of the house
Grandmother: Hello guys!
Educator: Hello, grandma!
Grandmother: Thank you for finding me, my bunny. Who helped you? Did someone help you find the way to my house?
Educator: Grandma, we won’t tell you, we’ll show you.
Task No. 7 “Draw a sun from semolina”
Grandmother: What are you drawing, what does it look like? Circle, rays, what is this? This is the sun! It helped you find your way.
Educator: That's right grandma. This is the sun
Grandmother: Bunny, let's say thank you to the sun for helping the guys find the way to our house.
Educator: Grandma, we came to visit you, to find out how your health is, how are you doing?
Grandmother: Everything is fine, but I was worried there was no bunny, but you found it for me. Well done! Thank you! They showed me the way and brought me to me. And I have prepared a treat for you.
Grandmother distributes treats to children
Educator: Thank you, grandma! Our journey is over, it's time for us to go to kindergarten. Goodbye, grandma! Goodbye!

Logacheva Nadezhda Yurievna
Job title: teacher
Educational institution: MBDOU "Kindergarten No. 233"
Locality: Novokuznetsk city, Kemerovo region
Name of material: open lesson
Subject: Open lesson in the second junior group "Water Sorceress"
Publication date: 30.05.2017
Chapter: preschool education

Open lesson in the second junior group “Water Sorceress”

MBDOU kindergarten No. 233 Novokuznetsk

Educator: Logacheva Nadezhda Yurievna

Target: formation of ideas about the properties of water.

Tasks:

Develop an interest in research and experimentation with water;

Develop tactile sensations and fine motor skills;

Practice guessing riddles, saying nursery rhymes (small forms of Russian

folklore);

Pay attention to the importance of water in our lives and cultivate respect for water

attitude;

Develop memory, thinking and imagination.

Dictionary: flows, shimmers, transparent, fluid, odorless.

Methodical techniques: guessing riddles, nursery rhyme “Water”,

experimental activity, looking at illustrations, moving

game “Sunshine and Rain”, productive activity.

Equipment: napkins, cups according to the number of children (2 pieces for each, spoons,

water container, audio recording “The Sound of Water”, illustrations, blue finger

paint, whatman paper with an image of a tree for applique, applique details, glue -

pencil, milk, basket of apples, demonstration material (ice, steam).

Educator: Children, today we have guests in our group. Let's say hello!

Children: Hello!

Children sit on chairs. There's a knock on the door.

Educator: Oh, someone is knocking on us (goes to the door). Children, the postman has come

and brought us a letter (opens the letter, reads).

Educator: Guess the riddles:

They drink me, they pour me out.

Everyone needs me

Who am I?

Educator: Children, did you guess it?

Children: This is water.

Educator:

We say: it flows

We say: she is playing,

She always runs forward

But he doesn’t run away!

Children: This is water.

Educator: Today you will learn a lot of interesting things about water. What do you think

what is water for?

Children: To drink, wash hands, cook food, do laundry...

Educator (in the form of a conversation): Indeed, we can’t do without water;

As soon as we wake up and immediately go to wash; water refreshes us, makes us clean,

fresh, invigorating. Let's show how we can wash ourselves and talk affectionately

with good water. Children, come out onto the mat!

Nursery rhyme "Water"

Water - water, (palms under an imaginary stream of water)

Wash my face (palms “face washing”)

For the eyes to look (blinking the eyes)

To make your cheeks red (rubbing your cheeks with your palms)

So that the tooth bites (clicking teeth)

To make your mouth smile. (smile widely)

Educator: Oh, what a great fellow, I see you like some water. Do you want to play with her?

Children: Yes.

Educator: Children, take your seats. Look, on your tables -

cups containing spoons.

Individual survey by the teacher:

What's in one? (milk) In another? (water) In which glass do we see spoons? (Where

water) Why? (the water is clear, but the milk is not, and the spoon is not visible) That’s right,

children, the water is clear.

Educator: Let's find out if the water smells or not? (let's smell the water)

Children: The water is odorless.

Educator: Yes, clean water has no odor. Children, why water?

called the Sorceress? (children's answers)

Educator: Yes, that's right, water can transform. Look at the pictures (at

blackboard images: winter, snowflakes, snowball - water turned into snow; hail

Into the ice; steam from the kettle - into steam; droplets on the grass - into dew; picture of rain -

here water is rain). Because of these transformations, water is called the Sorceress.

And now, children, pour water from the cups into the basin. Why were we able to do this

Children: Water flows, flowing; can run like a trickle, like a river.

Educator: Yes guys, that's it!

Now let's play. Come out!

Outdoor game “Sun and Rain”

After the game, the children sit down in their places.

Educator: Guys, look at the pictures (1st - dried flower, 2nd -

flowering).

What do you see in one picture and in the other?

Children's answers.

Educator: Yes, that's true. What is needed for plants to grow, bloom,

did they bear fruit?

Children: Water! She feeds them.

Educator: Yes, that's right. Pay attention to indoor flowers; they grow

they bloom because we feed them with water. Now guys, look what we have on

table (whatman paper with an image of a tree - an apple tree). Let's stick it

flowers (we make a collective applique). Let's add raindrops to

our apple tree was blooming!

Children: Let's finish the drawing.

Drawing raindrops with finger paint and reading the chant.

Children together with the teacher:

Rain, rain harder!

To make the leaves greener!

Educator: This is how our apple tree turned out! (hangs it on the board)

May our Earth always remain so green and blooming!

Educator: Children, did you like playing with water? What's interesting about her?

did you find out today?

Children's answers.

Educator: Now, guys, close your eyes and don't peek!

One, two, three!

A surprise has arrived!

Apples in each child's basket for us.

Educator: What's in our cart?

Children: Apples!

Educator: You see, children, we watered our apple tree, and she rewarded us for it

thanked me with apples. (hands out apples to children)