Socialization in the first junior group according to fgos. Lesson on communicative and cognitive activity in the first junior group “Toys visiting the guys. Development of free communication with adults and children
Explanatory note
Conceptual foundations of the program
The work program is a normative and managerial document, a structural and functional unit of the upbringing and educational space, which ensures the dynamic unity of the subjects of the pedagogical process, the system of their relations and the conditions of activity.
The purpose of this document is to solve specific problems defined by complex and partial educational programs implemented in the preschool educational institution, the social situation of development and experimental activities.
The work program determines the organization of educational educational process(content, forms) in the preschool educational institution.
The work program provides for the versatile development of children aged 4 to 5 years, taking into account their age and individual characteristics in the main areas - physical, social and personal, cognitive and speech, artistic and aesthetic. The program ensures that pupils achieve readiness for school.
The program was developed in accordance with:
- Law of the Russian Federation dated July 10, 1992 No. 3266-1 "On Education";
- UN Convention on the Rights of the Child;
- Model regulation on a preschool educational institution (approved by Decree of the Government of the Russian Federation of September 12, 08 No. 666);
- Order of the Ministry of Education of the Russian Federation of 09.03.04. No. 1312 "On approval of the federal basic curriculum and exemplary curricula for educational institutions Russian Federation implementing programs of general education;
- Order of the Ministry of Education of the Russian Federation of 23.11. 2009 N 655 “On the approval and implementation of federal state requirements for the structure of the main general educational program of preschool education;
- Decree on the approval of SanPiN 2.4.1.2731-10 Amendment No. 1 to 2.4.1. 2660-10 “Sanitary and epidemiological requirements for the device, content and organization of the working regime in preschool organizations” and registered with the Ministry of Justice of Russia dated December 22, 2010 No. 19342 approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated December 20, 2010 No. 164;
- "The program of education and training in kindergarten" edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova. Moscow - 2010
development of free communication with adults and children;
development of all components of oral speech of children (lexical side, grammatical structure of speech, pronunciation side of speech; coherent speech - dialogic and monologue forms) in various forms children's activities;
practical mastery of the norms of speech by pupils.
Development of free communication with adults and children
To promote the development of speech as a means of communication. Give children a variety of assignments that will give them the opportunity to communicate with peers and adults (“Look into the locker room and tell me, you’ve come”, “Find out from Aunt Olya and tell me ...”, “Warn Mitya ... did you tell Mitya? And what did he say to you?"
To offer pictures, books, toys for independent examination as visual material for children to communicate with each other and the teacher. Tell the children about these items, as well as interesting events (for example, about the habits and tricks of pets). Show the states of people and animals in pictures: happy, sad, etc.
To ensure that by the end of the third year of life, speech becomes a full-fledged means of communication between children.
Development of all components of oral speech, practical mastery of speech norms
Vocabulary formation
Based on the expansion of the orientation of children in the immediate environment, develop understanding of speech and activate vocabulary.
To develop the ability of children, according to the verbal instructions of the teacher, to find objects by name, color, size (“Bring Masha a vase of jam”, “Take a red pencil”, “Sing a song to a little bear cub”); name their location (“Fungus on the top shelf, in co”, “Stand nearby”); imitate the actions of people and the movements of an animal (“Show how watering from a watering can”, “Walk like a bear cub”).
Enrich children's vocabulary:
- nouns denoting the names of toys, objectspersonal hygiene (towel, Toothbrush, comb, handkerchief),clothes, shoes, dishes, furniture, bedding (blanket,pillow, sheet, pajamas), vehicles (car,bus), vegetables, fruits, pets and their babies;
- verbs denoting labor actions (wash, iron, leread, water), actions opposite in meaning (openvat - close, remove - put on, take - put), actions, hacharacterizing the relationship of people (help, regret, givecry, hug), their emotional state (cry, laugh,to be offended);
- adjectives denoting color, size, taste, temperatureitems (red, blue, sweet, sour, large, small,cold, hot);
- adverbs (close, far, high, fast, dark, quiet, cold,hot, slippery).
Encourage the use of learned words in independent speech.By the end of the year, preschoolers should have a vocabulary of at least 1000-1200 words.
Sound culture of speech
Exercise children in the distinct pronunciation of isolated vowels and consonants (except for whistling, hissing and sonorants), in the correct reproduction of onomatopoeia, words and simple phrases (of 2-4 words).
To promote the development of articulatory and vocal apparatus, speech breathing, auditory attention.
To form the ability to use (by imitation) the height and power of the voice (“Pussy, scat!”, “Who has come?”, “Who is knocking?”).
The grammatical structure of speech
Improve the grammatical structure of speech.
Learn to coordinate nouns and pronouns with verbs, use verbs in the future and past tense, change them by person, use prepositions in speech (in, on, at, for, under).
Practice using some question words(who, what, where) and simple phrases consisting of 2-4 words (“Kisonka-murisenka, where did you go?”).
Connected speech
Help children answer the simplest questions ("what?", "who?", "what is he doing?") and more complex questions ("what are you wearing?", "what's your luck?", "to whom?", "what?", where?, when?, where?).
Encourage attempts by children older than 2 years 6 months, on their own initiative or at the request of the teacher, to talk about what is shown in the picture, about a new toy (new thing), about an event from personal experience.
During dramatization games, teach children to repeat simple phrases. Help children older than 2 years 6 months to dramatize passages from well-known fairy tales.
To form the ability to listen to short stories without visual accompaniment.
Educational area "Communication"
Table 1. Distribution of topics N.O.D. for 2012-2013
|
III week III week III week III week III week III week III week III week III week |
September Bear. The game "Let's build a house for Mishka" Examining the picture "Birdyard" on a flannelograph Game "Wonderful bag" Grandma's visiting. Game "Wonderful bag" Forest guest. The game "Flower meadow" October Cat with kittens. Game "Find bowls for a cat with kittens" Dog with puppies. Comparison of dog and puppy toys. Introduction to the toy house. The game "Hide the bunny from the fox" R.N. song "Okay, okay...". Beautiful cup (polka dots) November Bear family. The game "Who's hiding?" Goat with kids. Goat and kid (comparison) Acquaintance with a toy hare. Game "Find a Pair" We will teach the doll to undress after a walk. Multicolored clothes. December Birds in winter. The game "What are the birds?" Hedgehog. Magic bag game Consideration of the plot picture "Fox with cubs." Acquaintance with a toy fox. How animals prepare for the Christmas tree holiday. The game "Find a Christmas tree for every snowman" January Forest dwellers. The game "Laying out Christmas trees from triangles of different sizes" Winter clothes and footwear. Game "Comparison of clothes and shoes" Toys are visiting the children. The game "Name and arrange the dishes" Set up a room for the doll. Game "Find a bed for each nesting doll" February Such miscellaneous items. The game "Find by touch and name the object" Bird watching on a walk. Game "Birds (one-many)" Joint composition of the story "How we fed the birds" The game "Examining toy birds (bullfinch, titmouse)" March Acquaintance with the quality of items. The game "Wide-narrow" Watching fish in an aquarium. The game "Compare the fish" Choosing toys for a walk. The game "Show the object (signs of objects: hard, soft, smooth, fluffy)" Examining indoor plants April Examination of the painting "Children playing with blocks" The game "What color is the cube" The teacher's story "How Katya found the Puppy" The game "Colorful rug for a puppy" What does the chef do. Game "Find objects for the cook" Professions of our mothers and fathers. The game "Who needs what for work" May Who eats what? Domestic animals and their cubs (comparison) The teacher's story about poultry. Game "Give a cockerel a feather" Dramatization of familiar nursery rhymes on flannelgraph. Viewing animal houses. What is growing outside the window? The game "What are the trees?" |
Table 2. Relationship with other educational fields.
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Relationship with the regions |
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Physical culture |
Knowledge of the names of sports equipment, pronunciation of texts of outdoor games, development of speech, hearing aid, vocabulary enrichment |
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Health |
Politely greets at the entrance to the group, asks the teacher for leave in the evening, says goodbye, asks for help tying shoelaces, fastening a jacket, etc. Demonstrates neatness skills (notices mess in clothes, asks for a napkin or handkerchief). Eats independently, expresses an opinion on the quality of food, asks for a supplement. |
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Cognition |
Formation of a holistic picture of the world, broadening one's horizons, acquaintance with the environment, with the objective world, the formation of elementary mathematical concepts |
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Socialization |
Formation of knowledge about your city, about family affiliation, a sense of belonging to the global community, the implementation of partnerships |
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The ability to reproduce the content of songs with musical accompaniment, read poetry, nursery rhymes, participate in short dramatizations and play roles |
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Performs the simplest labor actions, accompanying them with the expression of impressions, observes the labor actions of adults, asks questions, participates in the discussion of labor processes |
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|
Reading fiction |
Listens to accessible poems, nursery rhymes, stories, fairy tales. When re-reading, he pronounces words, phrases, remembers and reads quatrains. Examines illustrations, pictures, names familiar objects depicted on them. |
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Safety |
Observes the elementary rules of behavior in kindergarten, interaction with animals, plants. Knows dangerous objects: roadway, deep hole, hot object, etc. It has elementary representations about the rules of the road |
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Artistic new creativity |
Knows the four primary colors of the spectrum, names the material required for work: paints, pencils, paper, plasticine. Asks for help in case of difficulty, expresses and expresses in speech the joy received as a result of creativity |
Areas of work with family.
Show parents the need and relevance of the communicative development of children, the need for active communication with parents, peers, people around them. To acquaint with the possibilities of a preschool institution, as well as other institutions in communicative interaction, contributing to the development of all components of children's oral speech, the pronunciation side of speech, coherent (dialogical and monologue) forms in various types of children's activities.
To support the desire of parents to form a speech culture in children based on literary texts.
Plan joint work with parents on the development of all components of oral speech in children (lexical side, grammatical structure of speech, practical mastery of the norms of Russian speech by children)
Table 3. Methodological support.
Software.
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Programs Technologies |
Vasilyeva M.A., Veraksa N.E. From birth to school. - M., 2011 Gerbova V.V. Parenting and development of children early age. - M., 1981. Bogolyubskaya M.K., Shevchenko V.V. Artistic reading and storytelling in kindergarten. - M., 1966 Borodich A.M. Methods for the development of children's speech. - M., 1981 Gerbova V.V. I am learning to speak. - M., 2003 Gerbova V.V. A book to read at home and in kindergarten. - M., 2006 Ilchuk N.P. Reader for preschoolers 2 - 4 years old. - M., 1997 Sokhin F.A. The development of children's speech preschool age. - M., 1976 Karpukhina N.A. Program development of educational areas "Reading fiction" "Communication" in the first junior group kindergarten. - V., 2012 |
Organization of activities in the first junior group of the kindergarten in the educational area "Social and communicative development" (children 2-3 years old)
Tasks:
To educate children in a kind, caring attitude towards adults and peers;
Form the concept of "boy-girl".
To promote the development of speech as a means of communication with peers and adults;
Replenish the vocabulary of children and activate it in speech.
To form an idea of the surrounding space, the ability to navigate in it.
Familiarize yourself with some modes of transport ( ambulance, fire truck, truck, bus).
To form an idea of what is good and what is bad for people's health.
To form in children the ability to self-service themselves;
To form primary ideas about the work of adults;
Learn to follow the verbal instructions of adults.
Socialization, communication development, moral education
To form in children the experience of behavior among peers, to cultivate a sense of sympathy for them.
To contribute to the accumulation of experience in friendly relationships with peers, to cultivate emotional responsiveness (to draw the attention of children to a child who has shown concern for a friend, to encourage the ability to regret, sympathize).
To cultivate a negative attitude towards rudeness, greed; develop the ability to play
quarreling, helping each other and enjoying success together, beautiful toys, etc.
To cultivate elementary skills of polite treatment: to say hello, to say goodbye, to make a request calmly, using the words “thank you” and “please”. To form the ability to calmly behave indoors and outdoors: do not make noise, do not run, fulfill the request of an adult.
Cultivate an attentive attitude and love for parents and loved ones.
To teach children not to interrupt a speaking adult, to form the ability to wait if an adult is busy.
Child in family and community
The image of I. To form in children elementary ideas about themselves, about changing their
social status (growing up) in connection with the beginning of attending kindergarten; fix
the ability to say your name.
To form in each child the confidence that he, like all children, is loved about him
care; show respect for the interests of the child, his needs, desires, opportunities.
Family. Cultivate an attentive attitude towards parents, close people. Encourage the ability to name family members.
Kindergarten. Develop ideas about the positive aspects of the kindergarten, its commonality with home (warmth, comfort, love, etc.) and differences from the home environment (more friends, toys, independence, etc.).
Draw the children's attention to what a clean, bright room they play in, how many bright, beautiful toys it contains, how neatly the beds are made. On a walk, turn
children's attention to beautiful plants, site equipment, convenient for games and recreation.
To develop the ability to navigate in the room of the group, on the site.
Self-service, independence, labor education
Education of cultural and hygienic skills. Form a habit (first under
adult supervision, and then independently) wash hands as they become soiled and before eating, dry face and hands with a personal towel.
To teach with the help of an adult to put oneself in order; enjoy individual
objects (handkerchief, napkin, towel, comb, pot).
Develop the ability to properly hold a spoon while eating.
Self-service. Teach children to dress and undress in a certain order; at
a little help from an adult to take off clothes, shoes (unfasten buttons in front,
Velcro fasteners); neatly fold the removed clothes in a certain order.
Teach neatness.
Socially useful work. Involve children in performing the simplest labor activities: together with an adult and under his control, arrange bread bins (without bread), napkin holders, lay out spoons, etc.
To teach to maintain order in the game room, at the end of the games to arrange the game material in its place.
Respect for the work of adults . Encourage children's interest in adult activities. Pay attention to what and how an adult does (how he takes care of plants (waters) and animals (feeds); how a janitor sweeps the yard, removes snow; how a carpenter repairs a gazebo, etc.), why he performs certain actions .
Building the foundations of security
Safe behavior in nature. Familiarize yourself with the basic safety rules
behavior in nature (do not approach unfamiliar animals, do not stroke them, do not tease; do not tear or take plants in your mouth, etc.).
Road safety. To form primary ideas about cars, the street, the road.
Familiarize yourself with some types of vehicles.
Safety of own life. To acquaint with the subject world and the rules for the safe handling of objects.
To acquaint with the concepts of "possible - impossible", "dangerous".
Form ideas about the rules safe behavior in games with sand and water (do not drink water, do not throw sand, etc.).
Labor activities (assistant educator washes dishes, brings food, changes towels).
Development of gaming activities
A special area of pedagogical work with young children is
formation of game activity.
Play as a form of children's activity permeates different kinds activities of young children. In modern pedagogy, various types of children's games are distinguished: fun games, didactic games, games with plot toys, dramatization games.
IN pedagogical process the game should pay special attention to:
Elements of the game should be included in all types of interaction between the teacher and children;
The game should be the main form of organization of various types of children's activities;
During the day, special time should be allocated for a variety of games.
An exemplary model for organizing activities in the educational area “socio-communicative development in the first junior group.
| Regime Moments | Cooperative activity with a teacher | Independent activity of children | Joint activities with family |
| Examination of objects and communication with the teacher. Examination of illustrations, posters. Looking at scene pictures Reading jokes. Reading works of fiction Children's games with objects. Situation Games Didactic games Role-playing games Teacher's stories Board games Builder games. Supervision of the work of a nanny, a janitor. Self-service. Labor assignments. | Introduction to literature. Looking at illustrations and pictures. looking at pictures Communication with the teacher. Examining the illustrations Situation Games Didactic games Supervision of the work of a nanny, educator, music worker. Watching older children play. Kindergarten travel. Role-playing games Consideration of algorithms for the sequence of dressing for a walk, undressing after a walk, washing. The story of the educator about the dangerous objects that people use | Reviewing books. Examining illustrations, photographs, albums Examining subject pictures. Cut pictures. Games with objects. Board games. Construction games: games - liners, rolling balls. Plot - role-playing games Self-service. | Assistance in the production of attributes for games. Conversations with parents Folders-sliders Consultations Joint activities with children. |
2.1.2. cognitive development.
Target cognitive development is defined by the Federal State Educational Standard for Education - the formation of cognitive motivation in children.
Directions of cognitive development of children:
Sensory development of children (color, shape, size);
Formation of ideas about Russian folk culture and traditions.
Formation of elementary mathematical representations,
Formation of a holistic picture of the world, expanding the horizons of children.
Organization educational activities on the cognitive development of children 2-3 years old
Tasks:
Introduce children to sensory standards;
Exercise in establishing the color, shape, size of objects, their properties and qualities;
To improve the perception of children, the ability to actively use touch, sight, hearing in cognitive research activities;
Formation of elementary mathematical representations: many - few, one - many, one or two;
To acquaint children with objects of the immediate environment and actions with them, to expand the horizons of a holistic picture of the world.
Remind children of the names of the city they live in.
Organization and implementation of educational activities for the cognitive development of children 2-3 years old in the educational field "Cognitive Development"
Subject activity and cognitive abilities
At an early age, the cognitive development of the child is carried out within the framework of the subject
activities. Objective activity at an early age determines, i.e. "leads" mental development, that's why it is called leading. It is in the course of objective activity that the most favorable conditions are created for the development of the most important abilities, skills and personal qualities of the child - speech, thinking, cognitive activity, focus and independence. Therefore, the creation of optimal conditions for the enrichment and development of various actions with objects is the first task of the educational process at an early age.
There are several directions in this area of development.
First of all, this is the development of culturally normalized, practical and instrumental actions.
A special task facing the teacher in the framework of subject activity is mastering
household skills and self-care skills. Gun action kid
masters not only Everyday life, but also in the process of individual and joint games and activities with an adult.
Joint activities should not be imposed on the child. The teacher responds to the child's request for help, connects to his game, helps to overcome difficulties. It can help the child to properly coordinate and distribute their actions. At the same time, actions should not be performed for the baby, it is important that the child learns to highlight the necessary properties of objects, for example, select and connect parts of a pyramid or nesting doll in the right order. The tips of the educator should not be directive. It is necessary to problematize the child, to give him the opportunity of his own attempts, freedom of action. The adult encourages the actions of the child, praises him. It should be reasonable to combine the joint activities of the child with an adult and the independent activity of the baby. The teacher should offer the child activities that correspond to his skills, identify the “zone of proximal development” and create conditions for mastering more complex actions. When organizing joint activities, first of all, it is necessary to interest the baby, to support his desire to act with the object, without forcing him to accurately reproduce the pattern of actions.
The next task of educators in the framework of subject activities is the development of children
cognitive activity. Teachers create conditions for familiarizing children with the world around them, enriching children with impressions and for children's experimentation. Educators should support the curiosity of children, encourage any manifestation of interest
The most important direction of cognitive development at an early age is
improvement of all cognitive processes - perception, attention, memory and
visual action thinking.
The next pedagogical task of this direction of child development is
formation of purposefulness and independence in objective activity.
The cognitive development of young children covers various aspects of the subject
activities and includes the following 4 sections:
Games and activities aimed at the development of practical and instrumental actions
Games and activities aimed at developing cognitive activity
Games and activities aimed at developing perception and thinking
Games and activities aimed at developing purposefulness and independence in
subject activity.
Formation of elementary mathematical representations
Quantity. Involve children in the formation of groups of homogeneous objects. Learn
distinguish between the number of objects (one - many).
Value. To draw the attention of children to objects of contrasting sizes and their designation in speech ( big house- a small house, a large nesting doll - a small nesting doll, big balls - small balls, etc.).
Form. Learn to distinguish objects by shape and name them (cube, brick, ball, etc.).
Orientation in space. To continue to accumulate practical experience in children
development of the surrounding space (premises of the group and the site of the kindergarten).
Expand the experience of orientation in parts of your own body (head, face, arms, legs, back).
Learn to follow the teacher in a certain direction.
Development of cognitive research activities
Cognitive research activity. To acquaint children with generalized ways of studying various objects of the surrounding life. Stimulate curiosity. Include children in joint practical cognitive activities of an experimental nature with adults.
sensory development. Continue work to enrich the direct sensory experience of children in different types activities, gradually including all types of perception. Help to examine objects, highlighting their color, size, shape; encourage hand movements
on the subject in the process of getting to know it (circle the parts of the object with your hands, stroke them, etc.).
Didactic games. Enrich in games with didactic material the sensory experience of children (pyramids (turrets) of 5–8 rings of different sizes; “Geometric mosaic” (circle, triangle, square, rectangle); split pictures (from 2–4 parts), folding cubes (4 -6 pcs.), etc.); develop analytical abilities (the ability to compare, correlate, group, establish the identity and difference of homogeneous objects according to one of the sensory features - color, shape, size).
Conduct didactic games for the development of attention and memory (“What is missing?” Etc.);
auditory differentiation (“What sounds?” Etc.); tactile sensations, temperature
differences ("Wonderful bag", "Warm - cold", "Light - heavy", etc.); fine motor skills of the hand (toys with buttons, hooks, zippers, lacing, etc.).
Acquaintance with the subject environment
Arouse children's interest in objects of the immediate environment: toys, dishes, clothes, shoes, furniture, vehicles.
Encourage children to name the color, size of objects, the material from which they are made
(paper, wood, fabric, clay); compare familiar objects (different hats, mittens, shoes, etc.), select objects by identity (find the same one, pick up a pair), group them according to the method of use (drink from a cup, etc.). Explore a variety of ways to use items.
Contribute to the realization of the child's need to master actions with objects.
Exercise in establishing similarities and differences between objects that have the same name (same shoulder blades; red ball - blue ball; big cube - small cube). Encourage children to name the properties of objects: large, small, soft, fluffy, etc.
To promote the appearance in the dictionary of children of generalizing concepts (toys, dishes, clothes, shoes, furniture, etc.).
Introduction to the social world
Remind children of the name of the city (village) in which they live.
Arouse interest in the work of close adults. Encourage to recognize and name some
labor activities (assistant educator washes dishes, cleans the room, brings food,
changes towels, etc.). To tell that adults show industriousness, it helps them to successfully perform labor actions.
Introduction to the natural world
To acquaint children with accessible natural phenomena.
To teach to recognize in kind, in pictures, in toys pets (cat, dog,
cow, chicken, etc.) and their cubs and name them. Recognize some wild animals in the picture (bear, hare, fox, etc.) and name them.
Together with children, observe the birds and insects in the area, feed the birds.
Learn to distinguish appearance vegetables (tomato, cucumber, carrot, etc.) and fruits (apple, pear, etc.).
Help children notice the beauty of nature at different times of the year.
Cultivate respect for animals. Learn the basics of interaction with nature (examine plants and animals without harming them; dress according to the weather).
Seasonal observations
Communication games
for young children
Communication is one of the conditions for the mental development of a child. It affects the results of all the most important activities: study, work, play, social orientation, etc. But mainly communication has an impact on the formation of the personality of children with special educational needs, contributes to their socialization and integration into a peer group. At the same time, it is not an innate activity. Therefore, only through specially organized training and education can significant success be achieved in the development of communication.
At the age of 2-3 years, communication with peers is becoming increasingly important. This is due to the fact that there is a meaningful communication of peers on an equal footing, therefore:
Children tend to interest themselves, to attract the attention of their peers;
Sensitively respond to any action of a peer;
It is from the moment when interest in another child begins to show that it is necessary to teach children to communicate with each other.
In order to communicate with children, an adult:
Helps the child to see in a peer - a person;
Organizes joint games for children;
Teaches friendly communication;
Encourages drawing attention to peers, calling by name, affectionate words, etc.
Consider several options for games aimed at developing communication skills in young children. The proposed games can be used in working with children with special educational needs.
Game "Affectionate Name"
Target: learn to interact with each other, say the name of another child.
Children stand in a circle, each of them in turn enters the center. All other children, with the help of an adult, name variants of the affectionate name of the child standing in the center of the circle.
The game "Who came to visit us?"
Target: to promote the development of children's self-esteem; to intensify the friendly attitude of children towards peers.
An adult takes aside two or three children from the group and agrees with them that they will portray animals that will come to visit the guys. Children decide which animals they will portray. Children stand in a circle. The guests take turns entering the circle. An adult says to the children: “Look, what a wonderful animal came to us, what eyes it has, how beautifully it moves, etc.” Children need to guess what animals came to them and what their mood was.
The game ""The bird's wing hurts"
Target:
One of the children turns into a bird whose wing hurts. He tries to show that he is sad. The host invites the guys to "have pity on the bird." The host himself is the first to “pity” her, who puts a kitten doll on his hand and strokes the “bird” with his paws with the words: “The bird ... (Sasha, Masha) is good.” Then other children put on a kitten doll and also “pity the bird”.
Game "We play together"
Target: teach children to interact and treat each other politely.
Equipment: paired toys (ball-groove, locomotive-wagon, car-cubes).
An adult distributes toys to children, arranges children in pairs, offers to play together. Then he helps each of the children to perform object-play actions in accordance with the purpose of each toy. At the end of the game, the adult fixes who played with whom, calling each child by name: “Anya played with Dasha - they rolled a ball, Dima played with Vasya - they drove a train, Petya played with Lena - they loaded and drove cubes in the car.
Game "Our sun"
Target: to promote the unification and interaction of children in the group.
An adult draws a circle on a piece of paper. Then he outlines the palms of the children, thus creating the rays of the sun. With the help of an adult, children paint the painted palms. The result is a beautiful multi-colored sun, which is hung out in a group.
The game "who will wake up better"
Target: Help children develop the ability to love others.
One child turns into a cat and falls asleep - lie down on the mat in the center of the group. The host asks to wake up the "sleeping cat" in turn. It is advisable to do it differently different words and touches), but each time affectionately. At the end of the exercise, the children all together decide who “woke up the cat” most affectionately.
Game "I'll show you how much I love"
Target: Help children develop the ability to love others.
An adult says that you can show a person that you love him only with touches, without words. Then one of the guys turns into a mother, the other into her
Son, and show how they love each other. The next pair is “mother” and “daughter”, then “grandmother” and “grandson”, etc.
Falling leaf game
Target: develop the ability to cooperate.
An adult raises a sheet of paper above the table (about a meter away), then lowers it and draws the attention of the children to how smoothly it falls down and lies on the table. After that, the facilitator asks the children to turn their hands into pieces of paper. The host again raises the sheet of paper - the children raise their hands up. The adult lowers the sheet, he descends to the table. Children need to do the same, that is, smoothly lower their hands on the table at the same time as a sheet of paper. The exercise can be repeated several times. The facilitator emphasizes the ability of the guys to act in concert, together.
The game “I can’t be offended, oh, I laugh, crow!”
Target: help reduce resentment in children.
One child sits on the "magic chair", the other pretend to offend him. At the same time, the adult begins to say the words: “I can’t be offended ...” - the child continues: “Oh, I’m laughing, crow!”
Game "Animal Piano"
Target: to develop in children the ability to cooperate.
Children squat down in one line. They are piano keys that sound like the voices of different animals. The host gives the children cards with the image of animals, the voices of which will sound "keys" (cat, dog, pig, mouse, etc.). Then the adult touches the heads of the children, as if pressing the keys. The keys need to sound like the voices of the corresponding animals.
Game "Steam Train"
Target: to teach the child to respond to his name, remember the names of peers, act on the show and verbal instructions.
The adult explains to the children that now they will play the little train. The main locomotive will be an adult, and the children will be trailers. He calls the children one by one, emotionally commenting on what is happening: “I will be a locomotive, and you will be wagons. “Petya, come to me, stand behind me, hold my belt, like this. Now Vanya, come here, stand behind Petya, hold him by the belt.” After all the children lined up, the “train” sets off. An adult, imitating the movement of a steam locomotive "Choo-choo, woo!" encourages children to repeat them.
Game "Pass the ball"
Target: learn to interact with peers.
Children stand opposite each other. An adult, showing the children how to properly hold and pass the ball to another child, calling him by name (“Na, Petya!”).
The game is emotionally supported by adults.
Game "Affectionate child"
Target: continue to teach children to imitate the emotional-tactile and verbal ways of interacting with a partner.
Children sit on chairs in a semicircle in front of an adult. He calls one of the children to him and shows how to hug him, lean against him, look into his eyes, smile. “Oh, what a good Sasha, come to me, I will hug you, like this.
Look, kids, how I hug Sasha, like this. I'm affectionate! Then the adult invites another child to him and invites him to repeat all his actions, emotionally emphasizing each action of the child and, if necessary, helping him. At the end of the game, the adult emphasizes and summarizes all the actions of the child: "Vanya hugged Sasha, looked into his eyes, smiled. That's what Vanya, affectionate child! Then the adult calls the remaining children in turn and the game is repeated.
Development of communication skills in children 2-3 years old.
Games for the formation of positive contacts with peers.
"A bird has flown"
Target : develop attention to peers.
Material: toy bird.
Stroke: the teacher shows the bird and performs actions in accordance with the text:
A bird has flown
Titmouse is small.
She flew to Lena (puts a bird on Lena's hand and other children in turn).
Looked at the kids
"Hide from the rain"
Target: encourage imitation of peers, develop the desire to be together.
Material: umbrella
Stroke: the teacher attracts the attention of children by showing a closed umbrella, and performs actions with the children in accordance with the words:
It was raining for the walk. Cap-cap-cap!
Cap-cap-cap! / movement of fingers on the palm /
Children's feet will not get wet. /raise legs/
The umbrella will collect them all, /opens the umbrella and turns it around/
Protects from the rain. /everyone hides from the rain under an umbrella/
The teacher comments: “All-all-all here. And Luda, and Sveta, and Vladik .. Everyone is here ...
Come closer, come closer, otherwise everyone will not fit under the umbrella.
"Multicolored balls"
Target:
Material: basket with colorful balls.
Stroke: The teacher shows the basket and says the words:
multi-colored balls
Rolled away from the guys.- throws out glomeruli
We will now balls
Collect everything in the basket.
You find a ball- Suitable for every child
And put it in the basket.addresses every child.
When the balls are collected, the teacher shows the children a full basket and says, naming all the children: “Lena collected, Valya collected ... All the children collected. Lots of different colored balls.
"Bunnies"
Target: develop the ability to perform the same actions at the same time and achieve a common result.
Material: toy rabbit.
Stroke: the teacher draws the attention of children to the toy, reads a poem and encourages children to perform actions together:
Bunnies ran across the forest lawn.
Here are some bunnies, runaway bunnies.
The bunnies sat in a circle, digging a root with their paws.
Here are some bunnies, runaway bunnies.
"Top-top-top"
Target: to develop the ability to perform simultaneously the same actions according to the instructions of an adult, imitating peers.
Material: salutiki
Stroke:
the teacher waves salutiks, attracting the attention of children, distributes salutiks to each, reads a poem and encourages them to simultaneously perform actions:
We walk top-top-top, Top-top, legs, top!
And clap, clap, clap! Clap-clap-clap, pens, clap!
We walk along the path Oh yes, kids!
And we hit our hands. Oh yes, strong ones! /A.Anufrieva/
"Flags"
Target: develop the ability to exchange objects with peers.
Material: flags
move : the teacher shows the flags to the children and says:
Very fond of kids
Multi-colored flags (children take a flag)
You wave your flags
And take another flag.
The teacher helps the children exchange flags, for example: “Give Serezha a flag, and he will give you his flag. Wave your flags together."
"Train"
Target: to teach to move in a certain direction, coordinating actions with other children, to instill a sense of confidence in their abilities, to encourage independent actions.
Stroke: an adult invites several children to stand one after another. Children play the role of wagons, and an adult locomotive. The locomotive gives a whistle and the train starts moving slowly at first, and then faster and faster. Children move their hands to the beat of the words "choo-choo-choo."
Game options: The role of the locomotive is performed by the child.
Children are offered to go to a stop where they play and pick flowers, etc.
The game can be played while singing a song:
Here's our train going, Who wants to get off?
He took the guys Chu-choo-choo, choo-choo-choo!
The wheels are knocking, get up guys
Far, far away. Steam locomotive is running
And in this train Let's go for a walk!
But here's the stop, far, far away.
The guys are sitting.
After these words, the children scatter around the group or area. At the signal of an adult, they stand one after another, depicting wagons
SUMMARY OF AN OPEN CLASS
FOR SOCIAL AND COMMUNICATION ACTIVITIES
IN THE FIRST YOUNGER GROUP (2-3 years old)
MBDOU №239
Educator: Grinkovskaya T.M.
Chelyabinsk
View: a game
Subject: " Moidodyr"
Target: to form elementary ideas about cultural and hygienic skills.
Program content:
– to develop in children the skill of using individual personal hygiene items;
– develop thinking, ability to analyze, compare;
– cultivate a culture of behavior, a good attitude towards each other.
Preliminary work: reading the book by K. Chukovsky "Moydodyr".
Equipment: toys bunny and hedgehog, wonderful bag, soap, towel.
Lesson progress:
1.Educator:
Oh, guys, you know, today I went to the kindergarten and on the way right next to our bush I met a bunny. He sat all grimy and wept. I asked him what happened, what are you so upset about, and what are you all dirty with. And here, guys, what the bunny told me.
It turns out that our bunny was invited to a birthday party by a hedgehog. Bunny thought for a long time what to give the hedgehog and finally came up with: “What if I give my friend a drawing that I draw myself?” He took a large sheet of paper, paint with a brush and began to draw. The bunny tried so hard to draw something interesting that he did not notice how he was all dirty in paint. He began to wash the paint with dew, but he did not succeed. So an upset bunny walked through the forest and cried, and at that time a squirrel ran past and asked him: “Bunny, what happened to you?” He told the squirrel everything.
Oh, you know what the squirrel said: “Today I walked through the forest and found some kind of bag, maybe it will come in handy for you? It’s just that it’s in it, I don’t know. ” “Thank you,” said the bunny to the squirrel, and then he came to us to ask for help. Well, guys, help the bunny?
Children: Yes
2. The game "Magic bag".
Educator:
So don’t worry, the bunny, the guys will definitely help you. Come on, give your bag here, maybe the guys know what's in it.
Slowly I take out a wonderful bag and take out soap from it.
Educator:
Come on, children, look what it is?
Children: Soap.
Educator:
Why do we need soap?
Children: To wash, lather your hands.
educatorb:
Well done guys. Oh, is there anything else in the bag here? (pulls out towel)
What is this?
Children: Towel.
Educator:
Why do we need a towel?
Children: To wipe off.
Educator:
Well done. Guys, now let's show our bunny how to properly wash and dry with a towel, and also help our bunny wash off the paint.
We go to the washroom.
Educator:
Look, bunny, now we will show you how to wash yourself properly, and you remember everything and wash yourself with the guys.
Artistic word usage:
We know, we know Yes Yes,
Where is the water hiding?
Come out, vodica, we've come to wash.
Ladushki, patties with soap, wash my patties.
Educator:
Well done, guys, I see that you all washed your hands well with soap and dried them with a towel. Oh, look, our bunny is completely unrecognizable.
While the children are washing, wash the bunny with them or replace it with another equally clean bunny.
Educator:
Bunny also washed up with you, and look how clean and tidy he has become, it’s nice to look at.
I invite the children to return to the playroom.
3. Physical education.
Educator:
Guys, let's play with our bunny.
Gray bunny washes
Apparently going to visit:
I washed my mouth, I washed my nose,
I washed my eyes, I washed my forehead,
I washed my hands, I washed my feet,
He washed his ear, wiped it dry.
(action is performed by text)
3. The plot game "On a visit to the hedgehog"
caregiver:
Is there something the bunny wants to tell me?
And the hare says thank you and offers to go with him to the hedgehog. Well let's go?
Children: Yes
Outcome: This lesson contributes to the development of cultural and hygienic skills of children of the first younger group (2-3 years old).
Children development direction: cognitive, speech, social and communicative, artistic and aesthetic, physical development.
Integration of educational areas: cognitive, speech, social and communicative, artistic and aesthetic, physical areas.
Types of children's activities: playful, educational, communicative.
Target: socialization of children in the conditions of the children's team.
Tasks:
Educational:
- to form in children the ability to establish good friendly relations, communication skills with each other.
- continue to teach children to understand the speech addressed to him; anwser the questions;
- to develop verbal communication not only with an adult, but also with peers using primary means of communication (facial expressions, gesture, action, etc.).
Developing:
-Develop empathy in children
- develop sensory perception in children: distinguish objects by color;
- develop attention, imaginative thinking;
- to teach to use various survey actions (tactile).
Educational:
- to promote the establishment of friendly relations between children, the formation of the ability to act in a coordinated manner in the game;
- to educate children in moral qualities: kindness, care, attention;
Tasks for educational areas.
Social and communicative development- to develop the ability to play communication with peers, the desire to participate in joint collective activities, taking into account the emotional state of peers, to stimulate the speech creativity of children; develop gaming activities, cultivate friendly relationships, emotional responsiveness;
cognitive development- develop cognitive interests, intellectual development, form a holistic picture of the world, expand the horizons of children;
Speech development- activate the manifestation of an aesthetic attitude to the world around, develop aesthetic perception, emotions and feelings, an emotional response to the manifestation of beauty in the world around;
- to form in preschoolers aesthetic needs in the field of art, the desire to comprehend artistic values, artistic perceptions.
Physical development- ensure the preservation and strengthening of the physical and mental health of children, develop coordination of movements (including the hands and fingers).
Preliminary work with children:
Socio-communicative development
conversation with children about friendship, relationships to each other. Didactic game "Tell affectionately by the name of your friend"
cognitive development
The teacher's story "Friendship", looking at the album and books on the topic, constructing the "House of Friendship"
Speech development
reading fiction.
"We are different". Yana Dubenskaya
"Girlfriend Masha". Galina Borgul
"Whose mushroom?" Nadezhda Bichurina
"I have many friends." Violetta Berezhnaya
"My friend". Olga Chekashova
"Friendship is a gift." Julia Belousova
"Horrible dream". Maria Sikina
"The skates made us friends." Nadezhda Bichurina
"Serious question". Nadezhda Bichurina
"Vovka and cockroach". Vera Prazdnichnova
Artistic and aesthetic development
Listening to V. Shainsky’s song “About Friendship”, “We Divide Everything in Half”, listening to the song “Friendship Begins with a Smile”, listening to music “On the Road of Kindness”, “Kindness”, musical game"Dance in pairs", "Sun and rain".
Physical development
- learning games and dynamic pauses, finger gymnastics"Friendly fingers", "Ducklings", "This finger ...".
Methods and techniques. Surprise moment, game reception, art word, action demonstration.
Equipment:
The song "Smile" (music by Shainsky, lyrics by Plyatsky).
Song "Kapitoshka" lyrics by N. Ososhnik, music. V. Ososhnik,
Music by Y. Chichkov, lyrics by M. Plyatskovsky "Song of the Magic Flower"
dolls, umbrella, cardboard blanks for designing "Flower of Friendship"
Course progress.
Emotional mood
(Children enter the hall to the music, stand in a semicircle, dolls sit on chairs, turning away from each other)
Hello palms! Clap, clap, clap!
Hello legs! Top, top, top!
Hello cheeks! Plop, plop, plop!
Chubby cheeks, plop, plop, plop!
Hello sponges! Peck, peck, peck!
Hello teeth! Click, click, click!
Hello my nose, beep, beep, beep!
Hello guests!
Educator:
These are eyeballs. Here. Here.
These are ears. Here. Here.
This is the nose. This is a mouth.
There is a back.
Here is the belly.
These are pens. Clap. Clap.
These are legs. Top. Top.
One two three four five
Let's start the story.
Educator: Guys, look what happened to our dolls?
(children's answers)
Educator:
I got into a fight with a friend
We don't play with him anymore.
And we don't talk to each other
We are no longer with him.
Each with his own grudge
Sitting alone all day.
Each with his own grudge
He speaks non-stop.
Educator:- Guys, today we will teach our dolls to be friends. What is friendship?
(children's answers)
Educator: Friendship is when people want to be together, play together, do not quarrel, share everything. Friendship is the smiles of friends
Imitation game "Mood"
Educator:- Let's smile with you (children smile).
- Now we are sad, frowned (children frown)
- Guys, when we smile, we feel so good, joyful, when we frown, we immediately want to be sad.
And let's show our guests how friendly we are and play
Dynamic pause "Sun and rain" 
Educator:-Here we played with you, our legs are tired.
We'll all go to the mat,
And let's get some rest.
- Not only girls and boys are friendly, our fingers are also friendly.
Finger game "Friendly fingers"
Friends in our group (toes in lock, bend and girls and boys straighten them)
We will make friends with you (connect fingertips small fingers of both hands)
One two three four five (clap each pair. Start counting fingers as soon as possible)
One two three four five (shake brushes)
We're done counting
Educator:- Do you know, guys, that friendship can be drawn, you can sing a song about friendship and even dance, and now we will also depict friendship. Designing a magical flower - "Flower of Friendship". (To the song "Magic Flower" children collect the flower of Friendship) 
The breeze is friends with the sun,
And dew with grass.
A flower is friends with a butterfly,
We are friends with you.
All with friends in half
We are happy to share.
Only to quarrel with friends
Never!
Reflection:
Educator:- Look, guys, our dolls are smiling at each other, they are happy. Here are our dolls and reconciled.
- So what is friendship?
Children's answers
How can you express friendship?
Children's answers
Educator:- That's right, well done.
And now let's join hands and make a big friendly round dance. Let's pass on our warm friendly relations to each other, smile at each other. (The song "Smile" sounds)
Used Books:
1. Education and training of young children / Ed. Pavlova L. N. - M .: Education, 1986.
2. Early Childhood Education: A Handbook for Kindergarten Teachers and Parents / Ed. E. O. Smirnova, N. N. Avdeeva, L. N. Galiguzova and others - M .: Education: educational literature, 2010.- 158 p.
3. Pechora K. L., Pantyukhina G. V., Golubeva L. G. Young children in preschool institutions: A guide for teachers preschool institutions. Ed. VLADOS Center, 2008
4. Play with me, mom! Games, entertainment, fun for the little ones / I.A. Ermakova. - St. Petersburg: Publishing House "Litera", 2011.
5. Outdoor games and game exercises for children of the third year of life. M.F. Litvinov. Publishing house "Linka-press" Moscow, 2012.
