Technological map of the educational toy "merry carousel"

Explanatory note

Social and personal education

through role-playing games in preschool educational institutions

Introduction:

Teaching children to play

In the life of a preschool child, play occupies one of the leading places. For him, play is the main activity, a form of organizing children’s lives, and a means of comprehensive development.

Every kindergarten teacher is faced with the task of creating a friendly, organized team and teaching children to play.

The kids were brought to kindergarten, how different they were, how different they were from each other. The group included 16 children with different characters: silent, talkative, fighters and bullies. For most children, the kindergarten group is the first children's society where they acquire initial skills in collective relationships. It is necessary to teach the child to live by common interests, obey the demands of the majority, and show kindness to peers (social and personal education). Therefore, we are faced with the task of cultivating this feeling in children from the first days of their stay in kindergarten, and for this it is necessary to use role-playing games for this purpose. It is necessary to outline specific ways to work with each child. The following tasks contribute to this:

Teach the child to play, promote the unification of children in the game;

Tactfully guide the choice of game, teach children to follow the rules during the game, cultivate a sense of goodwill and mutual assistance.

Work on the development of role-playing games should be carried out in two directions:

Creating the necessary gaming environment

Direct supervision of children's games.

Parents can be involved in setting up the subject environment. Beautiful elegant dolls, furniture, and various dishes quickly attract kids, and they begin to act with them in a variety of ways: roll them, feed them, lay them down, etc. We played both in the morning and after nap. It was important that our kids learned to perform several interrelated actions. To this end, make extensive use of questions that prompt new actions. Great place is devoted to showing actions with certain toys. For example, to attract children’s attention, you can start playing with a doll, combining several plots that children can understand: “heating up the porridge,” “feeding the doll,” “putting me to bed by singing a lullaby.” Children carefully watch your actions. Continuing the game and then passing the doll to the children verbally directed the further course of events. It is very important that children treat dolls and bears as living beings, affectionately and caringly. If one of the guys throws a doll on the floor, pay attention to the fact that it is very painful, cold, unpleasant to lie there, she wants to be caressed, pitied, and played with. Kids quickly respond to these words. In order for the game to develop, it is necessary to give children knowledge about the environment and promote the development of imagination. For this purpose, didactic games are held: “Dress the doll for a walk,” “Wash the doll’s dress,” “Bathing the doll,” etc.

Use this technique as introducing a doll into the everyday life of children. A similar technique is to use an introduction to a game situation when it is necessary to maintain interest in the game, to teach a lesson about caring for the toy. If you notice that interest in the game does not wane, encourage them to solve a new game problem - offer to give the Katya doll tea.

To enrich children's games, select simple plots for performances with a doll. For example: mother and daughter came home from a walk. The daughter wanted to eat. Mom cooked porridge and fed her daughter. Such dramatizations help children in independently choosing the game “Mothers and Daughters,” and additional attributes and substitute objects enrich its content. In the younger group, the plot of the game is simple, but gradually it became more complicated, new game actions are introduced: mother washes clothes, bathes the doll, treats it, walks with it, etc.

As a result of joint play activities, children learn to transfer play actions from one toy to another. Make extensive use of demonstration games in your work. So, while playing with say: “Our Tanya wants to go for a walk, let’s help her get dressed.” While dressing, look at the doll’s clothes, say her name. Then sequentially dress the doll if the children watch your actions. To consolidate your skills, offer to repeat your actions. At first, the kids need your help, and then they learn to dress and undress the dolls on their own. At the same time, pay attention to the fact that clothes must be taken and folded carefully. The accumulated experience helps children participate more actively in the game.

In terms of educational work, pay great attention to the formation of independent, more developed plot-based play of children with different toys, plan special events for the development of the first plot-role-playing games.

If you encounter difficulties when managing the game, use the following techniques:

Find out from your parents how they play at home.

During communication, encourage the use of familiar situations

For example: Children came to the group who did not play at all. Katya V. Showed no interest in games or toys. When talking with my mother, I found out that at home she plays with one teddy bear and even goes to bed with him. In the evening, I asked Katya to bring the bear to kindergarten, he would have more fun here, but he would be bored at home alone. In the morning, I affectionately greeted the bear and invited him to visit us. So, throughout the day I addressed the bear as a living creature. In the following days, Katya brought different toys and played out play actions with them that were already familiar to her: feeding her, putting her to bed. During the conversation with the girl, I encouraged her to remember familiar situations and asked her a new game task. Thus, Katya developed an interest in toys, and her first play ideas began to appear. The girl became sociable and cheerful.

However, for the development of the game, it is not enough just to equip the group with gaming material. It is also necessary to have a variety of impressions about the surrounding reality, which children reflect in their play. At first junior group Most children reproduce only objective actions, many of them simply manipulate toys. The teacher’s task is to direct children to enrich play activities and develop the play plot. For this purpose, children are monitored at the work of a nanny, cook, doctor, and targeted walks are organized, during which they pay attention to the labor actions of the driver and janitor. While observing, draw the kids’ attention to the fact that the cook has prepared a delicious breakfast, lunch, and dinner. Introduce children to the names of dishes. Subsequently, while playing, children do not just put pots on the stove, but “cook” soup, compote, etc.

From the younger group, involve children in making simple crafts for games.

For example: At first, when some children do not know each other, they play alone and in quite a variety of ways. It is necessary to help them unite into a single team. By the end of the junior group, Children should learn to play in small groups, and show attention and kindness to each other, and give up toys to their comrades. Reduce conflict situations. Use surprise moments, toys Matryoshka and Kolobok, funny Dwarf and Clown, interactive toys. With their help, teach children to remember some of the rules of the game.

Positive results in work can be achieved by working in close contact with parents, enriching them with knowledge about the features of the baby’s play activity. In order to choose the right direction in working with parents, conduct a survey in the group. Analysis of the answers will help clarify a number of issues that need to be explained to parents and outline a work plan. In the group, you can set up a stand “Children Play” Conduct a series of consultations: “Kids start playing”, “Kids and his toys”, “From boredom to all trades”. "Play with your children." All this work contributes to the development of children's interest in children's play activities. They correctly perceive all recommendations, which will greatly help you in your work.

By the age of 5, he had flourished role playing game. Children actively interact in the game and unite in groups. Gaming interests are stable. They can play games with the same plot for hours, days, weeks, and every time from the beginning. Children begin to play more confidently and independently. If the kids gladly accept the teacher into the game, even conceding the main roles to him, then now they take on all the main roles. The role of the educator is the role of hidden leadership. This allows children to feel like adults, “masters” of the game. In children's games, leaders appear who “move” the plot. The rest agree with the leader and usually adjust. Disagreements happen extremely rarely, and they learn to resolve them on their own.

Based on the above, the following solutions for teaching children role-playing games are determined:

Tasks:

Educational:

2. Learn to develop and enrich the content of the game, distribute game material and roles between participants without conflicts, resolve disputes, questions, and misunderstandings.

3. Tactfully influence the relationships between children, teaching them to respect each other’s interests and rights.

4. Formulate cognitive interest and organizational skills.

5. Teach self-organization skills and distribute roles among themselves.

6. Expand children’s understanding of their parents’ professions and apply them in play.

7. Teach to follow the established rules.

8. Teach game actions, the ability to negotiate a game

Educational:

1. Develop creative imagination, promote joint development of the game.

2. Contribute to the identification and formation of diverse interests and abilities.

3. Strengthen the ability to independently set game tasks.

4. Encourage children to widely and creatively use knowledge about the work of adults.

5. Continue to teach children to perform various roles according to the plot.

6. Develop in children the ability to develop a game together, to coordinate their own plans with the plans of their peers.

7. Develop a desire to set various game tasks and choose ways to solve them.

Educational:

1. Cultivate mental activity and moral feelings.

2. Develop the ability to fairly resolve disputes and tactfully refuse a role.

4. Strengthen positive feelings and habits.

5. Cultivate goodwill and willingness to help the victim.

6. Cultivate a sense of humor.

7. Cultivate friendly relationships, teach them to play without interfering with each other.

8. Continue working to unite playing children into subgroups and involve inactive children in the game.

9. Maintain the desire to use substitute items and fantasy events.

10. Educate careful attitude to toys.

11. Strengthen the variety and expressiveness of role-playing actions.

Rules of the game for children:

1. Before you start the game, think about what you will play.

2. Think about what you will play with.

3. Finish the game with the one you started playing with.

4. Play together.

5. Treat toys with care.

6. Keep your toys in order.

7. Talk to your friend calmly and kindly.

8. Don’t interfere with your friend’s play.

9. Play on your own.

Game Guide:

1. Do not suppress children’s initiative and creativity.

2. Contribute to the development of role-playing games without destroying the children’s plans.

3. Encourage mutual understanding, sensitivity, justice, and mutual assistance.

4. To accustom children to independently use building materials, construction sets, homemade toys, and substitute toys in games.

5. Learn to use the skills acquired in classes on speech development, drawing, appliqué, and music.

6. In classes, teach how to enter into dialogue on behalf of the characters.

7. Encourage children to ask more questions about the content of the game.

8. Help children negotiate in the game.

9. Don't force them to play something they haven't seen.

10. Take on a role in the game only when the child asks.

11. Watch children play.

12. Analyze what you see in the game.

13. Teach to pose in situations, but without specifying specific methods or actions.

14. Teach all children to take main role to myself.

15. Conversation before the start of the game about its progress.

16. Preliminary demonstration of the actions of children performing a previously unknown role,

17. Summing up the game,

18. Further planning for the development of the game (reminders, advice, suggestions for using knowledge gained in class in the game, instructions, assignments, tasks).

Communication between teacher and children :

1. Become involved in children’s play carefully, without destroying the children’s plans.

2. Encourage you to ask more questions about the content of the game.

3. Help negotiate in the game.

4. Learn to enter into dialogue on behalf of the character.

5. Take on a role in the game only when the child asks.

6. Watch children play.

7. Analysis of what was seen in the game.

8. Teach children to pose in situations, but without indicating specific methods of action.

Conclusion:

Thus, through role-playing games and preliminary work, educational, educational, and developmental tasks are solved. In the process of role-playing games and preparation for them, a preschool child exhibits the following activities: gaming, communicative, labor, motor, cognitive-research, musical-artistic, perception fiction and productive.

In the process of role-playing games and communication with children, the teacher:

1. Gives children information about social life a person through reading fiction, conversations, using ICT technologies, watching videos and cartoons and discussing them, didactic games, and so on.

2. Helps the child decide on a role in the game, which in the future will allow the child to do this independently.

3. Helps the child establish and internalize rules and norms social behavior through play, control your behavior, regulate your emotional state.

4. Gradually, the child moves from joint activities to independent activities with peers, being able to negotiate, choose a game, distribute roles, create a plot and develop it in joint activities with peers.

5. In the future, the game should take place in real time, combining real life (for example: work activity) and play, which allows the child to feel not just a child, but integral part society, which can bring benefit and joy to others.

Thus, the scheme for the development of any type of activity is as follows: first it is carried out in joint activities with an adult, then in joint activities with peers and becomes an amateur activity.

The construction of play activities should take place using age-appropriate forms of working with children.

Signs of joint activity of adults and children are highlighted - the presence of a partner position of an adult and a partner form of organization (cooperation between adults and children, the possibility of free placement, movement and communication of children).

Based on these approximate schemes for preparing role-playing games, the teacher can develop a plan for working with children and parents for the year in accordance with the complex thematic work program of your group.

Subject: " School »

Age group: Preparatory group

Tasks:

Educational: Expand, clarify and specify children’s knowledge about school. Help children master expressive means of role implementation (intonation, facial expressions, gestures).

Educational:

Educational: Instill in children a desire to learn. Instill respect for the work of teachers and the work of school employees. Help children learn some moral standards. Foster fair relationships. Strengthen forms of polite address. Develop friendship, the ability to live and work in a team.

Activate the dictionary: school supplies, recess, bell, teacher's room.

Preliminary work:

Targeted walk to school. Excursion (Inspection of the school building and school grounds, inspection of the classroom). Conversation with a 1st grade teacher.

Conversation with children about the excursion.

Examination of the pictures taken about the school. A conversation about school supplies using illustrated material.

Didactic game “Collect a briefcase”

Memorizing poems by A. Alexandrova “To School”, V. Berestov “Counting Table”.

Reading to children the works of S. Marshak “The First of September”, Aleksin “The First Day”, V. Voronkova “Girlfriends Go to School”, E. Moshkovskaya “We Play School”.

Learn the song “What They Teach at School”

Drawing “Our school”

Manual labor: make small notebooks, books, a teacher’s magazine for the game “back to school”, prepare rags and chalk. Making attributes for the game (briefcases, notebooks, baby books, schedules...)

10.Riddles about school, school supplies. Meeting with kindergarten graduates (organization of leisure activities).

Subject-game environment : A doll in a school uniform, a small briefcase, small checkered notebooks, small sketchbooks, a teacher's journal, colored paper, a glue stick, small drawing boards, chalk, a pointer, pictures with a storyline school life, letters and numbers. briefcases, books, notebooks, pens, pencils, pointer, maps, blackboard, teacher's table and chair, globe, teacher's magazine, bandages for duty officers.

Roles: students, teacher, school director, head teacher, technician.

Game actions: The teacher conducts the lessons, the students answer questions, tell stories, and count. The director (head teacher) is present at the lesson, makes notes in his notebook (the teacher in the role of director can call the teacher to his office and give advice), the head teacher draws up a lesson schedule. The technician monitors the cleanliness of the room and rings the bell. Learn to build a game according to a preliminary, collectively drawn up plot plan. Acting as an equal partner or performing a major (minor) role, indirectly influence changes in the gaming environment and correct gaming relationships. Encourage the construction of interconnected buildings (school, street, park), while correctly distributing the responsibilities of each participant in collective activity. Children go to school on September 1st. Meet the teacher. They sit at a desk, draw,

They look at books. The bell rings at recess

Topic: "Railroad"

Age group: Preparatory group, with senior group

Tasks:

Educational: To deepen, expand and specify children’s knowledge about the work of railway transport workers, about railway.

Give children information about other cities of our Motherland - Kazan, Almetyevsk, Nurlat, Yelabuga, cities of neighboring republics.

Educational:

Educational: Cultivate curiosity in children. Instill respect for the work of adults. Help children learn moral standards - rules of behavior when traveling. Strengthen forms of polite address. Develop friendship, the ability to live and work in a team.

Activating the dictionary: platform, train, tunnel, barrier, diesel locomotive, conductor, compartment, carriage.

Integration educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Excursion to the railway station.

Monitoring trains and the work of the railway station.

Targeted excursion to the crossing, observing the work of the switchman.

Conversation about the work of railway station workers.

Reading stories about the railway.

The use of ICT technologies - a video about the railway and the work of Russian Railways employees.

Interactive didactic games.

Memorizing poems about the railway.

Board game "Railroad"

Examination of a map in order to determine the route by rail to Moscow and get acquainted with the cities of Russia.

Drawing “The train is coming”

Manual labor: making signal flags for switchmen.

Examination of photographic illustrations about the railway.

Roles: driver, conductor, passengers, loaders

Subject-game environment: caps, bags, tickets, path map, flags, tea cups, etc.

Game actions:

We are building a train. We are going to travel around Russia. Passengers look out the window and talk to each other. The conductor brings tea.

Passengers get off at the stations. They go with a guide on excursions, to museums, go to shops, and walk around the city.

Subject:"Space"

Age group:

Tasks:

Educational: Enrich and systematize children's knowledge about the work of astronauts and space flights.

Educational: Develop children's constructive abilities when working with large building materials. Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: Cultivate curiosity and the desire to be like astronauts. Cultivate curiosity in children. Strengthen forms of polite address. Develop friendship, the ability to live and work in a team.

Activating the dictionary: space, outer space, universe, planets, spaceship, exit to open space, connection with the Earth.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

A teacher's story about space and astronauts.

Examination of photo illustrations about space rockets, about the work of astronauts on Earth and in space.

Conversation with children about the first cosmonaut Yu. Gagarin, about the first female cosmonaut V. Tereshkova.

About the first cosmonauts - dogs: Belka and Strelka

Reading stories and books about space.

Drawing "Space Rocket"

Application "Cosmonaut"

Construction: building a rocket from large building material

Roles: astronauts, doctors, mourners, aliens, photographers, doctors.

Subject-game environment:

Polyethylene spacesuits, a map of the Earth, the Moon, the starry sky, a lunar rover, an antenna, a walkie-talkie, a control panel, headphones, a tablet, a notepad, a camera, postcards of the planets, the starry sky.

Game actions:

Training of astronauts, flights into space to study stars and other planets. Doctors “check the health” of astronauts before the flight.

They built a space rocket, the astronauts flew to the Moon to study the lunar soil. There are depressions and mountains on the Moon. Landing on the Moon, we walk in zero gravity, photograph lunar landscapes, stars, the sun. We move on the Moon on a lunar rover.

We flew to other planets: Mars, Saturn. We study soil samples from other planets. In space we use space food and spacesuits for protection. Communicating with aliens. We exchange souvenirs. We go into outer space. We keep in touch with the ground, use video communications, computers, cameras. We meet the astronauts on the ground after their flights. Doctors check your health after the flight and measure your blood pressure. Other cosmonauts are being trained on simulators.

Topic: "Steamboat"

Age group: Preparatory group, senior group.

Tasks:

Educational: Expand and deepen children’s knowledge about water transport workers. Give children information about what types of ships there are, where they sail, and what they carry.

Educational: Develop children's constructive abilities when working with large building materials. Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: To instill in children respect for the work of water transport workers. Cultivate curiosity in children. Instill respect for the work of adults. Help children learn moral values norms and rules travel behavior. Strengthen forms of polite address. Develop friendship, the ability to live and work in a team.

Activating the dictionary: ladder, captain, bridge, helm, deck, sailors, pier, mast.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Reading stories about sailors and water transport.

Examination of illustrations about water transport.

View slides or cartoons (“In the port”) about steamships and the work of river transport.

A conversation about the work of sailors, about the work of water transport.

Didactic game “On land, in sky, on water”

Board game lotto "Transport"

Application “Steamboat on the River”

Manual labor: making binoculars, bullhorns, colored flags for the mast, lifebuoy.

Reading stories, asking riddles.

Roles: ship captain, sailors, passengers

Subject-game environment:

Sailors' caps, collars, binoculars, steering wheel, caps, anchor on a rope, signal flags (red, yellow), compass, map, fishing net, bullhorn, globe

Game actions and situations:

"Ship Voyage"

We build a ship and set off on a trip around the world. We take with us binoculars, a map, a compass, and a megaphone. We come up with a name for the ship. Passengers board and go to their cabins. The ship's captain orders the anchor to be raised. The sailors listen to the captain's commands.

The ship is sailing to Africa. We go ashore. We meet residents and get to know each other. We are walking around Africa. We meet monkeys, elephants, tigers.

We are sailing to the North. It's cold there. We see icebergs, penguins, polar bears.

We are sailing to Australia. There we will see kangaroos and giraffes. We study nature, swim in the ocean, study the seabed. We are returning home.

« Steamboat »

The steamboat is built from cubes, blocks, bricks, rope, and chairs.

Passengers go on a journey along the river. The captain gives commands and looks through binoculars. The helmsman steers the ship and turns the rudder. At stops, everyone goes ashore, walks, and goes on excursions. Sailors on the ship remove the gangway, wash the deck, and follow the captain's commands. The cook prepares lunch for the team.

"Fishing vessel"

Fishermen are preparing to go to sea. They collect nets, binoculars, and a megaphone. They go out to sea to fish. The captain of the fishing boat gives commands, everyone helps each other.

Fishermen throw nets into the sea, catch fish, unload them into containers, and put them in refrigerators. The team is resting; the cook has prepared a delicious lunch. The captain looks at the direction of the ship on the map. Everyone returns to shore. The fish is loaded onto special vehicles that take it to the store.

Topic: "Zoo"

Age group: Preparatory group, senior group.

Tasks:

Educational: Expand children's knowledge about wild animals:Enrich and concretize children's knowledge and ideas about wild animals and their habits and conditions of captivity.

Educational: Develop children's constructive abilities when working with large building materials. Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: Foster respect for the work of zoo workers.cultivate kindness, responsiveness, sensitive, attentive attitude towards animals, a culture of behavior in public places.

Activating the dictionary: trapper, guide, animals of Africa, animals of the North, animals of Australia, marsupials.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

An excursion to a zoo or menagerie to get acquainted with the life of animals in captivity.

Conversation about the zoo, what they were created for, how the animals live there.

Reading literary works about animals: S.Ya. Marshak “Where the Sparrow Dined”, “Children in a Cage”, etc.

Memorizing poems about wild animals.

Looking at illustrations about the zoo and wild animals.

Modeling “Zoo Animals”

Drawing “What I saw at the zoo”

Construction of zoo and animal cages from building materials. Making attributes for the game with children.

Talking with children about the rules safe behavior in zoo. A teacher's story about the work of a veterinarian at the zoo.

Listening to K. Chukovsky’s fairy tale “Doctor Aibolit” in a recording. . Examination with children of illustrations to the fairy tale by K. Chukovsky “Doctor Aibolit.”

Children's stories “How we went to the zoo”

Roles: builders, driver, loaders, animals, zoo workers, veterinarian, cashier, zoo visitors.

Subject-game environment: large building material, wild animals (toys), dishes for feeding animals, cleaning equipment (buckets, brooms, dustpans), gowns, hats, sanitary bag (phonendoscope, thermometer, cotton wool, bandage, tweezers, scissors, syringe, ointments, tablets , powders), cash register, tickets, money. Figures of animals by zone of residence (North, Africa, desert, forests), enclosures or cages from boxes, silhouettes of trees, pine cones, shells, pebbles, plates with the names of animals, birds, equipment for caring for animals (bucket, scoop, broom).

Game activity:

Builders are building a zoo: we put up cages for animals from cubes and bricks, we house the animals, we make enclosures, we plant trees. The driver brings the animals. The movers unload and put the cages with the animals in place. Zoo workers care for the animals (feed, water, clean the cages). A veterinarian examines animals (measures temperature, listens with a phonendoscope) and treats patients. The cashier sells tickets. The guide conducts a tour, talks about animals, and talks about safety measures. Visitors buy tickets, listen to the guide, and watch the animals.

Feeding animals, training animals. The guide tells visitors about the animals. The doctor comes, examines the animals, prescribes treatment for sick animals, gives them medicine

Topic: "Polyclinic"

(“Hospital”, “Ambulance”)

Age group: Preparatory group, senior group, with middle group.

Tasks:

Educational: Enrich, expand and systematize children’s knowledge about the medical profession and the work of the clinic.

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: Cultivate respect and gratitude for the work of doctors and nurses. To arouse children's interest in the medical profession. To cultivate a sensitive, attentive attitude towards the patient, kindness, responsiveness, and a culture of communication.

Activating the dictionary: ophthalmologist, therapist, pediatrician, surgeon, phonendoscope, x-ray, procedures, thermometer, prescription.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Excursion to the medical office of the kindergarten.

Observing the work of a nurse or doctor (listens with a phonendoscope, looks at the throat, asks questions).

A teacher's story about the work of a doctor in a clinic, an ophthalmologist, a surgeon, a pediatrician, a therapist, and a radiologist.

Examination of photographic illustrations of the work of doctors of various specializations.

Watch a video about a doctor's work. Conversation after watching the film.

Examination of medical instruments (phonendoscope, spatula, thermometer, tonometer, tweezers, etc.)

Conversation with children “How I went to see a doctor with my mother”

Puppet theater "Doctor Aibolit"

Reading literary works about the work of a doctor: (B. Zhitkov “Collapse”, S. Marshak “Ice Island” Y. Zabil “Yasochka Got a Cold”, E. Uspensky “Played at the Hospital”, V. Mayakovsky “Who to Be?”.)

Didactic games: “Who needs what for work”, “Who can name the most actions”, “Yasochka caught a cold”

Manual labor: making a thermometer, phonendoscope, mustard plasters for the game “hospital”.

Modeling “Gift for sick Yasochka.”

Making game attributes with children with the involvement of parents (robes, hats, recipes, medical cards, coupons, etc.)

Roles: doctor, nurse, receptionist, orderly, patients.

Subject-game environment:

Doctor's gown, nurse's gown, caps with a red cross, disposable syringes without needles, plastic bottles, jars, droppers, children's phonendoscope, toy thermometer, yellow paper mustard plasters, bandage, napkins (cotton wool), prescription forms, doctor's bag with a cross .

Game actions:

The patient goes to the reception desk, takes a coupon to see the doctor, and goes to the appointment. The doctor sees patients, listens carefully to their complaints, asks questions, listens with a phonendoscope, measures blood pressure, looks at their throat, and makes a prescription. The nurse writes a prescription, the doctor signs it. The patient goes to the treatment room. The nurse gives injections, bandages wounds, applies ointment, etc. The nurse cleans the office and changes the towel.

Game situations: “At an appointment with an ENT doctor,” “At an appointment with a surgeon,” “At an appointment with an ophthalmologist,” etc.

The doctor is attentive and polite.

"Polyclinic" - A doctor and a nurse are working. The doctor listens to the patients, examines them, the nurse writes out directions for procedures, sets up a thermometer, gives injections, dressings, and puts on heating pads. The patients are grateful for the treatment. They buy medicines at the pharmacy.

Ophthalmologist – checks vision using a table, writes out a prescription for eyes, or a prescription for glasses. Patients buy glasses at the pharmacy (without lenses).

Ear, Nose and Throat Doctor looks at the neck, tongue, ears. Measures temperature and gives appointments for procedures. The nurse is warming up.

Patients are brought to the hospital, the doctor examines them, the patients are placed in a ward, fed, given medications, and given injections.

The pharmacy makes medicine, dispenses prescriptions to patients, and advises what to buy for various diseases.

"Hospital" - the patient enters the emergency room. The nurse registers him and takes him to the room. The doctor examines patients, listens carefully to their complaints, asks questions, listens with a phonendoscope, measures blood pressure, looks at their throat, and makes a prescription. The nurse gives medications to patients, takes temperatures, gives injections and dressings in the treatment room, treats wounds, etc. The nurse cleans the room and changes the linen. Patients are visited by relatives and friends.

"Ambulance". The patient calls 03 and calls an ambulance: gives his full name, tells his age, address, complaints. The ambulance arrives. A doctor and a nurse go to a patient. The doctor examines the patient, listens carefully to his complaints, asks questions, listens with a phonendoscope, measures blood pressure, and looks at his throat. The nurse measures the temperature, follows the doctor’s instructions: gives medicine, gives injections, treats and bandages the wound, etc. If the patient feels very bad, he is taken away and taken to the hospital. An ambulance doctor goes to your home, asks what’s wrong, gives an injection, and takes you to the hospital.

Subject: "Pharmacy"

Age group: Preparatory group, senior group.

Tasks:

Educational: Enrich, expand and systematize children’s knowledge about the profession pharmacist; about the work of the pharmacy.

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: To cultivate a sensitive, attentive attitude towards the patient, kindness, responsiveness, and a culture of communication.

Activating the dictionary: pharmacist, apothecary, medicinal herbs, medicines, prescription.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Excursion to the medical office, examination of the cabinet with medicines (vitamins, herbs, medicines)

Watch a video about a pharmacy. Conversation with children about the video they watched (using an interactive whiteboard).

Listening to K. Chukovsky’s fairy tale “Doctor Aibolit” in a recording.

Watching the cartoon “Doctor Aibolit”, talking about the cartoon, consolidating knowledge

Reading lit. works: Y. Zabila “Yasochka caught a cold”, E. Uspensky “Playing in the hospital”, V. Mayakovsky “Who should I be?”

Looking at the set of postcards “Medicinal Plants”. Examination of medicinal plants in the kindergarten area.

Didactic game “Herbs Helpers”.

Riddles about medicinal plants. Safety rules for using herbs.

Making game attributes with children with the involvement of parents (robes, hats, recipes, potions.)

Roles: driver, pharmacy workers (pharmacists), customers

Game material: gowns, hats, recipes, a counter with medicines: cotton wool, bandages, ointments, tablets, powders, medicinal herbs.
Game actions: The driver brings medicine to the pharmacy. Pharmacy workers put them on shelves. People come to the pharmacy to buy medicine. The prescription department dispenses medications according to doctor's prescriptions. Here they make potions, ointments, drops. Some visitors talk about their problems and ask which medicine is best to buy, the pharmacist advises. The herbal department sells medicinal herbs and infusions.

Topic: “Veterinary hospital”

Age group:

Tasks:

Educational: to arouse children’s interest in the profession of veterinarian;

Developmental: Independently create a game environment for the intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: to cultivate a sensitive, attentive attitude towards animals, kindness, responsiveness, and a culture of communication.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

1. Excursion to the medical office.

2. Observation of the doctor’s work (listens with a phonendoscope, looks at the throat, asks questions)

3. Conversation with children about the work of a veterinarian.

4. Listening to K. Chukovsky’s fairy tale “Doctor Aibolit” in a recording.

5. Examination with children of illustrations to K. Chukovsky’s fairy tale “Doctor Aibolit.” Reading lit. works: E. Uspensky “We played at the hospital”, V. Mayakovsky “Who should we be?”

6. ICT technologies: educational videos, presentations, cartoons, didactic games (at the discretion and capabilities of the teacher)

7. Interactive educational games.

8. Examination of medical instruments: phonendoscope, spatula, thermometer, tweezers, etc.

10. Drawing “My favorite animal”

1. Didactic game “Yasochka caught a cold.”

2. Manual labor: Making attributes for the game with children with the involvement of parents (robes, hats, recipes, etc.)

Roles: veterinarian, nurse, orderly, veterinary pharmacy worker, people with sick animals.

Object-game environment: animals, gowns, hats, pencil and paper for prescriptions, phonendoscope, thermometer, cotton wool, bandage, tweezers, scissors, sponge, syringe, ointments, tablets, powders, etc.

Game actions and situations: Sick animals are brought and brought to the veterinary hospital. The veterinarian receives patients, listens carefully to the complaints of their owner, asks questions, examines the sick animal, listens with a phonendoscope, measures the temperature, and makes a prescription. The nurse writes a prescription. The animal is taken to the treatment room. The nurse gives injections, treats and bandages wounds, applies ointment, etc. The nurse cleans the office and changes the towel.After the appointment, the owner of the sick animal goes to the veterinary pharmacy and buys the medicine prescribed by the doctor for further treatment at home.

Topic: "Hairdressing"

"Beauty saloon"

Age group:

Tasks:

Educational: Expand and consolidate children’s knowledge about the work of a hairdresser in the “Beauty Salon”.

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: Arouse the desire to look beautiful, cultivate a culture of behavior in public places, respect, polite address to elders and each other, teach gratitude for the help and service provided.

Activating the dictionary: hairdresser, master, scissors, comb, hairstyle, hairdryer, haircut, cutting, bangs, shaving, refreshing with cologne, styling foam, curling, paying money to the cash register.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

The teacher's story about the profession of a hairdresser, about work in a hairdresser.

Examination of paintings, photo illustrations about the work of a hairdresser.

Looking at magazines, an album with hairstyle samples.

Conversation with children “How I went to the hairdresser with my mother.”

Excursion to the hairdresser.

Observing the work of the master.

Reading stories by B. Zhitkov “What I Saw”, S. Mikhalkov “In the Barber Shop”.

Use of ICT technologies - videos, educational games.

Manual labor: making toy scissors, combs.

Collect attributes for the game: used clean boxes and jars of creams, perfumes, deodorants, shampoos.

Didactic games “What we saw, we won’t say, but what we did, we will show” “What are these objects for.” “Let’s comb the doll’s hair beautifully”

Watching videos, slides about the work of a hairdresser, beauty salon (use of ICT technologies)

Making game attributes with children with the involvement of parents (robes, capes, towels, checks, money, etc.)

Roles: hairdressers - ladies' master, men's hairdresser, cashier, cleaning lady, clients, manicurist, beauty salon master,

Subject-game environment:

A cape for visitors, a robe for a hairdresser, blunt-tooth combs, plastic scissors, a small (or toy) hair dryer, perfume and deodorant bottles, plastic jars for creams, paints, curlers, hair clippers,mirror, set of combs, razor, scissors, hairspray, cologne, nail polish, children's cosmetics, album with hairstyle samples, hair dye, cash register, receipts, money, mop, bucket.

Game actions:

The cashier knocks out checks. The cleaning lady sweeps and changes used towels. Visitors take pictures outerwear, politely greet the hairdresser, ask for a haircut, consult with the hairdresser, pay into the cash register, thank you for the services.

The master combs the hair and cuts it. Mothers and daughters at the hairdresser. The master is polite with clients. He combs, cuts, blow-dries his hair, and offers to look in the mirror.

The master of the men's room - cuts hair, shaves, refreshes with cologne. Speaks politely and affably. The client pays money to the cash register.

The master of the children's room cuts, combs, and braids the girls' hair. Clients thank you for your work.

Hairdressing salon for animals - dogs are cut and combed. They prepare animals for performances in the circus, do their hair, tie bows

Topic: "Traffic"

"Drivers"

Age group: Preparatory group, senior group, middle group.

Tasks:

Educational: Enrich and concretize children's knowledge about traffic rules. Traffic light: for pedestrians: green-go, red-stop.

For a car: green - you can go (pedestrian - red), yellow - get ready for the car, red - stop the car (pedestrian - green)

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: Careful behavior on the roads. Foster respect for the work of a driver and a policeman. Teach polite manners in the process of communication “driver - passenger”, “driver - policeman”.

Activating the dictionary: traffic rules, traffic police post,

traffic controller, intersection, traffic light, pedestrian crossing, passenger, pedestrian. Pedestrian traffic light: green-stop, red-go.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Monitoring the operation of transport at an intersection with a traffic light and a zebra crossing.

Excursion along Krasnaya Street (monitoring the movement of cars)

Meeting with traffic police officers to familiarize themselves with the profession.

Conversation about traffic rules.

Studying road signs.

Reading: S. Mikhalkov “Uncle Styopa is a policeman”, B. Zhitkov “Traffic Light”, etc.

Memorizing poems about traffic rules

Examination of photo illustrations about the work of the traffic police.

Didactic games: “Dominoes - road signs", "Transport"

Games on the Crossroads layout

Outdoor game “One, two, three – run to the sign!”

Drawing “Follow traffic rules”

Application “Car at a traffic light”

Manual labor: making a model of a traffic light, road signs, driver's licenses.

Roles: bus drivers, truck drivers, passengers, pedestrians, traffic controllers.

Subject-game environment:

Road signs, caps with stencils “taxi”, “milk”, “bread”, “cargo”, “construction”, “ ambulance", "fire", rudders of different diameters - 5-10 pcs., silhouettes different cars for putting on around the neck, police batons, gas station from boxes.

Game actions:

Cars carry dolls and building materials. The driver drives the car carefully so as not to run into people. The cars are filled with gasoline, driven to the construction site, unloaded with construction material, and filled with sand. The driver drives through a green traffic light and stops at a red light.

Taxi driver - takes people to work, to the theater, to the cinema.

A truck driver pours gasoline into the car, washes it, and puts it in the garage.

The bus driver drives the car carefully, carefully, the conductor sells tickets. The bus takes people wherever they need to go: to visit, to work, home.

A policeman is standing at the intersection, regulating traffic.

Pedestrians walk along the sidewalk. The road turns green.

There is a special zebra crossing for pedestrians. We follow traffic rules.

Fire truck driver - brings firefighters to the fire, helps to extend the ladder, and deploy the fire hose.

Ambulance driver - helps load patients into the car, gives stretchers, drives carefully.

Topic: "Shop"

Age group: Preparatory group, senior group, middle group.

Tasks:

Educational: Expand children's knowledge about the work of a salesperson in a store.

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: Cultivate a respectful and polite attitude towards the work of the seller. arouse children's interest in the sales profession.

Develop skills of a culture of behavior in public places, cultivate friendly relationships

Activating the dictionary : seller, buyer, pay at the cash register, display case, goods, scales, cashier, weigh, wrap things, names of products, household appliances, clothes.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Children meet with their mother, who works as a salesperson in a store. Watch a video about the seller's work. Conversation with children.

Ethical conversation about behavior in public places.

Conversation with children “How I went to the store with my mother (vegetable, grocery, electrical goods, household goods)”

A teacher's story about the sales profession.

Children compose stories on the topic “What can we do?”: “How to buy bread in a bakery?”, “How to cross the road to get to the store?”, “Where do they sell notebooks and pencils?” etc.

Looking at pictures or photo illustrations of the store’s work.

Reading literary works: B. Voronko “The Tale of Unusual Purchases” and others.

Didactic games: “Who can name the most items for stores: “Toys”, “Products”, “Dishes”, “Clothes”, “Who can name the most actions.”

Drawing “Groceries Store”

Modeling “Vegetables and fruits for the store”

Making game attributes with children (sweets, money, wallets, plastic cards, price tags, etc.) - manual labor.

Roles: store director, salespeople, cashier, customers, driver, loader, cleaner.

Subject-game environment for the game:

scales, cash register, gowns, hats, bags, wallets, price tags, goods by department, machine for transporting goods, cleaning equipment.

A salesman's robe and cap, scales, a cash register for a cashier, tokens with numbers instead of money, checks, handbags for customers, baskets, models of vegetables, fruits, products, jars of juices, yoghurts, sour cream, kefir, tea boxes, sweets, coffee (small), food racks (from boxes).

Game situations: “In the grocery store”, “Clothing”, “Products”, “Fabrics”, “Souvenirs”, “Cooking”, “Books”, “Sporting goods”.

Game actions:

The driver brings the goods by car, the loaders unload them, and the sellers arrange the goods on the shelves. The director keeps order in the store, makes sure that goods are delivered to the store on time, calls the base, and orders goods. Buyers are coming. Sellers offer goods, show them, weigh them. The buyer pays for the purchase at the cash register and receives a receipt. The cashier receives the money, punches the check, gives the buyer change and a check. The cleaning lady is cleaning the room.

There is a salesman in the store who sells bread, milk, vegetables, fruits, and candies. Products are weighed on scales. The seller speaks politely to customers. Shoppers place their purchases in a bag or basket.

Buyers pay money to the cashier - he gives them checks.

The seller receives receipts and weighs the products and releases the goods.

Toy store - we choose the most beautiful toy, the seller shows how to play with it.

Ready-made clothing store - we try on beautiful clothes for our son or daughter. We talk politely with the seller.

Tableware store - we choose the dishes we need and name them correctly.

Fabric store - correctly name the fabric we want to buy. The seller cuts the fabric, wraps the purchase, and accepts money from buyers.

Shoe store - we try on shoes for our son or daughter and call them correctly. The seller is polite with customers.

Subject: " Circus"

Age group: preparatory group, senior group.

Tasks:

Educational: consolidate knowledge about the circus and its workers.

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: consolidate children’s ideas about cultural institutions, rules of behavior in public places;

Activating the dictionary: usher, presenter, trainer, magician, acrobat.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Looking at illustrations about the circus.

Conversation on children's personal impressions of visiting the circus.

Excursion to the circus. Reading the works “Girl on a Ball” by V. Dragunsky, “Circus” by S. Marshak, “My Friends Cats” by Y. Kuklachev.

Use of ICT technologies – videos,

Making attributesfor the game (tickets, programs, posters, garlands, flags, etc.)

Roles: ticket takers, presenter, circus clowns, trainer, magician, acrobat

Subject-game environment: posters, tickets, programs, costume elements, attributes (spouts, caps, whistles, bubble, “ears”), garlands, flags, attributes for circus performers(ropes, hoops, balls, clubs), makeup, cosmetic kits, overalls for ticket takers, buffet workers, etc. A cape or a beautiful robe for a magician, Magic wand, handkerchiefs on a string, top hat, bow tie, plastic rings for the juggler, ball, unbreakable dishes, Stuffed Toys dogs, cats, monkeys, elephants, ribbons, cords for tightrope walkers, paper flowers.

Game situations: Buying tickets, coming to the circus. Purchasing attributes. Preparing artists for the performance, drawing up a program. Circus performance with intermission. Taking photographs.

Game actions:

We make an arena out of hoops, ropes, and cubes. In the circus, animals are trained, performances are shown, and trainers perform with monkeys, dogs, elephants, and tigers.

Clowns will make the audience laugh. Acrobats and gymnasts do beautiful exercises. Magicians perform tricks.

Tickets are sold at the box office. The controller checks tickets and maintains order during the performance. The spectators at the circus are having fun, they applaud the performers and laugh.

Subject: "War Games"

Age group : preparatory group, senior group.

Tasks:

Educational: expand children's knowledge about military professions.

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: cultivate a patriotic attitude towards your homeland, towards each other, towards your loved ones.

Activating the dictionary: border guards, pilots, sailors, infantry. Protect the borders of our Motherland.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Conversation with children about military professions.

(ICT technologies) Watching videos, cartoons about the military. Presentations.

Reading fiction about the military.

Looking at illustrations and photographs.

Didactic game: “Military equipment”

Meeting with war veterans.

Introducing children to the history of our country: WWII, civil war - 20th century..

Excursion to Post No. 1 (Naberezhnye Chelny)

Learning songs on military themes.

Making paraphernalia for paramilitary games

Roles:

Border guards, sailors, infantrymen, pilots, nurses

Subject-game environment:

Soldier caps (2-3 pcs.), tanker helmet (2-3 pcs.), paratrooper beret (2 pcs.), binoculars (2-3 pcs.), weapon silhouettes (machine guns, pistols), map, walkie-talkie, tablet for commander

Game actions and situations:

"BORDER GUARDS" - bold, courageous, dexterous. Border guard training, classes, recreation. Dog training. A border guard at his post guards the borders of our Motherland.

I noticed footprints on the control strip in the sand. The border violator was detained, his documents were checked, and he was taken to headquarters.

"RUSSIAN ARMY" - soldiers are brave, dexterous, fearless. Soldiers training, studies, military exercises at the training ground. Awards for outstanding service members. The soldier follows the commander's order and salutes.

"PILOTS" - train on the ground, doctors check your health before the flight.

Pilots fly airplanes, helicopters, and perform various aerobatic maneuvers in the sky.

They maintain contact with the ground; on the ground, the flight controller controls the flight, speaks to the pilot on the radio, and allows landing.

"MILITARY BOAT" - training of sailors on land, doctors check the health of sailors before going to sea. Sailors are on deck, looking through binoculars, turning the helm. They protect the maritime borders of our Motherland. Sailors communicate with the ground via radio. The boat commander gives commands and studies the map.

Subject : "Dining room", "Cafe"

Age group: senior group, preparatory group

Tasks:

Educational: Introduce children to the professions of a cook, cook, waiter. Introduce them to the rules proper nutrition. Provide information about unhealthy and healthy foods.

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational : Caring attitude towards each other. Take care of yourself, your body (healthy eating).

Activating the dictionary: cook, waiter, administrator, visitors, healthy eating.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

1. Excursion to the kitchen of the kindergarten and observation of the work of the cook and nanny.

2. Observing the cook preparing food, watching mom in the kitchen at home.

3. Conversation about the work of workers in canteens and cafes. About what mom cooks.

5. Reading fiction: “Who should I be?”

6. Use of ICT technologies - educational videos, presentations, cartoons, educational games (at the discretion and capabilities of the teacher)

video about the work of the canteen employees.

7. Interactive educational games “Cook a dish”

8. Drawing “Who cooks” Tasty food»

9. Manual labor: manufacturing.

10. Examination of photo illustrations about food products and cooking.

Roles: cook, culinary specialist, loader, waiter, cafe and canteen visitors.

Subject-game environment:

White cap (2 pcs.), apron (2 pcs.), children's kitchen dishes, children's tableware, children's teaware, stove, models of food, vegetables, fruits, menus, children's trays, cocktail straws, juice boxes , yoghurts.

Game actions and situations:

The dining room has tables and chairs for visitors. The cooks prepare delicious food in the kitchen, cook dumplings, bake pies, cook borscht, soups, fry cutlets. The canteen feeds drivers, workers, construction workers, sailors, and schoolchildren.

There are napkins and vases of flowers on the tables. Waiters serve food to visitors, talk to them politely, and give them a book with a menu to choose food according to the visitor’s wishes.

Visitors pay for lunch at the cash register and are given a receipt.

People come to cafes not only to eat, but also to listen to music.

We celebrate a birthday, dance, sing karaoke. The waiters are polite to visitors, bringing food and sweet water. There are beautiful dishes and flowers on the tables. The musicians play and sing beautifully.

Visitors, leaving, thank you for the pleasure you have received.

Topic: “Family”, “Mothers and Daughters”.

Age group: middle group, senior group, preparatory group,

Tasks:

Educational:

Encourage children to creatively reproduce family life in games.

Educational:

Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational:

Disclose moral essence activities of adults: a responsible attitude to their responsibilities, mutual assistance and the collective nature of work.

Activating the dictionary: relatives.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Assignment for children: learn at home about the work of their parents

Monitoring parents at home, work, relationships.

A conversation about the work of parents using illustrated material.

Conversation on the topic “How I help adults” with the participation of Petrushka.

Children compose stories on the topic “How I live at home.”

Creation of the album “Our fathers and mothers are working.”

Reading the story by V. Oseeva “ Magic word” and the subsequent conversation.

ICT technologies: educational videos, presentations, cartoons, didactic games (at the discretion and capabilities of the teacher)

Memorizing poems about mom, grandma, grandpa, dad.

A dramatization of S. Mikhalkov’s poem “What do you have?”

Looking at illustrations and family photographs

Drawing: “My Family”

Application: “Flowers for Mom”

Modeling: “Gift for Dad”

Manual labor: Making attributes for the game with children.

Working with parents: the “Pedigree” project - my family tree.

Roles: mom, dad, children, grandma, grandpa.

Subject-game environment: household items, dolls.

Dolls - boys and girls (several), baby strollers (dolls), dishes,

furniture for a doll's room, handbags, clothes for mummers (hats, ties, headscarves, capes), household appliances (toys) - refrigerator, washing machine, iron, vacuum cleaner.

Game actions and situations: Game problem situations: “When mom and dad are not at home” (taking care of the younger ones, doing all possible homework), “We are preparing for the holiday” (joint activities with the family), “We are welcoming guests” (rules for receiving guests, behavior when visiting), “Our day off”, etc. Introduce elements of labor into the game: washing doll clothes, mending clothes, cleaning the premises. As the game progresses, select and change toys and objects, construct a play environment using a variety of auxiliary materials, use your own homemade products, and use natural materials.

Mom carefully feeds, dresses, undresses, puts her daughter to bed, washes, cleans the room, irons the clothes. Mom goes with her daughter to the hairdresser, combs her hair beautifully, decorates the Christmas tree at home, buys food at the store, and prepares a delicious lunch. Dad comes home from work and they sit down to dinner.

Guests arrive. Celebrating the birthday of a daughter or son.

Dad is a truck (or taxi) driver. Dad is a builder at a construction site.

My daughter caught a cold and got sick. Mom took her to the doctor, put mustard plasters on her at home, and gave her medicine.

Mom took her daughter for a walk. They ride the bus, ride on the swings in the park. Grandma came to visit for her birthday. Celebrate New Year.

Mom takes her daughter to puppet show, to the circus, to the cinema, to school.

Subject: "Kindergarten"

Age group: senior group, preparatory group.

Tasks:

Educational: expand and consolidate children’s ideas about the content of labor actions of kindergarten employees

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: cultivate a respectful attitude towards the work of the teacher.

Activating the dictionary: head, parents, methodologist, musician, instructor.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work :

1. Excursion-inspection of the music (physical education) hall, followed by a conversation about the work of muses. manager (physical supervisor). Excursion-inspection of medical. office, observation of the doctor’s work, conversations from personal experience children. Inspection of the kitchen, conversation about technical equipment, making the work of kitchen workers easier.

2. Observation of the work of the teacher, assistant teacher.

3. A conversation about the work of kindergarten workers: teacher, assistant teacher, cook, nurse and other kindergarten workers.

4. Reading the story “Compote” by N. Artyukhova and talking about the work of those on duty.

5. ICT technologies: educational videos, presentations, cartoons, didactic games (at the discretion and capabilities of the teacher)

6. Children compose stories on the topic “My best day in kindergarten.”

7. Game-dramatization based on the poem by N. Zabila “Yasochkin’s kindergarten” using toys.

8. Using Parsley, show skits on the topics “Our life in kindergarten”, “Good and bad deeds”.

9. Examination of illustrations, photographs

10. Drawing: my favorite teacher

11. Manual labor: Selection and production of toys for the roles of muses. worker, cook, assistant teacher, nurse.

12. Work with parents: Project activity - “Profession educator”

Roles: V teacher, junior teacher, speech therapist, manager, cook, music director, physical education director, nurse, doctor, children, parents.

Subject-game environment: notebook for recording children, dolls, furniture, kitchen and dining utensils, cleaning kits, honey. tools, clothes for a cook, doctor, nurse, etc.

Game situations: “Morning appointment”, “Our classes”, “On a walk”, “At a music lesson”, “At a physical education lesson”, “Doctor’s examination”, “Lunch in the kindergarten”, etc.

Game actions: IN The teacher receives children, talks with parents, conducts morning exercises, classes, organizes games... Junior teacher keeps order in the group, assists the teacher in preparing for classes, receives food... The speech therapist works with children on sound production, speech development... Music. the leader conducts music. class. The doctor examines the children, listens, and makes prescriptions. The nurse weighs, measures children, gives vaccinations, injections, gives pills, checks the cleanliness of groups and kitchens. The cook prepares food and gives it to the teacher's assistants.

Children in kindergarten do gymnastics with the teacher, conduct music classes, physical education classes, and show a puppet theater.

Children come to kindergarten with their parents, undress, say goodbye to their parents, play with other children, eat, draw, go for a walk, study, read books.

It's a holiday in kindergarten. Children come dressed up, perform at the matinee, give gifts to their parents, and drink tea and treats together. Father Frost and Snow Maiden arrive. Children read poems to them and receive gifts.

Various classes are held in the kindergarten - music (the music director comes, plays an instrument, sings with the children, dances), physical education (competitions and exercises are held), mathematics classes (children count, write numbers), modeling classes, drawing, etc. .

Children help the nanny with cleaning, neatly folding books and toys.

Everyone plays together, doesn’t quarrel, doesn’t fight, and helps each other.

Topic: "Mail"

Age group: senior, preparatory group.

Tasks:

Educational: expand knowledge about the profession of a postman, about means of communication between people at a distance.

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: respectful attitude towards the work of the postman.

Activating the dictionary: postman, telegraph, telegram, envelope, letter.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Targeted excursion to the post office and conversation.

Observing the work of a postman (video)

Conversation about the work of postal workers. Meeting with postal workers

Reading stories: “Postman Pechkin”, “Who should I be?”

ICT technologies: educational videos, presentations, cartoons, educational games (at the discretion and capabilities of the teacher) – watching the cartoon “Prostokvashino”

Looking at illustrations and photographs

Drawing: “Letter to Santa Claus”

Application: “Greeting card to a friend”

Manual labor: making attributes for playing mail

Roles: postmen, driver, senders and recipients of letters, postcards, magazines

Subject-game environment: Postman's cap, postman's bag, newspapers, letters, postcards, various forms, small parcels from boxes, postal stamp, scales, Mailbox out of the box, pencil for notes.

Game actions and situations: People write letters to each other, send telegrams, postcards, and congratulate each other on the holiday. People take letters and postcards to the post office and throw them into a large mailbox.

The postman delivers telegrams and letters. He has a large bag with letters and newspapers. Letters and newspapers are delivered to addresses, the address is written on the envelope: street name, house number, apartment and last name. The postman drops letters into the mailbox of every house or apartment.

Envelopes are bought at the post office, at a kiosk. At the post office you can send a parcel to another city. The postal worker weighs the package, stamps it, and sends it to the train station.

Topic: "Library"

Age group: senior group, preparatory group

Tasks:

Educational: display knowledge about surrounding life, show social significance libraries; expand ideas about library workers,

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: establish rules of behavior in a public place; introduce the rules for using the book; awaken interest and love for books, cultivate a caring attitude towards them.

Activating the dictionary: librarian, form

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Excursion to the library followed by conversation.

Conversation about the work of library workers.

Reading the work of S. Zhupanin “I am a librarian”, opening a “Book Workshop” for book repair.

ICT technologies: educational videos, presentations, cartoons, didactic games (at the discretion and capabilities of the teacher)

Drawing: Exhibition of drawings based on the works read

Manual labor: Making pockets in books and forms.

Working with parents: book repair workshop for children together with parents

Roles: librarian, readers.

Subject-game environment: forms, books, card index.

Game actions and situations: Registration of reader forms. Librarian accepting applications. Working with a card index. Issuance of books. Reading room.

There are many books in the library, they are on the shelves.

The library is always very quiet. IN reading room the reader can choose a book himself, sit at the table and read, rewrite a poem from memory.

The librarian issues books to the home, writes down the reader’s first and last name and home address on a special card - a form. The reader returns the books after a few days and takes others.

The librarian and the reader respect each other and are polite. The librarian advises what to read, what book you received recently, what you can take for the children.

At home they read books to their children. They handle books very carefully, do not tear them, do not throw them away, and return them to the library on time.

Topic: "Photo studio"

Age group: senior group, preparatory group

Tasks:

Educational: expand and consolidate children's knowledge about working in a photo studio.

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: cultivate a culture of behavior in public places, respect, polite address to elders and each other, teach gratitude for the help and service provided.

Activating the dictionary: camera, photographer, photographs, photo studio.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Excursion to a photo studio. Conversation about the excursion

Ethical conversation about the culture of behavior in public places.

Looking at an album with sample photographs.

Getting to know the camera.

ICT technologies: educational videos, presentations, cartoons, didactic games (at the discretion and capabilities of the teacher)

Examination of a child's and a real camera.

Looking at family photos.

Manual labor: Making attributes for the game with children

Working with parents

Roles: photographer, cashier, clients.

Subject-game environment: children's cameras, mirror, comb, film, photo samples, photo frames, photo albums, money, checks, cash register, photo samples.

Game actions and situations: The cashier takes the order, receives the money, and issues a check. The client says hello, places an order, pays, takes off his outerwear, cleans up, takes a photo, and thanks for the service. The photographer takes photographs, takes photographs. In a photo studio you can take photographs, develop film, view film on a special device, take photographs (including for documents), enlarge and restore photographs, buy a photo album, photographic film.

Topic: "Builders"

Age group: middle group, senior group, preparatory group.

Tasks:

Educational: form concrete ideas about construction and its stages; consolidate knowledge about working professions; Build a model according to the diagram.

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: cultivate respect for the work of builders; develop the ability to creatively develop the plot of the game.

Activating the dictionary: builder, mason, crane operator.

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Excursion to the construction site. Conversation with builders

Examination of paintings, illustrations about construction and conversations on the content.

Reading the fairy tale “Teremok”, the works “Who built this house?” S. Baruzdina, “There will be a city here” by A. Markushi, “How the metro was built” by F. Lev.

ICT technologies: educational videos, presentations, cartoons, didactic games (at the discretion and capabilities of the teacher)

Conversation about safety at a construction site.

Looking at illustrations, photographs about construction, about famous builders of our city

Didactic game: “Tools”

Drawing on the theme “Building a house.”

Floor construction games: Lego, cubes, modules.

Manual labor: Making attributes for construction games.

Working with parents:

Roles: builder, mason, driver, loader.

Subject-game environment: construction plans, various Construction Materials, uniforms, helmets, tools, construction equipment, material samples, design magazines, substitute items.

Game actions and situations: "Construction". Selection of construction site. Selection of building material and method of delivery to the construction site. Construction. Building design. Delivery of the object.

They build a house, a fence, a path from cubes and bricks. They are building a garage for a car. They build a house for dolls and decorate it. They are building a kindergarten, a tower, a bridge over which cars will then travel. They make floors. They are building a steamship.

They are building a road and a bridge across the river. The builders work together, do not quarrel, and build beautifully.

City construction: houses, shops, hospital, theater. Workers build houses from blocks, bricks, panels, and boards. Heating and electricity are provided. Trees are planted near houses, sidewalks and roads are made.

Construction of a street: there are houses on both sides of the road, cars are driving along the road.

We are building a garage: it can accommodate many different cars.

We are building a space rocket, a military boat, a tourist steamer, a fishing boat, etc.

Topic: “Sewing studio”

Age group : senior group, preparatory group

Tasks:

Educational: expand and consolidate children’s knowledge about working in a sewing studio, form the initial idea that a lot of labor is spent on the manufacture of each item

Educational: Create your own gaming environment for your intended purpose. To contribute to the formation of the ability to creatively develop game plots.

Educational: strengthen skills social behavior, thank for the help and care provided, develop and strengthen friendly relationships between children.

Activating the dictionary:

Integration of educational areas:

Socialization, cognition, communication, safety, work, reading fiction.

Preliminary work:

Excursion to the sewing studio, to the costume room of the kindergarten. Conversation with children about what they saw on the excursion.

Observing the work of a wardrobe maid in a kindergarten (repairing clothes).

Conversation about the work of studio workers. Meeting with employees sewing studio(parents), conversation

Reading works: S. Mikhalkov “The Tailor Hare”, Viktorov “I sewed a dress for my mother”, Grinberg “Olin’s apron”.

ICT technologies: educational videos, presentations, cartoons, didactic games (at the discretion and capabilities of the teacher)

Looking at fashion magazines.

Making the album “Fabric Samples”.

Examination of tissue samples. Conversation “What fabric can be sewn from?

Applique “Doll in a beautiful dress.”

Didactic game “What wool do you have?”

Manual labor: Manual labor “Sew on a button.”

Working with parents:Making attributes for the game with the involvement of parents (display case, ironing boards, sets of fabrics, buttons, threads, patterns, etc.)

Roles: fashion designer, cutter, seamstress, embroiderer, ironer, storekeeper, cashier-receiver.

Subject-game environment: various fabrics on display, sets containing threads, needles, buttons, thimbles, 2-3 sewing machines, scissors, patterns (patterns), measuring tape, cutting table, irons, ironing boards, aprons for seamstresses, a fashion magazine, dressing table, receipts.

Game actions and situations: choosing a style, advice, placing an order, taking measurements, laying out patterns and cutting, fitting, sewing products, finishing them, embroidery, ironing, the seamstress delivers the finished product to the warehouse, paying for the order, receiving the order

Irina Popova
Routing on organization and conduct didactic game For middle group"The Book of Good Fairy Tales"

Technological map for organizing and conducting a didactic game for the middle group« Book of good fairy tales»

Target: Formation in children of emotional responsiveness, empathy, respectful and friendly relationships with others.

Tasks: develop memory, attention, thinking through analysis of the characters' characters, their role in fairy tale.

Materials: didactic manual« Book of good fairy tales» , box, letter.

1. Motivation

Surprise moment box

Guys, they sent us a package!

Look here and there is a letter! It's from the people of the country fairy tales!

"We give you A book of good fairy tales so you don't forget that the bad ones there are no fairy-tale heroes, they just need help to become kind. And our gift will help you with this. Sincerely, residents of the country Fairy tales».

2. Goal setting

Guys, let's see what this is book?

Look, there are no heroes! What kind of pocket is this? book?

That's where they hid!

4. Actions

Guys, what time? fairy tale would you like to play?

How we would like to help heroes become kind?

5. Summary, reflection

How wonderful it turned out to be a fairy tale!

What kind of heroes did we get?

Guys, let's write a letter of gratitude for the gift and send it to the country Fairy tales.

You guys are great!

Publications on the topic:

Summary of the organization of the didactic game “Shop” for children of the younger group Goal: to teach children to describe the item that needs to be bought, to be polite and attentive to each other, to learn the norms of behavior in the store:

Technological map of the organization NOD "Child's Rights" Technological map of the NCD organization Topic: “Children's rights” Age group: preparatory. Integration of educational areas:.

Construct directly educational activities on design for children of the middle group Topic: “Magic Birds”, using.

Technological map of the educational quest “To the Land of Fairy Tales” Title: "To the Land of Fairy Tales." Author: Mazina Olga Aleksandrovna Age group: 5-6 years. Goal: Consolidating knowledge about Russian fairy tales. Tasks:.

Project approach “Gossamer” Age group: Senior GROUP COLLECTION Topic: “What is the Great Patriotic War» Goal: formation.

Technological map for organizing joint direct educational activities with children “Flower for a Butterfly” Age group: average 4-5 years Form of educational activities: gaming, artistic-aesthetic, cognitive Form of organization: group, individual.

« Outdoor games"

2. Lesson topic: Outdoor games

4. Purpose of the lesson:

1. At the teacher level:

View document contents
“Technological map with the didactic structure of the lesson “Outdoor Games””

Technological map with didactic structure of the lesson« Outdoor games"

1. Avdienko Elena Vladimirovna

2. Lesson topic: Outdoor games

3. Place: MOBUSOSH No. 1, Novokubansk

4. Purpose of the lesson: promote the development of interest in physical education through outdoor games.

1. At the teacher level: promote the development of interest in physical education through outdoor games; promote the development and improvement of physical qualities.

2. Subject learning outcomes: choice the most effective ways solving problems depending on specific conditions; create conditions for students to master the rules of outdoor games and develop physical qualities.

- Personal learning activities: students’ establishment of a connection between the purpose of educational activity and its motive.

-Regulatory UUD: setting an educational task based on the correlation of what is already known and learned by the student and what is still unknown.

- Communicative: planning educational cooperation with the teacher and peers; control, correction, evaluation of the partner’s actions.

5. Lesson type: repetition

6. Didactic structure of the lesson

7. Plan for studying new material:

Introductory and preparatory part:

Construction, organizational moment;

Walking and its variations;

Running and its varieties;

Walking with breathing restored;

Formation into columns of two;

Main part:

Conducting outdoor games (with volleyballs);

Final part.

Construction;

Summing up the lesson, individual comments and advice.

8. Educational and methodological complex:

Equipment requiring special training: jump rope, gymnastic mats, volleyballs, skittles.

Technical (or electronic) teaching aids:

Auxiliary equipment: whistle, stopwatch.

Didactic support:

Literature for teachers (including Internet sites): www. edu. ru

Literature for students (including Internet sites): Bishaeva A. A. Professional and health-improving physical culture of a student: textbook. - M., 2013. Evseev Yu. I. Physical education.

Software (educational electronic resources on CD-ROM): educational film 2011

9. Educational educational technologies: lesson with educational orientation.

10. Interdisciplinary connections: life safety fundamentals.

11. Intrasubject connections: cross-country training, volleyball, basketball.

DURING THE CLASSES

Lesson stage (min)	Planned learning outcomes				Components		Activity
	subject	metapred- marksmanship (R,K,P)	personally- fat	teachers			students
Organized start of lesson (1 min)
1.Organizational moment		Regulatory: development of attention, ability to evaluate the correctness of an action; make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the errors made. Cognitive: extract necessary information from the teacher’s explanation and my own experience.	need for physical education, personal responsibility for one’s actions, attitude towards healthy image life.	Educational program in physical education		I check the students’ readiness for the lesson (availability of sports uniform and replacement shoes). I'm building. Greetings.		They line up in one line. - organize themselves for work; preparing for independence.
Preparatory part of the lesson
1 . Updating knowledge	Be able to properly use accumulated knowledge; navigate your knowledge system.	observe and analyze your own educational activities and the activities of the partner in the process of joint activities; contribute to the formation of the ability to adequately assess the correctness of the actions of oneself and a friend, focusing on the teacher’s demonstration of movements.	understand the need to comply with the rules of safe behavior during class;			I will repeat the safety precautions. I answer questions from students. I remind you of the distance - arm outstretched, follow the guide.		Students express their assumptions regarding TB.
2. Walking and its variations: Walking on toes Walking on your heels Walking on the inside and outside of the foot Heel-to-toe rolls Running and its varieties: One lap at a steady, medium pace Galloping left side/right side Easy running Running backwards Easy running Fast walk Walking while restoring breathing Formation around the hall into columns of three.	Be able to correctly perform special running exercises.	observe and analyze your own educational activities and the activities of your partner in the process of joint activities.		Bishaeva A. A. Professional and health-improving physical culture of a student: textbook. - M., 2013.		I give commands for students to follow while walking. I correct the performance of walking exercises. I give commands for students to carry out while running. I correct the execution of running exercises.		Do walking exercises. They move around the hall following the teacher’s commands. When moving around the hall, keep a distance of 2 steps Do the exercises. Do running exercises. While moving in a circle, perform breathing exercises. Perform breathing exercises.
3. Outdoor switchgear without items: For posture:(4 reps.) IP: feet shoulder-width apart, hands on the belt. 1. Left leg pulled back, arms up, palms facing each other. 3. The right leg is pulled back, arms up, palms facing each other. On shoulder girdle: (4 reps.) I.P.: feet shoulder-width apart, arms along the body. 1-4 Rotation of arms forward. 5-8 Rotate arms backwards. On the hands:(4 reps.) IP: feet shoulder-width apart, arms forward. 1-4 rotate the hands in inner side 5-8 rotate outward Forward bends:(4 reps.) 1. Tilt towards the left leg. 3. Tilt at the right leg Lateral bends (4 repetitions) IP: feet shoulder-width apart, hands on the belt. 1. Tilt to the left; 3. Tilt to the left; For the muscles of the trunk:(4 reps.) I.P.: feet shoulder-width apart, hands on the belt 1. turn your hand to the left side behind your back. 3. turn your hand in right side behind your back On knee-joint: ( 4 reps.) IP: legs slightly bent at the knees, hands on the knees. 1-4 rotate clockwise. 5-8 rotate counterclockwise. For leg muscles:(4 reps.) Squats I.P: feet shoulder-width apart, hands on waist 1. Squat, arms forward; 3-4-repeat Leg swings:(4 reps.) I.P: Feet slightly wider than shoulders, arms forward to the side. 1. Left leg swing, to right hand 3. Max right foot, to the left hand. Jumping:(4 reps.) I.P: Feet shoulder-width apart, hands on waist 1-3 jump on two legs. 4 – legs are drawn up.	Be able to correctly perform outdoor exercises that purposefully influence the development of basic physical qualities. Be able to correctly perform outdoor activities that purposefully influence the development of basic physical qualities.	observe and analyze your own learning activities. observe and analyze your own learning activities. observe and analyze your own learning activities.	promote the manifestation positive qualities personalities such as discipline, organization, hard work and perseverance. promote the manifestation of positive personality traits such as discipline, organization, hard work and perseverance. promote the manifestation of positive personality traits such as discipline, organization, hard work and perseverance.	Evseev Yu. I. Physical education.		I’m showing the outdoor switchgear complex. I correct the execution of the complex exercises. I show the outdoor switchgear complex and correct the execution of the exercises of the complex.		Perform complex exercises, taking into account guidelines teacher. Perform the complex exercises, taking into account the teacher’s instructions. Perform the complex exercises, taking into account the teacher’s instructions.
Main part of the lesson
Educational component
1. Updating knowledge	Recognize dangerous moments when performing tasks.	organizing yourself to anticipate the outcome	independence			I repeat the safety precautions		They listen carefully.
2. Formulation of the problem.	Be able to navigate your knowledge system.	Formulate your thoughts orally with sufficient completeness and accuracy of thought. Formation goals-motives of educational activities.	understand difficulties and the desire to overcome them			I ask a question: are physical qualities such as speed and dexterity relevant to outdoor games?		Students think and give several answers.
	be able to act from the perspective of the content of the subject	To develop the ability of educational cooperation and collective discussion of problems and assumptions	understand difficulties and the desire to overcome them			I’m comparing judgments. In previous classes we studied cross-country elements such as running. Now your knowledge, speed and dexterity will help you be the best in the outdoor games that we will play.		Listen carefully and remember the knowledge learned in previous classes.
Motor component
No. 1. Game “Calling Numbers” № 2. Game "Day and Night" № 3. Outdoor game "Feet off the ground" Game "Fishing Rod"	contribute to the formation of the ability to apply acquired knowledge in practice; understanding the rules of the game; independent performance of exercises in health-improving forms of exercise. Use acquired knowledge and skills, develop skills in selecting the necessary physical activity.	contribute to the formation of the ability to perceive and retain a learning task, plan one’s actions in accordance with the assigned achievement goal positive result. determine, together with the teacher, criteria for assessing their educational activities (regulatory UUD); build positive relationships in the learning process (communicative UUD); perform basic technical actions used in the starting acceleration (subject);	contribute to the formation of the ability to understand the reasons for the success and failure of educational activities and the ability to act constructively even in situations of failure.	Whistle, skittles, etc.		The columns are calculated in order. The teacher gives an example (for example, 10-4) and the answer to this example will be the player's number. The player with this number must run around the pin, run around his team and return to his place. The teacher counts the points. The team that scores wins greatest number points. Objectives: practice running in different directions, act on a signal. Description: All participants are divided into two teams. One command is “day”, the other is “night”. A line is drawn or a cord is placed in the middle of the hall. The teams stand at a distance of two steps from the drawn line, with their backs to each other. At the command of the presenter, for example, “Day!” the team with the appropriate name begins to catch up. Students from the “night” team must manage to run beyond the conditional line before their opponents have time to tarnish them. The team that manages to stain the most players from the opposing team wins. Objectives: learn to follow the rules of the game. Description: The driver walks around the hall with other guys. As soon as the teacher says: “Catch!”, all participants scatter, trying to climb to any height where they can raise their feet above the ground. You can only insult those whose feet are on the ground. At the end of the game, the number of losers is counted and a new driver is selected. Objectives: develop dexterity, attention, speed of reaction. Description: participants sit in a circle. In the center there is a driver - a teacher. He is holding a jump rope in his hands. The driver rotates the rope in a circle just above the ground. Students jump in such a way that the jump rope does not hit their feet. Those participants whose legs are hit by the jump rope are eliminated from the game.		Completing assigned tasks Perform exercises, agree on the distribution of functions and roles of joint activities.
Diagnostics of learning outcomes
1.Analysis of participation in outdoor games.	determine, together with the teacher, criteria for assessing their educational activities Identify your own and your partner’s actions that contributed to or hindered productive communication.	observe and analyze your own educational activities and the activities of your partner in the process of joint activities (communicative learning activities); identify your own actions and those of your partner that contributed to or hindered productive communication (communicative UUD);				I'm building. I summarize the results of outdoor games.		Analyze their own activities and answer the teacher’s questions.
2. Solving the problem.		generalize ideas about a solved problem				I'm asking.		Students answer.
Reflection	identify your own problems	observe and analyze your own educational activities and the activities of your partner in the process of joint activities. To promote students’ ability to predict the results of the level of mastery of the material being studied.	contribute to the formation in students of an understanding of the importance of knowledge about physical education and motor skills in human life.			What did we do in class today? What did you like, what did you not like? What was difficult, what was easy? We were able to solve problematic issue?		Students answer.
Homework organization
1.Homework.						I ask homework for everyone: evening walk and morning exercises.		Listen and remember to perform.
Organized end of lesson						I say goodbye		Students say goodbye.

Technological map (from 5 to 6 years)

Center for Creative Play

Role-playing games:

"We are builders" ,

"Room for a doll" .

Tabletop theater "Three Bears" .

Theater on flannelgraph to fairy tales "Teremok" .

Science Center

Game - experimentation “Which house is strong?” (research of materials stone, wood).

Making a map plan "Safe path from home to kindergarten" .

House coloring pages (urban, rural).

Painting silhouettes of dishes.

Manufacturing of a high-rise building,

furniture for an apartment from unformed materials.

Construction of houses from building materials according to diagrams.

Layout games "My street" .

Subject:

"The house I live in" .

Final event:

Tour of the village. Mathematics Center

Didactic game "House" (for laying out geometric shapes).

Didactic game "What changed?"

Didactic game "Count it" (verbal).

Looking at photographs with views of the village.

Reading fiction on the topic "My house" .

Creating an Album "My dream house" .

Didactic games:

"Cut pictures" ,

"We're playing shop" .

"Home - home" .

Physical education minutes, finger games, outdoor games on the topic "My house"

Children's drawings on the theme "My house" carried out jointly with parents.

Home reading with your child:

E. Alyabyeva "Everyone has their own home" , O. Vieru "New house"

Routing (from 5 to 6 years)

Center for Creative Play

Plot-role-playing games:

"We travel by bus around the city" , "Builders" ,

"Airport" ,

"Family" .

Costumes, attributes for games. Science Center

Experimentation “Can it “boil” cold water?"

Experimentation "Whirlpool" .

Artistic and creative center

Getting to know the works of Krasnoyarsk artists (V. Surikov, A. Pozdeev).

Construction and design center

Constructor "Railway" .

Construction from the average designer using pictures. Subject:

"City on the Yenisei" .

Final event:

Photo exhibition "My Krasnoyarsk" . Mathematics Center

Didactic games:

"Find your bus" ,

"A store without a salesperson" .

Center for Literacy and Speech Development

Selection of visual teaching aids, fiction, demonstration material on the topic "Krasnoyarsk city" .

Audio recording of songs about Krasnoyarsk.

Didactic games:

"Find out and name" (plants, animals of the Krasnoyarsk Territory"),

"Collect a coat of arms" .

Fitness and fitness center

Finger gymnastics "My family" , exercise minute “I am sailing along the Yenisei” .

Meeting famous Krasnoyarsk athletes (Ivan Yarygin, Olga Medvedtseva, Evgeny Ustyugov, Nikolay Olyunin, Sergey Lomanov and others). Information Center for parents

Folder - moving “They glorified our region” .

Routing (from 5 to 6 years)

Center for Creative Play

Role-playing games:

"Zoo"

"Journey to the Autumn Forest" , "Veterinary hospital" .

Imitation of habits and images of animals in improvisations.

Theatrical masks of birds and animals.

Interesting facts about animals.

Experience with a pen.

Artistic and creative center

Coloring pages about animals.

Stencils.

Bird painting exhibition (Gorodetskaya).

Making a book "Animals are cartoon characters" .

Construction and design center

Various types of constructor;

materials for creativity. Subject:

.

Final event:

“Give me a book about animals kindergarten» . Mathematics Center

Didactic games:

"Settled into the house" ,

"Count the Birds" ,

"Magic Square" .

Counting sticks, mosaic.

Center for Literacy and Speech Development

Examination of paintings and illustrations on the topic "Wild animals and birds in autumn" .

Getting to know "Red Book of Russia" .

Card index of proverbs and sayings about animals.

A selection of books with illustrations about animals.

Reading fiction: poems, stories, fairy tales relevant to the topic.

Didactic games:

“Stories in pictures on the topic “How animals prepare for winter” ,

“Where, whose tail?” , "Zoological Lotto" . Fitness and fitness center

Outdoor games "Geese-geese" ,

"Owl" , "Jackdaws and Crows" , "By the Bear in the Forest" , "Sparrows and Cars" .

Finger gymnastics: "Bunny" , "Squirrels" , “Good animals are friends” , "Hedgehog" , “Meadow Bear came to visit” , "Glove" . Parent Information Center

Screen for parents "Rules of behavior in nature" .

Routing (from 5 to 6 years)

Center for Creative Play

Role-playing games:

"Family" , "Daughters - Mothers" , "My house" . "Meeting with guests" , "Mom's holiday" .

Costumes and attributes for games. Science Center

Experience "Secret Letter for Mom" (milk, vinegar)

Experience "edible glue" (jelly, paste).

Artistic and creative center

Materials and tools for drawing.

A selection of pictures on the topic "Women's clothing" .

Making outfits for paper dolls.

Construction and design center

Construction "Our house" , "Our street" .

Schemes, building materials. Subject:

"A mother's heart is better than the sun"

Final event:

Photo exhibition “My mother also went to kindergarten” .

Mathematics Center

Didactic games:

"On the farm" ,

"A toy shop" .

Center for Literacy and Speech Development

Didactic games:

"Professions" ,

"Mom is making soup" .

Reading fiction about mothers. Fitness and fitness center

Sports leisure “Mommy and I try, we play sports” .

Parent Information Center

Consultation "Maternal folklore in family education" .

Presentation of certificates, letters of thanks mothers showing parental responsibility and social activity.

Technological map of the didactic game “Family”
Students of 3 “B” group Vera Aleksandrovna Moshchenko
middle group
Goal: to develop children's concepts of family.
Tasks:
- consolidate children’s ideas about the family and its members;
- instill in children love, an affectionate and sensitive attitude towards family members, teach them to take care of loved ones;
- develop children's communication skills;
- cultivate respect for the daily work of parents;
- cultivate feelings of family cohesion (based on ideas about the family, its composition, relationships and home comfort).
Preliminary work
Looking at plot pictures about the family, talking with children on the topic: “My family”, “What do your family members do?”
Vocabulary: activate the use of verbs in speech: washes, cooks, buys, cleans, rides, plays, catches, etc. Equipment: silhouette of Luntik, plot pictures depicting family, mother, father, sister, brother, grandmother, grandfather, uncle , aunts; subject cards with the image “What are relatives doing?” Stages of activity Activities of the teacher Activities of children Organization of children Techniques and methods of managing the game
Motivational-problematic Guys, an unusual guest will come to us today. He lived on the moon completely alone, and he was very sad that he did not have a family. Have you already guessed who it is?
Educator:
- Let's call him! - Luntik, Luntik!!! Sit on chairs
Surprise moment
ActivityName of the game
Rules of the game

Progress of the game Luntik:
- Hello guys! I'm very glad to see you all! I recently arrived on earth, and here I made many friends. Now I live with them in a fairyland. Who do you guys live with?
Educator:
- What do you call it, in one word?
Luntik:
- What is a family?
Educator:
- Guys, let's show Luntik what a family is?
Dynamic pause (children imitate movements).
This finger is grandpa
This finger is grandma
This finger is mommy
This finger is daddy
This finger is me
That's my whole family.
Luntik:
- I understand what a family is!
Educator: -Let's play the game "Family" with Luntik
Educator:
- Luntik, now the guys will tell you how interesting and fun it is to live in a family! Guys, I will give you large cards with pictures of mom, dad, grandmother, grandfather, brother, sister, aunt and uncle. We will put small cards with objects on which it is written what the relatives are doing in a bag. Each of you, in turn, will take 1 small card from the bag and say what the relative with whom he has the large card will do. For example: “Grandma will play hockey with me today!” If this has never happened in your life, the card is returned to the bag; if it has happened, it is placed on a card with a picture of the grandmother. Then the next player draws a small card from the bag, and so on. The game ends if there are no more small cards.
Direct play activity Children's answers
-Family!!!
- Mom, dad, brother, etc.
Repeat the movements after the teacher Sit on chairs
Near the teacher
At desks Explanation
Showing methods of action
Role participation
Reflective Educator:
- Luntik, now you know what relatives do in every family!
Luntik:
- Thanks guys! I decided never to go to the moon again! I don’t have a dad or mom, but Grandma Capa and Grandpa Cher appeared in their fairyland. They loved me very much and became my family. For some reason I was late with you, I’ll quickly run to my grandparents! Goodbye, guys! See you!
Educator:
Family is happiness, love and luck,
Family means trips to the country in the summer.
Family is a holiday, family dates,
Gifts, shopping, pleasant spending.
Family is work, caring for each other,
Family means a lot of housework.
Family is important!
Family is difficult!
But it’s impossible to live happily alone! Thank you very much for such a wonderful game!! You’re all smart guys, you worked hard!! Correctional

Attached files