MBDOU No. 3 "Aisylu", Aznakayevo
Akhmetshina Gulnaz Rifovna
Synopsis of activities for children of the 1st junior group
"BALL"
PROGRAM CONTENT:
arouse in children the desire to repeat the poem, pronouncing the endings of words and repeating individual words;
continue to teach to recognize and name the primary colors (yellow, red, blue, green), the shape of the object (round).
exercise in finger painting;
develop imagination, cultivate love for toys.
VOCABULARY WORK:
red, yellow, blue, green;
round.
PRELIMINARY WORK:
examination and conversation on the thematic album "Toys";
memorizing A. Barto's poem "The Ball";
learning the outdoor game "My cheerful sonorous ball."
MATERIAL:
doll, "photo" of the ball;
ball template for each child;
gouache paint of primary colors, wet wipes.
STUDY PROCEDURE:
Surprise moment: the teacher brings in a “crying” doll.
Educator. Who came to us? (doll). Let's say hello to the doll.
Children greet the doll. The doll "greets" and "says" that her name is Tanya.
Educator. Tanya, why are you crying? Let's ask: "Tanya, why are you crying?" (I dropped a ball into the river). Let's say:
"Hush, Tanechka, don't cry,
The ball will not sink in the river.
Repeat with children 2-3 times A. Barto's poem "The Ball".
Educator. You see, Tanechka, don't cry, your ball won't sink. Better tell me, do you have a photo of the ball? (Yes, I have). Show the kids what kind of ball you have.
There is an examination of the “photo” of the ball, during which the teacher draws the attention of children to the shape of the ball: it looks like the sun, a circle, i.e. the ball is round. Some time is devoted to examining the primary colors in the "photo" of the ball. The teacher listens to choral and individual answers. He makes a general conclusion: "Tanya has a round blue ball, with yellow and red stripes."
Educator. Well, here, Tanechka, now you know what kind of ball you have. Why are you sad again? (I want to play with a ball). Do not be sad, now our children will turn into balls and you will play with them.
An outdoor game "My cheerful sonorous ball" is being held.
My cheerful ringing ball
Where did you jump off to?
Red, yellow, blue,
Don't chase after you.
The game is played 2-3 times.
Educator. Tanya, are you having fun now? (I have fun, but my girlfriends do not have such wonderful balls). It's not a problem. Our children will help you now, they will give you beautiful balls, and you will pass them on to your girlfriends. Will the children help Tanya? (Yes). Then let's go and give balls.
Children with a teacher approach the tables on which there are ball templates with a drawn stripe in the middle.
Educator. But what happened to them? There were such multi-colored balls, and only one beautiful strip remained from them. Let's ask, "What happened?" I guessed while we were playing, an evil sorceress came and bewitched our balls. What to do? Let's ask: "What to do?". You hear, Tanya, she tells us that we need to take paints and brushes and decorate our balls. Oh, and no brushes either. But you and I already know how to turn our finger into a brush. We conjure: "1,2,3 - draw a finger!".
The teacher shows the technique of drawing in the technique of finger painting. It focuses on the fact that the paint should be drawn only on the tip of the finger, when the paint runs out, you need to draw it again, it also says that you need to draw inside the ball, only carefully: hold the ball template with one hand and draw with the other.
Educator. And now everyone has prepared their fingers and conjures: “1,2,3 - draw a finger!”. We collect paint on the finger quite a bit. We hold the ball with one hand, and draw inside the ball with the other.
During the independent work of children, the teacher helps the “hand in hand” method, if the child cannot pick up paint on his finger, or the child forgot that he needs to pick up paint, after it is over, someone helps to “draw” with his finger, if the child not sure of his abilities.
At the end of the work, the children call the doll and show their work. The doll thanks for the good work and promises to give all the balls to her friends.
Game activities for children of the second year of life
Subject: "hedgehog and mushrooms"
Continue to enrich the experience of children in the action with objects of various sizes and colors.
Teach children to find and show a picture with a given image.
To consolidate the ability to draw with fingers, sculpt from salt dough.
Practice sound imitation.
To form an emotional response to music, a sense of rhythm.
Develop fine and gross motor skills, tactile sensations.
Equipment:
Massage prickly balls and brushes.
Hedgehog toy.
Mushrooms (large and small), leaves, cones, apples.
Audio recordings: "Lullaby" by Mozart, the song "Little Hedgehog".
Salt dough, beans.
Plastic plates, finger paints.
Toothpicks molded from plasticine hedgehogs.
Pictures with the image of a hare, a cat, a hedgehog.
Lesson progress :
Greetings
In a golden cradle, the sun was sleeping across the river.
The sun rose in the morning, woke up the kids.
The kids came to play
They started clapping and waving.
And Vanya is here, and mom ... here.
And Kolya is here...
surprise moment
Oh! Who is it here? hedgehog! Hello hedgehog! Children, say hello to the hedgehog.
Game massage "Roll prickly hedgehog"
Rolling spiny hedgehog
There is no head or legs.
Running on the palm
And puffs, puffs, puffs.
(circular movements of the ball between the palms).
Runs on my fingers
And puffs, puffs, puffs.
Runs to and fro
I'm ticklish yes, yes, yes.
(finger movements).
Game "Take care of the hedgehog"
A hedgehog ran through the forest, stopped, listened. Suddenly, an autumn leaf fell from the tree and landed right on the hedgehog. Lay the leaf on top of the hedgehog. The hedgehog shook itself and dropped the leaf.
Listening to the music "Mozart's Lullaby"
Here our hedgehog wanted to sleep. Sleep hedgehog and listen to a lullaby.
Dynamic pause "The hedgehog went for a walk in the forest"
The hedgehog walked, walked, walked,
Walking.
And found a fungus.
Each child takes a mushroom.
To squat.
The hedgehog walked, walked, walked,
Walking.
Found an apple.
Each child takes an apple.
To squat.
The hedgehog walked, walked, walked,
Walking.
He found a lump.
Each child takes a bump.
To squat.
Finger painting "Decorate a plate for a hedgehog"
Children decorate the plate with spots . That's what a beautiful plate the hedgehog now has.
Game "Collect big and small mushrooms"
See how many mushrooms have grown in the forest after the rain. There are large mushrooms, there are small ones. Let's collect a lot of mushrooms, but put them in different baskets: large mushrooms in a large basket, and small mushrooms in a small basket.
Dima walked, walked, walked.
And found a fungus.
Once - a big fungus,
Two - a small fungus,
Elena Bessmeltseva
Abstract of the lesson on fine arts activities in the first junior group
Department of Education of the Administration of the Istra Municipal District
SUMMARY OF THE LESSON ON ART-ACTIVITY IN THE 1st JUNIOR GROUP
Co-creation of children with adults.
MDOU №10 Istrinsky
municipal district
caregiver: Bessmeltseva E. N.
Prog. sod.: to form cognitive activity in children. Continue to acquaint children with folklore works, develop imagination. Generate interest in visual arts. Evoke an emotional response in children. To cultivate a humane attitude towards our smaller brothers. To consolidate the ability of children to draw with their palm, carefully use the paint.
The teacher tells the children riddle:
The golden egg is rolling across the sky, smiling at everyone,
and the smile is rays, very, very hot!
"What is this? (Sun). That's right, the sun is warm, gentle.
But what does it look like? (pancake, plate, wheel)
And what color is it? (yellow, golden)
Let us tell the sun how we are waiting for him, as always he is welcome. Let's call the sun (called chorus)"
Sunshine, sunshine, look out the window
The kids are waiting for you, the little kids.
"Look guys, the sun heard you, looked out from behind the clouds and lit up the wonderful tower. Do you want to know who lives in it?" (knocking)
Who, who lives in a teremochka?
Who, who lives in the low?
Nobody responds.
"Guys, I'll give you a riddle now, and you will immediately guess who lives in it."
Mystery:
Who rises with the sun
Sings a song loudly, does not let the children sleep? (cockerel)
A cockerel appears, greets the children.
caregiver: "Petya-cockerel, our children know a nursery rhyme about you, do you want to listen?"
Natasha: Petya-cockerel, golden comb, butter head,
silk beard that you get up early
sing songs loudly, do not let the children sleep?
caregiver: "Petya-cockerel, did you like the nursery rhyme?" (liked) Our children want to hear how you sing songs. Sing your song.
Peter: “Ku, ku. ku. ".
caregiver: Guys, let's remind Petya of his song? How did a cockerel crow when it was little? (coo-ca-re-coo)
And when did he grow up? (ku-ka-re-ku - loudly)
Well, Petya, now you remember your song? Can you sing to us now?
Peter: "Yeah, thanks guys for reminding me" (shouts koo-ka-re-ku 2 times).
(The cockerel then disappears into the window).
caregiver: "Petya has a lot of trouble and worries - you need to chop wood, you need to heat the stove. Let Petya do his business, and in the meantime we will find out who else lives in this little house? And to find out, you need to guess riddle:
He will appear in a yellow coat, goodbye two shells. Who is this?"
That's right kids, it's a chick (chickens appear).
chickens: "Hello guys, my name is Peak, and I'm Pink. What's your name? Do you like to walk? And so do we. Well, goodbye, we ran."
caregiver: (listens)"Guys, can't you hear anything?"
Guys, who can call their kids that?
Of course, this is a chicken - peeps out.
Hen, chatterbox, walks around the yard
The tuft inflates, his children calls:
Where-where, where-where.
"Hello, chicken, what happened to you?"
Hen: “How can I not be upset, how not to grieve? My chickens Peak and Pink ran away somewhere. Oh, trouble, trouble, there are so many dangers around, you can’t walk alone so small, defenseless.
caregiver: "Let's call them with you, maybe they will hear?
The children are calling: chick-chick-chick.
The hen is glad she found it chickens: "ko-ko-ko, don't go far. Thank you guys for helping me find my chickens! Don't you ever do that, do you listen to your moms? Don't go anywhere alone?" (No)
caregiver: "Hen and chickens, do you want to see how our children can play?" (Yes)
Let's play the game "Cossack Hen": I'll be a chicken, and you guys turn around and turn into chickens!
"A Corydalis hen came out, with her yellow chickens,
The hen cackles co-co-co, don't go far."
At this time, a cat appears, sits on a bench - sleeps.
Chickens walk, peck, drink water.
"On a bench by the path, the cat lay down and dozes,
The cat opens its eyes and catches up with the chickens.
The cat meows and runs after the chickens. The hen protects the chicks by spreading her arms out to the sides, speaking: "Go away cat, I won't give you chickens"
The game is played 2 times.
caregiver: "Kisonka-murisonka. Don't offend our chickens, take a closer look - these are guys. Chickens around you turn around and turn into guys!"
Cat: "Meow, I see, I see, these are the guys, I just wanted to scare you so that you would not go far from home alone, listen to your mother, the real danger lies in wait for you - meow."
caregiver: "Thank you little kitty-mouse for coming to play with us, and our children know a nursery rhyme about you, do you want to listen?"
Get out the pussy, get the pussy out, don't sit on the path
Our baby will go, fall through the pussy.
Did you like the joke? (Yes)
caregiver:
Kitty-murisonka, where have you been? (at the mill)
Kitty-murisonka, what did she do there (ground flour)
Kitty-murisonka, what did you bake from flour? (gingerbread)
Kitty-murisonka, with whom did you eat gingerbread? (one)
Don't eat alone, don't eat alone!
The cat turns away, offended. Children threaten her with a finger, the cat goes to the door.
caregiver: "Guys, kitty is ashamed, let's forgive her, she won't be like this anymore. Kitty-murisonka, where are you going? Better come to live in our house, you will have fun living there."
Cat: "Yes, thanks for the invitation, your beautiful little house, live happily and amicably in it. The cockerel heats the stove, the chicken cooks porridge, the chickens sing songs, and I will protect the grains from mice. Yes, that's just the trouble, the curtains at the crust and the chickens are beautiful , and mine is somehow not beautiful - meow.
caregiver: "Don't be sad kitty, our kids will help your grief. Guys, let's draw a beautiful curtain for the cat."
(children approach the table on which the paint is prepared, wet wipes and a blank for the curtain are in the trays, the children roll up their sleeves)
caregiver: "Today we will draw a curtain for the cat with our palms." (children dip their hands in paint, put prints on the curtain, the teacher finishes the beak, the eye - birds are obtained).
The cat looks, meows, smiles.
The teacher gives the cat a curtain.
Cat: "Meow, thank you, thank you, I also prepared gifts for you. I didn’t eat the gingerbread - I saved it for you, help yourself!"
caregiver: "Thank you Kitty-Murysonka for your gift. Our children will now wash their hands and eat your gingerbread cookies."
Cat: "And I'll go hang a curtain on my window!
The children say goodbye and leave.
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Abstract of a lesson on fine arts in the junior group "Spring drop" Abstract of the lesson on visual activity in the younger group. Topic: "Spring" Purpose: To arouse children's interest in the natural phenomenon "Drops".
Summary of visual activity (drawing) in the second junior group
Date: 04/24/2017 Educator: O.V. Maricheva
Theme: "Aquarium" (collective drawing)
Tasks
Educational:To teach children to generalize and classify (marine fish, aquarium fish, fish living in freshwater reservoirs); teach non-traditional drawing techniques: fingers, palms, prints with potato prints
Developing: develop thinking and memory, the ability to analyze, express your thoughts in speech; develop imagination; to consolidate the ability to work with incomplete images
Educational: to cultivate communicative qualities, environmental literacy; cultivate a caring attitude towards living objects.
Equipment and materials:Demonstration material (freshwater, marine, aquarium fish), a fish in an aquarium, ½ sheet of drawing paper with a painted aquarium and a dotted image of fish, gouache plates, cotton buds, stamps, napkins, brushes, cups of sea water.
Preliminary work:looking at the picture "Aquarium", reading a poem by I. Tokmakova
"Where does the fish sleep?"
Lesson progress:
1. Introductory part
Hello guys! Take your seats. They sat down correctly, beautifully, legs together, backs straight.
MASHENKA enters the group. crying
- Honey, why are you crying?
- My fish got sick because she was bored alone in the aquarium. And there is no one to help me.
Don't cry Masha, we'll help you! Will the guys help Masha?
2.Main part
Let's draw fish friends. Guys, where do the fish live? (sea, river, aquarium). Look at what kind of fish live in our river? (looking at the illustration - pike, crucian carp, perch, catfish). But what kind of fish and animals live in the sea (looking at the illustration). What do you think, marine fish can live in our river? (No). Why? Because the water in the sea is salty, and in the river it is fresh. Would you like to try sea water? (children try sea water from glasses)
Who has aquarium fish at home? (children's answers).
Guys, look, what else is there in the aquarium, besides fish? (stones, sand, algae). And what color are the stones, algae? Do you think an octopus can live in an aquarium?
Look at the fish, it has a head and a body together. They form one unity.
What shape does the body of the fish have? (oval) And what shape does the tail look like? (triangle) What color is our fish? What other color are the fish? And now let's show you how the fish swim in the water:
Fizminutka:
Fish swim in the water
Fish are fun to play
They will shrink, they will unclench
They will gather in a circle again.
They burrow in the sand
They dive deep.
The guys are now looking carefully, I will show you how we will draw a fish.
We lower the palm into a plate with paint. Then put your palm on the center of the sheet and press well. Then wipe your hand with a tissue.
We dip the wand in green paint and draw algae. We draw a wavy line without lifting the wand, press hard so that it is drawn well. We take a brush for an iron shirt, first dip it in black paint and draw an eye and a mouth for the fish. Wipe excess paint from the brush on the edge of the jar.
3.Reflection: Well, how is Mashenka, now your fish is not bored? Look how fun our aquarium turned out to be. Guys, did you like to draw an aquarium?
Summary of visual activity (drawing) in the second junior group “Fancy dress for Katya’s doll”
Date: 09/13/2016 Educator: O.V. Maricheva
Tasks:
educational : To teach children to draw a dress for Katya's doll (the priming technique, placing spots on a given silhouette, draw lines first from top to bottom, and then from left to right).
Continue to teach children how to hold the brush correctly, dip all the pile into the paint, remove the extra drop on the edge of the jar.
Developing: Develop fine and gross motor skills.
Develop visual attention, the ability to visually coordinate their movements.
Continue learning to differentiate primary colors.
Educational : To form the ability to imitate an adult, pronouncing words and phrases, to promote speech activation.
Materials and equipment:silhouettes of dresses, gouache (yellow, red, blue); Brushes No. 5, water cans, brush stands; napkins; toy (doll)
Preliminary work:
Didactic game "Pick up a dress for a doll", a conversation on the topic: "What clothes are there." Examining the illustration depicting different dresses.
Course progress.
Motivation:
Educator:
-
Children, look who came to visit us?
- Doll Katya.
-
She has a birthday today.
-
What a beauty Katya! What are Katya's eyes like? What about hair? What color is her dress? And what color are the shoes? Only our Katya is very upset about something. Katya, what happened to you? (he speaks in his ear).
-
Children, the doll is upset because she has soiled her elegant dress. And what can we do to help her? Let's draw her a new dress so she can meet guests.
Main part:
-
Look at my easel, I got these dresses. What is painted on them?
- (children's answers)
- Correct stripes and dots.
- Stripes, what color?
- (children's answers)
What color are the dots?
- (children's answers)
-Come on guys, before we start our work, we will prepare our fingers and warm up.
Fizminutka : Mobile game "Dress"
(The teacher pronounces the text and performs movements, and the children imitate him, saying words and phrases)
This dress is for Natasha -Four rhythmic turns left and right, hands on the belt.
Red peas.Four rhythmic jumps on both legs.
And the dress has two pockets., "Draw" two pockets on the tummy.
Let's hide our hands in them.Place both hands on the stomach.
- What good fellows you have warmed up well, and now we will return to our tables and begin work.
-
See how to draw a pattern on a dress. You all have dresses on the table. First, see how I will draw.
I take the brush by the iron skirt, dip it in water, then pick up red paint, remove the excess paint on the edge of the can. And I draw a line from top to bottom, without taking my hands off the dress. Then I draw the second line also. I wash the brush in a jar and dry it on a napkin. I take blue paint on the brush, step back a little from above and draw a line from left to right, without lifting the brush from the dress. I step back a little and draw another red line from left to right, without lifting the brush from the dress. And now I put the brush on the tip and it seems to fall and it turns out the brush got up and fell, I dip it in yellow paint and make dots in the windows (in the middle).
- Let's take the brushes and show the Katya doll how you will draw lines in the air (draw lines first from top to bottom, and then from left to right).
Independent work of children, the educator provides individual assistance.
Outcome: ( Drawings of children are exhibited on an easel)
Educator. Guys, whom did we help today? What happened to her? How can we help her?Which elegant dresses you got it! Doll Katya can now choose anyone and meet guests on her birthday.
Doll Katya says: - Thank you children, the dresses turned out very beautiful.
- Educator: Well done guys! You've done well!
Synopsis on Fine Arts (Modeling)
In the second junior group "Sea stones"
Date: 09/06/2016 Educator: O.V. Maricheva
Tasks:
Tutorial: To consolidate children's knowledge about summer entertainment;
Continue to acquaint with plasticine and its properties;
Developing: Develop fine motor skills;
Educational:
preliminary work: looking at an album with a picture of summer activities, talking on a topic, working in a creative corner, reading poems about summer experiences.
Materials and equipment:multi-colored pieces of plasticine, sea pebbles in a bag, modeling boards, napkins for hands, multimedia installation, video "Sea pebbles", paper Octopussy, audio recording from the cartoon "Octopussy"
Lesson progress:
1. Introductory part
Educator: And so the summer flew by. Tell, guys, where and how did you relax in the summer? Where did you go, where were you? Who among you was at sea? What did you see there? Have you seen the rocks on the shore? What are they? (round, flat, smooth, large, small). And look what stones my sister brought me from the sea. They are really pretty, aren't they? Guys, do you want to see the sea? (video)
caregiver : Guys, who lives in the sea? (fish, turtle, dolphin). And guess who lives there?
You know me a little
I live at the bottom of the sea.
Head and eight legs
And my name is .... (Octopus).
2. Main body
Educator: Well done boys! This is a small octopus. The only problem is that the octopus has no pebbles at all in the jar. Guys, how can we help him? And let us also make such beautiful pebbles for the octopus. And we will sculpt them with you with their plasticine. Just to start, let's warm up a little:
Fizminutka: finger gymnastics
All our friends are in our group. (Rhythmically knocking fists against each other)
The youngest is me. (Unclench fingers, starting
This is Masha, from the little finger)
This is Sasha
This is Yura
This is Dasha.
And now we go to the tables, choose what color the pebble will be for you. Guys, take a close look at how I will make a pebble.
(The teacher shows the children how to make a pebble out of a ball: put a plasticine ball on the board, cover with straight, tense palms (one or both) and press)
Octopussy : Wow! What beautiful stones you have!
caregiver : Guys, let's give Octopussy our pebbles (put them in a jar)
Octopussy : Thank you guys, no one has such beautiful pebbles in my sea!
I am a giant octopus !
I have eight legs!
I can dance...
And step on your feet...
And try it yourself
So many feet to step
caregiver : Well, guys, let's show the Octopus how we can dance ("Stick, stick cucumber, here comes the little man ....").
3. Reflection
Educator: Tired? Who can tell me what we did today? So we danced, and made pebbles, and looked at the sea, and now it's time for our octopus to return home. And in parting, he wants to treat you with sweet sea pebbles.
Synopsis on Fine Arts (sculpting) in the second junior group "Falling Leaves"
Date: ______________ Teacher: O.V. Maricheva
Theme: "Leaf fall".
Target: create a relief image of an autumn tree(leaf fall).
Tasks:
Tutorial: To form elementary ideas about autumn changes in nature. Learn to pinch off pieces of yellow and red plasticine, roll up the ball, apply to the background and attach, pressing with your fingers. To consolidate the skills of careful handling of plasticine.
Educational : develop imagination, tactile sensations, orientation to sheet of paper ; ability to select, distinguish and name yellow leaves , Red. Strengthen fingers and hands.
Educational: evoke in children an emotional attitude to natural phenomena.
Preliminary work:
viewing illustrations on the topic"Autumn" , observation of autumn nature, viewing and collecting autumn leaves , reading the story of M. Prishvin"Leaf fall" , reading poetry by A. Pleshcheev"Autumn has come...", riddles about autumn and conversations on Topics : "Hello golden autumn!", games "Sun and Rain", "From what tree leaf." "Find the same leaf".
Materials and equipment.
Audio recording, musical soundtracks, baskets by color,leaves by number of children, letter, boards for plasticine, yellow and red plasticine, sheets A5 with painted trees, napkins.
The course of the lesson.
1. Introductory part.
The forest dropped its outfit to the ground.
It's raining. It has come….(autumn) .
That's right, autumn has arrived. And what happens in autumn with nature?
(it's raining, it's fallingleaves from trees, cold outside, etc.)
And what is the name of such a natural phenomenon when trees are showered leaves?
(leaf fall)
That's right, leaf fall . Do you want to hear how they talk? leaves?
Listening to an audio recording
And now we will also turn into autumnleaves and play. What are the leaves in autumn?
(red, yellow, orange, green)
Take your leaves and get out on the mat.
Fizminutka
We are autumn leaves
They sat on the branches(Children stand, leaves up)
The wind blew - flew
We flew, we flew(run on toes)
And quietly sat on the ground(Children squat)
Now lay out your leaflets by color into baskets and sit on the chairs.
2. The main part.
There is a knock on the door. The postman brought a letter.
Guys, we received a letter from the Barboskin family. Now we have it read:
“Dear guys, we are a family Barboskins : Kid, Rosa, Lisa, Genka and Druzhok don't know what it is leaf fall and never saw him. Help us please, make us leaf fall and mail it to us. We will be looking forward to it."
Well, let's help the Barboskins?(Yes)
Look whatI made the fall. What do you think I madeleaves on the tree?
(from plasticine)
What color plasticine did I use?
(yellow and red)
Where are located leaves?
(in a tree, in flight, on the ground)
Display :
Look, I have a tree without leaves . I take a piece of yellow plasticine, pinch off a small piece and roll the ball in a circular motion. Then I attach it to a tree branch and press it. Then I take the red plasticine and do the same as the yellow one.
Do you have boards on your table? modeling, two pieces of plasticine : yellow and red and wood without leaves . Sit down at the tables and start doing leaf fall.
Independent work of children.
Sounds like a background music.
At the end of the work, the children wipe their hands with a napkin.
3.Reflection: viewing children's work.
Look how beautifulwe got leaf fall. You all did a great job, carefully worked with plasticine.
Who are we made for? leaf fall?
(Barboskins)
We will definitely send them our leaf fall.
Learn to flatten plasticine balls, cover with straight palms and press;
To form an interest in working with plasticine;
Developing: Develop fine motor skills;
Educational: Cultivate an interest in modeling.
preliminary work: looking at an album with the image of the planets, talking on the topic, working in the corner of creativity, reading poetry about space, rockets, astronauts.
Materials and equipment:gray pieces of plasticine, modeling boards, napkins for hands, multimedia installation, presentation "Space".
Lesson progress:
1. Water part
To the song "Earth in the porthole"children go to their seats. (posters of space are hung in the office, missiles , Yu. Gagarin, planets, etc. e)
Hello guys! Look carefully around, what do you think is the theme of our classes today? (children's answers)
Well done, you guessed it right, today we will talk about space, about magical and fabulous space, where there is a lot of interesting, beautiful, unusual things.
And who can tell me what space is?(children's answers)
Well done guys, let's see a presentation about space with you.(discussion of children and teacher).
Let's play an interesting game called« Journey to the moon', get in our rockets and fly to an unidentified planet where aliens live. 1, 2, 3 got ready, START (Guys pretend to fly to rocket , moving along group in various directions. Arriving on the moon. They move around the group and speak in an incomprehensible language, depicting Lunatics)
2. Main body
Now let's go back to our planet, and who will tell me what it's called?(children's answers)
That's right, well done! What planet did we fly to today?(children's answers to moon)
And now we are molding our plasticine moon . But first, let's warm up a bit:
Fizminutka:
Stork, stork, long-legged,
Show me the way home.
Stomp with your right foot
Stomp with your left foot.
Again with the right foot
Again with the left foot
After - with the right foot,
After - the left foot.
That's when you come home
(With the help of the teacher's show, the children sculpt moon)
3. Reflection
Where did we visit today, what did we fly, who did we see?(children's answers)
Summing up, praise children
DEVELOPMENT OF PRODUCTIVE ACTIVITIES: DRAWING, MODELING, APPLICATION
EXPLANATORY NOTE
Visual activity, including drawing, modeling and application, is of great importance for the comprehensive development of preschoolers. In the second junior group, one drawing lesson is held weekly, and once every two weeks - a lesson in appliqué and modeling. There are 8 classes in total per month.
Planned intermediate results (integrative qualities) of the development of this program:
Drawing:
- depicts individual objects, simple in composition and uncomplicated in content plots;
- selects colors corresponding to the depicted objects;
- Uses pencils, markers, brushes and paints correctly.
Modeling:
- knows how to separate small lumps from a large piece of clay, roll them out with straight and circular movements of the palms;
- sculpts various objects, consisting of 1-3 parts, using a variety of modeling techniques.
Application:
- creates images of objects from ready-made figures;
- decorates paper blanks of various shapes;
- selects colors corresponding to the depicted objects and at his own request; knows how to use materials carefully.
Pre- | Topic and objectives of the lesson | Theme and goals | Theme and goals | Theme and goals | Types of integration |
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September |
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Drawing | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): selects colors that correspond to the objects depicted, uses pencils, brushes and paints correctly; tries to depict simple objects and phenomena in drawing, conveying their figurative expressiveness, knows how to share his impressions with educators and parents |
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Subject | Acquaintance | It's raining | Let's tie | Beautiful | Artistic Creativity:improve the ability to hold a pencil correctly, offer to depict simple objects, draw straight lines, short strokes, form the ability to pick up paint on a brush: gently dip it with all the pile in a jar of paint, remove excess paint on the edge of the jar with a light Cognition: Communication: to form the need to share their impressions with educators and parents |
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Goals | Learn: - hold the pencil correctly; - to draw with a pencil; - see the similarity of strokes Develop | Learn: - transfer - to see the image of the phenomenon in the picture. Strengthen the ability to draw short strokes and lines | Learn: hold a pencil correctly; draw straight lines from top to bottom without interruption; see the image of the object in the lines. Develop aesthetic perception | Learn: - pick up paint on a brush, - wash the brush in water. Continue acquaintance |
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modeling | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): is able to separate small lumps from a large piece of clay, roll them out in straight and circular motions |
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Subject | Acquaintance | sticks | Artistic Creativity:to form an interest in modeling, to consolidate ideas about the properties of clay, plasticine and modeling methods, to develop the ability to roll out lumps with direct movements, to include in the process of examining an object the movements of both hands on an object, covering it with hands. Cognition: keep showing different ways examination of objects, encourage research interest, conduct simple observations, introduce materials (clay), their properties. Socialization: create conditions for the formation of goodwill, other Communication: Work: |
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Goals | Give pre- about the properties of plasticine): soft material, easy to roll Teach: put plasticine Develop | Learn: pinch off small lumps of plasticine; Roll them between the palms | ||||
Application | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): creates images of objects from ready-made figures, knows how to carefully use materials, participates in conversations while examining objects, tries to depict simple objects and phenomena in the application, conveying their figurative expressiveness, adequately responds to the comments and suggestions of an adult |
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Subject | Big and small balls | Fruits are on a tray | Artistic Creativity:introduce children to the art of applique, form interest in this type of activity, the ability to carefully use glue: spread it with a brush with a thin layer on reverse side glued figure (on a specially prepared oilcloth); apply the side smeared with glue to a sheet of paper and press firmly with a napkin. Cognition: strengthen the ability to distinguish Communication: help children through speech to interact and establish contacts with each other. Socialization: h acquaint with the rights and responsibilities of children in the group |
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Goals | Learn: Choose large and small round objects; carefully Reinforce the concept of objects | Learn: gluing techniques (spread glue on the back side of the part, press the image to the paper with a napkin and the whole accuracy |
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October |
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Drawing | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): participates in seasonal observations, highlights the most characteristic seasonal changes in nature, shows emotional responsiveness to the beauty of natural objects, selects colors that correspond to the objects depicted, uses pencils, felt-tip pens correctly, brush and paints |
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Subject | colorful | colored | multicolored | Drawing | Artistic Creativity:invite children to convey in drawings the beauty of surrounding objects and nature (colorful leaves swirling in the wind and falling to the ground), improve the ability to properly hold a pencil, felt-tip pen, brush, without straining muscles and without squeezing fingers strongly; develop the ability to rhythmically apply lines, strokes, spots, strokes (leaves fall from trees), develop aesthetic perception; draw the attention of children to the diversity and beauty of various plants. Cognition: to suggest to children the name of the form (round), to enrich sensory experience and the ability to fix it in speech, to establish the simplest connections between objects and phenomena, to make the simplest generalizations. Communication: involve children in Work: to form the ability to pay attention to changes that have occurred with familiar plants |
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Goals | Learn: Right portray Form figurative representations | Learn: draw continuous lines in a circular motion without lifting the felt-tip pen (pencil) from the paper; use pay attention to the beauty of colorful images | Fasten: the ability to draw round objects of various sizes; color knowledge. Develop imaginative pre- | Learn to think about the content of the drawing. Cultivate a desire to consider |
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modeling | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): shows interest in books, looking at illustrations, empathizes with the characters of fairy tales, tries to reflect the impressions received in speech and modeling, applications, depicts simple objects, conveying their figurative expressiveness, imitates movements , facial expressions, intonation of the characters depicted |
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Subject | Kolobok | Gift for a beloved kitten | Artistic Creativity:develop the ability to flatten the ball, crushing it with the palms of both hands, encourage children to decorate molded objects using a stick with a sharpened end. Cognition: improve the perception of children, actively including all the senses, develop figurative representations. Communication: develop a dialogical form of speech. Socialization: with to create game situations conducive to the formation |
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Goals | Arouse the desire to create images of fairy tales ny characters. Learn to draw some details with a stick | Learn to use earlier Cultivate a good attitude | ||||
Application | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): active in creating individual compositions in the application, knows how to carefully use materials, tries to depict simple objects, conveying their figurative expressiveness, distinguishes objects that have corners and a round shape |
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Subject | Large and small apples on a plate | Application "Canning vegetables" | Artistic Creativity:learn Cognition: strengthen the ability to distinguish Communication: develop the ability to understand generalizing words, name fruits, vegetables, develop a dialogical form of speech. Work: |
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Goals | Fasten: concept of difference right tricks Sticking parts | Learn: -free distinguish |
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November |
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Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): selects colors that correspond to the objects depicted, uses pencils and brushes correctly, is active when creating individual compositions in drawings, tries to reflect the impressions received in speech and productive |
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Drawing | Subject | Beautiful | colorful hoops | Milk cup to feed the cat | draw, | Artistic Creativity:to fix the names of colors, to acquaint with the shade Cognition: create conditions for familiarization Communication: continue to teach children to listen to the teacher's stories about funny incidents from life. Socialization: create game situations that contribute to the formation |
Goals | Learn: paint hold the pencil correctly. Develop an interest in drawing | Learn to draw round objects with a continuous and continuous movement of the brush. Fasten: - knowledge of colors; - the ability to wash the brush. Develop perception | Strengthen the ability to draw round objects. Cultivate a caring attitude | Develop: The ability to think independently of the content of the picture, creation |
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modeling | Planned results to the level of development of the integrative qualities of the child (based on the integration of educational areas): uses a variety of modeling techniques, shows a friendly attitude towards others, the ability to share with a friend; understands that it is necessary to live together, help each other, knows how to occupy himself with independent artistic activity, in a dialogue with a teacher knows how to hear and understand the question asked, does not interrupt a speaking adult |
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Subject | pretzels | Gingerbread | Cookie | Artistic Creativity:develop the ability to roll out lumps, connect the ends of the resulting stick, flattening |
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modeling | Goals | Learn by - times - To form the ability to consider rip work, highlight similarities wah differences, | Strengthen the ability to sculpt balls. Learn to sleep Develop | Continue working Strengthen the ability to work with plasticine | roll the ball, crushing it with the palms of both hands. Cognition: pay attention to children Communications: engage children in conversation while looking at objects, pictures, illustrations. Work: develop a caring attitude |
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Application | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): creates images of objects from ready-made figures, selects colors at will, distinguishes between a circle, a square, knows how to group objects by color and shape, uses all parts of speech, simple non-common sentences |
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Subject | Balls and cubes | Artistic Creativity:to develop the ability to create subject compositions from geometric shapes in the application, repeating and alternating them in shape and color. Cognition: develop the ability to determine the color, shape, tell children the name of the form. Communication: to encourage the desire to ask questions to the educator and peers, to develop a dialogic form of speech. Work: Encourage children to independently perform elementary assignments: |
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Goals | Get to know the new shape Learn: compare a circle and a square; stick the figures, alternating them. Specify |
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December |
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Drawing | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): tries to depict simple objects and phenomena in drawing, conveying their figurative expressiveness, shows interest in plants, their characteristics, the simplest relationships in nature; answers a variety of adult questions regarding the immediate environment, acquaintance with native culture, products (toys) of folk craftsmen |
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Subject | Snowballs, large | Trees | Acquaintance | Herringbone | Artistic Creativity:invite children to depict simple objects, draw straight lines (short, long) Cognition: enrich the sensory experience Communication: |
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Goals | Strengthen the ability of children to draw round objects. Learn: correct painting techniques (not | Learn: create draw objects consisting of straight vertical and inclined lines; position image draw large, full sheet | To acquaint with folk Dymkov-sky toys invert | Learn: convey the image of the Christmas tree; use paints and a brush (wash the brush in water and blot |
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modeling | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): active in creating individual compositions in modeling, participates with pleasure in exhibitions of children's works, shows emotional responsiveness to the beauty of surrounding objects (toys), knows how to engage in independent artistic activities, knows that it is necessary to maintain order and cleanliness in the kindergarten |
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Subject | Flatbreads are big | Pyramid | Artistic Creativity:to form an interest in modeling, the ability to create objects consisting of 2-3 parts, connecting them by pressing against each other, Cognition: Communication: develop initiative speech of children in interactions with adults and other children. Socialization: teach children to be polite (learn to say hello, say goodbye, thank you for help). Work: Encourage children to independently perform elementary assignments: |
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Goals | Continue to learn to pinch off large plasticine | Continue to learn to roll the lumps between the palms in a circular motion. flatten the ball between the palms; Learn to make an object from several parts, superimposing one on top of the other. Strengthen the ability to sculpt neatly | ||||
Application | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): participates in conversations while looking at objects, pictures, names familiar objects, explains their purpose, identifies and names signs (color, shape, material), experiences positive emotions from cognitive, research and productive activities, able to interact with peers |
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Subject | Tumbler | Pyramids | Artistic Creativity:learn to pre-lay out (in a certain sequence) on a sheet of paper Cognition: to consolidate the ability to highlight color, shape, size. Communication: to form the need to share their impressions with educators and parents. Work: develop a caring attitude |
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Goals | Learn: - depict an object consisting of several parts; - practice proper gluing. Strengthen knowledge of the form Develop | Learn: - transfer - depict an object from several parts; - have details in descending order |
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January |
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Drawing | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): selects colors that correspond to the objects depicted, likes to listen to new stories and fairy tales, participates |
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Subject | Christmas tree with lights | Let's decorate | Let's decorate | Snowflake | Artistic Creativity:acquaint with shades of color (pink, blue- Cognition: form an idea Work: to cultivate interest in the life and work of adults, to expand and enrich ideas about labor actions, the results of labor |
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Goals | Learn: - convey the image of an elegant Christmas tree; - decorate it. Introduction to pink and blue flowers | Learn: - paint - to create a fabulous image. Develop | Learn to highlight the elements of the painting, apply them to a duck cut out of paper. Call | Learn to create an image of a snowflake from three intersecting lines, adding your own details. |
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modeling | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): sculpts various objects consisting of 1-3 parts, conveying their figurative expressiveness, using a variety of modeling techniques, knows how to group objects by size and shape, experiences positive emotions from productive activities, in case of a problem situation seeks help |
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modeling | Subject | tangerines | small | Artistic Creativity:to form an interest in modeling, the ability to create objects consisting of 2-3 parts, connecting them by pressing against each other, to cause joy from the perception of the result of their work, to cultivate the desire to maintain cleanliness and order in the group. Cognition: prompt children the name of the form, develop productive activities, organize a presentation of its results. Communication: Socialization: to consolidate the skills of organized behavior in kindergarten |
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Goals | Strengthen the ability to sculpt round objects. Learn to sculpt objects of different sizes | To form in children the ability to sculpt an object consisting of two parts: a column (fur coat) and a round shape (head); roll out plasticine between the palms in straight and circular motions. Develop creative abilities. | ||||
Application | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): decorates paper blanks of various shapes, selects colors, knows how to carefully use materials, is active in creating individual compositions in the application; takes part in exhibitions of children's works with pleasure, responds to the emotions of loved ones and friends, makes attempts to feel sorry for a peer, hug him, help him; distinguishes between a circle, a square, a triangle |
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Subject | Beautiful | Snowman | Artistic Creativity:to develop the ability to create compositions of geometric shapes in applications on paper of various shapes, repeating and alternating them in shape and color, to consolidate knowledge of the shape of objects and their color, to develop a sense of rhythm, to form neat work skills, to cause joy in children from the resulting image. Cognition: Labor: f develop a caring attitude Communication: develop a dialogical form of speech |
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Goals | Learn to make a pattern on a square-shaped paper, placing it in the corners | Fasten: knowledge of the round shape; knowledge about distinguishing objects by size. Learn to compose an image from parts. Practice careful gluing. |
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February |
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Drawing | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): selects colors that correspond to the objects depicted, depicts plots that are simple in composition and uncomplicated in content, shows interest in looking at illustrations, the simplest relationships in nature, |
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Subject | We blinded on a walk snowmen | shines | Aircraft | Trees in the snow | Artistic Creativity:to form interest in visual activities, to invite children to convey the beauty of nature in drawings, to draw straight lines in different directions, Cognition: create conditions for familiarizing children with color, shape, size, form the ability to focus on objects and phenomena of the subject-spatial developing environment; to establish the simplest connections between them, to make the simplest generalizations. Communication: suggest to children examples of addressing adults who have come Socialization: encourage children to participate in the design of the group |
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Goals | Arouse the desire to create in the figure images of funny snow- | Learn: transfer washed and curved lines. To consolidate the ability to squeeze out excess paint on the edge of the outlet. Learn to complement the drawing with images relevant to the topic. Develop independence and creativity. | Fasten: drawing skill vat objects consisting of several parts; Draw lines in different directions. Learn to convey the image of an object in a drawing. Develop aesthetic perception | Learn: - transfer |
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modeling | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): sculpts various objects consisting of 1-3 parts, using a variety of modeling techniques, participates in conversations while examining objects, illustrations, observations of living objects, shows emotional responsiveness the beauty of surrounding objects, objects of nature, knows how to interact with peers through speech, experiences positive emotions from productive activities |
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Subject | "Big and small birds at the feeder" | Planes stand at the airport | ||||
modeling | Goals | Continue to form in children the desire to convey images of birds in modeling, correctly conveying the shape of the body, head, tail. Fix sculpting techniques. Develop the ability to talk about what they blinded. Cultivate creativity, initiative, independence. Develop imagination. | Learn: - sculpt an object consisting of two parts of the same - to divide a lump of plasticine into two equal parts per eye | Artistic Creativity:invite children to sculpt simple objects consisting of several parts (birds), combine the molded figures into a collective composition (large and small birds on the feeder), cause joy from the perception of the result of their own and common work. Cognition: to improve the perception of children, actively including all the senses, to develop figurative representations, to learn to observe the birds that fly to the site, to feed them in winter. Socialization: continue to form elementary ideas about what Communication: to form the need to share their impressions with educators and parents. Work: develop a caring attitude |
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Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): creates images of objects from ready-made figures, knows how to carefully use materials, is active in creating individual compositions in the application; with pleasure participates in exhibitions of children's works, knows how to show goodwill, kindness, friendliness towards others |
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Subject | pattern on the circle | "Flowers for Mom" | ||||
Application | Goals | Learn to arrange the pattern along the edge | Teach children to compose an image from the details. Cultivate the desire to make a beautiful thing (gift). Develop aesthetic perception, form figurative representations. | Artistic Creativity:to develop the ability to create compositions from geometric shapes and natural materials in the application, repeating and alternating them in shape and color, to develop aesthetic perception, a sense of rhythm, to cause joy in children from the resulting image. Cognition: develop figurative representations Socialization: to form a respectful attitude towards others, gender, Communication: to involve children in conversation while examining objects, illustrations, to form the ability |
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March |
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Drawing | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): tries to depict simple objects and phenomena in drawing, conveying their figurative expressiveness, knows how to share his impressions with educators and parents, knows how to occupy himself with independent artistic activity, in dialogue with a teacher is able to hear and understand the question asked, does not interrupt the speaking adult, shows |
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Subject | Beautiful flags on a string | Draw who | Books- | draw something rectangular | Artistic Creativity:invite children to convey in drawings the beauty of surrounding objects and nature, to improve the ability to properly hold a pencil, felt-tip pen, brush, without straining muscles and without squeezing fingers strongly, to achieve free hand movement with a pencil Cognition: prompt children the name of the form (rectangular and square), develop productive activities, organize a presentation of its results. Socialization: develop a respectful relationship with others. Communication: based on the enrichment of ideas about the immediate environment, continue to expand and activate the vocabulary of children |
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Goals | Introduce the rectangular shape. Learn to draw rectangular objects with separate vertical and horizontal lines. Continue to work out the techniques of drawing and painting over drawings with colored pencils. | Learn to see Strengthen the ability to draw with different materials | To teach the shaping movements of drawing quadrangular shapes with a continuous movement of the hand from left to right, from top to bottom. Develop | To learn to independently conceive the content of the picture, to apply the acquired skills of depicting various objects of a rectangular shape. Learn to select pencils of the right colors for drawing. Practice drawing and painting rectangular objects. Develop a sense of color |
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modeling | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): sculpts various objects consisting of 1-3 parts, using a variety of modeling techniques, asks questions |
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Subject | Tumbler | treat | Artistic Creativity:to form an interest in modeling, to consolidate ideas about the properties of plasticine and modeling methods, to invite children to sculpt simple objects consisting of several parts, to combine fashioned figures into a collective composition, to encourage them to decorate fashioned objects using a stick with a sharpened end. Cognition: introduce materials (clay), their properties, h to strengthen the ability to highlight color, shape, size as special properties of objects; group one- Communication: encourage the desire to ask questions to the teacher and peers. Socialization: through the involvement of children |
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Goals | Learn to sculpt an object consisting of several parts of the same shape, but different sizes Call desire to steal sew an item with small details (pompom on a hat, buttons on a dress). Clarify children's ideas about the size of objects. Strengthen the ability to sculpt neatly. Develop creativity. | Develop the ability to choose from the named subjects content | ||||
Application | Planned results to the level of development of the integrative qualities of the child (based on the integration of educational areas): selects colors that correspond to the depicted objects and at their own request; knows how to carefully use materials, shows emotional responsiveness to the beauty of surrounding objects, is active in creating compositions in the application; enjoys participating in exhibitions of children's works |
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Subject | Checkbox | Napkin | Artistic Creativity:introduce children to the art of applique, form interest in this type of activity, develop a sense of rhythm, aesthetic perception; pay attention to children Cognition: continue to develop perception, create conditions for familiarization Communication: encourage the desire to ask questions to the teacher and peers. Socialization: learn to live together Work: teach to keep order |
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Goals | To consolidate the ability of children to create an image of a rectangular object, consisting of two parts; correctly position the object on a sheet of paper, distinguish and correctly name colors, carefully use glue, spread it all over the form. | Learn to make a pattern of circles and squares on a square-shaped paper napkin, placing the circles in the corners of the square and in the middle, and the squares between them. Develop a sense of rhythm |
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April |
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Drawing | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): depicts individual objects, simple in composition and uncomplicated plots in content, is interested in objects of the immediate environment, their purpose, properties, participates in a conversation while examining objects, tries to draw depict simple objects and phenomena, conveying their figurative expressiveness |
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Subject | Multi-colored handkerchiefs are drying | birdhouse | Beautiful | beautiful cart | Artistic Creativity:pay attention to the selection of colors corresponding to the depicted object, bring children to the image of objects of various shapes and objects consisting of a combination Cognition: continue to develop perception, create conditions for familiarizing children with the color, shape, size of objects, encourage research interest, making simple observations. Communication: help children communicate kindly with each other, develop a dialogical form of speech. Work: Encourage children to independently perform elementary assignments: |
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Goals | Exercise in drawing familiar square-shaped objects, in continuous motion. To consolidate the ability to carefully paint over images in one direction - from top to bottom, without going beyond the contour; place images all over | Learn: - draw objects consisting of a rectangular shape, Fix painting techniques | Exercise in drawing lines of a different nature (straight, oblique, wavy, etc.). Learn to cross lines; decorate a square sheet of paper with multi-colored lines drawn in different directions. | Continue to form the ability to depict an object consisting of several parts of a rectangular and round shape. Practice drawing and coloring. Encourage the ability to choose paint to your liking; supplement the drawing with details that match the content of the main image. |
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modeling | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): sculpts various objects using a variety of modeling techniques, shows interest in animals, in their characteristics, likes to listen to new fairy tales, stories; participates in discussions, knows how to share his impressions with educators and parents, situationally shows a benevolent attitude towards others, knows how to occupy himself with independent artistic activities |
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Subject | rabbits | Beautiful bird | Artistic Creativity:offer to combine the molded figures into a collective composition, evoke joy from the perception of the result of one’s own and the general Cognition: to form the ability to focus on objects and phenomena of the subject-spatial developing environment, to make simple generalizations, to expand children's ideas about animals. Communication: help children to communicate kindly with each other. Socialization: acquaint with native culture |
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Goals | Develop an interest in sculpting objects consisting of several parts. Learn to divide a lump of plasticine into the required number of parts; when sculpting the torso and head, use the technique of rolling in circular motions between the palms, while sculpting the ears, use the techniques of rolling sticks and flattening. To consolidate the ability to firmly connect the parts by pressing them together. | Learn to sculpt an object consisting of several parts in the image of a folk toy. Fasten: cum pinching reception the ability to firmly fasten parts, tightly pressing them to each other. | ||||
Application | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): creates images of objects from ready-made figures, decorates paper blanks of various shapes, responds to the emotions of close people and friends, knows how to share his impressions with educators and parents, is able to independently perform elementary assignments, overcome small difficulties |
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Subject | birdhouse | Cheerful clown | Artistic Creativity:learn Cognition: tell children the name of the shape (round, triangular, rectangular and square), develop productive activities, organize a presentation of its results. Communication: to form a skill Socialization: develop children's ability to communicate calmly, without shouting |
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Goals | Learn to depict objects consisting of several parts; Determine the shape of the parts | Learn to compose a composition of a certain content spread |
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May |
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Drawing | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): tries to depict simple objects and phenomena in drawing, conveying their figurative expressiveness, reflect the impressions received in speech and productive activities, in a dialogue with the teacher, is able to hear and understand the question asked , does not interrupt a speaking adult, observes the rules of elementary courtesy |
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Subject | Picture | Dandelion | Painting by design | Handkerchief | Artistic Creativity:invite children to convey in drawings the beauty of surrounding objects and nature, depict simple objects, draw straight lines (short, long) in different directions, pay attention to the selection of colors that correspond to the depicted object, develop aesthetic perception. Cognition: encourage simple observations. Communication: to form the need to share their impressions with educators and parents, to develop the correct pace of speech, intonational expressiveness. Socialization: Encourage children to talk about where they went for a walk during the weekend. Work: teach to keep order and cleanliness in the kindergarten |
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Goals | Develop: The ability to determine the content of your drawing based on the impressions received; Cultivate a desire to talk about your Practice drawing | Arouse the desire to convey in the drawing the beauty of a blooming Develop | Develop Learn to introduce elements of creativity, select the right colors, use the acquired skills and abilities in your work. | Learn to draw a checkered pattern, consisting of vertical and horizontal lines, achieving a continuous, continuous movement. Learn to choose your own color combinations for a handkerchief. |
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modeling | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): uses a variety of modeling techniques, shows interest in animals, asks questions to an adult, participates in conversation while examining objects, paintings, illustrations, observations of living objects, depicts simple objects and phenomena, conveying their figurative expressiveness, tries to reflect the impressions received in speech and productive activities |
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Subject | treat | Duckling | Artistic Creativity:to form an interest in modeling, to invite children to sculpt simple objects consisting Cognition: develop productive activities, organize the presentation of its results. Socialization: provide conditions Work: develop a caring attitude |
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Goals | To consolidate the ability to select from the impressions received what can be depicted in modeling. To fix the correct techniques for working with plasticine. Develop imagination and creativity. | Learn to sculpt an object consisting of several parts. conveying some characteristic features (stretched beak). Exercise in the use of pinching, pulling. to consolidate the ability to connect the parts, tightly pressing them together. | ||||
Application | Planned results to the level of development of the child's integrative qualities (based on the integration of educational areas): active in creating individual compositions in the application; takes part in exhibitions of children's works with pleasure, shows emotional responsiveness to the beauty of surrounding objects, objects of nature, knows how to engage in independent artistic activities, has the simplest skills of organized behavior in kindergarten |
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Subject | Chickens in the meadow | small house | Artistic Creativity:develop the ability to create subject and decorative compositions from geo- Cognition: tell children the name of the shape (round, triangular, rectangular and square). Communication: encourage the desire to ask questions to the teacher and peers, develop the initiative speech of children Work: develop a caring attitude |
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Goals | To learn: to compose a composition of several objects, freely placing them on a sheet; depict an object consisting of several parts. Continue practicing neat gluing skills | Learn to make a house from several parts, following a certain sequence. consolidate knowledge geometric shapes |
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