The program is based on the basic principles developed by N.A. Fedosova. The content of the program is aimed at the general development of the child, thereby creating a solid foundation for the successful study of the Russian language.
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The goal of the program is the all-round development of the child's personality, the formation of his mental abilities and creative activity, the development of his outlook, intellect, and personal qualities.
The achievement of this goal is facilitated by the solution of the following tasks:
- development of speaking and listening skills;
- development of interest and attention to the word, to one's own speech and the speech of others;
- enrichment of an active, passive, potential vocabulary; the development of the grammatical structure of speech, the skills of coherent speech based on the speech experience of the child;
- development of the ability to operate with language units: sound, syllable, word, phrase, sentence;
- the development of visual-figurative and the formation of verbal-logical thinking, the ability to draw conclusions, substantiate their judgments;
- development of memory, attention, creativity, imagination, variability of thinking;
- development of general educational skills: the ability to work in a team, interact, bring what has been started to the end; work attentively, with concentration;
- expansion of ideas about the world around, phenomena of reality based on the life experience of the child.
In preparation for teaching their native language, children get acquainted with stories, fairy tales, plot and subject illustrations. They learn to answer questions and ask questions about the content of the read texts, retell what they read, expressively read poems learned by heart. They compose fairy tales and stories based on illustrations.
In the process of getting acquainted with works of art and working with them, the intellectual and moral-aesthetic education of preschoolers is carried out, their emotional responsiveness to the phenomena of the surrounding life develops.
Children master dialogical and monologic speech. They learn to speak expressively, without tension, without haste, clearly pronouncing each word.
Learning is based on play and is practical in nature. Speech games that precede orienting actions are of particular importance in preparing children for teaching their native language.
Speech games develop thinking, speech, attention, imagination. These games include: "Tell me the word", "Guess the word", "Continue the story", "Continue the story", "Tell about the toy", etc.
Preliminary orientation actions help to form fine motor skills, develop coordination of movements, prepare children for the perception of letterforms. Preliminary indicative actions - tracing the contour of an object, common elements in objects, shading objects, completing the missing elements of objects, finger gymnastics, etc.
The development and improvement of speech is associated with the tightening and enrichment of the vocabulary of children; the formation of the grammatical structure of speech; retelling from illustrations and drawing up a story from a picture.
In preparation for learning to read, a readiness is formed to speak coherently on certain topics, to be aware at an elementary level of what speech is, what is its purpose and features.
Development and improvement of oral speech.
Expanding the vocabulary of words that call objects, actions, signs.
Improving the ability to form words of the same root, to use complex sentences of different types in speech.
Formation of the ability to correctly use words within the meaning in the appropriate context.
Formation of the correct understanding of the figurative meaning of words.
Learning the ability to notice and correct your speech mistakes.
Comparison of objects, highlighting and correct naming of their essential features; enrichment of the dictionary with the exact names of qualities (material, shape, color, size).
The correctness of understanding and use of generalizing words by children, and their active use in speech.
Development of dialogical and monologue speech.
Teaching meaningful, logical and consistent transmission of text based on illustrations.
Development in children of attention and interest in the word, its emotional coloring in the process of reading fairy tales, poems.
Learning riddles, tongue twisters; retelling of a fairy tale based on illustrations.
Development of the ability to communicate coherently about episodes from your own life on a given topic; orally describe the world around (flowers, animals, birds, vegetables, fruits, sky, sun, etc.) according to the plan.
Development of emotional perception of speech in adults and children.
Ability to answer questions, ask questions, build short messages.
Picture story: description of what is shown in the picture.
Development of children's interest in independent verbal creativity, encouragement in the creation of stories, fairy tales, poems.
Preparation for learning to read.
Teaching the correct literary pronunciation, orthoepic norms of the literary language.
Improving the sound culture of speech: the ability to distinguish by ear and in pronunciation all the sounds of the native language.
Improving phonetic hearing: the ability to name words with this sound in a sentence; determine the place of sound in a word.
Strengthening and development of the child's articulatory apparatus: teaching the clear pronunciation of words and phrases.
Highlighting sounds at the beginning, end and middle of a word.
Preparation for teaching writing.
Preparing the writing hand for writing in the process of tracing patterns and shading objects, gymnastics for the fingers; acquaintance with the rules of writing - with the correct fit when writing, with the position of the sheet, pencil when working in a notebook; learning to work in a confined space (on the working line), moving the writing hand from the bottom along the line, from left to right; acquaintance with the contour of the object and its features.
Planned results.
Children should be able to:
pronounce all sounds correctly;
pronounce words distinctly and clearly;
find words with a specific sound;
determine the place of sound in a word;
observe orthoepic pronunciation norms;
make up sentences for key words, on a given topic;
compose stories, fairy tales from a picture, from a series of pictures;
retelling fairy tales, stories, small in content, based on supporting illustrations;
observe basic hygiene rules;
navigate the page in the notebook.
Thematic lesson plan.
Lesson 1.
Acquaintance with the school and with each other. Identification and systematization of knowledge, skills and abilities that children possess. Riddles on the theme "School". Finger gymnastics.
Lesson 2.
Travel to the world of toys. Guessing riddles. Drawing up a story on the topic "My favorite toy". Memorizing the poems of A. Barto. Finger gymnastics.
Lesson 3.
In kindergarten. Guessing riddles. Drawing up a story based on the picture "In kindergarten". Finger gymnastics. Acquaintance with the ruled notebook. Acquaintance with the landing rules.
Lesson 4.
Travel through fairy tales. Quiz based on fairy tales. Guessing riddles. Meeting with the heroes of your favorite fairy tales. Staging of the "Turnip" fairy tale. Finger gymnastics. Work in a notebook (illustration turnip).
Lesson 5.
My favorite fairy tale. Guessing riddles. Retelling of your favorite fairy tale. Finger gymnastics. Work in a notebook (illustrated bunnies).
Lesson 6.
Travel to Multland. Cartoons quiz (guessing riddles). Drawing up a story about your favorite cartoon hero. Game "Help Winnie - the Pooh". Finger gymnastics. Work in a notebook (illustration Winnie - the Pooh).
Lesson 7.
Travel to the forest. Acquaintance with the plants of the forest. Guessing riddles. Game "What is superfluous." Finger gymnastics. Work in a notebook (draw a Christmas tree).
Lesson 8.
Into the forest for mushrooms and berries. Guessing riddles. Memorizing the poem "Mushroom". Drawing up a story based on the painting "Lost". Finger gymnastics. Work in a notebook (draw a mushroom).
Lesson 9.
Animals of the forest. Guessing riddles. Game "Who is superfluous?" Drawing up a story - descriptions from a picture (about a squirrel). Finger gymnastics. Work in a notebook (draw a squirrel).
Lesson 10.
Animals of the forest. Guessing riddles. Drawing up a story - descriptions (about a woodpecker). Finger gymnastics. Work in a notebook (draw a bird).
Lesson 11.
Travel to the village. Pets guessing riddles. Game "Who is superfluous". Game "Big and Small". Finger gymnastics. Work in a notebook (drawing a chicken).
Lesson 12.
Pets. Drawing up a story - descriptions from a picture of one of the animals. Finger gymnastics. Work in a notebook (draw a dog).
Lesson 13.
Wild and domestic animals. Their similarities and differences. Retelling of the story "Vaska the Cat". Memorizing the poem "Vassenka". Finger gymnastics. Work in a notebook (draw a cat).
Lesson 14.
In the garden and vegetable garden. Guessing riddles. Game "What's extra?" Drawing up a story based on the picture "Harvesting". Finger gymnastics. Work in a notebook (draw vegetables and fruits).
Lesson 15.
Travel to the meadow. Guessing riddles. Exercises to automate sounds u , h ... Memorizing the poem "Butterfly". Finger gymnastics. Work in a notebook (draw a butterfly).
Lesson 16.
Travel to the forest swamp. Guessing riddles. Game "Who is superfluous?" Memorizing a poem by E.A. Alyabyeva "Frogs - Laughing". Finger gymnastics. Work in a notebook (draw a frog).
Lesson 17.
On the river. Guessing riddles. Game "Who is superfluous?" Drawing up a story based on the picture "Fishing". Finger gymnastics. Work in a notebook (draw a fish).
Lesson 18.
Traveling by air. Guessing riddles. Finger gymnastics. Work in a notebook (draw a rocket).
Lesson 19.
We walk around the zoo. Guessing riddles. Game "Who is superfluous?" Game "Who lives where?" Drawing up a story - describing an animal from a picture. Finger gymnastics. Work in a notebook (we draw a bear).
Lesson 20.
Who works who. Professions of people. Guessing riddles. Drawing up a story about the professions of parents. Finger gymnastics. Work in a notebook (we draw a steamer).
Lesson 21.
My family. Drawing up a story about your family. The game "Speak the other way around." Finger gymnastics. Work in a notebook (draw balls).
Lesson 22.
In the shop. Guessing riddles. Compilation of the story "Shopping". Finger gymnastics. Work in a notebook (draw toys).
Lesson 23.
Instruments. Guessing riddles. Game "Name in one word". Drawing up a story based on the picture "Building a feeding trough". Finger gymnastics. We draw a shovel in a notebook.
Lesson 24.
What a miracle - machines? Transport. Game "Finish the sentence". Drawing up a story about various types of transport. Finger gymnastics. Work in a notebook (draw a car).
Lesson 25.
Don't play on the pavement! Acquaintance with the rules of the road. The game "It happens - it does not happen." Finger gymnastics. Work in a notebook (draw a traffic light).
Lesson 26.
Travel to the circus. Guessing riddles. Drawing up a story based on the picture "In the circus". The game "Who was you?" Finger gymnastics. Work in a notebook (draw a clown).
Lesson 27.
Seasons. Difference of seasons. Guessing riddles. Logorhythmic poem "Autumn Leaves", "Wind". Finger gymnastics. Work in a notebook (draw the sun).
Lesson 28.
What is speech. Oral and written speech. Drawing up a story based on the "Cook" picture. The game "Speak the other way around." Finger gymnastics. Work in a notebook (draw dishes).
Lesson 29.
The speech consists of sentences. A sentence is made up of words. The beginning of a sentence (designation in the form of a diagram). Game "Finish the sentence". Finger gymnastics (tracing an object along the contour, shading; writing a short and long oblique stick).
Lesson 30.
Division of words into syllables. Game "Postman". Drawing up a story based on the picture "Little teacher". Finger gymnastics (shading; writing a short stick with a rounding at the bottom).
Lesson 31.
Composing words from syllables. Game "Complete a syllable to a word." Drawing up a fairy tale based on the plot pictures "Hare is a bouncer". Finger gymnastics. Work in a notebook (shading objects; writing a short stick with a rounding at the top).
Lesson 32.
Acquaintance with the sound side of the word. Game "Who to visit". Drawing up a story based on the "Little photographer" picture. Finger gymnastics. Work in a notebook (shading objects; writing a long stick with a rounding at the bottom).
Lesson 33.
Learning to hear and distinguish sounds. Game "Tom and Tim". We compose a fairy tale (at the beginning). Finger gymnastics. Work in a notebook (shading objects; writing a long stick with a rounded top).
Lesson 34.
Learning to hear and distinguish sounds. Game "Tom and Tim". Quiz "Who is more". Drawing up a story based on plot pictures "Soon to school". Finger gymnastics. Work in a notebook (shading objects).
A frequent question that arises among the parents of a future first grader: is their 6-7 year old child ready for school? And if not ready, then how to correct the necessary knowledge, abilities, skills, what developmental tasks to work with your son or daughter at home? Some parents will entrust the solution of this problem to a kindergarten or a preparatory group at school, while others will independently take on this hard work. And, of course, the latter will benefit. Neither school nor kindergarten will be able to take into account the individual characteristics of each child. And nowhere, except at home, will be created the most comfortable, relaxed atmosphere, so necessary for the development of the baby.
How to print job cards
On any image you like, right-click and in the window that opens, select "save picture as", then select where you want to save the card, for example, your computer desktop. The card is saved, you can open it as a normal image on your PC and print it out to make it easier to deal with your child.
Continuing the theme of the development of children 6-7 years old. Experts have identified three components of the readiness of a 6-7 year old child for school: physiological, psychological and cognitive.
- Physiological aspect. The characteristics of the development and readiness of the child to attend school are determined by the doctor. Of course, in case of severe health deviations, there is nothing to be done, you will have to study in correctional classes or schools. If the child is prone to frequent colds, then parents can try to fix it by hardening.
- Psychological aspect. Age-appropriate memory, speech, thinking. A child should be able to communicate with peers, calmly respond to comments, respect adults, know what is bad and what is good, strive to gain new knowledge.
- Cognitive aspect. There are several groups of knowledge and skills that a future first grader should have.
- Attention. The child should be able to work according to the model, perform tasks for attentiveness, and also look for similarities and differences.
Attention is one of the most significant ways of knowing the world. By the age of 7, voluntary attention is formed. If this does not happen, then the child needs help, otherwise there may be problems with concentration in the classroom.
Tasks for the development of attention in children 6-7 years old
Task 1. "Parts of the body"... Parent and child sit opposite each other. The parent points to his body part and pronounces its name, the child repeats. Then the adult makes a trick: he shows, for example, an eye, and says that it is an elbow. The child must notice the catch and correctly indicate the part of the body.
Task 2. "Find the Differences". One of the most popular games. It should be discussed in advance how many differences there are in the selected picture. It is convenient to use a pencil to mark the found elements. If the child cannot find all the differences, you need to tell him what to look for.
For example, in the following picture, you need to find at least 10 differences.
Task 3. "Find the way"... The child is asked to answer a question, for example: "What path should the bus take to get the children to school?"
- Mathematics and logical thinking. The child should be able to count from 1 to 10 in forward and reverse order, know the arithmetic signs "+", "-", "=". Also find patterns, group objects according to one criterion, continue logical series, compose a story with a logical conclusion, find an extra object, that is, analyze, synthesize, compare, classify and prove.
Child task: count tens
Child task: compare numbers, put the sign "greater than", "less", "equal"
Mathematics is a fundamental factor in intellectual development. Logical thinking is at its root. It, in turn, forms the ability to use logical methods, as well as build cause-and-effect relationships and draw conclusions based on them. Therefore, it is so important to start developing logic even at preschool age.
Quests for smart people
Tasks and games for the development of logic for children 6-7 years old
Developing task number 1. Draw the numbers up to 10 on a blank sheet of paper, draw the number “7” three times and the number “2” three times. Invite the kid to color all the numbers 7 blue, and the numbers 2 green. After completion, ask the question: “What numbers are more? How much? " Such tasks develop the ability to analyze, generalize and compare. Similarly, you can ask your child to count tennis, handball, basketball and soccer balls, to name more or less.
Developing logical thinking task number 2... Find an extra vehicle. The child classifies objects on one basis: a bus, a scooter and a car run on fuel. But, of course, you first need to introduce a 6-7 year old child to the topic of "transport", tell and show what types of transport are available and who drives them.
Developing task number 3 ... Children are offered a problem: “There are as many red notebooks on the shelf as there are blue ones. The number of green and red notebooks is the same. How many notebooks are there on the shelf if there are 3 green ones? " Such a task develops the ability to analyze, synthesize, compare and order their actions.
Developing task number 4... You can invite your child to answer trick questions. Children like these tasks very much. They help develop the imagination.
Masha weighs 20 kg on 1 leg, how much will she weigh on 2 legs?
Which is lighter: a kilogram of fluff or stones?
How many candies are in an empty bag?
What kind of dish can you not eat anything from?
There were 5 apples and 3 bananas on the birch. How many apples are left if all the bananas have fallen?
At this age, children easily solve problems with hidden meaning, for example: “The wolf invited piglets, kids and a red hat to his birthday party, count how many delicious guests the wolf invited to his birthday? (you will be surprised how a child of 6-7 years old will quickly answer "11 guests" to this problem).
- Memory. You need to be able to recite a poem by heart, retell a small text, memorize 10 pictures.
At the age of 6-7, an arbitrary memory is formed, which is necessary to obtain a large amount of new knowledge at school. Together with figurative memory, the verbal-logical memory develops, that is, what was understood is well remembered. Parents can help to develop memory and prepare for school with the help of correctly selected tasks. 
Tasks for the development of memory for children 6-7 years old
Exercise 1... Remember and repeat. An adult pronounces any words and asks to repeat them. The number of words is gradually increasing.
Task 2. The child is asked to remember what is shown in the picture. Then the picture is turned over and the questions are asked: “How many people are shown in the picture? What do children play with? What is grandma doing? What's on the wall? What is mom holding? Does dad have a mustache or a beard? "
Task 3. Game with objects. Arrange toys and objects in a chaotic manner. After the child remembers their location, ask to turn away. At this point, remove something and ask: "What has changed?" This game involves not only memory, but also attention.
- Fine motor skills. The child should be able to hold a pen correctly, paint over objects without leaving the contours, use scissors and make applications. The development of fine motor skills is directly related to the development of speech and thinking.
Finger gymnastics can be used to develop fine motor skills. The child is asked to repeat the steps for the adult. The parent puts his fists on the table, throws his thumbs to the sides.
“Two friends met at the old well” - thumbs “hug” each other in turn.
"Suddenly, somewhere, a crash is heard" - fingers knocking on the table.
“Friends scattered to their homes” - fingers hid in a fist.
"They won't walk in the mountains anymore" - with the thumb of one hand, you need to press the joints of the other hand.
Such hand exercises are mainly aimed at the thumb, and as you know, its massage has a positive effect on the brain. Therefore, this gymnastics can be performed before class.
- Speech. The child should make sentences from the proposed words and a story from a picture, distinguish between sounds and letters.
Tasks for the development of speech.
Task 1. Game "Opposites". The parent calls the words, the child needs to come up with the opposite word in meaning, for example, good - bad, open - close, high - low.
Task 2. The game "If we were artists." A parent with a child draws a small village house. Then he invites him to finish drawing objects that have the sounds "p" or "pb" in the word.
- The world. The child needs to know the basic facts about the surrounding objects and phenomena. For example, know the colors, animals, birds, the seasons, the names and place of work of the parents, the address. Children gain such knowledge when reading books, during walks, during classes with parents and in kindergarten.
Before starting classes, you need to remember a few rules. Firstly, you should not force the child to study, you need to interest him and then he himself will call you to the table. Secondly, classes should not last long, since a child of 6-7 years old cannot hold attention for more than 25 minutes. And thirdly, at this age, the main activity is still play. The child learns by playing. Therefore, most of the tasks should be presented in a playful way.
Video "Logic tests for children"
Tasks for a child 6-7 years old, aimed at express preparation for school: studying the soft sign, types of lines and angles, the development of thinking and oral counting, the development of speech and attention.
Learning to read. Acquaintance with "b"
Target: formation of reading skills, acquaintance with a new letter.
Material: worksheet. Card with b. Cards with the words - DUST and DUST, MOL and MOT.
In Russian there is a sign that denotes the softness of a consonant - a soft sign. The soft mark is not sound.
The teacher shows a card with a soft sign.
- A soft sign is a special sign. A soft sign is just a signal to the mouth and tongue - to say SOUND differently.
- b almost always softens like a pillow.
The teacher shows cards with the words:
Children trace the letter with their finger along the contour, "memorize the letter."
- What letter is written on the worksheets at the top left? (B).
- Write b with your finger in the air.
- Draw the patterns on the letter b.
- Circle and add yourself b.
- What does b look like?
Learning to read. Soft sign
Target: formation of knowledge of the image of the letter.
Material: worksheet. Plasticine.
Let's create a soft plasticine sign.
Now listen to the soft sign poem:
Read the poem yourself. Memorize it at home.
Learning to read. Words with "b"
Target: formation of reading skills.
Material: worksheet.
Read the words. Underline b in words.
Dictation. Offers
Target: Formation of writing skills, development of coding ability.
Material: worksheet.
Write a sentence under dictation:
IN ROS POPLAR PARK.
Put stress on the words.
What's at the end of the sentence? Circle the point.
Maths. Working with laces. Repetition of all kinds of lines and corners
Target: Consolidation of the concepts of "closed", "open", "straight", "curved" lines. Repetition of all kinds of angles (straight, sharp, obtuse). Repeating the days of the week. Fixing graphic images of numbers.
Materials (edit): each child - beads, lace with a knot at one end. Three laces. Ball.
The teacher throws the ball to the children, asking questions and giving assignments:
- Count from 1 to 5.
- Count from 4 to 8.
- Count from 7 to 3.
- Name the neighbors of the number 5.
- Name the neighbors of the number 8.
- What are the lines? (Lines, curves, closed, non-closed).
- What is a segment? (This is a slice of a line, a part of a line).
- What are the angles? (Sharp, straight, blunt).
- How many days in one week? (Seven). Right! Now we will string the beads on a string, like days for a week, and pronounce every day of the week in order.
The teacher distributes laces (with a knot at one end) and beads to children and suggests, putting beads on a lace, repeat the days of the week after it in order:
- Monday (children repeat "Monday" in chorus, putting the first bead on the string).
- Tuesday (put on the second bead, repeating the second day of the week in chorus).
- Wednesday ... Etc.
- Well done! Samodelkin sent each of you three laces and wrote tasks. I will read and you will do:
1. Turn the first lace into a straight line (put the lace on the tables in the form of a straight line), turn the second lace into a curved open line (put), and the third lace into a curved closed line. (They put them down.) An adult checks who has failed - draws the answers on the board, reminding them what a closed and open line is.
2. Second task: turn the first lace into an acute angle, the second into a right angle, and the third into an obtuse angle. (Children do it. Then the adult draws on the board - the children check themselves).
3. Fold the first lace into an oval, the second into a triangle, and the third into a circle.
4. The last task: fold the first lace into the number "1", the second into the number "6", and the third into the number "3". What letter does the number "3" look like?
Development of thinking. Game "What's extra?"
Goals: development of logical thinking, systematization of ideas about the world around, development of the ability to group objects according to a common feature.
Materials (edit): Ball.
Children stand in a circle. The teacher throws the ball to each child in turn, calling 4 words. The child's task is to name an extra word and explain his choice.
Word groups:
Maths. Verbal counting
Target: Account within 10.
Materials (edit): cards with numbers for each child.
Hear how many times I clap my hands, and raise the card with a number two more. (The teacher claps his hands 5 times, the children must pick up the card with the number "7").
Listen to how many times I stamp my foot, and raise the card with a number less than two. (The teacher stomps 7 times, the children raise the card with the number "5"). You can ask one of the guys to comment on their answer, helping him if necessary. The child says: "You clapped your hands 7 times, and a number that is less than seven by two is five").
Well done! Now listen to how many times I hit the table with my pen and raise the number by 1 unit. (He knocks the pen on the table 9 times, the children raise the number "10").
To make it more difficult for you to ask ... Listen how many times I will ring the bell and show a number less than three units. (Rings the bell 9 times, children show the card with the number "6").
Tasks can be simpler: listen to the claps and show a figure equal to their number or more / less by 1 unit.
Maths. Acquaintance with the concept of "Cylinder"
Target: Account within 10. Acquaintance with the concept of "Cylinder".
Materials (edit) for each child: Cards with numbers. On each table: A rubber turnip or a heavy object, a set of not sharpened pencils. For the teacher: cylindrical objects: sausage, pencils, jars, glue stick, etc.
The teacher places cylindrical objects on the table: a glass, sausage, a hat-cylinder, a cylindrical jar, a glue stick, etc.
- Guys, what do all these items have in common? (All of these items have a similar shape.)
If children find it difficult to answer, you can ask leading questions:
- Maybe the items are made of the same material? Maybe they are the same color? Size? Forms? When the children answer the question, the adult summarizes:
- This shape is called a cylinder, and objects of this shape are called cylindrical. The word "cylinder" in ancient Greek meant a roller that could be rolled on the ground.
The teacher distributes cylinders to children and offers to roll them on the table or on the floor. Children make sure the cylinders roll.
- In the old days, when there were no cars and cranes, people with the help of cylinders moved heavy objects. So the grandfather and the woman, when they pulled out the turnip, realized that they themselves would not bring it home.
- We need cylinders! - said the grandfather.
- Where can we find them? - the grandmother was surprised.
- We cut down a few trees, take their trunks - and we will have cylinders!
And so they did. We cut down a few trees, cleaned them of branches, and we got cylinders. Let's imagine that pencils are peeled tree trunks. (Children receive a set of unsharpened round pencils ("tree trunks") and rubber turnips (or other "heavy" objects). Think how you can use cylinders to move a turnip or any other heavy load from one end of the table to the other?
Children express their proposals, an adult helps to come to the idea that the Turnip is placed on top of the pencils, the pencils roll, moving a heavy object. Children try to do this in practice.
Maths. Examples of
Target: development of thinking operations.
Material: worksheet.
Insert missing characters to make examples true.
Developing Attention Cups
Target: development of properties of attention.
Materials (edit): worksheet, pencils.
Find all the cups in the picture.
How many cups did you find?
Development of speech. Composing options for the ending of the tale
Target: development of thinking, speech, fantasy.
Materials (edit): No.
The teacher asks one of the children to tell the tale "Ryaba Chicken".
- Guys, are you sorry that the mouse broke the golden testicle and upset the woman and grandfather? (Yes).(Answer options.) The teacher encourages children to fantasize with leading questions. If the children are silent, the adult himself begins to fantasize out loud, involving the children in the discussion:
- Perhaps it could have been different? The testicle might not have broken, do you think? (Could). Let's think of a different ending for this fairy tale - where the testicle did not break. How could this happen?
Options for continuing the tale:
1. "... the mouse ran, waved its tail, the testicle fell, but did not break, because it had a strong shell and it fell on the straw. The grandfather and the woman realized that this testicle did not beat, they went to the chicken and said: take it , hen, his testicle back - we can't do anything with it. " The chicken took her golden egg and brought out a chicken - not a simple one, but a golden one! The chicken grew by leaps and bounds, and soon became a golden cock that could grant wishes ... "
2. - How else could this fairy tale end? "... The mouse ran, waved its tail, the egg fell and broke ... Then the chicken laid another golden egg for it. The old men took it, broke it, the grandmother kneaded the dough and baked the Kolobok. And they sold the golden shells and bought the grandmother a fur coat, and the grandfather hat for the winter. " Etc.
Then - summing up:
- Guys, which ending did you like the most - the one that was or one of those that we came up with? Why?
Development of thinking. What's superfluous?
Target: development of mental actions of analysis-synthesis, generalization
1. Wolf, fox, bear, rabbit.
2. Lynx, wild boar, hare, elk.
3. Panther, leopard, tiger, bear.
4. Lion, buffalo, giraffe, donkey.
5. Wolf, hedgehog, eagle, fox.
Preparing your hands for writing. Copying by cells. Dog
Target: development of grapho-motor functions.
Material: worksheet.
Copy the dog cell by cell.
Painting with paints. Bear
Target: development of graphic functions. Development of creative thinking, imagination, development of the foundations of modeling, consolidation of ideas about geometric shapes (circle, oval, semicircle). Development of the ability to work with paints using the "wetting" technique.
Materials (edit): a sheet of paper, brown gouache paint, a brush, a glass of water, a napkin, a pencil, a ready-made sample.
- Let's draw a bear using only circles, ovals and semicircles in our drawing.
- What should be drawn on the bear? (Head, torso, paws). Right, how many paws does a bear have? (Four paws).
- Thanks. So, I draw on the board, and you draw on a piece of paper.
- First you need to draw a large vertical oval. It turned out the body of a bear.
- Then you need to paint on a circle on top. The circle is his head.
- Then we will draw 4 ovals, which will be the paws of the bear.
- Now let's get to the head. Draw two semicircles on top of the circle - it turned out ... (Ears!)
- Draw a horizontal oval inside the circle - the face of the bear. Above the oval there are three circles: the nose and eyes of the bear. And in the oval itself we will draw a semicircle - we get the mouth of a clubfoot.
Then draw the claws on the paws and take the brown paint.
- To depict the fur of a bear, you need to put paint with pokes.
- The drawing of the bear is ready!
The teacher assigns homework to the children.
