Consultation for educators "Educational activities in sensitive moments.". Educational activities in sensitive moments

In the context of modernization of domestic education, Russian preschool educational institutions have actively restructured their own work in accordance with the new regulatory document - the Federal State Educational Standard for Preschool Education (GEF). Federal state requirements for the structure of the basic general educational program of preschool education orient teachers towards "solving educational program problems in the joint activity of adults and children and independent activities of children, not only within the framework of educational activities, but also when holding regime moments in accordance with the specifics of preschool education."

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educational activities during sensitive moments ”

In the context of modernization of domestic education, Russian preschool educational institutions have actively restructured their own work in accordance with the new regulatory document - the Federal State Educational Standard for Preschool Education (GEF).

Federal state requirements for the structure of the basic general educational program of preschool education orient teachers towards "solving educational program problems in the joint activity of adults and children and independent activities of children, not only within the framework of educational activities, but also when holding regime moments in accordance with the specifics of preschool education." At the same time, educational activity at operational times should not be considered as an addition to directly educational activity. In educational activities, sensitive issues are solvedtasks:

the formation of a common culture of preschool children (culture of behavior, communication, activity, nutrition, sleep, health, life safety, etc., the development of their physical, intellectual, personal qualities and prerequisites for educational activities.

Health protection and the formation of the basis of a health culture;

Formation in children of the basics of the safety of their own life and the prerequisites of environmental awareness (security of the world)

Mastering the initial ideas of a social nature and the inclusion of children in the system of social relations

Formation of a positive attitude to work in children.

Forms of educational activity on a daily basis:

Outdoor games with rules (including folk), game exercises, motor pauses, sports jogging, competitions and holidays, sports minutes;

Wellness and tempering procedures, health-saving measures, thematic conversations and stories, computer presentations, creative and research projects, exercises to develop cultural and hygienic skills;

Analysis of problem situations, game situations for the formation of a safety culture, conversations, stories, practical exercises, walks along the ecological path;

Game situations, games with rules (didactic), creative plot-role-playing, theatrical, constructive;

Experiments and experiments, shifts, work (within the framework of practice-oriented projects), collecting, modeling, dramatization games,

Conversations, speech situations, composing storytelling, retelling, guessing riddles, learning nursery rhymes, poems, songs, situational conversations;

Hearing performance of musical works, musical rhythmic movements, musical games and improvisations,

Vernissages of children's art, art exhibitions, workshops of children's art, etc.

This is a daily work that is carried out throughout the entire stay of children in kindergarten (in the morning and evening hours, for a walk), regardless of the season, event, calendar of festive and memorable dates. In addition, the complex-thematic principle of constructing the educational process necessitates the solution of educational activities at operational moments of educational tasks related to the implementation of the topic.

MORNING - This is a quiet regime moment. The main task of pedagogical work in the morning period is to include children in the general rhythm of kindergarten life, to create a cheerful, cheerful mood in them. It is very important to conduct emotionally stimulating gymnastics. Work is carried out on subgroups and individually. If we talk about frontal work, it can be round dances and quiet activities. Morning reception is the most favorable time for individual communication of the educator with each child. During these hours, individual work with children on various types of activities is successfully conducted. Its distinctive feature is ease, reliance on the interest and curiosity of the child, on the entertaining form and content of the events. This is the work to correct and educate children in the correct pronunciation, to develop oral speech and develop the correct intonation, in physical education (stimulation of motor activity). When planning individual work with children, the teacher specifically indicates the names of those pupils with whom the work will be carried out and prescribes what kind of work.

examination of objects and illustrations, short observations in nature and the phenomena of public life.

It is good to plan short conversations in the morning with a group of children or with individual children on pre-determined topics and topics that arose on the initiative of the children. So, in the calendar plans of the younger and middle groups, the teacher plans short talks with children about loved ones and accessible objects and phenomena of the world: about mom, dad and grandmother, about younger brothers and sisters, about toys, books, objects of nature and much more. Often such conversations are accompanied by the examination of illustrations. In the calendar plans of the older group, in addition to the above, discussions are planned with the examination of illustrations and without them on more complex topics: about the seasons, about domestic and wild animals, about the life of their native city.

When planning specific events, it is important to consider the nature of the upcoming classes.

If the classes are calm, requiring mental activity and perseverance of children, such as classes on the formation of elementary mathematical representations, learning a poem, retelling, children’s activity will be planned in the morning, causing their physical activity, and, conversely, if the classes involve greater mobility, children (athletic, musical), then the morning activity should be more calm.

Number of activities in the morning:

in the younger and middle - 3-4 species,

in the senior preparatory group - 4-6 species, depending on the children of the group.

The teacher himself determines how many activities should be based on approximate canons.

In the morning, you can plan all types of activities at the request of the children (games, communication, work, individual work, etc.), but they must meet the following requirements:

1. Activities should not be long in time (15-20 minutes), the child should see the result of his work. N: role-playing and construction games are lengthy and are not planned in middle and senior groups.

2. It is not advisable to plan activities in the morning that involve great preparation.

3. It is impossible to plan activities in the morning in which the use of piercing and cutting objects of labor is supposed.

4. In the morning we plan only activities familiar to children.

5. Planned morning exercises. The complex learned at the physical education lesson changes in two weeks. Morning exercises are held daily.

When planning morning exercises, you need to pay attention to the correct spelling of planning. It can be written on the card, or you can add it to the plan. Regardless of this, the structure should be maintained in the planning of gymnastics:

Part 1 - introductory, in which various types of walking and running are performed,

Part 2 - medium, includes a set of general developmental exercises indicating I. p.,

Part 3 is the final one.

Be sure to indicate the dosage of all movements and exercises.

Breathing exercises  held 3 times a day. Best done before meals, before bedtime, after sleep. Finger gymnastics  2 times a day. It is better to carry out during classes or in between.Visual gymnastics  it takes 3-5 minutes and is spent in free time from classes, at least 2 times a day.Articulating gymnastics  it is better to spend individually or with a subgroup of children in the afternoon. Articulatory gymnastics is carried out daily, starting with the youngest group.Gym after sleep  held daily in the afternoon for 5-7 minutes with the use of breathing exercises, which contribute to the normalization of the cardiovascular system, training the skills of proper breathing.

There is also conjugate gymnastics - finger and tongue theater. Such gymnastics can be carried out starting from the middle group from the second half of the year, when the child has developed articulation and finger gymnastics skills. These exercises are performed at a fairly fast pace, in a cheerful mood and with a change of position

Gymnastics of the brain is aimed at coordinating movements in fine and general motility, the left and right hemispheres. Cross movements are carried out, performed with both hands at once. Gymnastics of the brain is carried out since the senior preschool age. The duration of the complex is 5-7 minutes.

Motor and intellectual load regime, including safety measures

WALK. Purpose: to provide a high active, informative, diverse, interesting activity and relieve fatigue. In the daily routine of each age group, two walks are provided: morning and evening (not counting the morning intake of children in the air). There are four types of walks:

Typical: the most free activity of children (maximum attributes).

Combined, consisting of two parts: the first part is a targeted walk; the second part is the free activity of children.

Walk-excursion, walk-hike.

Sports (competitions, relay races)

The task of a walk in the first half of the day is to restore strength after class, to get the maximum positive charge. The walk should give the child a discharge, relieve stress after class and create a cheerful mood in him, which in turn provides the appropriate tone for the successful physical and mental development of the child in other conditions and activities.

Speaking about planning a walk, you need to remember that if it was preceded by a dynamic lesson (music, physical education, choreography, etc.) and begins with a moving or sports game, if there was a static lesson before the walk. When planning the content of educational work on a walk, the educator provides for an even alternation of calm and motor activity of children, the correct distribution of physical activity throughout the walk, adhering to the following approximate structure: calm, independent activity of children (games, observations); then outdoor games with elements of sports, sports entertainment; labor activity of children.

The educator should pay special attention to ensuring active, meaningful, diverse and interesting activities for children: games, work, observations, during which a children’s team is formed, positive behavioral skills are acquired, and children's ideas about the surrounding nature and public life are accumulated. Planning work on the development of movements for a walk should help to consolidate, improve games and physical exercises, increase motor activity of children. It is important to choose the right time for games and exercises.

We must not allow organized motor activity to be carried out at the expense of the time of independent activity of children. The duration of mobile activities is 60-70% of the total duration of the walk, while the independent activities of children should not be impaired.

Walk structure. The walk begins with observation. Consider in more detail what you need to plan for a walk:

1. Observation (weather, nature, transport, adult labor, seasonal changes in clothing, etc.). Natural phenomena are observed more often.

2. A mobile game (the plot is “Geese-geese ...”, the plotless “Day is night”, the competitive “Who is faster”), in which all the children of the group take part. It is planned taking into account the weather, the characteristics of the season.

3. A sports game, exercise or elements of a sports game is planned in senior groups (badminton, basketball, football, hockey, towns).

4. Didactic, round dance, fun, creative games.

5. Individual work on the development of movements, preparation for classes (mathematics, development of speech), with children who have not learned the material (3 - 7 minutes), with gifted children, in preparation for the holidays.

6. Work on subgroups (at the request of children - what they want to do). In children, it is necessary to form a need for work. It is not necessary to follow the sequence of actions on a walk, it all depends on the mood and desire of the children.

7. Planned conversations on the culture of communication, on the education of moral qualities.

In the afternoon, the content of the walk includes a mobile game, plot-role-playing games for children, and work.

Observations This type of children's activity for walks in the morning is planned daily. In older groups, where there is a particularly wide program of familiarization with social phenomena, you can plan two observations each, one of which will be part of a comprehensive lesson and will take 10-15 minutes (for example, examining postal, school supplies, etc.).

Observations should be planned in accordance with weather conditions and time periods: winter, spring, summer, autumn. Observations can be planned both short-term and long-term. In the process of observations conducted both at the initiative of adults and at the request of children, the following develops: aesthetic perception, mental activity, interest in the environment, in cognitive activity is formed. Thus, in the process of observation, the child develops comprehensively.

Types of observations: Surveillance  (inanimate objects). I would like to draw attention to the instructions for protecting the life and health of children. With children under three years of age, for example, they do not observe the sky, since children have not yet fully formed a sense of balance.

Wildlife observation  (flowers, trees, shrubs).

Vehicle Observations. In the younger and up to the middle of the middle group, they watch the transport in the territory of the kindergarten that arrives. Children approach the fence without leaving the institution. In the senior and preparatory group of children take out for a walk to watch the transport. Here, in this type of observation, it is imperative to remember that there is in-depth work to familiarize children with the rules of the road and street behavior.

Observations of a living object.  Pay attention to the basics of security.

Adult Work Observations. At a young and middle age, they observe the work of adults in a preschool. First, they observe that adult labor activity and the result of this activity. The next step is to show how much the adult tries to work at his job. From the end of the middle group, children go on excursions (factories, factories).

When organizing any type of observation, an artistic word should be used: poems, proverbs, sayings, riddles, nursery rhymes, signs. With signs begin to introduce the middle group.

The program content of the observations alternates rhythmically. Within a month, four observations can be made in approximately the following sequence (preparatory group):

1st week - excursion (target walk) natural history;

2nd week - monitoring of household objects;

3rd week - observation of natural objects (in a group room);

4th week - observation of social phenomena, people's work.

Outdoor games . An important place in the walk is occupied by an outdoor game in which all the children of the group take part. To this end, the teacher arouses interest in children in the game, makes it fun. Only the laid-back active participation of children in the game creates a joyful mood in them and ensures its pedagogical effect. The number of outdoor games is from one to four. When selecting outdoor games, it is necessary to pay attention to the type of basic movements. In the warm season, more outdoor games with throwing, crawling, climbing should be given. In cold weather - with running, throwing, jumping. The educator organizes and conducts the game, who not only leads, but also participates in the game, taking on the most important role. The duration of one game is 7-15 minutes (depending on the age of the children and the state of health). It is important that all pupils of the group take part in outdoor games. For this purpose, only games familiar to children are planned for a walk. Children get acquainted with new games at physical education classes.

In the selection of outdoor games and competition elements, it is necessary to take into account the individual characteristics of the physical development and health of children. Games, being a specific type of activity of a child, are widely used in physical therapy for solving assigned medical problems.

If a physical education or music lesson was held in the morning, it is advisable to organize games and exercises in the middle or at the end of the walk, and at the very beginning provide children with the opportunity to play and exercise with a variety of benefits.

On the remaining days, it is advisable to organize the motor activity of the children at the beginning of the walk, which will enrich the content of their independent activities.

In the days of physical education classes with children, one outdoor game and some physical exercise (sports exercise or exercise in the main form of movement) is organized. On other days when the lesson is not being held, an outdoor game, a sports exercise and an exercise in the main form of movement (jumping, climbing, throwing, throwing and catching the ball, etc.) are planned. Outdoor games and game exercises of various degrees of intensity should be planned. Within a month, 15-20 outdoor games (including relay games) can be played, with 3-4 new games learned. Let me remind you that the total duration of the game is 7-10 minutes.

The healing effect of a walk largely depends on the properly organized motor activity of preschoolers. When planning a walk, the teacher provides for individual work with children in physical education. Individual physical education work should be planned daily and with those children who have problems in mastering the basic movements. Please note that there are children with varying degrees of mobility. Individual work can take place in an entertaining game form, sports games and entertainment.

Sport games . Sports games and exercises are held daily while walking or in the gym.

Basketball . Passing and throwing the ball to each other with both hands, throwing into the basket with both hands from behind the head. Mastering the game according to simplified rules.

Football.   Passing the ball to each other with beating it with the right or left foot in a standing position, tossing the ball with the foot, hitting the ball in objects, hammering into the goal. Mastering the game according to simplified rules.

Hockey.   Skating, driving the puck with a club, passing the puck to each other, driving the puck into the goal. Mastering the game according to simplified rules.

Badminton.   The ability to hold a racket correctly, to strike a shuttlecock, to throw it over to a partner without a net. Mastering the game according to simplified rules.

Tennis.   The ability to hold a racket, hit the ball, throw it over the net. Mastering the game of table and tennis according to simplified rules.

Role-playing games. Role-playing games should correspond to the age, interests, level of development of children and take into account gender role differentiation. They are based on the knowledge that children have. The subject should be the most diverse. Games are held on domestic, industrial topics; games for fixing the rules of the road and the rules of behavior on the streets of the city; construction, theatrical; games, the theme of which is connected with modern life.

Laying on asphalt, sand, snow from natural material (sticks, pebbles, plastic corks, autumn leaves, fruits and other materials). Buildings made of natural material (anthill, grass broom). Games with sand (sifting, cakes, molds). Drawing with a stick, crayons on asphalt, sand, snow. Games with a rope.

Elementary work. It can be of two types:

Household work: the children, together with the teacher and friends, put things in order on the site, in play areas and lockers. Labor in nature: children work in a flower garden, in a flowerbed, in a garden.

Forms of organization of labor activity can be either frontal or subgroup.

In planning the scope and content of work, the educator, along with teaching children some practical skills in working in nature, should provide for their familiarity with plants, animals, rules for caring for them, think over ways to organize children in this activity, the sequence of work, and methods that contribute to raising their feelings satisfaction from the work performed, responsibility for the common cause.

EVENING. Purpose. Create a joyful mood so that the next day the child with pleasure goes to kindergarten.After a nap, it’s good to plan the work of children as well: cleaning the group room; repair of books, manuals, desktop-printed games; washing doll clothes, handkerchiefs, ribbons; making homemade toys for their games and for kids' games. It is also recommended to arrange various entertainment events, entertainment: puppet, table, shadow theaters; concerts sports, music and literary activities in which children perform their favorite poems, songs and dances; new toys are introduced and played; listening to audio cassettes and more. Once a week (Thursday or Friday). The approximate names of the holidays: the celebration of “Soap Bubbles”, “Balloons”, “Paper Snowflakes”, “Thread (paper) dolls”, “Fluffies”, “Flying Doves”, “Jumping Frogs”, “Merry Words”, etc.

During this period of time, the work of the musical and aesthetic cycle, work on visual activity, and evening entertainment can be planned. To broaden the horizons of children, you can plan art reading with continuation, storytelling, viewing reproductions of paintings by classics and contemporary artists

1. All types of games - desktop-printed, plot-role-playing, construction, mobile, didactic, educational, theatrical. Desires and needs of children are taken into account.

2. Individual work on all types of activities. In visual activity, designing before the lesson, the lesson is the result of the work of the educator. Before class, it is advisable to plan individual work with timid, "weak" children in this type of activity, so that these children feel more confident in the class.

3. Reading fiction.

4. Work with parents.

5. Work on the ZKR.

Sports and fitness holidays under the "Health" program are held 2 times a year.

“Health Day”, held once a quarter.

“Health Week”, held once a quarter.

Minitourism.

There are such forms of work that can be planned in the morning and in the afternoon.

Forms and methods of work onlife safety basics. (We will save, help, show, teach): Acquaintance with fiction (stories, poems, add-on poems, riddles, puns, songs). For children, literature is selected in which in an accessible form there is an acquaintance with the rules of life safety. Children read fairy tales in which there is at least one element of a gross violation of safety rules. Rhymed safety rules.

Consideration of paintings, subject and plot pictures, albums, posters, illustrations, dummies, layouts. When viewing pictures, children should be given the opportunity to evaluate the deed of the peer in the picture; tell what they would do in this situation.

Excursions, targeted walks. Productive activities of children - the production of posters, layouts with children. Conversations with children: on the prevention of false calls, discussion of dangerous situations (in older groups). Trainings (game). As a result of the activities carried out, children learn to seek help if necessary, call the necessary help desk by phone, remember their home address.

Familiarization of children with fictionReading fiction is one of the forms of joint partnership activity between an adult and children, and this form cannot be continued by children on their own, go into their free activities, since most children cannot read freely and depend on an adult partner. This places a particular responsibility on the educator in terms of selecting literary texts for reading.Reading literary texts should be daily in order to become a habit, to create a ritual of group life. Time for reading should be determined in the daily routine. Reading time is approximately 15-20 minutes in the older group and 20-25 minutes in the preparatory group.The teacher himself selects literary texts for children, he determines the sequence of their reading, guided by the principle of alternation: large and small literary forms. Large works of art should be read for several days in a row (from 2 to 10-12 days), as children should be able to "keep" the sequence of plot events. Each month, the teacher reads 1-2 large works to children.Between readings of two large works, short works are used (folklore and author's tales, poems, realistic stories).Literary texts for long reading and their sequence, the teacher can outline 2-3 months in advance, taking into account the interests of the children of the group.Short works of art for short reading are selected for a week - a month.When selecting and planning the sequence of texts, the teacher is guided by current events (season, holidays, memorable dates), thematic cycles and the orientation of the current interests of the children of the group. The list is adjusted by the teacher, taking into account the conflicts and conflicts that arise in the group, the solution of which can be suggested by the book.

In the younger group, the teacher introduces children to folk songs, poems, folk tales, tales of foreign and domestic authors.

In the middle group, the teacher introduces children to fables, fairy tales about animals that are carriers of certain qualities, songs and nursery rhymes, works on the rules of behavior and communication culture.

In the older group, the teacher introduces children to works that reflect the situational behavior of the child and show how to get out of a situation

Organization of work on theatrical activities:Theatrical activity is planned in the morning and evening hours at an unregulated time and can be represented as part of the lesson for various types of activitiesand as a planned special lesson.

Types of theatrical activities: View puppet shows and talk about them. Dramatization games: with fingers, with bibabo dolls, improvisations. Preparation and acting out of various fairy tales and dramatizations. Exercises on the formation of expressiveness of performance (verbal and non-verbal). Separate ethical exercises. Exercises for the socio-emotional development of children. These types of theatrical games are successfully used in a group of different ages. The unification of children on art material, on joint positive emotions and shared experiences helps to solve, in addition to common tasks, also such as the ability of older children to occupy the baby, entertain him, give him joy and pleasure. In the conditions of a diverse age group uniting children with different developmental experiences, it is important to skillfully select works that can serve as material for joint dramatization games and which will be used only in subgroups.

Cognitive and speech development.The work on cognitive and speech development is aimed at enhancing speech, speech communication, speech creativity, as well as at consolidating, repeating speech program material, and should be based on interesting forms and methods of work. Conversations with children.

Folk games. Role-playing games. Etudes, improvisations. Observations, walks, excursions. Viewing drawings and photographs. Free and thematic drawing, modeling. Reading artwork. Educator stories and children's stories. Composing stories. Mini contests, competition games.

GEF to the structure of the main general educational program of preschool education orient teachers to "solving educational program problems in the joint activity of adults and children and independent activities of children, not only within the framework of the main educational activity, but also when holding regime moments in accordance with the specifics of preschool education."

In educational activities at operational times, I solve the problems of forming a general culture of children (culture of behavior, communication, activity, nutrition, sleep, health, life safety, development of their physical, intellectual, personal qualities and prerequisites for educational activity). This is a daily work that is carried out throughout the entire stay of children in kindergarten.

Carrying out regimen moments, I try to take into account the individual characteristics of children (duration of sleep, taste preferences, pace of activity). The requirements focused on the individual characteristics of the child contribute to his comfort, good mood and activity.

For each regime moment, I plan certain events.

Children welcome .

Individual conversations about the world: what the child saw on the way to the kindergarten; natural, weather seasonal changes.

Conversations with all the children (“What did you do yesterday?”, “What would you like to do today?”).

Compilation of stories based on plot pictures (“Winter Fun”, “Seasons”, “How the Children Feed the Birds”).

Examination of subject pictures, classification of objects depicted on them (clothes, shoes, dishes, furniture).

Pronouncing nursery rhymes, onomatopoeic exercises ("Who is talking like that? A. Barto."

Work on the formation of cultural and hygienic skills (game / situation “Wash Katya's doll”, “Why does Katya need a handkerchief?”.

Finger games for the development of fine motor skills (“Ship”, “Raven sits on an oak tree”, “This finger is grandfather ...” and others)

Board games (puzzles, inserts).

Didactic games on sensory.

During meals, I conduct situational discussions (about vitamins that are found in vegetables), about the rules of behavior at the table (“When I eat, I am deaf and dumb” and so on. Moreover, I take into account that all children eat at different speeds and I present them with the opportunity to eat at a different pace.

Preparing for a walk, a walk.

When dressing, I use poetry so that the children themselves take part in dressing (“Where is my finger?” N. Sakonskaya, “I myself” S. Sef, “Our Masha is small ..”). I draw the attention of children to the child who is trying to put something on himself, I use a doll on my hand, fairy-tale characters to evaluate and praise the children for their efforts.

Satisfying the children's need for physical activity, I plan outdoor games (“Bubble”, “Bear has a pine forest”, “Sparrows and a car”, etc.) and individual work on the development of movements (balance, jumping, stepping, throwing into the target, etc.) e).

In addition, daily observations of living or inanimate nature, transport, children and adult work. Be sure to plan poems about what we are watching.

-Day sleep.

In order for daytime sleep to be a complete rest, you need to create conditions for this Before going to bed, we ventilate all rooms, create an influx of fresh air. During undressing, the toilet, we speak in a quiet, calm voice. In the bedroom I sing lullabies to children, nursery rhymes.

- Daily reading.

I chose the time in the afternoon for daily reading to children. I read fairy tales, nursery rhymes, poems and short stories to children. Then we discuss with the children what we read, give our assessment of what we heard. Reading books and discussing what has been read helps with the example of literary heroes to educate children in their social and moral qualities, avoiding tedious and useless teachings and notations. I try not to turn the readings into classes, I present the child with a choice - to listen or do other things. But I try to make the reading process so exciting that the child becomes interested in himself. Together with children, we consider illustrations in books, talk about what we’ve seen, share experiences, develop dialogical speech, and enrich the vocabulary.

When planning educational content during regimen moments, I use a cyclogram that allows me to establish a “reasonable” balance between the types of educational activities, contributes to the development of children in the main areas: artistic, aesthetic, speech, physical, social, communicative, cognitive. She helps me in organizing the educational process with children, contributes to focused, systematic, affordable planning for the program.

Thus, educational activity during sensitive moments should not be considered as an addition to the main educational activity. On the contrary, in the new regulatory documents, the emphasis from the main educational activity is transferred to educational activity when holding regime moments.

Municipal budgetary preschool educational institution

combined type kindergarten "Camomile".

The theme is “Educational activity in sensitive moments taking into account the Federal State Educational Standard”.

(1 younger group).

(Message to the teacher's council).

Educator: Radaeva E.A.

mr. Lukoyanov, 2015

Educational

activity in sensitive moments.

Senior- preparatory  Group.

Card index of thematic conversations.

Conversation "I eat crispy cucumbers as often as possible." Recall in which dishes fresh cucumbers (salads) are used, when preparing which soup cucumbers (okroshka, pickle) are used. To tell that the cucumber is a vine, just like in the jungle, and wild cucumbers grow in nature in the jungle. To consolidate children's knowledge about vegetables, to develop an interest in cooking, in wildlife.

Conversation "Greens." Tell why the dishes are sprinkled with greens, show uncut dill, parsley, green onions, give children a touch, smell the greens– develop a desire to use healthy foods for food through olfactory and tactile sensations Tell about the high content of vitamins in greens. To develop children's interest in cooking methods, in wildlife. Cultivate respect for the profession of a cook.

Condiment “Seasoning”. Talk about the concept of “seasoning” (you won’t cook soup from dill or dill, and if you add a little, the soup is tastier). To develop children's interest in cooking methods. Cultivate respect for the profession of a cook.

Conversation "Salad". To consolidate the idea of \u200b\u200bchildren about the preparation of salads, discuss what can be used in the salad (greens and vegetables). Recall vegetables familiar to children. Strengthen the idea of \u200b\u200bvegetables, develop coherent speech. Expand knowledge about the profession of a cook. To expand children's perceptions of the environment.

Conversation "Dandelion Salad." To consolidate the idea of \u200b\u200bchildren about the preparation of salads, discuss what can be used in a salad, give an idea that even wild plants can be put in a salad - dandelions, burdock root. Develop interest in wildlife. Develop coherent speech. To expand knowledge about cooking, about the profession of a cook. To expand children's perceptions of the environment.

Conversation "Semolina porridge", showing raw cereals and a picture depicting wheat ears. To strengthen the knowledge of children that wheat is grinded from wheat ears, which can be ground finer - into flour, and larger - into semolina. Consolidate children's knowledge of cereal crops. To expand knowledge about cooking, about the profession of a cook. To expand children's perceptions of the environment.

Conversation "Porridge", with a show of raw cereals. To consolidate the knowledge of children that grain is grinded from ears, which can be used for making cereals in general (rice, millet, buckwheat) or crushed (semolina, wheat). To give knowledge that any cereal cooked in water or milk will be porridge. To tell that porridge is the oldest dish that people ate even before they came up with bread. Consolidate children's knowledge of cereal crops. To expand knowledge about cooking, about the profession of a cook. To expand children's perceptions of the environment.

Conversation "Buckwheat porridge", featuring raw cereals. and a picture depicting flowering buckwheat .. To consolidate the knowledge of children that grain is ripened from ripened buckwheat, which can be used to make milk porridge for breakfast, or in the form of boiled buckwheat as a side dish for lunch or dinner. . Consolidate children's knowledge of cereal crops. To expand knowledge about cooking, about the profession of a cook. To expand children's perceptions of the environment.

Conversation “Rice porridge”, featuring raw cereals. and a picture of growing rice. .. To consolidate the knowledge of children that grain is grinded from ripe rice, which can be used to make milk porridge for breakfast, or in the form of boiled rice as a side dish for lunch or dinner. Show on an interactive whiteboard how rice is grown, explain why it is not grown in our area. To tell that in some countries where rice grows well and wheat grows poorly, they almost do not eat bread, and rice is eaten every day. To strengthen children's knowledge of cereal crops. To expand knowledge about cooking, about the profession of a cook. To expand children's perceptions of the environment.

Conversation "Millet porridge", with the display of raw cereals. and a picture of growing millet. To consolidate the knowledge of children that grain is milled from ripened millet, which can be used to make milk porridge for breakfast. Consolidate children's knowledge of cereal crops. To expand knowledge about cooking, about the profession of a cook. To expand children's perceptions of the environment.

Conversation "Wash." Tell the children how to wash the laundry - in the washing machine and manually, what is needed for this, the repetition of the imitation movements by the tutor - soaping, three linen, rinsing. To broaden children's perceptions of the environment, arouse respect for the work of adults.

Conversation "Milk". To consolidate the idea of \u200b\u200bchildren about the production of milk (milking a cow, boiling, packing in a factory). Talk about boiling milk as a way to keep milk fresh longer. To expand children's perceptions of the environment.

Conversation "Wheat", with a picture showing. To consolidate the knowledge of children that they grind grain from ears, from which flour is subsequently ground, and bread is baked from flour. Tell the children that the same grains can be crushed in different ways - you can get flour, semolina and wheat groats. Consolidate children's knowledge of cereal crops.

Conversation "Honey" with showing pictures on an interactive whiteboard. Recall that honey is obtained by bees, different types of flowers produce different honey. Tell about the benefits of honey. To expand children's perceptions of the environment.

Watching a computer presentation “Journey to the Bread Country”

To give children the notion that bread is a daily food; introduce children to a variety of bakery products.

Conversation “Woolen threads” Recall that wool is sheared from a sheep and then spun. To show with an example of a piece of cotton wool how the thread is spun.

Conversation “Different dishes” Discuss how best to use glass, clay, iron, plastic utensils (for cooking soup, table setting, etc.). Expand children's ideas about the environment.

Conversation "Boots". To consolidate children's ideas about the benefits of knee-high shoes in winter in extreme cold. Experimentation: explain the manufacturing process of felt boots by showing it on a piece of cotton wool. To develop interest in the outside world, the work of adults.

Conversation "Summer shoes". Discuss the types of summer shoes (sandals, sandals, rubber boots), the difference between summer shoes and shoes of other seasons. To expand children's perceptions of the environment.

Conversation "Onion". Continue to consolidate knowledge about vegetables. Discuss with children that onions are fried and boiled (in soup), and raw (green onions, chopped onions). Recall how in the fairy tale “Pinocchio” Papa Carlo had only one onion from food. To conclude that this is of course an extremely meager breakfast, but can support a very hungry person.

A conversation about the gentle handling of clothing. Encourage gloves to be checked before and after walking. Reading Art G. Ladonshchikova "The mittens were lost." Develop CGN.

D / and "What is the name of the soup." Activate the dictionary, develop logical thinking. Fix the names of soups: “borsch” (beet and tomato soup), “pickle” (cucumber soup), “ear” (fish soup), “cabbage soup” (cabbage soup).

Conversation "How a doctor treats teeth" To consolidate children's knowledge about the profession of dentist. Demonstrate the process of drilling a tooth and applying a filling on a large plasticine dummy.

Conversation "Combing." Talk about the need for combing and for boys. Reading a poem about a scallop. "Though I quarrel often with you. A scallop is toothy, hello! Without you, you can’t sister Braid your braids. Without you, your brother would have to go shaggy all day. ”Develop KGN.

Conversation "This necessary comb". " Discuss with the children why it is important to keep your hair in order, which hairstyle can be considered neat. Discuss gender differences in hairstyles. Reading a poem by M. Boroditskaya “Oh, the boys don’t understand,
What a pleasure -
Long braids to grow
Almost from birth! ”

Conversation "Assistant-comb." To consolidate the ability to use an individual comb. Riddles about a hairbrush. I look very much like a rake:
On the handle are the teeth and the board.
On the head I look like -
I comb it all to the hair.
To like a hairstyle
Let it work hard .. (comb).) Develop CGN, logical thinking.

Conversation “How can you do without a comb?” Reading the poem “I am a magic comb, I am friends with any hairstyle.” Discuss hairstyles for girls that you like more, haircut, ponytails or pigtails. Build respect for the profession of a teacher helping girls to do hairstyles after sleep.

practical exercise "My hairstyle."

Discuss with the children why it is important to keep your hair in order, which hairstyle can be considered neat. To teach children to tidy their hair on their own, to exercise self-control over the condition of the hair.

Conversation "Hairstyle". Reading the poem "Since the hairstyle is not in order -
The comb will comb the locks. ”

“Wonderful combs” - consolidation of children's knowledge that personal hygiene items should be individual and kept clean, to bring neatness. Reading Art Yu.Simbirskoy "Bang comb withnot at all afraid. ”

Conversation “What soap happens” - children remember that there is a liquid soap and just soap, laundry and toilet, with a pleasant smell. Arouse interest, positive emotions when washing hands.

Remind the children that the cook is preparing our food in the kitchen - to consolidate the idea of \u200b\u200bthe professions. Reading a poem by O. Grigoriev “The cook was preparing dinner” - to develop a representation of professions and a sense of humor of children.

To teach to exercise self-control, to encourage children's attention to their appearance, the desire to be neat. To expand children's ideas about the concept of "neatness" Reading art. E. Cherkashina “The mother-queen has eight sons and two daughters. "Each mother bought Two pieces of soap, So that they were clean, tidy, Beautiful and neat."

Conversation “Jam” Invite children to remember how and from which jam can be made, based on impressions of the familiar cartoon “Masha and the Bear. Jam Day”. To conclude that jam is cooked from sugar and berries (fruits). To expand the children's understanding of the environment, of our food and how to cook it.

D / and “Recognize the dishes by description.” (Sugar utensils - a sugar bowl, round metal utensils for roasting - a frying pan, etc.) To reinforce the children's understanding of the concept of “utensils”. Activate the dictionary.

Conversation "Winter and spring clothes." Discuss the similarities and differences. Compare gloves - thick warm in winter and very thin gloves in spring. Riddles about seasonal clothes. (“Two sisters, two wickers Of thin sheep’s wool. How to wear - so put on, So that five and five would not freeze.” Etc.)

"We erase doll bedding." To expand the range of labor activities performed by children with a high degree of independence. To foster a responsible attitude to the received case. To bring children to an independent decision - where to dry the washed? (on battery). Recall that when heated, water turns into steam. Develop logical thinking.

Conversation “Who sews our clothes?” To consolidate ideas about the profession of a tailor. Reading by st. M. Boroditskaya “Today is the weekend at the old tailor”.

Conversation "Rubber boots." Discuss the differences between rubber boots, boots, boots and sneakers. Tell how they came up with rubber (dipped feet in natural rubber). To discuss the advantages of such shoes in the rain (do not get wet feet), and the disadvantages of these shoes (feet sweat, can only be worn with a woolen toe). Strengthen children's ideas about the generalizing concept of “shoes”, and expand their understanding of the environment.

Conversation “Pets. Cow »Continue to acquaint children with domestic animals - a cow, what benefits a person brings, what dairy products we eat. To teach to participate in a conversation, to answer the questions posed. To instill love and a responsible attitude towards pets, the desire takes care of them.

Conversation "The benefits and harms of chewing gum." To introduce children to the beneficial and harmful properties of chewing gum. Consolidate knowledge of hygiene products.

"How to follow hands." To consolidate children's knowledge about the importance of hand care, methods of care. Cultivate a love of cleanliness.

"How to watch your legs." To consolidate children's knowledge of the importance of foot care, methods of care. Cultivate a love of cleanliness.

Conversation “Proper nail care”

To consolidate children's knowledge about the care of their own hands.

Conversation "How to turn grain into flour." To tell that before the grain was grinded in windmills, now - in special flour mills. Talk about the first flour - crushed in a mortar. To develop children's interest in cooking, respect for bread. To expand children's perceptions of the environment.

The conversation "There was grain - it became flour." To develop a cognitive interest; to cultivate diligence, respect for bread, respect for the work of people of various professions; to tell how in the old days they received flour and how now; to show how you can get flour at home; explain the meaning of the proverb "Labor feeds and laziness spoils".

Conversation “What can a cook do?” Give an idea of \u200b\u200bthe profession of a cook, the subjects necessary for work. To cultivate respect for the work of adults. D / and "Cook the compote."

"Posture is a slender back." To acquaint children with the concept of “posture” and its importance in human life, with impaired posture, to expand children's knowledge of the rules of maintaining correct posture, to teach children to learn how to learn and be able to talk about the structure of the skeleton, about correct and incorrect posture, to educate children about own body, a conscious attitude to their own health.

Conversation "I do everything myself"

To form in children a conscious attitude to their appearance. To teach children to carefully examine themselves, assess the condition of clothing, hairstyles, comment on the results of the examination.

Conversation "Vitamins from the pantry of nature"

Continue acquainting with the concept of “vitamins”, consolidate knowledge about the need for vitamins in the human body, about wholesome foods that contain vitamins; to educate in children a culture of nutrition, a sense of proportion.

A talk about germs. To give an idea of \u200b\u200bmicrobes and viruses visible only under a microscope, which, if left on unwashed hands or vegetables, can lead to disease. Reading by V. Bredikhin “Once a microbe has settled”

D / and “Guess what vegetables.” Continue to consolidate knowledge about vegetables. Teach yourself to determine which vegetables are prepared soup, salad. Talk about which vegetables you can eat raw (carrots, cabbage, cucumbers, etc.), which only boiled or fried (beets, zucchini, potatoes).

The conversation "We are all friends with cleanliness", about the need to remove the garbage that forms during the game and activity. Explain the meaning of the proverb “Garbage is something that is out of place. To develop children's labor skills and a positive attitude towards them.

Conversation “Coloring our breakfast” Show children on the interactive whiteboard picture-examples depicting the decoration of traditional breakfast dishes (cereal, cottage cheese), using jam and dried fruits. Explain that these ideas are for a fun, festive breakfast, not for every day. Offer to colorize breakfast at home with mom. Increase the appetite of children, develop ideas about cooking, maintain children's interest in the cooking process.

Conversation "Festive clothing." Ask the children how holiday wear is different from everyday wear. To consolidate the idea of \u200b\u200bthe concept of “Clothing”. Make you want to take care of your clothes, be beautiful and tidy.

Conversation "Where does milk come from?" To consolidate the knowledge of children about the profession of milkmaids. Activate the dictionary with the words "milkmaid, milk, udder, calves, heifer, goby". Reading a poem –– riddles of Yu. Chernykh “Who grazes in the meadow?” / Develop logical thinking.

Reading the tale of T. Shoryginoy “Scarecrow”. Lead the children to the conclusion that an untidy appearance is unpleasant to others, and a tidy person causes a desire to communicate.

Conversation on ethics and culture of behavior on the theme "Bread". Actualize children's ideas about the work of farmers, cultivate respect for bread.

Experimentation “Huge Soap Bubbles” Show children how an unusually large soap bubble can be blown with a soap solution and a loop. To arouse interest in soap and soap foam, a positive attitude to washing.

Conversation “Why do you need to put toys in place?” A performance with a boy doll “Petya did not like cleaning” - to invite children to continue the story begun by the teacher, to make them think that they can stumble over the scattered toys. Teach children to put toys in order and put them in place ; to encourage the desire to restore and maintain order, to explain how order and security in the group are related.

The conversation “Why does the shoe“ asks for porridge ”is to explain to children the meaning of the saying, to arouse the desire to handle shoes carefully.

Conversation "I am straight as an arrow." Practical exercise during the afternoon snack “Correct body position during meals” with all children. To consolidate the ideas of children about the need to develop proper posture.

Conversation “Sugar”. Tell the children that sugar is made from beets. Remind about the property of sugar to dissolve in water. Experimentation - where does sugar melt faster in cold or hot water? To expand children's knowledge of the world.

Conversation "Sweets". Invite children to list their favorite sweets, tell them that sweets are made using sugar or honey. Talk about the benefits of a small amount of sweets (they help to think, give strength), and the harm from consuming a large amount of sweets (teeth deteriorate, a person gets fat, can get sick). To expand children's knowledge of the world.

Conversation "Brushes". "Toothbrush - why is it needed?" D / and "What are the brushes." Reading the rhyme “Brushes.” “I brush my teeth with this brush, this shoe brush, this brush my pants, these brushes are all needed.” Develop ideas about the world around us, about the need to brush our teeth (and clothes).

Conversation "On tasty and healthy food." Give an idea of \u200b\u200bwholesome foods: vegetables, cereals, milk, eggs, fish and meat. Tell us that we need nutrition to grow and maintain strength. d / and “Find harmful products” (with Spanish cards with images of vegetables, cakes, milk, sweets, lemonade, chips, etc.)

Conversation about fruit. Continue to consolidate knowledge about fruits .. Teach yourself to determine which fruit, berries compote, jelly is prepared.

Conversation "Vitamins". To tell about the benefits of vitamins and their significance for human health. To bring children to the understanding that good health requires proper nutrition. To tell children about vitamins, the work of which organs they help and which foods they contain.

Conversation “Do you have a napkin?” To form the necessary ideas about the rules of behavior at the table. To learn to use napkins as a necessary attribute of serving.

“Pills grow on a branch, pills grow on a garden.” To strengthen children's knowledge of vegetables and fruits. To formulate the concept of “proper nutrition”, an idea of \u200b\u200bhow nutrition helps to avoid many diseases.

Conversation "Threads and needles." To consolidate ideas about the profession of a tailor, the attributes of his profession .. Arouse the desire to be neat, take care of clothes.

Conversation "Polite words at the table." Continue to introduce children to the rules of table etiquette. Guessing the riddles of O. Emelyanova "Polite words."

Conversation “Why do I need a comb?” Experiment: show children a tangled skein of thread, suggest unraveling. Explain that hair is also confused, if not combed. Reading a poem about a comb of V. Kuzminov “There are a number of sharp teeth, They just don’t eat! What runs the filly From temples to the back of the head? ”

Conversation "Allergy" to tell children about allergies, on which is based on the fact that some children can not eat certain foods. Suggest that children also take care of their comrades, make sure that they do not mistakenly eat foods in which they are restricted.

Conversation "Lapti". Expand children's ideas about shoes. Tell the children that in the villages they used to go in bast shoes woven from linden bark (shown on an interactive whiteboard), or just barefoot, and only very wealthy people could buy boots and shoes. Explain the meaning of the proverb “Do not take bast shoes, do not kick the bast .»   Continue to acquaint children with folklore, with Russian folk traditions and customs.

Conversation "Wheat". To expand children's knowledge of the environment. To give children the knowledge that from one wheat grain, depending on the grinding, you can get flour, semolina and wheat groats.

Conversation "Semolina and wheat porridge". To consolidate the knowledge of children that semolina and wheat groats are made from wheat grains, suggest thinking about whether it is possible to make wheat semolina? And vice versa?

Conversation "Divide the bread in half, even though he is hungry." To invite children to explain the meaning of the proverb, to reasonably explain the agreement (or disagreement) with it. Form a habit in children to share with friends. Maintain a careful attitude to bread.

Conversation "Soap is a friend of our hands." Reading the tale of O. Shikhzamanova "Pumpathus and soap bubbles." To consolidate a positive attitude towards washing in children.

Conversation about hospitality. Explain to children the meaning of the proverb “What is in the oven, everything is on the table with swords.” To develop children's ideas about folklore and Russian folk traditions.

Chat "Dough". Tell about the dough, as the basis of any baking, explain that the most important component of the dough is flour. Experimentation: making dough from flour, water and salt together with children. Continue to expand children's views of the world.

Conversation "Salt". Talk about the importance of salt, that salt is put in almost every dish. To tell how salt is extracted (evaporation from sea water or extraction of rock salt in quarries). To expand children's perceptions of the environment. Explain to the children the meaning of the traditional Russian wish “Bread and Salt!”. Continue to acquaint children with folklore, with Russian folk traditions and customs.

Conversation “Potato is the second bread.” Discuss the saying. Invite children to list potato dishes they know. Expand your surroundings.

D / and “Guess what vegetables.” Continue to consolidate knowledge about vegetables. Teach yourself to determine which vegetables are prepared soup, salad. Remember, they grew underground (potatoes, carrots), or above the ground (cucumber, tomato). Expand your surroundings.

Conversation “Dairy products” To invite children to list which dairy products they know, to tell which products are made from raw milk (yogurt kefir, cream) and which ones from heated, boiled milk. (cheese, cottage cheese). Activate the vocabulary, expand the children's perception of the environment.

Conversation “Each thing has its place” Teach a careful attitude to things, remind you that all things should be in place. Reading of article by Z. Alexandrova “What you took - put it in its place”. To develop a desire for order, a sense of humor.

Improve washing skills: lather hands until foam forms, rinse thoroughly, wash your face, and wipe dry with your towel. Reading Art I. Ishchuk “My palms”

Talk about proper ear care. Purpose: to contribute to the improvement of healthy lifestyle skills. Reading by St. E. Moshkovskaya “Doctor, doctor, what should we do, wash our ears or not?”

Conversation “Boiled milk” Tell us why milk is boiled (for longer storage). Tell what happens if you leave unboiled milk on the table (it will turn sour). Tell that when the milk turns sour, sour cream is formed on top, and the rest can also be boiled, and you will get cottage cheese. To expand children's perceptions of the environment.

Conversation "We have to clean things up - you don’t have to look for them." Continue to acquaint children with the rules of caring for things, about the need to save their time. Reading the story of L. Voronkova "Masha-confused." Activate the dictionary with words that convey a careful attitude to time and things "thrifty", "neat." "assembled".

Conversation "Wash your hands and fruits so that there is no trouble." Discuss the danger of eating unwashed vegetables. Reading Art V. Marakhina "Wash vegetables always." Develop ideas about the environment and KGN

Conversation "Why do we need vitamins?" To develop children's ideas about healthy and unhealthy foods, about vitamins, as substances necessary for humans. Reading by S.S. Loseva “Who are the Vitamins”

Conversation "wash my hands thoroughly" Explain the meaning of the word "carefully." Reading Art L. Skorneva “A mouse is bad at the paw of soap” Develop CGN, activate the vocabulary of children.

Conversation "We fry, cook." Clarify the idea of \u200b\u200bchildren about fried and boiled food, cooking methods. Invite children to discuss which foods, fried or boiled, are more wholesome. To expand children's ideas about the world.

A play based on the poem by D Chuyako “Laundry”. Involve children in a theatrical performance, provide an opportunity to speak to peers.

Conversation "Garlic". Clarify the idea of \u200b\u200bchildren about the benefits of this vegetable for the prevention of colds, tell children about the volatile substances contained in garlic, which cause its specific smell. To expand ideas about children about the world.

Riddle conversation “What are orange and garlic like?” Lead the children to the conclusion that garlic and orange have “slices”. To expand children's ideas about the edible parts of plants. Develop logical thinking.

The conversation “Ironing underwear” as a preliminary work for the plot-role-playing game “Family”. To evoke a positive idea of \u200b\u200bthis type of work in children, to build respect for the work of adults, to consolidate the idea of \u200b\u200bthe state of aggregation of water (“if there is intense heat somewhere, there will be steam from the water”).

Conversation "Rice". Remember with the children what rice dishes they know. Show on an interactive whiteboard how rice is grown, explain why it is not grown in our area. To develop the idea of \u200b\u200bchildren about the world.

The conversation "We are all friends with cleanliness", about the need to remove the garbage that forms during the game and activity. Explain the meaning of the proverb "Garbage is something that does not lie in its place." To develop children's labor skills and a positive attitude towards them

Conversation “Coloring our breakfast” Show children on the interactive whiteboard picture-examples depicting the decoration of traditional breakfast dishes (cereal, cottage cheese), using jam and dried fruits. Explain that these ideas are for a fun, festive breakfast, not for every day. Increase the appetite of children, develop ideas about cooking, maintain children's interest in the cooking process

Conversation "Festive clothing." Ask the children how holiday wear is different from everyday wear. To consolidate the idea of \u200b\u200bthe concept of “Clothing”. Make you want to take care of your clothes, be beautiful and tidy

Conversation “What kind of fruits (vegetables) grow in our country?” To consolidate the idea of \u200b\u200bchildren about vegetables and fruits, their places of growth. Maintain interest in the world around us, in wildlife, reinforce the idea of \u200b\u200bhealthy products.

Conversation “How sloppy - all clothes are stained!” To form a habit in children to monitor their appearance.

Conversation "My hairstyle." Discuss with children why it is very important to keep your hair in order, which hairstyle can be considered neat. To teach children to tidy their hair on their own, to exercise self-control over the condition of the hair.

Conversation "Do the boys like to cut their hair and comb their hair." Develop in children an understanding of the need for CGN. Reading E. Uspensky’s poem “A terrible story” (“The boy doesn’t want to get a haircut,
The boy crawls out of the chair. ”) Develop a sense of humor for children, respect for the profession of hairdresser.

Conversation "Hairdresser" Reading a poem

"Give the scissors a comb,

He will do your hair.

Hairdresser

Cutting your hair in a modern way. ” To develop an idea of \u200b\u200bprofessions, respect for the profession of a hairdresser.

Conversation "Comb" To consolidate the ability to use an individual comb. Riddles about a hairbrush. (If the hair is tangled - I can comb them in three minutes - without question! And then - weave braids, Do tails, hairstyles - All thanks ... (comb)!

Conversation "Water" Activate the vocabulary of children, talk about what kind of water (taste, water color, water temperature) Experiment 6 compare the taste of apple juice and water, tinted and plain water, cold and hot water, draw conclusions. Tell why a person needs water (to drink and to cook food with it). Talk about which dishes need water.

Conversation “Sweets” To invite children to list their favorite sweets, to tell that sweets are made using sugar or honey. Talk about the benefits of a small amount of sweets (they help to think, give strength), and the harm from consuming a large amount of sweets (teeth deteriorate, a person gets fat, can get sick). To expand children's knowledge of the world.

Conversation "cabbage soup". Reading a poem by M. Boroditsky cabbage soup

(“I clean vegetables for cabbage soup.
How many vegetables do you need?
Three potatoes, two carrots,
One and a half heads,
Yes parsley root,
Yes cabbage.
Make room for you, cabbage,
From you in a pan thickly!
One-two-three, the fire is lit -
Kocheryzhka, get out! ”) To consolidate the idea of \u200b\u200bvegetables, to develop coherent speech. To expand knowledge of the profession of a cook. To expand children's perceptions of the environment.

Conversation “Dairy dishes”. Recall milk dishes with children. Tell how the milk is boiled. Reading of the article by M. Boroditskaya “Milk Run Off”

(Milk escaped.
Run far away!
Down the stairs
Rolled down
Along the street
It started
Across the square
Flowed
Guard
Bypassed
Under the bench
Slipped by
Three old women soaked
Treated two kittens,
He warmed up - and back:
Along the street
Flew by
Upstairs
Puffed
And crawled into the pan
Puffing hard.
Then the mistress arrived in time:
- Is it boiling?
It boils!).)
To develop children's interest in cooking methods, in wildlife. Cultivate respect for the profession of a cook. to mom’s work ..

Continue to consolidate the ability of children to help adults maintain order in the group: wipe toys, building material. Reading a poem by T. Molina “A wet rag was dancing, dancing”. To reinforce the idea of \u200b\u200bthe importance of wet cleaning in children and arouse the desire to keep the group clean.

Conversation "On the role of vitamins"

Talk about the benefits of vitamins and their significance for human health. Lead children to the understanding that good health requires proper nutrition. Tell children about vitamins, the work of which organs they help, and which foods they contain.

Conversation "Chocolate". Talk about cocoa beans and the process of making chocolate, a discussion of the properties of chocolate and the rules for careful handling. To consolidate the idea of \u200b\u200bchocolate as a healthy one is to eat a little product.

To expand children's knowledge of healthy products and the world around them.

Conversation “Your favorite vegetables?” Continue to consolidate knowledge about vegetables and healthy products.

Conversation "Germs"

"How to protect yourself from germs."

To give an idea of \u200b\u200bmicrobes and viruses visible only under a microscope, which, if left on unwashed hands or vegetables, can lead to disease. To conclude the importance of washing hands and certain foods (fruits, vegetables, eggs). Reading Art V. Bredikhina "Once settled microbe"

Conversation on the tale "Aioga."

Help children highlight the heroes of fairy tales, character traits. Help express your attitude to the actions of the heroes. Educate a negative attitude towards laziness.

“What fruits (vegetables) grow in warm countries?” Continue to consolidate knowledge about vegetables and fruits, about the place of their growth. Display illustrations on an interactive whiteboard. To expand children's ideas about the world.

D / and “Find out what kind of porridge”: change the phrase without changing the meaning (rice porridge - RICE porridge, millet porridge - WHEAT porridge). Enrich the vocabulary of children, consolidate knowledge of food products, arouse interest in the world.

D / and “Guess what vegetables.” Continue to consolidate knowledge about vegetables. Teach yourself to determine which vegetables are prepared soup, salad. Fix the correct pronunciation of the word "svekla" with pom. logopedic rhyme: “the beets began to cry, to the roots got wet. I guys are not beets, I guys beets. ”

Conversation "What foods are there?" To give children an idea of \u200b\u200bthe main types of food (dairy, meat, fish, bakery, vegetable, confectionery). Enrich the vocabulary of children. Expand your surroundings.

Conversation “woolen clothes: from a sheep to a sweater. “Show how wool is spun (using an example of a piece of cotton wool), how clothes are knitted and crocheted. To develop children's ideas about the world, about the properties of materials, about the work of adults. To consolidate the idea of \u200b\u200bthe concept of “clothing”.

Conversation "The Secret of Sunflower Seeds." Experimentation: crush the seeds in a napkin, observe oil stains on a napkin. To conclude that from the seeds you can get oil. Show sunflower oil in a bottle, let it smell unrefined oil, make sure that it smells like seeds. To expand the knowledge of children about the world, about food.

The conversation "Why you can not talk while eating." Tell the children about the existence of the respiratory throat, a thin tube in our neck through which air flows into the lungs. Tell that the respiratory throat that opens during a conversation, and if you swallow at this time, you can choke. Develop children's perceptions of safe eating behavior.

KGN development: household work. Put toys, building material, equipment in place. Maintain the appearance of the dolls: choose clothes according to color, change clothes, comb, tie a bow. Expand clothing.

Conversation “We distinguish taste”. Experimenting with the senses (using the tongue to determine in which glass sugar is dissolved and in which is salt). To expand children's knowledge of the environment.

Conversation "Washing" To consolidate the ability to roll up sleeves before washing, wash hands after using the toilet. Memorization of the poem G. Ladonshchikova. “I am under the tap of a hand soap”

Conversation - “My spine” Continue to teach children to eat at the table while eating. To expand children's ideas about the structure of the human body, about a healthy lifestyle.

A conversation about wheat, with a picture showing. To consolidate the knowledge of children that they grind grain from ears, from which flour is subsequently ground, and bread is baked from flour. Tell the children that the same grains can be milled in different ways - you can get flour, semolina and wheat groats.

Education KGN. To consolidate the ability to properly place your things in lockers.

Conversation: "How we clean up the wardrobe." Memorizing the tongue twister “Once a giraffe hung in a closet ...”

Cultivating cultural and hygienic skills and abilities: To form a habit, monitor your appearance, remind your comrades about problems in their appearance and show a desire to help them. Didactic exercise: "How to help a friend"

Conversation "How to wash animals." We remember how to wash a cat, a dog, sparrows, ducks (children are told on the basis of observations) .Tell how elephants and horses, bears and tigers bathe. Develop ideas about the world. Develop coherent speech, activate vocabulary

Talk about brushing your teeth. Show how to brush your teeth on the example of a toothy toy. An experiment with teeth cut from an orange peel. Show that when moving from side to side with the brush, food remains are not removed from the space between the teeth, but when moving from top to bottom, they are removed. T. Pivovarova’s finger-brush game “We clean our teeth.” Develop KGN

Conversation "A heart".To give an idea of \u200b\u200bthe circulatory system (heart, blood vessels, their functions and location in the human body; blood, its significance). To teach children to feel the pulse. Show a stethoscope (phonendoscope) and introduce its use.

Talk about the legs. to form an idea of \u200b\u200bthe structure of the legs, diseases of the legs, the rules of hygiene of our legs and what shoes should be worn; develop and strengthen the muscles of the foot; cultivate a good attitude towards people.

Talk about the spine and correct posture. Tell children about posture. Develop curiosity. To educate children about their health and the health of others. To instill a desire to monitor your posture. Reading Art “Mom Alyosha repeats in advance:

“Lesha, do not hunch! Watch your posture! ”

Talk about the lungs and protecting the body from harmful smoke and gas

Talk about fingers and hands (before class with a manual expander)

Conversation about the eyes

Conversation "Ascorbinka and her friends."
To consolidate knowledge about the main vitamins, their beneficial properties and the products in which they are contained.

  Natalya Oleynik

Educational activities in sensitive moments in accordance with the Federal State Educational Standard

AT in accordance with the requirements of GEF educational solution  tasks carried out not only within educational actionjoint and independent the activitiesbut also in regime moments.

Moment Moments  - This is a daily work that is carried out throughout the entire stay of children in a preschool educational institution. In this educational tasks such as:

The formation of a common culture of children

Culture of behavior, communication

Nutrition, sleep, health

Security life activity

The development of personal and physical qualities

Prerequisites for training the activities

By exercising educational activities in sensitive moments  I take into account not only the individual characteristics of children, their mood, their preference for certain types of the activitiesbut also try to organize regime moments soso that they reflect all kinds of directions educational activities: speech, social and communicative, physical, artistic and aesthetic, cognitive.

Moment Moments  are planned both in the morning and in the afternoon.

Reception of children.

Affectionate, friendly reception of children is an important condition for creating a good mood for children. During the morning reception, we educate the general culture of children's behavior - the habit of greeting, talking in a calm voice, and not screaming. Draw  attention to the appearance of children, we encourage the desire to look tidy.

So that children do not go idle, do not interfere with others, I try to include children in that kind the activitieswhich they are most interested in moment: games with other children, a previously liked toy, board games, puzzles, inserts, sensory games, if the child shows a desire, you can entrust him with a feasible labor assignment.

At the reception I conduct individual conversations. You can ask what interesting the child saw on the way to the kindergarten, discuss the weather, seasonal changes in nature.

Group discussions on lexical topics are also held. ("Pets. Birds"; "Beauty winter. New Year" and others.)  I use accept the consideration of subject pictures.

Finger gymnastics, pronunciation of nursery rhymes, onomatopoeic exercise is carried out taking into account the recommendations of speech therapists.

In the formation of cultural and hygienic skills, I effectively use poetry reading about water and its benefits. In short conversations I introduce children to the importance of the importance of water in people's lives, about the need for careful use of water resources. In the process of washing, we specify the name of the washing accessories from what material they are made. We name their color, shape, specify the properties of water.

During the meal, situational discussions are held about the rules of behavior at the table (“So that there is no trouble, we recall the rules of food., About the benefits of healthy food, we specify the name of the dishes and products used in the preparation. I draw  children's attention to how tables are laid, the availability of cutlery, their location and purpose.

Preparing for a walk is moment  Active communication with children. In the process of dressing with children, I support a conversation with children about the purpose of clothing, their seasonal purpose, and specify the name of the materials from which they are made, of clothing items. All this contributes to the expansion and revitalization of the vocabulary of children. While dressing, we repeat our favorite poems, children's songs, nursery rhymes. Reading such nonsense as "Here they are boots: this one on the right foot, this one on the left foot. "makes the shoe process more laid-back and successful.

During the walk, I encourage the children to conduct it for the benefit of their physical development. For this, outdoor games are held that develop speed, agility, and endurance. I carry out individual work on the development of movements (balance, jumping, throwing at a target, distance, etc.)

When carrying out feasible economic labor on the site, I talk about the appointment of tools, their safe use. I contribute to the development of a respectful attitude to work, people performing this work.

The most important component of a walk is observing animate and inanimate nature. Reading poems about what we are observing, solving riddles about natural phenomena, domestic animals, acquaintance with signs, proverbs and sayings contributes to the emotional responsiveness of children. broadens their horizons, contributes to the activation and enrichment of the vocabulary of children.

Upon returning from a walk, I encourage children not only to take independent actions, but also bring up the desire to provide all possible assistance when undressing, which helps bring children closer together and develop friendly relations. I make sure that the children neatly put things in the closet, bring up a careful attitude to personal things, and accuracy.

Daytime sleep is necessary for a good rest of children. Before going to sleep, we ventilate all rooms. Conversations about the health benefits of sleep with an influx of fresh air, conducted in a relaxed manner, contribute to the formation of a desire to take care of your health. The nursery rhyme told in the bedroom, sung in a calm, gentle voice, lullaby evokes a positive attitude towards sleep in children.

One of the important moments of their activities  I consider daily reading with children. It can be both familiar, loved works and acquaintance with new ones. The behavior of the heroes of the tale, their actions, personal qualities are vivid examples of moral behavior. An emotionally read work evokes a lively response in children. Helps to understand and realize the beauty of the surrounding nature, the complexity of human relationships, promotes understanding good and evil. Together with the children, we consider vivid illustrations in books, discuss what we have seen, share our impressions. The word of art is one of the means of moral and aesthetic education.

Organized by educational activities in sensitive moments  contributes to the successful implementation of many educational tasks.

Related Publications:

Educational activities in sensitive moments  Regime moments for one day Day of the week Work content Material, equipment Forms of organization of children's activities, theme, program.

Work in operational moments with children of the speech therapy group (FFN) -sound [K]  Classes in operational moments with children of the speech therapy group (FFN) -sound "K". The development of articulatory motility. Respiratory formation.

Directly integrated educational activity in accordance with the Federal State Educational Standard “How a goat built a hut” Directly educational activity (Integrated). The topic "How a goat built a hut" The middle group. Educator: Arykova.

Over the past few years and at present, there has been a rapid process of implementing the teaching materials for teaching children the Tatar and native language.

Joint educational activity in sensitive moments with children of preschool age  Purpose: development of children's speech. Tasks: to improve the ability to word formation (the formation of words with various suffixes, diminutively.

Objectives: 1. To expand children's ideas about the diversity of birds. 2. The formation of ideas about the life of birds in the winter. 3. Formation.

Image Library:

Objective of the project:  - the child's cognitive interest in items of clothing, shoes, hats should be formed;
  - responsibly treat their things;
  - learn to distinguish by seasonality, place of use, accessories;
  - teach how to care for your wardrobe and shoes,
  -extend the vocabulary of the child on the topic "Clothing and shoes"
Final event: 09.10.2015

Monday (10/05/2015)

GCD No. 1.Physical education lesson (gym)
  According to the plan of the teacher in physical education.
GCD No. 2.  Artistic creation. Application "Decoration of clothes for dolls"
  Software Content:
  1. With children learn to cut out a circle from a square, lay out ready-made figures on paper.
  2. To teach children to gently stick, cut with scissors along a curve.
  3. Carefully and carefully treat labor materials in order to use them in further studies.
  Material:
  Colored base in the form of a dress; finished squares; glue; glue brush; stands for brushes; oilcloth; napkin.
  Kutsakova L.V. "Building material construction classes in."

Morning:  Reception of children.
  Morning exercises.

  arms.
  Purpose: to explain to children that they should develop the habit of quickly and correctly washing their hands, wiping dry with a towel and folding it.
  Walk: file of walks (walk number 1)
Evening:
  Goal: to raise the mood of children and muscle tone.
  The mobile game "Find Your Color" Purpose: to teach children to navigate in space by color modules, to honestly judge other children. Arouse joy in children.
  Walk: file cabinet walks number 1.
  Didactic game “What kind of subject?” Purpose: To teach children to correctly name the subject and tell about it, what it is made of, tell what it is used for, who uses it most often.

  Plot - role-playing game "Going for a walk"
Purpose: to learn with children to choose clothes according to the seasons, to teach correctly, to name what parts the clothes are made of, what the concept of “clothes”, “shoes”, is caring for others.
  Equipment: dolls, clothes for all seasons (for summer, winter, spring and autumn, a small wardrobe and high chair.
  Children need help to choose the necessary equipment, attributes for games, try to organize outdoor games themselves. Remind the safety rules that must be observed on the playground and that children comply with them.

The content of work with the family:
  Consultation "Home Library" Objectives: to update and supplement the ideas of parents about the importance of reading to children. Offer a selection of literature on clothing, shoes. To familiarize parents with the techniques of organizing discussion of literary works, combining reading with other methods of training and education (organizing observations, experimenting, drawing) to remind parents that it is very important to read to children. Offer together find literature on clothing, shoes.

Tuesday (10/06/2015):

Directly educational activity:
GCD No. 1.Cognition (formation of a holistic picture of the world) “Name and description of clothes”
  Software Content:
  Children must themselves describe the demi-season clothing; why do they need these clothes, to fix the concept of “clothes”; develop speech and attention.
GCD No. 2.Music. According to the plan of the music teacher.
  Kutsakova L.V. "The moral and labor education in kindergarten."
Educational activities in sensitive moments:
Morning:  Reception of children.
  Morning exercises.
  (Complex number 3 gym)
  Watering indoor plants.
  The goal is to teach children that when they water plants, look at signal drawings that say how much water each plant needs. Learn carefully, water the plants.
  Card file for walks walk number 2.
  Reading poems about autumn:
  Mournful wind drives
  I flock clouds to the edge of heaven
  Broken spruce groans,
  Whispering bare woods. (N. Nekrasov)
  Windy, windy
  The whole earth is aired!
  Wind leaves with branches
  I dispersed around the world ... (I. Tokmakova)
Evening:  Gym after sleep “Invigorating”
  The mobile game "squirrels in the forest" Purpose: to teach children to play the game by the rules, to tell how to guide the player and the driver. Move more with children.
  Walk No. 2 (file cabinet)
Independent activities of children:
  The plot - role-playing game "Shop"
Purpose: children should independently carry out actions regarding the role, so that children can develop the plot of the game on the basis of knowledge and observations from their lives, help each other, replenish the vocabulary of children: enter the words “toys”, “furniture”, “food”, "dishes".
  Equipment: all the toys that can be bought in the store, which are on the window, money.
  Children's games in board games of a didactic nature of their choice and desire.
The content of work with the family:
  Round table "Know together."
  The goal is to organize an exchange of experience and supplement the presentation of parents about the observations of clothes and shoes that can be carried out during walks with children, at the time of return from kindergarten. To introduce parents to the methods of observation, discussion of what they saw.

Wednesday (10/07/2015):

Directly educational activity:
GCD No. 1.Artistic creation. Drawing on the theme "Ball" Purpose - to teach how to draw objects of a rounded shape; learn to paint the ball with two colors; learn to paint a drawing with a brush in one direction (from top to bottom, from left to right); make strokes in one direction.
GCD No. 2.Physical education. According to the plan of the teacher in physical education.
  Komarova T. S. "Children's art."
Educational activities in sensitive moments:
Morning:  Reception of children.
  Morning exercises.
  (Complex No. 3 physical hall)
  Didactic game "Three Bears" Objectives: to teach children to compare familiar objects by size (large, smaller, small), to use these concepts in their speech.
  Conversation on the topic “Care for clothes and shoes”
  Objectives - to develop self-care skills: to teach children to clean clothes, tidy up shoes; foster independence, accuracy, frugality; so that the children themselves take care of themselves, their clothes and shoes.
Evening:
  The mobile game "Cat and Mice" Tasks: development of dexterity, attention, speed and reaction.
  Didactic games: “Name it in one word. Purpose: to fix such words as: "hat", "hat", "jacket", boots. "
  Card file walks: walk number 3
Independent activities of children:
  The plot - role-playing game Stepashka's birthday.
  Purpose: to teach children to properly arrange the table setting for the holiday, to find out what kind of tableware exists, to cultivate attentiveness, caring, responsibility, desire to help, expand their vocabulary: “holiday dinner”, “name day”, “serving”, “dishes”, “service” .
  Equipment: plates, forks, spoons, knives, cups, saucers, napkins, tablecloth, table, chairs.
The content of work with the family:
  Home library. The goal is to invite parents to read fiction about kindergarten to their children.

Thursday (10/08/2015):

Directly educational activity:
GCD No. 1.Cognition + (FEMP)
  “Count to five” Purpose: - to teach children to count to five,
-the educator explains the task, and the children must solve it independently, without the help of the educator.
GCD No. 2.Physical education in the fresh air. According to the plan of the teacher in physical education.
  V.P. Novikova "Mathematics in kindergarten."
Educational activities in sensitive moments:
Morning:  Reception of children.
  Morning exercises.
  (Complex number 3 gym)
  When a child is washing, remind him to wash thoroughly
  arms. Purpose: to explain to children that they should develop the habit of quickly and correctly washing their hands, wiping dry with a towel and folding it.

Reading a poem:
  Hello, autumn! Hello, autumn!
  Good thing you came.
  We will ask you, autumn:
  What did you bring as a gift? (E. Blaginina)
  Didactic game “Name three subjects” Objectives: to teach children to group objects according to their attributes.
Evening:  Gym after sleep “Invigorating”
  Purpose: to raise the mood and muscle tone of children.
  Didactic game "Kids on a Branch" Tasks: add the names of plants and their fruits to the children’s speech, expand the vocabulary so that the children answer with common sentences.
  The mobile game “Catch - Catch” The goal is to teach children how to catch the ball, to help children learn the rules of cultural and constructive interaction with friends in the game. Continue quenching using natural factors.
  Walk number 4 (file cabinet walks)
Independent activities of children:
  Children games with toys. Then observe how children treat them, who should make a comment and explain why, to cultivate frugality.
  Plot - role-playing game "Building a house"
  Purpose: to tell children what construction professions exist, what equipment builders use, teach children to build a simple structure, make friends with each other, expand children's knowledge about the peculiarities of builders' work, introduce the words “construction”, “bricklayer”, “crane” into the children’s speech ”,“ Builder ”,“ crane operator ”,“ carpenter ”,“ welder ”,“ building material ”.
  Board game “Paired Pictures” The goal is to develop observation, attention, together with children, learn to see the similarities and differences in objects, activate the vocabulary.
The content of work with the family:
  Parent-child creative workshop. The goal is to update and supplement the parents' ideas about children's creativity, introduce them to modern materials, requirements for organizing various types of productive activities. Enrich the experience of joint creativity of parents and children, talk about its educational value.

Friday (09/10/2015):

Directly educational activity:
GCD No. 1.Communication (speech development).
  Program content: if the child wants to express his point of view, then listen to whether you agree or not with his answer.
To learn from the children what new they learned about autumn clothes and shoes, what shoes and its components are made of. To learn how to write stories correctly, to use simple and complex sentences, to educate the desire to handle shoes carefully.
GCD No. 2.Music.
  According to the plan of the musical director.
  Gerbova V. V. "The development of speech in kindergarten."
Educational activities in sensitive moments:
Morning:  Reception of children.
  Morning exercises.
  (Complex number 3 gym)
  Dining room duty. The goal is to teach attendants to clean the table, put things in order, do everything carefully, talk about their work and share the results.
  Didactic game “What is this?” The goal is to teach you to create images in your imagination based on the characteristic features of objects, to notice the unusual in the most ordinary things; develop imagination.
Evening:  Gym after sleep “Invigorating”
  Purpose: to raise the mood and muscle tone of children.
  Didactic games: “Who will come up with more words” The goal is to activate the dictionary, expand horizons.
  “Seek” The goal is to train children in the use of adjectives consistent with nouns.
  Walk number 5 (file cabinet walks)
Independent activities of children:
  Games to children, focus, imagination.
  Independent gaming activity in a group. The goal is to encourage children to find games of interest, to behave correctly in contentious situations.
The content of work with the family:
  Consultation for parents “How to form a conscious attitude to health in children” The goal is to systematize the parents' ideas about the health culture, its components formed in the family, about methods and techniques for organizing this aspect of education.

The article is published in the author’s edition