Theme of the week: folk toy 1st junior group. Pedagogical project “Introducing young children to Russian folk art
Folk traditions introduce children to the existing traditions and customs of the Russian people and help convey high moral ideals to the child. We, adults, must introduce children to the history of our Motherland, teach them to use the wealth of cultural traditions. An early age is the most favorable for the beginning of moral and patriotic education and a more effective method that can be used in our work is project activity.
View document contents
“Project in an early age group on the topic “Folk Toy”. Presentation.”
PROJECT IN AN EARLY AGE GROUP
Topic: “Folk toy”
OBJECTIVE OF THE PROJECT : TO CREATE CONDITIONS FOR THE DEVELOPMENT OF COGNITIVE AND CREATIVE ABILITIES OF CHILDREN IN THE PROCESS OF DEVELOPING AN EDUCATIONAL PROJECT.
RELEVANCE OF THE PROJECT :
It's no secret that we have to relearn how to celebrate our traditional holidays. Once upon a time, traditions were passed down in the family from generation to generation - “from mouth to mouth”, “from heart to heart”. Folk traditions introduce children to the existing traditions and customs of the Russian people and help convey high moral ideals to the child. We, adults, must introduce children to the history of our Motherland and teach them how to use the wealth of cultural traditions.
PROJECT IMPLEMENTATION PLAN 1ST WEEK OF THE PROJECT: “FOLK ARTS”
Day of the week
Events
Monday
1. “Visual activity.”
Modeling nuts (based on the nursery rhyme “A squirrel is sitting in a cart”)
2.”Motor activity. “Games “At the Bear in the Forest”, “Fox-Fox”, “Cat and Mouse”
1. “Cognitive and research activity” “Examination of folk toys: matryoshka dolls, fun toys, top.
2. "Musical activity"
Games with whistles, wooden spoons, pipes, rattles.
"Fine art activities."
Drawing. “Boots for matryoshka dolls”, “Let’s decorate spoons with a pattern”
Russian folk song “Ay-doo-doo, doo-doo! A raven sits on an oak tree."
2. Theatrical game-situation: “The cat has a cold”
1. “Perception of fiction.”
“Because of the forest, because of the mountains...”
WEEK 2 OF THE PROJECT: “FOLKLORE”
Day of the week
Event
Monday
1. “Visual activity”
Drawing "Baranka" .
2. Perception of fiction.
Rus. adv. nursery rhymes “Oh-doo-doo”, “White-sided Magpie”
“Ay, kachi-kachi-kachi...”, “Grandfather Hedgehog...”, “Cucumber, cucumber...”, “Okay, okay...”
Individual games: “Roll the matryoshka”, cut-out pictures “Folk toy”
Independent activity.
"Game activity".
Low mobility game "Matryoshka". P/n “We jump like balls”
Game with musical accompaniment "Carousel"
"Musical activities"
Table theater with musical accompaniment “Kurochka-Ryaba”
Entertainment for children “Visiting Grandma”
A SQUIRREL SITTING ON A CART: SHE SELLS NUTS
VISITING CHILDREN GRANDMOTHER CAME AND GOOD AND FUN!
HELLO GUYS. YOU RECOGNIZED ME? I AM MATRYOSHKA - PAINTED, SO FUN. I WAS WAITING FOR YOU TO VISIT
PATS, PATS WHERE WERE YOU? - BY GRANDMA!
TEA HOT, AROMATIC, AND IT’S VERY PLEASANT WITH DRYERS. HE HEALS ILLNESSES AND FATIGUE GOES AWAY!
PROJECT RESULT:
Introducing children to traditions through their direct participation in common action.
Creating an atmosphere of joy in familiarization with folklore.
Result of project activities: final event “Visiting Grandma”
Explanatory note. The cycle is weekly (games are held: in the 1st half of the day, during a walk, in the 2nd half of the day), designed for children 2-3 years of age. It consists of five main types of play activities for children: outdoor play, didactic play, role-playing play, fun play, theatrical play. Target:
- Form and cultivate the need for independent motor activity.
- Lay the foundations for children to have a friendly attitude towards each other.
And then, then, then everyone runs, runs. Hush, hush, don't make noise,
Stop the carousel.
One-two, one-two,
So the game is over.
Walk: Outdoor game: "Wolf and Hares." (a wolf is a toy or a child.) Tasks: Exercise children in the ability to jump on two legs, and when given a signal, quickly run away from the driver. Game content: The teacher says: The hares are jumping, hopping, hopping, hopping. On a green meadow. They pinch the grass and eat it, Listen carefully: Is there a wolf coming? (Children depict actions according to the text of the game, after the word “wolf” they run away from the driver). 2nd half of the day: Outdoor game: “Bubble” Tasks: Develop the breathing apparatus. Learn to act together. Game content: Mandatory compliance with the rules of the game. Start movements exactly according to the text of the game. Outdoor game: “One, two, three, run to the tree.” Tasks: Strengthen the ability to distinguish a bush from a tree. Game content: The correct reaction of children is important in determining where to run: to a tree, a bush. Independent sand play. Tasks: Encourage creativity. Game content: Offer sand sets for children to play with. Tuesday: “Didactic Game Day.” 1st half of the day: Didactic game: “Guess where it rings?”; "Guess what's ringing." Tasks: Develop auditory attention. Strengthen the ability to navigate in space. Game content: Children determine by ear, with their eyes closed, what sounds and where. (Left, right, behind), called a musical instrument (bell, tambourine, pipe) Walk: Didactic game: “Who will see more?” Tasks: Develop attention, observation, speech. Game content: Children name everything they see around them. 2nd half of the day: Didactic game: “Find a pair.” Tasks: Form visual attention, develop speech. Game content: At the signal, find a friend with the same picture or toy. Invite your child to try to explain his choice. Didactic game: “We walk around each other.” Tasks: Exercise children in performing actions exactly as the game progresses. Game content: Children walk in a circle, performing actions. “Hey guys, don’t yawn, what do we need Sashenka shows, then we will repeat it.” Didactic game: “Wonderful bag.” Tasks: Strengthen the ability to identify an object (shape) by touch. Game content: Determine by hand, by touch, in the bag object, name, get, show. Wednesday: “Plot-role-playing game day.” 1st half of the day: Story/role-playing game: “Family”. Tasks: Help children unite to play, clarify the role of each. Game content: Identify and clarify the role of family members. Clarify: “Whose daughter is this?”; "What's dad's name?" “Who else lives in the family?” Walk: Story/role-playing game: “Journey on a ship.” Tasks: Specify the professions of people on the ship: captain, sailor, cook. Find out what a steering wheel and anchor are. Game content: Creatively play with the equipment on the site. 2nd half of the day: Story/role-playing game: “Shop”. Tasks: Strengthen knowledge about vegetables and fruits. Find out the responsibilities of the seller, cashier, buyer. Game content: The teacher helps to distribute roles. Together they come up with a plot. The teacher can play a role in the game's plot. Give a sample role if children find it difficult. Independent games at the request of children. Tasks: Give the opportunity to realize your plan. Create an atmosphere of peace and comfort. Game content ry: Games designed by children. You can bring your favorite toy. Game moment: “Guests have come to us.” Introduce your toy Thursday: “Game day is fun.” 1st half of the day: The game is fun: “Soap Bubbles”. Tasks: Give children pleasure from the game. Game content: Blowing soap bubbles. Walk: The game is fun: “Who is taller.” (Launch helicopter pilots or paper airplanes.) Tasks: Develop hand coordination. Game content: Children launching toys. 2nd half of the day: Games – fun with wind-up toys Tasks: Arouse positive emotions in children. Learn to share toys. Game content: Independent games for children with their favorite toys. Riding a tricycle. Tasks: Bring the joy of riding. Strengthen your knowledge of traffic rules. Game content: Children are riding a bicycle. The teacher raises a red or green circle (traffic light), children ride or stand on bicycles in accordance with the rules traffic. Friday: “Theatrical Play Day.” 1st half of the day: Puppet show based on the Russian folk tale “The Three Bears”. Tasks: Create a positive, emotional mood, evoke interest in theatrical play, consolidate and expand children's knowledge about toys. Develop children's speech and memory, listening skills. Content: Puppet show “Three Bears”, based on a Russian folk tale with elements of the basics of children’s life safety. (As processed by teacher Kutnyakhova L.V.) Walk: Outdoor game: “The Bear and the Bees” “Vaska the gray one walks” Tasks: Bring joy from playing together. The role of the leading character is played by a child. 2nd half of the day: Fairy tale "Kolobok" Tasks: Create a joyful mood.
To form a desire to show the fairy tale to other children, to play the role. Content: Children show a fairy tale using flannelgraph and silhouettes of heroes. Independent games with table and finger theater. Tasks: Give children the opportunity to express themselves creatively. Content: Children's games according to their own plans. Script for a puppet show based on a Russian folk tale "Three Bears". Target: Create a positive, emotional mood, arouse interest in theatrical play, consolidate and expand children's knowledge about toys. Develop children's speech, memory, listening skills.
Benefits: Dolls based on a fairy tale (three bears, a girl). Wooden spoon, pillow, high chair, basket, bowls in 3 sizes. Treats for children. A screen on it to strengthen two trees and a house. The group (hall, area) is decorated with flags and balls. Children sit on chairs in front of a screen. Progress of the puppet show:
Educator: She gathered us today
Colorful game. We are residents of a wonderful country, We love to play very much. You know, friends! How can a child live without games? No way, no way. Guys, now I will show you the toys and tell you how you can play with them. (Picks up a doll from the puppet theater and speaks on its behalf) "Hello guys! Why are there so many children? Why are you gathered here? Educator: We will play a fairy tale with these toys. And to play, you need to know many different fairy tales. (Picks up a book and shows it to the children.) What is this? (children's answers) There are different fairy tales in the book. (Opens illustrations based on the fairy tale “The Three Bears” and shows them to the children) Are you familiar with this fairy tale? What is it called? Right! Well done! (A girl runs out from behind the screen, a boy is chasing her. The teacher catches them by the hands.) Wait, wait, who are you? Girl: I am Mashenka. Boy: I am a bear. Presenter: I think I guessed what you are doing. Children: (in unison) We are playing a fairy tale! Presenter: Amazing! Now go and sit on the chairs with the guys. And we'll see how else you can play a fairy tale. (Approaches the screen.) We will see the fairy tale “The Three Bears”: The children all sat down in silence. We sat down amicably, okay. The screen opens The performance begins. (The Mashenka doll appears on the screen.) Mashenka: Grandfather and grandmother let me go into the forest to pick mushrooms and berries. Oh, how many of them are there! (Collects, chorusing.) I take one berry, notice another. I take one mushroom, another I notice... (Sings several times, moving along the screen). I collected so many mushrooms and berries! You can go home too. (Looks in one direction, then another, and suddenly notices that she is lost). Oh! But where is home? Got lost! (Cries and leaves.) (Three bears appear one after another.) Bear 1st: And we go, and we go for a walk. And we go, and we go for a walk. Hey, back there - keep up! Bear 2nd: Mikhailo Ivanovich! Mikhailo Ivanovich! Isn't it time to go home? We've been walking since the morning. Bear 1st: Walking is an important thing, it increases your appetite. (Mishutka appears.) Mishutka: I want to eat, I want to sleep, I want to go home! Ah-ah-ah! I'm tired of your flowers and mushrooms! I want porridge from the little one blue bowl. Ah-ah-ah! Bear 1st: Nastasya Petrovna! Calm the child down. (The bear strokes the bear cub’s head.) Bear 2nd: Calm down, my little one. Don't cry, my loud-mouthed one! Come on, let's go home and eat some porridge. (They leave one after another.) (Mashenka appears.) Mashenka: Oh, I’m tired, I have no strength. I walked and walked, no, I can’t find my way back. The forest became dense, dark, you couldn’t even see a bunny. What to do? And there's the house! I'll run and find out who lives there. Maybe the kind owners will show me the way home. (He approaches the house and knocks on the window.) Knock, knock, hey, who lives here? No one! I’ll go into the house, rest, and wait for the owners. (Leaves) (Three bears appear.) Bear 1st: We had a good walk, now we can eat. Bear 2nd: Yes, yes! Wash your paws and go to the table. Mishutka: They are already clean for me. Bear 1st: No talking, wash quickly. (Leave) (Then the bears appear one by one). Bear 1st: Someone sat on my chair and moved it! (runs away) Bear 2nd: Someone sat on my chair and moved it out of place! (runs away) Mishutka: (with a high chair) Someone sat on my chair and broke it. Ah-ah-ah! Bear 1st: (runs out with a spoon Bear 2nd: (runs out with a spoon) Who drank from my bowl, who took my spoon? Mishutka: (runs out with a bowl) Who slurped from my bowl and drank it all up. Ah-ah-ah! Bear 1st: Who lay on my bed and crushed it? ( leaves) Bear 2nd: Who lay on my bed and crushed it? ( leaves) (A pillow appears on the screen, the girl Mashenka is sleeping on it) (Mishutka comes out) Mishutka: And who lay on my... Ah-ah-ah! Here she is! Hold it, hold it. (Mashenka wakes up and gets up from the pillow) Mashenka: Mommy, these are bears! Oh! Help! (They run after each other, the bears shout in turn “hold her” and run away) (Mashenka appears) Mashenka: Oh, it seems she ran away. It's good that the bears didn't catch up with me. Where is the basket with mushrooms and berries? The bears still have it. Oh guys, hello. Did you see what happened to me? Never go far. Presenter: Mashenka, our children know that they cannot leave home or kindergarten. Really, guys! And don't go far from home anymore. Now run home quickly. Grandfather and grandmother have been waiting for you for a long time. Did you like the fairy tale? Don’t wake me up, what should Mashenka do? Well done! And here's a treat for you for watching our performance well.
References:
I.P. Dailidene “Let’s play, baby” Moscow: “Enlightenment”, 1992.
T.N. Doronova, E.V. Solovyov “Upbringing, education and development of children 2–3 years old in kindergarten.” Moscow: “Enlightenment”, 2005.
E.N. Lunkina “Raising a 2-3 year old baby” Moscow: Sfera shopping center, 2008.
ON THE. Kozyreva. “Let’s get smarter - while playing!” Moscow: Sfera shopping center, 2007.
E. Ya. Stepanenkova - Collection of outdoor games. For working with children 2-7 years old. Moscow: Mozaika-Sintez, 2013.
K.Yu. White. "First steps. Model of early childhood education." Moscow: Linka-Press, 2002
Project topic:
Date of: from 10.04. to 14.04.
Objective of the project: nurturing interest in the Russian folk toy - matryoshka.
- form ideas about Russian folk toys;
- induce in children an emotionally positive attitude towards the toy; cultivate a caring attitude towards the toy;
- introduce the content of games with matryoshka dolls, the possibility of using them in different types of children's activities;
- develop creative and cognitive abilities; speech skills and fine motor skills;
- enrich children's vocabulary.
Final event: exhibition of children's works on the topic.
Download:
Preview:
Project topic: "Folk toy - Matryoshka"
Date: from 10.04. to 14.04.
Objective of the project: nurturing interest in the Russian folk toy - matryoshka.
Tasks:
- form ideas about Russian folk toys;
- induce in children an emotionally positive attitude towards the toy; cultivate a caring attitude towards the toy;
- introduce the content of games with matryoshka dolls, the possibility of using them in different types of children's activities;
- develop creative and cognitive abilities; speech skills and fine motor skills;
- enrich children's vocabulary.
Final event:exhibition of children's works on the topic.
FULL NAME. teacher responsible for the final event: Smirnova I.V.
Date/day of the week Topic of the week | Integration educational regions | Creating conditions for independent activities |
||||
Group, subgroup | Individual work | |||||
Morning | Physical development Cognitive development Speech development | Didactic game: “Assemble a matryoshka doll.” Goal: to teach children how to operate with collapsible toys of three sizes - large, smaller, small; learn to compose objects from two parts, focusing on their size and position in space. | Continue to teach children to say hello when entering a group. Form the habit of chewing food carefully, slowly, with your mouth closed. Individual work with Sasha R, Vanya K, Nastya L. – strengthening self-service skills. | Looking at pictures and illustrations of nesting dolls. | A selection of visual and didactic material on the topic"Folk toy - Matryoshka" In the book corner, display books on the topic of the week for children to familiarize themselves with. |
|
OOD | 1. Physical education. According to the physical instructor's plan. 2. Speech development. Topic: “Getting to know the nesting dolls” Goal: to introduce children to Russian folk toys, to teach them to look at a matryoshka doll. Highlight the features of appearance (the nesting doll has a round head, an oblong body, arms, it is dressed in a sundress, a blouse and an apron, it has a scarf on its head, all its clothes are decorated with flowers, teach to notice the brightness of color images in a folk toy, continue to develop aesthetic children's feelings, artistic perception, evoking an emotional response to a work of art, to cultivate a caring attitude towards toys. |
|||||
Walk | Cognitive development Physical development Social and communicative development | Spring changes in nature. Goal: To systematize children’s ideas about spring according to the main, essential features. Expand children's understanding of natural phenomena in spring and their significance in the life of our planet. | Main types of movements: running with high knees; running in a certain direction. Goal: Develop the ability to run in a certain direction, raise your legs when running. | P/n: Who will run to the flag faster?” "Carousels" Goal: To develop the ability to overcome obstacles when running. Develop accuracy and eye. | Work. Collecting fallen branches broken by the wind on the site. Goal: To cultivate hard work and a desire to help adults. |
|
Evening | Artistic and aesthetic development Speech development Cognitive development Social and communicative development Physical development | Reading fiction to childrenReading fiction On a walk Observation for the clothes of passers-by. Goal: to consolidate children’s ideas about seasonal changes in nature and their impact on people’s lives. | Individual work with Milena M., Yana T. - d/i “Collect beads”. Goal: to develop fine motor skills of the hands. | Role-playing game "Home". Continue the formation of role interaction: orient the child’s role behavior towards a peer partner, highlight the need to designate game roles in joint play. | Attributes for the game “Home”, d/i “Collect beads”; I. Lykova “Ruddy nesting dolls”. |
|
Date/day of the week Topic of the week | Time period ok daily routine | Integration educational regions | Joint activities between adults and children | Creating conditions for independent activities |
||||
Group, subgroup | Individual work | Educational activities in special moments |
||||||
Morning | Physical development Social and communicative development Cognitive development Speech development Artistic and aesthetic development | Morning exercises. Game "Tricky nesting dolls" Goal: to introduce children to the fact that nesting dolls have inserts. Music-did. game "Lullaby for a matryoshka doll." Goal: learn to sing melodiously, develop the vocal apparatus. | Didactic game “Name the figure.” Goal: learn to compare the shapes of objects with geometric patterns. (Sasha M., Ira K.) | In the creativity corner - drawing “Color the nesting doll”. Goal: continue to learn how to hold a pencil correctly, shade the image, trying not to go beyond the outline, and develop fine motor skills. | Attributes for the d/i “Name the figure”, coloring pages. |
|||
OOD | 1.Music. 2. FEMP. Lesson 2.p.38. Program content. Encourage children to reproduce a given number of objects and sounds according to a pattern within three (without counting or naming the number). Exercise the ability to compare two objects by size, indicate the results of comparison in wordsbig small. |
|||||||
Walk | Cognitive development Physical development Social and communicative development | Sky observation. Continue to introduce children to various weather phenomena. Develop observation skills. | The main types of movements: running in a certain direction, running like a snake one after another. Goal: To develop the ability to run in a certain direction, to develop spatial orientation. | P\I “Run to me” “Airplanes” Goal: To develop the ability to run quickly at the teacher’s signal. | Labor assignments: Clearing the area of branches. Improve work skills. |
|||
Evening | Artistic and aesthetic development Speech development Cognitive development Social and communicative development Physical development | Gymnastics after sleep. Reading fiction to children -V.Prikhodko “Matryoshka”. Goal: To teach children to listen to the work, to involve children in looking at pictures in books, to encourage them to name familiar objects. On a walk Game exercise “What’s missing?” Goal: develop observation, attention | Individual work with Masha N, Stasya P, Sasha R. Game with one or two nesting dolls “Matryoshka, where are you?” Goal: to develop the ability to slow down your action or, conversely, to begin an action based on a speech signal. | Role-playing game "Family". Continue the formation of role interaction: orient the child’s role behavior towards a peer partner, highlight the need to designate game roles in joint play. | Attributes for the s-r game “Family”, d/i “Matryoshka, where are you?”, V. Prikhodko “Matryoshka”. Offer children mosaics for independent play. |
|||
Date/day of the week of the week | Time period in daily routine | Integration educational regions | Joint activities between adults and children | Creating conditions for independent activities |
|||||
Group, subgroup | Individual work | Educational activities in special moments |
|||||||
Morning | Physical development Social and communicative development Cognitive development Speech development Artistic and aesthetic development | Morning exercises. Reading fiction: fairy tales “How the nesting dolls saved the princess”, “Once upon a time there were nesting dolls”, N. Stetsyuk “The Tale of the nesting dolls”. Goal: To teach children to listen to the work, to involve children in looking at pictures in books, to encourage them to name familiar objects. | Involve children in setting tables for breakfast. Develop dining room duty skills: arranging napkin holders, laying out spoons. | Children's games with nesting dolls. Goal: to maintain children's interest in the matryoshka doll, teach them to play with it, dress up in the dressing up corner and play up the image of the matryoshka doll in front of the mirror. | Independent play activities in group activity zones. |
||||
OOD | 1. Physical education. According to the plan of the physical education instructor. 2. Application Topic: “Apron for matryoshka” Program content. Teach children to look at a matryoshka doll and write a descriptive story. To consolidate children's knowledge about the shape, color, and what material the toy is made of. Arouse interest in the image of the toy, the desire to decorate the apron by making appliqué. |
||||||||
Walk | Cognitive development Physical development Social and communicative development | Bird watching. Goal: Continue to develop bird watching skills. Develop attention and observation. Cultivate a love for birds in children. | Main types of movements: running in a certain direction, running with high knees. Develop the ability to throw energetically, using a swing when throwing snowballs into the distance. | P/I “The birds have flown” "Airplanes" Develop the ability to run in all directions without bumping into each other. Teach children to move in a chain, avoiding obstacles, and raise their arms to the sides. | |||||
Evening | Artistic and aesthetic development Speech development Cognitive development Social and communicative development Physical development | Role-playing game "Doctor". Continue the formation of role interaction: orient the child’s role behavior towards a peer partner, highlight the need to designate game roles in joint play. On a walk Cloud watching. Goal: consolidate the adjectives “gray, gloomy, rainy” in the active dictionary. Independent physical activity of children in the fresh air with play materials and sports equipment. | Individual work with Vanya K, Sasha R, Egor K. Goal: to improve the ability to hold a pencil correctly. | Board game “Fold the matryoshka doll”. Purpose: To train children in composing a whole object from two or four parts. | Attributes for the game “Doctor”, Board game “Fold the matryoshka”. Offer children a set of children's musical instruments for independent music playing. |
||||
Date/day of the week Topic of the week | Time period in daily routine | Integration educational regions | Joint activities between adults and children | Creating conditions for independent activities |
||||
Group, subgroup | Individual work | Educational activities in special moments |
||||||
Morning | Physical development Social and communicative development Cognitive development Speech development Artistic and aesthetic development | Morning exercises. Didactic game “Big Matryoshka and Small Matryoshka” Purpose: To teach how to compose objects from two parts, focusing on their size. | D/i “Fold the ornament.” Goal: To be able to create an ornament from elements. Develop logic and imagination. (Vanya K, Nastya L.) | Situational conversation: “Politeness” (conversation about the importance of “good words”, the need to say hello and goodbye, and also thank you for your help). | Looking at an album with different types of nesting dolls. Replenishment of the subject-spatial environment in the group. |
|||
OOD | 1. FCCM. Construction Topic: “House for a nesting doll” (2 bricks, 2 prisms) Goal: to practice the ability to place bricks on the narrow long side at a distance from each other, to make a ceiling from a prism. 2. Physical training while walking. |
|||||||
Walk | Cognitive development Physical development Social and communicative development | Observation of birch and spruce trees. Goal: to continue to form children’s ideas about trees; develop observation skills;cultivate a desire to protect and preserve nature. | Individual work in jumping. Goal: to develop the ability to distribute attention in motor activity. (Varya G., Milena M., Ira K..) | P/I “Jump, little bunnies” "Hit the target." Goal: To develop in children the ability to jump forward on both legs. Develop the ability to swing and throw. | Attributes for the game, Takeaway material. |
|||
Evening | Artistic and aesthetic development Speech development Cognitive development Social and communicative development Physical development | Reading fiction to children:S. Vokhrintseva “Matryoshka dolls”. Goal: To teach children to listen to the work, to involve children in looking at pictures in books, to encourage them to name familiar objects. On a walk Watching sparrows. Goal: to consolidate ideas about birds and their behavior. Outdoor game "From bump to bump." Independent physical activity of children in the fresh air with play materials and sports equipment. | Individual work with Masha N., Sasha R, Stasya P, Egor K. d/i “Arrange by size”. Goal: to consolidate the skills of classifying objects. | Role-playing game "Kindergarten". Continue the formation of role interaction: orient the child’s role behavior towards a peer partner, highlight the need to designate game roles in joint play. | Attributes for the game “Kindergarten”,d/i “Arrange by size”, S. Vokhrintseva “Matryoshka dolls”. Offer children large building materials for their own construction. |
|||
Date/day of the week Topic of the week | Time period in daily routine | Integration educational regions | Joint activities between adults and children | Creating conditions for independent activities |
|||||
Group, subgroup | Individual work | Educational activities in special moments |
|||||||
Morning | Physical development Social and communicative development Cognitive development Speech development Artistic and aesthetic development | Morning exercises Didactic game “Assemble a nesting doll.” Goal: Learn to compose objects from two parts, focusing on their size. Continue to learn to understand the words “big - small”. Strengthen colors and develop sensory abilities. Develop children's play activities. | Ind. work: creativity center: working with Matryoshka coloring books Goal: continue to teach children to paint over objects without going beyond the outline, fixing additional colors: blue, pink, orange. With Kirill B, Vanya K, Varya G, Yana T. | Finger games "Matryoshka" Goal: To teach children to coordinate children with words. Develop fine motor skills of the fingers. | Independent games for children in play corners. Encourage children's independence and provide assistance in choosing substitute items. |
||||
OOD | 1. Music. according to the music director's plan. 2. Drawing. Page 97 Komarova Topic: “The train is carrying nesting dolls” Program content. Continue to develop the ability to draw rectangular objects and round parts (wheels). Exercise children in drawing with paints and carefully painting without going beyond the contour. Develop imagination and creativity; the ability to create a collective composition. |
||||||||
Walk | Cognitive development Physical development Social and communicative development | Watching streams. Purpose: To generalize and systematize the idea of the properties of water. Learn to use the acquired knowledge in games and drawing. Maintain interest in inanimate phenomena. | Individual work in jumping. Goal: to develop the ability to distribute attention in motor activity. (Kirill B, Vanya K., Sasha R.) | P/i "Airplanes". “Find where it’s hidden.” Purpose: to practice running, acting at the teacher’s signal; cultivate dexterity; learn to navigate in space; | Labor assignments: Collecting broken branches on the site. cultivate hard work and a desire to help adults; develop teamwork skills; accustom to independently carry out assignments. |
||||
Evening | Artistic and aesthetic development Speech development Cognitive development Social and communicative development Physical development | Round dance game “We are nesting dolls.” Goal: to introduce children to the expressive performance of simple round dances. On a walk Precipitation monitoring. Goal: to consolidate knowledge about the signs of spring. P\i at the request of the children. | D/i “Name the actions.” Goal: be able to complete the teacher’s sentences by choosing the appropriate verb according to its meaning. | Board game “Paired nesting dolls” Exercise children in composing a whole object from two or four parts. Riddles about matryoshka. | Role-playing game: “Guests have come to us.” Goal: To cultivate goodwill, politeness, and friendly relationships in the game. Continue to teach children how to build dialogue in games. |
||||
According to the “From Birth to School” program, children continue to get acquainted with folk culture and creativity: songs, fairy tales and toys. The teacher pays attention to children’s expansion of ideas about folk toys, expands and enriches children’s vocabulary on this topic. According to the Federal State Educational Standard for Education, the theme of folk toys can be seen in all educational areas. The result of the week is the re-enactment of the fairy tale “Pykh” and the decoration of a rocking horse with Dymkovo patterns. A detailed description of conversations, educational games, speech and breathing exercises, a selection of games for artistic and aesthetic development can be found in the appendix to the plan “Thematic week “Folk toys”.
Social and communicative development
The teacher tells children about the profession of a nurse, organizes role-playing games, solves the problem situation “What will happen if ...” with the children, which contributes to the social and communicative development of children.
Cognitive development
The teacher offers children a variety of tasks with buttons to develop perception and the ability to lay out patterns, and organizes independent activities with magnets. This allows you to solve problems of cognitive development in the same way as the games “When It Happens” and “Geometric Mosaic”.
Speech development
For speech development, an adult prepares children for a dramatization of the fairy tale “Puff”, talks about folk toys, encourages them to correctly express their thoughts, and correctly combine different parts of speech.
Artistic and aesthetic development
In the area of artistic and aesthetic development, it is planned to watch the presentation “The Rocking Horse”, paint a toy, listen to folk songs and learn the game “At Uncle Jacob’s”.
Physical development
Physical development continues. Children reinforce the rules of familiar games and repeat words. The teacher talks with children about the benefits of milk and dairy products, develops the respiratory system.
Check out a fragment of the theme week
Monday |
|||||
| OO | Cognitive development | Speech development | Physical development | ||
| 1 p.d. | S.r. game of the teacher's choice. Goal: to promote consolidation of gaming skills in secondary education. games “Doctor”, “Family”, “Kindergarten”, “Hairdresser”. | The teacher's story about national holidays. Goal: expand ideas about holiday culture. | Exercise “Magic bag” (folk toys). Goal: to enrich children's vocabulary with the names of folk toys. | View the presentation “Folk toy - horse”. Goal: to expand children’s understanding of ancient toys, to activate the vocabulary - wheelchair, rocking chair. | Conversation “What a cow gives us.” Goal: expand children's understanding of the benefits of dairy products. |
| Walk | Physical exercise “Wooden horse” by E. Kovina. Goal: to continue to introduce children to Russian folk culture through literature. | Bird watching. Goal: to develop knowledge about the habits of birds. | The teacher's story about what folk toys were made from. Goal: enrich children's vocabulary. | Bringing the folk toy “Parsley” into the theater corner on the veranda. Goal: consider a new toy. | P.i. "Stream". Purpose: to introduce the folk game. P.i. "The Winding Path" Goal: to develop the ability to move in a column, repeating the movements of the leader. |
| OD | |||||
| 2 p.d. | Exercise “Guests have come to us.” Goal: to introduce children to ways of expressing greetings (hello, good afternoon, come in, I missed you so much, it was boring without you, etc.). | Games with buttons “Lay out a pattern”, “Lay out a picture”, “Continue the row”, etc. Goal: development of sensory and fine motor skills. | Reading A. Alferov “March”. Purpose: discuss the poem. | Structural-model activity “Gate”. Goal: continue to teach children how to make ceilings in a building according to a demonstration or model. | Physical exercise for the eyes “Sun and Clouds”. Goal: strengthen the eye muscles. |
Tuesday |
|||||
| OO | Social and communicative development | Cognitive development | Speech development | Artistic and aesthetic development | Physical development |
| 1 p.d. | Conversation about the work of a nurse. Goal: to continue acquaintance with professions, to develop respect for the work of adults. | Game with Dienesh blocks “Lay out a path”. Goal: develop logical thinking. | Exercise "Shop". Purpose: to practice using nouns in the accusative case. | Examination of the painting “Boy on a Horse” by A. Buck. Goal: to continue acquaintance with the rocking horse toy. | Exercise "Bugs". Goal: develop the ability to move on all fours. |
| Walk | Album design "People's Toy". Goal: to introduce children to folk culture. | Monitoring the roadway. Goal: expand ideas about transport. | Pronunciation of pure sayings. Goal: development of phonemic hearing and onomatopoeia ability. | Di. “Put out the ornament.” Goal: to develop a sense of form, the ability to navigate on a sheet. | P.i. “Who will throw further?” Purpose: to train children in throwing. P.i. "The Winding Path" Goal: to please children, to develop the ability to move in a column, repeating the movements of the leader. |
| OD | |||||
I. Introduction.
1.1. Justification of the relevance of the project.
What do we know about antiquity, about days gone by? The great Russian teacher K. Ushinsky wrote back in the 19th century that a Western person (even a less educated one) is closer to his roots, history, and culture than a Russian. Since then, little has changed, and there is a danger of turning into “Ivans who do not remember kinship.” Now the national memory is gradually returning to us, and we are beginning to have a new attitude towards ancient customs and traditions, folklore, artistic crafts, decorative and applied arts, in which the people left us the most valuable of their cultural achievements, sifted through the sieve of centuries. How to develop the imagination and creative abilities of children, if not to introduce them to the origins of folk art? How to captivate a child if not with a toy? So bright, original, unlike any other toy in the world. And right now, more than ever, taking as a basis the direction “Development of imagination and creative abilities”, in educational classes with children we continue to get acquainted with the history of the Russian people, folk arts and crafts, trying to connect the broken thread of generations. By introducing children to Russian folk toys and traditions, we pay attention to spiritual education, form a creatively developed personality, and help increase the level of children’s cognitive abilities. We develop imagination, aesthetic taste, and the ability to compose pattern compositions. You cannot consider yourself a cultured, intelligent person without knowing your roots, origins, ancient traditions that have survived to this day. Introducing children to folk culture and folk art is a means of shaping their spiritual development. That is why the native culture, like father and mother, must become an integral part of the child’s soul, the beginning that gives rise to personality.
1.2. Project passport.
Pedagogical project.
Subject: “Introducing young children to Russian folk art”
Project type:short-term, informational and creative.
Relevance of the project. It is very important that children understand as early as possible that their great Motherland is Russia, it is one for those who were born in its vastness, who love it, who make efforts to make it even more beautiful, richer, and become a powerful power. And each of us needs to be able to be useful to her. And for this you need to know and be able to do a lot. The formation of children's cognitive interest in Russian folk culture through familiarization with the folk crafts of the Russian people and the organization of artistic, productive and creative activities is the relevance of the project.
Problem: Are our children and parents familiar with Russian folk art and the traditions of the Russian people?
Project scope:
- Short-term - (from March 30 to April 10, 2015)
- Territorial - kindergarten No. 41 "Rainbow"
- Number of children – 20 children
Project participants:
- Group teacher – Babaeva N.N.
- Psychologist – Brovko N.S.
- Head of Fine Arts – Zamyshlyaeva T.S.
- Musical director – Yagupova L.G.
Target group:
- Children of the 1st junior group "Luchiki"
- Parents of children of the 1st junior group "Luchiki"
Objective of the project: developing children's cognitive interest in Russian folk culture through familiarization with the folk crafts of the Russian people and the organization of artistic, productive and creative activities. Involving parents in the process of child development through folk art using various methods and techniques.
Tasks:
- To intensify the activities of teachers on the problem of familiarizing children with folk art
- To introduce children to the origins of the spiritual culture of the Russian people
- To form the best qualities of the national character: hard work, mercy, courage, love of neighbor and native land, kindness, ideas about Russian folk toys, traditions and customs associated with manufacturing. To form the prerequisites for search activity and intellectual initiative.
- To promote individual self-expression of children in the process of productive creative activity.
- Develop creative and cognitive abilities, speech skills and fine motor skills, enrich children's vocabulary, and children's interaction skills with each other.
- Involve parents in the process of child development through folk art using various methods and techniques for working with parents
Priority directions:
- Creating conditions for the development of imagination and artistic and creative abilities of children in the process of becoming familiar with Russian folk art.
- Education and pedagogical training of parents.
Resource support:
Regulatory and legal support:
- Constitution of the Russian Federation 12.12.1993
- Convention on the Rights of the Child November 20, 1989;
- Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation”
- Sanitary and epidemiological rules and regulations San Pin 2.4.1.2660-10;
- SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations”, dated May 15, 2013 N 26.
- Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 “On approval of the Federal State Standard of Preschool Education.”
- Charter of the Municipal Autonomous Preschool Educational Institution of Kindergarten No. 41 “Rainbow” of a combined type in the village of Sverdlovsky, Shchelkovsky Municipal District, Moscow Region, dated December 20, 2013, No. 4209
- Education and training program in kindergarten “From birth to school”, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva, M., 2014
Methodological support for the project:
- Material and technical resources.
Developmental environment, educational toys, games, educational literature, multimedia equipment, projector, tape recorder, camera, laptop.
- Methodological support.
1. Miklyueva N.V. First steps into the world. Play sessions for children 2-3 years old. –M.: TC Sfera, 2014.-128 p.
2. Sypchenko E.A. Innovative pedagogical technologies. Project method in preschool educational institutions. – St. Petersburg: LLC “Publishing House “Childhood”-PRESS”, 2012.-96 p.
3. Bityutskaya N.P. Pedagogical design system: work experience, projects. –Volgograd: Teacher, 2013.-207 p.
4. Pilyugina E.G. Baby's sensory abilities. – M. Mosaic – Synthesis; M.: TC Sfera, 2003.-120 p.
5. Belova O.E. Cycles of play complexes with children 2-4 years old during the adaptation period according to the program “From birth to school.” - Volgograd: Teacher, 2014.-154 p.
6. Ronzhina A.S. Psychologist classes with children 2-4 years old during the period of adaptation to a preschool institution. – M.: National Book Center LLC, 2015. – 72 p.
7. Laizane S.Ya. Physical education for kids: - 2nd ed., revised - M.: Education, 1987.-160 pp.: ill.
8. Volkova O.G., Ozhereleva E.V. We need each other: Play sessions with young children. Spring: From the experience of the Child Play Support Center. - M.: ARKTI, 2014.-72p.
9. Lykova I.A. Visual activities in kindergarten: planning, lesson notes, methodological recommendations. Early age.-M.: “KAPUZ-DIDACTICS” 2008.-144 p.:
10. Naibauer A.V. Creating conditions for the adaptation of young children to kindergarten. - M.: TC Sfera, 2013.-128 p.
11. Voronkova O.B. Information technologies in education: interactive methods. – Rostov n/a: Phoenix, 2-10. – 314.
12. Zatulina G.Ya. Speech development in preschoolers. First junior group. – M.: Center for Pedagogical Education, 2013.-160 p.
13. Smirnova E.O., Kholmogorova V.M. Development of children's communication with peers. –M.: Mozaika-Sintez, 2008.-64p.
14. Galiguzova L.N., Meshcheryakova S.Yu. Physical development. M.: MOSAIC-SYNTHESIS, 2007.-32p.
15. Makshantseva E.D. Children's fun. - M.: Education, 1991.-64p.
16. Suvorova T.I. Dance, baby! St. Petersburg 2007.
17. Vetlugina N., Dzerzhinsky I., Fok N. music in kindergarten. Moscow 1977.
- Technologies:
· Health-saving pedagogical technologies
· Information and communication technologies
· Gaming technologies
· Unconventional drawing technique
· Technology "Preschooler's Portfolio"
Expected Result:
- Showing sustained interest in various types of children's activities: games, visual arts, theatrical activities.
- Emotional response to the experiences of characters in fairy tales and nursery rhymes. Expanding your general and musical horizons. Children can highlight the expressive means of the Dymkovo toy. With the help of an adult, she decorates the silhouettes of toys with elements of Dymkovo painting. Awakening interest in folk art.
- Generalization of experience in the form of a multimedia presentation.
- Involving parents of early preschool children in the conscious education of their children on this topic
- Project report on the website http://ds41-schel.edumsko.ru/.
II. Project development.
2.1. Project implementation stages.
- Preparatory stage
1. Identifying the problem
2. Defining the goal and theme of the project
3. Selection and study of the necessary literature
4. Drawing up a work plan, selecting methods and technologies
5. Conducting a survey of students and their parents to identify the level of knowledge about folk art
6. Preparation of attributes for games and activities
7. Conducting awareness-raising work among parents of preschool children
- Main stage
1. Reading and memorizing the poem “Spring has come to us”, finger game “Warm-up”.
2. Creation of a developmental environment in the group: collection of demonstration material (library with Russian folk tales, costumes, folk toys, patterns for drawing, antiques, embroidery, etc.);
3. Learning the outdoor game “Carousel”, songs “Hello”, “Kolobok”, dance “Ay-da”
4. Leisure activities “Visiting a fairy tale”
5. Conducting GCD using the didactic game “Matryoshka-Girlfriends”
6. Conducting educational activities on cognitive development using the multimedia presentation “The Fascinating World of Folk Toys”
7. Questionnaire for parents “What do you know about the Dymkovo toy?”
8. Memo from the director of fine arts “How to introduce a child to the Dymkovo toy”
9. Conducting an educational activity on artistic and aesthetic development “Getting to know the Dymkovo toy” using a multimedia presentation “The history of the Dymkovo toy”
10. Physical education “Travel with Kolobok”
- Final stage
1. Conducting a competition of joint creativity between parents and children “Dymkovo Toy”
2. Conducting a creative lounge “Introducing young children to Russian folk art”
3. Multimedia presentation of the project for parents.
4. Memo for parents prepared by psychologist N.S. Brovko. “Drawing as a reflection of a child’s inner world”
5. Memo from the music director “Development of musical abilities in young children”
6. Consultation with teacher Babaeva N.N. “Russian folk toy and its didactic significance”
7. Consultation with psychologist Brovko N.S. “The role of folk toys in the process of raising and teaching young children. »
8. Consultation with the head of fine art Zamyshlyaeva T.S. “The role of Russian arts and crafts for young children”
9. Project report on the website http://ds41-schel.edumsko.ru/.
10. Final survey of parents on the project topic
