Abstract of leisure on the development of speech in the second junior group “Evening of riddles. Didactic games, exercises and riddles for children of the younger group Riddles for the kindergarten younger group

When the autumn time comes, teachers try to bring to the minds of pupils, including preschoolers, as much information as possible about the bright and multifaceted time of the year during games and classes. Interesting autumn riddles for children will cope with this task as well as possible. Autumn riddles, like other speech games, develop logic, imagination, thinking, help children learn to answer questions and think about the answers to them. In addition, riddles are a very fun and interesting game. In kindergarten, it can even be used in a competitive manner. Here are autumn puzzles for children of different ages: toddlers, middle groups and preschoolers.

Autumn riddles for the younger group

Very young children are unlikely to be able to analyze the question posed. Their perception of simple and understandable words can be combined with rhyme. In the form of rhymes to be completed, the following is said:

Riddles about the autumn season for the middle group

As children get older, they can better perceive questions and give answers to them. The form of poems is still in the lead, but you can add autumn prose as well. Riddles about the harvest, wind, yellowed trees, the coming winter, the fruits of nature, which are usually harvested in autumn, will be very relevant.

Riddles for preschoolers and younger students about autumn

Autumn in older children may well be associated with school, knowledge. Riddles are chosen according to the theme, complicated by interesting additions and forms. Now the guys should think more logically, think about the theme of autumn and autumn nature from different angles.

Children's riddles with answers will help not only teachers to compose an educational program or brightly complement the scenario of a matinee, but also parents in a daily game with their kids. Answers to riddles about nature, of course, are best kept secret until the last and only revealed if the children fail to guess them.

Adult children can compose riddles themselves, and in the meantime you will discover unexpected talents in them. Suddenly, right now next to you is a future famous poet or writer, scientist or discoverer, albeit still a small preschooler. The development of a new generation is in your hands!

Any of us remembers the light bulb “a pear that cannot be eaten”, and scissors, which have “two ends, two rings, carnations in the middle”. Unfortunately, some parents do not pay due attention to riddles - these short and well-aimed "developers" of the child's mind, and sometimes even forget about their existence. Riddles are an integral part of childhood. It is necessary to make riddles for children from a very early age, so the child will develop imaginative and unconventional thinking, he will be able to independently compose descriptions of objects, animals, draw parallels, look for the most non-standard solutions, and this is very important for personality development. So enough theory, let's move on to practice and open the door for our kids to the amazing and fun world of riddles.

Attached files:

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Riddles about animals for children 3, 4. 5, 6 years old with answers | Mom's blog: work + family

06.01.2014 |

As I promised in my last article, today I post my selection riddles about animals for children 3, 4, 5, 6 years old with answers.

My kids love to solve riddles. I hope your kids enjoy them too.

She goes, she goes

Everyone shakes his beard

Herbs are asking for:

Me, yes me

Give me some herbs .. (Goat).

Sleeping in a den in winter

And snores a little.

And wake up - let's roar,

And his name is. .. (Bear) .

Not even afraid of the wolf

that little baby.

He has sharp needles

Protect it for a long time. (Hedgehog).

He has a comb.

Who is this? (Cockerel).

Fluffy and red

Lives on a tree.

strong teeth

Nuts are chewing on everything. (Squirrel).

She rides through the swamp

that green frog.

Dives straight into the water

And her name is (Frog).

In winter, who sucks his paw?

He loves honey very much.

It can roar a lot...

How to call it? (Bear) .

They have a trunk and ears,

They walk importantly on dry land,

They are huge and strong

then gray ... (Elephants).

that predator is the king of beasts!

Everyone is afraid of his claws.

His anger is very terrible!

then the strongest ... (Lion).

that animal is known to the world,

He wanted cheese

The lid fell to the floor -

She ran into a mink ... (Mouse).

He no longer sleeps at night

The house guards from mice.

Drinking milk from a bowl.

then our home ... (Cat).

He loves to eat carrots

He gnaws cabbage deftly,

White, gray and oblique,

Who is this? (Hare) .

Teasing - she bites

You look - already caresses.

She sits on a chain

The house is always guarded. (Dog) .

Who is in the cold autumn

Walking very hungry?

Clicking teeth from a bush,

then toothy, gray ... (Wolf).

She crawls on the ground

Opens mouth with tongue.

She wants to bite everyone

Because it is ... (Snake).

This bird cackles

Looking for something to eat.

She doesn't even frown.

Yes, it's just ... (Chicken).

She walks around the yard

He loves to eat weed.

"Quack" screams, this is not a joke,

To call her, of course, ... (Duck).

Who runs very fast?

The dust behind him is always swirling,

Call me guys.

then a greyhound ... (Horse).

Not her face, but her snout

The whole earth was dug up,

She twisted her tail

And her name is ... (Pig).

And what riddles about animals for children 3, 4. 5, 6 years old do you know? Post your riddles with answers in the comments!

More details on the site mamrabota.ru

Riddles for children. Use in the work of DOW.

The basis for guessing riddles is a fairly complete understanding of objects and phenomena, so it is necessary to take into account the experience of children, both collective and individual.

The riddle must have a complete and accurate description of the object or phenomenon, a description of typical features. It should be interesting, competent, imaginative, have a playful character.

For children of the younger group characterized by emotional perception. At a younger age, attention, memory are actively developing, it becomes visual-figurative, and imagination is formed. Thanks to this, on the basis of a verbal description, children can create an image of an object.

The subject of riddles is limited to a small life experience of children. These are riddles about toys, pets, some household items, food. Riddles may have clues.

Hungry - mooing, full - chewing,

Who is he?

Riddles for children of the younger group should be concise, with bright characteristics, specific images, should not be detailed.

The children of the younger group still have little life experience and abstract thinking has not been formed, therefore, often the teacher himself gives the answer to the riddle. It is advisable to show the answer using drawings, toys, etc. and be sure to repeat the text of the riddle again. Children will memorize the riddle and, next time, guess it themselves.

Middle preschool children they are able to distinguish various qualities and properties in objects (shape, color, size, material, taste, smell, purpose, etc.). Compare items with each other.

According to the kindergarten education program, children of this age get acquainted with the characteristics of vegetables, fruits, characteristic features of animals, learn to observe natural phenomena, learn about the purpose of household items, transport.

Themes of riddles: domestic and wild animals, household items, clothing, food, natural phenomena, vehicles.

Riddles can be detailed, like a story about a subject. You can pick up riddles with simple comparisons and transparent metaphors.

The white tablecloth covered the whole world.

A prickly ball ran into the garden.

Such figurative means are understandable to children due to the great external similarity.

For children of the middle group, the teacher presents the riddle differently. He guesses it, helps to guess, and, together with the kids, finds out what exactly prompted the guess. Texts of riddles are studied with children in the afternoon during individual work.

At the end of the middle group, children can have fun based on riddles.

Senior preschoolers get acquainted with animate and inanimate nature, observe animals, birds, insects, their behavior, lifestyle. They monitor the growth and development of plants, collect fruits and seeds, and note changes in the weather.

Children deepen their knowledge about the labor of people, tools, transport, technology and its purpose.

Topics of riddles: animals, birds, fish, insects, plants, natural phenomena and their patterns, household items, tools, vehicles, communications, information, sports, people, books. The characteristic of the object can be short, but one of the signs must be characteristic:

He does not bark, does not bite, but does not let him into the house.

Always in the mouth, not swallowed.

Himself black, and not a raven,

There are horns, and not a bull,

Six legs without hooves.

(horned beetle)

Children of senior preschool age they don’t just guess the riddle, but they themselves must explain why such a riddle. Children can make riddles to each other.

It is advisable to hold "Evenings of riddles", entertainment with elements of competition, literary quizzes. Children are taught to make descriptions-riddles. In order for other children to be able to guess the description-riddle, it must be figurative, bright, accurate.

And the availability of the necessary skills, knowledge, and skills in children will depend on the work of the educator with the kids and his creative approach to working with riddles.

Thus, at selection of riddles for preschool children should be considered:

Correspondence of the subject of riddles to the educational and educational tasks and life experience of children;

Completeness and specificity of the characteristics of an object or phenomenon;

Accessibility of the language and degree of complexity of the artistic image;

The type of logical task and the nature of the mental operation when guessing

Riddles are widely used in the classroom, as an integral part and in special classes for guessing and guessing riddles, in household and gaming activities.

To consolidate knowledge about the characteristic features of objects, their purpose, ways to use riddles are an indispensable tool. The use of riddles in the classroom is one of the most important teaching methods. They are included in all classes in various sections of the program.

As a rule, riddles are widely used in classes for the development of children's speech: during observations, excursions, excursions-reviews, conversations, looking at pictures, reading works of art, describing objects, listening to the radio, during didactic games.

Riddles are used as a technique that encourages the assimilation of knowledge necessary for observations. For example, in the younger group, before watching the fish, a riddle is offered:

Glass house on the window

With stones and sand at the bottom,

And with a goldfish.

(Aquarium)

The teacher asks: “Who recognized this house? What is it called? Whose is this house? Who lives in it? »

After that, the children carefully examine the fish and the aquarium.

Riddles are used not only at the beginning, but also in the process of observation. They can be used as an end and summary of the observation process.

You can end your tour of the zoo with a riddle:

I went somewhere with my dad

I saw a lot of animals there.

And there are different birds - strength.

The elephant poured water on us.

Where have I been, where have I gone?

(Zoo)

It is advisable to conduct an excursion-review of the group room using riddles about the objects that are in the room. The beginning of classes is examining objects with questions: “What are objects made of? What are they needed for?

How are they similar or different? Continuation of the lesson - guessing riddles about objects (aquarium, clock, books).

Everyone really needs me -

More details apruo.ru

» Riddles for preschool children Diros - Portal for the whole family

• Riddles for preschool children

  Many parents know how necessary interesting children's poems are for children. We remember memorable poems from childhood - this is Terem-Teremok and There is a bullock swinging. By memorizing poems, you expand the children's worldview. And you can also achieve the expansion of the horizons of children - children's riddles. Those children who are looking for solutions to riddles easily develop their worldview and it is much easier for them to look for the keys to difficult situations and questions in the future.

  Funny puzzles for kids. For children under 3 years old, it is better to guess riddles with a demonstration of a guessing picture, because their thinking is still visual and effective. Demonstrating riddles and asking them riddles, you will develop visual-figurative thinking and create a good mood for your children.

  Such riddles from the books of V. Stepanov are suitable for any children's holiday for children of younger and older preschool age.

The technology of teaching preschool children to compose riddles.

Senior teacher Kulagina N. A

A riddle is one of the small forms of oral folk art, in which the most striking, characteristic signs of objects or phenomena are given in an extremely compressed, figurative form. Riddles are our old and good friends. Any of them can be unmistakably recognized "by sight", at a meeting without confusing either with a tongue twister or with a counting rhyme.

Guessing and inventing riddles has an impact on the versatile development of children's speech. To create a metaphorical image in a riddle, the use of various means of expression (the method of personification, the use of polysemy of a word, definitions, epithets, comparisons, a special rhythmic organization) contribute to the formation of figurative speech of preschool children.

Riddles enrich the dictionary due to the ambiguity of words, help to see the secondary meanings of words, form ideas about the figurative meaning of the word. They help to master the sound and grammatical structure of Russian speech, forcing them to focus on the language form and analyze it.

Riddles develop in the child ingenuity, ingenuity. A riddle is guessed - the questioner puzzles over the answer. The bolder the fiction, the more difficult the riddle to guess.

The improbability gives the images of the riddle a clearly perceived contradiction of reality, and the answer brings order to the confusion: everything falls into place, in accordance with the real qualities of the object being guessed. Thus, the riddle indicates special features and properties that are inherent only in the object being guessed and are based on the similarity and denial of similarity between objects. This property of the riddle introduces the child to thinking about the connections between phenomena and objects of the world, as well as about the features of each object and phenomenon.

Solving riddles develops the ability to analyze, generalize, forms the ability to independently draw conclusions and conclusions. The ability to clearly identify the most characteristic, expressive features of an object or phenomenon, the ability to clearly and concisely convey the images of objects develops in children a "poetic view of reality."

The objectivity, specificity of the riddle, focus on detail make it an excellent method of didactic influence on children. In your work, you can offer children riddles at the beginning of classes, observations, conversations.

In such types of work, the riddle arouses interest and gives rise to a more detailed conversation about the object or phenomenon of interest. These forms of folklore bring a certain "living life" to the classes, they make you take a fresh look at certain objects, see the unusual, interesting in things that have become familiar for a long time.

Teachers suggest using riddles not only at the beginning and during the activity, but also at its completion. For example, by examining objects, comparing and contrasting them, finding similarities and differences between them, children come to conclusions and express them in words.

At the same time, a riddle can serve as a kind of completion and generalization of the process of activity, helping to fix the signs of an object in the minds of children. This technique will help to concretize children's ideas about the characteristic properties of an object or phenomenon. Thus, riddles help children understand how, capaciously and colorfully, using language means in different ways, one and the same thing can be said.

The main feature of the riddle is that it is a verbal-logical task. To guess a riddle means to answer a question, that is, to perform a complex mental operation.

The subject referred to in the riddle is hidden, encrypted, and the ways of deciphering it are different. The developing possibilities of the puzzle are diverse. The most important of them are:

Development of speech, thinking, memory, attention, imagination;

Education of resourcefulness, ingenuity, speed of reaction;

Stimulation of mental activity;

Expanding the stock of knowledge and ideas about the world around us;

Development of the sensory sphere.

Indicators of cognitive-speech activity in the process of guessing and compiling riddles are:

The ability to analyze any whole, its parts, elements, properties, their connections, relationships;

The ability to synthesize, transform the whole, a new ratio, establish the nature of changes depending on insignificant factors;

Ability to compare, generalize;

Ability to reason, draw conclusions, conclusions;

Ability to provide arguments and evidence.

According to the type of logical task, the nature of the mental operation necessary for solving, riddles can be divided into three groups.

The puzzles of the first level of difficulty include:

Riddles based on the enumeration of the signs of an object, phenomenon (size, shape, color, taste, sound, movement, material, purpose);

Riddles with a list of signs in which the word-guess is rhymed.

Guessing such riddles is based on elementary analysis (selection of features) and synthesis (combining them into one whole). A sufficient number of signs allows you to perform the necessary mental operations and successfully solve a logical problem.

Riddles of the second level of difficulty include:

Riddles in which the characteristics of the object are given briefly, according to 1-2 signs, it is necessary to restore the integral image of the object;

Riddles based on the denial or comparison of objects, on the comparison of objects or phenomena.

In order to solve such a logical problem, the child must be familiar with the sign indicated in it, must be able to isolate it, associate it by association with other signs that are not named in the riddle. This is possible in the presence of sufficiently complete ideas about the subject, phenomenon.

Riddles of the third level of complexity are metaphorical riddles. Guessing these riddles, children penetrate into the hidden meaning of the metaphor, identify similarities, common features in objects and phenomena that at first glance are far from each other.

When determining the level of complexity, the following factors should be taken into account: the type of logical task and the nature of the mental operation that the child should perform when guessing the riddle; the availability of figurative and expressive means of riddles for children with different levels of speech development; the complexity of the compositional-syntactic structure of the riddle (sentence-question, one-part sentence, the use of homogeneous members of the sentence, etc.)

The conditions that ensure the correct understanding and correct guessing of riddles are: preliminary acquaintance of children with the objects and phenomena referred to in the riddle; the teacher's thinking through the way of using riddles, the nature and manner of their presentation; the level of speech development of children; taking into account the age characteristics and capabilities of preschoolers.

The subject of riddles for children of primary preschool age is limited by their little life experience. These are riddles about objects that a child encounters in everyday life that have an emotional impact on him (toys, pets, household items, food). In riddles, bright, characteristic features, qualities and properties are named. object (color, shape, size, voice of the animal, what it eats, habits, etc.). Younger preschoolers can be offered rhyming riddles in which the riddle rhymes with the text of the riddle.

Children of middle preschool age are offered a broader theme of riddles: about domestic and wild animals, about clothes, about products, about natural phenomena, about transport, etc. The characterization of the subject of the riddle can be given in full, in detail, as a "mini-story" about the subject. Riddles with simple comparisons and transparent metaphors are recommended.

In working with children of older preschool age, you can use riddles on a variety of topics: natural phenomena, household items, tools, vehicles, communications, sports, people, etc. Children are offered more complex types of logical tasks: comparison, elimination, comparison, etc.

Yu. G. Illarionova believed that the use of riddles in working with children contributes to the development of their skills in demonstrative and descriptive speech.

To be able to prove is not only to be able to think correctly, logically, but also to correctly express one's thought, wrapping it in an accurate verbal form. Speech - proof requires special, different from the description and narration of speech turns, grammatical structures, a special composition.

In order to arouse interest in children and the need for proof, Yu. G. Illarionova recommended that when guessing riddles, set a specific goal for the child: not just guess the riddle, but prove that the guess is correct. It is necessary to teach children to perceive the objects and phenomena of the world around them in their entirety and depth of connections and relationships.

To acquaint in advance with those objects and phenomena about which riddles will be offered. Then the evidence will be more substantiated and complete.

Systematic work on developing the skills of evidence-based speech in children when explaining riddles develops the ability to operate with various and interesting arguments to better substantiate the guess. In order for children to quickly master the descriptive form of speech, it is necessary to draw their attention to the linguistic features of the riddle, to teach them to notice the beauty and originality of the artistic image, to understand by what speech means it was created, to develop a taste for the exact and figurative word.

Classes devoted to guessing riddles, as a rule, consist of two parts. In the first part, the consideration of objects is organized with the isolation of only those of their features that are reflected in the riddle. At the same time, elements of the riddle are used to describe, designate characteristic features.

interesting arguments to better substantiate the guess. In order for children to quickly master the descriptive form of speech, it is necessary to draw their attention to the linguistic features of the riddle, to teach them to notice the beauty and originality of the artistic image, to understand by what speech means it was created, to develop a taste for the exact and figurative word.

Taking into account the peculiarities of the riddle as a logical task, Yu. G. Illarionov advised to observe the sequence of those mental actions that are performed when guessing:

Select the signs of an unknown object indicated in the riddle, i.e. make an analysis;

Compare and combine these signs in order to identify possible links between them, i.e. make a synthesis;

On the basis of correlated features and identified relationships, draw a conclusion, i.e. solve the riddle.

The conscious attitude of children to guessing riddles, to the selection of evidence develops independence and originality of thinking. This happens especially when solving and explaining those riddles, the content of which can be interpreted in different ways. In such cases, Yu. G. Illarionova recommends not trying to get the traditional answer from the children, but, seeing the correct course of their reasoning, emphasize the possibility of different answers and encourage them.

Consolidation and activation of the vocabulary are organized in the process of special classes, didactic games and everyday communication. Classes where special work is carried out to consolidate the vocabulary are classes in describing objects and learning to guess and guess riddles.

Classes devoted to guessing riddles, as a rule, consist of two parts. In the first part, the consideration of objects is organized with the isolation of only those of their features that are reflected in the riddle.

At the same time, elements of the riddle are used to describe, designate. The second part of the lesson is devoted to guessing riddles. Here, after guessing, the teacher asks how the child guessed.

In order to arouse interest in children and the need for proof, it is recommended that when guessing riddles, set a specific goal for the child: not just guess the riddle, but prove that the guess is correct. It is necessary to teach children to perceive the objects and phenomena of the world around them in their entirety and depth of connections and relationships.

To acquaint in advance with those objects and phenomena about which riddles will be offered. Then the evidence will be more substantiated and complete.

The conscious attitude of children to guessing riddles, to the selection of evidence develops independence and originality of thinking. This is especially important when solving and explaining those riddles, the content of which can be interpreted in different ways. In such cases, one should not seek the traditional answer from the children, but, seeing the correct course of their reasoning, emphasize the possibility of different answers and encourage them.

Coming up with riddles is more difficult than guessing them. At first, children have difficulty inventing riddles on the model of this riddle. But the more this work is carried out, the more interesting the riddles come up with children and with great desire.

Studying topics on cognitive development, it is recommended to teach children to come up with riddles for all objects: vegetables, fruits and pets, things, furniture and other items. Children love the look of this creative work.

Invented riddles can be recorded in designed albums. Then use them at work: in the classroom, in the game.

A. A. Nesterenko developed models for compiling riddles for school-age children. In an adapted version, this technology allows you to teach preschoolers to make riddles. In the process of compiling riddles, all the mental operations of the child develop, he receives joy from speech creativity.

In the practice of working with children of older preschool age, three main models for compiling riddles are used:

A model for compiling a riddle about an object;

A model for compiling a riddle based on the "underestimation" of the properties of objects or their "overestimation";

a model for making a riddle based on the comparison of one object with another object.

In order to change the content and methods of proof, it is advisable to offer different riddles about the same subject, phenomenon. This activates the children's vocabulary, shows how they understand the figurative meaning of words, figurative expressions, that the images and expressions they found are not isolated, that there are many opportunities to say differently, very capaciously and colorfully about the same thing.

So, in the process of guessing and inventing riddles, the dictionary of older preschoolers is enriched and activated. Riddles help to learn the sound and grammatical structure of Russian speech, to understand the polysemy of words.

Traditionally, in preschool childhood, work with riddles is based on guessing them. Moreover, the technique does not give specific recommendations on how and how to teach children to guess hidden objects.

Observations of children show that guessing occurs in the smartest preschoolers, as it were, by itself at the level of intuition or by sorting through options. At the same time, most of the children in the group are passive observers.

The teacher acts as an expert. The correct answer of a gifted child to a specific riddle is very quickly remembered by other children. If the teacher asks the same riddle after a while, then most of the children in the group simply remember the answer.

Developing the mental abilities of a child, it is more important to teach him to make his own riddles than just to guess familiar ones.

In the process of compiling riddles, all the mental operations of the child develop, he receives joy from speech creativity.

Teaching children to compose riddles begins at 3.5 years. In the practice of working with preschool children, three main models for making riddles are used. The training should go like this.

The teacher hangs out one of the plates with the image of a model for making a riddle and invites the children to make a riddle about some object.

More details on the site nsportal.ru

Characters: presenter, cat Murka.

Entertainment progress:

Children run into the music hall to the music. Game exercise "Birds fly".

(They flew "to the nests" sit on the chairs)

Leading: Guys, I did not come to you alone.

Who purrs at the window:

You stroke me a little!

From warmth and affection

I will close my eyes.

Guys, did you guess who it is?

Children's answers.

Cat: Hello children.

Children greet.

Cat: How many of you guys. How big and elegant you are. Look - I dressed up today too. Leading: Murka, and the children know a song about you, and they will sing it to you with pleasure. Really, kids?

Children sing the song "The cat came to the children."

Cat: What a good song. I liked her very much. I came to you for a reason. I want to know if you like riddles?

Leading: Yes, we love to solve riddles, we will solve any riddle, even the most difficult one.

Cat: Let's check:

Grumbled a living castle,

Lying across the door

Two medals on the chest

Better not come into the house!

Cat: Did you know what it's about?

Children's answers.

Cat: Well done. (Takes out a toy - a dog from the basket).

Leading: Listen to Murka, we will tell you a nursery rhyme about a dog:

Bye, bye, bye, bye

You don't bark a dog.

Belopapa do not whine

Don't wake our daughter.

Dark night, can't sleep

Our daughter is afraid.

Cat: Oh, you made me happy with your knowledge. Something is sad here with you, I will cheer you up, perhaps! I have an unusual toy in my basket. I'll give you a riddle about her, and you guess what it is.

Here's a toy

Multi-colored, large.

She crashes every time.

Here are the things.

The children name the toy. (The cat shows a rattle)

Leading. (Hands out rattles)

Rattles we'll take

And let's start the fun dance.

"Rattle Dance"

Leading: Oh, how fun they danced, and not a bit tired. Murka, do you know any other riddles? Listen, we will guess a riddle for you, and you try, guess.

He sleeps through the winter

Sometimes he sucks his paw.

He also loves to roar.

Of course, this is… (Bear) (Shows a picture)

Cat: Yes, it's a bear. Look, I even have such a toy.

He takes out a toy from the basket - a bear.

Leading: What a wonderful bear, and we have a toy bear (shows a toy), he loves to play with the guys.

The game "At the bear in the forest".

Cat: Young guys, great game.

It's time to say goodbye, kids.

I really enjoyed playing with you. For the fact that you cheered me up, accept gifts from me. (Gives out books of riddles).

Leading: Goodbye Cat Murka, don't forget us, come again.

(Children leave the group.)

Cognitive entertainment in the 1st junior group "Flower meadow"

Event progress:

The teacher with the children enter the music room, where the Vesnyanka doll, a guest from the forest, is waiting for them. Vesnyanka meets children. The children are looking at her. The teacher asks questions.

Educator:

What is Vesnyanka wearing?

What's on her head? (wreath of flowers)

Then the teacher asks: “Where do you live, Vesnyanka? (the doll whispers in the teacher's ear). The teacher says that she lives in the forest in a flower meadow.

Guys, do you know what grows in a flower meadow? (flowers, grass)

Do you want to visit Vesnyanka at the flower meadow?

Vesnyanka says that the road is long, you have to go along a narrow path, jump over a stream, step over a log, and only after that you will find yourself in a flower meadow.

Legs ran straight down the path.

Top-top-top.

Well, more fun, that's how we can.

Jump jump, jump jump.

Seeing the flower meadow, the children admire the flowers, examine them.

Educator:

Look, guys, what a beautiful clearing we have, the sun is shining from heaven, the birds are singing songs loudly on the trees, because spring has come to visit us. The sun smiles at us and calls us for a walk.

Vesnyanka offers a musical warm-up:

A musical fragment from the collection of A. I. Burenina "Top-clap, baby"

On the lawn

Flowers have grown

That's what, that's what

Flowers have grown.

On the lawn

The flowers are hidden.

That's what, that's what

The flowers are hidden.

On the lawn

Flowers have grown

That's what, that's what

Flowers have grown.

Municipal preschool educational institution

"Kindergarten No. 225"

Entertainment Scenario

for the second junior group

Prepared by educators:

Loskutova I.P.

Ivanova A.P.

Yaroslavl

2017 .

Entertainment in the second junior group

"Riddles from the Storyteller's Chest"

The content of organized activities.

Entertainment progress:

Children with a teacher enter the music hall to the music of Dashkevich

"Visiting a fairy tale."

Storyteller:

Hello guys, I'm a good storyteller.

There are many fairy tales in the world

sad and funny

And live in the world

We cannot do without them.

Anything can happen in a fairy tale

Our fairy tale is ahead.

A fairy tale is knocking at the door to us,

Let's say a fairy tale: "come in"!

I walk around the world, collect fairy tales, and put them in a chest, then I tell these fairy tales to people. Do you love fairy tales? (children's answers).

Who tells you stories? (Answers of children). Guys, I traveled so much that I forgot the names of some fairy tale characters, can you help me remember them?

caregiver :

Good storyteller, our children not only love fairy tales, but they know many fairy-tale characters and will help you.

Good storyteller:

Fairy-tale characters live in my chest, and riddles will help us remember them . Listen carefully:

Riddle 1

He left his grandmother
And he left his grandfather.

Only, unfortunately, in the forest
Met a sly fox...(Kolobok)

Educator:
Guys, look carefully at the kolobok, what is it? (round, ruddy).

Dance "Jump-jump Kolobok"

Riddle 2

Grow on top
Long ears.
Even though he's a boy
And such a coward!
Well, guess
What's the name? ..(bunny)

Storyteller: Let's jump on the lawn like little bunnies.

Dance break - game "On the Forest Lawn"

Riddle 3

cunning cheat,
red head,
Fluffy tail-beauty
Who is this? ...( Fox)!

Educator: Guys, where does the fox live? (In the woods?)

Mobile game "Fox and hares"

Guys I suggest you play the game « Fox and hares» . What about bunnies? How can they jump? What do they eat? What do you think happens when hares see fox(children's answers). Let's be bunnies, and we will have a fox (I choose a child fox at the request of the children). Fox will sleep, and we will run to the forest clearing to have fun, but remember when the fox will wake up, he will see you and say - yeah, here you are bunnies - you will need to run to your house.

The teacher begins to read the poem, and the children perform actions according to the text:

Bunnies scattered on the forest lawn, these are bunnies, runaway bunnies. (children jump, depicting bunnies)

The bunnies sat on the meadow, digging a spine with their paws. (sitting, making hand movements)

Suddenly a fox runs - a red-haired sister (runs around sitting children)

He sees hares and says “Where, where are you bunnies? Ah, there you are!” (the fox catches up with the hares, and the bunnies run away to their houses)

Riddle 4

Lives in a mink
gnaws crusts.
Short legs;
afraid of cats. (Mouse)

Educator: Guys, what color is the mouse? How does she talk? What size mouse?Guys, do you know that mice also sleep, and they say to naughty mice: “Don’t make noise, don’t jump!”, And they make noise and jump. Let's show what kind of mice we are - playful.

The teacher tells the nursery rhyme and shows the movements. Children repeat after him.

Jumping mice - naughty, (jump in place)

Who is on the cup, who is on the lid.

Hush, hush, hush mouse,

Don't let baby sleep (squat down, put palms folded in a "boat" under the cheek)

Oh, what kind of mice we have - rascals! (the game is repeated 2 times)

Riddle 5

Bunnies run away!
Gray beast. Save yourself!
He clicks his teeth, clicks.
Went out hunting.. .(Wolf)

Educator: Look at the wolf. What does he have? (tail, ears, etc.)

Riddle 6

Where will you find it?
Well, of course, in the swamp!
Green like grass
Says: "KVA, KVA, KVA!" (Frog)

storyteller : Guys, frogs, too, like you like to play.

mobile game "Catching Bubbles"

Show the children how to blow bubbles. Mark how many bubbles - big and small. Show the kids how to catch soap bubbles.

round dance "Inflate, Bubble"

Educator. :Let's form one big bubble with you. (Children hold hands, standing in a circle). Let's make the bubble smaller. (Children narrow the circle a little). And now - a very small ball. (Children take another step towards the center.)

Then, in the same way, they expand the circle and dance with words.

inflate the bubble( unclasp their hands and clap their hands)

Blow up big.

stay like this

Ine burst.

Clap!

burst bubble! Let's fly! (They run in all directions.)

Then they join hands again, forming a circle, and lead a round dance.

Riddle 7

In more often he lives in the forest,
Has a sweet tooth.
In the summer he eats raspberries, honey,
Paw sucks all winter.
Can roar loudly
And his name is ….(Bear)

Mobile game "Bear clubfoot"

A house has grown in the clearing, animals have settled in it,
Suddenly a big shaggy came, he crushed the house with his paw (bear teremok)

Storyteller: The bear tried to climb into the tower, but could not, climbed onto the roof and just sat down - the tower crackled, fell on its side and fell apart. A mouse-louse, a frog-frog, a bunny-runaway, a fox-sister, a spinning top-a gray barrel - barely managed to jump out of it - all safe and sound. And then they all together built a new tower

Dynamic pause "House"

Knock, knock with a hammer! (Knock fist on fist.)
Friends are building a new house!
The roof is big - (Raise the handles high up.)
Here it is!
The windows are large - (Spread their arms wide to the sides.)
Like these ones!
Friends build all day long! (Knock fist on fist)
It's not too lazy to build a house.
They will call the guests ("They call" with their hand to themselves)
It will be more fun in the house (clap hands)
You can’t live without fun here, friends live in the tower (children dance to the music).

Storyteller:

Thank you guys for your help, thanks to you I remembered all the heroes, but it's time for me to move on. I will give you books, fairy-tale characters also live in them. Read and don't forget me, but I'll get back to you. See you soon!.

Goals:
1. Teach children to solve riddles. Improve knowledge about pets. Enrich children's vocabulary.
2. To teach children to listen to a literary work, to answer the teacher's questions. Develop attention, memory, speech, mental operations.
3. Drawing based on the story of E. Charushin "Chicken". Continue to learn to draw using the "poke" method. Deepen the idea of ​​color, geometric standards. Cultivate love for animals.

Course progress.

Guys, today we will go to visit Guess-ke.
Do you know who it is?
Children's answer.
Guess-ka - this is the one who knows a lot of riddles.
Want to know what riddles prepared Riddles for you and guess them.
Children's answer.
How are we going to go there?
What passenger transport do you know?
Children's answers.
You and I will go on a train, which we will now build ourselves (from chairs and large building material).
The children are seated.
Here our train rides, the wheels are knocking,
And the guys are sitting on the train.
Tu-tu-tu, tu-tu-tu, the locomotive is buzzing.
Far, far away he took the guys.
But here's the stop, let's get down.
And so we arrived, further - on foot.
- On a flat path
On a flat path.
Our feet are walking
Our feet are walking.
Top - top - top,
Top - top - top.
Through a puddle - jump - jump - jump.
Through the hole - lope - lope - lope.
We walked, we walked, we came to visit.
And here is the house. Let's knock.
- Knock, knock, knock, who lives here?
Who will open the doors for us?
The door opens and guess-ka appears.
- Hello kids.
Good to see you now
After all, I have been waiting for the guys to visit for a long time.
I - Guess, I invite you to visit me, I will guess riddles for you. All kids love riddles, do you?
Then guess my riddles.
1. Goes, she goes,
Everyone shakes his beard
Grass asks very much: “Me, yes me,
Give me those herbs .. ”(Goat.)
What is the goat doing? What does she like to eat?
2. Not her face, but her snout
The whole earth was dug up,
She twisted her tail
And her name is ... (Pig.)
3. Hungry - mooing,
Syta - chews.
little kids
Gives milk (cow).
What is the cow doing? What does she give the children?
4. He gets up early,
Sings loudly. At
he has a comb.
Who is this? ... (Cockerel.)
What does a rooster have? Where is he sitting?
5. I know how to cleanly wash
Not with water, but with a tongue.
Meow! How often do I dream
Saucer with warm milk!
(Cat.)
What are the paws of a cat? How does a cat walk? What can she do?
6. Stroking - caresses,
Teasing - biting.
(Dog.)
- Oh, guys, well done, guessed all my riddles! What were the riddles about?
Children's answers (about a dog, a goat, a cat, a cow, a cockerel, etc.).
In one word, what do you call it?
Children's answers.
Here's the last riddle for you.
Who cackles all day long?
She is not too lazy to sit in the nest.
her yellow boys
They're called chickens.
Yes, it's just ... (Chicken.)
- We will go along the path and find a chicken with chickens.
They approach the easel, where there is a picture of a chicken and chickens.
- Who do you see in the picture? (Chicken and chickens).
- What is your mother's name?
- What are the children's names?
- What are they doing?
Answers of children (mother - a chicken teaches chickens to look for food, pinch grass, look for grains, dig worms with their paws, drink some water).
What else does mother chicken do?
Answers of children (guards the chickens so that no one offends them).
Now let's play the game "Chicken and Chicks".
I'll be the hen and you the chickens. You are my children and you must obey me.
The hen went out for a walk
She has yellow chicks with her.
The chicken cackles: ko-ko,
Don't go far
Row with your paws,
Look for grains.
Ate an earthworm
fat beetle,
They drank vodka.
And now sit down and listen to the story of E. Charushin "Chicken".
Questions:
- Think and tell me, why did the chicken collect the chickens under her wing?
- Do you think the chickens were obedient children?
How did the chickens hide?
- What happened to those who did not listen to mother chicken?
What kind of mother hen do you think? (Caring, kind, affectionate, beloved, etc.)
Now we sit down at the tables and play with our fingers.
I say hello everywhere -
At home and on the street.
Even "hello!" I say
I'm the neighbor's chicken.
With the tip of the thumb of the right hand, alternately touch the tips of the index, middle, ring fingers and little finger. Do it with both hands.
And now, we will draw chickens.
Your mother chicken is drawn on the leaves, and you draw the chickens.
(Large, yellow circles are the torso of chickens, small yellow circles are the heads of chickens.) Together with the children, we go around the tables and consider who, how it turned out.