Synopsis of the FCKM lesson in the first junior group “toys and utensils. Preparation and conduct of classes for the formation of a holistic picture of the world among preschoolers Theme "How Funtik and I carried sand"
MBDOU Alekseevsky Kindergarten No. 5 "Sun" , Compiled by an educator of the 1st qualification category
Zolotova L. A. 2015.
Target:
To form an idea of health, highlight the rules of cultural and hygienic behavior skills.
Tasks:
- To consolidate children's knowledge about a healthy lifestyle;
- To consolidate the knowledge gained about the importance of vitamins, the name of vegetables and fruits, hygiene skills;
- Develop jumping ability, dexterity in a playful way, improving coordination of movements;
Developing environment: Aibolit costume, sham vegetables and fruits, two plates, illustrations.
Lesson progress:
1. Organizing moment
The teacher collects the children and informs them that Aibolit has come to the kindergarten, he walks in groups and checks the health of the children, now he will come to them. There's a knock on the door (the teacher changes into Aibolit).
Aibolit - Hello, children, I came to look at you and ask: how do you take care of your health? What are you doing to not get sick? (children's answers)
Aibolit - Correct. Have any of you taken vitamins? Vitamins make our body strong and healthy, not susceptible to disease. But vitamins are not only in tablets, they also grow on beds and on branches. Many vitamins are found in fruits and vegetables.
Today I brought you fruits and vegetables, but all vegetables and fruits are mixed, who will help me find fruits and vegetables?
2. Game "Fruits vegetables"
Children arrange fruits and vegetables on different plates.
Aibolit - I will tell you a secret to be healthy, you need not only to eat vitamins and be strong!
Need to wash
Morning, evening and afternoon
Before every meal
After sleep and before bed!
What if you have a child who doesn’t really know how to wash himself? Do you know how to wash properly? (children's answers).
And how to check it? I figured you guys should answer my questions.
- Why should you wash your hands? Who lives on dirty hands? (germs)
- You decide to take a shower. And what is needed for this? (Water, soap, towel.)
- How to properly open a faucet? So that the spray flew in all directions? (No, the faucet must be opened so that the water flows in a small stream.)
- What should be done first before going to the water tap? (Roll up sleeves to keep shirt or dress from getting wet.)
Show how to roll up your sleeves. Like this. (Children show movements.) The sleeves are rolled up, the faucet is turned on, the water flows in a thin stream. Now we will show you how to wash your hands. Like this, in a circular motion, as if one palm is stroking the other.
- First you need to moisten your hands with water, lather and rub one against the other to get foam - real white gloves. And then you need to wash off the soap with water.
- After you have washed the soap off your palms, what should you do? (Dry them with a towel.)
- How to properly dry your hands with a towel? (Each finger separately.)
It remains to turn off the tap, and hang the towel in place.
Aibolit - Yes, indeed, all children know how to wash themselves properly. Well, for that they can only be commended.
- Here, I look at the guys:
Don't slouch, sit.
All washed, all tidy,
And, perhaps, careful?
Tell Aibolit how to sit on a chair during class and at the table?
The children answer: the backs should be straight, the legs should be under the chair, and the arms should be folded at the table in front of the chest.
And what is it for?
Children: So that our backs are straight, beautiful.
Aibolit - Guys, do you know how to behave while eating?
Children's answers
Why do you need to behave like that at the table?
Children's answers: so as not to choke while eating.
Physical education minute (held together with Aibolit)
One, two, three, we circled
We have become bear cubs.
Now the cubs will do exercises.
In the morning the bear woke up
The bear reached for the sun.
Like this, like this
The bear reached for the sun.
Bear cubs lived in more often
They turned their heads.
Like this, like this.
They twisted their heads
Bear cubs looking for honey
They shook the tree together,
Like this, like this
They shook the tree together.
Waddled around,
And they drank water from the river.
Like this, like this
And they drank water from the river.
Bears are fun to play with.
Bears want to jump.
One, two; one, two,
Here the game is over.
One, two, three - we're spinning
And they turned into kids.
Aibolit - Well, you have learned my secrets of health!
Now look at the picture of the girl (girl picks her nose).
See if the girl is doing the right thing. What is she doing wrong?
Guys, how can you touch your nose and pick it? Why can't you pick your nose?
Children's answers. You can cut your nose and it will bleed.
What should I use to clean my nose? (handkerchief)
Aibolit - How else can you improve your health? What do we do in kindergarten every morning? (charging).
Aibolit - The most important secret of health, you need to play sports and do exercises every morning.
Aibolit - I have prepared a surprise for all of you guys. I want to treat you to a fruit that has a lot of vitamins. (apple display). What is the name of this fruit?
Guys, it's time for me to go to another group, tell me what should I do to be healthy?
- Do exercises;
- Eat vitamins;
- Wash hands before eating;
- Be polite at the table.
Aibolit says goodbye to the children.
Directly educational activities for the formation
a holistic picture of the world in the 1st junior group on the topic:
"Track for a kolobok"
Program tasks: - to acquaint children with the properties of stones: large, small, light, heavy, cold, warm,
stones can build a walkway;
- develop attention, perception, observation,
fine motor skills of the hand;
- educate perseverance, the desire to overcome
difficulties.
Equipment: Gingerbread man, a bucket of stones, sweets for children.
GCD progress:
Children, let's say hello to you.
Hello palms. Clap - clap - clap.
Hello legs. Top - top - top.
Hello cheeks. Plop - plop - plop.
Chubby cheeks. Plop - plop - plop.
Hello sponges. Chmk-chmk-chmk.
Hello teeth. Click - click - click.
Hello my nose. Beep-beep-beep.
Hello guests. Hello!
There is a knock on the door. The teacher goes, looks out the door and returns.
Educator. Guys, today an unusual guest came to visit us. He wants you to solve a riddle about him. Now I will guess it for you, and you guess who it is?
Our hero lives in a fairy tale
He is not a hedgehog and not a cat,
He is from the grandmother from the window
Jumped right into the track
Rolled, ran
On the language of whom did it hit? (Children call)
Right. So who is it?
Children. Kolobok.
Educator. You guessed it right, come to us Kolobok, the children guessed a riddle about you. (Kolobok enters with a bucket).
Kolobok. Hello guys! I came to you with a request: I want to run away from the fox, and for this I need a good, strong track. I brought you some pebbles. Help me.
Educator. Guys, can we help Kolobok build a stone path?
Children. Yes!
Educator. See what beautiful pebbles are in the bucket. How many?
Children. Many. (The teacher pours the pebbles onto the cardboard).
Educator. Guys, let's come up and see what kind of pebbles Kolobok brought us. (The teacher takes a large pebble).
Kolobok, look at my pebble - big or small?
Kolobok. Don't know.
Educator. Guys, tell Kolobok - big or small?
Children. Big.
Educator. Take a large stone in your hands. What is it - heavy or light?
Children. Heavy.
Educator. You see, Gingerbread Man, a big pebble, it's heavy.
What kind of stone is this? (The teacher shows a small pebble).
Children. Little.
Educator. Right. And is it heavy or light?
Children. Easy.
Educator. Here, Kolobok, big pebbles are heavy, and small ones are light. Listen to everyone how small pebbles knock. Quiet or loud?
Children. Quiet.
Educator. And the big pebbles, how do they knock - softly or loudly?
Children. Loud.
Educator. Right. And now, I will put one pebble on the battery. And we'll find out what happens to him. Now take all the pebbles and squeeze it in your palm. The pebble is hard, it does not shrink. So what is the stone?
Children. Solid.
Educator. Right. And where can you see a lot of pebbles?
Children. On the river, by the sea, in the aquarium.
Educator. And now let's see what happened to our pebble, which we put on the battery. Children, try it with your hand. What is he?
Children. He is warm.
Educator. The pebble has warmed up from the battery. At sea, pebbles from the sun also heat up, become warm, sometimes even hot. Is this rock warm? (The teacher shows a cold stone).
Children. No.
Educator. And what is it - warm or cold?
Children. Cold.
Educator. Stones can be used to build houses and roads. Today we will build a path for Kolobok so that he can run away from the fox. Shall we build guys? See how I build. I put a pebble, then another and another. Now, you put in your pebbles. (Each child puts a pebble). You see Kolobok, how children can build a path of stones. It comes out like the real thing. Walk, Kolobok, along our path.
(Kolobok goes along the path).
Kolobok. Thanks guys! You know so much about pebbles, you know how to build and taught me. Now I will definitely run away from the fox. For this, I have prepared a little surprise for you.
The children thank Kolobok, and he says goodbye and leaves.
Attached files
Summary of the lesson "Birds, bird house" (for young children)
Program content:
1. Fix the name of the birds (domestic, wild)
To consolidate knowledge will take spring.
2. Teach children to sculpt a bird from several parts.
To consolidate the ability to convey the characteristic features of an animal (bird) in modeling.
Be able to sculpt from two or three pieces of plasticine.
Educational tasks:
1. Develop accuracy and imagination.
2. Show how to divide a block of plasticine into parts using a stack. Develop a sense of form and proportion. Cultivate curiosity and independence.
Materials: Plasticine (white, black, brown, stack, paper and cloth napkins, beads for the eyes.
Preliminary work: Conduct a conversation - observation on a walk. Consider didactic pictures "Birds". Listen to the recording of "Voices of the Birds." Ask parents to watch the birds, make feeders, feed them.
Educator: Guys, spring has come, it has become warm, and birds arrive from the South, warm countries, starlings are the first to arrive. Do you know the name of the house for starlings (Starling house)
Teacher: What is the name of the house?
Child: Birdhouse (choir. repeat.)
Educator: That's right, well done guys.
Surprise moment: (a bird arrives with a letter)
Educator: Oh, guys, a starling flew to us, and in his beak, look at the letter.
Educator: I wonder what's in it, let me read it to you.
Educator: Guys, they write that they will arrive soon, but there are few birdhouses.
Educator: We need to help them, what do you guys think?
Educator: And let's, we will consider birdhouses for them.
Examining the birdhouse (real).
Educator: Here we have a birdhouse, let's look at it.
Educator: What parts does it consist of? Let's get a look.
Educator: The wall of the birdhouse, what shape?
Children: Rectangular.
Educator: That's right, rectangular, well done.
Educator: And the roof, what shape? Also rectangular, right, well done guys.
Educator: Window, what shape?
Children: Round.
Educator: That's right, a starling flies in and out of it, and a shelf under the window so that it is convenient for him to enter the birdhouse.
Educator: We have examined this birdhouse, now we sit down at the tables, and I will show you another birdhouse.
Educator: Guys, look at the board (I put it on the board).
Showing the main part.
Educator: What shape do I have, guys?
Children: Rectangular.
Educator: Roof, look I have another one, what kind of figure is this, tell the guys?
Children: Triangular.
Educator: That's right, triangular. The window is round, and the stick is rectangular. So we examined the birdhouse and prepared it.
Educator: (toy "Bird" one wing is bandaged) Guys, look who flew to us? (Bird) Oh, guys, she's crying, her wing is bandaged. What happened?
Birdie: The boys hit me from a slingshot. Here they broke my wing. It hurts me a lot and I can't fly. Good people were found and bandaged it for me. I hope to get well soon and play with my friends and girlfriends in the blue sky.
Educator: Of course, you will be well soon. Guys, is it possible to shoot birds with slingshots? (children's reasoning)
Educator: (turns to the bird) I hope you stay with us and play with the guys.
Birdie: Yes, of course, it will be a pleasure for me to play with the guys. I prepared interesting games for them.
Educator: Guys, do you like to walk? (Yes). Where do you like to walk? (On the street, in the park, in the forest) Look what I have: (The teacher, together with the children, conducts a finger physical education session)
I have 5 birds
Little bird
And a pair of rock doves.
Bird: What other birds do you know (Children list). I have many different birds. (Shows pictures of birds.) So I can’t figure out which birds are migratory, wintering, domestic.
Educator: We will help the bird! (Yes). Children are divided into three teams. 1 - selects migratory birds, 2 - wintering, 3 - domestic. (Next, the teacher checks with the guys)
Fizkultminutka.
The birds are sitting in the nest, (squat)
And they look at the street (the palm is applied to the forehead)
They want to take a walk, (waving their arms like birds and flying
And quietly everyone is flying (in a group)
Educator: Guys, do you need to feed the birds? (children's reasoning) What do birds like to eat? (list) Why do you think you shouldn't throw chewing gum at birds? (arguing)
Bird: Well done. I, for you, have prepared another game called "Collect insects." 3 people are selected from the group, a hat with the image of birds is put on their heads. On command, they begin to collect 1 beetles, 2 butterflies, 3 caterpillars. The game is played 2-3 times.
Educator: (children sit down) Guys, I think that you all want to have a bird at home. (We want) And now we will try to make a bird out of plasticine. (shows the sample to the children) Let's look at it. What does she have? (Head, body, beak, tail, eyes) What shape is the head and body? (head is round, body is oval) How do we make the beak and tail? But like wings (children's answers)
Remember the rules for working with plasticine. Next, showing the children step by step how to sculpt a bird (together with the guys and individual help to the child)
After sculpting the bird
Bird: Guys, do you want to play with me again? (Yes). I offer you the game "Sparrows and a cat"
Outcome: Look what birds the guys made. Now we will put them in the feeder, feed them. The bird praises and says goodbye to the children.
Current page: 1 (total book has 6 pages) [accessible reading passage: 2 pages]
Olga Dybina
Classes on familiarization with the outside world in the second junior group of kindergarten
Lesson notes
Library "Programs of education and training in kindergarten" under the general editorship of M. A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova
Introduction
This manual will help teachers to successfully organize work to familiarize children of the second younger group with the outside world (objective environment and phenomena of the surrounding life).
The manual includes classes, games, activities, didactic games for children 3-4 years old.
In order to make it easier for teachers to plan work to familiarize children with the outside world, we present the content of the work by topic. For the disclosure of each topic, an approximate course of the lesson, game-lesson or game is proposed. This gives teachers the opportunity to be creative when planning classes, to include variable game, problem situations. It is desirable to complete the study of each topic with a final task, which can be used as puzzles, riddles, guesswork drawings, etc. Similar game tasks are presented in the manual by O.V. Dybina "I know the world": Workbook for children 3-4 years old. - M .: TC Sphere, 2005.
Teachers should pay special attention to the fact that when introducing children to the outside world, it is impossible:
To be limited only to a monologue-story about objects, phenomena of reality - it is necessary to include as many actions as possible in classes (sit on a chair, sofa, put on clothes and walk around in it, invite your mother, treat your grandmother, etc.);
Overload children with a lot of questions;
Use in the work only the form of cognitive classes.
Work to familiarize 3–4 year old children with the outside world must be built in accordance with their age-related psychological characteristics, choosing adequate forms, means, methods and techniques of interaction with babies and striving to make this process more accessible and effective.
The manual provides additional material - options for games, activities, exercises that can be used in working with children outside of class, on a walk.
To familiarize children of the second younger age group with the outside world (objective environment and phenomena of the surrounding world), 3 classes per month are allotted.
The pedagogical team of preschool educational institution No. 179 "Snowdrop" of the city of Tolyatti, the head - Palenova Nadezhda Petrovna, the methodologist - Kuznetsova Natalia Grigoryevna, participated in the development and testing of classes on familiarization with the work of adults.
Distribution of material for the academic year
September
Lesson 1
Theme "Transport"
Software content. To teach children to identify and distinguish between transport, modes of transport, main features (color, shape, size, structure, functions, etc.)
Lesson 2
(subsection "Subject environment")
Theme "Furniture"
Software content.
Lesson 3
Theme "Dad, Mom, I am a family"
Software content.
Lesson 4
(subsection "Subject environment")
Theme "Clothes"
Software content.
Lesson 5
(subsection "Subject environment")
Theme "Wonderful Pouch"
Software content. To give children the concept that some objects are made by human hands, other objects are created by nature.
Lesson 6
(subsection "Phenomena of life around")
Topic "Who lives in the house?"
Software content. To teach children to remember the names of comrades, to pay attention to their character traits, behavioral features.
Lesson 7
(subsection "Subject environment")
Theme "Help Dunno"
Software content. Encourage children to identify, distinguish and describe objects of the natural and man-made world.
Lesson 8
(subsection "Subject environment")
Theme "Teremok"
Software content. To acquaint children with the properties of wood, with the structure of its surface.
Lesson 9
(subsection "Phenomena of life around")
Theme "Barbara-beauty, long braid"
Software content. To acquaint children with the work of a mother, to give an idea that a mother takes care of her family, her beloved child. Build respect for your mother.
Lesson 10
(subsection "Subject environment")
Theme "Find objects of the man-made world" Program content. Encourage children to identify, distinguish and describe objects in the natural world and the man-made world.
Lesson 11
(subsection "Phenomena of life around")
Theme "It's good in our kindergarten"
Software content. To teach children to navigate in some rooms of a preschool institution. To cultivate a benevolent attitude, respect for the employees of a preschool institution.
Lesson 12
(subsection "Phenomena of life around")
Theme "Our bunny got sick"
Software content. To give children an idea that a mother takes care of her family, her beloved child; Mom knows how to inspect the throat, skin, put a thermometer, measure the temperature, put mustard plasters. Build respect for your mother.
Lesson 13
(subsection "Subject environment")
Theme "Wooden block"
Software content. Continue to introduce children to some of the properties of the tree; learn to highlight the signs of a tree.
Lesson 14
(subsection "Phenomena of life around")
Room Adventure Theme
Software content. Continue to acquaint children with the work of a mother at home (cleaning, washing dishes, cleaning carpets, rugs, caring for indoor plants, dusting, washing and ironing clothes). To form respect for the mother, the desire to help her with housework.
Lesson 15
(subsection "Subject environment")
Theme "Radio"
Software content. Encourage children to compose stories about an object based on an algorithm (conditional symbols: material, purpose, components, belonging to the natural or man-made world), to determine a generalizing word for a group of objects.
Lesson 16
(subsection "Subject environment")
Funny Drawing Theme
Software content. To acquaint children with the properties of paper, with the structure of its surface.
Lesson 17
(subsection "Phenomena of life around")
Theme "My Hometown"
Software content. Teach children to name their hometown (village). Give basic ideas about your hometown (village). To bring children to the understanding that there are many streets, high-rise buildings, different cars in the city. Cultivate love for your hometown (village).
Lesson 18
(subsection "Phenomena of life around")
Theme "That's how mom, right golden!"
Software content. To continue to acquaint children with the work of mothers and grandmothers, to show their business qualities; to form respect for mother and grandmother, the desire to talk about them.
Lesson 19
(subsection "Subject environment")
Theme "Golden Mom"
Software content. To acquaint children with the properties of fabric, with the structure of its surface.
Lesson 20
(subsection "Phenomena of life around")
Theme "How Funtik and I carried sand"
Software content. To give children the idea that dad takes care of his family; dad knows how to drive a car, transport cargo and people - he is a driver in his house. Build respect for your dad.
Lesson 21
(subsection "Phenomena of life around")
Theme "What do we do in kindergarten"
Software content. Continue to acquaint children with the work of preschool workers - educators, teach them to call educators by name, patronymic, address them to "you". To cultivate respect for the educator, for his work.
Lesson 22
(subsection "Subject environment")
Theme "Clay plate"
Software content. To acquaint children with the properties of clay, with the structure of its surface.
Lesson 23
(subsection "Phenomena of life around")
Theme "Nanny washes the dishes"
Software content. Continue to acquaint children with the work of preschool workers - assistant educators; teach them to call them by their first name, patronymic, address them to “you”; show the attitude of an adult to work. To cultivate respect for the assistant educator and for his work.
Session 24
(subsection "Subject environment")
Topic "Which is better: paper or fabric?"
Software content. To consolidate children's knowledge about paper and fabric, their properties and qualities; learn to establish relationships between the material from which the object is made and the way the object is used.
Lesson 25
(subsection "Subject environment")
Theme "Gifts for a teddy bear"
Software content. To consolidate children's knowledge about the properties of various materials, the structure of their surface. To improve the ability of children to distinguish materials, to perform various actions with them.
Lesson 26
(subsection "Phenomena of life around")
Theme "Gift for Crocodile Gena"
Software content. To introduce children to the work of a cook, to show the importance of a positive attitude of an adult to his work. Raise interest in the work of adults.
Lesson 27
(subsection "Subject environment")
Theme "Describe the subject"
Software content. To improve the ability of children to isolate the essential features of an object, to establish elementary causal relationships between objects.
Sample class notes
September
Lesson 1
Theme "Transport"
Software content. To teach children to identify and distinguish between transport, modes of transport, highlight the main features (color, shape, size, structure, functions, etc.).
Material. Pictures depicting an airplane, car, bus; flannelograph, toys - plane, car, bus.
Lesson progress
Kotik (a child of the preparatory group for school in a cat costume) comes to visit the guys. The cat came with gifts: he brought riddles, subject pictures.
caregiver. Our cat loves riddles. Try to guess them.
cat.
Doesn't fly, doesn't buzz
The beetle runs down the street.
And they burn in the eyes of the beetle.
Two brilliant lights.
(Automobile)
The teacher invites the children to find a clue among the subject pictures laid out in front of them and raise the desired picture. Children find a clue, one child puts a picture of a car on a flannelograph.
What a miracle - a blue house,
There are a lot of kids in it.
Wears rubber shoes
And it feeds on gasoline.
(Bus)
The teacher invites the children to find the answer and raise the desired picture. Children find a clue, one child puts a picture of a bus on a flannelograph.
The cat makes the following riddle:
Boldly floats in the sky,
Overtaking birds flight.
The man controls it.
What is this?
(Airplane)
The teacher invites the children to find the answer and raise the desired picture. Children find a clue, one child puts a picture of an airplane on a flannelograph.
The cat and the teacher invite the children to talk about the car, the bus, the plane, but first the cat asks the children to listen to how he can talk about transport: “This is a bus, it is blue, it has wheels, a cabin, windows, doors, the driver drives the bus.” Then each child talks about their favorite modes of transport. The cat and the teacher praise the children and give them pictures of transport (children are allowed to take the pictures home).
Lesson 2
Theme "Furniture"
Software content. To teach children to identify and distinguish between furniture, types of furniture, to highlight the main features of furniture (color, shape, size, structure, functions, etc.); group objects according to characteristics.
Material. Parcel box, doll furniture (chair, table, bed, sofa, wardrobe); doll room, doll Katya in the crib; models of vegetables (cucumber, carrot, turnip) and fruits (apple, pear, banana), 2 trays.
Lesson progress
The teacher draws the attention of the children to the elegant doll Katya, says that the doll has a birthday today. There is a knock on the door. The postman comes and brings a parcel for Katya's doll - a birthday present from friends. Doll Katya and the children are looking at the parcel. The parcel box contains doll furniture and treats for the festive table.
Doll Katya asks the children to help her arrange new furniture in the doll's room and put treats on the tray.
Children divide all objects into groups, accompanying their actions with generalizing words (“this is furniture”, “this is vegetables”, “this is fruit”). Children arrange the furniture in the doll's room, naming all the types of furniture presented. Then vegetables are laid out on one tray, fruits on the other.
The teacher invites the children to talk about a piece of furniture (for example, a bed, a table), about its color, shape, size, structure and method of use. For example: "This is a bed, it is white, it has a back, legs, a mattress."
Then the children set the table, congratulate the Katya doll on her birthday. Further, at the request of the children, the role-playing game "Birthday" unfolds.
Lesson 3
Theme "Dad, Mom, I am a family"
Software content. Form initial ideas about the family. To educate the child's interest in his own name.
Material. Doll Katya, photo album with family photos of the children of the group.
Preliminary work. Individual conversations with children on the topic “Your family” (Who do you live with? Do you have a grandmother, grandfather? What is the name of your mother, father? Do you have a brother, sister?)
Lesson progress
A game situation is created: the children, together with the teacher, look at the photo album “My Family” with family photographs of the children of the group. The Katya doll “enters” the group, greets the guys.
The teacher draws the attention of the children to the Katya doll, her frustrated voice. The children, together with the teacher, ask Katya why she is upset.
Doll Katya tells the children that she is angry with her mom and dad because they did not buy her the desired toys.
The teacher invites the children to ask the Katya doll about her mom and dad, ask them to name her parents. Doll Katya tells the children the names of her parents and asks the children to name their mothers and fathers.
Children find photos of their loved ones in a photo album, show the doll to Katya and call their names (“My mother is in the photo, her name is Valentina”, “This is my dad, his name is Mikhail”, etc.).
Doll Katya invites the children to remember situations when their parents could not buy them the desired toys, and tell how they acted in this situation. Children, with the help of a teacher, talk about situations (they were offended, cried, screamed, stamped their feet if their parents did not buy toys, etc.).
The teacher invites them to think about whether the children are doing the right thing when they demand toys, and leads them to understand that parents take care of them, and when the holidays come, moms and dads delight their children with gifts-toys.
Doll Katya says that when she had a birthday, mom and dad bought her a set of children's furniture. Congratulating her, they called Katya "daughter, Katyusha, Katya." The teacher invites the children to remember what their parents gave them for their birthday and how affectionately, with love they congratulated them (for example, “They gave me a beautiful doll, and they called me“ daughter, Mashenka, sun ””).
The teacher, together with the children, examines their family photos. Asks to name all family members, their names. Brings children to the understanding that mom, dad, daughter, son are a family; that there are families small and large. The teacher asks each child to remember and determine which family he has - small or large, call all family members by name. For example: “We have a big family: mother Tanya, father Kolya, I am Sveta, brother Olezhek, grandmother Nina and grandfather Seryozha”, “We have a small family: mother Irina, father Sasha and me, Denis”.
Then the teacher conducts the game “Whose things?”, In which the children must identify the items belonging to their loved ones. The guys examine the items brought from home: beads, glasses, balls, books, napkins, etc. At the teacher’s signal: “Sveta, find your grandmother’s things” or “Denis, find your dad’s things” - children find the right things. The winner is the one who quickly and correctly found the things of his family members.
At the end of the lesson, the teacher leads the children to the conclusion: dad, mom, children, grandparents - this is a family, all members of which love each other, care and help each other.
Educator. Guys, our dolls also have their own doll family and today they have a family holiday - the birthday of their youngest daughter Katya. They invited us to the party.
Lesson 4
Theme "Clothes"
Software content. Exercise children in the ability to identify and distinguish clothes, highlight the main features of clothing items (color, shape, structure, size); group objects according to characteristics.
Material. Parcel box, doll clothes (shirt, dress, fur coat, skirt, jacket, trousers), vegetable models (carrot, tomato, cucumber, turnip), tray, box, subject pictures (furniture, clothes, transport).
Lesson progress
A postman comes to the group, brings a package and a letter from Dunno to the children. In the letter Dunno asks the guys to help him sort the items into two groups: "Vegetables" and "Clothes". The teacher opens the package, invites the children to examine the items and get them.
Children divide all objects into groups, accompanying their actions with generalizing words (“these are clothes”, “these are vegetables”). Children lay out clothes, naming all types of clothes presented; lay out the vegetables, naming them.
The teacher invites the children to talk about the item of clothing (for example, a jacket, dress, shirt), about its color, shape, size, structure and method of use. For example: “This is a shirt, it is white, it has a collar, sleeves, buttons, it is made of fabric, it is put on the body, etc.”
The teacher conducts a game: “Who is faster?”, In which children practice the ability to combine objects into groups according to the way they are used. The teacher distributes subject pictures to all players depicting pieces of furniture, clothing, vehicles, etc. Offers to consider the images in the pictures. Introduces the rules of the game - at the signal: “One, two, three”, children must perform the following actions:
“One, two, three” - everyone who has pieces of furniture, run to me!
"One, two, three" - everyone who has items of clothing, run to me!
“One, two, three” - everyone who has transport items, run to me!
Lesson 5
Theme "Wonderful Pouch"
Software content. To give children the concept that some objects are made by human hands, others are created by nature.
Material. A bag with items: doll utensils (pot, frying pan, ladle, knife, spoon, fork) and models of vegetables (carrot, cucumber, radish, tomato); two trays with the symbols "man-made world" and "natural world".
Lesson progress
The teacher shows the children a tied bag and says: “Look what bag the bunny sent us. Bunny asked us to help him. Here is the story that happened to him. Grandfather was driving from the market through the forest. He was carrying purchases for his old woman in a bag, but did not notice how he dropped the bag. There is a bag under a bush, and a bunny jumps past. The bunny is curious: what is in the bag? I looked into it and decided: what has grown in the garden, I will take for myself, but what is bought in a china shop, let it remain in the bag. Grandpa will look for a loss, he will find it and take it to his grandmother. She can't do without these items in the kitchen. What do you think was in the bag? (Vegetables, dishes.) Why do you think so? Where did the vegetables in the market come from? (They grew up in the garden, they were brought for sale.) Why did the bunny decide to take what grows in the garden? (It's edible.) What are vegetables for? (Children's answers.) Guys, objects that a person receives from nature and does not make with his own hands can be called "objects created by nature." They can be attributed to the natural world.
Why didn't the bunny need dishes? (He is a beast, lives in the forest, does not cook food, eats raw vegetables.) What is the utensils for? Where did she come from in the store? (She was made by metal craftsmen and brought to sell.) Guys, objects that a person makes with his own hands can be called "objects created by human hands." They can be attributed to the man-made world
This is the bag the bunny found in the forest. Let's help him find out what is in the bag, and divide the items like this: put the objects of the natural world - vegetables - on one tray, that is, leave the bunny, and put the objects of the man-made world - dishes - on another tray, and then put them back in the bag for grandmothers."
Children take turns approaching the bag, put their hand into it, grope for the object, listing the identified signs, name the object, determine which world it belongs to: man-made or natural.
The teacher asks leading questions to make it easier for children to determine the size of the object, its shape: “Which object: hard or soft? Long or short? Small or big? Is this item round? What parts does it have? What can be done with this item? What is it for? What is the name of? Does this object belong to the natural or man-made world?
The child takes out an object, makes sure that he named it correctly, and puts it on the appropriate tray.
After all the items are named and laid out on trays, the teacher sums up: “What did we put on this tray? Are these objects of the natural or man-made world? Why do you think so? What tray shall we leave for the bunny? What tray shall we give for grandmother?” (Children's answers.)
Preschool children are a blank sheet that needs to be filled in with important, necessary information. It is this principle that methodologists and teachers are guided by when compiling educational programs for kindergartens. At the same time, special attention is paid to the development of a system of classes that allows to provide kids with basic knowledge, skills and abilities for successful interaction with the outside world. One of these educational courses is the creation of a block of classes aimed at forming a holistic picture of the world (FTsKM).
The formation of a holistic picture of the world is an educational area that expands the horizons and involves a consistent acquaintance with the subject, social environment of the children, as well as with natural phenomena at a level that is understandable at a particular age. In the process of working in the classroom of different (!) Directions in the FTsKM ("", "Physical education", "Development of speech", etc.), kids realize themselves as an active subject of nature, get ideas about a particular subject, phenomenon, as well as the role of a person who transforms the world as a result of his creative, scientific, labor activity.
The formation of a holistic picture of the world begins with the study of the change of seasons
Goals and objectives of the FTsKM
The mission of the course on the formation of a holistic picture of the world is:
- development of cognitive and research activity of children;
- enrichment and consolidation of the baggage of knowledge regarding objects and phenomena surrounding children;
- development of work skills;
- acquaintance with cyclical changes in nature (in the younger groups, children get an idea about the very fact of the change of seasons, in the middle group they learn the distinguishing features of each of the seasons, and in the older preschool age they get acquainted with the changes in animal and vegetable accompanying winter, spring, summer and autumn the world);
- education of the basics of ecological culture (kids get acquainted with certain natural phenomena, get ideas about environmental safety and, on the basis of theoretical and practical experience, come to the conclusion that it is necessary to take care of the world around them).
To achieve these goals, in the work on the topics of classes on the FTsKM, it is necessary to solve such tasks as:
- the formation of an idea of a holistic understanding of the subject (for example, children in the younger group should be able to name the subject and its purpose, in the middle group, a description of the external and internal appearance is added to this, that is, color, shape, material, and in the older ones - the attitude of a person and his activities to the existence of this object);
- development of the ability to navigate in space (if at a younger preschool age this is an acquaintance with the premises of a kindergarten, then in the middle and older - paving the way from home to kindergarten);
- acquaintance with their native land (in the younger groups, children learn to name their city, village, township, in the middle group they learn the name of their street, house number, apartment, and in the older group they get an idea about the main sights of the region, its traditions);
- obtaining and consolidating information about flora and fauna (in the younger group, children get acquainted with the names of animals and their cubs, in the middle group - the habitat, features of breeding, care, in the older group - measures aimed at preserving the flora and fauna on the planet);
- fostering a caring attitude towards the surrounding world through obtaining knowledge about human behavior dangerous to nature, as well as about measures aimed at preserving and increasing natural wealth.
Labor activity is an integral part of the FTsKM
Receptions in the classroom on the FCCMS
There are four groups of techniques with the help of which the teacher implements the goals and objectives of the organization of classes in the FCCM.
Verbal tricks
For preschoolers, the speech of adults is of key importance in the process of mastering the skill of speaking. In the younger groups, pupils, listening to teachers, parents, enrich the passive vocabulary, and also begin to form an active one. In the middle group, thanks to the verbal methods of interaction, children learn the base of the grammatical structure of the language (coordination in gender and number, the structure of sentences, etc.). At senior preschool age, children, through the perception of speech and active participation in dialogue with each other and the teacher, learn to make coherent statements, master the basics of composing logical and emotionally expressive monologues.
Explanation
With the help of this type of verbal techniques, the educator conveys to the children the essence of this or that fact related to the formation of children's ideas about the world around. The explanation accompanies not only the stage of presenting new material, but also illustrates each level of mastering and fixing the topic. For example, when considering the question “Pets” in the first junior group, the teacher not only describes the inhabitants of the farm, that is, he conducts the stage of acquaintance with the material, but also explains the procedure for completing the task to consolidate the topic: how to build a house out of cubes for animals living on the farm.
Explanation accompanies any kind of activity
Riddles
This is one of the most effective ways to motivate children to work. In addition to the fact that the search for answers to riddles requires the activation of the thought process from the kids, it also awakens a kind of excitement: everyone tries to guess and answer faster than others. Thus, the teacher manages to set the children up for further interaction.
In my practice, when working on the topic "Space" in the preparatory group, before talking about the planets of the solar system, the profession of an astronaut, I suggest that children activate the basic knowledge gained last year with the help of such riddles:
- The ocean is bottomless, the ocean is boundless, Airless, dark and extraordinary, Universes, stars and comets live in it, There are also inhabited, maybe planets. (Space);
- The planet is blue, Beloved, dear. She is yours, she is mine, And it is called ... (Earth);
- A man is sitting in a rocket. Boldly he flies into the sky, And he looks at us in his space suit from space. (Space).
Poems
This technique is also most often used to motivate children, as it allows not only to give an idea about the topic of the lesson, but also helps the children to remember the material already studied. The technique for practicing this technique is that the teacher reads a rhyme to the children, then during the conversation there is a discussion of the topic. However, when preparing a lesson at the FCCM, poems can be used as a reinforcement of the material. For example, when considering the topic “My Home” in the middle group, at the end of the main stage of the lesson, I offer the children the following poem:
- The house we live in is around the corner. It is large, multi-storey, With a new elevator, very important! He famously wears a hat-roof, All neighboring houses are higher!
After listening to the rhyme, we talk with the children on the following questions:
- "Where is the house located?";
- "How can we describe a house?";
- “Does the house in the poem look like the one you live in?”
It is interesting. In the middle group, the list of questions for conversation should include one or two problems for the development of critical thinking skills in children.
Poems can be illustrated with pictures
Short stories
A special role in the group of verbal devices should be given to short tales. Usually I use such sketches to introduce the topic. For example, I start a lesson on the topic “Health” in the preparatory group with “The Tale of Wise Health”. “In one kingdom, in one state, Health lived and got on. It loved people very much: it raised everyone to exercise, advised them to eat vegetables and fruits, and took care of the cleanliness of the air. But people began to dismiss such goodness: more and more they hoped for ointments, pills, syrups. Then Health was offended and decided: “If someone cares about me, then he will behave correctly, take care of me. And those who ignore me, let them run after me." And so it has been since then: whoever takes care of health is healthy, and whoever has more important things to do, they look for and look for Health, but all to no avail. They say the truth: it is easy to lose health, but oh, how difficult it is to find it!
After listening to the fairy tale, I ask my pupils the following questions:
- "What do you need to do to be strong and healthy?";
- Why should you take care of your health?
- Do you think that to be healthy, it is enough to take pills and syrups?
Reading
We are talking about reading small texts on the topic. For example, brief information about the features of life and habitat of animals in certain natural areas in the older group. At the same time, in groups where there are those who can read, children can read such passages themselves. In addition to the fact that the opportunity to demonstrate their skills is important for increasing a child's self-esteem, the work also has a motivational mission, pushing children who cannot yet read to master this important skill.
Reading is especially effective if some passages are read by the children themselves.
Group of visual techniques
Toddlers perceive the world primarily through the visual channel, so providing the educational process with sufficient visibility is a fundamental task for the teacher.
Pictures, illustrations
These elements of visibility accompany any kind of activity of preschoolers. Especially if we are talking about such an information flow that kids encounter in the FTsKM classes. It is very important that the illustrations are:
- clear (blurry black and white pictures not only do not attract attention, but also do not carry the whole essence of the concept or phenomenon being explained);
- understandable (do not pile up illustrations with a large number of depicted details - this will distract children from the essence of what needs to be focused on, for example, if in a lesson in the younger group work is on the topic “Wild Animals”, then the grouping in the illustration of mammals, viviparous, herbivores, of course, it will be very informative, but hardly completely memorable for kids);
- complete in meaning (for example, if the pictures illustrate the process of growing beans, then two pictures with seeds and a young shoot will not be enough to understand the growth stages, “intermediate” stages are needed).
Materials for games - an important element of visibility
Demonstration
It is worth dwelling on the variants of this visual technique separately.
- Showing presentations with information about a particular object or phenomenon being studied. This is a very convenient way when the topic is very extensive, there is a lot of information, and you can’t limit yourself to pictures alone. One of these is Cosmos. The first cosmonaut" in the senior and preparatory group.
- Video viewing. It can be like training videos, for example, on how to conduct an experiment with water. Or, for example, animated excerpts on a current topic.
- Own example. In this case, the teacher himself shows certain actions that need to be mastered by children. For example, the order of performing movements to the song “A giraffe has spots” when studying the topic “Parts of the Body” in the preparatory group.
Video: doing a warm-up together to the song "A giraffe has spots"
lapbook
A visual aid that combines materials of a different nature on a specific topic is called a lapbook. These project folders may contain:
- illustrations and brief information on the topic;
- suitable games (board, word, etc.);
- children's work (drawings, applications, etc.), which were carried out in the process of considering the issue.
A lapbook is usually in the form of a booklet or folder.
Practical Techniques
This group, in addition to drawings, applications, handicrafts, which usually perform the function of consolidating the acquired knowledge, should include experimental activities, without which it is very difficult to comprehend the essence of some natural phenomena.
For example, in the middle group, in order for children to understand the types of aggregate states of water, I offer the following experience: from a winter walk, we bring a lump of snow to the group, put it in a bucket, and after some time we ascertain its transformation into water. Scooping up water with a spoon and heating, we observe how the water turns into steam.
It is interesting. As a rule, experimental activities cover topics related to the study of the properties of water, sand, air, as well as plant growth.
Table: card file of experiments for classes on the FTsKM
| Age group | Phenomenon under study | Goals of the experiment | Experience progress |
| First junior group | Dry and wet sand | Show the kids that only wet sand can give the shape of a Easter cake. | Children pour dry sand into the cake mold and try to make a figurine. Failure. Fill the mold with wet sand - the Easter cake succeeds. |
| Second junior | Air | Show how air supports objects | Children crumple one sheet of paper, and leave the second straight. Then both are let through the air: the even one flies smoothly - it supports the air, and the second one descends faster - it is more difficult for the air to support it due to irregularities on the surface. |
| Medium | Water as a source of growth and life | Show that only water is needed to germinate onions. | Children put the bulbs in the water. Change the water regularly, watching how green shoots appear. |
| Senior group | Air and water | Show that air is lighter than water | Children try to “drown” toys filled with air in a container of water. |
| preparatory group | Where does the rainbow come from | Show that a rainbow on a wall or ceiling is the result of a refracted beam of light reflected in water. | We put a container with water by the window, place a mirror in it on a stand and “catch” a sunbeam. We observe a rainbow on the ceiling or wall. |
Information gained from experiences is better remembered
Game tricks
Game activity is leading in preschool children. Therefore, this is the most productive way to organize the cognitive process, which also creates a positive microclimate in the group and sets the guys in a working mood.
Table: types of games at the FTsKM
| Group | View | Name (age group) | Goals | Content |
| Didactic | desktop printing | "My home" (medium) | Learn to make shapes from suitable parts. | Children make houses from architectural details made of cardboard. Kids describe the house inside and out. |
| touch | "Magic Pouch" (second youngest) | Learn to identify material by tactile contact. | The kids put their hand into the bag, find the object and, without pulling it out, guess what it is. | |
| Musical | "Sad Rain" (first youngest) | Learn to correlate the natural phenomenon with the mood of the music. | The teacher shows pictures of rain. Puts musical fragments of different moods. Children determine which music is more suitable for illustrations. |
|
| Movable | Running, jumping training | "Sun and Rain" (second youngest) |
| Babies are squatted on designated areas - "homes". At the signal “The sun is out”, the children run around the playground. On the words "Clouds ran" they return to "homes". |
| Development of attention | "Show me right" (preparatory group) |
| The teacher names a part of the body, touching it with his hands. Children repeat. The teacher confuses the kids: he calls one thing, and touches the other. Children must match the name with the movement. |
|
| Theatrical | Dramatization | "In the forest" (senior group) |
| The guys in the plot-role-playing show how to and how not to behave in nature. |
| Director's | "Teremok" (middle group) |
| Children with toys of the cone theater (characters are drawn on cones that are put on fingers or move around the table) show the fairy tale "Teremok" told by the teacher. |
How to make a file of topics on the FCCMS
Since the FTsKM takes place in the course of work in classes of various educational orientations (“Introduction to the environment”, “Music”, etc.), then the card index of topics is integrated. Usually the educator draws up a calendar-thematic plan of classes in all areas, indicating aspects of the topic related to the educational area of the FTsKM. However, in some methodological sources it is recommended to draw up a plan based on the educational field of work with a specific age group. In this case, the teacher singles out certain elements of the substantive parts (blocks) that he needs to prepare the lesson.
Elements of work on FTsKM are presented in different lessons
Table: an example of compiling a calendar-thematic planning for the FTsKM in the middle group (fragments)
| month | block | Organized educational activities | Joint activity of an adult and children | Independent activity of children |
| Theme "Our kindergarten, our group" | ||||
| September | "Kindergarten" | Goals:
Lesson structure:
| Didactic game "What is the object made of?" Goals:
Didactic game "Dresses of Mother Earth" Purpose: to clarify and expand children's ideas about the change of seasons, about the main features of each season, natural phenomena characteristic of it. | Didactic game "Puppet Kindergarten". Purpose: to support the desire of children to imitate the workers of a preschool institution - their caring attitude towards pupils, the ability to find a way out of difficult situations. |
| "Let's get acquainted!" | Goals:
Vocabulary: kitchen worker, medical worker, music and gymnasium, building
| Didactic game "Where did the bee fly in?" Goals:
Didactic game "Seasons" Goals:
Experimental activity "How to see the air." Purpose: to introduce children to the concept of "air", its properties and role in human life. | Examination of indoor plants. Purpose: to teach to recognize, distinguish and correctly name indoor plants. | |
| Theme "Autumn. Autumn gifts. Autumn Fair» | ||||
| "Gifts of Autumn" | Goals:
Vocabulary: garden, garden, vegetables.
| Didactic game - What is it made of. Goals:
Didactic game "Prepare the bunny for winter." Goals:
Experimental activity "The air sings and whistles." Purpose: to introduce children to the concept of "air", its properties and role in human life. | Visual activity. Target: encourage children to reflect their impressions of the autumn changes in nature. |
|
| gold autumn | Goals:
Lesson structure:
| Didactic game "Seasons". Goals:
Experimental activity "Wind, wind, you are mighty ...". Purpose: to acquaint with such a natural phenomenon as the wind, the causes of its occurrence, the role in the life of living organisms.
| Ecological game "Find a tree according to the description." Purpose: to consolidate knowledge about trees. | |
Temporary lesson plan
The scheme for the development of classes on the FTsKM is a clear structure for presenting the content for certain periods of time. And if the nature of the content depends on a specific topic, then the timing of the lesson is determined by the sanitary standards for conducting classes with preschoolers:
- in the younger group - 15 minutes;
- on average - 20 minutes;
- in the senior - 25 minutes;
- in preparatory - 30 minutes.
The study of the essence of the topic takes place in three stages:
- introductory part (updating basic knowledge on the topic, motivation to continue working on it);
- the main part (a work that reveals the content of each of the thematic blocks under consideration, as well as physical education, breathing or finger gymnastics);
- the final part (the teacher's assessment of the children's activities in the course of the lesson, as well as the reflection of the children from the middle group regarding the quality of their work).
Each of the stages of the lesson must be inscribed in a certain time frame.
Table: examples of FTsKM lesson notes for different age groups
| Theme | Introductory stage | main stage | The final stage |
| First junior | |||
| "Trees" | - Guys, are you walking down the street, playing on the playground, driving in a car, what surrounds you? Children: - People, cars, houses, trees, etc. …> | <… Дети отгадывают загадки о деревьях, рассматривают картинки…> <… Когда листья начинают появляться на деревьях? What color are the leaves on the trees in summer? | |
| Second junior | |||
| "Mushrooms" | A squirrel comes running to the group and says that the squirrel mother asked them to pick mushrooms in their forest, because winter will come soon, and if they don’t stock up good mushrooms, they will starve. - Tell me, please, where do mushrooms grow? ..> | <… Игра малой подвижности «Мы идём в осенний лес» We are going to the autumn forest. (Children walk in a circle) And the forest is full of wonders! We will look for mushrooms (Put a palm to the forehead) And collect in a basket. (squat, pick mushrooms) Children sit on chairs. - There are a lot of mushrooms in the forest, but not all mushrooms can be eaten by people. Some mushrooms are called edible, they can be eaten, while others are inedible, they cannot be eaten by humans. The mushroom consists of a leg, but what is on the leg? - Hat. Here is a white mushroom (Show picture) ...> <…- Что можно приготовить из грибов? ..> | The teacher thanks the children for their work. |
| middle group | |||
| "Birds" | Children today our lesson will be devoted to birds. I want to start it off with a riddle...> | <…Давайте вспомним, чем мы кормили на нашем участке птиц? (зёрна, крошки хлеба, семечки, ягоды рябины). - Guys, let's think about what will happen if we don't have birds? (There will be a lot of insects, and they will eat all our crops, gnaw through the bark of trees, and then the trees can dry out) ...> <…Дидактическая игра «Не сорока, не ворона и не чайка, а какая это птица отвечай-ка». На коврике раскладываются изображения птиц 10 шт. Дети должны назвать этих птиц. - Well done, you coped with this task, and now I will check if you remember which birds we have are migratory and which are wintering ...> | Well done guys, today you learned a lot about our bird friends, their features and habits...> |
| Senior group | |||
| "Mum" | Who loves you kids? Who will take care of you kids? Without closing your eyes at night, does everything take care of you? All she, pink ... (mother dear) ...> | <… Вы ещё маленькие, и многие домашние дела вам не по силам. Но многие дела вы можете выполнять сами. Динамическая пауза. We stand in a circle, throw the ball to the children. - How do you help your mother with the housework (clean up after yourself, toys, water flowers, vacuum, go for bread, etc.) ...> <… Выполнение аппликации «Подарок для мамы»…> | At the end of the lesson, I ask what the children learned in today's lesson, what conclusions they made for themselves. |
| "Food" | <… Ходит Митя, как Кощей, Ни супов не ест, ни щей. Падает от слабости А любит только сладости. - Why do you think the boy Mitya was thin and weak? (children's answers) ...> | <… Пальчиковая гимнастика «Пекарь»…> <… Лепка из солёного теста «Баранки и калачи». Exercise "Pies with filling": - Children, if you put apples or cabbage in the dough, what will happen? (pies). Children are given pictures of vegetables, fruits and berries. They form the corresponding adjective. For example: this is a cabbage, you can bake a cabbage pie…> |
|
| preparatory group | |||
| "My Fatherland" | -Hello guys! Today, we will reveal the secret of one very important word. Are you ready to learn the secret? (Answer children) But first, let's remember a familiar word. Listen carefully and remember his secret. So, the word "native". Let's play the game "Choose a word". You need to come up with the words "native", "native", suitable word. Remember who or what we can call native (mom, dad, brother, sister, home, kindergarten, city, region) ...> | <… Кто из вас знает, как называется наша страна, в которой мы живём? (Россия) - That's right, it's Russia. And what is it, our Russia? (Big, beloved, beautiful, huge, rich, strong). - Many proverbs and sayings were composed by the Russian people about the Motherland, as a sign of love and pride for their country. Who knows some of them…> | - Did you like what we did today? What did you like about it? Well done? guys, you were all active today, everyone tried. |
Video: a fragment of a lesson at the FTsKM for the second junior group on the topic "Transport"
Video: an example of a FTsKM lesson for senior preschool age on the topic “The wealth of our planet”
Higher philological education, 11 years of experience in teaching English and Russian, love for children and an objective look at the present are the key lines of my 31-year-old life. Strengths: responsibility, desire to learn new things and self-improve.
