Winter junior group. Project for the second junior group “Oh, winter - winter

Target: creating conditions for generalizing and systematizing children’s ideas about the season - winter.

• consolidate children's understanding of the characteristic signs of winter: cold, frosty, often snowing; the sun is shining, but it does not warm; trees, bushes, grasses are resting; people wear winter clothes outside;
• expand children’s understanding of the appearance and lifestyle of forest animals (hare, squirrel, fox, wolf, bear) in winter, their diet and homes;
• to clarify children’s understanding of the birds wintering in our area: sparrow, tit, crow, magpie, bullfinch;
• develop the ability to create a composition with wintering birds using the applique method, carefully gluing the finished forms onto paper;
• promote the manifestation in children of a keen interest in natural phenomena and objects, cultivate the ability to express sympathy, empathy, and admiration.

Methods and techniques:

• verbal (conversation, artistic expression, questions for children);
• problematic (search situations, problematic issues, experimental activities);
• visual (demonstration of paintings, pictures);
• gaming (didactic game, finger game);
• practical (application).

Preliminary work:

Observations of seasonal changes in inanimate nature in winter: snowfall, blizzard, late sunrise and early sunset.

Observation of trees and bushes, wintering birds.

Conversations about the characteristic signs of the beginning of winter, about the adaptation of wild animals to winter.

Reading poems about winter, asking riddles about wild animals and birds.

Looking at illustrations of winter landscapes. View slides about the life of animals in the forest in winter.

Working with the nature calendar.

Learning poems about winter games and children's fun.

Work with parents: consultation for parents “Observations with children in winter”, preparation of materials for improvised dwellings of animals.

Material and equipment:

• story pictures (“Children in winter”, 2-3 pictures “Children in autumn”);
• a painting depicting a winter forest;
• a painting of a bird feeder;
• ready-made forms of wintering birds;
• animal toys: bunny, bear, fox, wolf, squirrel;
• material for improvising animal dwellings.

Integration of educational areas:

• Social and communicative development;
• Cognitive development;
• Speech development;
• Artistic and aesthetic development;
• Physical development.

GCD scenario:

Part I – introductory.

The children enter the group room and notice Luntik in the “snowy clearing.” The teacher and children greet the guest.

Educator:

- Luntik, how did you get here?

– I flew in to find out what “winter” is, what it looks like, what games you play in winter. Will you tell me?

Part II is the main one.

1. Conversation about winter.

Educator:

- Remember, guys, and tell Luntik, what changed on the street when winter came? ( Sample answers from children: “the puddles are frozen”, “it is snowing”, “it has become cold”, “drifts have appeared”, “there is a snowstorm and a blizzard”.)

-Where is the snow? (Children's answers.)

– How have the trees changed in winter? (Children's statements.)

– How did children and adults start to dress? (Children's answers.)

– Tell your guest what games you play on walks in winter? Example statements:

– We play snowballs boldly

Oh, what a deal!

We all love a frosty day

We are not too lazy to play snowballs.

- Snowman, snowman

Appeared in the yard:

Nose like a carrot, mouth like a potato

And a bucket on your head!

– Children sledding in the snow

They rush down the hill like the wind.

Who is afraid of falling into the snow -

Let him not sit on the sled.

– Katya is lucky with the sleigh

From porch to gate,

And Seryozha is on the path

Throws crumbs to the sparrows.

(3. Alexandrova.)

- Guys, what birds are left to spend the winter in our area? (Children's answers.)

– Where did you see birds? (Sample answers: on trees, on feeders.)

- The little birds are cold,

Hungry, tired,

And they huddle tighter.

2. Didactic game “What’s extra?”(with story pictures)

Educator:

- Guys, there are pictures on the table. Find the “extra” ones and leave them on the table. Why are they redundant? ( Children's answers.)

– Show pictures of winter to our guest Luntik.

3. Physical education minute.

Educator:

- Guys, now we’re going to play:

Snowflakes are falling from the sky,

Like in a fairy tale picture.

We will catch them with our hands ( Children raise their hands above their heads and do

And we'll show mom at home. grasping movements, as if catching snowflakes.)

And there are snowdrifts around,

The roads were covered with snow. ( Stretching - arms to the sides.)

Don't get stuck in the field so that

Raise your legs higher. ( Walk in place, knees raised high.)

There's a fox jumping in the field,

Like a soft red ball. ( Jumping in place.)

Well, let's go, let's go ( Walking in place.)

And we come to our house. ( The children sit down.)

4. Didactic game “Animal Dwellings in the Forest.” Problem situation: “Hide the animals from the frost.”

Educator:

- Guys, after the walk we warm ourselves up at home, in the warmth, eat warm food. How do animals escape the frost in the forest in winter? Choose some wild animal toys and help them hide from the frost!

– Where do bears spend the winter? Do they feed in winter?

– How do bunnies warm themselves? What are they eating?

– Who makes supplies for the winter?

– Where do squirrels hide from the cold? What do they eat?

– How does a fox escape from the frost?

-Where does the wolf warm itself?

(Children speak out, each about their own animal, and perform search actions, experimentally trying to find an opportunity to shelter the animals from the frost - they arrange them in makeshift homes, based on previously received ideas.) Luntik “observes” the children’s activities and praises them for their intelligence.

5. Educational problem situation “Show the birds.”

Educator:

- Guys, how can we show our guest the wintering birds? It's morning now, they haven't arrived at our feeder yet. (Children's statements.)

– I have a picture with a bird feeder painted on it, but there are no birds. What can be done? (Example children's answers: you can draw birds, stick them on them.)

– Select pictures with wintering birds on the table and name them. Now let's stretch our fingers.

6. Finger gymnastics “We went for a walk in the yard.”

One two three four five, "making a snowball"

You and I made a snowball show a circle, clench their palms,

Round, strong, very smooth, stroke the other with one palm.

And not at all sweet. they shake a finger

Once - we'll throw it up, "throw up"

Two - we'll catch "catch"

Three - let's drop "drop"

And... we'll break it. stomp

N. Nishcheva.

7. Application “Birds at the feeder”.

Educator:

“Our fingers are ready to go.” Remember the rules for handling brushes and glue.

(Children paint the bellies of wintering birds with wax crayons and spread glue on the back side, then stick them on the image of a feeder.)

Part III, final – summary.

Educator:

- Luntik, now do you understand what “winter” is?

- Yes, winter is a lot - a lot of snow, whole snowdrifts. This is frost and blizzard, snowstorm. The sun barely warms up. People dress in warm winter clothes, animals in the forest hide in their homes, eat well so as not to freeze. Wintering birds fly to the feeders and peck at the food put out for them by adults and children.

- Guys, I’m in a joyful mood, I also want to play snowballs, sledding and sculpting a snowman! Will you take me for a walk? (Let's take it!)

The children rejoice with Luntik and get ready for a walk.

At the end of January, work on introducing children to the signs of winter is completed. To consolidate ideas about animals and plants in winter, according to the Federal State Educational Standard for Education, the teacher plans to look at landscapes, write stories about winter, do manual labor and read works of art on this topic. The result of the week is a dramatization of the fairy tale “The Snow Maiden and the Fox.” A detailed description of speech exercises, cognitive activities, movement and round dancing games, and reading material can be found in the appendix “Thematic week “Snow-White Winter”.

Social and communicative development

The teacher continues to work on social and communicative development, teaching children game techniques in a story game, organizing exercises “Swing”, “We will quarrel and make up”. During the week there are a number of excursions: to the traffic area, to the medical office.

Cognitive development

For cognitive development, the teacher plans to observe birds at the feeder, melting snow and the weather. Offers children board games “Who has what form”, “When does this happen”, etc. The teacher teaches children the techniques of folding a square from parts and offers the painting “Winter” for viewing.

Speech development

In the field of speech development, vocabulary is enriched and activated through didactic games. Children continue to learn simple phrases, which contributes to the formation of ZKR.

Artistic and aesthetic development

At the end of January, kids learn to sing their name, sing along to familiar songs and play along with musical instruments. The teacher organizes the collective work “Snowy Winter” and the construction of a “House with a Gate,” which contributes to the artistic and aesthetic development of preschoolers.

Physical development

The teacher talks with children about how to dress properly in winter so as not to get sick, organizes outdoor games “Chickens in the Coop”, “Find Yourself a Mate” and others aimed at the physical development of children.

Check out a fragment of the theme week

Synopsis “Signs of Winter”

Goal: To consolidate children's knowledge about the concept of “Winter”.

Tasks:
1) Develop the ability to engage with images of winter. (Cognitive development)
2) Develop the ability to listen and understand, develop the desire to enter into dialogue and participate in the development of the lesson, activate and increase vocabulary by expanding children’s understanding of the signs of winter. (Speech development)
3) Introduce the word “winter” into the child’s speech, include the generalizing word “clothing” in the speech and give understanding. Teach to answer the question: “what is this?” by showing and naming an item of winter clothing; give an answer to the question: “which one?”, activate and expand the vocabulary using adjectives: “cold”, “warm” and fixing colors; (Speech development)
4) Develop the ability to perform movements, coordinating them with words. Encourage children to participate in joint games. (Physical development, social and communicative development).

Methods and techniques:
— visual (examination, photo exhibition “Winter”);
- verbal (reading the poems “Mittens” by A. Paroshin and “Oh, you, winter-winter” by T. Shatskikh, conversation, questions)

Material: pictures of winter, pieces of cotton wool, a doll in winter clothes, a Santa Claus doll, cotton wool snowballs.

Progress of the lesson:
1. Clarification of the subject dictionary on the topic
The teacher attracts the children's attention by knocking on the door; “Look, children, who came to visit us? Santa Claus!" The teacher encourages the children to greet the guest “Say hello to him!”
Grandfather Frost invites children to go to the stand with a picture of winter and invites them to listen to the poem “Oh, you winter-winter” by T. Shatskikh.

Oh you, winter-winter,
You came with the frosts
She made snowdrifts for us
Ice braids.
Ran barefoot
It's fun along the paths,
Lace for us later
The windows were curtained.
We love to drive in winter
Round dance at the Christmas tree,
And sculpt snowmen,
And ride down the hill,
We love the winter chill
But despite all this
We sit and drink tea,
The one that smells
in summer.

2. Breathing exercises:"Let's think about a snowflake"
The teacher tells the children, “Oh, children, look how much snow Santa Claus brought with him! Let’s help him collect it by blowing on the snowflakes!” The teacher distributes pieces of cotton wool. Children complete the task.

3. “Let’s dress Katya doll for a walk.”
“Oh yes guys! But the doll Katya wants to go play with us in the snow, but she needs help, she doesn’t know what she needs to wear for a walk so as not to freeze. Let's help her! But first, let’s listen to the poem “Mittens” by A. Paroshin” (Sveta’s name was replaced by Katya)

I sculpted a snow woman
Katya is in kindergarten by herself,
Only the fingers froze
Winter has frozen.

Andrey approached his sister,
He says seriously to her:
- How do you put on the mittens?
It will be warmer for your fingers.

Katya put on her mittens,
This helped immediately:
Katina's hands got warm
My fingers felt warm.

“Children, what other winter clothing do you know?” The teacher clarifies the vocabulary on this topic, with the help of the children, dresses Katya and introduces the words: “tights”, “warm pants”, “boots”, “warm jacket”, “fur coat”, etc.

4. Conclusion
The teacher invites the children to play snowballs with a doll.

Title: Summary of GCD in the 1st junior group, in winter “Signs of Winter”
Nomination: Kindergarten, Lesson notes, GCD, game activities, 1st junior group

Position: teacher
Place of work: MADOU TsRR – d/s No. 7 No. 7 “Ogonyok”
Location: Svetly, Kaliningrad region.

MDOU "Bell"

Project
"Zimushka-winter"
(junior group)

Educator: Tyulkina N.V.

Sosnovka village

Project type: cognitive - research.

Project participants: children of the younger group, parents, teachers.

Project duration: short-term (1 week).

Expected result:

Children's knowledge about winter, winter fun, and natural phenomena in winter will be enriched and expanded.

Children will develop knowledge of winter safety rules during icy conditions. During the project, children will learn to experiment with snow and learn a lot of new things about snow.

Children's vocabulary will be replenished, both active and passive vocabulary;

Children will develop activity and interest in the educational process.

Final event: Making crafts with the hands of parents “Snowflake”.

Relevance of the project:

Winter is the most favorite time of the year for many children, because it offers so much fun and entertainment. Nature is an integral part of the child’s life; the diversity and beauty of natural phenomena, plants and animals attract attention, awaken feelings, provide a vast field of activity for the mind, manifestations of emotions and active actions. The close proximity of natural objects makes it possible to show the child how a person and the environment interact, how they depend on each other.

This project allows, in the context of the educational process in a preschool educational institution, to expand, systematize and creatively apply preschool children’s ideas about seasonal changes in nature and in people’s lives in the winter, to introduce them to winter fun; explore different conditions of water and snow. Promote the development of partnership and cooperation between specialists and parents in the process of working together to provide pedagogical support to family members in raising young children.

Objective of the project:

Expanding children's understanding of winter. Formation of children's ideas about winter natural phenomena.

Tasks:

- Expanding children's understanding of seasonal changes in nature (changes in weather, plants in winter, bird behavior).

Formation of children's ideas about safe behavior in winter while walking.

- Increasing children's interest in participating in winter fun and experimenting with snow and ice

Development of speech, memory, creative abilities of young children.

Fostering a caring attitude towards nature, the ability to notice the beauty of winter nature;

Main directions of project implementation:

• Social and moral development.
• Development of productive activities.
• Cognitive and research development.
• Introduction to fiction.

Project results:

All the students in the group were very actively involved in the project. The children happily completed the tasks suggested by the teacher. Parents asked many questions about the implementation of the project. Thus, the research objectives have been solved, conclusions have been drawn, the expected results have been achieved, and the cognition process has been deepened and expanded.

This is the path of learning that is most natural for young children.

Application

Morning exercises “Snowflakes”

Breathing exercises “Let’s blow on snowflakes”

Finger gymnastics “Snowman”

Summary of GCD for modeling in the junior group “Snowballs”

Notes on drawing in the junior group on the topic “It’s winter - it’s white all around...”

Summary of educational activities on cognitive and speech development on the topic: “Winter has come, brought us snowflakes”

Abstract of GCD for designing "Slide for bunnies"

The following resources were used in the project:

• NOT. Veraxes. Teacher's work program.

Early age group (from 2-3 years old)

• V.V. Gerbova. Speech development in a mixed-age kindergarten group.

(2-4 years)

• E.A. Timofeeva. Outdoor games with young children.

• A.N. Frolova. Games - activities with kids.

• Card index of games.

• Internet resources.

Application

Morning exercises “Snowflakes”

As if on thin ice, a white snow fell. Ah, winter, snow-white winter has come.

Walk in a column one after another for 10 seconds.

As if on thin ice, a white snow fell. To avoid trampling it, you need to stand on your toes.

Walking on toes for 10 seconds.

It started snowing. Everyone is very happy about snow.

Let's run to catch snowflakes, let's run to catch fluff.

Run in a column, one at a time, behind the teacher for 15 seconds.

ORU "Snowflakes"

1. “Playing with snowflakes”

We will hold our snowball in one palm and in the other.

I.p. - standing, legs slightly apart, hands down. Extend your arms in front of you, palms up, then raise up I. p. - 4 times.

2. “Making a snowball”

Look at the snowball, but don't drop it.

I.p. standing, feet shoulder-width apart, arms down. Tilt (at the bottom near the floor, perform the “collect snow” movement with your hands); straighten up. I. p. - 4 times.

3. “Feet are frozen”

We'll jump around a little, we'll warm our feet.

I. p. - standing, legs together. Jumping on two legs in place. - 5 times

One - two, one - two,

So the game is over.

Breathing exercises “Let’s blow on snowflakes”

Finger gymnastics “Snowman”

We made a snowball (We make a ball with both hands)

The hat was made on him (We join our hands in a ring and put it on his head)

The nose was attached and instantly (We put our fists to the nose)

The result is a snowman (We outline the figure of a snowman with both hands)

Summary of GCD for modeling in the junior group “Snowballs”

Topic: “Snowballs”

Target: teach children to sculpt spherical objects. Consolidate knowledge of sensory standards - big, small. Reinforce knowledge of color (white). Learn to work on the board. Strengthen the ability to work accurately. Strengthen safety skills. Create an emotional response to your work.

Material for the lesson: boards for each child, two pieces of plasticine of different sizes, a box, gauze snowballs for each child.

Progress of the lesson:

Look outside the window. What do you see? (Snow).

What color is the snow? (White).

What can you do with snow? (Make lumps, roll lumps, snowballs).

Right. Today we will sculpt snowballs, but from plasticine.

(Showing the box). What's in it? (Shake the box). Let's open it. There are snowballs in it! Take all the snowballs and touch them. (Children's examination activities)

What are they? (Soft, round, light). Right. What happens if a snowball hits your face? (It will hurt). Therefore, snowballs can be thrown at the leg, torso, or back. You can’t throw it in the face!

P./I “Throw the snowball!”

You roll, roll, snowball!

Not along stumps, not along paths,

And according to our palms!

Go around all the palms,

And run away from us!

Well done! We played a little, and now I invite you to the tables. (Children go to their workplaces)

We remembered that snowballs are round and white. You have two pieces of plasticine on the board. Look, are they the same size or different? (Different) One piece is large, the second is small. What color is plasticine? (White) Correct. Take a large piece of plasticine. Place a piece on your palm, press it on top with your second palm and start rolling the plasticine in a circle. Look, this is how it turned out to be a snowball! (I show a sample). We begin to roll snowballs. First a big lump, and then a small one. (I help children if necessary).

Result:

Well done guys, what beautiful lumps you have made! We put them on display so that parents can admire our snowballs!

P./I “Throw the snowball” (Repeat at the request of the children)

Summary of GCD for drawing in the younger group on the topic “It’s winter - it’s white all around...”

Educational objectives:

Consolidate knowledge about the season (winter);

Reinforce knowledge of blue and white colors;

Develop the ability to draw by soaking a brush onto a sheet of paper.

Maintain interest in visual arts;

Developmental tasks:

To develop in children an aesthetic vision of nature in illustrations, to teach them to peer into pictures;

Develop coherent speech, the ability to listen carefully to the text;

Develop imagination;

Educational tasks:

Cultivate a friendly attitude towards each other and accuracy when performing work.

Educational areas: Cognitive, social-communicative, artistic-aesthetic, physical.

Material: illustrations depicting a bullfinch, nature in winter, an easel, sheets of blue paper with a picture of a tree, A-4 format, white gouache, brushes for each student, cups for water, napkins.

Preliminary work: Looking at the album “Seasons”, getting to know natural changes, winter phenomena during a walk, getting to know the bird - the bullfinch.

Progress of the lesson:

The children and the teacher stand in a circle.

1. Communication game.

We will first stomp:

Top-top-top, top-top-top. (stomping feet)

And then we will clap:

Clap-clap-clap, clap-clap-clap. (clap hands)

And then we'll turn around (turn around)

And let's smile at each other. (smile at each other).

Children sit on chairs.

2. Direct educational activities:

Educator: - Guys, today I was going to kindergarten and a bullfinch sat on my shoulder, (show a picture of a bird), he gave you a poem. Listen to me carefully and try to finish it:

"It's snowing, under white wool

The streets and houses disappeared,

All the guys are happy about the snow,

Winter has come to us again.”

That's right, winter has come to replace autumn. During our walk we talked about what winter it is like! Tell me, what has changed on the street?

Children: - It became cold, snow fell, puddles turned into ice.

I suggest you look at the illustrations, what is shown here?

(The easel presents several options for depicting nature in winter and children's winter fun).

What season?

Why did you decide that it was winter?

What's so special about winter?

Why do children love winter?

What winter fun are shown in the picture?

Children give answers in free form.

Educator: - Tell me, what color did winter paint everything around?

Children: - Everything turned white.

Educator: - Yes, winter’s favorite color is white, everything is covered with white fluffy snowflakes - the ground, the houses, and the trees. How all nature and people are fascinated by winter beauty!

I suggest you turn into snowflakes (children and their teacher stand in a circle)

Physical education minute:

We are funny snowflakes

We fly like feathers (twirl with a wave of hands),

A light breeze blew (blow on your palm),

We all gathered in a ball (to gather in a close-knit circle),

The wind began to blow stronger (blow on your palm with force),

Dispersed all the snowflakes (return to their places).

Educator: - Guys, did you like being snowflakes? Now I suggest you go to the tables and try to depict snowflakes using brushes and paints.

(Sheets of paper, brushes, gouache, jars of water, napkins according to the number of children are prepared on the tables in advance).

Educator: - Guys, what is on your table? What color are the sheets of paper? (Of blue color)

What is shown on your sheets? (Tree)

What kind of tree do we have now? (Without snow, naked)

Let's dress him in a beautiful snow coat and cover him with snowflakes!

And we will paint snowflakes with paints, what color? (White)

Take the brushes in your hands, soak them in jars of water and carefully put a drop of white paint on the brushes.

(The teacher demonstrates the execution of the drawing)

Very carefully wet the brush onto a sheet of paper and get beautiful, white snowflakes.

(The teacher provides individual guidance and monitors the performance of each child’s creative work)

Educator: - Look at your drawings, what wonderful snowflakes you have made!

Do you think our trees have become warmer in the cold winter now?

(Yes, the trees have become beautiful, they are now warm)

Summarizing:

I think our bullfinch will happily fly to sit on your beautiful trees. Let's please the bullfinch and give him your wonderful drawings in gratitude for the beautiful winter poem!

Abstract of educational activities on cognitive and speech development in the first junior group on the topic: “Winter has come and brought us snowflakes”

Integration of educational areas: Cognitive, social-communicative, artistic-aesthetic, physical, speech.

Target: generalize and systematize children’s understanding of winter as a season. Introduce and examine the snowflake with the children. Show what kind of snowflake it is: light, airy white (loves when the breeze blows on it); how it flies (high, low).

Clarify ideas about winter games. Continue to enrich children's sensory and cognitive experiences.

Continue teaching children to perform movements in accordance with the text of the poem. Create a feeling of joy from the completed lesson. Cultivate a love for nature.

Preliminary work: Looking at and observing falling snow on a walk, which consists of individual snowflakes. Looking at illustrations about winter, looking at “Winter Fun” illustrations, reading poems about winter.

Equipment: cut out snowflakes from paper; chest; pictures depicting a snowman, sled, skis, skates; pictures: scarf, hat, sweater, jacket, mittens, boots, pants; subject picture “Winter fun”, Bowl for snow.

Progress of direct educational activities:

Organizing time

Winter: Through the forests and fields

I was in a hurry to visit you.

Along the mountains and paths

I stacked the snowflakes

Powdered the paths

I decorated the windows,

Gave joy to children

And I went for a sledding ride.

Who am I? (Zimushka-winter)

Well done, you called me correctly.

Let’s remember what happens in winter...

Is it cold or warm outside in winter? (Cold)

Of course, it became cold outside.

And I want to tell you a riddle about what happens in winter.

White, fluffy. Spinning in the air

And the ground is quiet. Falls down! (Snow)

Of course it's snow! It falls to the ground from a snow cloud, and fluffy snowdrifts appear on the ground.

Snowflakes are falling from the sky,

Like white fluffs

Covering everything around

Soft velvet carpet.

Exercise "Snowflakes".

Look what fell from the snow cloud? (snowflake)

Guys, look what color the snowflake is? (White)

Well done, that's right - white.

Teacher (blows on a snowflake). Now blow on it, it flies - it is light (the children repeat - light), like a feather, one might say airy, because the breeze blows on it. And she also loves to fly, look like this (points with her hand and says high, crouched - flies low).

Children. They repeat - they point with their hand, say: “High”, squat - “low”.

Well done.

Guys, let's remember what kind of snowflake there is?

Children (white, fluffy, cold, soft, prickly, magical, icy, beautiful).

Anya will tell us a poem about a snowflake!

White snowflakes,

Light fluff

They fly towards my face,

They want to bite me.

Tell me, are our snowflakes real? (No)

What are they? (Paper, toy).

Experience with snow

Guys, I know that yesterday during your walk you made a lot of snow pies, can you treat me?

The teacher and the children take out a wide bowl containing snow pies.

Oh, where are the pies? What happened to them? (They became water)

Why do you think “pies” became water? (they stood in a warm room and melted). What do you think, Seryozha?

Can you eat snow pies? (No)

What kind of pies should we prepare for the guests? What should pies be made of so that they do not turn into water? (From the test).

Guys, do you want to be snowflakes?

You will turn around yourself and turn into snowflakes!

The breeze blew and our snowflakes flew!

Physical education minute

Oh, they're flying - snowflakes are flying (running in all directions)

Snow-white fluffs,

This is winter - winter (smooth hand movements move right - left)

She moved her sleeves

All the snowflakes are spinning (spinning)

And they fell to the ground! (squat down and put snowflakes on the floor)

It’s so good that funny snowflakes came to visit us and played with us.

Guys, do you know that winter decorates windows with beautiful patterns of snowflakes, let's take our snowflakes and attach them to the window.

The snow is spinning white, white...

And trees and houses

Silver patterns

Gives Zimushka-winter.

These are the beautiful patterns we got!

Didactic game “Show and name.”

Guys, do you like to walk outside in winter?

How do you dress for a walk?

Look what a chest I brought you! Let's see what's there!

The teacher shows the children pictures of clothes and places them on the table. Then he offers to take and name the picture that shows winter clothes.

Imitation of winter fun.

What do kids like to do outside in winter? (skiing, sledding, making a snowman

And now Vova will tell us a poem about what he plays in winter!

I play snowballs in winter

I'm sledding down the mountain.

I'm making a snow woman,

I love winter very much.

And I know one interesting game that children really love to play.

Very cold in winter, Children cross their arms and lightly pat

palms on shoulders.

But we'll go. They imitate walking by raising their legs high in place.

Walk with you.

I'll put on a fur coat. (Run your palms from your shoulders down your chest)

I'll put on my hat. (Stroke the head with two hands)

I'll wear a scarf. (Stroke the neck with one palm)

And another scarf.

And then beautiful (They stroke their hands one by one, as if putting them on)

Warm, fluffy mittens.

Little mittens

I'll pull it on the handles.

And although I'm small. (They put out one by one, then one leg, then the other)

I have felt boots.

I'll put on my felt boots

And I'll go for a walk.

And on the street it started... (snowball) - I scattered artificial snow.

We will make snowballs (Imitation of making snowballs)

Let's play together

And snowballs at each other

Having fun throwing (Imitation of throwing snowballs)

Now let's go sledding (Imitation of sledding)

Lesson summary

Do you guys know how to dance? Let's have fun dancing! "Merry Dance"

Abstract of GCD for designing "Slide for bunnies" (junior preschool age)"

Target: develop the ability to build a slide.

Program content:

1. Continue learning how to build a slide - attach a prism (roof) to the cube and play with the construction.

2. Develop understanding of speech, the ability to perform actions according to verbal instructions, fine motor skills, attentiveness, and creative ideas in the design process.

3. Cultivate good feelings, a caring attitude towards game characters, curiosity and interest in constructive activities.

Methods and techniques: surprise moment, conversation, examination, demonstration of a method of action.

Preliminary work:

Looking at the paintings “Winter Fun” to enrich your impressions of winter.

Reading books and looking at illustrations about winter.

Outdoor game "I'll freeze"

Materials and equipment: Cubes , prisms , toys: bunny, fox, wolf, squirrel, car.

Progress of the lesson:

There is crying outside the door.

V.: Oh, do you hear someone crying? (The teacher opens the door and shows the bunny).

Q: Children, who came to us?

D.: Bunny.

V.: What happened? Why are you crying? (The bunny whispers in the teacher’s ear).

V.: Bunny told me that he has a lot of friends, it’s winter outside, there’s snow all around, it’s very beautiful and they don’t have a slide. Bunny! Don't be sad. I'll build you a slide. I’ll take a green cube and put a red prism (roof) on it, and that’s the slide. Children, what have I built?

D.: Hill.

V.: That's right, a slide.

Get up, bunny up.

Hold on tight, little bunny.

And go down, little bunny!

Physical education minute.

V.: Look, we still have guests coming by car, but these are the bunny’s friends.

Who came to us?

D.: Bunny, fox, wolf, squirrel, dog, cat, goat.

V.: Bunny, the children will now build a slide for your friends. Take cubes, prisms and build a slide.

Children build a slide, the teacher provides individual assistance to the children.

V.: Sasha, what did you build?

A.: Hill.

Q: Who do you want to take down the slide?

A.: Chanterelle.

V.: Arisha, what did you build?

A.: Hill.

Q: What color is your slide?

A.: Red.

Q: Who do you want to ride down your slide?

A.: Squirrel. (The children, having built the slides, take the toys and roll them down the slides)

V.: Climb up, friends! After all, it’s winter outside, the wind is blowing. Let's blow like the breeze.

Breathing exercises “Veterok”.

V.: Our guests were so happy, they were happy that they now had a slide. The day is boring until the evening, when there is nothing to do. And our friends are having fun, they are sliding down the slide. You took care of them. Well done. Do we have a slide on our site, kids?

V.: Let's invite the animals for a walk with us and ride them down a big slide, and carefully put the cubes and prisms in a box.

Children remove building material.

Larisa Saygina
Project “Zimushka-winter” (first junior group)

Type of project: educational and research, information

Project duration: medium term

Implementation deadline: 12/01/2015 – 01/31/2016

Project participants: pupils of the first junior group, parents, teachers, music. supervisor

Form of implementation: group

Relevance of the project

During preschool childhood, children lay the foundations of their personal culture. Therefore, it is necessary to interest children in the natural phenomena occurring around them. The beauty of winter nature and many folk traditions make it possible to stimulate the interest of children and adults in joint activities (games, fun, experiments) and allows one to establish cause-and-effect relationships, which contributes to emotional well-being. By supporting children's aspirations for creativity, the project will help children enrich their existing knowledge and skills, give them the opportunity to use them, and experience the joy of discovery, victory and success. Based on the needs, interests and preferences of the children, working on the project will allow each child to move forward and ensure that everyone reaches their own higher level.

Objective of the project

Expanding the idea of ​​winter through various types of children's activities and involving parents in creating a unified educational space around the child.

Tasks:

Expand children's understanding of winter natural phenomena, fun, and holidays.

To develop research and educational interest while experimenting with water and ice.

Form an idea of ​​safe behavior in winter.

Expand and activate children's vocabulary.

To develop parents’ interest in the life of the kindergarten and expand the forms of work with the family.

To cultivate a caring attitude towards nature, the ability to notice the beauty of winter nature.

Expected result:

Increasing children’s speech activity, activating vocabulary on the topic “Winter” (children’s knowledge about seasonal changes in nature (changes in weather, plants in winter, behavior of animals and birds, children can recite by heart one of the types of fiction about winter (poem, riddle, saying) etc.);

Children’s knowledge of safe behavior in winter while walking;

Development of cognitive research and creative abilities of children;

Drawing up additional developments for games, leisure activities, and practical exercises;

Participation of parental works in exhibitions of the group, MADOU and the city district;

Participation in the international competition-promotion on the portal Maaam.ru “Feeder for a bird”;

Increasing the percentage of parents showing interest in the life of the group and kindergarten.

Project implementation stages:

I. Preparatory stage

1. Selection of necessary literature on the topic.

2. Selection of motor exercises and outdoor games, finger complexes

gymnastics

3. Selection of didactic games about seasonal natural phenomena (winter).

4. Selection of fiction for children.

5. Selection of illustrative and musical material.

6. Purchase and production of external material for walking (scapulas,

doll sleighs, signets, dolls in winter clothes).

7. Informing parents about the implementation of the project.

II. Main stage

1. Conversations with children on the theme of the project “Frost has come - take care of your ear and nose”, “Who is the spruce with?”

Are you friends?”, “Winter quarters of animals”, “Winter fun”, “Holiday - New Year”.

2. Reading fiction, poems about winter, winter natural phenomena.

3. Inclusion of finger gymnastics in the educational process.

4. Role-playing games “Guests have come to us”, “We are having a holiday”, “Getting ready for

holiday."

5. NOD “Winter fun” (familiarization with the surroundings, “The snowball is fluttering,

spinning, (drawing, “Snowman” (modeling, “Birds in winter” (familiarization with

to others, “Berries for the Birds” (modeling, “New Year’s holiday is coming.

Looking at the Christmas tree" (familiarization with the surroundings, "Holiday Christmas tree"

(drawing, “Reading the poem by A. Barto “Snow” Didactic game “Where

snowflake?” (speech development, “That’s what a Christmas tree is” (modeling, “Reading poems about

Christmas tree" (reading fiction, "Sleds for animals" (construction,

“Giant Snowman” (applique, “Snowmen Playing Snowballs” (modeling,

“Forest inhabitants” (familiarization with the surroundings, “Winter clothes and shoes”

(speech development)

6. Cartoon concert “If only there were no winter...”

7. Observations of wintering birds, weather, winter natural phenomena,

people’s clothes, the work of a janitor (card index of walks).

8. Logical reasoning: “What will happen if you don’t dress for the weather.”

9. Research activities: conducting experiments and experiments with snow

and ice (loose, soft, sticky).

10. Game situation “I can’t walk or drive because it’s icy.”

11. D/i “When does this happen”, “What first, what then”, “Since when have children been”,

“Find by description”, “Wintering migratory birds”, “Where is whose tail”, “Where

whose house?

12. Examination of illustrations “Winter Forest”, “Wintering Birds”, “Wild

animals”, “Getting dressed for a winter walk”.

13. Reading: M. Prishvin “Floors of the Forest”, N. Pavlova “Where the Buds Winter”, “Hare”

14. Learning the songs “Beauty Christmas Tree”, lyrics. and music M. D. Bystrovoy.

15. Round dance games “We walked in the forest”, lyrics. M. Yu. Kartushina, Ukrainian n. m., "Bunny"

The little white one is sitting”, Russian. n. m.

16. View the presentation “Wintering Birds”.

18. CAM, OWL “Beads for the Christmas tree” (applique); “Herringbone”, “Beads” (mosaic,

“Herringbone” (finger painting); collective work “Birds in winter”

(applique from stickers)

19. Learning riddles on the topic.

Working with parents

1. Articles in the parent corner “Traditions of celebrating the New Year”,

"New Year's Recipes."

2. Consultation “New Year for the baby.”

3. Group competition “New Year’s Miracles” (symbol of the year - monkey)

4. Design of an area for winter walks (parents).

5. Forming a group for the New Year (parental asset).

6. Parents conducting a master class “Let’s share delicious recipes”

(production and decoration of festive dishes).

7. Photo report “Winter fun on a walk.”

III. The final stage

1. Participation in the international competition-promotion “Feeder for the stove” on the portal

3. Summing up and awarding the winners of the “New Year’s Miracles” competition

(symbol of the year is a monkey).

4. Summing up the project implementation.