Long-term planning of conversations in the first junior group. Topics of conversations with children in the first junior group Conversations in the summer with children of the 1st junior group

September

1 week Kindergarten.

№1 "Let's get acquainted".
Target: studying the rules of speech behavior during acquaintances, continue to teach children to use words in speech that help during acquaintances.

№2 "Safety in our group"

Target: form knowledge about your group, develop the ability to navigate in a group space, a sense of security and self-preservation; enrich the understanding of the accessible subject world, the purpose of objects, the rules for their safe use; cultivate neatness and careful attitude towards objects in the group.

№3 "Daily regime"

Target: conduct a conversation using visual aids, consider together with the children the algorithm of personal hygiene processes (washing hands, brushing teeth, draw the children’s attention to the sequence of routine moments.

№4 "Safe chair"

Target: tell children how to wear a high chair correctly and how to sit on it safely without swaying.

№5 “What do they look like, what piece of furniture?”

Target: develop observation and imagination

Week 2 Autumn. Natural phenomena.

№6 "About Autumn"

Target: to form a generalized idea of autumn, including knowledge about autumn phenomena in inanimate nature (precipitation, air temperature, soil and water conditions), about the state of plants in autumn and its causes, about the characteristics of animal life.

№7 "A miracle is near you"

Target: awaken cognitive interest; teach to see the unusual in the familiar; evoke feelings of surprise and admiration.

№8 “How to dress in the fall.”

Target: give children knowledge that in the fall it gets cold outside, so you need to dress warmly so as not to get sick.

№9 "Rain"

Target: form a generalized idea of autumn, looking at pictures of autumn.

№10 "Leaf Fall"

Target: to form a generalized idea of autumn, the state of plants in autumn and its causes.

Week 3 Vegetable garden. Vegetables.

№11 "About people's work in autumn"

Target: to develop knowledge about people’s work in the fall: harvesting crops, preparing food for the winter, insulating the homes of pets. Learn to establish the reasons for changing work, compare them with the work of people in the summer, draw conclusions about the direction and meaning of work.

№12 "About vegetables"

Target: to form generalized ideas about vegetables (Vegetables are parts and fruits of plants that are grown in the garden for consumption). Clarify ideas about the variety of vegetables.

№13 "Gifts of Autumn"

Target: talk about vegetables and their health benefits

№14 “How to behave properly at the table”

Target: to form CGN in children, introduce them to the norms of behavior at the table, teach them to eat carefully, use a napkin, and reinforce the ability to eat with a spoon.

№15 "Magic Words"

Target: developing politeness in children (thank you for help, say goodbye and hello)

Week 4 Garden. Fruits.

№16 "Garden"

Target: form generalized ideas about fruits.

№17 "I'm good"

Target: formation of basic ideas about what is good and what is bad

№18 “What are vitamins?”

Target: give children knowledge about the benefits of vitamins for human health, give the concepts: “health”, “vitamins”, consolidate knowledge about vegetables and fruits.

№19 "The most neat and tidy"

Target: to develop self-care skills in children, teach them to identify and, with the help of an adult, eliminate deficiencies in clothing and hairstyle, and cultivate neatness and neatness.

№20 "Healthy foods"

Target: introduce children to foods that are good for human health and their importance for a good mood.

October

1 week Where did the bread come from?

№21 "About the sorceress water"

Target: talk about the importance of water in our lives, show where and in what form water exists, talk about the diversity of water conditions.

№22 "Accuracy in everything"

Target: to form children's CGN, self-care skills, and teach them to use an individual comb.

№23 "Me and my health"

Target: to tell children that health is one of the main values of life, to form ideas about how to take care of health.

№24 “Autumn has come and brought us a harvest”

Target: developing the idea that vegetables and fruits are harvested in the fall.

№25 "Grandmothers and grandfathers"

Target: strengthen the ability to name family members

Week 2 Forest. Mushrooms. Berries.

№26 "Forest in Autumn"

Target: give children the idea that a forest is a community of plants and animals that live together and need each other.

№27 “Let’s go along the path into the forest”

Target: awaken interest in the forest and its inhabitants; introduce the rules of behavior in the forest and the rules for collecting mushrooms; to arouse a desire to protect the forest and combat violations of the rules of behavior in the forest.

№28 "Dangerous mushrooms."

Target: tell children that mushrooms can be life-threatening, so you can’t pick and eat them yourself; if you find mushrooms on the street, you need to immediately tell an adult

№29 "Mushrooms"

Goals: consider the structure of the mushroom; give children a new concept - fragile; tell which of the forest inhabitants feast on mushrooms, who prepare them for the winter, who are treated with them

№30 “How to dress so as not to get sick”

Target: give an idea of how a person should dress in order not to get sick; It should be noted that at different times of the year a person changes clothes depending on seasonal changes.

Week 3 Wild animals and their young.

№31 "About Wild Animals"

Target: form a generalized idea of animals (these are animals that have four legs, whose body is covered with skin, hair or needles, have a mouth with teeth; animals give birth to their young alive and feed them with milk - mammals).

№32 "Animal Contact"

Target: develop interest in the rules of safe behavior; explain that contact with animals can sometimes be dangerous; develop the ability to reflect cultural and hygienic skills in play with the participation of an adult.

№33 "Homeless animals"

Target: develop a cautious and prudent attitude towards potentially dangerous situations for humans; explain that contact with animals can sometimes be dangerous; involve children in simple play activities.

№34 "Wild animals"

Target: expansion of ideas about wild animals 93-4 species characteristic of the area.

№35 “Let’s help Bunny wash himself”

Target: to develop self-care and self-care skills, invite children to tell and show Bunny how to properly and carefully wash their face and hands, dry themselves with a towel, and use hygiene items.

Week 4 Pets and their babies.

№36 "About Pets"

Target: generalize a specific idea about domestic animals and form the concept of “pets”.

№37 "Pets".

Goals: Form ideas about domestic animals. (They live next to a person, benefit him, the person takes care of them: feeds, treats.) Develop the mental operation “generalization”. Cultivate an interest in pets.

№38 "Table manners"

Target: develop self-service and cognitive skills, pay attention to how to hold a spoon correctly, lean over the plate, eat silently, chew food with your mouth closed.

№39 "Tell me about your pet"

Target: developing the need to share your impressions with educators and peers.

№40 “If a friend cries, have pity on him”

Target: encouraging attempts to feel sorry for a peer, hug, help.

November

1 week Poultry and their young.

№41 "Domestic and wild animals"

Target: developing the ability to conduct a dialogue with a teacher, listen, understand the question asked, and answer it clearly

№42 "Changes in Nature"

Target: formation of ideas about the simplest relationships in living and inanimate nature

№43 "If you're sick"

Target: teach children to take care of their health, listen to their body, talk about how to avoid colds (harden up), give the concept of hardening, the rules of behavior after recovery (use of a handkerchief, etc.), form appropriate KGN .

№44 "Table Rules"

Target: to form in children CGN, self-service skills, to teach them to behave culturally at the table, to hold a spoon and napkin correctly, to form a conscious desire to eat carefully.

№45 "Let's tell a friend the magic words"

Target: developing a friendly attitude towards each other.

Week 2 Late autumn.

№46 "Gold autumn"

Target: developing the ability to notice changes in nature. it gets colder, the leaves change color

№47 "Changes in Nature"

Target: expansion and activation of vocabulary. Developing a desire to listen to the teacher’s stories.

№48 “What clothes do you wear in the fall?”

Target: developing the ability to establish the simplest connections between objects and phenomena and make the simplest generalizations.

№49 “Health is fine - thanks to exercise”

Target: to cultivate interest in physical exercise, to bring children to an understanding of the relationship between physical exercise and health.

№50 “Autumn has come to visit us”

Target: developing the ability to notice changes in nature.

Week 3 Man.

№51 "Self-service"

Target: enrich children's understanding of the processes of washing, dressing, bathing, eating, cleaning the room, attributes and basic actions that accompany them; develop the ability to dress and undress, care for one’s belongings and toys with the participation of an adult, promote the development of the desire for independent action; contribute to the formation of an elementary culture of behavior while eating at the table.

№52 "Boys and girls in kindergarten"

Target: gradual formation of the image of myself. Communicating to children information concerning them (I am a boy...)

№53 "What do we do in kindergarten"

Target: introducing children to the traditions of kindergarten. introduce the rights 9to play) and responsibilities (dressing, cleaning

№54 "Favorite toy"
Target: Understand the content of A. Barto’s poem “They dropped the bear on the floor...” Teach children to feel sorry for their favorite toy, help it “cure.” Develop an emotional response to your favorite poem through plot-based play. Teach children to handle toys carefully.

№55 "We know how to wash ourselves"

Target:

Week 4 Family.

№56 "My family"

Target: learn to answer questions; form ideas about family composition, cultivate love and respect for family members.

№57 "At the table"

Target: to form children's CGN, systematize knowledge about behavior at the table, teach them to apply their knowledge in practice.

№58 "Let's not get sick"

Target: teach children based on their own experience, explain the meaning of the word “disease,” talk about how people get sick, bring children to the understanding that health needs to be protected and strengthened, and promote the formation of healthy habits.

№59 "My family"

Target: develop knowledge about family members, the ability to name their names.

№60 "Who lives in the apartment with you"

Target: consolidate children's knowledge about family members.

Week 5 Home Furniture.

№61 "About fire safety"

Target: give an idea of the use of fire in agriculture and industry; consolidate knowledge of which materials are flammable and which are fire-resistant; form the concept that you must always be careful with fire; develop a cautious and prudent attitude towards situations that are potentially dangerous to humans.

№62 "Household Hazards"

Target: develop interest in the rules of health-preserving and safe behavior at home; enrich the understanding of the objective world accessible to the child, the purpose of objects, the rules for their safe use; develop a cautious and prudent attitude towards situations that are potentially dangerous to humans.

№63 "Balcony"

Target: expand your understanding of objects that can serve as sources of danger in the house; form the concept that you cannot go out onto the balcony and play there without adult supervision.

№64 "Open window"

Target: expand your understanding of objects that can serve as sources of danger in the house; form the concept that it is impossible to open windows and look out of them without adult supervision.

№65 “Why did Bunny get sick?”

Target: update children's knowledge about why it is necessary to wash their hands before eating, wash vegetables and fruits, and give basic understanding of microbes and the diseases they cause.

December

1 week Acquaintance with folk traditions and culture.

№66 “How to go down the stairs correctly”

Target: developing skills for safe behavior indoors.

№67 "Russian doll"

Target: development of the desire to listen to the teacher’s stories about things that children understand.

№68 " We must, we must wash ourselves."

Target: continue to form the KGN, systematize children’s knowledge about toilet items and their purpose, strengthen the ability to wash themselves, teach them to perform the whole range of necessary actions, and cultivate the desire to always be clean and tidy.

№69 “Parts of the day. What do we do in the morning, afternoon, evening, night?

Target: develop the ability to name parts of the day

№70 "Seasons"

Target: involving children in conversation while looking at pictures.

Week 2 Winter. Winter fun and entertainment.

№71 "Winter Fun"

Target: Conversation with children about “Winter fun”

№72 “About who spends the winter how.”

Target: expand and deepen the understanding of the wintering of animals, birds, fish, insects: the bear and hedgehog sleep in winter, the color and thickness of the fur of the hare and squirrel changes, wintering birds approach human habitation, tits feed on insect larvae, seeds of bushes, trees, bullfinches on berries mountain ash, sparrows and pigeons look for crumbs and leftover food on the ground; insects hid under the bark of trees, fish sank to the bottom of rivers and lakes.

№73 “How plants live in winter.”

Goals: Summarize and systematize children's ideas about the adaptation of plants to seasonal phenomena (in winter there is little light, cold, snow, plants stop growing, rest). Summarize children's understanding of the need for light, heat, and soil moisture for plant growth.

№74 "About winter."

Target: concretize and deepen the understanding of winter: weather conditions, typical precipitation, natural phenomena, the condition of plants, the characteristics of the life of domestic and wild animals.

№75 "Obedient Cutlery"

Target: to form CGN in children, teach them to follow the rules of table manners, strengthen the ability to use a spoon, and pay attention to the need to observe the rules of table manners familiar to children.

Week 3 Wintering birds.

№76 “About wintering and migratory birds.”

Target: to form a generalized idea of wintering and migratory birds, to learn to distinguish them by an essential feature: the ability to satisfy the need for food. Cultivate a love for birds and a desire to help them in winter conditions. Teach children to describe birds by their characteristic features and recognize them by description.

№77 "Birds in Winter"

Target: To instill in children a caring attitude towards wintering birds.

№78 "How wild animals prepare for winter"

Target: continue to form an idea about preparing animals for winter, their adaptation to seasonal changes.

Reinforce the general concept of “Wild Animals”, learn to guess descriptive riddles about wild animals. Strengthen children's knowledge about wild and domestic animals. Expand children's horizons by introducing children to animals.

№79 "The bunny got his paws wet"

Target: teach children to take care of their health, bring them to the understanding that on warm spring days it is easy to get wet feet and catch a cold, form healthy habits and a conscious attitude towards their health.

№80 "Winter"

Target: expand your understanding of the seasons, develop speech.

Week 4 New Year.

№81 "Walk in the winter forest"

Goals: Summarize knowledge about how animals spend the winter and what they eat. Consolidate knowledge using models. Develop evidence-based speech. Cultivate interest in the habits of animals.

№82 “What kinds of toys are there?”

Target: improve the ability to coordinate adjectives with nouns in gender, number, case

№83 "Folk toys"

Target: acquaintance with native culture, toys of folk craftsmen

№84 “Health must be protected”

Target: consolidate knowledge about the parts of the body and their functions, how to take care of health and why, generalize the idea of the need to keep the body clean, eat healthy foods, and get treatment if you get sick.

№85 "Favorite Tales"

Target: development of initiative speech when interacting with adults and children

January

1 week Clothes.

№86 “How to properly maintain clothes and shoes”

Target: to form in children CGN, self-care skills, talk about the importance of keeping clothes and shoes clean, introduce the concept of “neatness”, “neatness”, teach them to notice disorder in clothes.

№87 "Rosy cheeks"

Target: continue to form the CGN in children, teach them how to wash themselves correctly, promote the growth of awareness of actions, teach them to take care of their appearance, thoroughly wash their face, wash their ears, and use a handkerchief in a timely manner.

№88 "How we dress for a walk"

Target: clarification of the names of the purpose of items of clothing, shoes, and hats.

Week 2 Shoes.

№89 “Obedient buttons and laces”

Target: to develop self-care skills in children, teach how to lace shoes, practice using different types of fasteners (buttons, zippers, Velcro), and develop MMR.

№90 "Table manners"

Target: to form children's CGN, teach how to handle bread correctly, cultivate a caring attitude towards bread, consolidate skills in using cutlery: a tablespoon, using a napkin.

№91 “How to dress and undress correctly”

Target: to form CGN in children, improve the ability to quickly dress and undress in a certain sequence, correctly place their things in the closet, neatly fold and hang clothes on a chair before going to bed, teach them to use all types of fasteners, and recognize their things.

№92 "Our clothes"

Target: development of the ability to distinguish and name details and parts of clothing (dresses have sleeves, coats have buttons)

№93 "Far close"

Target: development of the ability to determine the location of objects in relation to oneself, far - close).

Week 3 Zoo.

№94 "How I spent my weekend"

Target: encouraging children to talk about where they went on weekends

№95 "We love order"

Target: develop self-care skills, teach how to keep clothes and shoes in order, store them in their places, discuss why it is necessary to maintain order, develop a caring attitude towards things, continue to teach how to dress and undress in a certain sequence, consolidate the ability to use various types of fasteners.

№96 "Who works in kindergarten"

Target: reminder of names and patronymics by kindergarten employees.

№97 “What you need to do to avoid getting sick”

Target: formation of an idea of the value of health, desire to lead a healthy lifestyle

№98 " Our group"

Target: encourage children to organize the group within their means (arrange books and toys beautifully).

February

1 week Ground transport.

№99 "Transport"

Target: Strengthen children's understanding of vehicles.

Reinforce the general concept of “Transport”

In outdoor games, learn to walk in a column one at a time, slow down and speed up the movement, not push others, move together, balance movements with each other, be attentive to your play partners.

№100 "What is a healthy lifestyle"

Target: expand children’s ideas about the value of health, develop a desire to lead a healthy lifestyle (keep a daily routine, eat right, exercise), talk about the need for hardening.

№101 "How to cross the road correctly"

Target: formation of an idea of safe behavior on the road

№102 "Freight transport"

Target: consolidate the ability to answer questions with the help of an adult.

№103 " When I was a child"

Target: telling children information about the past (couldn’t walk, talk, ate from a bottle) and the changes that came with it.

Week 2 Traffic rules.

№104 "Safe Road"

Target: Foster respect for professions. Reinforce the rules of the road with children. Know the colors of traffic lights. Develop attention and location awareness. Know that you cannot play on the roadway. Teach children to follow traffic rules.

№105 "Traffic light"

Target: give an idea of the operation of the traffic light device; talk about signals for cars and people; learn to distinguish traffic light signals and obey them.

№106 "Helper on the road"

Target: continue to get acquainted with the operation of traffic lights; develop knowledge about signals for machines and people; continue to teach how to distinguish traffic lights and obey them.

№107 "Cleanliness and Health"

Target: improve the skills of washing hands and face, continue to form a group of children, teach them to rinse soap after using it, teach them to empty their nose, introduce them to the concept of “oral hygiene”, talk about the importance of keeping the oral cavity clean.

№108 "Sit up straight"

Target: formation of correct posture

Week 3 Water and air transport.

№109 "Outdoor Games"

Target: developing the idea that playing outdoors causes a good mood.

№110 "What is health"

Target: formation of ideas about the value of health.

№111 "Table Rules and Health"

Target: consolidate the ability to eat with a spoon, use a napkin as needed, teach how to follow table manners, enrich children’s vocabulary with words and expressions related to communication at the table, promote children’s conscious compliance with rules and etiquette; continue to form children’s ideas about healthy and unhealthy foods, update knowledge about the benefits of vegetables and fruits, form a conscious attitude towards their health, and the desire to lead a healthy lifestyle.

№112 "Being obedient is good"

Target: reinforcing the rules of behavior in kindergarten, at home, on the street.

№113 " It's good to have friends"

Target: formation of friendly relations towards each other, the ability to share with a friend

Week 4 Defender of the Fatherland Day.

№114 “Dads – You are our Defenders”

Target: To instill in children a good attitude towards their dad, to evoke a feeling of pride and joy for the noble deeds of a loved one; develop speech, cultivate a desire to read and listen to poetry; play.

№115 "Personal hygiene"

Target: develop skills in performing hygiene procedures; consolidate understanding of the importance and necessity of hygiene procedures.

№116 "Profession doctor"

Target: introducing children to accessible professions.

№117 "What is the weather today"

Target: formation of ideas about the simplest relationships in living and inanimate nature. Familiarity with the rules of behavior in frosty weather.

№118 “What did you see on the way to kindergarten”

Target: getting to know your immediate environment

March

1 week Profession. Tools.

№119 "What do our mothers and fathers do"

Target: the conversation forms in children an idea of different professions and shows the importance of each profession.

№120 "Good Doctor Aibolit."

Target: Promoting children's health. Increasing children's knowledge about ways to improve health. Development of coordination, strength and dexterity of movements. Consolidation and addition of knowledge about the medical profession and personal hygiene.

№121 "Attitude towards a sick person"

Target: if possible, do not protect children from knowledge about severe, chronic diseases and disabilities; promote a feeling of compassion, a desire to help the sick, lonely, and elderly people.

№122 "Health and Illness"

Target: contribute to the formation of ideas about health, illness, a healthy person, about what helps to be healthy; develop interest in the rules of health-saving behavior; create conditions for participation in collective gaming activities.

№123 "Lessons of Aibolit"

Target: teach you to take care of your health and avoid situations that are harmful to your health

№124 "Thank you mom"

Target; give children an idea of the importance of a mother for every person, cultivate a respectful, friendly attitude towards mother, love and respect for a loved one - mother, enrich children's vocabulary.

№125 "Holiday is coming"

Target: Getting to know your native culture. (holidays)

№126 "I'm growing"

Target: the formation of elementary ideas about the growth and development of the child, the change in his social status with the beginning of attending kindergarten.

№127 "Mother's day"

№128 "Boys and Girls"

Target: formation of primary gender ideas (boys are strong, girls are gentle)

Week 3 Spring.

№129 "About spring."

Target: clarify and systematize knowledge about the characteristic signs of spring (the day lengthens, the sun warms more strongly, the snow melts, water bodies are freed from ice; grass grows, shrubs turn green, flowers bloom, insects appear, birds return). To teach to understand the connections between inanimate natural phenomena and seasonal types of labor.

№130 "Maslenitsa"

Target: Introduce children to the traditions of the Russian people: Give an idea about the Maslenitsa holiday (farewell to winter, games, welcoming spring, baking pancakes). Create a festive atmosphere, make children want to participate in games..

№131 "Spring"

Target: consolidation and generalization of knowledge about spring.

№132 "Life of wild animals in spring."

Target: Introduce children to seasonal changes in the life of wild animals. (In spring - molting, the end of hibernation, caring for offspring.) Develop the ability to establish cause and effect relationships. Cultivate an interest in animal life

№133 "Journey to the Spring Forest"

Target: To consolidate children's knowledge about spring changes in living and inanimate nature (an increase in daylight hours, the number of sunny days; the color of the sky; an increase in air temperature; melting snow, icicles, drops, thawed patches; the end of hibernation in animals, molting, caring for offspring; the appearance of insects; arrival of birds, construction of nests; spring state of trees, appearance of grass, flowering plants).

Week 4 Products.

№134 "Let's decorate the Easter egg."

Target: Introduce children to the history of Easter and the traditions associated with painting Easter eggs. To cultivate children's respect for Russian folk culture.

№135 "Moidodyr"

Target: continue to teach children how to wash themselves (soap their hands until foam forms, wash them in a circular motion, rinse off the soap thoroughly), strengthen the ability to use their own towel (unfold, wipe their face, then their hands, hang it up), teach neatness.

№136 "Healthy foods"

Target: formation of knowledge about healthy food.

№137 “Children, drink milk and you will be healthy.”

Target: consolidate the idea of healthy food (milk).

№138 "Neat kids"

Target: improve Ph.D. Form the habit of taking care of your appearance

Week 5 Dishes.

№139 "Tableware - tea and tableware"

Target: developing the ability to classify objects.

№140 "Why do we need water"

Target: Introduction to water and its properties.

№141 "We know how to wash ourselves"

Target: continue to develop children's CGN, self-care skills, neat and proper washing skills, develop an understanding of the importance of this hygienic procedure, and the habit of washing their face and hands when necessary.

№142 “Visiting Masha. What kind of dishes will we drink tea from?

Target: develop the ability to group tea utensils and tableware.

№143 " Who built this house"

Target: promote the development of dialogic speech.

April

1 week Our city. My street.

№144 “Dangerous situations: contacts with strangers on the street”

Target: consider and discuss typical dangerous situations of possible contacts with strangers on the street, teach how to behave correctly in such situations.

№145 "Safe behavior"

Target: review and discuss typical dangerous situations of safe behavior; organize joint project activities for children.

№146 "About books"

Target: consolidating children's knowledge about books; clarifying children’s knowledge about the purpose of books; development of cognitive processes; develop the ability to compare and find similarities and differences; acquaintance with a new work.

№147 "The city where I live"

Target: formation of ideas about one’s hometown

№148 "Our street"

Target: getting to know your immediate environment (house, street, store, clinic)

Week 2 Cosmonautics Day.

№149 "Space"

Target: developing children's knowledge about space

№150 "Protect nature"

Target: consolidate knowledge about living and inanimate nature, about the rules of behavior

№151 " Cosmonautics Day"

Target: form an idea of your home country. (public holidays)

№152 "What We See"

Target: consolidate knowledge about the objects that surround us, their purpose (table, chairs, dishes)

№153 Conversation on the painting “Spring has come to us”

Target: introduce the signs of spring.

Week 3 Migratory birds.

№154 "Birds"

Target: Generalize children's idea of birds: all birds have a beak, a body covered with feathers, two wings, two legs, chicks emerge from eggs. Teach children to correlate changes in nature with the life of birds in the forest in spring

№155 "About migratory birds."

Target: to form a generalized idea of migratory birds, to learn to distinguish them by an essential feature: the ability to satisfy the need for food. To deepen understanding of the reasons for the departure of birds (disappearance of the main food, freezing of reservoirs, land, death of vegetative parts of plants), classify birds into wintering (crow, jackdaw, sparrow, tit) and migratory (swallow, rook, duck, swift, starling) based on establishing a connection between the nature of food and the possibility of obtaining it. Enrich your vocabulary by introducing words: food, migratory, wintering. Cultivate a love for birds and a desire to help them in winter conditions. Teach children to describe birds by their characteristic features and recognize them by description.

№156 “Why you shouldn’t break bushes and trees”

Target: cultivate a caring attitude towards nature.

№157 "Our favorite Russian folk tales"

Target: developing the ability to obtain common ones from uncommon proposals.

№158 "Cat with kittens"

Target: development of initiative speech when interacting with adults and children Development of a dialogical form of speech.

Week 4 Pisces. Water world.

№159 "How to behave in kindergarten"

Target: strengthening the skills of correct behavior in kindergarten. Developing the ability to communicate calmly, without shouting

№160 "Sweet words"

Target: creating conditions for the formation of a friendly attitude towards others.

№161 “What insects were seen on the site”

Target: activation of generalizing words in speech.

№162 “How to properly remove and hang a towel”

Target: developing the habit of carefully hanging the towel in its place by the loop.

№163 "What is good, what is bad"

Target: develop the ability to communicate correctly with each other. do good deeds.

Week 1 Victory Day.

№164 "Victory Day"

Target: Introduce children to E. Shalamonov’s poem “Victory Day”, encourage them to take an active part in the conversation, develop dialogical speech, answer questions.. Form children’s idea of how the Russian people defended their Motherland during the Great Patriotic War. Tell us what holiday is coming soon, what we are celebrating.

№165 “Let’s wash ourselves!”

Target: enrich children's understanding of the processes of washing and bathing; improve the processes of washing, washing hands with little participation of an adult, perform basic self-care techniques, use a handkerchief, toilet; develop the ability to reflect cultural and hygienic skills in the game.

№166 " Victory Day"

Target: introduction to public holidays

№167 "How I help at home"

Target: conversations with the child about family.

№168 "Items that cannot be touched"

Target: becoming familiar with hazards at home

Week 2 Flowers (medicinal, indoor).

№169 "Houseplants"

Target: Teach a consistent and complete story about an object. Learn to use the components of the plant object model as a story plan. Strengthen the ability to see signs of the general and special in a plant, reflect them in the story. Learn to speak loudly and understandably to others

№170 “About caring for indoor plants”

Target: summarize ideas about caring for indoor plants. To consolidate knowledge about the basic needs of indoor plants, to clarify knowledge about the telltale signs of unmet needs.

№171 "Clean hands"

Target: tell children why it is important to wash their hands thoroughly after going to the toilet, walking, and before eating.

№172 "Who do we like to play with"

Target: formation of a friendly attitude towards each other, the ability to share with a friend.

№173 “What flowers bloom in our area”

Target: formation of elementary ideas about garden plants.

Week 3 Insects.

№174 "Insects"

Target: consolidate children’s ideas about insects, teach them to identify their main features (segmented body structure, six legs, wings, antennae), and develop knowledge about how insects protect themselves from enemies; develop the ability to compare, identify common and distinctive characteristics of insects; cultivate curiosity.

№175 "Insects"

Target: expansion of ideas about insects (3-4 species characteristic of a given area)

№176 " We are friendly guys, we don’t quarrel at all.”

Target: encouraging children's desire to live together, sharing toys and books together

№177 "Neat Children"

Target: to form habits of taking care of one’s appearance, the need to observe the rules of personal hygiene and neatness in everyday life

№178 “Sun, air and water are our best friends”

Target: continue to teach children to take care of their health, form healthy habits, be conscious of their health, develop a desire to lead a healthy lifestyle (harden up, exercise, etc.)

Week 4 Summer.

№179 “On caring for nature”

Target: educate children to respect nature. Learn to behave correctly in nature so as not to harm it.

№180 “I can do everything, I can do everything”

Target: improve the ability to quickly dress, undress in a certain sequence, correctly place your things in the closet, carefully fold clothes before going to bed, consolidate the ability to use all types of fasteners, continue to teach children neatness, neatness and order.

№181 " How animals live in the forest in summer"

Target: providing children with pictures and books to independently examine in order to develop initiative speech.

№182 " When it's sad, when it's fun"

Target: improve the ability to coordinate adjectives. Development of dialogical speech.

№183 “What we saw on our street”

Target: getting to know your immediate environment (home, store, clinic)

Organizing children of the first junior group (1.5–3 years old) for joint activities is a methodologically difficult task. However, pedagogical practice has found several ways of interacting with children, fixed by the Federal State Educational Standard (FSES), that allow solving educational goals and objectives. One of these techniques is conversation.

Goals and objectives of the conversation in the first junior group according to the Federal State Educational Standard

An organized conversation with a group of children or individually on a specific topic is called a conversation.

In the first junior group, the mission of this type of work is:

The objectives of conducting conversations in the first junior group are:

development of the topic of educational material (for example, when working on the topic “Acquaintance”, children in a conversation in the form of the game “Snowball”, calling their name and repeating the names of their comrades, remember the names of the guys in the group);
development of a guess (for example, in a conversation on the topic “Pets”, to start a conversation about a cow, the teacher shows the cow with his fingers, pronounces the sound “mu”, and the children guess who they are talking about);
assistance in remembering norms and rules of behavior (group and individual conversations on the topic of cultural and hygienic skills (CHS), in particular, how to hold a spoon, wipe your hands, use the potty, etc.);
stimulating observation (regardless of the topic and methods of work, the entire educational process in the first junior group is accompanied by clarity, which is necessarily discussed in a group conversation at the level of questions “What is shown in the picture?”, “What are the children doing?”, if in the illustration shows the procedure for performing hygiene procedures after returning from a walk).

Methodological techniques for organizing a conversation

The main technique in working with younger preschoolers is play. In addition, when conducting a conversation, the teacher uses:

Card files of different types of conversations for the first junior group

The Federal State Educational Standard defines the types of conversations practiced in kindergarten with children aged 1.5–3 years. This classification is determined by the principle underlying it. At the same time, for this age category, conversations are not separately determined based on the content of the material, based on the educational and practical experience of children, that is, cognitive ones - these components, in fact, are present in every (!) conversation.

Table: card index of conversations by type in the first junior group

Principle	View	Goals relevant for the first junior group	Example (topic, tasks)	Contents, techniques
For didactic purposes	Introductory	familiarization with the content of the material being studied; identification of experience in a particular area.	"Spring" Get acquainted with the sign of spring - a drop.	The teacher reads a poem to the children: I open the buds into green leaves. I water the trees. Full of movement My name is spring! The teacher asks what time of year it is and what signs of spring the kids know. The children answer. Then the teacher introduces the kids to the poem: April, April, the yard is ringing, drops. Streams run through the fields, puddles on the roads. The ants will come out soon after the winter cold. The teacher talks about the drop, accompanying the material with a video or pictures.
For didactic purposes	Final	generalization of the studied material; identifying gaps in information memorization.	"Transport" consolidate knowledge of types of transport; learn to move in a column one at a time, slowing down or speeding up the pace of movement.	The teacher shows a toy train, car, plane and asks them to name these objects in one word. Then the teacher asks what these types of transport are needed for. Focusing on the fact that transport helps people travel, the teacher invites the kids to take a ride in a taxi, train and plane using the vehicles of the same name.
By number of participants	Group	Presentation of a block of information to the entire group of children.	"Family" learn to answer questions; get an idea of close relatives; develop respect for your family members.	- Guys, what do you think the word “family” means? - This is mom, dad, me, sister/brother, grandmother, etc. - That's right, these are people who love each other. A family can be big, or it can be small, just mother and child. But the main thing is that there is love in the family. Physical Education Minute: Who lives in our apartment? One two three four. (Clap our hands) Who lives in our apartment? (We walk in place) One, two, three, four, five. (Jumping in place) I can count everyone: (walking in place) Dad, mom, brother, sister, (Clap our hands) Murka the cat, two kittens, (Tilts the body to the right and left) My cricket, the goldfinch and me - (Turns the body to the right -left) That's my whole family. (Clap our hands.)
By number of participants	Individual	clarification of this or that issue to a child who has missed a segment of the educational process; carrying out educational work with individual children who need special attention (usually “fighters”, “crybabies”, etc.).	"How to wash your hands correctly" Explain how to properly hold soap, wash your hands, and dry them.	The teacher asks a question about why you need to wash your hands. Then he tells the procedure for performing the procedure, commenting on the process of soaping hands like this: “First, let’s stroke the soap on all sides, then put it in a soap dish and stroke our palms - one another, now we’ll make a “hedgehog” by crossing our fingers.” After which the adult shows how to dry your hands.
By time	Morning	facilitating separation from parents; creating a positive atmosphere in the group; getting acquainted with the plan for the day.	"How I spent my weekend" activate vocabulary on the topic (weekend, fun, friendly, interesting); learn to answer the questions posed.	The teacher asks the kids one by one about how they spent their weekend, talks about their weekend and offers to play the outdoor game “Bubble” (children hold hands, push the boundaries of the circle in which they stand, then the bubble “bursts”, the kids open their hands and sit down).
	Morning		“What I saw on the way to kindergarten” Activate vocabulary on the topic.	The teacher asks the kids to tell about what they saw on the way to kindergarten (lots of cars, a yard, children, buses, etc.).
	Situational (this type also includes evening conversation, which, as a rule, arises as a result of a precedent after dinner, sleep or a walk.	The goals are similar to an individual conversation, but it is carried out with the whole group or in mini-groups.	“How to make new acquaintances” Teach children (usually shy ones who have difficulty starting to communicate with other children) to introduce themselves correctly when meeting others.	The teacher invites the kids to listen to the poem: A boar met an unfamiliar fox in the forest. He says to the beauty: “Let me introduce myself!” I'm a boar! The name is Oink-Oink! I really love acorns!” The stranger will respond, “Nice to meet you!” Then the teacher and children discuss whether the boar introduced himself correctly and determine the order of introduction: say your name, ask the name of the interlocutor and end the introduction with the words: “Nice to meet you!”
By the nature of educational activity	On speech development	activation of children's speech; targeted vocabulary replenishment; explanation of the meaning of a literary work.	"Favorite toy" understand the essence of A. Barto’s work “They dropped the bear on the floor”; develop a sense of empathy; cultivate a caring attitude towards toys.	The teacher asks why the bear lying on the floor is sad. The children answer: because his paw came off. The teacher asks what needs to be done to make him happy again. The kids answer: sew on the paw. The teacher reads a poem by A. Barto and, putting on a white robe, sews on the paw. Then the guys find a place for the bear on the shelf in the group and agree not to harm the toys.
	Getting to know the world around you	Expanding children's understanding of the world around them.	"Winter" Systematize knowledge about winter by identifying typical weather conditions, precipitation, and wintering habits of birds and animals.	The teacher reads a poem about winter to the kids. For example, I. Surikova: White, fluffy snow swirls in the air and quietly falls to the ground and lies down. And in the morning the Field turned white with snow, as if it were covered with a shroud. The teacher asks what time of year we are talking about. Asking questions: “Which months are called winter?”; “What changes in nature in winter?”; “How do trees, birds, animals winter?”; “How do people take care of nature in winter?”
	In physical education	familiarization with safety rules in the classroom; introduction to a healthy lifestyle.	"My health" talk about health as a core value; highlight a list of conditions for maintaining health.	The teacher asks riddles related to healthy lifestyle: I have no time to be sick, friends, I play football and hockey. And I am very proud of myself, What gives me health... (sport); Svetka is unlucky today - The doctor gave him bitter... (tablets). Then the teacher explains what health is and asks the kids what helps to maintain it.
	For artistic and aesthetic development (in music and drawing classes)	explanation of rules for handling materials; familiarization with the sequence of performing creative tasks (for example, first open jars of gouache, then wet the brush, then apply a stroke, wash the brush before dipping it in a different color).	"How to listen to music" Introduce the children to the rules of behavior when listening to music (sit quietly, don’t spin around, don’t disturb your friends).	The teacher tells a fairy tale about “Old Raven.” “A long time ago, in a forest there lived a Raven who loved music very much. But now he grew old, became deaf, and could hardly hear his favorite music of birds, sea, and forest. And then sparrows settled on his tree, chirping so much that they drowned out other sounds. Raven began to feel sad. And then his friend Tit decided to help him: she asked the sparrows not to make noise. The birds listened to it and were surprised at what beautiful music of nature reached them. And Raven began to recover, and although he could not hear better, all sounds died down near his tree, because there one could hear the music of nature.” After listening to a fairy tale, children answer the question: how to behave when listening to music.
	According to KGN (in some sources these conversations are called conversations on valeology)	acquaintance with the group, the structure of the kindergarten, the rules of being in the group; strengthening personal hygiene standards (using a spoon, napkin, washing hands, feet, washing, dressing order, etc.).	“Learning to hold a spoon correctly” Continued work on teaching children to hold a spoon correctly.	The doll Katya “comes” to the group, who constantly gets her dress dirty because she cannot bring a spoon with soup to her mouth without spilling it. The children “calm down” the guest by repeating for her the nursery rhyme “Okay, okay.” Then the teacher invites the kids to arm themselves with magic spoons and show Katya how to eat the soup. At the end, Katya thanks the guys for the lesson.

This is interesting. The type of conversations is also distinguished depending on the person organizing this type of work. In the first junior group, this can be a group or individual conversation with a psychologist (for example, if children in a group constantly fight and bite), that is, a conversation on a narrow specialization, which also has a precedent nature.

Conversations in mini-groups and individually are also aimed at eliminating gaps in children’s knowledge

Author's files of conversations in the first junior group

You can view the file of ethical conversations in the first junior group

An example of a file cabinet of situational conversations with children aged 1, 5–3 years can be seen in the publication of Usacheva O.V., teacher of MBDOU Kindergarten No. 111, Sochi, can be seen

The file of conversations on valeology is cross-cutting in nature, that is, they are partially repeated from year to year, so it is more convenient for the teacher to compile a general block of conversations on universal topics. In other words, topics such as “We love porridge” about the importance of a balanced diet, “Our workers” about people of different professions, etc., in an age-appropriate interpretation, will be relevant in both the first junior and middle or senior groups. The teacher selects the topics he needs and makes adjustments based on the level of development of the kids. An example of a general file of conversations on valeology with children in a preschool educational institution, compiled by S.I. Mashneva, teacher at MDOBU kindergarten 126, Sochi, can be seen

Structure and timing of the conversation

According to the Federal State Educational Standard, a conversation with children aged 1.5–3 years is based on:

1–2 introductory questions from the audience;
explanations of the material by the teacher;
conducting a game or dialogue to reinforce the material.

All these types of work take 5–7 minutes and make up three stages of work, respectively:

introductory (about 1 minute);
main (about 3 minutes);
final (up to 3 minutes).

The conversation has a three-part structure

Planning conversations in the first junior group

Conversations with children 1.5–3 years old are held 1–2 times a day, with the exception of situational or individual types that are precedent in nature and periodically repeated (for example, a conversation about polite words, table manners). When drawing up a conversation plan, the teacher is guided by the general theme of educational activities, trying to include different types of conversations in the list.

Table: example of planning conversations in the first junior group for September (fragment)

date	Name	Target
Topic: “Autumn. Natural phenomena"
Second week	"About Autumn"	To form a generalized idea of autumn, including knowledge about autumn phenomena in inanimate nature (precipitation, air temperature, soil and water conditions), about the state of plants in autumn and its causes, about the characteristics of animal life.
	"A miracle is near you"	awaken cognitive interest; teach to see the unusual in the familiar; evoke feelings of surprise and admiration.
	“How to dress in autumn”	Give children knowledge that in the fall it gets cold outside, so you need to dress warmly so as not to get sick.
	"Rain"	form a generalized idea of autumn; looking at pictures of autumn.
	"Leaf Fall"	To form a generalized idea of autumn, the state of plants in autumn and its causes.
Topic: “Vegetable garden. Vegetables"
Third week	"About people's work in autumn"	to develop knowledge about people’s work in the fall: harvesting, preparing food for the winter, insulating the homes of pets; learn to establish the reasons for changing work, compare them with the work of people in the summer, draw conclusions about the direction and meaning of work.
	"About vegetables"	to form generalized ideas about vegetables (vegetables are parts and fruits of plants that are grown in the garden for consumption); clarify ideas about the variety of vegetables.
	"Gifts of Autumn"	Talk about vegetables and their health benefits.
	"How to behave at the table"	to form CGN in children; introduce table manners; learn to eat carefully and use a napkin; strengthen the ability to eat with a spoon.
	"Magic Words"	Formation of politeness in children (thank you for help, say goodbye and hello).

Planning allows you to correlate conversation topics with dates

Sufficient provision of visibility. A conversation without illustrative material turns into a verbal technique in its pure form, which for children 1.5–3 years old does not give clear ideas. Moreover, over time, this practice will teach the children to talk about things about which they have no figurative idea.
Patience. If the teacher knows for sure that the children’s experience allows them to answer the question posed, it is not worth giving the answer for the kids in the name of maintaining timekeeping. It is better to ask leading questions so that the children have the opportunity to experience a situation of success by answering correctly.
Less is more. Do not overload the conversation with long monologues and a large amount of information. This will cause nothing but fatigue in children. Do not forget that children aged 1.5–3 years cannot live without games.
Inclusion of everyone, not just active ones. Often the teacher involves only initiative children in the work. Meanwhile, a shy child can be drawn into a conversation with encouragement, even if he repeated the answer given by another child: “Well done! You noticed it too!” It is important not to be distracted in conversation by naughty children. They need to be placed closer to you and ask questions more often, making sure to note the key points in their statements.
Shy children should also be included in the conversation along with active ones.
Conversations (especially situational ones) on the topic of KGN should not be started with reproaches, like: “Just look at your noses!” - and long maxims about how no one has headscarves, the pupils do not know how to blow their noses, use a washbasin, etc. The first reaction of the kids will be to squint their eyes towards their noses in order to see the object of the adult’s dissatisfaction, but the teacher’s only goal was to lead the children to that you need to wear handkerchiefs. When asked the final question: “So what should you bring tomorrow?” the guys will list everything they want, but they may never get to the scarves. Therefore, it is more appropriate to start with the introduction of the guest - Petrushka, with whom the toys do not want to be friends, because he does not know how to use a handkerchief. And then tell you step by step how to avoid ending up in a similar situation for the kids themselves.

Video: final conversation as an element of a lesson on the properties of water in the first junior group

Higher philological education, 11 years of experience teaching English and Russian, love for children and an objective view of modernity are the key lines of my 31-year-old life. Strengths: responsibility, desire to learn new things and self-improvement.

September

1 week Kindergarten.

№1 "Let's get acquainted".
Target: studying the rules of speech behavior during acquaintances, continue to teach children to use words in speech that help during acquaintances.

№2 "Safety in our group"

No. 3 “Day routine”

Target : conduct a conversation using visual aids, consider together with the children the algorithm of personal hygiene processes (washing hands, brushing teeth, draw the children’s attention to the sequence of routine moments.

№4 "Safe chair"

Target: tell children how to wear a high chair correctly and how to sit on it safely without swaying.

№5 “What do they look like, what piece of furniture?”

Target: develop observation and imagination

Week 2 Autumn. Natural phenomena.

No. 6 “About autumn”

№7 "A miracle is near you"

Target: awaken cognitive interest; teach to see the unusual in the familiar; evoke feelings of surprise and admiration.

№8 “How to dress in the fall.”

Target: give children knowledge that in the fall it gets cold outside, so you need to dress warmly so as not to get sick.

No. 9 “Rain”

Target: form a generalized idea of autumn, looking at pictures of autumn.

No. 10 “Leaf Fall”

Target: to form a generalized idea of autumn, the state of plants in autumn and its causes.

Week 3 Vegetable garden. Vegetables.

№11 "About people's work in autumn"

No. 12 “About vegetables”

Target: to form generalized ideas about vegetables (Vegetables are parts and fruits of plants that are grown in the garden for consumption). Clarify ideas about the variety of vegetables.

No. 13 “Gifts of Autumn”

Target: talk about vegetables and their health benefits

№14 “How to behave properly at the table”

Target: to form CGN in children, introduce them to the norms of behavior at the table, teach them to eat carefully, use a napkin, and reinforce the ability to eat with a spoon.

№15 "Magic Words"

Target: developing politeness in children (thank you for help, say goodbye and hello)

Week 4 Garden. Fruits.

No. 16 "Garden"

Target: form generalized ideas about fruits.

No. 17 “I am good”

Target: formation of basic ideas about what is good and what is bad

№18 “What are vitamins?”

Target: give children knowledge about the benefits of vitamins for human health, give the concepts: “health”, “vitamins”, consolidate knowledge about vegetables and fruits.

№19 "The most neat and tidy"

Target: to develop self-care skills in children, teach them to identify and, with the help of an adult, eliminate deficiencies in clothing and hairstyle, and cultivate neatness and neatness.

№20 "Healthy foods"

Target: introduce children to foods that are good for human health and their importance for a good mood.

October

1 week Where did the bread come from?

№21 "About the sorceress water"

Target: talk about the importance of water in our lives, show where and in what form water exists, talk about the diversity of water conditions.

№22 "Accuracy in everything"

Target: to form children's CGN, self-care skills, and teach them to use an individual comb.

№23 "Me and my health"

Target: to tell children that health is one of the main values of life, to form ideas about how to take care of health.

№24 “Autumn has come and brought us a harvest”

Target: developing the idea that vegetables and fruits are harvested in the fall.

№25 "Grandmothers and grandfathers"

Target: strengthen the ability to name family members

Week 2 Forest. Mushrooms. Berries.

No. 26 “Forest in autumn”

Target: give children the idea that a forest is a community of plants and animals that live together and need each other.

№27 “Let’s go along the path into the forest”

№28 "Dangerous mushrooms."

Target: tell children that mushrooms can be life-threatening, so you can’t pick and eat them yourself; if you find mushrooms on the street, you need to immediately tell an adult

No. 29 “Mushrooms”

№30 “How to dress so as not to get sick”

Target: give an idea of how a person should dress in order not to get sick; It should be noted that at different times of the year a person changes clothes depending on seasonal changes.

Week 3 Wild animals and their young.

№31 "About Wild Animals"

№32 "Animal Contact"

№33 "Homeless animals"

№34 "Wild animals"

Target: expansion of ideas about wild animals 93-4 species characteristic of the area.

№35 “Let’s help Bunny wash himself”

Target: to develop self-care and self-care skills, invite children to tell and show Bunny how to properly and carefully wash their face and hands, dry themselves with a towel, and use hygiene items.

Week 4 Pets and their babies.

№36 "About Pets"

Target: generalize a specific idea about domestic animals and form the concept of “pets”.

№37 "Pets".

№38 "Table manners"

Target: develop self-service and cognitive skills, pay attention to how to hold a spoon correctly, lean over the plate, eat silently, chew food with your mouth closed.

№39 "Tell me about your pet"

Target: developing the need to share your impressions with educators and peers.

№40 “If a friend cries, have pity on him”

Target: encouraging attempts to feel sorry for a peer, hug, help.

November

1 week Poultry and their young.

№41 "Domestic and wild animals"

Target: developing the ability to conduct a dialogue with a teacher, listen, understand the question asked, and answer it clearly

№42 "Changes in Nature"

Target: formation of ideas about the simplest relationships in living and inanimate nature

№43 "If you're sick"

№44 "Table Rules"

Target: to form in children CGN, self-service skills, to teach them to behave culturally at the table, to hold a spoon and napkin correctly, to form a conscious desire to eat carefully.

№45 "Let's tell a friend the magic words"

Target: developing a friendly attitude towards each other.

Week 2 Late autumn.

№46 "Gold autumn"

Target: developing the ability to notice changes in nature. it gets colder, the leaves change color

№47 "Changes in Nature"

Target: expansion and activation of vocabulary. Developing a desire to listen to the teacher’s stories.

№48 “What clothes do you wear in the fall?”

Target: developing the ability to establish the simplest connections between objects and phenomena and make the simplest generalizations.

№49 “Health is fine - thanks to exercise”

Target: to cultivate interest in physical exercise, to bring children to an understanding of the relationship between physical exercise and health.

№50 “Autumn has come to visit us”

Target: developing the ability to notice changes in nature.

Week 3 Man.

№51 "Self-service"

№52 "Boys and girls in kindergarten"

Target: gradual formation of the image of myself. Communicating to children information concerning them (I am a boy...)

№53 "What do we do in kindergarten"

Target: introducing children to the traditions of kindergarten. introduce the rights 9to play) and responsibilities (dressing, cleaning

№55 "We know how to wash ourselves"

Target:

Week 4 Family.

No. 56 “My Family”

Target: learn to answer questions; form ideas about family composition, cultivate love and respect for family members.

No. 57 “At the table”

Target: to form children's CGN, systematize knowledge about behavior at the table, teach them to apply their knowledge in practice.

№58 "Let's not get sick"

No. 59 “My Family”

Target: develop knowledge about family members, the ability to name their names.

№60 "Who lives in the apartment with you"

Target: consolidate children's knowledge about family members.

Week 5 Home Furniture.

№61 "About fire safety"

№62 "Household Hazards"

No. 63 “Balcony”

Target: expand your understanding of objects that can serve as sources of danger in the house; form the concept that you cannot go out onto the balcony and play there without adult supervision.

№64 "Open window"

Target: expand your understanding of objects that can serve as sources of danger in the house; form the concept that it is impossible to open windows and look out of them without adult supervision.

№65 “Why did Bunny get sick?”

Target: update children's knowledge about why it is necessary to wash their hands before eating, wash vegetables and fruits, and give basic understanding of microbes and the diseases they cause.

December

1 week Acquaintance with folk traditions and culture.

№66 “How to go down the stairs correctly”

Target: developing skills for safe behavior indoors.

№67 "Russian doll"

Target: development of the desire to listen to the teacher’s stories about things that children understand.

No. 68 " We must, we must wash ourselves."

№69 “Parts of the day. What do we do in the morning, afternoon, evening, night?

Target: develop the ability to name parts of the day

No. 70 “Seasons”

Target: involving children in conversation while looking at pictures.

Week 2 Winter. Winter fun and entertainment.

№71 "Winter Fun"

Target: Conversation with children about “Winter fun”

№72 “About who spends the winter how.”

Target : expand and deepen the understanding of the wintering of animals, birds, fish, insects: the bear and hedgehog sleep in winter, the color and thickness of the fur of the hare and squirrel changes, wintering birds approach human habitation, tits feed on insect larvae, seeds of bushes, trees, bullfinches on berries mountain ash, sparrows and pigeons look for crumbs and leftover food on the ground; insects hid under the bark of trees, fish sank to the bottom of rivers and lakes.

№73 “How plants live in winter.”

No. 74 “About winter”.

№75 "Obedient Cutlery"

Week 3 Wintering birds.

№76 “About wintering and migratory birds.”

No. 77 “Birds in winter”

Target: To instill in children a caring attitude towards wintering birds.

№78 "How wild animals prepare for winter"

Target: continue to form an idea about preparing animals for winter, their adaptation to seasonal changes.

№79 "The bunny got his paws wet"

No. 80 “Winter”

Target: expand your understanding of the seasons, develop speech.

Week 4 New Year.

№81 "Walk in the winter forest"

Goals: Summarize knowledge about how animals spend the winter and what they eat. Consolidate knowledge using models. Develop evidence-based speech. Cultivate interest in the habits of animals.

№82 “What kinds of toys are there?”

Target: improve the ability to coordinate adjectives with nouns in gender, number, case

№83 "Folk toys"

Target: acquaintance with native culture, toys of folk craftsmen

№84 “Health must be protected”

№85 "Favorite Tales"

Target: development of initiative speech when interacting with adults and children

January

1 week Clothes.

№86 “How to properly maintain clothes and shoes”

№87 "Rosy cheeks"

№88 "How we dress for a walk"

Target: clarification of the names of the purpose of items of clothing, shoes, and hats.

Week 2 Shoes.

№89 “Obedient buttons and laces”

Target: to develop self-care skills in children, teach how to lace shoes, practice using different types of fasteners (buttons, zippers, Velcro), and develop MMR.

№90 "Table manners"

Target: to form children's CGN, teach how to handle bread correctly, cultivate a caring attitude towards bread, consolidate skills in using cutlery: a tablespoon, using a napkin.

№91 “How to dress and undress correctly”

No. 92 “Our clothes”

Target: development of the ability to distinguish and name details and parts of clothing (dresses have sleeves, coats have buttons)

№93 "Far close"

Target: development of the ability to determine the location of objects in relation to oneself, far - close).

Week 3 Zoo.

№94 "How I spent my weekend"

Target: encouraging children to talk about where they went on weekends

№95 "We love order"

№96 "Who works in kindergarten"

Target: reminder of names and patronymics by kindergarten employees.

№97 “What you need to do to avoid getting sick”

Target: formation of an idea of the value of health, desire to lead a healthy lifestyle

No. 98 “Our group”

Target: encourage children to organize the group within their means (arrange books and toys beautifully).

February

1 week Ground transport.

No. 99 “Transport”

Target: Strengthen children's understanding of vehicles.

Reinforce the general concept of “Transport”

In outdoor games, learn to walk in a column one at a time, slow down and speed up the movement, not push others, move together, balance movements with each other, be attentive to your play partners.

№100 "What is a healthy lifestyle"

Target: expand children’s ideas about the value of health, develop a desire to lead a healthy lifestyle (keep a daily routine, eat right, exercise), talk about the need for hardening.

№101 "How to cross the road correctly"

Target: formation of an idea of safe behavior on the road

№102 "Freight transport"

Target: consolidate the ability to answer questions with the help of an adult.

No. 103 " When I was a child"

Target: telling children information about the past (couldn’t walk, talk, ate from a bottle) and the changes that came with it.

Week 2 Traffic rules.

№104 "Safe Road"

No. 105 “Traffic Light”

Target: give an idea of the operation of the traffic light device; talk about signals for cars and people; learn to distinguish traffic light signals and obey them.

№106 "Helper on the road"

Target: continue to get acquainted with the operation of traffic lights; develop knowledge about signals for machines and people; continue to teach how to distinguish traffic lights and obey them.

№107 "Cleanliness and Health"

No. 108 “Sit up straight”

Target: formation of correct posture

Week 3 Water and air transport.

№109 "Outdoor Games"

Target: developing the idea that playing outdoors causes a good mood.

№110 "What is health"

Target: formation of ideas about the value of health.

№111 "Table Rules and Health"

№112 "Being obedient is good"

Target: reinforcing the rules of behavior in kindergarten, at home, on the street.

No. 113 " It's good to have friends"

Target: formation of friendly relations towards each other, the ability to share with a friend

Week 4 Defender of the Fatherland Day.

№114 “Dads – You are our Defenders”

№115 "Personal hygiene"

Target: develop skills in performing hygiene procedures; consolidate understanding of the importance and necessity of hygiene procedures.

№116 "Profession doctor"

Target: introducing children to accessible professions.

№117 "What is the weather today"

Target: formation of ideas about the simplest relationships in living and inanimate nature. Familiarity with the rules of behavior in frosty weather.

№118 “What did you see on the way to kindergarten”

Target: getting to know your immediate environment

March

1 week Profession. Tools.

№119 "What do our mothers and fathers do"

Target: the conversation forms in children an idea of different professions and shows the importance of each profession.

№120 "Good Doctor Aibolit."

№121 "Attitude towards a sick person"

Target: if possible, do not protect children from knowledge about severe, chronic diseases and disabilities; promote a feeling of compassion, a desire to help the sick, lonely, and elderly people.

№122 "Health and Illness"

№123 "Lessons of Aibolit"

Target: teach you to take care of your health and avoid situations that are harmful to your health

No. 124 “Thank you mom”

№125 "Holiday is coming"

Target: Getting to know your native culture. (holidays)

No. 126 “I’m growing”

Target: the formation of elementary ideas about the growth and development of the child, the change in his social status with the beginning of attending kindergarten.

No. 127 “Mother’s Day”

№128 "Boys and Girls"

Target: formation of primary gender ideas (boys are strong, girls are gentle)

Week 3 Spring.

No. 129 “About spring”.

No. 130 “Maslenitsa”

No. 131 “Spring”

Target: consolidation and generalization of knowledge about spring.

№132 "Life of wild animals in spring."

№133 "Journey to the Spring Forest"

Week 4 Products.

№134 "Let's decorate the Easter egg."

Target: Introduce children to the history of Easter and the traditions associated with painting Easter eggs.To cultivate children's respect for Russian folk culture.

No. 135 "Moidodyr"

№136 "Healthy foods"

Target: formation of knowledge about healthy food.

№137 “Children, drink milk and you will be healthy.”

Target: consolidate the idea of healthy food (milk).

№138 "Neat kids"

Target: improve Ph.D. Form the habit of taking care of your appearance

Week 5 Dishes.

№139 "Tableware - tea and tableware"

Target: developing the ability to classify objects.

№140 "Why do we need water"

Target: Introduction to water and its properties.

№141 "We know how to wash ourselves"

№142 “Visiting Masha. What kind of dishes will we drink tea from?

Target: develop the ability to group tea utensils and tableware.

No. 143 " Who built this house"

Target: promote the development of dialogic speech.

April

1 week Our city. My street.

№144 “Dangerous situations: contacts with strangers on the street”

Target: consider and discuss typical dangerous situations of possible contacts with strangers on the street, teach how to behave correctly in such situations.

№145 "Safe behavior"

Target: review and discuss typical dangerous situations of safe behavior; organize joint project activities for children.

No. 146 “About books”

№147 "The city where I live"

Target: formation of ideas about one’s hometown

No. 148 “Our Street”

Target: getting to know your immediate environment (house, street, store, clinic)

Week 2 Cosmonautics Day.

No. 149 "Space"

Target: developing children's knowledge about space

№150 "Protect nature"

Target: consolidate knowledge about living and inanimate nature, about the rules of behavior

No. 151 " Cosmonautics Day"

Target: form an idea of your home country. (public holidays)

No. 152 “What we see”

Target: consolidate knowledge about the objects that surround us, their purpose (table, chairs, dishes)

№153 Conversation on the painting “Spring has come to us”

Target: introduce the signs of spring.

Week 3 Migratory birds.

No. 154 “Birds”

№155 "About migratory birds."

№156 “Why you shouldn’t break bushes and trees”

Target: cultivate a caring attitude towards nature.

№157 "Our favorite Russian folk tales"

Target: developing the ability to obtain common ones from uncommon proposals.

№158 "Cat with kittens"

Target: development of initiative speech when interacting with adults and children Development of a dialogical form of speech.

Week 4 Pisces. Water world.

№159 "How to behave in kindergarten"

Target: strengthening the skills of correct behavior in kindergarten. Developing the ability to communicate calmly, without shouting

№160 "Sweet words"

Target: creating conditions for the formation of a friendly attitude towards others.

№161 “What insects were seen on the site”

Target: activation of generalizing words in speech.

№162 “How to properly remove and hang a towel”

Target: developing the habit of carefully hanging the towel in its place by the loop.

№163 "What is good, what is bad"

Target: develop the ability to communicate correctly with each other. do good deeds.

May

Week 1 Victory Day.

No. 164 “Victory Day”

No. 165 “Let’s wash ourselves!”

No. 166 “Victory Day”

Target: introduction to public holidays

№167 "How I help at home"

Target: conversations with the child about family.

№168 "Items that cannot be touched"

Target: becoming familiar with hazards at home

Week 2 Flowers (medicinal, indoor).

№169 "Houseplants"

№170 “About caring for indoor plants”

Target: summarize ideas about caring for indoor plants. To consolidate knowledge about the basic needs of indoor plants, to clarify knowledge about the telltale signs of unmet needs.

No. 171 “Clean hands”

Target: tell children why it is important to wash their hands thoroughly after going to the toilet, walking, and before eating.

№172 "Who do we like to play with"

Target: formation of a friendly attitude towards each other, the ability to share with a friend.

№173 “What flowers bloom in our area”

Target: formation of elementary ideas about garden plants.

Week 3 Insects.

No. 174 “Insects”

No. 175 “Insects”

Target: expansion of ideas about insects (3-4 species characteristic of a given area)

No. 176 " We are friendly guys, we don’t quarrel at all.”

Target: encouraging children's desire to live together, sharing toys and books together

№177 "Neat Children"

Target: to form habits of taking care of one’s appearance, the need to observe the rules of personal hygiene and neatness in everyday life

№178 “Sun, air and water are our best friends”

Target: continue to teach children to take care of their health, form healthy habits, be conscious of their health, develop a desire to lead a healthy lifestyle (harden up, exercise, etc.)

Week 4 Summer.

№179 “On caring for nature”

Target: educate children to respect nature. Learn to behave correctly in nature so as not to harm it.

№180 “I can do everything, I can do everything”

No. 181 " How animals live in the forest in summer"

Target: providing children with pictures and books to independently examine in order to develop initiative speech.

No. 182 " When it's sad, when it's fun"

Target: improve the ability to coordinate adjectives. Development of dialogical speech.

№183 “What we saw on our street”

Target: getting to know your immediate environment (home, store, clinic)

Svetlana Tolstikova.
Topics of conversations with children in the first junior group

1. Conversation on the topic : “How to wash your hands correctly”Target : improve Ph.D., improve simple behavior skills while washing.

2. Conversation on the topic “Sit at the table correctly”Target : formation of basic table behavior skills.

3. Conversation on the topic “Magic words”Target : developing politeness in children(thank you for your help, say goodbye and hello)

4. Conversation on the topic "I'm good" Target : the formation of elementary ideas about what is good and what is bad.

5. Conversation on the topic : "Gold autumn"Target : developing the ability to notice changes in nature. It gets colder and the leaves change color.

6. Conversation on the topic “Insects”Target : expanding ideas about insects(3-4 species characteristic of the area)

7. Conversation on the topic “Tableware – tea and tableware”Target : developing the ability to classify objects.

8. Conversation on the topic : “Parts of the day. What do we do in the morning, afternoon, evening, night”Target : development of the ability to name parts of the day.

9. Conversation on the topic “Our clothes”Target : development of the ability to distinguish and name parts and pieces of clothing(dress has sleeves, coat has buttons)

10. Conversation on the topic “My family”Target : Consolidate knowledge about family members, the ability to name their names.

11. Conversation on the topic “Dangerous things”Target : familiarization with sources of danger at home.

12. Conversation on the topic "My days off" . Tasks : Activate children’s vocabulary (weekends, at home, went, played, fun, friendly, interesting, worked, learn to answer the teacher’s questions.

13. Conversation on the topic “What I saw on the way to kindergarten” . Tasks : Continue working to activate and expand children’s vocabulary, clarify the names of familiar objects and phenomena.

14. Conversation on the topic "Cloth" . Tasks : Tell children about the seasons, lead them to understand the relationship between weather changes and people’s clothing.

15. Conversation on the topic "Hats" . Tasks : Enrich children’s understanding of their immediate surroundings, activate their vocabulary, teach them to name items of clothing(hats) .

16. Conversation on the topic "Our clothes" . Tasks : Teach children to understand generalizationswords : clothes, hats. Clarify the names and purposes of items, features of their use.

17. Conversation on the topic "Clothes, hats" . Tasks : Reinforce understandingchildren of generalizing words , teach to distinguish and name the quality characteristics of hats and clothing(color, shape, size) .

18. Conversation "How the little goats met the wolf" . Tasks : To instill in children a sense of caution, to introduce them to the rules of behavior when meeting strangers.

19. Conversation "Appearance and Intentions" , reading an excerpt from a fairy tale"Three piglets" . Tasks : Continue to teach children the rules of behavior when meeting strangers. Cultivate a sense of caution when communicating with strangers.

20. Conversation "Table manners" . Tasks : To develop cultural and hygienic skills in children, introduce them to table manners, teach them to eat carefully, and use a napkin.

21. Conversation "Appearance and Intentions" , watching an excerpt from a cartoon based on a fairy tale by A. Pushkin"The Tale of the Dead Princess and the Seven Knights" . Tasks : Continue to acquaint children with the rules of communication with strangers, instill caution and prudence

22. Conversation "Table manners" . Tasks : Develop cultural and hygienic skills in children, continue to familiarize them with table manners, and teach them to apply them in practice. Learn to use a napkin and hold a spoon correctly.

23. Conversation on the topic "Puppet show" . Tasks : Introduce children to the activities of puppet theater and the features of this type of art. Talk about the rules of behavior in the theater.

24. Conversation "Table manners" . Tasks : Develop self-service and cultural-hygienic skills, teach children to take their places at the table in an organized manner, eat independently and carefully, and hold a spoon correctly.

25. Conversation on the topic "Clean hands" . Tasks : Tell children why it is important to wash your hands thoroughly after a walk, going to the toilet, and before eating. Offer to show how to wash your hands correctly.

26. Conversation "Table manners" . Tasks : Develop cultural and hygienic skills in children, continue to familiarize them with the rules of behavior at the table, teach them to eat carefully, and use a napkin correctly.

27. Conversation "Let's be polite" . Tasks : Teach children to use polite words and expressions, discuss in what situations they should be used, what their meaning is.

28. Conversation on the topic "Me and my health" . Tasks : Tell children that health is one of the main values of life. Form basic ideas about how to take care of your health.

29. Conversation on the topic "In the world of kind words" . Tasks : Teach children to use polite words and expressions in various situations, show with examples the meaning of polite words. Enrich your vocabulary.

30. Conversation on the topic "Don't jump from high objects" Tasks : To form basic ideas about how to take care of health.

31. Conversation on the topic "Never ruin a book" Tasks : Teach to take care of books. Instill accuracy and thrift.

32. Conversation with children on the topic "Vegetables" . Target : expand your understanding of the benefits of vegetables, enrich your vocabulary with verbs and adjectives.

File of conversations on ethics

-1089660-710566
Content:
"Friendship"
"Hello!",
"Goodbye!"
"The Concept of Good and Evil"
"About friendship and friends"
-1070610-710566
Conversation No. 1
Topic: "Friendship"
Goal: To clarify children’s ideas about what it means to “be able to be friends”, to introduce them to proverbs and sayings about friendship.
Material: Pinocchio toy, recordings of V. Shainsky’s songs “If you went on a journey with a friend”, “True friend”, a ball of thread, the cartoon “The world is like a colorful meadow”.
Progress of the conversation:
Educator: Guys, imagine. I came to work today, and suddenly I heard someone squeaking under the door. Guess who I saw?
My father had a strange boy,
Unusual, wooden.
He pokes his long nose everywhere.
Who is this? (Pinocchio).
You guessed it! Well done! Pinocchio told me this story. He and Malvina were sitting in the clearing. Pinocchio was drawing, and Malvina was winding the threads into a ball. Pinocchio tried so hard. That he was all covered in paint. Malvina is a well-known clean girl. She asked Pinocchio to go wash herself. But he became stubborn, got angry with her, took this ball of thread from her and ran off to look for new friends.
-1068705-710565
That's how he ended up in our kindergarten.
Educator: Pinocchio, why did you take the ball from Malvina?
Pinocchio: I don’t know, just like that.
Educator: Let the guys and I show you how you can play with this ball.
Pinocchio: Oh, how interesting!
The game “Balloon” is played (in a circle)
Look. Guys, curl up. Now I will take it in my left hand, wrap it around my thumb, then pass it to Yulia, who is standing to my right. (The children take turns duplicating the teacher’s actions, and the teacher guides the children.)
Educator: And again the ball came back to me. The thread did not break, it consists of many thin threads that are intertwined together and become strong and strong. So it is with us: a thread connected us, and our friendship became stronger.
All the children gathered in a circle
You are my friend and I am your friend.
Let's hold hands together
And let's smile at each other.
(The teacher winds the threads, the children sit on the rug).
-1089660-710565
Educator: Guys, do you think Pinocchio did the right thing by taking the ball from Malvina?
Children: No, that's not right. He offended Malvina.
Educator: Yes, real friends never act like that. I hope that Pinocchio will apologize and make peace with Malvina. And now, let Pinocchio stay with us and listen to what “friendship” is and who a “true friend” is.
Buratino: Of course, I’ll stay, I really, really want to know all this.
Educator: Do you have a friend?
(ask several children)
Educator: Why do you consider them good friends?
Children: (children's answers) My friend is good. He shares toys. My friend never hurts me, he helps me. He is cheerful and kind...
Educator: What do you affectionately call your friend? (Children’s answers).
Educator: Can an adult be your friend? (grandmother, father, mother, grandfather)
Children: (Children's answers)
Educator: What do you think? Can a dog be your friend?
.
-1068705-710565
-1184910-939165Children: Yes, it can
Educator: She protects us from evil people, plays with us. A friend can be any pet that lives in the house. What should you do to make your friendship strong?
Children: (Children's answers)
Educator: Well done, you explained well how to be friends. The one who
makes good friends - does not quarrel, shares toys, takes care of his comrades, and if a friend does not know how to do the right thing, he will help him and teach him. If a friend suddenly becomes sad, he will figure out how to cheer him up.
Friend
A friend is someone who understands you.
A friend is someone who suffers with you.
A friend will never leave you
A friend stays with you forever.
Don't think that if you change your friend, the new one will be better. The proverb says: “An old friend is better than two new ones.”
Pinocchio, did you understand what the guys were talking about?
Pinocchio: Got it. We must take care of our friends and not offend them.
Result:

2) How do you understand the word friend?

Result:
1)What did we talk about?
2) How do you understand the word friend?
3) Let's repeat the proverb about friendship: “An old friend is better than two new ones.”
-1068705-710565
Conversation No. 2
Topic: “Hello!”, “Goodbye!”
Purpose: Clarification and familiarization with polite words.
Material: fairy tale “About the Duckling Gaucher”
Progress of the conversation:
Educator: Today we will talk about two important and necessary phrases for a person: “Hello!”, “Goodbye!”.
Imagine, guys, that while walking with your dad, mom or grandma you meet someone you know.
-What should you do when you see him???
That's right, you need to say hello!
When you see a person, you need to say the word “Hello!” After all, “Hello” is a good kind word. Having said this, we wish the person good health. Guys, when you come to visit friends in kindergarten, the first thing you need to do is say: “Hello!”
Guys, when you leave home, kindergarten or part with friends, do not forget to say polite words: “Goodbye!” Thus, saying goodbye to people means that the meeting was pleasant for you.

On the shore of a forest lake there lived a duck named Glasha, and she had ten little fluffy ducklings. Glasha tried to teach the kids all the intricacies of duck life.
-1068705-710565
Now listen to the fairy tale about the duckling Gaucher.
On the shore of a forest lake there lived a duck named Glasha, and she had ten little fluffy ducklings. Glasha tried to teach the kids all the intricacies of duck life. She showed how to clean feathers and lubricate them with fat, dive deftly, and get various aquatic small things: bugs, worms and larvae.
And the ducklings tried to follow the main rule of duck school: always be close to their mother and repeat everything she does.
Glasha also gave the kids lessons in politeness:
– If a duck swims towards you, be sure to stop, bow to it and say: “Hello, Auntie Duck, we are glad to see you. Let me ask, how is your health? And when you part with your friends, be sure to say goodbye, don’t forget to tell them: “Goodbye!” The ducklings quickly learned polite words and spoke them with pleasure. Only one stubborn duckling named Gosha did not want to say hello or say goodbye. He did not like polite words at all and considered them completely unnecessary.
-1068705-710565
- And who came up with stupid pleasantries? - he grumbled. - Hello, goodbye. Why is this necessary? You're just wasting your time!
The warm, cheerful summer flew by unnoticed. The ducklings have grown and become stronger.
One day Glasha the duck told the children: “Tomorrow birds from all over the area will gather at the lake. Young birds will compete in agility, flying, swimming and diving, and then games and dancing will begin. The holiday, as always, will be opened by a pair of beautiful white swans, we call them the King and Queen. Each of you must swim up to the royal couple and politely greet them. After that, you will be able to take part in competitions and games.”
The next morning many birds gathered on the lake. Cranes and herons walked importantly along the shore of the lake, ducks and geese swam with their broods. Everyone greeted each other joyfully.
A pair of snow-white swans, arching their long necks, greeted the guests. The birds swam up to them and greeted them politely. When it was Gosha’s turn, he reluctantly swam up to the King and Queen, and in response to the affectionate greeting, he grumbled something and quickly swam away.

-1068705-710565
- What an ill-mannered duckling! – the birds were unanimously indignant. – He probably hasn’t grown up yet, he shouldn’t be allowed to compete!
- Well, it is not necessary! I don’t need your holiday, I’m having fun alone! - Gosha shouted passionately, swam to the shore and disappeared into the thick sedge.
Meanwhile, the holiday began. Young ducks competed to see who could swim to the middle of the lake the fastest, and the winner received a tasty worm as a prize, teams of geese played water polo, and cranes danced merrily on the shore.
Gosha alone did not participate in the general fun. Bored, he swam along the shore, when he suddenly heard someone’s insinuating voice:
– You are so young and beautiful, don’t be sad! Gosha looked around and saw a fox. She stood at the very edge of the water and carefully examined the duckling. – Let me ask you, why aren’t you at the holiday?
“The birds were offended by me because I didn’t want to say hello to them.” Now no one wants to play with me
-1068705-710565
- It's not a problem. “Swim to me, I really like to play with ill-mannered ducklings,” said the fox and licked its lips.
Gosha trustingly approached the fox, although at the last minute he remembered his mother’s warning: “Children! Beware of the red fox robber. This is a cunning, dexterous and very dangerous animal!”
But it was too late! The fox stretched out its paw to grab the poor duckling... That would have been the end of Gaucher, but at that moment Glasha flew out from behind the bushes. She pounced on the fox, hit it hard with her wing and pecked it painfully right on the nose. Gosha screamed loudly. All the birds gathered at his cry. Together they drove away the red-haired robber.
Gosha looked at the birds with delight and joyfully repeated: “Hello! Hello!" Everyone laughed, and Glasha said...
-1068705-710565
What do you think Glasha said?
“See, son! What misfortune could happen to you because you were left alone!” - Mom said.
A lot of time has passed since then, Gosha has grown up and turned into a handsome drake. But he never forgot the lesson of politeness.
Vocabulary work: drake is,
Result:
-Why do you think polite words are needed?
-What polite words do you know?
-Did Gosha the duckling do the right thing?
-1068705-710565
Conversation No. 3
Topic: “The concept of good and evil”
Goal: to expand children’s ideas about good and bad deeds, their meaning in the life of every person, to cultivate a desire to be kind.
Material: story “Two Comrades”
Progress of the conversation:
Educator: Guys, today we will continue the conversation about good and evil, about friendship. Well done, now take a seat and let’s start our conversation. What do you think is good? What does it mean to be kind? (Children's answers)
That's right, to be kind means to love all living things: mom, dad, grandpa,
grandmother, brother, tree, flower, cat. To be kind means to do good deeds, deeds for which adults and peers will praise you.
- Guys, what is evil? What kind of person do they say: “He is evil”? (children's answers) That's right, evil is when people do bad things, hurt others and friends.

2.Reading a poem:
"It's good to be a boy"
It's good to be a girl
It's good to be a bunny
It's good to be a squirrel.
It's good to be small
Okay – big.
Just don't be stupid
Just don't be evil."
-1068705-710565
Guys, remember, it doesn’t matter whether you are small or big, the main thing is to be kind.
2.Reading a poem:
"It's good to be a boy"
It's good to be a girl
It's good to be a bunny
It's good to be a squirrel.
It's good to be small
Okay – big.
Just don't be stupid
Just don't be evil."
Do you think being greedy is good or bad? The teacher asks the children to justify their answers.
“It’s terribly difficult to live with a greedy person. Greedy is a bad friend. He won’t give you a toy, He won’t break the pie.”
A true friend will share toys, comfort and reassure, and if trouble happens, he will come to the rescue.
“If you quarrel with a friend, then go and make peace,
Don’t sulk or frown, if necessary, apologize!

-1068705-710565
And then everything around will suddenly become brighter and lighter,
Because a true friend will be right next to you.”
In order to do the right thing and not make mistakes, and if you made a mistake, to correct yourself faster, people left good advice that is remembered at all times. And now we will play the game: “Finish the proverb.” Be careful. "Friend is known in trouble) ". “Get lost yourself, and help your comrade...(help out).” “A quarrel is not good... (conveys).” “Make new friends, and don’t forget old ones... (don’t forget).” “Help your friend everywhere, don’t leave him in...(trouble).” “Friendship and brotherhood are more valuable than…(wealth).” “In whom there is no truth, there is no goodness...(little).” It's great to play with real friends. And now everyone get up and start the game “Stream”!
-1068705-710565
The game "Stream" is played.
So our conversation has come to an end. Remember to be loved by your friends and loved ones, be kind and honest.
“Let's people, be friends with each other, like a bird with the sky. Like grass - with a meadow, Like the wind - with the sea, Fields - with rain, How the sun is friends with all of us! »
Result:
-How do you understand what good and evil are?
-Which story did you listen to?
-1068705-710565
Conversation No. 4
Topic: “About friendship and friends”
Goal: to cultivate a friendly and caring attitude towards all people around you, and especially towards your friends, to form children’s ideas about friendship;
Materials: audio recording of V. Shainsky “If you went on a journey with a friend”, pencils, felt-tip pens, sheets.
Progress of the conversation:
The teacher plays the song “If you went on a journey with a friend”
- Did you like this song?
-Who is it about?
- You have friends?
Introductory talk:
- Tell me, who is this friend?
Children: Who helps tie shoelaces, shares toys, helps in class...
Educator: Who can you call your friend?
-1068705-710565
Children: With whom it is interesting to look at books, interesting to play construction and other games, who never complains, teaches what he can do, shares everything he has.
A friend can be called someone who is ready to share your joy and your grief, and if necessary, give you everything he has.
- How should you treat your friend?
(do not offend, help, protect.)
Educator: Listen to an excerpt from a story about boys who consider themselves friends, evaluate their actions.
The teacher reads an excerpt from the story
Sasha and Andreika got so wild and ran away that they crushed the flowers in the flowerbed.
- It’s Andreika’s fault! - Sasha immediately shouted when he saw the teacher.
- Andrey, is it your fault? - the teacher asked the boy sternly.
“I am,” Andreika answered and turned away from Sasha.
“Although only Andrei is to blame, I will punish both of you,” said Olga
Olga Ivanovna looked at him carefully, sighed and turned away. And Andrei moved away and sat down almost with his back to Sasha.
- Me too. “A friend is also called,” Sasha muttered, but Andreika did not react to his grumbling.
Educator: - Did you like the story?
- Why did Olga Ivanovna punish both Sasha and Andreyka?
-1068705-710565
- Why did you sigh?
-Would you like Sasha to be your friend?
Fizminutka: Etude “Two Girlfriends”
An inflated balloon by two girlfriends
Took away from each other -
Everything was scratched!
The balloon burst, and two girlfriends
We looked - there was no toy,
They sat down and cried.
Educator: Can girls be called real girlfriends? Why? (children's answers)
Educator: Listen to proverbs about friends and friendship.
“If you don’t have a friend, look for him, but if you find him, take care of him.”
“A bird is strong with its wings, and a man is strong with friendship.”
"An old friend is better than two new ones".
“Friendship does not burn in fire and does not drown in water”
Result:
- What did we talk about today?
- Why do you think a person needs friends? (children's answers)
-1068705-710565
File of safety conversations
with children of the first junior group
-1070610-710566
Content:
“It’s a small match!”
"Cat house"
“Everyone should remember that you can’t play with fire.”
"Dangerous objects around us"
-1068705-710565
Conversation No. 1
Topic: The match is not big!
Objectives: to form children’s understanding of fire hazardous objects; consolidate children's knowledge about the profession of firefighter
Material: demonstration pictures: fireman, fireplace, campfire, fire; toy - fire truck; telephone. Progress of the conversation:
- Guys, now I’ll tell you a riddle, after guessing it you’ll understand what we’re going to talk about today. So, listen carefully:
I fry, steam and bake,
I can be in everyone's home.
People are many, many years old
I bring warmth and light.
I'll burn you - don't touch me.
I call myself...(Fire).
- That's right, it's fire! Today we will talk to you about fire.
2. Conversation “Fire-light”
-Have you ever seen fire? (candle, fire)
- Tell me about the fire. What is he like? (show pictures - bright, hot, dangerous)
-1068705-710565
-Can fire be useful? (fire in a fire - warms, illuminates, helps prepare food; fire in a fireplace - warms, illuminates)
-Where do they get fire? (matches, lighters)
Physical Minute Matches are dangerous,
Just touch them
Appear immediately
Bright fire!
Small at first
And then big, big.
The breeze blew
And the fire went out.
Conversation “Fire and everything connected with it”
- In our apartments, guys, there are many objects that can easily catch fire, so all adults and children should be very careful with fire. Fires are very dangerous. Furniture, clothes, toys and even people can burn in a large fire.
- What is the name of the machine that puts out fires? (demonstration picture - fire truck)
-1070610-710565
- Look and tell me how a fire truck differs from other vehicles? (it is red, with a ladder, when it rides it sounds like a serena)
- What does serena sound like? (Ooh, ooh, ooh)
- What do you call people who put out fires? (demonstration picture - firefighters)
Result:
- Guys, what did we talk about today?
-What color is the fire truck?
-What does serena sound like?
-1068705-710565
Conversation No. 2
Topic: “Cat House”
Goal: to reinforce fire safety rules with children.
Materials: a car, a cat's house (made from blocks or chairs), a bucket, a watering can, a flashlight, a spatula, a piece of red cloth, a bell. Progress of the conversation:
The teacher shows the toy to the children.
- Guys, look at what new toy we have in our group? (Car).
-Who guessed what it’s called? (Fire department).
-By what signs did you guess that it was a fire truck? (It is red, with a ladder).
- That's right, the fire truck is always red so that it can be seen from afar. Red is the color of anxiety, the color of fire.
-How does the fire truck drive, fast or slow? (Fast).
-Why fast? (We need to put out the fire quickly and save people).
.
-1070610-710565
-When a car drives along the road, you can not only see it, but also hear the siren.
-What does a siren sound like? (Ooh, ooh, ooh)
-Guys, why do you think fires occur? (Children's different answers).
-Yes, many fires are caused by carelessness in handling fire. Fire is very dangerous. At first it burns slowly, then the flames become higher, stronger, flare up, and rage.
-To avoid trouble, you need to know the rules well. Now we will repeat the rules for children together.
You can’t take matches... (Take them).
Gas cannot be ignited...(Light).
The iron cannot be...(turned on).
Fingers must not be inserted into the socket...(Insert).
- Guys, try to remember these rules and always follow them so that a fire truck never comes to your house.
-Fire truck from the word “fire.” And the people who put out fires are called firefighters.
Game "Cat's house caught fire."
Progress of the game: Children walk in a circle and sing a song:
-1068705-710565
Tili - boom! Tili - boom!
Cat's house caught fire!
A chicken is running with a bucket,
And the horse with the broom,
And the dog with the lantern,
Gray bunny with leaf.
The adult rings the bell loudly, the children run to where the bucket, watering can, etc. are lying, take toys and “put out the fire” (the fire is depicted using red material thrown over the house).
Everyone says together:
Once! Once! Once! Once!
And the fire went out!
Result: -What is the name of the machine that puts out fires?
-What items should children not touch?
-What game did you play?
- What fire safety rules have we learned, let’s repeat them
-1068705-710565
Conversation No. 3
Topic: “Everyone should remember that you can’t play with fire”
Goal: to introduce children to the benefits and dangers of fire. Introduce the properties of fire. Foster a sense of caution and self-preservation.
Material: Matches, candle, illustration of fire, illustration depicting the beneficial use of fire and fire safety rules, bear toy.
Progress of the conversation:
I. A surprise moment when a bear comes to visit.
Voss: A very unusual guest came to us today. Do you want to know what kind of guest this is? Listen to the riddle:
The red beast sits in the oven,
The red beast is angry with everyone,
He eats wood out of anger,
Maybe an hour, maybe two, don’t touch him with your hand,
He bites his palm. (fire)
Voss: Yes, today we will talk about fire.
(Children sit on chairs. There is a knock on the door. A bear cub appears with a bandaged paw and head) -1068705-710565
Voss: Hello Mishka! What happend to you? Why are you bandaged?
Bear: I decided to play with matches, I wanted to make a fire.
Voss: What are you doing, Mishka? Guys, is it possible to play with matches? It is very dangerous! (children's answers)
Bear: Yes, so I got burned. And Doctor Aibolit came to my aid, put out the fire and bandaged me. Why is this fire needed?
Voss: Sit down with us, Mishka, we will talk about fire, and then you will understand that people need fire.
II. A conversation about the beneficial uses of fire.
Vos-l: In ancient times, people warmed themselves from the cold by the fire, prepared food for themselves, it gave them light. Time passed, and people “tamed” fire and “settled” it in their homes. Guys, do you have a fire at home? Where does he live? How does he help us? children's answers) Voss: And there are also factories where fire also lives in the furnaces. In the bakery, bread is baked in ovens. He eats such furnaces in which metal is “cooked”. Then they make cars and airplanes out of it. Fire helps such factories operate. You see, Mishka, how fire helps people. (he accompanies his story with illustrations)
-1068705-710565
Listen, guys, to a poem about good fire.
We are without a good fire
You can't get by even a day.
We need a good fire
And for that he is honored,
What warms up the guys' dinner?
He cooks soup and bakes bread.
Bear: Yes, I like this kind of fire.
Voss: People put fire in such a house. What is this?
Children: Matches.
Voss: Now I’ll light one match. Look at the fire. Now I will light a candle. (children watch the fire)
Fire safety rules.
Voss: Today we lit a candle. Can children do this? What can happen? Has anyone ever burned you?
(children's answers)
Vo-l: When a candle burns, the wax melts, it is hot, you can burn yourself with it. And if the candle falls, then what happens?
(children's answers)
Voss: You see, Mishka, what can happen. To prevent a fire, small children should not pick up matches - this is the first rule.
-1068705-710565
Don't have that habit. Poke your nose into the house to see where the matches are. Because these matches are not toys for children.
Question: A fire can also occur from the iron if it is left on.
Another rule:
And the iron cannot be turned on,
This is strictly necessary to know.
Closing the door in the house,
Check if you turned everything off.
To a finger or a nail.
You didn't put it in the socket.
Electricity is dangerous.
Everyone should know this.
Voss: Well done, guys. These rules must be known and followed. And you,
Bear, remember them and never play with matches again.
Bear: I remember. I will never play with matches again.
Result:
Remember guys, these are the rules. And you, Mishka, know that you cannot play with matches, otherwise disaster may happen.
-1070610-710565
Conversation No. 4
Topic: “Dangerous objects around us”
Goal: To strengthen children’s understanding of objects that are dangerous to life and health that they encounter in everyday life, about their necessity for humans, and about the rules for using them.
Material: cards, signs, toys.
Progress of the conversation:
The teacher brings the toy Teddy Bear with a bandaged hand into the group
Guys, why is Mishka so sad? What happened to him? (cut his finger with a knife). Is it possible for children to pick up a knife? Why is this item dangerous? It turns out, children, there are objects that are dangerous to human life and health.
Now listen to “How to Avoid Trouble.”
Don't play sharp
Forks, knives.
After all, such a “toy” is simply
Injure something.
It will hurt, it will be sad,
He has an iron head. (hammer)
I'm a needle's friend
I just don't have an ear. (pin)
How they grab the nail, how they pull it,
-1068705-710565
They will definitely pull you out. (pincers)
Steel horse, flaxen tail,
Make friends with me. (needle)
There are teeth, but there is no need for a mouth. (saw)
Bows, bows -
When he comes home, he will stretch out. (axe)
I'm sitting in my little house,
Don't make me angry, boy.
Handle with care -
I can cut myself! (penknife)
I have a blade -
Sharp, iron.
Handle with care:
After all, I can cut myself! (knife)
II. The teacher tells a fairy tale: “Once upon a time there lived an old man and an old woman, and they had two sons. The younger one was Ivan, and the older one was Mitrofan. The eldest was lazy - he ate and slept, but work did not suit his mind. And the younger Ivan is hardworking, cheerful, and friendly. Master Ivan had a magic box, and his friends lived in it, who helped him a lot in his work.
Ivan loved them, was friends with them, took care of them, took care of them. And things also loved and respected Ivan, they obeyed him when he said:
-1068705-710565
“Every thing has its place!” - they were proud of him when people said “Master Ivan has golden hands”, “The master’s work is afraid.”
Conclusion: it is very important to be able to properly handle dangerous objects so that they become friends and not enemies.
Guys, now let's teach Mishka what objects he can play with and what he can't, so that nothing else happens to him. (The teacher names the object, and the children raise cards: red if the object is dangerous, green if not.) Children, are there objects in our group that cannot be touched? (scissors, sockets, knife, needles). Where are they stored? (in special places, in tables, so as not to get hurt) Although these objects are dangerous, they can and should be used, but only under the supervision of an adult. Guys, you helped Mishka a lot. And now he will know which objects are dangerous and which are not.
Result:
-What objects should you not play with?
-What could happen if you play with them?
-1068705-710565
Card file of conversations on a healthy lifestyle in the first junior group
-1070610-710566

Conversation No. 1
Topic: “Health Secrets”
Goal: To form an idea of health, to highlight the rules of cultural and hygienic behavior.
Material: fruits, vegetables cards, plate.
Progress of the conversation:
The teacher gathers the children and informs them that Aibolit has arrived at the kindergarten, he is visiting groups and talking with the children, and will now come to them.
Aibolit: Hello, children, I came to see you - what are you like, are you healthy? I want to tell you about the secrets of health. Health must be protected. So I ask you: how do you take care of your health? What do you do to avoid getting sick? Why are you silent? Do not know?
Educator: They know that health is exercise, rosy cheeks, this is when we are strong, dexterous, brave and cheerful, this is when we are friends with vitamins.
Aibolit: Correct. (To children) Have any of you taken vitamins? Vitamins make our body strong and healthy, resistant to disease. But vitamins come not only in tablets, they also grow on branches.

-1070610-710565

Many vitamins are found in fruits and vegetables.
Educator: The guys and I know that fruits grow on branches and vegetables in the garden.
Game "Fruits and vegetables"
Children put fruits and vegetables on different plates.
Aibolit: I’ll tell you a secret, to be healthy, you need not only to eat vitamins and be strong!
You definitely 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?
Educator: I’m sure that we don’t have such children, dear Aibolit.
Aibolit: How can I check this? I came up with an idea, you guys should answer my questions. You decide to wash your face. What is needed for this? (Water, soap, towel.) -How should you open the water tap correctly? So that the splashes fly in all directions?
-1070610-710565
-What should you do first before going to the water tap? (Roll up your sleeves to avoid getting your shirt or dress wet.)
Educator Show me how to roll up my sleeves. Like this.
How should you wash your hands?
Educator: All that remains is to turn off the tap and hang the towel in place.
Aibolit Yes, indeed, all children know how to wash themselves properly. Well, we can only praise them for this. The most important secret of health is to play sports and do exercises every morning.
-1080135-710565
Aibolit
I have prepared a surprise for all of you guys. Today you will receive a glass of vitamin juice from me in order to grow strong and healthy. And before I leave, I want to wish you health and remember all the secrets of health.
Result:
Guys, it’s time for Aibolit to leave for another group, let’s say thank you to him for telling us about the secrets of health. And now we will try to remember what we need to do to be healthy?
Do exercises;
Eat vitamins;
Wash your hands before eating;
Behave politely at the table.
-1070610-710565
Conversation No. 2
Conversation on the topic: “I love vitamins, I want to be healthy”
Goal: To reinforce in children the names of some vegetables and fruits; expand children's understanding of how healthy many foods are and how important it is to eat right.
Material: dummies of fruits and vegetables.
Progress of the conversation:
The teacher asks the kids:
- Guys, do you like vitamins? What vitamins do you like? (children's answers) Who gives you vitamins? (most likely, the children will name one of the family members, a teacher or a nurse) Where do mom (or others) buy them? Listen, analyze and summarize the children’s answers. Next, the teacher informs the children that vitamins are not only sold at the pharmacy in beautiful packaging, but are also found in the foods we eat. The teacher draws the children’s attention to dummies of fruits and vegetables:
- Look, kids, what do I have? (children's answers) Do you know how many vitamins they contain!
-1070610-710565
Here you go, raise your hands, those kids who love carrots. Well done! Please clap your hands for those little ones who love lemon. Well done! Please, those who love oranges, stomp your feet. Well done!
For colds and sore throats
Oranges help!
Well, it's better to eat a lemon,
Although it is very sour.
Eat more oranges
Drink delicious carrot juice,
And then you will definitely be
Very slim and tall.
There are no healthier products -
Delicious vegetables and fruits.
- But you know guys, vitamins are found not only in vegetables and fruits, but also in other foods. It is very useful to eat porridge with butter, honey, lots of vitamins
found in fish, you should definitely eat meat. Berries are also rich in vitamins. What berries do you know? (children's answers)
- You see, kids, how many benefits vitamins have! Therefore, eat the vitamins that are bought for you at the pharmacy.
-1070610-710565
But, and most importantly, eat well so as not to get sick, grow healthy and smart!
Finger game "Pies".
One two three four
The dough was deftly kneaded.
We rolled out the circles.
And they made pies,
Pies with filling,
Sweet raspberries,
Carrots and cabbage
Very, very tasty.
They took it out of the oven,
They began to treat everyone.
The house smells like pies... Summary:
-What should you eat to be healthy?
-Where are vitamins found?
-1061085-720090
Conversation No. 3
Topic: “We must, we must wash ourselves in the mornings and evenings”
Goals: To develop healthy lifestyle skills and develop physical activity.
Material: soap, pictures of animals and birds.
Progress of the conversation.
Children with a teacher sit in a circle on the carpet, and Aibolit (a glove doll) comes to visit them.
Aibolit: Guys, while I was walking to you, I met Moidodyr. He told me a story about one boy who didn’t bathe, didn’t wash, and was dirty.
Educator: Doctor, we know who you are talking about, the guys and I read about this boy.
The teacher and the children remember and read excerpts from the work “Moidodyr” by K. Chukovsky.
Aibolit: Are there dirty people in your group? Do you all love water? What do you do when you wake up?
Children answer questions.
Aibolit: Well done! You made me happy! I have a gift for you!
Doctor Aibolit gives soap to children. Leaves.
The teacher continues the conversation with the children about animals and how they wash themselves.
-1070610-729615
Early in the morning at dawn
Little mice wash themselves
And ducklings and kittens,
And bugs and spiders.
You weren't the only one who didn't wash your face
And I remained dirty
And they ran away from the dirty stockings and shoes
Educator: -All animals and insects love to bathe and wash themselves. Guys, how many of you have seen them wash themselves? How does a cat wash itself?
Children: - Paws and tongue.
Educator: - That's right, how does a dog wash itself?
Children: -Also with paws and tongue.
Educator: - Who knows how an elephant bathes?
Children: - Trunk.
Educator: - Well done! An elephant can make a shower for itself with its trunk. The hamster washes itself with its paws. A parrot cleans its feathers with its beak.
Children are offered a game - an imitation of “How animals, birds, insects wash themselves” - pictures of animals and birds.
Educator: - Well done! Guys, is the person washing his face?
Children: - Yes.
-1070610-729615
Educator: Why does a person wash his face?
Children: To be clean, beautiful, neat, smell good.
If children find it difficult, the teacher helps.
Educator: Correct! And also to avoid getting sick. Harmful microbes accumulate on our body, we do not see them. Therefore, you need to wash and take care of yourself, even if you are not very dirty. A person washes his entire body when he bathes in a bath, under a shower, or he can wash his hands, face, and feet separately. Everyone loves to swim: people, animals, insects, and even toys we wash. Well done to you and we will definitely stay healthy!
Result:
-What did we talk about today?
-What should you do to avoid getting sick?
-1070610-729615
Conversation No. 4
Topic: Let's help Piggy become neat"
Goal: to develop interest in performing cultural and hygienic skills; Encourage children to constantly perform them.
Material: soap, towel,
Progress of the conversation:
1. Surprise moment
Educator: oh, guys, do you hear? Someone is still in a hurry to visit us! Let's put all the toys back in their place and see who came to us.
Piggy appears on the screen - all dirty, shaggy, crying a lot.
Educator: So this is who came to visit us! Hello, Piggy. What happened to you? Are you sick? Why are you crying?
Piggy: Hello, guys! I'm very sad. Today I went out into the yard and wanted to play with my friends. But no one wanted to play with me, everyone moved away from me... (crying)
Educator: interesting! Guys, why do you think his friends didn’t play with Piggy?
-1070610-624840
Children: he is dirty, unkempt, not beautiful, not neat….
Teacher: of course, because he is untidy! he needs help urgently.
Piggy: and they also gave me this bag, and said that the things that were there would be very useful to me. Look here? Guys help me, please!
Piggy gives the bag to the teacher and the children and asks them to help him.
Educator: Shall we help the kids Khryusha?
Children: yes.
Educator: then let’s sit down on the chairs, and you, Piggy, listen to us carefully and remember everything!
2. Game “Wonderful bag”
The game “Wonderful Bag” is played. Educator: guys, let's see what's in the bag. Look, what is this? (Soap.) It smells so delicious. What soap? (Scented, white, round.) Who will tell Piggy why soap is needed?
-1070610-729615
The child (optional) tells, the teacher helps (Soap is needed to wash: wash your hands, face, neck and whole body so that they are clean). Piggy: Oh, guys, how do you wash your hands? Please show me!
Educator: what do the guys need to do first?
Children: roll up your sleeves.
Educator: that’s right, look, Piggy, and remember:
The teacher and the children imitate hand washing:
Hands must be washed with soap,
Sleeves should not be wet.
Who doesn't roll up his sleeve,
he won't get any water.
We need, we need to wash ourselves,
Where is the clean water here?
Let's open the tap: Sh-Sh-Sh,
Wash my hands: Sh-Sh-Sh,
We'll rub our cheeks and neck.
And pour some water on it.
Piggy: How great!
-1070610-729615
Educator: Oh, our hands are wet! What do we need to make our hands dry? (Towel.) Children pick up an imaginary towel and “wipe” their hands.
Come on, Piggy, let's see, is there a towel in your bag? Of course there is. Here it is! What towel, guys? (Beautiful, soft, fluffy, colorful)
The teacher invites the children to take the last item out of the bag and also tell about it (comb): This is a comb. It is wooden (plastic, long, it has a handle and teeth. We need a comb to comb our hair like this (the child shows Piggy, imitating combing movements, how to comb).
Educator: well, piggy, now you understand what these items are needed for? (hands the bag to Piggy)
Piggy: I understand, I understand what needs to be done with these items! Now I know how they can help me! Guys, please, just don’t go anywhere, I’ll fix everything now...
-1070610-729615
Piggy appears behind the screen, all clean, combed, neat and tidy.
Piggy: Guys, guys! Now I know exactly why no one wanted to play with me! Remember what I was like? (Children list: dirty, unkempt, grimy, sloppily dressed, unkempt). Now what am I? (clean, beautiful, neat, etc.) I really liked washing my face, drying myself with a towel, brushing my teeth, combing my hair. Thank you very much for your help, I now have so many friends who want to play with me. I want to give you their portraits so that you can color them and keep them as a souvenir.
5. Productive activity
Piggy gives out portraits of his friends to all the children to color.
Well, it’s time for me to run, my friends are waiting. Thanks guys. Goodbye!
Teacher and children: goodbye!
Educator: It’s great, guys, that you and I helped Khryusha. Let's now take pencils and color all his friends
-1070610-729615
Conversation No. 5
Topic: “Ethics of nutrition in kindergarten”
Objectives: continue to teach children personal hygiene,... introduce to basic generally accepted norms and rules of relationships with peers and adults;
Materials: toy – “Pinocchio”, children’s dishes, cards for activities: “Bread”.
Progress of the conversation:
Children sit on chairs.
Educator: Guys, we have guests today, let’s say hello to you and play a game.
Children imitate movements and repeat after the teacher.
Good morning, eyes, did you wake up? (look through binoculars)
Good morning, ears, did you wake up? (rubs ears slightly)
Good morning hands, did you wake up? (clap)
Good morning legs, did you wake up? (stomp)
Good morning sun We woke up and smiled at each other.
Guys, we will have breakfast with you now.
Tell me, who cooks our food? Children: Cook.

-1070610-729615
Tell me, who cooks our food? Children: Cook.
Who brings us food? Children: Bella Kirimovna (junior teacher)
Children, why do we need food? Children: To be strong, strong, never to get sick, to get vitamins for the body.
Put Violetta and Roman on duty - bread bins, napkins. And then come back to us.
Children look at the pictures and answer leading questions.
The cook guys also prepared porridge for us, the porridge is very healthy, it comes in semolina, rice, buckwheat, and boiled in milk.
Come on, come on, come on, zeros!
Don't stir the pots,
Don't grumble, don't hiss, cook sweet porridge,
Cook some sweet porridge and feed our children.
And finally, both adults and children love tea.
Guys, tell me how we should behave at the table? Children: Calm down, don’t push, don’t talk, etc.
Listen, I have this poem.
Don't spill hot soup or tea on yourself.
Be careful when your food is hot.

-1070610-729615
Eat calmly, don’t fidget, don’t hover over the plate.
Yes, guys at the table, we must sit calmly, watch our posture, and hold the spoon correctly.
The Buratino toy appears. Doesn't behave properly at the table. Everyone makes comments. Now, let's show Pinocchio how we should behave at the table. But before that we must wash our hands. Why wash your hands? Let's listen to poetry. Children recite poems.
The mouse didn’t wash its paws well, just moistened it with some water,
I didn’t try to wash it with soap - and the dirt remained on the paws.
A towel with black spots, how unpleasant it is!
Germs will get into your mouth and your stomach may hurt.
So, children, try to wash your face with soap more often!
You should wash your hands with warm water before eating.
We go at a calm pace to wash our hands and then have breakfast.
-1070610-710565
The children wash their hands and sit down to have breakfast, the teacher wishes you a bon appetit, pays attention to how the children are sitting at the table, and what is for breakfast today.
Result:
-How should you behave at the table?
-What should you do before eating?
-How should you sit at the table?
-1070610-710565
Card file of conversations according to the rules
traffic.
in the first junior group
-1070610-710565
Content:
"Journey to the land of road signs."
"Road signs"
“We will amicably follow the traffic rules.”
"The Tale of Chichi"
“Follow the traffic rules without objection”
"Transport"
-1070610-710565
Conversation No. 1.
Topic: “Journey to the land of road signs.”
Goal: to introduce children to traffic lights, to clarify what the colors of traffic lights mean, to form ideas about the safety of pedestrians on the road; Material: didactic games “Transport”, “How to cross the street”, “Broken traffic light”; layout "My city"
Progress of the conversation:
Guys, you and I will now turn into cars and go for a walk. (We put on half masks with pictures of cars and set off along the road laid out on the floor)
Get up one after another, and to make it more fun, let’s remember the poem:
In the car, in the car, the driver is sitting.
The car, the car is humming.
Beep beep! Beep beep!
Here is a field, here is a river,
This is a thick forest
The children have arrived.
Stop the car!
Beep beep! Beep beep!
(Children stop near the traffic light)
V.: - Guys, guess the riddle
-1070610-710565
I blink my eyes
Relentlessly day and night.
And I help cars,
And I want to help you.
children: (traffic light)
V.: Yes, that's right!
V.: - Guys, how many eyes does a traffic light have? (three - red, yellow, green)
V.: Red is a stop.
Yellow is preparation.
And green means the path is open.
And the car rushes again.
V.: Well done, guys, you solved all the riddles. Now let's move on.
(let’s go to the “My City” layout)
Did. game "How to cross the street"
Goal: To introduce children to the rules of crossing the street. Reinforce your knowledge of traffic lights.
(let children independently solve problem situations on the road: pedestrian crossing - let pedestrians pass; correctly perceive the colors of traffic lights, get ready, let's go)
-1070610-710565
(as soon as the children complete the task, the cars move on and drive up to two garages built from a soft module, one small, one large)
V.: - Guys, look where we have come?
Children: (to the garage).V. : Why do you think one garage is small and the other is large?
Children: (small garage for small cars, large garage for large cars)
V.: That’s right, guys, let’s put our cars in the garage and sit at the tables.
V.: You all have a rectangle and three circles on your tables. What's on your table?
What color is the first circle?
Children: red.
What color is the second circle?
Children: yellow.
What color is the third circle?
Children: green.
You will have to stick three circles on this rectangle, following the sequence, leaving a small distance between them.
-1070610-710565
We take a little paste onto the brush and carefully apply it to the first circle. Don’t forget to coat the edges with paste, then glue the first red circle onto the rectangle (on the top part). Press with a rag, you also need to glue other circles, yellow and green.
V.: - Guys, what did you do?
Children: traffic light.
(a stand of children's works is set up for parents)
Bottom line.
- Guys, tell me, what did we talk about today?
That's right, about the traffic light.
- What is a traffic light for?
- Guys, now you know how to safely cross the road and what the traffic lights tell us. These rules must be followed and never forgotten.
-1070610-710565
Conversation No. 2
Topic: Road signs
Goals: To reinforce the rules of the road with children. Develop attention and location awareness.
Material: Luntik, road signs, traffic lights, rod.
Progress of the conversation.
Teacher's story: One day Luntik came down to our earth. He was right on the road. He stands there and doesn’t know what to do, but cars are driving around him. He sees his uncle standing and waving his wand. He approached him, greeted him and asked him: “Who are you and where did I end up?”
The uncle answers him: “I am a policeman, a traffic controller.” You are in a very dangerous place, it’s called a road. You can't play here because there are a lot of cars driving here. And they might run you over. I help car drivers and pedestrians navigate the road. I have assistants: a wand, it’s called a rod. I use it to indicate the direction of where and who can now go and who needs to stand.
-1070610-710565
- there is a special crossing for pedestrians. It's called Zebra
- traffic light. He has 3 eyes. Red, yellow and green. Pedestrians know that on red they need to stand, on yellow they need to get ready, and on green they can cross the street. - All pedestrians must walk on the sidewalk, this is a specially designated safe place for them.
- there are also special signs that will help you navigate (showing a pedestrian crossing sign, traffic lights, children). And these are all called traffic rules. They must be followed and then nothing bad will happen to you.
Luntik was very happy that they helped him and told him everything, thanked the policeman and said:
- I learned that playing on the road is life-threatening. I realized that you need to cross the street at the zebra crossing and only when the traffic light is green. Now I know the rules of the road and will be an exemplary pedestrian and will definitely tell my friends about them!
-1070610-710565
Road rules
You must remember
And then they are for you
They can be useful!
Result:
What is the name of the place where cars drive?
What is the name of the person who drives the car?
What colors does the traffic light have?
What traffic light color can you cross the road at?
-1070610-710565
Conversation No. 3
Topic: “We will amicably follow the traffic rules.”
Goals: To develop respect for the police profession. Reinforce some traffic rules with your children. Develop attention and location awareness.
Material: picture: dunno, policeman.
Progress of the conversation:
The teacher reads a poem:
Everywhere and everywhere there are rules,
You should always know them.
They won't go sailing without them.
From the ship's harbor.
There is no way, no way you can live in the world without rules.
Large trains depart according to the rules.
But there are such rules hidden in a sign that they forbid us:
"Don't ever do that!"
- Guys, what is this poem about? Right. About the rules of behavior on the roads and road signs. Do you know what road signs are? Here they are, look at them.
-1070610-710565
- Look, guys, someone is coming to visit us! This is a policeman in uniform. Who is that walking next to him? Yes, this is Dunno!
Dunno: - Uncle policeman, let me go. I won't behave like that on the road anymore:
Guys, how do you behave on the road? Do you know the rules of the road? Policeman: Let's check now!
Questions for children: 1. What is the name of the place where cars drive? (Road).
2.What is the name of the person who drives the car? (Driver, chauffeur)
3.What colors do traffic lights have? (Red, yellow, green).
These road rules are very strict, but not at all complicated, remember them, listen carefully, they will definitely help you in life! Well done boys! Dunno, did you remember the rules? Dunno: Well, I don’t know? Let's better play a game. Maybe I'll remember these rules better.
- Let's play the game "Colorful Steering Wheels." Conducted by a policeman. (At the policeman’s signal, red cars leave and go to the garage.
-1070610-710565
Then the yellow and green cars drive out. Try to drive carefully, without bumping into each other). - Guys, let's ask Dunno, did he remember the rules of the road?
Dunno: I realized that you only need to cross the street when the traffic light is green. And only along the zebra crossing. I also learned that playing on the road is dangerous to life. Forgive me guys, I won't fool around on the road anymore. Uncle policeman, I will play in the yard. Policeman: You see that the rules are not complicated, but you must follow them! Dunno: Guys, I came up with a poem! I just don’t know if I can do this or not? Help me please! Hey! Don't be afraid, follow me quickly! Across the road in a straight line, the path is much shorter. Is the car close? We'll get through!
Is it possible to do this or not? Of course not! Our guys know this! Dunno: Uncle policeman, I understand everything and I won’t do that again. Tomorrow I will learn all the rules and teach all my friends! Like this! Remember the rules
- Don’t keep it a secret to all your friends, you know, tell it!
-1070610-710565
Policeman: Guys, it's time for me to go to work! Remember the traffic rules and strictly follow them! And traffic lights will help you when crossing the street! Goodbye!
Result:
- Guys, tell me who came to visit us today
- What are the traffic lights?
- Do you think Dunno learned the rules of the road?
- We taught Dunno how to cross the street correctly and not break traffic rules. And Dunno will tell his friends how to behave correctly in the yard and on the road.
-1070610-710565
Conversation No. 4
Topic: “The Tale of Chichi”
Target. Reinforce basic traffic rules with children.
Material: Road sign “Pedestrian crossing”, traffic light, 4 strips of paper 20x150 cm (zebra). Toy monkey. A blank sheet of white paper and colored pencils for each child.
Progress of the conversation:
The teacher begins to conduct a conversation.
You, of course, know that cars drive on the roads, and people walk on the sidewalks. If pedestrians need to cross the road, they use pedestrian crossings. How is the crossing indicated (White stripes are drawn on the road.) Correct. A “Pedestrian crossing” sign is also placed at the crossing. (Shows.) What shape is this sign (It's a square) What color is it? (Blue) Well done, everything is correct.
A monkey called Chichi came to visit us. Do you want to meet her?
Children. Yes.
Educator. Then let's call her.
-1070610-710565
The children call Chichi. The teacher displays a toy monkey.
Chichi. (the teacher speaks for her). Hello children! I came to tell a story that happened to one monkey, her name is also Chichi. Do you want to listen (Yes, we want to.) One day the monkey called his friend, the zebra Alice.
- Hello! Good morning, Alice! I would like to take a walk in the park, would you like to come with me?
“With pleasure,” Alice agreed.
“Then get ready, we’ll meet near your house.”
The monkey dressed up in his favorite dress and put on a straw hat.
- Wonderful! - she exclaimed, looking at herself in the mirror.
Alice was already waiting for her friend near the entrance. Chichi deftly jumped onto the zebra's back.
-1070610-710565
To get to the park, the girlfriends had to cross the road.
- Run across quickly! “You see, there’s not a single car,” Chichi suggested.
- No, you can’t cross here. We need to look for a zebra crossing.
- Zebra? - the monkey was surprised. - Why look for her? You're here.
Alice laughed:
- No, this is a completely different zebra.
Educator. What zebra was Alice talking about? (Children's answers)
- Why is the crossing called a “zebra”? - the monkey asked her friend.
- Yes, because this crossing is striped, like me. White stripe, black and white again. Only the stripes are painted not on my back, but directly on the asphalt,” Alice explained.
She looked around.
- This is the transition. You see, the traffic light - it will help us cross the road: it will tell us whether we can cross or not.
- Can traffic lights talk?
- He will tell us not with words, but with his eyes.
- How is it with your eyes? - Chichi was surprised.
-1080135-710565
- The traffic light has three lights - signals: red, yellow and green. They are called eyes. But they do not light up immediately, but one by one.
“I know a song about a traffic light,” said Chichi.
“I know too,” Alice answered. And the friends sang a song: A traffic light has been helping for a long time.
He gives us a signal:
Wait or go forward.
Traffic light, traffic light -
Our assistant for a long time!
So, singing a cheerful song, the friends reached the park.
Educator. (addresses Chichi). Now you're sure
you know where and how to cross the road. Children, what do you know?
about it?
What do traffic lights tell us? Why can’t you run across the road, but you have to walk calmly? Why do you think you can’t cross the street in the wrong place?
-1070610-710565
even if there are no cars nearby? (Children's answers) Now let's try to follow the path of the monkey and the zebra from the house to the park. Chichi, I think, will show us the way. (Puts up a traffic light and a road sign, lays out strips of white paper next to it - a zebra crossing.)
What sign did Alice and Chichi see? (“Pedestrian crossing.”) Correct. Now let's come to the transition. Can I cross the road? (Children's answers.) First you need to look at what light is on at the traffic light. Red means we are standing, yellow means we are ready, and green means we are moving. (Children cross the road at a zebra crossing.)
So the journey with Alice and Chichi has ended. Thank you, monkey, for an interesting story.
Result:
-Who did you meet?
-Who did you listen to the story about?
-What does this story teach?

1070610-710565
Conversation No. 5
Topic: “Follow traffic rules without objection”
Purpose: to familiarize children with the movement of vehicles and pedestrians; give an idea of how important it is to learn how to walk around the city correctly; develop thinking, visual perception, fine motor skills; educate the need to comply with traffic rules
Material: pictures of bus, tram, streets.
Progress of the conversation:
Guys! Let's mentally imagine a city street: noisy, loud, filled with cars and pedestrians. This is our street. Cars are racing along the roadway. There are buses and trams. There are a lot of pedestrians on the sidewalks. They cross the street at pedestrian crossings. In order to keep the streets safe, special rules must be followed. Drivers and pedestrians should know these rules. You should know them too. Rules help bring order to a person's life. One of these rules is the rules of the road.
-1070610-710565
We are obliged to know the rules of the road when we are children. Knowing them prevents accidents and saves the lives of many people.
And now I will read you a poem about one boy. Listen carefully and think whether the boy behaved correctly or not quite correctly on the road.
What's happened? What's happened?
Why is everything going around?
Spun, spun
And the wheel went off?
It's just a boy Petya
Going to kindergarten alone...
He is without mom and without dad
I ran to kindergarten.
Well done boys! You gave Petya some very useful advice. I hope nothing bad happens to him on the road again.
It is necessary to study and know the traffic rules in order not to endanger your life and not interfere with the movement of traffic. There are simply no rules. Each rule has its own meaning: why it is so, and not vice versa. Cars need a wide road - they are big themselves, and their speed is higher than ours.
-1070610-710565
For us pedestrians, the sidewalk is enough. We're safe here. An experienced pedestrian will never walk on the pavement. It won’t even get off the sidewalk: it’s dangerous, and it’s a nuisance for drivers. What if not in the city? Then the rule sounds different: the road is for cars, the side of the road is for pedestrians! And you need to walk on the left side of the curb so that cars are driving towards you.
So, we remember: the sidewalk is used for the movement of pedestrians along the street; you need to walk along it, sticking to the right side, without interfering with other pedestrians.
Result:
Today we all repeated the rules of the road together. Which is important and necessary for each of us to know.
Follow the road rules strictly
Don't rush like you're on fire,
And remember: transport is the road,
And for pedestrians - sidewalk!
Yes, and parents are also punished -
After all, your children are looking at you.
Always be a worthy example,
And no trouble will happen on the road!
-1070610-710565
Conversation No. 6
Topic: "Transport"
Goal: to introduce children to various types of transport and the rules of behavior in transport.
Material: a set of didactic pictures “Transport”, a model of a traffic light, elements of the “Conductor”, “Driver” costumes, tickets and luggage for passengers, dolls. Progress of the conversation.
Children stand around a table on which educational cards with images of vehicles according to the number of children are laid out.
- Guys, choose the car that you like best. (Children sort out the pictures).- What do you have in the picture? And you, ? (children take turns naming the cars that are shown in their pictures). - What can you call all these cars in one word? Transport. Let's all repeat together: “Transport.”
- Now, tell me, who has the train drawn? You will be the driver of our train, and we will be the passengers. (Children, together with the teacher, “form” like a locomotive and show the movement of the train. “Chuh-chukh, chuh-chukh, the train is rushing at full speed, and the wheels are knocking tah-tah, tah, tah-tah.”
- Now, guys, tell me, who got the plane? Where is the plane flying? In the air. You turn into a pilot, and we are passengers on the plane. We prepared for take-off (we crouched down, slowly take off, pick up speed (the children slowly rise and run in a circle after the pilot). “Oooh,” the plane buzzes. And now the plane is landing and lands.
-1070610-710565
- Well done, guys, now let's repeat who you and I were both on the train and on the plane - passengers, and who is the most important person in transport? Captain, driver, pilot.
- And now you and I will close our eyes and turn into parents who are about to go with their children by bus to kindergarten.
The child who comes across a picture of a bus becomes the driver, the teacher takes on the role of conductor, the rest of the children are divided into boy-girl pairs, i.e. mom and dad, and they take a baby doll.
- The bus has arrived at the stop, sit down, passengers, the bus is heading to the kindergarten. Don't rush, give in to each other, dads, let moms and children go ahead. Please get your tickets.
Children sit on the bus (constructed from chairs, there are not enough seats for everyone. - Passengers, give up your seats to mothers with children. (Boys give up seats to girls). The teacher draws the children’s attention to the fact that the driver is working and you need to behave quietly in transport so that don't disturb him.
-1070610-710565
The teacher reads a poem about the driver:
“I am a driver, I get up at dawn
Everyone has known about this for a long time,
Even though it's dark outside,
I've been going for a long time.
Oh, there are a lot of people
Different - adults and children,
Frequent passengers
And guests from different countries.
- Attention, attention, the next stop is kindergarten. Don't rush, wait until the bus stops, dads, please help moms get out with their kids. (the teacher shows the boys how to help carry the stroller, hold the bag, and reminds the girls of words of gratitude). Result:
- Well, that’s all, guys, our journey is over. Let's remember why we need transport? - What kind of transport did we use today? - Who works in transport, and what are the names of the people he carries?
-1070610-710565
Card index of conversations on ecology
In the first junior group
-1070610-701040
Contents: The sun, air and water are our true friends!”
“Air and water are our natural friends”
"Pets"
"Green outfit of the planet"

:"How wild animals prepare for winter"
"Flowers"
"About a little drop"
The sun, air and water are our faithful friends!”-1070610-710565
Conversation No. 1
Topic: “Sun, air and water are our faithful friends!”
Goal: to introduce children to such natural factors as the sun, air and water and their influence on human health and life.
Material: set of pictures “Health Tips”, set of photographs or pictures “Sun, Air, Water”.
.
Progress of the conversation:

A man was born
He stood up and walked.
Made friends with the wind and the sun,
So that you can breathe well.
Accustomed myself to order:
He got up early in the morning.
He was vigorously doing exercises,
I took a cold shower.
Every day he ran, jumped,
I swam a lot and played ball.
Gaining strength for life,
And he didn’t whine or get sick.
-1070610-710565
- Guys, what is this poem about? (about what helps maintain our health) Health is our wealth, it must be protected, taken care of and strengthened. It is very important for a person, his life. Everyone knows about this. They know and knew before. And many proverbs and sayings have been written about health. Let's remember some of them (children remember the sayings and proverbs they had learned earlier): “Health is more valuable than gold”, “No amount of money can buy health”, “Everything is great for a healthy person”, “Health is fine - thanks to exercise.”
There is also one – “The sun, air and water are our faithful friends! »
The sun gives light and warmth. The sun's rays are good for our health. They make us happy, lift our spirits, they want to show us their face. And children really need sunlight to grow. (vitamin D) Therefore, sunbathing is beneficial for both children and adults. Sunbathing is also a wonderful hardening that nature itself gives us. But you need to follow certain rules so as not to harm yourself.
-1070610-710565
First, spend 5-10 minutes in the sun, and you must cover your head with a Panama hat. When the body gets used to the sun's rays, you can stay in the sun longer. In the place where we live, it is best to sunbathe before 11 a.m. and from 4 p.m.
Air baths and walks in the fresh air are no less beneficial. When we breathe fresh air, active air circulation and gas exchange occur in the lungs. The blood is enriched with oxygen, and it is distributed to all organs and tissues of our body. Why do we feel cheerfulness and lightness in the body? The air is especially healthy in coniferous and pine forests. This air is a real healing infusion, fragrant with the aromas of resin and pine needles. Both deciduous forests and pine forests contain a lot of phytoncytes in the air - special volatile substances that kill harmful microbes. In addition, walking in the fresh air helps us strengthen ourselves and not get sick later. But, of course, the air we breathe must be clean. Educator: Now let's talk about water (show a photograph or picture depicting water, a river). -1070610-710565
Firstly, we drink water and use it in cooking, and it, like the air, must be clean. After all, our body contains a large amount of fluid, and if it is dirty, the body will get sick or simply not be able to live.
Water also helps keep us clean: we wash our hands, wash ourselves, take a shower (we wash away dirt and harmful germs). We clean our home, wash the floors, dishes, wipe the dust, leaves of indoor plants - all this makes our home and us clean and healthy. Which one of you likes to swim (in a river, sea, lake? (children’s answers). Swimming is a great pleasure and a good way of hardening.
Result:
And so, today we learned something new about the sun, air and water. As we see, the sun and air and water help us to be healthy, strong, seasoned, cheerful and cheerful. That is why they say: “The sun, air and water are our faithful friends! »
-1070610-710565
Conversation No. 2
Topic: “Air and water are our natural friends”
Goal: expanding and consolidating ideas about the properties of water and air.
Materials: cups of clean water (for each child), balloons (for each child), half a lemon, a jar of sugar, a jar of salt, three cups for experiments with water, visual aid “Air” “Water”, recording with sounds wind, water, boats, fans. Progress of the conversation:
Educator: Let's smile at each other and share a good spring mood!
Educator: Guys, who will come to visit us today? Let's sit on the chairs and wait. Close your eyes and listen to who it is!
Children close their eyes. Wind chimes sound. The teacher puts on an air cap. The Wizard of Air appears.
Air: Guys, hello. I am air, I flew to visit you. The sun told me that you know a lot about me.

-1070610-710565
Look around, do you see air? Maybe he doesn't exist? Let's try to prove that there is air, but we don't see it.
How can we detect air? (Children blow on their palms.)
What did we feel on our palms? (breeze, blow.)
Well done! Guys, they gave me balloons, but they don’t fly. What should I do?
Children: inflate
Air: help me, please. (The air hands out balloons to each child and the children inflate them.)
Air: Guys, what do you have inside your balloons? (Air.)
Let's release it (Children release the balloons.)
Can you see the air?
Children: no.
Air: Air is invisible, transparent, colorless.
Guys, I can create wind, I’m a wizard.
-1070610-710565
Can we see the wind? (No, the wind is invisible.)
You can't see the wind, but you can see signs of wind. Which? (Tree branches sway, clouds float across the sky, leaves rustle, sway, flags flutter.)
Can you feel the wind? (Yes.)
Let's try to create a light breeze to refresh ourselves. And the fans that I have prepared for you will help us with this. Let's wave lightly. How did you feel? (Light wind.)
When you are hot, you will wave and remember me! And now the time has come to say goodbye. Goodbye!
A recording with the sound of water plays. The teacher puts a blue headband on his head. The Water Sorceress appears.
Water: I am the sorceress-Water. Hello guys! Today I met Air. He was so happy, he told me everything about you. I also want to see what you know about me. Look, I brought glasses with me. (There are three glasses of water on the table, a jar of salt, a jar of sugar, and half a lemon.)
-1070610-710565
Let's look at cups of water.
Water: Guys, tell me what water is like. Let's smell it. Does the water have a smell?
Children: The water is odorless.
Water: Right, now let's try water. What can you say?
Children: Water has no taste.
Water: Now sit down on the chairs. I have a little gift for you. I want to give you boats, because spring has already begun, streams will soon flow, and you will be able to launch them on the water. (The water gives out boats to the children.)
Goodbye my friends, I was glad to meet you!
Result:
Oh, guys, what wonderful guests did we have today? We showed our guests not only what we knew, but also learned a lot of new things. What was the air telling you? Guys, about the wind. What wind?
After this, the teacher invites the children to return to the group.
-1070610-710565
Conversation No. 3
Topic: "Pets"
Objectives: To consolidate the names of domestic animals and their cubs, where they live, and what they eat. What benefit does a person get from them?
Material: toys - domestic animals (cow, goat, dog, horse, cat. Progress of the conversation.
Educator: Today we will talk about “Pets”. And first we will play the game “Goat, AU”.
Educator: Our goat is in the forest, where she screams AU! (children's answers AU!)
Educator: children, children, I’m calling you: Anita, where are you? ANYA: AU!
Educator: children, children, am I calling you? where are you?
Educator: guys come to the table. This is a barnyard. What animals do you know here? Name them.
Children: Cow, Goat, Pig, Horse, Dog, Cat.
Educator: How can you call these animals in one word?
Children: At home.

Children: The cow gives milk.

-1070610-710565
Educator: Guys, sit down on the chairs, tell me, what benefits can a person get from a cow?
Children: The cow gives milk.
Educator: What products are made from milk?
Children: cottage cheese, sour cream, kefir, ice cream, yogurt.
(the teacher takes cards out of their pockets and shows the children the animal’s house).
Educator: Who lives here?
Children: a cow lives here.
Teacher: what is the name of her house?
Educator: - Who do you think likes to sleep on this pillow?
Children: cat.
Back massage “Nips and scratches.” Educator:
The cat hides in its paws
Claws scratching,
Catches gray mice
And sings on the roof.
Sings songs.
-1070610-710565
Children go to the table (large puzzles of domestic animals are located here. The teacher explains to a baby animal - for example a cow, find and place the father, mother, their food, and a card where the whole family is.) The lesson is analyzed together with the children.
Result:
-What did you do?
-What new did you learn?
At the end, the teacher summarizes that you and I also have a very large and friendly family in kindergarten.
-1070610-710565
Conversation No. 4
Theme: Green planet outfit
Goal: to introduce children to plants and their reproduction.
Material: plants pictures
Progress of the conversation:
The teacher reads a poem.
And a small fragrant violet flower,
and the mighty hundred-year-old oak,
and algae at the bottom of the river,
and flies covering the ground in pine and spruce forests are plants. We see them everywhere: in the forest, meadow, field, park and garden. In spring and summer, the earth seems to dress up in an emerald green dress of foliage and herbs. Plants are living beings. They breathe, eat, grow and reproduce. Most plants have roots. For some they are located deep in the ground, for others they are in the upper layers of the soil. The roots of the plant seem to suck water from the soil in which mineral salts and nutrients are dissolved. And plant leaves absorb carbon dioxide from the air.
-1070610-710565
When exposed to sunlight, it turns into starch and sugar, only necessary for plants to live and grow.
You've probably noticed that if a houseplant doesn't have enough light, its leaves turn yellow and wither, and its flowers dry up. Without sunlight, green plants cannot live!
Plants generously share starch and sugar with humans and animals. In addition, plants release oxygen into the atmosphere and take in carbon dioxide. If plants disappeared on our planet, there would be no oxygen left in the air, and then people and animals would not be able to live on Earth. After all, they would have nothing to breathe!
And in order to preserve life on earth, we must take care of its green outfit, plant plants and care for them.
-Do you know how plants reproduce?
-1070610-710565
In spring, bright fragrant flowers bloom on trees, bushes and grasses. Hardworking bees circle above them, motley-winged butterflies flutter. Insects drink the sweet nectar of plants and transfer pollen from flower to flower on their legs, abdomen and back. This is how they pollinate plants.
-What do plants give to people?
That's right, first of all oxygen for breathing, then food! White and black bread, salads, vinaigrettes, soups, and borscht, juices and compotes - we prepare all this from the fruits of plants.
Trees also give people durable wood, from which they then make necessary things.
Result:
-What are plants?
-What benefits do they bring to humans?
-How do they reproduce?
-1070610-710565
Conversation No. 5
Topic: "How wild animals prepare for winter"
Goal: to form an idea of preparing animals for winter, their adaptation to seasonal changes.
Progress of the conversation:
“Today we will talk about how “wild animals prepare for winter”
Now I will tell you riddles, and you try to solve them.
I make riddles:
Angry touchy one,
Lives in the wilderness of the forest
There are a lot of needles and more than one thread (Hedgehog)
Clubfoot and big,
He sleeps in a den in winter
Loves pine cones loves honey
Well, who will name it? (Bear)
Long ears
Quick Paws
Gray, but not a mouse.
Who is this? (Hare)
I walk around in a fluffy fur coat,
I live in a dense forest.
In a hollow on an old oak tree
I gnaw nuts (Squirrel)

– How can we call all these animals in one word? (if they can’t answer, I ask leading questions - 1070610-710565
In a hollow on an old oak tree
I gnaw nuts (Squirrel)
Children's answers (hedgehog, bear, hare, squirrel)
Smart guys, you solved all the riddles, please answer me
– How can we call all these animals in one word? (if they can’t answer, I ask leading questions - For example: Guys, where do they live? What domestic animals do you know? Why are they domestic? What wild animals do you know? That’s right guys, let’s call all these animals wild. How smart you are.
Guys, what time of year is it now?
Children (autumn)
And after autumn, what time will come?
Children (winter)
That's right, guys, winter is coming soon. The animals of the forest have the hardest time. Guys, do you know how they prepare to meet winter?
Children's answers (changing wool, preparing holes, dens, winter supplies)
They exchange their summer coat for a thicker, warmer one. (Show pictures of a squirrel and a hare)

Lesson summary:
Educator

-1070610-710565
And some animals will sleep peacefully in their houses all winter. Who is this? Bear and hedgehog. (Show pictures of a bear and a hedgehog)
Well done guys, and now I suggest you play one interesting game, and it’s called “What has changed? “Guys, there are wild animals depicted on the board, you look carefully and remember who is depicted in these pictures, when I tell you to close your eyes, you close them, then you open them and I ask you which wild animal ran home? so let's start the game.
Lesson summary:
Educator
- Guys, what new did you learn in class? What animals came to our classes? Wild. Where do they live? In the forest. What words have we learned? What animals did we help stockpile (squirrel and hedgehog - children’s answers)
Guys, the squirrel and the hedgehog say thank you very much and they also brought you a gift, a book about them, about animals.
-1070610-710565
Conversation No. 6
Topic: "How animals winter in the forest"
Goal: to promote the formation of children's ideas about the life of wild animals in winter.
Material: children's stump chairs.
Progress of the conversation.
-Guys, I invite you for a walk in the winter forest. Do you want to go to the forest? (Children's answers). It's cold in the forest.
– How do guys dress in cold weather? (Children's answers: we put on warm clothes; warm pants, felt boots, a warm jacket, hat, mittens - children imitate the movements of the sequence of putting on clothes).
– Great, you and I dressed warmly. Guys, how should you behave in the forest? (children answer with sentences).
- That's right, smart girls, you know the rules of behavior in the forest. You don’t have to run far in the forest, otherwise you might get lost; do not make noise so as not to scare away animals and birds.
- And I suggest you go on foot into the winter forest?
-1070610-710565
Guys, look how beautiful it is in the forest, calm and quiet.
- Now listen to the riddle, and the answer will appear.
He walks with a clubfoot in the summer.
And in winter he sucks his paw.
- Well done, you guessed it right. Guys, please tell me how the bear spends the winter in the forest? (Children's answers in sentences; in winter the bear sleeps in a den, until spring, sucks its paw).
- Clever girls. There are no raspberries in the forest, no strawberries. What to eat for a clubfoot. Nothing. The bear decided to sleep. The bear fell asleep, he was warm in his den, he could sleep until spring. Guys, bears feed heavily in the fall, accumulate a thick layer of fat and sleep all winter until spring.
- Who is this guy hiding behind the tree?
What kind of forest animal is this?
Did you stand up like a post under a pine tree?
And he stands in the snow - His ears are bigger than his head.
- That's right, the little bunny is jumping and frolicking.
- And now I want to hear about the bunny. (it’s good for such a hare to hide from a gray wolf; a white hare is not visible in the white snow).
-1070610-710565
– What does a bunny eat in winter? (The bunny gnaws tree bark and young tree branches in winter). (Slide)
- Well done guys, you told me well about the bear and the bunny.
– What other animals live in the forest? (Children's answers in sentences).
- Smart guys, you named me a lot of animals that live in the forest.
– What are these animals called? (wild, forest animals).
- It’s time for us to return to kindergarten. Now you and I will walk through the snow. We raise our legs high, bend our knees. Here we are on a clear path. Don't want to go for a run on the winter path. (Running in all directions).
- We’re a little tired, let’s rest. (Slide – winter forest – calm music sounds)
Result:
The teacher invites the children to sit on chairs.
– Did you enjoy the walk in the winter forest?
-Who did you see in the forest today?
-1070610-710565
Conversation No. 7
Theme: "Flowers"
Goal: Expand children's understanding of flowers (meadow and garden), cultivate a caring attitude towards the environment
Material: pictures depicting the seasons, didactic game “Flower Transformation”, artificial flowers in red, white, blue. Progress of the conversation:
Guys, look what a wonderful day it is today. How bright and warm it is outside! How is the sun today? (warm, bright, affectionate).- What time of year is it now? Children: spring.
2. Main part.
I suggest you look at the pictures and choose which of these pictures depicts the spring season.
Let's take a look and remember what changes occur in nature in the spring.
- What happens to the snow? (melted)
- The snow has melted, and what appears on the ground? (grass, flowers).
-1070610-710565
- What flowers appear in the clearing? (dandelions, mother and stepmother)
- Guys, do you know why there are so many flowers in the clearing? Listen carefully: “One day a small seed fell to the ground.
How did it happen? Perhaps a bird dropped it
Or maybe it was brought here by the wind...
Or some animal could have thrown it
A little time will pass and a miracle will happen: a sprout with tiny leaves and small roots will appear from the seed.
But thanks to the sun and rain the sprout becomes bigger and bigger, stronger and stronger
Finally, the sprout grows into a real plant with many leaves.
Soon the plant will have a bud. Over time it will open up and turn into a beautiful flower. In the sun the flower blooms. Inside the flower there are reserves of sweet nectar.
-1070610-710565
- Guys, now let’s remember what happened to the flower seed.
Dynamic pause:
1, 2, 3, 4, 5 let's go for a walk in the meadow.
We walk, we walk through the meadow
We collect one flower at a time.
Red, white, blue color
Wonderful bouquet!
We learned how meadow flowers appear.
- Let's talk about garden flowers today.
- Who grows them? (People grow them.) Listen, I’ll tell you about garden flowers...
Rose - the color of the petals is varied. In the Middle Ages, roses were bred as a medicinal plant. Essential rose oil is used in the perfume industry. The first mention of a rose is found in other Indian legends. Among the Romans, the flower served as a reward for great deeds.
-1070610-710565
Tulip is a perennial herbaceous bulbous plant. The shape of the flower is varied: bell-shaped, funnel-shaped, goblet-shaped. They grow in all countries with warm climates. Spring Flower.
Result:
-What did you meet today?
-Who grows flowers?
-What flowers do you remember?
-1070610-710565
Conversation No. 8
Topic: Ecological fairy tale "About a little drop"
Goal: To introduce children to the properties of water, to give children emotional pleasure from communicating with each other and playing with water.
Material: model of a cloud with raindrops; umbrellas; 2 basins with water, a toy for swimming and playing, ducks; watering can with water, indoor plants; cups of water, sponges (according to the number of children); a jar of dirty water.
Progress of the conversation:
Educator: I, children, will now tell you a fairy tale about a small drop.
Want to? Listen.
- Once upon a time there was a small drop of water. Where there was a drop, there was water. And where there was water, everyone was fine. It was joyful and good for the plants and flowers to grow. And you and I can swim and drink some water. Now the droplet is high on the cloud. Let's call her to us.
Children: Drop! Come to us!
Drip-drip-drip!
-1070610-710565
Educator: Oh, it’s raining! Hide under an umbrella.
Nursery rhyme "rain" (children with a teacher under an umbrella tell a nursery rhyme)
The rain clouds have arrived
- Rain, rain, rain!
The raindrops are dancing as if they were alive
- Rain, rain, rain!
Drop:
Hello guys!
I am a drop of water, you really need me. I’ll drip, I’ll drip, I’ll get water. Do you know how I drip?
Children: Drip, drip, drip.
Educator: Droplet, come with us and listen to the water gurgling.
(children listen and watch how the water gurgles and pours from the watering can).
Educator: Now let’s hurry to help the plants.
- Why, the plants die here?
Droplet: - They want to drink.
Educator: - What do we need to do?
-1070610-710565
Children: Water them.
Droplet: - Where is the water?
Children: - In the watering can.
Educator: - What do plants do with water?
Children: - They drink it.
Educator: - You see, little droplet, without you all the plants and trees would die.
(Children come to the table where there are cups of water.)
Droplet: Do you know who this water is for?
Educator: Flowers drink from a watering can, but who drinks water from a cup?
Children: We.
Educator: Thank you droplet for bringing some water for our children.
Try some water guys. What are you doing?
Children: We drink water.
Educator: What kind of water? Can you drink dirty water?
-1070610-710565
Children: No.
Educator: Guys, let's tell our little one what else we can do with water. (Children imitate the washing process).
The teacher reads a nursery rhyme:
Water, water Wash my face, So that my eyes shine, So that my cheeks blush, So that my mouth laughs, So that my teeth bite, AM!
Droplet: - And foxes, bunnies, bears also wash themselves.
Educator: You see a little bit, how everyone needs some water.
(I bring the children to basins of water. I suggest they touch the water first in one basin, then in another). Educator: What kind of water? Warm.
Children: Warm.
Educator: And in the other - cold.
Children: Cold (I give the children sponges, they dip them in water, then wring them out).
Educator: What drips from the sponge?
Children: Water.
Educator: How does it drip?
-1070610-710565
Children: Drip-drip-drip (I suggest children pour and pour water, watch how it flows, roll up their sleeves first).
Droplet: Well done, guys. Now you know everything about me. I will give you these toys (hands out floating toys to children).
The droplet offers to play, and she says goodbye and leaves. Children play by immersing toys in water.
Result: -What did we talk about?
-What is water needed for?
-What nursery rhyme do you know about water? -What game did you play?
-1070610-710565
Card index of conversations on patriotic education
in the first junior group
-1070610-710565
Content:
"The city where I live"
"My name"
"Our home is planet Earth"
"My motherland"
"My hometown"
"Cosmonautics Day"
“Dads, you are our Protectors”
"My family"
"My favorite kindergarten"
-1070610-710566
Conversation No. 1
Topic: “The city where I live”
Goal: To expand children’s ideas about the world around them, about the place in which they live (city, street, road, store, hospital); to educate the rules of behavior on the street, on the road.
Materials: street model (road, residential buildings, shop, hospital), soft toy - bunny, white paper napkins, bus model, tape recorder, disc with sounds of car noise, ambulance signal, role-playing game "Shop", role-playing game Game "Hospital". Progress of the conversation:
Invented by someone simply and wisely -
When meeting, say hello:
- Good morning!
(Children greet each other)
- Hello guys! Look what's on the table. (Looking at the street layout)
- There is a road, houses, trees. Cars are driving along the road. What are they? (Children's answers)
-1070610-710565
- Let's try to drive the cars along the road, check how they drive.
(Kids play with cars)
- Yes, this is a whole street, like in our city!
- Who knows the name of the city in which we live? (Children's answers)
- And these houses are similar to our houses in which we live. I would like to live in this house high, high. Here is my window. Where would you like to live? (children's answers)
- Guys, who do you think lives in this house? (Children's answers)
- Let's knock and find out. (Knocked knock-knock-knock)
(I get the Bunny)
- Zainka, hello! What a beautiful street you have (I’m listing what’s on the street), there’s even a traffic light.
- Bunny, do you know at which traffic light you can cross the road?
- Do you guys know? (Children's answers)
- That's right, at the green traffic light.
-1070610-710565
- Guys, have you noticed how clean the road and sidewalks are? (the teacher draws the children’s attention to the layout of the street) And now we have a lot of snow outside, because what time of year is it now? (children's answer)
- That's right, winter. Come on, we'll fix this and sprinkle snow on Zaykina Street. And we will make it from a paper napkin. We will tear it finely, finely, to make small snowflakes. Who knows what color the snow is? (Children's response)
- Well done, that’s why we’ll take a white napkin. (Tear the napkin into pieces)
- Now this is a real winter street.
(Children get on the “bus”, sounds of traffic noise on the street are heard)
During the trip, the teacher hums the song “Machine” (lyrics by N. Naidenova, music by T. Popatenko) The driver is sitting on our bus,
The engine on our bus is humming.
Beep beep! Beep beep!
-1070610-710565
Beep beep! Beep beep!
Our bus is full of children.
The children went and looked out the window.
Beep beep! Beep beep!
Here is a field, here is a river, here is a dense forest.
The children have arrived, stop the bus!
Beep beep! Beep beep!
- And here is the stop, we all carefully get off the bus and go to the store. Who works in the store? (Children's answers)
- Who will be our seller today?
(Children together with the teacher choose a seller who sits at the counter)
- Hello, our Bunny wants to eat. Can I buy carrots and cabbage from you?
(We buy vegetables)
- Thank you!
- Come on, guys, let’s rub some carrots and feed our bunny.
(Exercise to develop fine motor skills of the hands)
We are three carrots, three.
-1070610-710565
We squeeze the carrot and squeeze it.
We salt the carrots, we salt them.
And we put it in the tub.
- Now you can feed the Bunny. (Bunny eats)
- Guys, let's go back to kindergarten. The bunny is healthy and happy, because he has such wonderful friends (names of child friends)
(The guys with the bunny return to kindergarten by bus)
We came to kindergarten
And they approached the toys:
_ Hello, toys,
Dolls and animals.
We will play with you
And we won't be bored.
Result:
-Where did you go?
-What is on your streets?
-Who did you see?

1070610-710565
Conversation No. 2
Subject: My name.
Goal: To form in children elementary ideas about rights. To deepen the concepts of “Fatherland”, “namesake”. To enrich, activate, expand the vocabulary