Card index of didactic design games for preschool children. Summary of the design lesson “Building a house for a bunny” with young children Construction 1st junior group

Lesson summary for an early age group (nursery)

Design lesson (educational area "cognition") in an early age group (nursery)

Subject : "Oh, guys, help the bunny make a tower."

Program content:

· Teach children to build a tower from the “Big LEGO” construction set, place them at a short distance from each other, and then press them tightly and place the “bricks” on top of each other.

· Introduce children to a new construction detail - prism, rectangle, square. Together with the children, examine it: point at the corners with your finger, run your palm along the edges.

· Prepare children to identify the main parts of the building (base, top).

· Develop a desire to communicate. Teach game actions.

Vocabulary work.

Activation of nouns: bunny, rectangle, square, prism.

Adjectives: big, small, even, smooth, beautiful, durable.

Prepositions: on, under.

Material: Large Lego (red, blue, yellow, green), soft toy (bunny).

Progress of the lesson:

Children sit on chairs, and the teacher is opposite them. Crying is heard.

Educator : Listen, children, who is crying here? Let's go look (they find the bunny).

Educator : Olenka, ask: “Why are you crying, little bunny?”

Bunny: “I have a problem, my friends the bunnies are building a “tower”, but I don’t know how and they won’t let me play with them. So I’m crying.”

Educator: Children, how can you help the bunny? Can we build a tower?

Children: Yes. Let's teach the bunny to build... (the teacher suggests repeating that the children will build).

Educator:

Don't cry, little bunny, we'll teach you how to build.

(take out Lego)

. Educator: (show each color)

We will build from blue, red, yellow, green Lego.

What colors will we have? (ask the children again for the color showing the detail)

Educator:

- Vika, please give me a red cube. Thank you.

Educator:

- Guys, look, I’m putting a “brick” like this. And the other “brick” is higher than it. This is what we get from our wall construction. Tell me, Sasha, what is this? (walls) - ask several children.

(choral and individual speaking)

JOINT BUILDING UNDER THE LEADERSHIP OF A TEACHER.

The teacher takes the prism and shows it to the children.

Educator: (don't forget about the bunny)

- “What kind of “brick” is this? Look guys, it looks like a roof. Run your palm over it. This is the roof. Find the corners on the roof (gesture with fingers). So what do we have here? (roof - choral answers). Smart kids! We'll put the roof on like this. Our tower will also have a roof.

The teacher reads the poem "Tower"

Look! Cubes! Red, blue,

So bright and beautiful

I'll take one, I'll put it on the other,

What a glorious tower it looks!

Let's put it on again and again.

Let there be a tower above the clouds!

How tall it turned out!

Suddenly she staggered and fell apart...

Hey, smile, don't be sad, with you,

We will build this tower again!

Educator: So we have a tall tower! Bunny watched carefully as we built and now knows how to build. And his friends will definitely take him over to play.

Educator:

And now, kids, let's sit on the chairs, and Mashenka will sing our bunny a song so that he never cries, but only rejoices!

(Masha sings the song “Circle of the Sun”) The VIDEO FRAGMENT was sent SEPARATELY.

Bunny:

- Thank you children. Now I know how to build, now I’ll run to my friends in the forest to play with them! Bye!!!

Children: Bye!

Joint play activities between the teacher and children. Cleaning up toys in their places.

Summary of a design lesson in the first junior group.

“CHAIR AND TABLE FOR MATRYOSHKA”

Target: teach children to build simple buildings from bricks and cubes and combine buildings according to the meaning of the plot; exercise children in simultaneous action with two types of parts (cubes and bricks), teach them to distinguish between them.

Tasks:

Educational: To cultivate in children a love for Russian folk traditions, folk toys, and respect for them; cultivate interest in classes.

Developmental : develop fine motor skills of the hands, attention, speech, sensory perception, develop a sense of rhythm, coordination, perform movements to folk music.

Educational : Continue to introduce children to some forms (cube, brick), “objectifying” them (brick - back, cube - seat). Introduce methods of construction - applying, overlaying. Encourage children to play with buildings together with an adult and use story toys for games. Fix the names of the primary colors (red, blue), size (large - small)

Material and equipment: sets of bricks and cubes (according to the number of children), large and small nesting dolls, small matryoshka dolls according to the number of children to play with, handkerchiefs, tables, a chest, a music speaker.

Preliminary work: examination of nesting dolls, chairs and tables, didactic games with nesting dolls, games in the play corner.

Progress of activities

“Oh, you canopy, my canopy...”

Educator: Guys, where do you think the music comes from? (children's answers)

Let's find out where the music comes from?(the teacher and the children find the chest).

Guys, look at what a beautiful wicker chest. Do you want to look into it? (children's answers).

Will you help me open it?

- “Look what a beauty came to us! Her name is Matresha. What a handkerchief she has, what cheeks, what an apron!..”

After admiring the toy, the teacher takes it in his hands and says in surprise: :

- “It’s kind of heavy. Maybe there's something inside? Let's see?!".Opening the nesting doll, the teacher, together with the children, pronounces the words like a spell: “Matryoshka-matryoshka, open up a little!”

Having opened a large nesting doll and found another one inside, the teacher is naturally surprised. Having placed two nesting dolls side by side, he invites the children to compare them, drawing attention to the sizes - one is large and the other is small.

Educator: - These are sisters - nesting dolls. They love to play with children.

Do you want to play hide and seek with the nesting dolls?

D/I “Hide and Seek with Matryoshkas”

Task : Develop sensory perception, create conditions for the development of an imaginary play situation, enrich children’s ideas about the properties of objects (magnitude)

Russian folk melody sounds “Oh, you canopy, my canopy...”

The teacher shows how a large matryoshka dances, and asks the children to imitate the dance with small nesting dolls.

Educator:- Guys, our nesting dolls danced so happily that they were completely tired and wanted to rest.

Matryosha, you are tired, sit down and rest. Oh, guys, where should Matryosha sit? (on a chair) What can you make a chair from? (From cubes)

The teacher sits Matryosha on a chair made of cubes and bricks.

“Sit down, matryoshka,” says the teacher. Where did the nesting doll land?(On a chair.) A comfortable chair, it has a seat and a back. What does a chair have? What is the seat made of? What is the back made of? Look(shows a cube and a brick): the brick is long and the cube is short.

Our Matryosha has many girlfriends. Let's treat them to tea. Oh, guys, where do we put the cups?(On the table.) The table has a cover(shows) and leg(shows). What is the lid made of? What is the table leg made of? What color are my table and chair?

Guys, do you want to build a table and chair for the nesting dolls? (children's answers: yes) First, I will build a chair: I will put a brick - this is the seat, and I will firmly place a brick on the short side of it - this is the back.(The teacher fixes the name of the building parts.) What have I built? Now what are we going to build?(Table.)

First I'll build a leg out of a cube, like this. Now I’ll put a brick on top on the wide side - this is the lid. Now you yourself will build a chair and a table for your nesting dolls.

During independent work, the teacher reinforces the names of building parts, colors, the words “table” and “chair”; then hands out toys Andoffers to treat matryoshka dolls, stimulates speech activity, suggests visiting each other.

Educator : Guys, what beautiful tables and chairs you made for the nesting dolls. Now you can build chairs and tables for your toys at home. And you can even teach your moms and dads to make them.

Guys, the nesting doll thanks you for building tables and chairs and gives you a chest.

The teacher shows the children a painted chest.

Children, look what a beautiful chest we have. It is not simple, but magical. Now we will see what lies in it. Do you want to look into it? (Yes )

Educator. - Children, what is this?

Children . ( Handkerchiefs)

Educator: - What color are they? What do you think they are needed for? (children's answers)

Do you want to dance with handkerchiefs? (children's answers)

Children dancing to music

"Dance with handkerchiefs"

Educator: Now guys, it’s time for us to get ready for a walk.

Size: px

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Transcript

1 CARD FILE OF DIDACTICAL CONSTRUCTION GAMES WITH PRESCHOOL CHILDREN

2 For children 3-4 years of age “Geometric shapes” Purpose: to familiarize children with basic geometric shapes. Material: cards with images of a house, Christmas tree, sun, etc. made of geometric shapes. Progress of the game. After talking about the pictures, ask the child to show a square (triangle, circle, rectangle), then trace the shapes depicted with dotted lines with a pencil, and then color the picture. As you work, repeat the words more often with your child: “The ball is round, the window is square...” “Find and name the figure” Purpose: to train children in the knowledge of geometric shapes. Material: cards with images of geometric shapes. Progress of the game. Invite your child to first color the figure in the frame, and then the same one, highlighting it from the other two. Ask him to name the shapes he knows and the color he chose to paint.

3 “Flags and garlands” Purpose of the game: to develop children’s logical thinking, to practice their knowledge of colors and geometric shapes. Material: cards depicting a garland of flags and other geometric shapes. Progress of the game. Invite the children to color in each first shape of the garlands and flags, then use a pencil to trace the shapes shown in the dotted line and color them in any color. Then ask the child to show and name the shapes, and also say what color he painted them. “Sails” Purpose of the game: to introduce children to the “triangle” shape and develop thinking. Material: plot picture depicting boats made of geometric shapes, card with geometric shapes. Progress of the game. Invite the children to talk about what is shown in the picture, then trace the sails with a pencil. Ask what geometric figure they resemble and what other geometric figures they know. After this, the children look for a small triangle, then a large one. Help them, if they find it difficult, to color, cut out and paste the shapes onto the image. At the end of the game, check which geometric figure you cut out. Offer to find triangular-shaped objects in the surrounding space. Let the child draw triangles with his finger on the table, on the floor, or in the air. You can suggest drawing a triangle on paper.

4 “Chicken Family” Purpose of the game: to train children in recognizing and naming geometric shapes, to develop children’s logical thinking. in the surrounding space. Let the child draw circles with his finger on the table, on the floor, or in the air. You can suggest drawing circles on paper. Material: plot picture depicting a chicken family, card depicting geometric shapes. Progress of the game: Look at the story picture (pre-colored) with your child. “Who is drawn? Who is dad and mom in the family? Where are the kids? How many chickens? What color are they?" Then offer a card with geometric shapes depicted and ask them to find in it those shapes that need to be cut out and glued to the image of a hen, rooster, chickens. Help your child cut it out and let him paste it himself. When you're done, rejoice at his success. You can invite the child to show the largest circle, a smaller circle and the smallest circles in the picture. At the end of the game, check which geometric figure you performed. Suggest finding round objects

5 “Laying out pictures” The purpose of the game: to develop children’s logical thinking, to consolidate knowledge of geometric shapes. Materials: sample cards with designs of geometric shapes, blank cards, cut out geometric shapes of different colors and sizes. Progress of the game. Look at the drawings with your children. Offer to find familiar geometric shapes on them. Cut out shapes from colored paper in two copies and make appliqués from one with the children. Offer the second set of figures to the children for laying out images. Don’t forget to memorize the names of the colors in your children’s memory while playing. For the second image, cut out the shapes so that their shape is the same but their color is different, so that the child can find the part by both shape and color. “Construction according to the scheme” Purpose of the game: development of logical thinking in children of primary preschool age. Material: cards with contour diagrams, builder's details. Progress of the game. Children are given a card with contour diagrams and asked to lay out these images from large parts of a building set on the table, using this card as a sample. To make things more challenging for children, offer a few more parts than they need.

6 “Building from sticks” Purpose: consolidating knowledge of geometric shapes, developing children’s logical thinking. Material: cards with outline images of objects, sticks of different lengths. Purpose of the game. Offer the children sticks of different lengths, ask them to select the longest, shortest and shortest. At the child’s suggestion, make a figure out of sticks. Then give the child a card, look at the outlines of the objects with him, let him recognize them and name them. Then offer to lay out any figure. As you work, fix the names of familiar geometric shapes that will appear during the laying out process. Ask them to lay out figures of their own design with chopsticks. “Find the figure” Purpose of the game: to familiarize children with the names of geometric figures, to introduce them to the cone, cylinder and prism. Material: building designer set, cards with images of geometric shapes. Progress of the game. Ask your child to find and bring a cube, a brick, and then a long plate (regular building material is used for construction). Show your child a cone and ask him to find the same part (then a cylinder, then a prism). After this, give the child a card and ask him to find these details.

7 “Find a Pair” Purpose of the game: develop logical thinking, practice naming colors and naming geometric shapes. Material: cards with images of geometric shapes divided into 8 parts, uncut cards according to the number of players. Invite the child to play the game. (One of the cards is cut into eight parts.) Place the cut cards on a whole card on the card (shapes identical in shape, but different in color and size). Pick up this or that card and ask to find the same part, but of a different color or size. When completing the task, practice naming colors for children. “Build according to the diagram” The purpose of the game: to teach children to carry out basic constructions, focusing on the diagrams. Material: building diagrams, construction kit. Progress of the game. Talk to your children about the building parts they know and show them their properties. Show the card, ask what is shown on it, offer to look at it, and say what parts the building is made of. Ask them to build the same buildings from building parts. It is important that the details are shown in actual size.

8 “Overlaying details” Purpose of the game: to teach children to lay out images using the overlay method. Material: cards with outline drawings, construction kit or flat geometric shapes. Progress of the game. Children are taught to lay out images by superimposing three-dimensional details of one of the faces on the drawing. Offer the children a map and ask them to create beautiful pictures (show with an example of installing one part). Game “Building a fence” The teacher says to the children playing with building material: “Is this a construction site for you? What are you building? Sasha, what do you have? House. What about you, Gena? Also a house? I see. There is good building material at the construction site. You can build a good fence for your houses. We are starting a new construction project. Let's see what kind of fences there will be. We decided to build a house for our animals. The house is built, and now we need a fence. The boards were hewn and nailed down tightly. Knock knock, knock, The boards were hewn, Knock knock, knock They nailed them down tightly.

9 For children 4-5 years old “Laying out figures” Purpose of the game: to train children in laying out images from geometric shapes using diagrams. Material: picture maps, construction kit. Progress of the game. Children are offered diagrams and geometric shapes to lay out images. After completing the task, they ask: “What figures did you use to make this machine? How many figures did you need for this rake? How many identical figures are there?” “Find the odd one out” Purpose of the game: to develop the logical thinking of preschoolers. Material: cards with images of geometric shapes. Progress of the game. The map shows rows of geometric shapes. Children are asked to look at them and determine what is unnecessary on them, then justify why. “What does it look like?” Purpose of the game: to develop children's visual and figurative thinking. Material: a set of planar geometric shapes. Progress of the game. The teacher shows the cut out geometric shapes one by one, names them and asks them to say what they look like. For example: ball - bun, sun, face, balloon, etc.

10 “We construct from sticks” Purpose of the game: to develop children’s logical skills. Material: sticks of different lengths in three sizes, cards with simple pictures. Progress of the game. Children are given sticks of different lengths and asked to divide them into three parts according to size. Then they give pictures (real images of simple-shaped objects: a flag, a car, a boat with a sail, a wheelbarrow, a flower, a vase, etc.) and ask them to lay out the image of these objects with chopsticks. “Match” Purpose of the game: development of logical thinking in preschoolers. Material: drawings depicting geometric shapes and real objects that are well known to preschoolers. Progress of the game. Children are offered two drawings, one depicting geometric bodies (cube, cylinder, ball, cone, etc.), the other showing real objects that are well known to preschoolers, and they are asked to name which geometric body this or that object is similar to. Invite the children to play the game "What does it look like?" - find objects in the surrounding space that resemble familiar geometric bodies. Ask the children to point out and name the round, square, and shapes in one and the other picture.

11 “Remember what it looks like” Purpose of the game: to train children in naming geometric shapes. Material: cards with images of geometric shapes. Progress of the game. Children are offered cards with pictures of construction parts. The teacher asks to name the detail and remember objects that are similar to it, while justifying why he points out these objects. “Count and design” Purpose of the game: Development of logical thinking in preschoolers. Material: Geometric robot cards, construction kits, or flat geometric shapes. Progress of the game. Children are shown a drawing depicting robots made from geometric shapes. The teacher offers to count the robotic men and asks how many robotic dogs there are. Asks you to choose any robot, tell what shapes it is made of, how many identical shapes and parts went into it. Then the children are given geometric shapes and asked to put their favorite images out of them.

12 “Arrange the room” Purpose of the game: development of logical thinking in preschoolers. Material: sheet of paper (35*45cm), construction set, planar geometric figures Game progress. The teacher offers the children a sheet of paper (35*45 cm) and says that this is the floor of the doll’s room, asks them to build it with bricks (the walls of the room), leaving gaps for the window and door. After the children do this, he takes out the sheet and places it next to the constructed room. Then he takes out geometric shapes and offers to lay them out on paper, selecting pieces of furniture that are similar in shape (a square is a stool, a rectangle is a bed, etc.). The teacher reviews the resulting diagram with the preschoolers and asks them to arrange “furniture” according to it in a room built with bricks. At the end of the work, the children compare the image with the building. “Relationship of geometric bodies and figures” Purpose of the game: to teach children to correlate images of geometric figures and construction parts of a construction set. Material: Cards with images of geometric shapes, construction set. Progress of the game. Preschoolers are asked to look at images of geometric bodies, and then at the geometric shapes shown below. The teacher asks to find the building parts shown on the card and show those sides that have the shape of the geometric shapes shown under the card. The task becomes more complicated if children are asked to correlate geometric shapes and bodies without using construction parts.

13 Game “Let's build a tower for the princess” “Putting on the details” Purpose of the game: development of logical thinking in preschoolers. Material: diagram cards, construction parts. Progress of the game. Preschoolers are given two cards: on one, in the form of a diagram, various towers are depicted, on the other, construction parts that should be selected to solve this problem. The goal of the task: to place the parts in the outline so that they come into contact with the surface of the sheet on one of the faces. In the process of solving the task, the teacher clarifies what parts the child uses, what color, what shape of edges this or that part has, how many edges the part has, how many parts went into assembling the image. The teacher brings a princess doll to the group, sits it on a chair and tells it: “Princess, your house will be built soon. We need to choose a good place. I'll call the builders. Who will build a house for the princess? Lena and Lisa, do you know where the construction site will be? Then find us a suitable place where there will be a home for the princess. (The girls find a place for a house.) Now we need building materials. Gena and Sasha, help us, please choose everything you need for construction. What do we need? (children name the materials: bricks, boards, stones, sand.) Children, you will be builders. Build a good house, like a tower.” Children, together with the teacher, build a turret using a building kit and available materials. At the end of the game, the teacher shows the new house to the princess and says: “This is your new house, the tower. Are you happy, princess? Our builders did a good job! They can build other beautiful houses.”

14 For children 5-7 years of age “Build according to a model” Purpose of the game: to teach children to build structures according to a finished model. Material: three-dimensional models, construction kit. Progress of the game. Build simple structures from building materials and cover them with paper or fabric to create three-dimensional models. There is a general idea of ​​the design, but you have to guess what parts it is assembled from. Invite the children to build buildings using these models. (Children of the preparatory group construct more complex structures based on the depicted undivided three-dimensional models.) “Create a diagram” Purpose of the game: to develop the logical thinking of preschoolers. Materials: planar geometric shapes, felt-tip pens, sheets of paper, contour diagrams, construction kits. Progress of the game. Invite the children to lay out various simple images of buildings (front view) on paper from pre-cut cardboard geometric shapes, then trace all the shapes with felt-tip pens - you will get diagrams. They can be used as aids for planar modeling (Children in the preparatory group are asked to create contour diagrams, outlining not each geometric figure, but the general outline of the figures combined in the model.) Then the children are tasked with dissecting these diagrams and concretizing them (coloring them). Complication: it is proposed to build buildings according to contour diagrams.

15 “Modeling according to the scheme” Purpose of the game: Teaching children to model according to the scheme. Material: cards depicting geometric shapes and diagrams of structures, construction details. Progress of the game. Children are offered two maps: one depicts geometric shapes, the other shows diagrams of structures. The task is given - to select the necessary figures according to the diagram and begin modeling. The task can be complicated by offering construction parts instead of geometric shapes. “Errors in the pattern” Purpose of the game: to develop children’s logical thinking. Material: Cards with images of geometric shapes. Progress of the game. The card features a pattern of geometric shapes. Children are asked to look at it and find errors that violate the symmetry of the pattern. After which they ask the questions: “What figures is the pattern made of? How many figures are there in the top row, in the bottom row, rhombuses, triangles, squares, ovals?

16 “Make it up from sticks” Purpose of the game: to train children in making geometric shapes from counting sticks. Material: counting sticks. Progress of the game: Preschoolers are trained in making geometric shapes from counting sticks. 1. “Make a figure from three (four, five, six) sticks.” 2. “Make two equal triangles from five sticks.” “Find the mistake” Purpose of the game: to develop children’s logical thinking. Material: cards with images of geometric shapes. Progress of the game. Children are offered a card, it depicts geometric figures, inside of which there is a geometric body. Moreover, one of the faces of the geometric body must have the shape of the figure on which the body is drawn. You need to find an error in the image. 3. “Build three squares from ten sticks (by attaching one figure to another).”

17 “Changing places” “What has changed” Purpose of the game: development of children’s logical thinking. Material: construction parts. Progress of the game. Construction parts are placed in front of the child. They ask you to remember how many there are and how much they cost. Then they are asked to turn away and remove any part (they install the parts in a different position on the plane of the table, change their places, add new ones). The preschooler then notes what has changed. Purpose of the game: development of memory and logical thinking of children. Materials: sheets of paper, construction parts, felt-tip pens. Progress of the game. Two people are playing. Children are seated with their backs to each other and asked to place small construction parts on a sheet of paper, placed tightly to each other so that each part is in contact with the surface of the sheet with one of the faces, and outline the resulting figure with a felt-tip pen. Then remove the parts from the sheet, swap places and reinstall them on the sheet of paper exactly inside the outline. The more details are offered, the more difficult the task.

18 “Robots” Purpose of the game: to develop children’s logical thinking. Material: cards with images of robots. Progress of the game. The map shows robots assembled from building parts. Children are asked to answer questions. 1. “How many robots are shown?” 2. “Find two robots assembled from parts of the same shape.” 3. “Show me which robot has a part that the others don’t have.” “Cut and Fold” Purpose of the game: to develop children’s imagination and logical thinking. Material: thick paper, scissors. Progress of the game. Children are asked to cut out any geometric shape from thick paper, cut it into several pieces of different sizes, and then fold it again. Children are given the opportunity to establish a pattern: the more parts they get, the more difficult it is to put the figure together, but they can create more new images. The task can be complicated by inviting the children to exchange cut out figures. 4. “Which robots can be built from building parts, and which cannot?”

19 “Modeling” The purpose of the game: to develop the imagination and logical thinking of children. Material: planar geometric shapes, sheets of paper, pencils. Progress of the game. Invite the children to model, using paper geometric shapes, structures they have drawn or made using the appliqué technique (palaces, cathedrals). Then make diagrams and use them to construct these objects.

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Goal: To develop interest in independently creating and acting out buildings, to develop a plot and game concept.

Tasks:

• develop the ability to carry out buildings according to a model, demonstrating basic design techniques;
• encourage to distinguish building parts by shape, size, color, name;
• promote the development of the need to communicate with adults and peers, improve the communicative culture;
• promote the development of the ability to determine the location of an object and its correct designation;
• develop understanding of speech, expand the child’s active vocabulary through words denoting the location of an object;

Material:

• fragment from the film "Cat's House" (fire);
• soft toy - cat;
• three large foam modules: 2 cubes and 1 prism;
• wooden building material (large and small)
• for each child;
• toys: wild and domestic animals (big and small)
• by the number of children;
• CD of the program "Ladushki" "Top-top, heel" (polka "Good Beetle")

Progress of the lesson

Guys, let's greet the whole world:

(Children perform a greeting ritual).

(At the end of the greeting, the children hug each other.)

Now let's play with our arms and legs,

We stomp our feet
We clap our hands
We nod our heads,
We raise our hands
We stomp our feet
We give up
We're spinning then.
We stomp our feet:
Top-top-top.
We clap our hands:
Clap-clap-clap.
We'll spread our hands
And we'll run around.

(Children accompany the text with appropriate movements. At the word “circle”, children run after the teacher in the group and find a disk lying on the floor with the inscription “from the Cat.”)

Guys, the disc says “from the Cat.” Where is she? Who brought it here?

(The children look around, look for the Cat and don’t find it).

What do you think is on this disk? Yes, maybe cartoons, or maybe songs, or a fairy tale?

(Children express their guesses as to what might be recorded on the disc.)

Now we will put it in the DVD player and find out what is recorded on it.

(The teacher inserts the disc into the DVD player and accompanies all his actions with an explanation of what he is doing and why).

(Children see on the TV screen the burning Cat's House, an edited video from the film "Cat's House").

Guys, what happened to the Cat? Who came to her aid? What do firefighters ride? Did they manage to put out the fire?

(The teacher gives the children the opportunity to comment on what is happening.)

Do you feel sorry for Kitty? Look what her eyes are like? Do you want to help your cat by building a house for her?

(The children say that the cat is crying, she is sad and sad: they offer to build a house for her.)

Well done guys, how kind and sympathetic you are, “Friends are known in times of need.” It’s good to have such generous children nearby, people who respond to help. (The teacher strokes and hugs the children).

(Children show positive emotions).

Who is building the house? Yes, that's right, builders. Today you and I will be builders.

The teacher offers the game "Building Fingers".

Fingers boys, you are builders,
Would you like to work at a construction site?
This finger is covered with cement and sand,
This one adds water there.
This one includes concrete mixer,
So that the solution looks like sour cream.

Well done, our hands played well. Now it's time to get to work. These are the big, red cubes we have. We will make walls from them, placing cubes next to each other.

(Children help the teacher move and place the cubes next to each other.)

What else needs to be done? What is our home missing?

(Children give the answer).

That's right, well done! What will we make the roof from? What is this part called? What is the roof on?

(Children show the required part, name it, help place its cubes).

Right! This is a prism. Repeat. (individual work: the teacher asks each child to repeat the name of the part (prism)).

Guys, look what a beautiful house we have for a cat. You like him.

(Children admire the house and show positive emotions).

Guys, let's show our house to the cat. Let's call the cat.

(The children call the cat “Cat, come to us, the cat has a home ready for you”).

A soft toy cat appears in the group.

Cat: “What a beautiful house you built for me. Now I’m not afraid of frost and wind. I have a home. Thank you, children. In the meantime, I’ll go to the house and prepare everything for the housewarming.”

Guys, would you like to build each of your own houses? Who will live in your house? Who will you build it for (the teacher asks each child).

(Children show and take the toy for which they want to build a house).

How big will your house be? What kind of house do you want to build? Big or small? What colour?

(Children say what kind of house each of them wants to build).

Guys, take the cubes that you need and build the same house as a cat's. Place two cubes together. Place a prism on top of the cubes.

(Children select the necessary building material and get to work).

(The teacher pays attention to each child, praises, helps with leading questions, clarifies the size and color of the building).

Well done boys! What beautiful houses you have created. How many houses do we have? How much was it? We've got a whole city.

(The children say that there are many houses now, but there were none).

The teacher offers the game "Building".

Knock, knock with a hammer,
We are building, building a new house.
This house is for pussy
This house is for a mouse,
This house is for the cockerel,
This one is for the horse
This house is for chickens
This one is for the cow.
All the neighbors
All friends.
They cannot live without friendship.

(Children accompany the text with appropriate movements, imitate animals, according to the text).

The cat comes out.

Cat: I invite everyone to a housewarming party, both children and toys.

Guys, let's go and visit the Cat. Take your toys with you.

(Children take toys and place them next to the Cat, near her house).

Music is playing.

Boys invite girls to dance by holding her hands.

(Children dance, repeating the movements after the teacher).

Guys, you did a good deed today - you built a new house instead of a burnt one. Did you enjoy helping the Cat? What else did you like today?

Municipal state-owned preschool educational institution, general education kindergarten “Rodnichok” with priority implementation of the physical direction of development of pupils

Girsovo village, Yuryansk district, Kirov region

Calendar and thematic planning

on design

in 1st junior group

Girsovo village, 2012
Construction

Long-term planning in the 1st junior group is carried out according to the Basic General Educational Program of Preschool Education in groups with a general developmental focus with priority implementation of activities for the development of children in the physical direction. The program meets the modern goals of preschool education and provides for the comprehensive development of the child based on his age capabilities and individual characteristics.

The program is developed, approved and implemented in an educational institution on the basis of the Charter of the preschool educational institution, the Temporary requirements of the Ministry of Education, and the Law of the Russian Federation on Education. The organization of the educational process is carried out in accordance with educational programs. Educational programs are implemented taking into account age and individual characteristics.

Direction “Cognitive and speech development”

Educational area "Cognition"

Objectives for the year:

1. Continue to familiarize children with details (cube, brick, triangular prism, plate, cylinder), with options for arranging building forms on a plane.

2. Continue to teach children how to build elementary buildings according to a model, to support the desire to build something on their own.

3. Promote understanding of spatial relationships.

4. Learn to use additional story toys commensurate with the scale of the buildings (small cars for small garages).

5. Learn to design turrets, houses, cars together with adults.

6. Support children's desire to build on their own.

7. In the summer, promote construction games using natural materials (sand, water, acorns, pebbles).

Intermediate results:

1. Distinguish between the main forms of building material parts.

2. With the help of an adult, build a variety of buildings using most shapes.

3. Develop the game around your own building.

Literature:

- “Program of education and training in kindergarten” - M.: Mozaika-Sintez, 2008.

Karpukhina N.A. “Lesson notes for the first junior group of kindergarten” - Voronezh, 2008.