home power tool

Abstract of the lesson on famp 1 junior group. Synopsis of a famp lesson in the first junior group “big and small balls. Materials and equipment

EXPLANATORY NOTE

In the first year of a child's life, it is important to form initial ideas about the quantitative and qualitative differences in the objects of the immediate environment. During this period, the teacher is faced with the task of teaching children to act with objects in a variety of ways: to collect homogeneous objects together, disconnect some of the objects (toys) from the main group, with the help of an adult, select toys of the same color, size, shape (the same), move them in different directions: forward, backward, to the right, to the left of oneself (back and forth), to string, to impose one object on another, etc.

In the first junior group, children are not given special classes on the development of mathematical concepts. Any activity of children of the third year of life creates favorable conditions for the development of such ideas. Along with this, individual concepts, such as "many - one", "one - many", "many - few", "few - many", can be considered in the course of regulated games-classes as their integral part (classes for familiarization with the outside world, designing, modeling, etc.). Such classes with mathematical content are carried out with small subgroups of children (6-8 people). Moreover, in these cases they are organically introduced into the context of the main occupations.

An important requirement for such classes is a strict dosage of program material, the availability and attractiveness of the content to children, and their activity-playing nature.

In the organization of work to familiarize children with the number, size, color, shape of objects, several stages are distinguished, during which a number of general didactic tasks are sequentially solved. Necessary:

Teach kids to observe the actions of adults with objects, listen to how these actions are characterized;

Involve children in active participation in joint actions with the educator to compile groups of homogeneous objects, accompany the actions with appropriate words, encourage their speech activity;

Encourage children to name the properties of objects, repeat what was said after the teacher
(about the quantity, size, shape, color of objects).

Thus, in order to form elementary ideas about quantity, it is important to create conditions for the development of perception and speech.

In the process of games-classes, the educator teaches children to consider various groups of objects, to notice their essential features (color, shape, size); group homogeneous objects according to the indicated characteristics, name their number, using the concepts "many - one", "one - many", "many - few", "few - many".

PROGRAM STRUCTURE

For the first time, the program includes educational material on the development of elementary mathematical concepts in children of the third year of life (the first junior group). For children of this age, the program (respectively and guidelines) includes only four sections: "Quantity", "Value", "Shape", "Orientation in space".

PROGRAM MATERIAL

Quantity

Involve children in the formation of groups of homogeneous objects. Learn to distinguish between the number of objects: many - one (one - many), many - few (few - many).

Value

Draw the attention of children to objects of contrasting sizes and their designation big (house) - small (house), large (matryoshka) - small (matryoshka), i (ball) - small (ball), etc.

Learn to distinguish objects by shape and name them (cube, brick, ball).

Orientation in space

Continue to accumulate in children the experience of the practical development of the surrounding npoci (the premises of the group and the site of the kindergarten). Learn to find the bedroom, playroom, tug and other rooms.

Expand the experience of orientation in parts of one's own body (head, face, arms, legs,

Learn to follow the teacher in a certain direction.

By the end of the year, the child of the first junior group can:

Actively participate in the formation of groups of homogeneous objects;

Distinguish between many objects and one object;

Distinguish between large and small objects, name their size;

Recognize the ball and the cube;

Know the location and purpose of the main premises of the group, “where we play;; eat, sleep, undress and dress for a walk”;

Show on yourself where the head is (and what is on the head), legs, face, hands

FORWARD PLANNING

Time spending				Theme and purpose of the 4th week

ORIENTATION IN SPACE
October	Subject	Orientation in the kindergarten building
Target	To acquaint with the name, location and purpose of individual premises; group room; placement of toys and household items. To teach to indicate and name the places of their location, places of storage of personal belongings; use speech constructions "We play here - in the playroom, it is large, there are a lot of toys in it"
November	Subject	Orientation in the group area
Game activity:“Catch up with the ball”, “Run to the flag”, “Get a toy”, “Train”, “Hide and seek”, “Birds fly”
Target	Learn to recognize your group site, acquaint with the location of gaming equipment. Introduce speech structures: “This is our site, here we walk, play”, “Here is a sandbox where you can play with sand”, “Here is a swing on which we swing”, “Here is a gazebo: you can sit on a bench in it, relax , hide from the rain, but there is a flower bed. Beautiful flowers. We admire them, we protect them. We don’t run there, we don’t trample the flowers.” Encourage children to repeat after the teacher and use certain words in speech
December	Subject	Development of orientation in parts of one's own body
Game activity:“Vodichka-vodichka”, “Ladushki”, “Where, where are our hands?”, “We raise our hands ...”, “Little legs ran along the path”, “A little white hare is sitting”, etc.
Target	Develop a differentiated perception of individual parts of the body; their spatial arrangement. Teach: - show on yourself where the head, face, legs, arms, back, stomach; on the face - eyes, ears, mouth, lips, nose. - explain what we do with our eyes, ears, etc. (“We wash ourselves, wash our face and hands, comb our hair here - in the washroom; here - in the bedroom - we sleep; here - in the dressing room - we undress when we come from a walk and get dressed for a walk)
	Target	Lesson 1	Lesson 2	Lesson 3	Lesson 4
Consolidate the knowledge and skills gained when getting acquainted with the topic "Orientation in space"	To consolidate the knowledge and skills acquired during the acquaintance with the topic "Orientation in space" 1	Teach: - consider a homogeneous group of toys; - call them; - answer the question: "How many bears, bunnies?" etc.	To teach: - to create a homogeneous group of objects by adding objects to an object; - name the quantity (many); - focus on quantity - answer the question: "How many cubes do we have?"

Continuation of the table.


February	Target	Lesson 1	Lesson 2	Lesson 3	Lesson 4
Reinforce the concept of "many". To teach to perform game actions with a group of homogeneous toys (of the same type, color, size, shape, material)	Strengthen the ability to answer questions How many?, performing game actions with a group of homogeneous objects	To teach: - to create groups of objects united by a characteristic feature (by color); - anwser the questions. How many flags do we have? (A lot of.) - What are they? (Red.) Introduce red and blue colors. Distinguish between red and blue flowers	Introduce yellow and green; learn to compare the number of green and yellow flags. To learn to build speech constructions like: “There are a lot of yellow flags in a vase, and a lot of green flags in a box”; “There are a lot of yellow flags and a lot of green ones too”
	Target	Lesson 1	Lesson 2	Lesson 3	Lesson 4
Practice answering questions How many?, considering groups of one kind or another that differ in color	Introduce the concepts of "big", "small". Learn to build structures: “There are a lot of large buttons on the coat”, “There are a lot of small buttons on the dress”	Develop the ability to answer questions: - How many dolls drink tea? - How many hares are dancing? - How many nesting dolls are walking? (A lot of.)	Introduce the concepts of "many", "one". Learn to compare groups of objects with one object
April	Target	Lesson 1	Lesson 2	Lesson 3	Lesson 4
To consolidate the concepts of "many - one", "one - many" in gaming activities (a game"One and many"). Learn: - answer the questions: - How many flowers do you have? (One.) - How many are left in the vase? (A lot of.); - understand the speech construction: “Each of you has one flower, and in a vase there are many	To teach: - to distinguish between the concepts of "one" and "many"; - create a group of one objects from many different ones. Exercise in the ability to select one object from a group and combine individual objects into a group	Introduce the concepts of "many-little", "little-many". Learn to create larger and smaller groups of objects and indicate their number in words	Strengthen skills: -compare unequal groups of objects; - build a speech construction like: "There are a lot of bunnies on the table, but few in the box." To teach: - to distinguish groups of objects and name them; - create unequal groups of objects: "a lot of cubes - few cubes"

The end of the table.


		Game activity:“Tell us about our toys”, “How many toys were hidden?”, “How many toys did we find?”, “What is in the bag?”, “Who needs how much?”, “Let's hide the balls in our palms”
May	Size and shape
Target	Lesson 1	Lesson 2	Lesson 3	Lesson 4
Game activity:"Balloon", "Who will find the same?", "What did you get?", "What's in the bag?"
Exercise skills: - answer the question How many?;- determine the number of items (one - many - few); - name objects (many ducks (fish, dogs) - one duck (fish, dog) - many dolls (cars, bunnies) - few dolls (cars, bunnies)	Introduce the concepts of "big", "small". Learn to create speech constructions: “big shoe for an adult”, “small shoe for a child”, “big doll”, “small doll”	Learn to distinguish between large and small cubes; big and small bricks. Encourage them to distinguish and name them correctly	Learn: - answer the questions: “What is created from our parts?”, “What color are they?”, “What size are they?”; - create speech constructions: “We will build a big table for a big Mishka from big bricks”, “ small chair Let's build a little Mishutka out of small bricks"

* *

ARTISTIC ACTIVITY. DESIGN

EXPLANATORY NOTE

Visual activity, including drawing and modeling, is of great importance for the comprehensive development of preschoolers.

The most accessible types of visual activity for children of this age are drawing and modeling.

In the first junior group, one drawing lesson is held weekly, one modeling lesson

Know that you can draw with pencils, felt-tip pens, paints and a brush;

Distinguish red, blue, green, yellow, white, black;

Enjoy your drawings, name what is depicted on them;

To know that clay can be sculpted, that it is soft;

Work with clay: roll out a lump of clay with straight and circular movements of the hands; break off small lumps from a large lump, flatten them with your palms; connect the ends of the rolled stick, pressing them tightly against each other; sculpt a simple object carefully use clay.

Designing as a type of children's creativity contributes to the active formation of thematic thinking: thanks to it, the child learns the basics of graphic literacy, learns to use drawings, patterns, sketches. The child himself makes marking, measurement, strm schemes on the basis of independent analysis, which contributes to the development of his spatial, mi thematic thinking. Construction introduces the child to the properties of various materials: building elements, paper, cardboard, fabric, natural, waste material etc. \

The main attention in the organization of design and manual labor is given to the development of observation, curiosity, ingenuity, resourcefulness, assiduous skill among the children. At the same time, it is important to form in children the need for creative activity, work, love, independence, activity, patience, accuracy, the desire to bring joy to people around; to fill with bright content the mental and creative interests of the child

The main objectives of the program for this section are: the formation of cognitive and research activities among preschoolers; desire for mental figures! sti; introduction to the world of technical and artistic invention.

Expected results by the end of the year:

Children develop sensory experience in the search for constructive actions, experimenting with building elements, constructor parts, playing with material (toys). Examining objects, the children name their signs (contrasting), constructive properties (large, small cube; red brick; light cube (plastic); long, short plank; the cube is standing, the ball is rolling; the dog is soft, etc.).

Children distinguish all the details of the proposed builder and designer kits and name some of them.

Elementary design skills develop (correlate parts, their mutual expansion; install parts horizontally in a variety of ways, combine them sch displacement, alternating elements, build simple floors).

Spatial concepts are formed (above, below, etc.).

Children begin to show interest in planar design (impose cut-out geometric figures on images; lay out images according to the model of the aggregator, according to the verbal construction).

Cognitive activity develops, the child's elementary ideas about the surrounding real objects and constructed objects, corresponding to their perception, expand.

Children are trying to design on their own.

Enriched vocabulary; Perception, attention, memory, thinking and constructive skills of children develop.

In the process of designing and at the end, a plot-display tl

Speech and game communication of children develops. I

Children are introduced to order (carefully disassemble buildings, fold, remove ^ rushki).

FORWARD PLANNING

Item	Theme and purpose of the lesson of the 1st week	Theme and purpose of the 2nd week session	Theme and purpose of the lesson of the 3rd week	Theme and purpose of the 4th week

SEPTEMBER
Drawing	Subject	Our helpers are a pencil and a brush	On a flat path
Target	To acquaint with visual materials, rules for working with a brush, pencil; with paint properties	To teach: - draw with a finger, rhythmically imprint on paper; - perform movements in accordance with the rhythm of the music
modeling	Subject	What is plasticine?	Fence for cockerel
Target	To acquaint with plasticine, its properties and rules for working with the material	To teach: - to fold plasticine with a “sausage”, fixing the properties of the material; - perform imitative movements in accordance with the musical rhythm
Construction	Subject	Tower	Tower
Target	To consolidate the ability to impose details, increasing the building in height (4-5 details); select the flag corresponding to the color of the building. Develop speech activity	Learn to build two turrets of different colors and heights, decorate them with prisms of the same color as the turrets
OCTOBER
Drawing	Subject	"Rain, rain, more..."	"Leaves are yellow..."
Target	Learn to apply rhythmic strokes with your finger to verbal accompaniment. Get to know blue	Learn: - draw leaves, sticking the brush to the leaf; - hold the brush correctly, use paint, cloth, rinse the brush
modeling	Subject	"Rain, rain, drip-drip-drip ...",	“The chicken went out for a walk ...”
Target	Learn: - pinch off pieces of plasticine from the whole; - arrange them on a sheet of paper. Get to know blue	Learn to pinch pieces of plasticine from the whole. To consolidate the ability to respond to a signal in an outdoor game. Get to know blue

Continuation of the table.

	2 3	4 5
Construction	Subject	turret	Track
Target	Strengthen the ability to build a tower. Learn to build from cubes of various sizes (big, small)	Learn to use correctly building material, applying brick to brick, laying them on a wide surface
NOVEMBER
Drawing	Subject	It is snowing	“Sewed Tanya a sundress”
Target	To acquaint with the material - cotton wool. Learn to draw snowflakes with a brush using the soaking method. Develop the ability to rhythmically perform movements to music	Learn to arrange lanterns of a certain color using the didactic game "Decorate the Christmas Tree". Strengthen the ability to draw with your fingers using different colors
modeling	Subject	"Forty-forty"	beads
Target	To consolidate the ability to pinch off pieces from a whole piece of plasticine. To form the ability to perform a change of actions on a musical signal	To teach the ability to form lumps from plucked pieces of plasticine, rolling plasticine into a ball. To consolidate knowledge of primary colors, laying out
Construction	Subject	Tracks	garage door
Target	To fix the concepts of "wide", "narrow", "long", "short". Encourage the creation of a variety of paths	To teach: - the ability to build according to the model; - Evaluate your work and your friend; - play with buildings
DECEMBER
Drawing	Subject	"The Forest Raised a Christmas Tree"	"The Little Christmas Tree Came to Visit Us"
Target	To teach the ability to arrange lanterns of a certain color using the didactic game "Decorate the Christmas Tree". Strengthen the ability to draw with your fingers using different colors	To teach the ability to arrange lanterns of a certain color using the didactic game "Decorate the Christmas Tree". Strengthen the ability to draw with your fingers using different colors

Continuation of the table.


modeling	Subject	"A squirrel is sitting on a cart..."	Wonderful pencils
Target	To consolidate the ability to form rounded lumps from plasticine. Develop the ability to perform rhythmic movements	Continue with the material. Practice modeling by rolling clay with direct movements. Develop a desire to sculpt
Construction	Subject	Slide	Playground
Target		To teach: - consistently carry out the construction, controlling their actions; - apply parts evenly; - find similarities with objects
JANUARY
Drawing	Subject	Snowing	colorful wheels	snowballs
Target	Continue: - learn to hold the brush correctly; - dip all the pile in the paint; - depict snowflakes, applying with all the pile to the paper; - learn to recognize and name correctly White color	Continue to learn how to draw round objects with a brush. Exercise in the ability to wash the brush. Develop color perception. Strengthen knowledge of colors	To consolidate the ability to draw a round object. Learn the correct techniques for painting with paint, without going beyond the outline. Repeat the image, filling the free space of the sheet
modeling	Subject	nuts	Modeling by design	“Colored pencils came to visit us”	rings
Target	To consolidate knowledge about the shape of different objects. Exercise in sculpting round objects by rolling clay in circular motions	Learn to independently outline the topic of modeling, bring your plan to the end. Cultivate the ability to enjoy your work. Learn how to use clay correctly, sculpt on the board, do not scatter material	Continue to acquaint with the material, exercise in the technique of rolling clay with direct movements. Develop a desire to sculpt	Learn: - sculpt from plasticine by rolling a strip into a ring; - connect the ends, pressing them tightly to each other. Develop figurative perception

Continuation of the table.

	2 \| 3	4 I 5
Construction	Subject	small fence	Fence with gate
Target	To teach: - put a brick vertically on a narrow surface tightly to each other; - build according to the finished model	Strengthen the ability to build a fence. Learn to build on your own. Reinforce the concept of "high-low"
FEBRUARY
Drawing	Subject	colored balls	It's raining	Lights in the windows of the house
Target	Learn to draw a round object; name what you drew	Learn: - draw short strokes and lines; - hold the pencil correctly; - to see the image of the phenomenon. Develop a desire to draw	Learn: - apply bright strokes, spots in the windows of houses; - Carefully use paints. Strengthen the ability to use paints, a brush
modeling	Subject	sticks	Balloons	Kolobok	Modeling by design
Target	Learn to pinch off small lumps of clay, roll them between the palms with direct movements	Learn to roll plasticine between the palms, make balls in a circular motion	To fix: - the ability to roll clay between the palms in a circular motion; - pinch off small lumps; - carefully place the finished products on the board	Learn to work independently with plasticine, to bring what you started to the end. Cultivate the ability to enjoy the finished product
Construction	Subject	building a house	Building a house with windows
Target	Exercise in the ability to make an overlap using a new element - a triangular prism; Learn to build a house and play with it using plot figures	Strengthen the ability to build according to the model. Learn to build on your own. Enrich vocabulary. Learn to disassemble buildings and put parts back into place
MARCH
Drawing	Subject	multi-colored rings	colorful gate	Firework	rings
Target	Continue to learn: - draw continuous lines in a circular motion; - hold the pencil correctly; - review work	Learn to draw Arcuate lines, recognize outlines, name them. Strengthen the ability to hold a pencil correctly	Continue to teach: - hold the brush correctly; - dip all the pile in the paint;	Continue to teach: - hold the pencil correctly; - convey a certain shape in the drawing;

Continuation of the table.


				- remove the excess drop on the edge of the jar; - learn to recognize and correctly name yellow and red colors	- practice circular movements of the hand. Learn to use pencils of different colors. Strengthen knowledge about color
modeling	Subject	Potato	sticks	Different colored balls	Rings for the pyramid
Target	To consolidate the ability to roll clay between the palms in a circular motion; put clay and products on a plank	Exercise in sculpting sticks by rolling. Make you want to sculpt	To fix: - method of rolling clay between the palms; - work carefully; - put finished products on the board	Continue: - learn to sculpt sticks; - count the sticks and connect their ends, forming a ring; - cause desire to sculpt
Construction	Subject	Dolly bench	bench
Target	Reinforce the concepts of "high" and "low". Learn to review and evaluate work	To consolidate the ability to build a bench from cubes. Teach: - build by placing cubes on a narrow surface; - play with buildings
APRIL
Drawing	Subject	The sun is shining	It's raining	Decorate a dress for Katya's doll with a pattern	The bun rolls along the path
Target	To teach: - to convey in the drawing the image of the sun; - Combine a rounded shape with straight lines. Develop an interest in drawing	Learn to depict rain by applying a brush with all the pile to the paper. Strengthen the ability to hold the brush correctly	Learn to hold the brush correctly, apply strokes rhythmically to the silhouette of the dress. Develop color perception. Strengthen knowledge of color	Practice drawing round shapes. Cultivate the desire to draw
modeling	Subject	Bagel for doll Natasha (plasticine)	Peas for cockerel (clay)	The bun rolls along the path (plasticine)	Ladder (clay)
Target	Continue to learn: - sculpt sticks; - count sticks and connect their ends	Continue practicing clay modeling skills. Learn to play with products	Learn to play with finished products	Learn: - work carefully; - put finished clay products on the board. Make you want to sculpt

The end of the table.


Construction	Subject	Doll furniture (table, chairs)	Ladder
Target	Develop the ability to analyze what parts an object consists of	Exercise in the design of ladders, consisting of six cubes. Learn to highlight the details of the building; beat the building. Complicate the construction due to a large number details
MAY
Drawing	Subject	stems for flowers	The grass is green (pencil)	stems for flowers	Drawing but by design
Target	Continue to teach: - hold the brush correctly; - draw straight lines	To teach: - to convey the image of grass in the drawing; - continue to learn how to draw short, straight, jerky lines. Consolidate knowledge of the green color	Reinforce previously acquired skills. Develop aesthetic perception	To teach: - independently choose a tool for drawing: paints, pencils; - choose a topic for drawing; - enjoy the finished product
se C	Subject	Bunny bowl	Airplane	tangerines	Modeling by design
Target	Strengthen skills: - roll plasticine between the palms in a circular motion; - flatten a lump in the palms; - make indentations with your fingers	Continue to teach: - roll out lumps of clay with direct movements; - connect parts by crossing them with each other	Continue learning: - sculpt round objects; - enjoy the finished product	To teach: - independently choose the material (clay, plasticine); - choose a topic for modeling. Develop aesthetic perception
Construction	Subject	Slide with ladder	Self-construction
	To consolidate the ability to consistently carry out the construction, controlling their actions. Learn to complicate the construction, evenly apply details	Learn to choose a topic for designing a part on your own. Strengthen the ability to play with buildings

MUSICAL EDUCATION

EXPLANATORY NOTE

IN At this age, the child has the first aesthetic feelings that manifest themselves when perceiving music, singing along, participating in a game or dancing and are expressed in the child's emotional attitude to what he is doing. Therefore, the priority tasks are: the development of the ability to listen to music, memorize and emotionally respond to it, connect movements with music in musical rhythmic exercises.

The musical development of children is carried out both in the classroom and in Everyday life.

Music lessons consist of three parts:

Introductory part.

Musical-rhythmic exercises

Purpose: to set up the child for the lesson and develop the skills of basic and dance movements that will be used in dances, dances, round dances.

Main part.

listening to music

Purpose: to teach the child to listen to the sound of the melody and accompaniment, creating an artistic and musical image, and to respond emotionally to them.

Sing along and sing along

Purpose: to develop the child's vocal inclinations, to teach pure intonation of the melody, to sing without tension in the voice, and also to start and finish singing together with the teacher.

The main part of the lessons includes musical and didactic games, aimed at getting to know children's musical instruments, developing memory and imagination, musical and sensory abilities.

3. Final part.

game or dance

Purpose: to deliver emotional pleasure to the child, to cause a feeling of joy from the actions performed, interest in music lessons and a desire to come to them.

Classes, which are held twice a week for 15 minutes, use collective and individual teaching methods, an individually differentiated approach is carried out, taking into account the capabilities and characteristics of each child.

By the end of the year, children in the first junior group can:

Recognize familiar melodies and distinguish between the pitch of sounds (high - low);

Together with the teacher, sing musical phrases in the song;

Move in accordance with the nature of the music, start moving with the first sounds of the music;

Perform movements: stamp your foot, clap your hands, turn your hands;

Distinguish and name musical instruments: rattles, tambourine.

FORWARD PLAN

Form of organization of musical activity	Program tasks	Repertoire

SEPTEMBER
Music lessons listening to music	Learn: - listen to cheerful and sad music, dance, lullaby song; - Distinguish between soft and loud sounds, high and low sounds	“Ah you, canopy” (Russian folk song in arr. V. Agafonnikov), “Lullaby” (music by S. Razorenov), “Rain” (Russian folk song in arr. T. Popatenko), “Autumn song” (music An. Aleksandrova, el. N. Frenkel)
Singing Mastering song skills	To promote familiarization with singing, singing along with repetitive phrases. Learn to recognize familiar songs, understand their content	“Rain” (Russian folk melody in the arr. V. Fer), “Sleep, my bear” (music by E. Tilicheeva, el. Yu. Ostrovsky), “Merry song” (music by A. Filippenko)
Musical-rhythmic movements: Exercises Dancing Games	To teach: - walk cheerfully in a flock, run easily, squat gently, - actively stomp your feet to the beat of music of a different nature; - perform dance movements as shown by adults, start and end movements with music; - Distinguish two-part music. Develop physical activity.	“March” (music by E. Tilicheeva), “Spring” (Russian folk melody), “Easy running in pairs” (music by T. Lomova), “We walk and run” (music by E. Tilicheeva, ate. N. Frenkel), “Stomp” (music by M. Rauchverger), “ autumn leaves”(music by A. Filippenko, el. T. Volgina), “Little Poleka” (music by E. Tilicheeva, el. by A. Shibitskaya), “Sun and Rain” (music by M. Raukhverger, B. Antyufeev, ate A. Barto)
Holidays and entertainment	Encourage active participation in entertainment	"Ryaba Hen" (musical fairy tale)
OCTOBER
Music lessons listening to music Perception of musical works	Learn: - listen and distinguish between different melodies (lullaby, march, dance); - Distinguish between soft and loud sounds - recognize the sounds of rain in music; - tap rhythmically	"Bayu-bayu" (music by M. Krasev, el. M. Parnoy), "March", "Rain" (music by M. Raukhverger), "Merry Song" (music by A. Filippenko)

Continuation of the table.

Current page: 1 (the book has 6 pages in total)

Irina Pomoraeva, Vera Pozina

Classes on the formation of elementary mathematical representations in the second junior group of kindergarten

Lesson plans

3rd edition, corrected and enlarged

Library "Programs of education and training in kindergarten» under the general editorship of M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova

Pomoraeva Irina Alexandrovna– methodologist of the Educational and Methodological Center for Vocational Education in Moscow, teacher of the methods of mathematical development of the Pedagogical College No. 15, Honored Teacher of Russia.

Pozina Vera Arnoldovna– methodologist, teacher of methods of mathematical development of the Pedagogical College No. 4, excellent student of public education.

Foreword

This manual is addressed to educators working under the "Program of Education and Training in Kindergarten" edited by M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova, to organize mathematics classes in the second junior group.

The manual deals with the organization of work on the development of elementary mathematical concepts in children aged 3–4 years, taking into account the patterns of formation and development of their cognitive activity and age capabilities.

The book presents an approximate planning of classes in mathematics for the year. The proposed system of classes includes a set of game tasks and exercises, visual-practical methods and techniques of work on the formation of elementary mathematical representations; helps children master the methods and techniques of cognition, apply the acquired knowledge and skills in independent activities. This creates the prerequisites for the formation of a correct worldview, which, in turn, allows for a general developmental orientation of learning, connection with the mental, speech development and a variety of activities.

The plot of classes and specially selected tasks contribute to the development of mental processes (attention, memory, thinking), motivate the child's activity and direct his mental activity to find ways to solve the tasks. The methodology of conducting classes does not imply direct teaching, but involves the creation of situations of community, activity, which increases the child's activity in understanding and independently performing mathematical tasks. The knowledge acquired by children in the classroom must be consolidated in everyday life. To this end, in working with children, both in preschool, and at home, you can use the workbook for the “Program of Education and Training in Kindergarten” “Mathematics for Kids” (M .: Mozaika-Sintez).

The manual includes additional material compiled in accordance with the recommendations of modern psychologists and teachers, which allows expanding the content of work with children of the fourth year of life and increasing their interest in tasks with mathematical content.

Approximate distribution of program material for the year

Taking into account the adaptation period of children, classes on the formation of elementary mathematical representations in the second junior group are held from the second half of September once a week (32–34 lessons per year).

I quarter

September

Lesson 1

Lesson 2

big small.

Lesson 1

one, many, few.

Lesson 2

many, one, none.

Lesson 3

one, many, none.

Lesson 4

Improve the ability to form a group of individual items and select one object from the group, designate the aggregates with the words one, many, none.

big small.

Lesson 1

Learn to compare two objects in length and indicate the result of the comparison with words

Improve the ability to make a group of objects from separate objects and select one object from a group; label aggregates with words one, many, none.

Lesson 2

Learn to find one and many objects in a specially created environment, answer the question "how much?" Using words one, many.

Continue to learn how to compare two objects in length using overlapping and application methods, designate the results of the comparison with words long - short, longer - shorter.

Lesson 3

Continue to teach to find one and many objects in a specially created environment, designate aggregates with words one, many.

Introduce the square, learn to distinguish between a circle and a square.

Lesson 4

To consolidate the ability to find one and many objects in a specially created environment, designate aggregates with words one, many.

Continue to learn to distinguish and name a circle and a square.

II quarter

Lesson 1

Improve the ability to compare two objects in length, indicate the results of the comparison in words long - short, longer - shorter, equal in length.

Exercise in the ability to find one and many objects in the environment.

Lesson 2

Continue to improve the ability to find one and many objects in the environment.

To improve the ability to compare two objects in length by methods of imposition and application; indicate the results of the comparison with the words long - short, longer - shorter.

Lesson 3

Learn to compare two equal groups of objects in an overlay way, understand the meaning of words much, equally.

Exercise in orientation on your own body, distinguish between right and left hands.

Lesson 4

Continue to learn to compare two equal groups of objects in an overlay way, activate expressions in speech

Improve the ability to compare two objects in length using overlay techniques and applications and words long - short, longer - shorter.

Lesson 1

To learn to compare two objects that are contrasting in width, using overlay and application techniques, to indicate the results of the comparison with words wide - narrow, wider - narrower.

Continue to learn to compare two equal groups of objects in an overlay way, indicate the results of the comparison with words many, equally, so much - how many.

Lesson 2

Continue to learn how to compare two objects in width using overlapping and application methods, determine the results of the comparison in words wide - narrow, wider - narrower.

Improve the skills of comparing two equal groups of objects in an overlay way; ability to express comparison results in words many, equally, so much - how many.

To consolidate the ability to distinguish and name a circle and a square.

Lesson 3

Introduce the triangle: learn to distinguish and name the figure.

To improve the ability to compare two equal groups of objects in an overlay way, to indicate the results of the comparison with words many, equally, so much - how many.

Strengthen the skills of comparing two objects in width, learn to use words wide - narrow, wider - narrower, equal in width.

Lesson 4

Learn to compare two equal groups of objects using the method of application, designate the results of the comparison with words many, equally, so much - how many.

Continue to introduce the triangle, learn to name and compare it with a square.

Lesson 1

Continue to learn to compare two equal groups of objects using the application method, designate the results of the comparison with words many, equally, so much - how many.

Improve the ability to distinguish and name familiar geometric shapes (circle, square, triangle).

Exercise in determining spatial directions from oneself and designate them with words top - bottom.

Lesson 2

To acquaint with the methods of comparing two objects in height, to learn to understand words

Exercise in determining spatial directions from yourself.

Improve the skills of comparing two equal groups of objects using the application method and use words many, equally, so much - how many.

Lesson 3

Continue to learn how to compare two objects in height using overlay and application methods, indicate the results of the comparison with words high - low, higher - lower.

Continue to improve the skills of comparing two equal groups of objects by means of superposition and application, designate the results of the comparison with words equally, as much as.

Lesson 4

Learn to compare two unequal groups of objects in an overlay way, designate the results of the comparison with words more - less, as much - how much.

Improve the ability to compare two contrasting objects in familiar ways, indicate the results of the comparison with words high - low, higher - lower.

III quarter

Lesson 1

Continue to learn to compare two unequal groups of objects by means of superposition and application, designate the results of the comparison with words more - less, as much - how much, equally.

Improve the ability to distinguish and name a circle, square, triangle.

Lesson 2

Improve the ability to compare two equal and unequal groups of objects, use expressions equally,

Fix ways to compare two objects in length and height, indicate the results of the comparison with the appropriate words.

Lesson 3

Exercise in comparing two groups of objects by means of superposition and application and use words so much - how much, more - less.

day Night.

Lesson 4

Fix ways to compare two objects in length and width, designate the results of the comparison with the appropriate words.

To form the ability to distinguish the number of sounds by ear (many and one).

Exercise in distinguishing and naming geometric shapes: circle, square, triangle.

Lesson 1

Learn to reproduce a given number of objects and sounds according to a model (without counting and naming a number).

Improve the ability to distinguish and name familiar geometric shapes: circle, square, triangle.

Lesson 2

To consolidate the ability to reproduce a given number of objects and sounds according to a model (without counting and naming a number).

Exercise in the ability to compare two objects in size, indicate the result of the comparison with words big small.

Exercise in the ability to distinguish spatial directions from oneself and designate them with words: front - back, left - right.

Lesson 3

Learn to distinguish between one and many movements and designate their number with words one, many.

Exercise in the ability to distinguish spatial directions relative to oneself and designate them with words front - back, top - bottom, left - right.

Improve the ability to make a group of objects from separate objects and select one object from a group.

Lesson 4

Exercise in the ability to reproduce a given number of movements and call them words a lot of And one.

To consolidate the ability to distinguish and name parts of the day: morning evening.

Lesson 1

To consolidate the ability to compare two equal and unequal groups of objects by means of superposition and application, use expressions so much - how much, more - less.

Exercise in comparing two objects in size, indicate the results of the comparison with words big small.

Learn to determine the spatial arrangement of objects using prepositions on, under, in etc.

Lesson 2

Improve the ability to distinguish and name geometric shapes: circle, square, triangle, ball, cube.

Lessons 3-4

Free planning of work, taking into account the assimilation of program material and the characteristics of a particular age group.

Lesson plans

September

Lesson 1

Program content

To consolidate the ability to distinguish and name a ball (ball) and a cube (cube), regardless of the color and size of the figures.

Demo material. Large and small red balls, large and small green cubes; 2 boxes of red and green colors; toys: bear, truck.

Handout. Little red balls, little green cubes.

Guidelines

I part. The teacher brings a truck into the group, in the back of which there are a bear, balls and cubes, and asks: “Who came to us? (Children look at the bear.) What did the bear bring in the truck?

The teacher offers the children to find the ball (gives the concept ball): What did you find? What color is the ball?

The teacher asks to show what can be done with the ball. (Ride.)

Children perform similar tasks with a cube. (Actions with a cube are denoted by the word put.)

II part. Game exercise "Hide the cube (ball)".

The teacher invites one of the children to take a ball in one hand and a cube in the other and hide one of the figures behind their backs. The rest of the children must guess what the child hid and what was left in his hand.

III part. The teacher asks the children to help the bear put balls and cubes into boxes: balls should be put in a red box, and cubes in a green one.

In the process of completing the task, the teacher clarifies with the children: “What did you put in the box? How many balls (cubes)? Are they the same color? How else are balls and cubes different? (Large and small.)

The bear thanks the children for their help and says goodbye to them.

Lesson 2

Program content

To consolidate the ability to distinguish contrasting objects in size, using words big small.

Didactic visual material

Demo material. Large and small dolls, 2 beds of different sizes; 3-4 large cubes.

Handout. Small cubes (3-4 pieces for each child).

Guidelines

I part. Two dolls come to visit the children. The guys, together with the teacher, examine them, find out that one doll is big and the other is small, give them names.

Then the teacher draws the attention of the children to the beds: “The beds are the same size? Show me the big bed. And now the little one. Where is the bed for the big doll, and where for the little one? Put the dolls to sleep. Let's sing them a lullaby "Tired toys are sleeping."

II part. Game exercise "Let's build towers."

The teacher places large and small cubes on the table, invites the children to compare them in size, and then build turrets. The teacher builds a tower of large cubes on the carpet, and the children build towers of small cubes. At the end of the work, they all look at the buildings together, show a large (small) tower.

Lesson 1

Program content

Strengthen the ability to distinguish the number of objects using words one, many, few.

Didactic visual material

Demo material. Doll.

Handout. Nesting dolls (two more than children).

Guidelines

caregiver. Matryoshkas came to visit the Katya doll, and together we will dance around her. Look how many nesting dolls came to visit? (A lot of.) Take one nesting doll and put them in a round dance around Katya's doll.

Children arrange nesting dolls.

caregiver. How many dolls? How many nesting dolls are in a round dance? All matryoshkas got into a round dance? How many nesting dolls do not dance? (Few.)

In conclusion, the children dance around the dolls and matryoshkas to the music.

Lesson 2

Program content

To acquaint with the compilation of a group of objects from separate objects and the selection of one object from it; learn to understand words many, one, none.

Didactic visual material

Demo material. Parsley, basket.

Handout. Balls of the same color and size (one for each child).

Guidelines

I part. Parsley brings the children a basket of balls.

caregiver. What did Petrushka bring? What color are the balls? How many balls did Petrushka bring?

Parsley drops the balls on the floor. At his request, the children take one ball each.

caregiver(turns to the children in turn). How many balls did you take? How many balls are in the basket? (The concept is introduced no one.) What should be done so that Petrushka has a lot of balls in his basket?

The children put the balls in the basket.

caregiver. How many balls did you put in? How many balls are in the basket? How many balls do you have in your hands?

II part. Mobile game "My cheerful, sonorous ball."

The teacher reads a poem by S.Ya. Marshak:

My cheerful, sonorous ball,
Where did you jump,
Yellow, red, blue,
Don't chase after you.
I clapped your hand
You jumped and stomped loudly
You fifteen times in a row
Jumped to the corner and back.
And then you rolled
And never returned
Rolled into the garden
Ran up to the gate.
Here he rolled under the gate,
Ran to the turn
Got hit by a wheel
Popped, popped, that's all.

Children jump to the beat of the poem. At the end of the poem, they run away.

The game is repeated several times.

Lesson 3

Program content

Continue to form the ability to make a group of objects from individual objects and select one object from it, learn to answer the question "how much?" and define aggregates with words one, many, none.

Get to know the circle to learn to examine its form by tactile-motor way.

Didactic visual material

Demo material. Doll, basket, circle, cardboard train without wheels, tray, napkin, basin of water.

Handout. Circles of the same size and color, ducks.

Guidelines

Game situation "Gifts from Masha's doll".

I part. From the basket of Masha's doll, the teacher takes out a circle and tells the children: "This is a circle (circles his hand)". Then he clarifies the name of the item: “What is this?” He invites several children to circle around with his hand.

II part. The teacher invites the children to take one circle from Masha's basket and asks: “What is the shape of the figure? What color are they?" Children, at the request of the teacher, circle the outline of the circle with their hands and find out that the circle can be rolled.

The teacher shows the train to the children: “Can I ride this train? (No.) Why? (No wheels.)" The teacher asks the children to prepare the train for the trip. The guys attach wheels (circles) to the train and “go” to the park to feed the ducks to the music.

III part. The teacher takes a napkin from the tray and asks: “Who is this? (Ducks.) How many ducks? (A lot of.)

The children take one toy, and the teacher finds out: “How many ducks did each of you take? How many ducks are left on the tray?

The teacher invites the children to play with the ducks. To the music of the "ducks" run, peck grains.

The teacher puts a bowl of water on the table and asks the children to make sure that there are a lot of ducks in the bowl. Children let their ducks into the bowl. The teacher finds out: “How many ducks did each of you let in? (One.) How many ducks are in the basin? (A lot of.) How many ducks are left in your hands? (None.)"

Doll Masha says goodbye to the guys. The kids are going home.

Lesson 4

Program content

Improve the ability to make a group of objects from individual objects and select one object from a group, designate aggregates with words one, many, none.

Continue to learn to distinguish and name the circle, examine it in a tactile-motor way and compare the circles in size: big small.

Didactic visual material

Demo material. Machine, bag, large and small circles of the same color.

Handout. Vegetables (according to the number of children), clay (plasticine), modeling boards, napkins.

Guidelines

I part. Game situation "We harvest vegetables."

On the floor is an imitation of a vegetable garden. The teacher invites the children to see what grows in the garden. The children list the vegetables. The teacher summarizes their answers (“these are vegetables”), then finds out: “How many vegetables have grown in the garden?”

The teacher offers to collect vegetables in the car (imports the car). Children take one vegetable at a time, and the teacher clarifies: “Which vegetable did you take? How many vegetables did you take?

Children take turns putting vegetables in the car and commenting: “I put one carrot (beets, potatoes ...).” The teacher accompanies the actions of the children with the words: “There are more vegetables in the car.” When the guys fill the car, the teacher finds out: “How many vegetables are in the car?”

II part. The game "Wonderful bag".

In the car with vegetables, the children find a wonderful bag. They take out a circle from it, tell the name of the figure and what color it is.

The teacher attaches the circle to the flannelograph and invites one of the children to circle the figure with his hand.

Similar actions are performed with another circle.

Then the children find out how the figures are similar and how they differ.

III part. Game exercise "Bake pancakes."

Children sculpt large and small pancakes from clay (plasticine). Then the teacher suggests putting large pancakes on a large circle, small ones on a small one.

Summary of GCD in mathematics in the 1st junior group.

Objectives: Familiarization with the figure "circle"
Preliminary Work: Teaching Children to Pay Attention to Shape

objects when performing elementary actions with toys and

objects in everyday life. Considering one and many

items.

Educational tasks:

Summarize children's knowledge about the number of objects (one, many, none)

Develop the ability to distinguish and name the primary colors: red, blue.

Development tasks:

Develop auditory and visual attention.

Develop observation, mental activity.

Educational tasks:

Cultivate kindness and responsiveness, diligence.

Equipment and materials:

Demonstration: soft toy Bunny. Large and small cubes.

Large and small box.

Handouts: Large and small cubes according to the number of children. Plates by

one piece per child. Blue circles in rosettes for each

child.

Lesson progress

Educator:

Guys, a guest will come to us today, I will guess a riddle for you now, and you

Guess who is he?

Lives in a mink - gnaws carrots

From the fox and from the wolf - he runs away deftly (who is this?)

Children's answers (bunny)

That's right, it's a bunny, but he's already knocking. (Knock on the door - educator

brings a bunny)

2. The main part.

1. Game - task "Put the cubes into boxes"

Educator:

Guys, something our Bunny is sad. Bunny, why are you so sad?

Guys, he says that two boxes of cubes fell apart. And the truth

look how many cubes are on our carpet. Let's take a look at them:-

Artyom, what are the largest cubes (large and small). What colour

cubes?

Children name colors (blue, red,)

The bunny asks to arrange the cubes in boxes: large cubes in a large

box, and small ones in a small box, let's help the Bunny.

Look at your cubes. Show a big cube (show)

Show small (show)

So we helped the Bunny: we put the big cubes in a big box, and

small in a small box. The bunny is happy, he smiles.

Fizkultminutka;

Bunny went out for a walk. (walking in place)