GCD summary for educational field communication for children of the younger group on the topic “How the bunny looked for his fairy tale”

Material: soft toys: hare, fox: set of toys characters from the fairy tale “Rukavichka”: layout of a fairy-tale house: didactic game“Collect a picture”, tape recorder, audio recording.

Training tasks:

educational: learn to answer the teacher’s questions in complete sentences, practice clear pronunciation of sounds when reading nursery rhymes, develop the ability, with the help of the teacher, to dramatize short passages from works, consolidate knowledge about the benefits of vegetables.

developing: develop the ability to assemble a picture from 4 parts, develop constructive activities.

educational: instill a love of oral folk art, cultivate responsiveness, a desire to help others, evoke a desire to take care of your body.

Integration with other areas: cognition, reading fiction, health, socialization.

Preliminary work: reading Russian folk tales, dramatization of passages, learning poems, organizing and conducting nodes in the area artistic creativity on the content of fairy tales, word games, individual work to improve the pronunciation of sounds. vocabulary work: bast, chop, vegetables, braid.

Educator: Children, at the door of our group I met a bunny. Come and visit us, bunny, don’t be shy. (Bring in a toy)

Educator: It seems to me that he is upset about something. Let's listen to him and find out everything.

Bunny: Hello, guys. I'm lost and don't know where my home is or where I'm from.

I remember living in some fairy tale, but I forgot which one. Please help me get home! I’m very cold and I’m so scared, everything around here is so unfamiliar!

Educator: Don't worry, bunny. We will help you. Or maybe you don’t live in fairy tales at all, but in poetry. Listen here.

(children recite Barto’s poem “The Mistress Abandoned the Bunny.” Conduct finger game"The bunny jumps with a sideways view."

Bunny: Thank you, good poems, but no, I don’t live in them. These are poems about other bunnies of my named brothers, but I live in a fairy tale.

Educator: Well, don't worry. Guys, let's go to the fairy forest where the bunny lived. What can you go on?

(children suggest)

The song “Machine” plays and the children hit the road.

Educator: So we arrived in the forest. Look, children, what is this lying on the path? (mitten)

Do you know who lost it?

Or maybe she is also from a fairy tale, like our bunny?

And from which fairy tale?

Who lived in a mitten? (children take toys out of the mitten one at a time, name them, put them on the table. I invite the children to play out an excerpt from the fairy tale “The Mitten”

Educator: how many heroes are there in this fairy tale? What about the mitten? Children ask the little bunny if this is his fairy tale.

Bunny: no, unfortunately this is not my fairy tale. (crying)

Educator: What’s wrong with you, why are you crying?

Bunny: I want to eat!

Educator: Children, what can we feed the bunny? (answers)

I have a basket in my hands, and in it are cut-out pictures depicting carrots and cabbage. If we can collect these pictures, we can help the bunny. (the game “Collect a picture” is played

Educator: Children, are carrots and cabbage vegetables or fruits? How are they useful? That's right, they contain a lot of vitamins. Carrots contain a vitamin that helps our eyes, and cabbage helps heal our wounds. So the bunny eats healthy vegetables.

Bunny: thank you guys, you are very kind.

Educator: let's continue on our way, children. Bunny, why are you shaking so much?

Bunny: I'm very cold, I'm cold.

Educator: let's play, the bunny will play with us and warm up.

(the game “The gray bunny is sitting” is played)

Bunny: Thanks guys, I'm warmed up, let's move on...

(there is a hut on the way)

Educator: Children, look what an unusual hut. Some kind of fabulous. What fairy tale is she from? Listen, maybe from this one.

(tell the beginning of the fairy tale “Zayushkina’s hut”

Bunny: I remembered, I remembered! This is my fairy tale! But how can I live there, because a fox lives there.

Educator: Now the kids and I will drive away the fox. (children, one by one, portray a cockerel and pronounce its words from the fairy tale.)

Educator: So we kicked out the fox, the bunny goes into his hut, and it’s time for us to go home.

Bunny: thank you guys, very much. You found my fairy tale and drove the fox away!

Teacher: goodbye, bunny, come visit us. And we will go by car to kindergarten again.

Educator: So we came home! Our nanny meets us, let's tell her where we were and what we did. (children tell)

Do you think we did a good thing? Well done, children. You did a lot of good things today.

Target: Speech development

Tasks:
Educational field "Cognitive development"
Development of curiosity, cognitive interests, formation of primary ideas about the animal world.
Educational field "Speech development"
Development of coherent speech, formation of the ability for dialogical speech, onomatopoeia with the voices of poultry; acquaintance with Russian folklore.
Educational field "Social and communicative development"
Introducing the concept of “Family”, fostering a caring attitude towards living nature.
Educational field "Physical development"
Development of motor coordination, gross and fine motor skills of both hands, the ability to correlate speech with movement.

Use of modern educational technologies: gaming, technology research activities(onomatopoeia)

Materials and equipment: Cockerel and hen toys, screen, millet, plates for millet, soundtrack with a recording of the cockerel's voice.

Progress of direct educational activities

1. Organizational moment.

2. Main part. Getting to know the toy, looking at it.

Educator: Guys, let's say hello to the cockerel. (Children say hello)
Cockerel, cockerel,
golden comb,
Oil head,
Silk beard.
(While reading a nursery rhyme, the teacher shows parts of the bird’s body)
Look how beautiful our cockerel is!
Where is the cockerel's tail? Where are his wings? Show me the cockerel's legs.
-How does the cockerel sing? (Ku-ka-re-ku)
Our cockerel sings and calls the hens to him.
Let's call the chicken too. How to call her? (Chick-chick-chick)
The teacher takes the toy from behind the screen and places it next to the cockerel.
Look, is a chicken the same as a rooster?
The cockerel is big, and the hen... (Encourages you to finish the sentence)
The cockerel's tail is large, while the hen's is small.
How does the chicken speak? (ko-ko-ko)
The cockerel is the daddy, and what about the hen? (Mother). They have baby chickens. And together they are a family.

3. Dramatization of the Russian folk song “The chicken went out for a walk...”

Educator: Let's play with you. I will be a mother chicken, and you will be my chicken babies. You and I will go for a walk and do what chickens do on a walk.

Children get up from their seats and approach the teacher, who has a toy chicken in his hands. The teacher hums the words of a Russian folk song and shows the movements of the dramatization, encouraging the children to repeat the movements after him.

The chicken went out for a walk
Pinch some fresh grass,
And behind her the boys -
Yellow chickens. The teacher walks through the group with a toy
Co-co-co, co-co-co The teacher shakes his finger
Don't go far
Row with your paws, sit down and tap your fingers on the floor.
Look for grains.

4. Conclusion.

Guys, let's feed our birds grains (takes out millet). Let's take a pinch of grains with our fingers, sprinkle them for the chicken and cockerel and call them “Chick-chick-chick.” (Children feed the chickens)

Summary of an integrated lesson in kindergarten. First junior group

Author: Goncharova Marina Mikhailovna, teacher of the MDOU CRR kindergarten No. 1 “Beryozka”, Verkhneuralsk, Chelyabinsk region.
Description of material: I offer you a summary of an integrated lesson for children from 2 to 2.5 years old. This material will be useful to teachers of early and early childhood preschool age.
Integration of educational areas:“Cognitive development”, “Speech development”, “Socio-communicative development”, “Artistic and aesthetic development”, “Physical development”.
Target: consolidation of previously acquired knowledge.
Tasks:
Evoke an emotional response in children. Continue to teach children to distinguish objects by size (large - small); distinguish and name colors (yellow, red), form quantitative ideas. Expand your vocabulary. Promote movement development. Develop fine motor skills. Cultivate a caring attitude and interest in joint activities with an adult.
Demo material: sunshine, toys of a hare and a bunny, a hedgehog, a bear cub, two paths (long and short).
Handouts: cardboard carrots of two sizes (for all children), cardboard apples of two colors (yellow and red), two buckets (yellow and red), massage needle balls.

Guys, look out the window!
It shines for everyone, it warms everyone,
Lives in the sky.
Yellow, round, kind
Sends rays to all the children!
- What is this? ( Sun)
- Yes, this is the sun!
(The teacher picks up the sun toy).
- Look, the sun has come to visit us!
- Hello, guys! (Hello, sunshine).The sun greets the children: “Hello, Roma, hello, Taya...”
The sun woke up
The kids smiled!
(Let's smile at the sun too)
In the morning the sun rises higher, higher, higher,
By night the sun will set lower, lower, lower. (Joint execution of actions on the text)
- The sun invites us to visit the bear. Shall we go visit you? (Yes.)
- There are two paths in front of us: one path is long, the other is short. Let's say together: long, short. We'll take the long path.
- You quickly get up behind me,
Everyone walk along the path,
Raise your legs higher
Don't leave me alone! (children follow the teacher)
- They walked and walked and came to the little bunny. (On the table under a transparent scarf is a toy bunny and cardboard carrots of two sizes for all children)
- Hello, little bunny. Why are you crying?
-little hare: I carried carrots for the mother bunny and for me. Big for mom, small for me. There are a lot of carrots, but I mixed them all up.
- Little bunny, don’t cry, the guys and I will help you.
- Guys, how many carrots: one or many? (many)
- What are the largest carrots? (big and small)
-We will give large carrots to the mother bunny, and small ones to the little bunny. (children lay out carrots for the bunny toy and the bunny toy, the teacher helps with intonation words: big ones for the mother bunny, small ones for the little bunny)
-Well done guys!
- Thank you guys! (The hare and the little bunny thank the guys)
- Our guys know how and love to jump. (Game exercise “Bunnies”)
Girls and boys jump like bunnies.
Jump into the clearing and jump, have fun, my friend!
- It's time to say goodbye to the hares and move on. Goodbye!
- We walked and walked and came to the hedgehog! (On the table is a toy hedgehog and yellow and red cardboard apples, 2 for each child)
- Hello, hedgehog! (Hello guys)
- How many apples do you have! (say: a lot of apples)
- Apples are red and yellow (the teacher picks up a red apple, say: red apple, takes a yellow apple, say: yellow apple)
- Hedgehog: My apples need to be put into buckets. Yellow apples in a yellow bucket, red apples in a red bucket.
- Our guys love to help. Let's help the hedgehog put the apples into buckets. (children arrange apples by color)
- Hedgehog: Thank you. I have funny hedgehog balls, let's play with them? (Yes)
(The teacher says the words, and the children perform actions with massage balls)
Hedgehog, hedgehog, show us your needles, (roll the ball between the palms)
They say that you are very, very prickly hedgehogs.
“I’ll curl up in a ball and sway along the path, (roll in a circular motion)
Whoever crosses the path will end up on needles.”
- It's time to say goodbye to the hedgehog. Goodbye!
- We’ll go along the path to visit the bear and we’ll get there. Hear: someone is snoring! (Hrr-hrr-hrr..) Let's come and have a look.
- Who is this? (Bear)
- Hello bear, we have come to visit you.
- Rrrrrrr! Hello guys!
- On the way we met a bunny and a hedgehog and helped them.
- Rrrr! What great fellows and helpers you are! Do you want to play with me? (Yes)
Teddy Bear
Beckons the children with his paw, (children move step towards the bear)
Invites you to go for a walk and play catch-up!
Rrrrrrrr (children run away from the bear).
- You played well with me. I have a treat for you. (The bear gives a basket of apples)
- Thank you, bear. Goodbye!
- Guys, who did we go to visit? Who did we help? Well done!

Summary of GCD in the junior group

Description of material: I offer you a direct summary educational activities for children of the younger group (3-4 years old)
on the topic: “In the world of toys.” This material will be useful to teachers of the younger group. This is a summary educational activity aimed at developing fine motor skills of the hands.

Integration of educational areas:“Health”, “Cognition”, “Communication”, “Socialization”, “Safety”.

Target: expand knowledge about the rules of behavior in the store.

Tasks:
Educational: Teach children to recognize and name toys: bunny, bear, balloon, a car, a ball, a Tanya doll, a cat.
Developmental: visual perception, fine motor skills and logical thinking, orientation in space. Improve eye movements in different directions from different starting positions.
Speech: Develop coherent speech, enrich children's vocabulary: bunny, bear, balloon, car.
Educational: Clarify children’s understanding of the toy store. Continue introducing the sales profession. Establish rules for handling toys.

Demo material: store counter decorated with toys.

Organization of children:
Part I of GCD: construction in a semicircle;
Part II of GCD: children sit at tables.

GCD move:
(children are included in the group).
(Plot: toy store, teacher - seller, children - buyers).

Teacher: Children, today we will go to the toy store.
We need to play
Let's go buy toys!
(children together with the teacher walk in the group, the audio recording “It’s fun to walk together ...” is turned on, the teacher draws the children’s attention to the store).
Teacher: Children, look, we came to the toy store. Let's buy something!
Didactic game “Toy Store”:
(toys familiar to children are laid out on the table. This is the “counter” of the store. The teacher is a seller, children are buyers. Children buy the toy they like. Each child can buy only one toy. A dialogue takes place between the children and the teacher).
Teacher: Anya, what toy do you like?
Child: Doll Tanya.
Teacher: Tell us a poem about the doll Tanya.
Child: Our Tanya is crying loudly,
She dropped a ball into the river.
Hush, Tanechka, don't cry,
The ball will not drown in the river.
Teacher: Who else wants to buy a toy?
Child: I want.
Teacher: What toy do you want to buy, Ramil?
Child: Teddy bear.
Teacher: Who will tell us a poem about a bear?
Child: They dropped the bear on the floor,
They tore off the bear's paw.
I still won't leave him,
Because he's good.
Teacher: Ilya, do you want to buy a toy?
Child: Yes.
Teacher: Then choose which toy do you like?
Child: Ball.
Teacher: Children, let's play with the ball.
Physical education lesson “Ball”.
Fly my ball, (throw the ball to each other)
Fly to you.
Don't miss it!
Hold him, catch him
And throw it to me again. (children clap their hands)
Cheerful friend, my ball,
Everywhere, everywhere he is with me.
1, 2, 3, 4, 5! (children jump on two legs)
It's good for me to play with him!
Teacher: Children, now let's play with the rest of the toys.
Didactic game “Which toy is missing?”
(Four toys are laid out on the table. Children close their eyes. One toy is removed. Then children are asked to look carefully and say which toy is missing. Play 2-3 times).
Teacher: Children, look, a balloon has come to us, he also wants to play with you.
Ophthalmological pause "Ball".
Ball, mischievous ball (children blink their eyes)
Come play with me.
Come on, ball, turn around (circular movements with your eyes)
Show yourself to me.
I'll look to the left, (look to the left)
I will find the ball on the left.
Now I'll look to the right, (look to the right)
I will find the ball on the right.
(The teacher invites the children to sit at the tables. The audio recording “It's fun to walk together..." is played).
Teacher: Children, listen, someone is knocking on our door. (knock on the door)
- Let's see who it is?
(Petrushka enters, music sounds)
Parsley: Hello guys, do you recognize me?
Children: Yes!
Parsley: Funny toy, what’s my name?...
Children: Parsley!
Parsley: Children, my toys broke and fell apart in pieces. And now I can't collect them. What should I do?
Teacher: Parsley, maybe we can help you?
Parsley: I will be very glad if you help me.
Teacher: Guys, will you help the toy?
Children: Yes!
(Petrushka hands out envelopes with a set of geometric shapes different colors and size).
Didactic game "Geometric mosaic"
(children model the toy according to the model).
Parsley: Thank you, children, you helped me a lot. And for this I will thank you! (distributes treats).
Goodbye, kids!
It's time for me to go home!
Teacher: Children, let's play a game?
Didactic game "Yes - no"
Teacher: Children, is it possible to break toys?
Children: No.
Teacher: Do you need to put the toys back in their place?
Children: Yes!
Teacher: Do you like toys?
Children: Yes!
Teacher: Well done! You need to love toys and treat them with care.

Nabatchikova Irina Aleksandrovna
Educational institution: MBDOU " Kindergarten №104"
Brief job description:
Publication date: 2018-03-26 Summary of GCD in the first junior group. Topic: “Teaware. We treat the dolls to tea" Nabatchikova Irina Aleksandrovna MBDOU "Kindergarten No. 104" GCD in the junior group on cognitive development

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Summary of GCD in the first junior group. Topic: “Teaware. We treat the dolls to tea"

Target: Give children an idea of ​​the surrounding objects - tea utensils.

Tasks:

Expand children's understanding of dishes;

Strengthen the ability to highlight the color of objects, group objects according to sensory characteristics (color);

Develop speech, expand vocabulary;

Learn to run errands.

Planned results: children show interest when examining items of teaware, group objects by color, carry out simple instructions in the game situation “Let’s treat the dolls to tea,” strive to act independently during free games, independently or after a reminder, use words in speech expressing a request, gratitude, greeting.

Materials and equipment: a set of teaware in two colors (red and blue), a tray, a toy table and chairs for dolls, dolls in clothes of two colors.

Progress of the lesson:

Educator:Guys, look, we have guests today. They will watch how you can play and have fun; how beautiful and good you all are. Let's say hello to them!!!

(Children come up and greet the guests).

There is a knock on the door. The group includes an assistant teacher with dolls. The dolls say hello, the children answer as the teacher shows.

Educator:Guys, the dolls Anya and Nastya came to visit us with Lyubov Alexandrovna! Let's sit them down at the table.

Children sit dolls at the table. The teacher helps the children say polite words (come in, sit down, please). Children sit on chairs. The teacher too. In front of the teacher is a table with a tray and dishes, covered with a tablecloth.

Educator:Children, look what beautiful dresses from our dolls. The Anya doll has a blue dress, the Nastya doll has a red dress. Let's treat them to tea?

Children: Let's.

Educator:Let's set the table with a tablecloth.

The teacher takes off the napkin and there are dishes on the tray.

Educator:Guys, look: “What is on our tray?”

Children: Dishes.

Educator:Guys, please note that the dishes are of different colors to match the color of our guests’ dresses. Tell me what utensils are needed for tea drinking (we will help you in the right order).

Children:Saucers, cups, spoons.

Educator:Now let's place our dishes on the table. Look at Anya's doll blue dress, what color should we give her a saucer?

Children: Blue.

Educator: Right.

The teacher takes a blue saucer and places it in front of the Anya doll (in a blue dress).

Educator:What will our doll drink tea from?

Children: From a cup.

Educator:Right. What color cup will she drink tea from?

Children: Blue.

The teacher involves the children one by one in serving. Children take one item from the tray and place it in front of the doll.

Educator:Maxim, take the blue cup and put it down. Why did you put the blue cup in front of Anya’s doll?

Child's answer:Because she's wearing a blue dress.

Educator:Right. Guys, what kind of saucer should we give Nastya’s doll?

Children: Red.

Educator:Well done! Dasha, take the red saucer and put it next to Nastya’s doll. Egor, take the red cup and put it on the red saucer.

Educator:Well done! Arranged all the tea utensils correctly. Now our dolls can drink tea.

Dolls drink tea. Children treat them using polite words with the help of the teacher.

Educator: Guys, our doll guests want to thank you and play with you.

Playing with a doll

The doll can clap

He doesn’t spare his hands.

Like this, like this

He doesn’t spare his hands.

The doll knows how to stomp,

He doesn't spare his legs.

Like this, like this

He doesn't spare his legs.

And now we'll all go,

Let's start dancing with dolls,

Like this, like this

Let's start dancing with the dolls.

Educator:It's time for our dolls to go. Let's say goodbye to them.

Children:Goodbye! Come visit us again.

. .