Summary of a lesson on sensory education for the senior group. Summary of a sensory lesson in the senior group
Goal: to form the perception of color, shape, size of objects.
Create a joyful mood; instill a joyful mood in children; to cultivate in children a sense of responsiveness and a desire to help.
Develop fine motor skills;
Strengthen knowledge of colors (red, blue, yellow, green); encourage naming colors; consolidate knowledge geometric shapes; consolidate the concepts of “big” and “small”;
Equipment: large and small bunny; big and small cones; toys bear, fox.
Progress of the lesson:
Children enter to the music and stand in a semicircle.
Educator: Hello kids, my name is doll Alena!
Look what I have beautiful dress. What color is it? (yellow). What figures is it decorated with? (circle, square, triangle). Find a green circle, a red triangle, a small square on the dress - what color is it?
- I invite you to visit me. To the land of toys. To get there, we need to walk along the path.
On a flat path
Our feet are walking
Top-top, top-top
We walked along the path
And we came to the toys!
Here comes the land of toys. Look how beautiful it is here. There are so many toys here. Which ones do you see? Take them, get to know them. What are they? (big, small, soft... different).
Look, what is this? (approach the magic bag)
- This is a magic bag, shall we open it?
- Look, our cubes are hidden here!
- Do you want to play with them? Shows children to tables. Move to the tables to make yourself more comfortable.
- Guys, let's look at our cubes, they are beautiful, colorful. This is red (shows on your cube), find red on your cube. (Lera, where is your color red?, and yours is Vanya, etc.) What color is this?, show me where you have….? Find the same one. Well done, that’s how colorful our cubes are (then green, blue) Well done guys! That's how many colors there are on our cube! Oh! (raises the cube to his ear, makes a bewitching and surprised face) It seems to me that someone is moving in my cube... Who could it be? Let's see? I'll unbutton the buttons and see who's there. (puts the cube down and opens it, pulls out a butterfly from there by the string) Guys, it’s the butterfly that hid in the cube!
- Children, look, maybe there’s someone in your cube? Children's answers. Open the cube! Open one side of it. (Children open the cubes, there are butterflies)
- What color is your butterfly Anechka? (....) What color is your butterfly. That's right... Masha's butterfly is green, etc. What wonderful butterflies you have.
- Guys, our butterflies are sad to sit in cubes and they want to fly. Let's fly with them, get out on the mat. Children, together with the teacher, go out onto the carpet and show how butterflies fly, spin, and how their wings sparkle.
Butterflies flutter in the clearing
Spinning, dancing and singing
You and I are invited to visit.
They are swayed by a light breeze,
The flower beckons them,
Elegant butterflies flutter
The green meadow is decorated.
Butterflies really like to fly, but they are already tired. Let's put our butterflies on a flower. Each butterfly loves to land on its own flower. I have a red butterfly, I will put it on a red flower. What color is your butterfly Anya? Plant it on a flower of the same color, And your butterfly (...) plant it on a red flower, etc. Well done guys, all the butterflies sat on their flowers.
Didactic game “Big - small”
Guys, look what bunnies are sitting here?
How many bunnies? - Two.
What kind of bunny is this? - Big.
What kind of bunny is this? - Small.
Guys, the bunnies wanted to collect cones, but they were very tired. Shall we help them?
Let's collect for the big bunny big shots, and the little bunny gets little bumps.
Children take the cones one by one, say what they are and who they will give them to.
Well done! The bunnies say thank you for your help.
Thank you very much for how much good and kind we have done with you. Let me take you to kindergarten.
On a flat path
Our feet are walking
Top-top, top-top
We walked along the path
We've arrived at kindergarten!
You guys are so great! We have done so many interesting things with you.
What were we doing in Toyland?
Children: - Helped the bunnies collect cones, helped the butterflies land on their flower.
For this, in gratitude I give this big candy, and look at what candies are in it? - Small ones.
Help yourself.
Title: Abstract of GCD on sensory development in middle group"Journey to Toyland"
Nomination: Kindergarten, Lesson notes, GCD, sensory, Middle group
Position: teacher
Place of work: MBDOU "DSOV No. 88"
Location: Bratsk, Irkutsk region
Class.
"Lost Beads"
Program content.
Teach children to focus on the color properties of objects. To form in them the simplest techniques for establishing the identity and differences in color of homogeneous objects.
Strengthen the ability to recognize and name colors.
Encourage children to use words in active speech: “fluffy”, “soft”, “round”, “long”, “short”, “many”, “one”, “big”, “small”.
Cultivate responsiveness and goodwill.
Develop articulation apparatus and fine motor skills of the hands.
Preliminary work with children.
We teach children to pay attention to color when performing basic actions with toys and objects in everyday life.
Benefits.
Toys – hare, bear, squirrel.
Colored beads.
Mushrooms: red, green, yellow.
Plates: red, green, yellow.
Carrots, a jar of honey.
Organization of the lesson.
The lesson is conducted in a group, where a forest clearing is set up in one of the group areas. Toys act as forest animals. The second part of the lesson is held at the table.
Progress of the lesson.
I tell the children:
Everyone sit down next to each other
Let's play together
Prepare your ears, eyes,
Let's start our fairy tale
I went to the forest today
I found some wonderful beads.
- Look how beautiful the colored beads are. And the beads different colors. What color are the beads? (Children answer; if they find it difficult to answer, I help them).
- Who lost such beautiful beads?
“Now we’ll all go into the forest together and look for the owner.”
On a smooth path, on a smooth path
Our feet are walking, our feet are walking.
Jump over a puddle, jump over a hole.
Boom - they fell. Where have we ended up?
We walked, we walked, in dark forest came,
And at the hummock under the bush
The little white bunny is sitting
His tail is shaking.
- Guys, let's show how a bunny's tail trembles. (Exercise “Bunny tail” - moving the tongue left and right).
- Let's call him quietly. Now louder: “Come to us, bunny!” (Children repeat the invitation).
- Let's feel sorry for the bunny, guys: “Don't be afraid, bunny, there is no wolf here. What kind of skin does a bunny have? (Soft, warm, fluffy).”
- What kind of ears does a bunny have? (Long)
- What ponytail? (small, short).
- Now ask the bunny if he has lost his beads. (Children ask). The bunny shakes his head. (No).
- Let's, guys, treat the bunny with carrots, he loves them, and let's continue to look for who lost the beads.
- Let’s go quietly, on tiptoes, here, somewhere a bear lives. And here is the bear. And here is the bear. (We approach the tree where the bear sits.)
- Hello Mishenka the Bear. (Children say hello to the bear. They look at it.)
- What bear? (Thick, soft).
- Who is bigger, the bear or the bunny? (Bear is bigger)
- Look at the bear’s nose.
- Which? (Round, small).
- What is this? (Ears)
-Where is the tail? Let's ask Mishka to show his tail. The bear has a tail.
- Little Bear! But weren't you the one who lost these beads? (Children ask).
- No! (The bear answers)
- Well, guys, let's treat the bear with honey (this is the most favorite treat for him). And let's go further to look for the owner of these beads.
- Goodbye, bear! (Children say goodbye to the bear).
- Oh, guys, who is that sitting on the tree? (Children see a squirrel and greet her.)
- What kind of tail does a squirrel have? Nose? Ears? Eyes? (Children answer the questions; I help if they find it difficult to answer).
- Squirrel, we know a nursery rhyme about you:
A squirrel sits in a cart,
She sells nuts:
Little fox sisters,
Sparrow, titmouse,
Thick-footed bears,
Bunny with a mustache.
(I'll spend finger gymnastics. Children alternately bend their fingers on their left, then right hand).
- Why, squirrel, are you so sad? (I ask the squirrel).
— I lost very beautiful beads (crying).
- Don't cry, squirrel! The guys and I found your beads. Really, kids?
- Yes! (children answer).
The squirrel thanks the children and gives them a basket of mushrooms. But the mushrooms are not simple, but colored. She asks to put them on plates: red mushroom - in a red plate; yellow - to yellow green - to green. At the same time, children say that the mushrooms are small, and one is big.
Children are working at tables, having returned from the “forest” with a squirrel. She praises the kids and promises to come visit the children again.
Children say goodbye to the squirrel.
Raisa Gasymova
GCD topic:“Hello, the country of Sensorika”
Educational areas:"cognitive"
“speech development”, “Physical development”, “social - communication development", "artistic and aesthetic development".
Target: Enriching sensory experience by creating play conditions for the development of imagination, thinking, memory, vocabulary, and cognitive interest in children.
Tasks:
Educational: to cultivate emotional responsiveness,
politeness, friendliness, respectful attitude towards others;
the ability to rejoice achieved result, a culture of fair competition.
Developmental: develop motor activity, communication skills, interest in experimental activities(social-communicative, physical development); building self-confidence, strengthening the physical and mental health of children (physical development)
Educational: Help the child develop his sensory capabilities: visual, auditory, tactile.
Learn to apply theoretical lessons in practice.
Types of activities: gaming, motor, cognitive-research, social - communicative, productive.
Forms of organization: group, subgroup.
Forms of implementation of children's activities: games with speech accompaniment, guessing riddles, making a product of children's creativity.
Equipment: multi-colored flags, a magic box, bags with fillers (cotton wool, stones, walnuts, buttons, etc., jars with various fragrant fillings (garlic, sweet pepper, onion, cucumber, etc.), pictures depicting these items, children's high chairs.
1. Introductory part
Cheerful music sounds, children enter the hall to the music.
Good morning to smiling faces
And everyone becomes kind and trusting
Let Good morning lasts until evening
Now let's smile at our guests and say hello to them.
Children greet each other
Do you like to play?
(Children's answers)
Do you want to go with me to a magical land called “Sensorics”?
(Children's answers)
Do you know how to get to a magical land? We'll go there by train!
But before we go, I want to show you a magic box. Box of sensations!
(Music from the program “What? Where? When?” plays and a “box of sensations” is brought in)
I wonder what's in the box?
(Children make assumptions)
You will find out what is in the box at the end of our journey. We sit comfortably in the locomotive and... Let's go!
(Children imitate the movement of a train, and at this time music from the film “Locomotive from Romashkovo” plays)
The sun is shining
The clouds are floating
The little engine is moving
Knock, knock, knock, knock, knock.
Knock, knock, knock of the wheel,
The locomotive is rushing,
He is in the country of Sensorics
I brought all the children!
Attention! Our train arrives at the Figurnaya station. Get out of the cars and go to the tables.
(Children get off the train and approach the tables on which geometric shapes are laid out)
2. Main part
"Men of Color"
The residents of this station will be colored people whom we will invent. You need to assemble little people from geometric shapes. What will it take?
(Children’s answers: “geometric shapes, paper clips, clothespins”)
I will ask riddles, and you will take the guessed figure and place it in front of you.
The wheel rolled
After all, it looks similar
Like a visual nature
Only for a round figure.
Did you guess it, dear friend?
Well, of course it is...
Children's answers (circle).
If I took a circle,
I squeezed it a little on both sides,
Answer children together -
It would work.
Children's answers (oval).
Three peaks are visible here,
Three corners, three sides, -
Well, perhaps that’s enough! -
What do you see? -.
Children's answers (triangle).
Folded four sticks
And I got the figure.
I'm glad to introduce her to you,
And her name is... (square).
We stretched the square
And presented at a glance,
Who did he look like?
Or something very similar?
Not a brick, not a triangle -
Has it become a square?
Children's answers (rectangle).
Guys, what is the difference between geometric shapes?
(Children’s answers “shape, color, size”)
Children are invited to make little men from the guessed figures,
using missing parts and colored paper clips and clothespins.
(Children attach clothespins where parts are missing, arms, legs)
These are the little people they turned out to be! Thanks guys! There is one more task at this station. Colored people love to ride in colored cars. They have them taken apart. Can we help you collect it?
(Children assemble cars - puzzles, at the same time, repeat the ordinal count)
"Colored Cars"
The colored people want to help us find out what is in the box of sensations and give us a hint (envelope). At the end of the journey, with the help of clues, we find out what is in the box.
Thank you, people of color, it’s time for us to hit the road! We quickly occupy the carriages and move on.
(Children get on the train and ride to the next station to the music)
Our train arrives at the Vseznaykino station
(Children become a semicircle and answer the teacher’s questions)
How many ears do dogs have?
Children's answers (4).
How many eyes does a traffic light have?
Children's answers (3).
How many suns are there in the sky?
Children's answers (1).
How many fingers are on one hand?
Children's answers (5).
What number is greater than 8 but less than 10?
Children's answers (9).
What number comes after 4?
Children's answers (5).
How many noses do two cats have?
Children's answers (2).
How many days are there in a week?
Children's answers (7).
How many days off are there in a week?
Children's answers (2).
Didactic game “Live Week”
Children are given pieces of paper with the names of the days of the week in a chaotic order.
Guys, look, the days of the week are mixed up at this station. We need to build them one after another in the required sequence.
The teacher addresses the children symbolizing the days of the week:
Week, get ready!
(Children line up in the right order)
Game "Name your day of the week"
Tuesday, stomp your foot! Name your neighbors!
Children's answers (Monday and Wednesday).
Friday, clap your hands, name your neighbors
Children's answers (Thursday and Saturday).
Saturday, wave your hand, name your neighbors.
Children's answers (Friday, Sunday).
Well done! Everyone completed the task, and we take the envelope with the clue. Come out onto the platform, let's rest a little!
"Colorful flags"
Pupils are invited to join the circle. The teacher has 4 flags in his hands. When the red flag is raised, all students must sit down, the yellow flag must jump, the green flag must walk in place, and the blue flag must run in a circle one after another.
(Children perform the movements)
We sit in the locomotive and close our eyes (relaxation)
Appropriate music plays
Game for the development of auditory sensations
Listen to this silence
Close your eyes and I'll begin.
What do you hear?
The rain is knocking, the cat is purring,
The fire is crackling.
And in this soft silence
So good for you and me.
I hear the clock chime,
The doors were bolted,
As a light wind touched the curtains,
Your steps and conversations.
Now open your eyes, say:
What sounds did you hear?
How could one live in peace?
Not understanding these sounds? (Yana Alexyuk)
And the cheerful locomotive calls us on the road again (music sounds)
The locomotive is flying
The locomotive is humming
Chok, chug, chug, chug
I'll take you far! (2 times)
Station "Sensations"
Feeling rooms
Students are led to three “rooms” to describe what they will feel. Children take turns entering first the white “room,” then the black one, then the yellow one. They come out and talk about their feelings.
Game "Guess by touch"
Pupils are given opaque fabric bags with different fillings. Children, with the help of a teacher, explore bags filled with pebbles, buttons, etc.
Game "Scented jars" Guess
The teacher shows and opens jars with different smells (garlic, lemon, onion, sweet pepper, etc. and asks them to smell and determine what each jar is filled with, and after that, find an image of this filler in the picture.
(Children's answers)
Fine! Well done! Let's take another hint!
SUMMING UP
Opening envelopes with hints “Round”, “orange”, “juicy”
Children's answers: what is it?
Now it’s time to guess what’s in our “box of sensations”! Right! Oranges!
Well done!
Each student takes an orange from the “box of sensations” for himself.
Now it's time for us to go back to kindergarten! Did you guys enjoy the trip?
(Children's answers)
Let's get on our little train and head back!
(Music from the film “Locomotive from Romashkovo” sounds)
And the locomotive calls us on the road again.
Carriages, carriages,
They rumble along the rails,
Knock. Knock, knock, wheels,
The steam locomotive is rushing -
All the guys he is again
Brought it to kindergarten!
3. Final part
Guys! Our journey has come to an end. Did you like it? What filled us more in our journey?
(Children's answers)
4. Reflection
There are happy and sad emoticons on the table. Let's each choose an emoticon to suit their mood after our trip.
(Children choose their own emoticon)
Sensory development is an important area in a child’s education. It consists in improving the perception of the surrounding world with the help of the senses, forming ideas about the properties of objects and phenomena. Particular attention is paid to sensory development in preschool age, since if there are gaps in this direction, serious problems may arise in the first and subsequent grades.
Sensory Development Goals
Goals sensory development are determined separately for each age. They depend not only on intellectual and creativity kids, but also on their priorities in the learning process. Let's consider the main goals and objectives of classes on the development of perception for each group in kindergarten.
First junior group
The first younger group consists of children from 2 to 3 years old. The main task of the teacher when working in this age category in the direction of sensory development is to improve the perception of children, analyze and practical application one or more sense organs in activity, examination of objects according to their primary properties.
The development of skills to perceive the world around us begins in children from the first weeks of life. Even if parents did not work with their child in this area before kindergarten, this does not mean that he cannot use his senses to explore the objects of reality.
Teachers teach children:
- Establish similarities and differences between specific objects and phenomena, highlight their properties.
- Carry out seriation, i.e. a certain sequence of actions. It is used in games such as collecting nesting dolls or pyramids, which consists of blocks of different sizes.
- Classify objects and phenomena according to specific criteria.
- Determine the number of objects, etc.
Video: sensory lesson for the first junior group
Second junior group
From the second junior group and then the process of systematizing, consolidating and deepening the previously acquired basic skills and abilities in the field of sensory development begins. Children continue to get acquainted with the objects of reality, but use several senses and new methods of examining objects at once, successfully combining them to achieve results more quickly. If previously the things studied were classified according to only one criterion, now the child must correlate them according to several at once.
Introducing children to musical instruments will allow them to use several forms of perception, including auditory
Middle group
The middle group of the kindergarten consists of children from 4 to 5 years old. At this age, they have developed all their senses sufficiently to fully use them in cognitive activity. A 4-5 year old child strives to gain knowledge mainly through play, which the teacher must take into account.
In the middle group, children are encouraged to independently analyze objects, using previously studied and non-standard, unknown methods, and to record the acquired knowledge in speech. Within the framework of this type of activity, independence, innovative thinking, and the ability to find solutions even in difficult situations are formed.
The teacher conveys experience about the world around him - socially defined (standard) signs and properties of specific objects. They are evaluated:
- size;
- form;
- color;
- material;
- practical use, etc.
Senior group
IN senior group The studied properties of reality are significantly expanded. Children now evaluate not only color, size, shape, weight, but also location in space, the number of sides and edges (when studying geometric shapes), the pitch of sounds (when working with musical instruments), possible danger, etc.
Knowledge about flowers is expanding significantly. Now they are divided into chromatic (red, yellow, blue and obtained by combining them in different proportions) and achromatic (white, black, gray). The teacher should actively engage with children in mixing shades, studying the spectrum and their location in it. Preschoolers learn to correctly name more complex shades, classify them by warmth, saturation and other characteristics.
The teacher should clearly explain that achromatic colors have no color tone. In other words, white and black are any color with a maximum increase or decrease in saturation, respectively. For example, the brightest red is white, and the darkest red is black. Gray color can be called intermediate between the two main achromatic ones.
In the senior group, special attention is paid to improving the eye.
Preparatory group
The main task for this age category is preparation for the educational process already within the framework of the school curriculum. Children learn to concentrate on small but important details, for example, read the text or listen to the speech to highlight the main idea.
Improving fine motor skills, eye gauge. Knowledge about colors and spectrum is consolidated. Children learn to correlate specific shades according to subject characteristics (carrot, light green, etc.).
Having analyzed the goals of sensory development for each group, the following conclusions can be drawn:
- Fruitful sensory development is a continuous process that begins with the very younger age and continues in kindergarten.
- The kindergarten teacher plays a significant role in shaping the child’s perception. He conveys experience about the properties of an object and teaches how to analyze them.
- You cannot set specific, universal goals for every age. Over time, they should only become more complex and spread.
Types of activities
What activities can be included in a sensory session? Obviously, the more diverse they are, the more fruitful educational process. The teacher’s task is to diversify the lesson as much as possible, which will also help increase the children’s interest and motivation.
Activities for sensory development can be:
- gaming ( didactic games with water, sand, clay, objects);
- labor (instructions from the teacher to put the toys in their places, sorting them);
- communicative (interaction with the ball among children);
- cognitive-research (observations of nature, experiments);
- productive (activities like “Help the bear collect all the berries”, “Bring the car to the garage”, etc.);
- musical and artistic (working with musical instruments, sound toys);
- motor (moving exercises, walking barefoot along “health paths”).
The learning process in kindergarten mainly consists of game elements
Is it possible to personalize tasks?
Sensory classes should consist of several blocks, which will ensure comprehensive development of perception skills. This already contradicts the phenomenon of individualization of tasks.
Not every teacher will be able to accurately determine the child’s sensory capabilities. By individualizing tasks, that is, occupying each child in a group separately according to his abilities, there is a great risk of one-sided development within this direction. That is why educators are recommended to study in groups where communication, labor and game types activities will be more productive.
However, you can organize the lesson in such a way that children first receive different tasks, and then exchanged them with each other. The opportunity for mutual assistance appears, the child performs different types activities.
During group sensory activities, there is an opportunity for communication between children, mutual assistance, and joint activities.
Motivating start to sensory activity
The beginning of any developmental activity for children must necessarily be a motivating moment that will arouse interest in further activities. The course of the lesson depends on the organizational opening statement. Most best option for a motivating start - modeling a problem situation. Both real and fairy-tale motifs and heroes can be used. The second option is usually the most interesting for children. They have the opportunity to help their favorite character from a book, cartoon, etc.
It is possible to consolidate previously studied material, a quick survey, and an aptitude test. A similar option is to invite children to test their skills (for example, go to the Land of Knowledge with the queen).
Examples of starting classes
Let's look at a few examples of motivating beginnings for sensory activities on different topics.
"Introduction to the sensory room"
This lesson is conducted with the first junior group during their initial acquaintance with the sensory room. A suitable motivating start for him is a greeting with toys.
At the beginning of the lesson, the teacher says: “Guys, look how many toys were waiting for us in this magical room. They are very glad that we came to visit them. Let's wave to the toys and greet them cheerfully."