Lesson notes on “formation of elementary mathematical concepts. Summary of a lesson on the formation of elementary mathematical concepts in the senior group “Journey to the Land of Fairy Tales” outline of a lesson in mathematics (senior group) on

Nbsp; “Development of communication skills of students, building positive forms of communication” Goal: formation of a communicative culture of students, prevention of conflict situations. Objectives: development of communication skills: the ability to listen, express your point of view, come to a compromise solution and understand other people. Stages of materials development: a) study of literature, publications in periodicals; b) selection of diagnostic techniques and exercises for classes; c) conducting communication training for students. Literature on the topic of self-education: 1. T. G. Grigorieva, L. V. Linskaya, T. P. Usoltseva “Fundamentals of constructive communication”; 2. I. M. Yusupov “Psychology of mutual understanding”; 3. A. Pease “Language of Conversation”; 4. A. B. Dobrovich “To the educator about the psychology and psychohygiene of communication”; 5. Magazine “School Psychologist” A practical solution is a creative report. State Educational Institution of Secondary School in the village of Chernavchitsy Teacher-psychologist O.I. Kuchko

A heartfelt word is always surprising

That is its strength and its main essence,

That it trusts the soul of another

It can open it respectfully in an instant.

GaluatTsadasa

Only thanks to the converted “living”

With the word, a child can become a person.

RainerPatzlaff

Relevance. Man is a social being, feeling a strong need to communicate with other people. This need develops from simple communication to deep personal and cooperation. This circumstance determines the potential continuity of communication as a necessary condition for life. Communication requires certain knowledge and skills. A high level of communication is considered as a condition for successful adaptation to the surrounding social environment, which determines the practical importance of developing communication skills from a very early age.

Communication is an integral part of any educational process, therefore the formation of students’ communication skills leads to an improvement in both the educational process and the development of the child’s personality.

The need for communication is one of the most important in human life. When entering into relationships with the world around us, we communicate information about ourselves, in return we receive information that interests us, analyze it and plan our activities in society based on this analysis. The effectiveness of this activity often depends on the quality of information exchange, which in turn is ensured by the presence of necessary and sufficient communicative experience of the subjects of the relationship. The sooner this experience is mastered, the richer the arsenal of communication means, the more successfully the interaction is realized. Consequently, self-realization and self-actualization of an individual in society directly depends on the level of formation of his communicative culture.

Today, not every child from a regular secondary school can independently establish productive communication with peers, teachers and parents.

From birth, a person, being a social being, experiences a need to communicate with other people, which is constantly developing - from the need for emotional contact to deep personal communication and cooperation. This circumstance determines the potential continuity of communication as a necessary condition for life. Communication, being a complex and multifaceted activity, requires specific knowledge and skills that a person acquires in the process of assimilation of social experience accumulated by previous generations.
An important factor in a student’s mental development is his communication with adults and peers.
The sphere of communication is a necessary part of the social space in which a person exists. In modern conditions, when tension and stability characterize all spheres of a subject’s life, constructive and communicative activity acquires special significance. It is in the sphere of communication that a person realizes both his professional and personal plans. Here he receives confirmation of his existence, support and sympathy, help in realizing his life plans and needs. That is why communication skills are the means that will ensure the successful activity of a subject in the field of communication. In addition, constructive communication is an indicator of the culture of the individual as a whole. It is possible to develop communication skills in a learning environment; in another option, the process of their development occurs spontaneously and largely depends on the situation.
Research shows that the formation of communicative activity can begin from a very early age, however, this process must be built on a clear system of knowledge that characterizes a particular age stage of the child’s development - preschoolers and schoolchildren. This process requires thoughtful organization and special techniques.

A high level of communication is considered by psychologists as a condition for successful adaptation to
surrounding social environment, which determines the practical significance
formation of communication skills from a very early age.
Typically, communication is included in the practical interaction of people and ensures planning, implementation and control of their activities. Therefore, the main condition for the emergence and development of communication is joint activity.

The problem of developing communication skills in adolescents has long attracted the attention of researchers - philosophers, teachers, and psychologists. They paid attention to the problem of relations between students and teachers (I.I. Betskoy, N.I. Novikov, L.N. Tolstoy, K.D. Ushinsky, etc.). With the advent of the mass school, interest in the personality of the student, the age characteristics of children, and the processes occurring in the children's team has increased. Teachers (A. Molotov, G. Rokov, O. Schmidt) drew attention to the so-called “school spirit” - phenomena such as “comradery”, “corporate spirit”, rules and values ​​shared by all students. Many works describe the effect of these phenomena in the education of the individual, the development of self-awareness, and the formation of moral qualities (N. Vasilkov, E. Elnitsky, Y. Karas, B. Lensky, etc.)
Based on an analysis of various approaches to the problem of developing schoolchildren’s communication skills, we can conclude that communication is one of the most important factors in the overall mental development of a child. Only in contact with adults is it possible for children to assimilate the socio-historical experience of humanity.
The development of communication skills is one of the main elements of personality formation, mastering the developed values ​​of national culture, is closely related to mental, moral, aesthetic development, and is a priority in language education and training of high school students.
One of the most important skills of a modern person is communication skills. Possession of them at a high level allows you to effectively interact with other people in various types of activities.

The need for communication is one of the most important in human life. When entering into relationships with the world around us, we communicate information about ourselves, in return we receive information that interests us, analyze it and plan our activities in society based on this analysis. The effectiveness of this activity often depends on the quality of information exchange, which in turn is ensured by the presence of necessary and sufficient communicative experience of the subjects of the relationship. The sooner this experience is mastered, the richer the arsenal
communication means, the more successfully the interaction is realized. Consequently, self-realization and self-actualization of an individual in society directly depends on the level of formation of his communicative culture.

Communication is a specific form of human interaction with other people as members of society, in communication the social relationships of people are realized.
Some of the necessary requirements for this are flexibility, non-standardism, originality of thinking, and the ability to find non-trivial solutions.

The process of communication, like the process of communication, is impossible without interest in it, without a person’s need for these processes. By its nature, this need consists of a person’s desire to understand and evaluate himself through other people and with their help. The need for communication is not innate. It arises in the course of life and functions, is formed in the life practice of interaction of the individual with the people around him. The need for communication is formed simultaneously with the communicative activity itself, because
The decisive moment for both processes is the identification of the object of communication - another person as an individual, as a subject, as a potential communication partner (A.A. Brudny, I.N. Gorelov, N.I. Zhinkin, G.I. Tsukerman, etc. ).
To teach a student to enter into communication psychologically correctly and situationally, maintain communication, predict partners’ reactions to their own actions, psychologically tune in to the emotional tone of their interlocutors, seize and maintain the initiative in communication, overcome psychological barriers in communication, relieve unnecessary stress, and emotionally tune in to the situation communication, psychologically and physically “attaching” to the interlocutor, choosing gestures, postures, the rhythm of your behavior appropriately to the situation, mobilizing to achieve the set communicative task - these are just a few of the problems, the solution of which will make it possible to prepare an effective professional. The problem of reducing the level of communicative culture of school graduates worries today not only teachers, but also politicians, writers, and psychologists.

Many teachers note that in our time, both children and their parents, and the family’s attitude towards school have changed, and the level of communicative culture of all members of society is decreasing. Moreover, our era is full contradictions:

1) there are more opportunities for a pleasant pastime, at the same time, people are increasingly complaining about boredom;

2) culture is paying more and more attention to feelings, while at the same time we are seeing less and less empathy and willingness of people to help others;

3) many ways to save time have appeared, but we don’t have enough time;

4) mainly in the learning process past experience is passed on, and teenagers live in the present and future;

5) successful completion of school does not guarantee success in life.

Changes in material living conditions, educational conditions, the rapid spread of computer networks in all spheres and other means of mass communication (Internet, cellular communications, television, etc.) all contribute to a change in forms of communication, their depth and range, raising the question of the need for targeted nurturing a person’s communicative culture, the culture of his speech behavior.

The health of children and adolescents today is becoming an increasingly pressing topic. The expansion of diagnostic capabilities and the development of school psychology make it possible to identify the peculiarities of the development of the child’s body at all stages of the child’s stay at school. The period for the development of communicative abilities, communication and cooperation between children in primary school is extremely favorable. In the cultural and historical tradition of Russian psychology, communicative activity and communication are defined as the interaction of two (or more) people aimed at coordinating and uniting their efforts in order to establish relationships and achieve a common result. The meaningful core in the development of communicative activity is the ability to coordinate actions, taking into account the position of another. The formation of this ability in children is a long process that begins in infancy and early childhood and actively continues throughout the school period. The development of communicative activity leads to the formation of communicative competence. In its developed form, communicative competence is the ability to set and solve diverse communicative tasks: the ability to establish and maintain necessary contacts with other people, satisfactory knowledge of the norms and “techniques” of communication, the ability to determine the goals of communication, assess the situation, take into account the intentions and methods of communication of a partner, choose adequate communication strategies, readiness for flexible regulation of one’s own speech behavior, etc. It is worth noting that, defining the priority goals of education at the present stage of social development in the form of “six key skills,” leading domestic and foreign teachers and psychologists agree that that two of them directly relate to the sphere of communicative actions:

1) communication and interaction, i.e. the ability to present and communicate in written and oral form, to use verbal means for discussion and argumentation of one’s position;

2) working in a group, i.e. joint activities, the ability to establish working relationships, collaborate effectively and promote productive cooperation. Here, the theory of “six key skills”, in fact, is consistent with the concept of universal learning actions (A. G. Asmolov et al., 2007). Let us further present in more detail the specific composition of communicative actions mastered by children and adolescents during their schooling.

1. Communication and interaction with partners in joint activities or exchange of information is the ability to: - listen and hear each other; - express your thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; - adequately use verbal means for discussion and argumentation of one’s position; - present specific content and communicate it in written and oral form; - ask, be interested in other people’s opinions and express your own; - enter into dialogue, as well as participate in collective discussion of problems, master monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

2. The ability to act taking into account the position of another and the ability to coordinate one’s actions presupposes: - understanding the possibility of different points of view that do not coincide with one’s own; - willingness to discuss different points of view and develop a common (group) position; - the ability to establish and compare different points of view before making a decision and choice; - the ability to argue your point of view, argue and defend your position in a non-hostile manner for opponents.

3. Organization and planning of educational cooperation with the teacher and peers is: - determining the goals and functions of the participants, methods of interaction; - planning general ways of working; - exchange of knowledge between group members to make effective joint decisions; - the ability to take the initiative in organizing joint action (business leadership); - the ability to obtain missing information using questions (cognitive initiative); - conflict resolution - identification, identification of problems, search and evaluation of alternative ways to resolve conflicts, decision-making and its implementation; - managing the partner’s behavior – control, correction, assessment of the partner’s actions, the ability to persuade.

4. Working in a group (including situations of educational cooperation and project forms of work) is the ability to: - establish working relationships, collaborate effectively and promote productive cooperation; - integrate into a peer group and build productive interactions with peers and adults; - ensure conflict-free collaboration in the group; - translate a conflict situation into a logical plan and resolve it as a task through analysis of its conditions.

5. Following the moral, ethical and psychological principles of communication and cooperation is: - respectful attitude towards partners, attention to the personality of the other; - adequate interpersonal perception; - willingness to respond adequately to the needs of others; in particular, to provide assistance and emotional support to partners in the process of achieving the common goal of joint activities; - the desire to establish trusting relationships of mutual understanding, the ability to empathize.

6. Speech actions as a means of regulating one’s own activity are: - the use of adequate linguistic means to display one’s feelings, thoughts, motives and other components of the inner world in the form of speech statements; - speech display (description, explanation) by the student of the content of the actions performed in the form of speech meanings for the purpose of orientation (planning, control, evaluation) of objective-practical or other activities, both in the form of loud socialized speech and in the form of internal speech (inner speaking), serving as a stage of internalization of the process of transfer to the internal plane during the assimilation of new mental actions and concepts.

Adolescence is considered a particularly favorable period for the development of communicative competence, due to the fact that communication here reaches the level of leading activity (V.V. Davydov, D.B. Elkonin). Interest in a peer becomes very high, intensive establishment of friendly contacts and various forms of joint activities of peers occurs. Acquiring skills of social interaction with a group of peers and the ability to make friends is one of the most important developmental tasks at this stage, the successful solution of which largely determines the well-being of a teenager’s personal development.

In this message I will dwell in more detail on early adolescence, namely, on the period of adaptation to the conditions of education at the secondary level.

Who are fifth graders?

Yesterday they were children, affectionate, flexible, trusting. And today even their parents don’t recognize them. “Transitional age,” the teachers say understandingly.

It is transitional and is transitional - everything here is not settled, everything is in motion, development. No longer a child, but not yet an adult either. This is the age of transition from childhood to adulthood, when stable forms of behavior and character traits take shape, when personality is born. This process will be long, protracted, and perhaps dramatic. But for now, in 5th grade, everything is just beginning.

Psychologists and teachers who observe teenagers for a long time note a number of features inherent specifically to this age.

First of all, the attitude towards learning. According to experts, studying is no longer a priority activity for younger teenagers. The main and determining thing for them is communication.

Teenagers are distinguished by an increased interest in the balance of power in the team, the desire to take a worthy position among their peers and in the family. They are afraid of being isolated, afraid of being the worst, and painfully experience failures. The teenager’s activity is aimed not at the process, but at the result of the activity; he tries to do everything as best as possible, to achieve praise and recognition.

Adolescents develop a sense of adulthood and an emphasized desire to get rid of everything childish. Children at this age are prone to arguments and objections. Age is no longer an authority for them. They begin to perceive adults, including teachers, critically. There is a particularly high demand for correspondence between word and deed.

In adolescence, the first hobbies are born. Everyone who has interacted with teenagers pays attention to their pronounced emotionality. They sometimes express their feelings violently, even affectively. Their emotionality and inability to restrain themselves often lead to conflicts, as a result of which the teenager can withdraw into himself and become withdrawn.

The transitional age is full of contradictions. The energy of teenagers is overflowing. They are ready to take on anything and quickly lose interest in what they started. Their vigorous activity may give way to fatigue, passivity, and indifference.

They fight, gossip and at the same time dream of true friendship. At this age, the child awakens to self-esteem, awareness of his “I”, and his own views appear. And at the same time, a teenager is suggestible, driven, easily falls under the influence of others, and can gain experience of destructive behavior.

For many children, for one reason or another, who have not received full, age-appropriate development, upbringing, and education, entering secondary school can be a difficult test, where the younger teenager faces a number of problems.

The main types of difficulties of this kind can be identified:

1. Problems in relationships with teachers;

2. Communication difficulties (related to the difficulties of getting used to the class group and one’s position in it);

3. Difficulties associated with changes in the family environment and others.

Probably every student faces at least one of the identified groups of difficulties. However, the question is how he copes with these difficulties, what methods of solving problems associated with the process of adaptation to new learning conditions does the student choose. Unfortunately, for some students these problems remain insoluble.

I would like to dwell in more detail on the 2nd group of difficulties. The sphere of communication largely determines the further development of a person and influences the formation of personality, the attitude towards people around him, towards himself, towards the world. If a child’s ability to communicate in childhood is not sufficiently developed, then in the future he may have interpersonal and intrapersonal conflicts, which are very difficult and sometimes impossible to resolve in an adult.

Communication is the process of interaction between specific individuals who reflect each other in a certain way, relate to each other and influence each other.

It is very important for the development of a child’s personality that in his social circle there is respect, mutual understanding, empathy, mutual assistance, support and trust. This is facilitated by a democratic style of relations. Not always, or rather, very rarely, a children's team possesses these qualities. Therefore, the role of an adult, a specialist, is to develop the communication skills of children, to teach them how to build positive forms of communication.

Currently, mass psychological practice is experiencing difficulties in specific programs with special classes dedicated to the formation of social communication skills. Life is supposed to teach you everything, and while there is some truth in this, targeted training in how to successfully socialize would avoid many problems.

Life is, first of all, a social phenomenon. In the sphere of interpersonal relationships, during games, classes and other moments, a person feels the need for emotional warmth and contact with another person.

Therefore, when working with fifth-graders, I conduct a series of classes, the purpose of which is to help each participant realize their individuality, develop their own communication style, and the main ways of communicating with other people. This is the humanistic idea - not to force, not to put pressure, but to help a person overcome stereotypes that prevent him from living joyfully, happily and communicating with people around him.

Main tasks of the work:

1. Reducing emotional stress;

2. Creating a positive emotional mood and an atmosphere of safety in the group;

3. Transfer of positive experience from the group to a real school setting;

4. Development of children’s internal activity;

5. Formation of adequate self-esteem in children;

6. Expanding participants’ knowledge about feelings and emotions;

7. Development of communication skills: the ability to listen, express your point of view, come to a compromise solution and understand other people.

The arsenal of methodological tools used in classes includes: conversations, discussions, thematic relaxations, role-playing games, dramatization games, psycho-gymnastic exercises, emotional response to negative experiences, removal or reduction of social fears.

Classes are conducted on the principle of socio-psychological training in a room where you can freely sit and move around. Their duration is one school lesson. Frequency – once a week. The composition of the group is 10-12 people. Before conducting classes, a primary diagnosis of children must be carried out. Each child must be provided with the opportunity to express themselves, be open and not be afraid of mistakes.

The leading methods of conducting classes are not only games, but more and more space is taken up by discussions, debates, and analysis of actions and behavior. Participants learn to answer questions and draw conclusions, generalize, analyze and reason logically.

The format is quite free. The guys not only listen, answer questions, draw, but also communicate with each other.

The number of lessons and topics can be changed depending on the specific class and its problems.

Analysis of the work done allows us to talk about its undoubted accessibility and effectiveness for fifth-graders. Subjective satisfaction with the learning process was studied using feedback. This makes it possible to obtain information about the direct impressions of the participants. By receiving feedback after the end of classes, it is possible to evaluate the results of personal growth of each participant. The children themselves change, their views on other people and the world around them change, which contributes to their most successful socialization.

Lesson on developing communication skills

"THE ABC OF COMMUNICATION"

Goal: to develop in children communication skills, positive communication skills, the ability to understand themselves and others; introduce the basic rules of communication; to form a positive moral assessment of such qualities as tact, goodwill, tolerance for the opinions of others; develop the ability to listen, understand, and empathize.

Form: group game.

5th grade students take part in the game.

Equipment:

a) prepare album leaves (according to the number of crews). On each piece of paper write: “Way sheet”;

b) prepare squares (according to the number of crews) from paper of different colors, cut them into 4 arbitrary parts (4 participants per crew). If there is not enough colored paper, you can make squares with polka dots, stripes, checkered, etc.

Class decoration

At recess before the game, you need to arrange the desks so that the children can sit in groups of 4 facing each other. Place 1 notebook piece of paper on each table.

During recess before the game, write down positive human qualities on the board.

Preface

This manual is addressed to educators working under the “Program of Education and Training in Kindergarten” edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, for organizing mathematics classes in the senior group.
The manual discusses issues of organizing work on the development of elementary mathematical concepts in children 5–6 years old, taking into account the patterns of formation and development of their cognitive activity and age-related capabilities.
The book provides approximate planning of mathematics classes for the year. The structure of the classes allows you to combine and successfully solve problems from different sections of the program. The proposed system of classes, which includes a set of tasks and exercises, various methods and techniques for working with children (visual, practical, playful), helps preschoolers master the ways and techniques of cognition, and apply the acquired knowledge in independent activities. This creates the prerequisites for the formation of a correct understanding of the world, allows for a general developmental orientation of learning, connection with mental, speech development and various types of activities.
Game situations with elements of competition, used in the classroom, motivate children’s activities and direct their mental activity to find ways to solve assigned problems. The method of conducting classes does not involve direct teaching, which can negatively affect the child’s comprehension and independent performance of mathematical tasks, but implies the creation of situations of collaboration and activity. Activation of mental activity develops the child’s active position and develops learning skills.
The scope of classes allows teachers to realize their creative potential and take into account the characteristics of a specific group of children.
The knowledge gained in classes on the formation of elementary mathematical concepts must be consolidated in everyday life. To this end, special attention should be paid to role-playing games, in which conditions are created for the application of mathematical knowledge and methods of action.
When working with children both in a preschool institution and at home, you can use the workbook for the “Program of education and training in kindergarten” “Mathematics for preschoolers: Senior group” (M.: MOSAIKA-SINTEZ, 2009).
The manual includes additional material compiled in accordance with the recommendations of modern psychologists, teachers and methodologists, which allows expanding the content of work with children of the sixth year of life.

Approximate distribution of program material for the year

I quarter

September

Lesson 1
.
morning afternoon Evening Night.
Lesson 2

.
Lesson 3
.
Clarify your understanding of the meaning of words yesterday, Today, Tomorrow.

October

Lesson 1
Learn to compose a set from different elements, isolate its parts, combine them into a whole set and establish a relationship between the whole set and its parts.
Strengthen ideas about familiar flat geometric shapes (circle, square, triangle, rectangle) and the ability to sort them into groups according to qualitative characteristics (color, shape, size).
Improve the ability to determine spatial direction relative to yourself: forward, backward, left, right, top, bottom.
Lesson 2
Learn to count within 6, show the formation of the number 6 based on a comparison of two groups of objects expressed by adjacent numbers 5 and 6.
Continue to develop the ability to compare up to six objects in length and arrange them in ascending and descending order, denoting the comparison results with words: the longest, shorter, even shorter... the shortest (and vice versa).
To consolidate ideas about familiar volumetric geometric figures and the ability to sort them into groups according to qualitative characteristics (shape, size).
Lesson 3
Learn to count within 7, show the formation of the number 7 based on a comparison of two groups of objects expressed by the numbers 6 and 7.
Continue to develop the ability to compare up to six objects in width and arrange them in descending and ascending order, denoting the comparison results with words: the widest, narrower, even narrower... the narrowest (and vice versa).
Continue to learn to determine the location of surrounding people and objects relative to yourself and indicate it with words: in front, behind, left, right.
Lesson 4
Continue to teach counting within 6 and familiarize yourself with the ordinal value of the number 6, correctly answer the questions: “How much?”, “Which one?”, “In which place?”
Continue to develop the ability to compare up to six objects in height and arrange them in descending and ascending order, denoting the comparison results with the words: with the highest, lower, even lower... the lowest(and vice versa).
Expand ideas about the activities of adults and children at different times of the day, about the sequence of parts of the day.

November

Lesson 1
Learn to count within 8, show the formation of the number 8 based on a comparison of two groups of objects expressed by adjacent numbers 7 and 8.
Practice counting and counting objects within 7 using a model and by ear.
Improve the ability to move in a given direction and denote it with words: forward, backward, right, left.
Lesson 2
Learn to count within 9; show the formation of the number 9 based on a comparison of two groups of objects expressed by adjacent numbers 8 and 9.
To consolidate ideas about geometric shapes (circle, square, triangle, rectangle), to develop the ability to see and find objects in the environment that have the shape of familiar geometric shapes.
Continue to learn to determine your location among surrounding people and objects, to indicate it with words: in front, behind, next to, between.
Lesson 3
Introduce the ordinal value of the numbers 8 and 9, learn to correctly answer the questions “How much?”, “Which one?”, “In which place?”
Practice the ability to compare objects by size (up to 7 objects), arrange them in descending and ascending order, and indicate the results of comparison with words: the largest, smaller, even smaller... the smallest (and vice versa).
Practice the ability to find differences in images of objects.
Lesson 4
Introduce the formation of the number 10 based on a comparison of two groups of objects expressed by the adjacent numbers 9 and 10, teach how to correctly answer the question “How much?”
Strengthen ideas about the parts of the day ( morning afternoon Evening Night) and their sequences.
Improve your understanding of the triangle, its properties and types.

II quarter

December

Lesson 1 (final)
Improve counting skills by model and by ear within 10.
Strengthen the ability to compare 8 objects by height and arrange them in descending and ascending order, denote the results of comparison with the words: the highest, lower, even lower... the lowest (and vice versa).
Practice the ability to see the shapes of familiar geometric figures in surrounding objects.
Exercise the ability to move in a given direction and denote it with the appropriate words: forward, backward, left, right.
Lesson 2
Reinforce the idea that the result of counting does not depend on the size of objects and the distance between them (counting within 10).
Give an idea of ​​a quadrilateral based on a square and a rectangle.
Strengthen the ability to determine spatial direction relative to another person: left, right, front, behind.
Lesson 3
To consolidate ideas about triangles and quadrilaterals, their properties and types.
Improve counting skills within 10 using various analyzers (by touch, counting and reproducing a certain number of movements).
Introduce the names of the days of the week (Monday, etc.).
Lesson 4
Learn to compare adjacent numbers within 10 and understand the relationships between them, correctly answer the questions “How much?”, “Which number is greater?”, “Which number is less?”, “How much is the number... greater than the number...”, “How much more?” number... less than number..."
Continue learning to determine the direction of movement using signs indicating the direction of movement.

January

Lesson 1
Continue to teach how to compare adjacent numbers within 10 and understand the relationships between them, correctly answer the questions “How much?”, “Which number is greater?”, “Which number is less?”, “How much is the number... greater than the number...”, “By how much is the number... less than the number..."
Develop the eye, the ability to find objects of the same length, equal to the sample.
Improve the ability to distinguish and name familiar three-dimensional and flat geometric shapes.
Develop the ability to see and establish a number of patterns.
Lesson 2
Continue to teach understanding the relationships between adjacent numbers 9 and 10.
Continue to develop your eye and the ability to find objects of the same width, equal to the sample.
Strengthen spatial concepts and the ability to use words: left, right, below, in front (in front), behind (behind), between, next to.
Practice naming the days of the week sequentially.
Lesson 3
Continue to form ideas about the equality of groups of objects, learn to form groups of objects according to a given number, see the total number of objects and call it one number.
Continue to develop your eye and the ability to find objects of the same height, equal to the sample.
Learn to navigate on a sheet of paper.
Lesson 4
Introduce the quantitative composition of the number 3 from units.
Improve the ability to see the shape of familiar geometric shapes in surrounding objects: rectangle, square, circle, triangle.

February

Lesson 1
Introduce the quantitative composition of the numbers 3 and 4 from ones.
Continue to learn how to navigate on a sheet of paper, identify and name the sides and corners of the sheet.
Lesson 2
Introduce the quantitative composition of the number 5 from units.
Develop the ability to indicate in speech the position of one object in relation to another and one’s location in relation to another person (front, back, left, right).
Lesson 3
Strengthen ideas about the quantitative composition of the number 5 from units.
Form the idea that an object can be divided into two equal parts, learn to name the parts, compare the whole and the part.
Improve the ability to compare 9 objects by width and height, arrange them in descending and ascending order, and label the comparison results with appropriate words.
Lesson 4
Improve counting skills within 10 and practice counting according to the model.
Continue to form the idea that an object can be divided into two equal parts, learn to name the parts and compare the whole and the part.
Improve the ability to see the shape of familiar geometric shapes (flat) in surrounding objects.
Learn to compare two objects in length using a third object (conditional measure) equal to one of the objects being compared.

III quarter

March

Lesson 1
To consolidate the idea of ​​the ordinal value of the numbers of the first ten and the composition of the number of units within 5.
Improve the ability to navigate the surrounding space relative to oneself (right, left, front, back) and another person.
Improve the ability to compare up to 10 objects in length, arrange them in ascending sequence, and designate the comparison results with appropriate words.
Lesson 2
Continue learning to divide a circle into two equal parts, name the parts and compare the whole and the part.
Continue to teach how to compare two objects in width using a conditional measure equal to one of the objects being compared.
Strengthen the ability to consistently name the days of the week.
Lesson 3
Learn to divide a square into two equal parts, name the parts and compare the whole and the part.
Improve counting skills within 10.
Develop the idea that the result of a count does not depend on its direction.
Improve the ability to move in a given direction, changing it according to a signal (forward - back, right - left).
Lesson 4
Continue to introduce the division of a circle into 4 equal parts, learn to name the parts and compare the whole and the part.
Develop the idea of ​​the independence of number from the color and spatial arrangement of objects.
Improve your understanding of triangles and quadrilaterals.

April

Lesson 1
Introduce the division of a square into 4 equal parts, learn to name the parts and compare the whole and the part.
Continue to teach how to compare objects in height using a conditional measure equal to one of the objects being compared.
Improve the ability to navigate on a sheet of paper, determine the sides, corners and middle of the sheet.
Lesson 2
Improve counting skills within 10; teach to understand the relationships of adjacent numbers: 6 and 7, 7 and 8, 8 and 9, 9 and 10.
Develop the ability to navigate on a sheet of paper, determine the sides, corners and middle of the sheet.
Continue to develop the ability to see the shape of familiar geometric shapes (flat) in surrounding objects.
Lesson 3
Continue to learn to understand the relationships of adjacent numbers within 10.
Improve the ability to compare the size of objects by presentation.
Strengthen the ability to divide a circle and a square into two and four equal parts, learn to name parts and compare the whole and the part.
Lesson 4
Improve the ability to form the number 5 from units.
Practice the ability to move in a given direction.
Strengthen the ability to consistently name the days of the week, determine what day of the week is today, what it was yesterday, what it will be tomorrow.

May

Work to consolidate the material covered.

Lesson Plans

September

Lesson 1

Program content
Strengthen counting skills within 5, the ability to form the number 5 based on comparison of two groups of objects expressed by adjacent numbers 4 and 5.
Improve the ability to distinguish and name flat and three-dimensional geometric shapes (circle, square, triangle, rectangle; ball, cube, cylinder).
Clarify ideas about the sequence of parts of the day: morning afternoon Evening Night.

Demonstration material. A set of three-dimensional geometric shapes (5 cubes, cylinders, balls each), 4 pictures depicting children’s activities at different times of the day.
Handout. Sets of flat geometric shapes (5 squares and rectangles for each child), drawings-tablets depicting geometric shapes, two-page cards.

Guidelines

Part I. Game exercise “Malvina teaches Pinocchio.”
Geometric shapes are laid out on the table. Malvina gives Pinocchio the task: “Name and show familiar geometric shapes.” (Cubes, cylinders, balls.) Pinocchio completes the task with the help of children. Then Malvina offers to count out 4 cubes and check the correctness of the task (using counting); count the same number of cylinders and place them in pairs with cubes so that it is clear that there are an equal number of figures.
“What can we say about the number of cubes and cylinders? – asks Malvina. – How many cubes and cylinders? How to make it so that there are five cubes?
Children help Pinocchio complete his assignments.
“How many cubes are there now? – Malvina finds out. (Children count the cubes.) How did you get the number five? (One was added to four.)
How many cubes? How many cylinders? Five cubes and four cylinders - compare, which is bigger? Four cylinders and five cubes - compare, which is smaller? Which number is greater: five or four? Which number is smaller: four or five?
Malvina offers Pinocchio to establish equality in two ways. (Children help Pinocchio complete the task.)
Pinocchio counts incorrectly: he misses objects, counts objects twice, gives the wrong answer.
Malvina clarifies the rules of counting with the children and finds out how many figures there are and how the new number came about.
Part II. Game exercise “Count the figures.”
Pinocchio gives the children tasks: “Count out four squares and place them on the top strip of the card. Count out five rectangles and place them on the bottom strip of the card. How many squares? How many rectangles? Five rectangles and four squares - compare, which is bigger? Four squares and five rectangles - compare which is smaller? Which number is greater: five or four? Which number is smaller: four or five? Make sure there are equal numbers of rectangles and squares.”
Children complete the task in any way and explain their actions.

Physical education minute
The teacher reads a poem, and the children perform the appropriate movements.

One two three four five!
We can all count
We also know how to relax -
Let's put our hands behind our backs,
Let's raise our heads higher.
And let's breathe easily.

Stretch on your toes
So many times
Exactly as many as fingers
On our hand!
One two three four five.

One, two, three, four, five Stomp our feet.
One two three four five
We clap our hands.

Part III. Game exercise “Complete the missing figure.”
Malvina invites children to look at the drawings-plates (see example on p. 14), determine which figures are missing, complete them and prove the correctness of their decisions.

After discussing the task, Malvina shows ways to solve it. The check is carried out by alternating geometric shapes and determining their number (there should be 3 of them). Part IV. Game exercise “Let’s help Pinocchio sort out the pictures.”
Pinocchio looks at the pictures with the children and asks: “Who drew the pictures? What are the characters depicted doing? When does this happen?
Then he suggests putting the pictures in order and naming the parts of the day.

Lesson 2

Program content
Practice counting and counting objects within 5 using various analyzers (by touch, by ear).
To consolidate the ability to compare two objects according to two parameters of size (length and width), the result of the comparison is indicated by appropriate expressions (for example: “The red ribbon is longer and wider than the green ribbon, and the green ribbon is shorter and narrower than the red ribbon”).
Improve the ability to move in a given direction and define it in words: forward, backward, right, left.

Didactic visual material
Demonstration material. Drum, pipe, counting ladder, 6 tumblers, 6 pyramids, card in a case with 4 sewn buttons, large and small dolls, 2 ribbons (red - long and wide, green - short and narrow), flannelograph, audio recording, box with stars number of children.
Handout. Workbooks (page 1, task B), colored pencils.

Guidelines

Part I. Game exercise “Count the same amount.”
The teacher asks the child to count out as many tumblers as the number of drum beats he hears. The rest of the children check whether the task is completed correctly.
“How many tumblers are there on the table? Why did you count out so many tumblers?” asks the teacher.
The task is repeated 2 times using different musical instruments.
Then the teacher asks the child to count as many pyramids as there are buttons on the card (the card with buttons sewn on is in the case).
The teacher clarifies the rules for counting objects by touch. After completing the task, he asks the children questions: “How many pyramids did you count? How to check whether the task is completed correctly? (The child takes the card out of the case, and the children correlate the number of buttons on the card with the number of pyramids on the step of the counting ladder.)
Part II. Game exercise “Color the same amount” (done in a workbook).
The teacher invites the children to paint as many circles as there are tumblers (pyramids) drawn in the picture.
After completing the task, he clarifies: “How many circles did you paint? Why so many?
Part III. Game exercise “Let's tie bows for the dolls.”
The teacher draws the children’s attention to the ribbons located on the flannelgraph: “What is the difference between the ribbons? Are they the same color? What can you say about the length of the ribbons? (He suggests comparing the ribbons by length and clarifies the rules of comparison: the ribbons must be placed one under the other, aligning them on the left side.) How long is the red ribbon compared to the green? How long is the green ribbon compared to the red one? (The teacher gives a sample answer: “The red ribbon is longer than the green ribbon.”)
What can you say about the width of the ribbons? (Suggests comparing ribbons by width, arranging them so that the top or bottom edges of the ribbons are in line.) How wide is the red ribbon compared to the green? How wide is the green ribbon compared to the red one? Show the wide (narrow) ribbon. Which ribbon is suitable for a small doll's bow? What kind of ribbon is suitable for a bow for a large doll?”
The teacher ties the bows and finds out why the red bow turned out to be big. He listens to the children’s answers and generalizes: “The red bow turned out to be big because the ribbon is long and wide.”
The teacher invites the children to tell them about the size of the green bow.
Part IV. Game exercises “If you go right, you will find a treasure.”
“The wizard has hidden a treasure and invites you to find it,” the teacher tells the children.
Using a counting rhyme, a leader is selected.

Kady-bady
Pour some water
Cow to drink
You should drive.

The leader completes the task: takes five steps straight, turns right and takes three more steps in pre-arranged circles. The rest of the children follow him. Children find a box and take out stars from it (music plays).

Lesson 3

Program content
Improve counting skills within 5, teach to understand the independence of counting results from the qualitative characteristics of objects (color, shape and size).
Exercise in comparing five objects by length, learn to arrange them in descending and ascending order, and indicate the results of comparison with words: the longest, shorter, even shorter... the shortest (and vice versa).

State budgetary institution of the Republic of Khakassia

“Republican boarding house for mentally retarded children “Teremok”

Lesson notes

on the formation of self-image

Topic: "Exploring our body"

Purpose of the lesson: To form an image of yourself

Corrective tasks:

1. Learn to name the sense organs (eyes, mouth, nose, ear);
Talk about their role in the body and how to take care of them;
2. Learn to distinguish smells and tastes
3. Fix the colors (blue, red, yellow,);
4. Play a game to strengthen the senses;
5. Develop speech, memory, attention;
6. Cultivate a friendly and sensitive attitude towards each other, teach a culture of behavior;

Compiled by: Educational psychologist

Astanaeva I.N.

Equipment:
Doctor Aibolit, flowers, a basket, a toothbrush according to the number of children, a picture with a portrait, pictures with sensory organs depicted on them (eyes, ears, nose, mouth), orange, onion, pictures depicting various situations, apples.
Progress of the lesson:
1. Game-exercise “Meeting with Doctor Aibolit”
- Guys, look, Doctor Aibolit came to visit us today.
Educational psychologist: What does the doctor do? (heals people, children, animals and birds)
That's right, when we are sick, we always go to the doctor. It helps us recover faster.
(Holding hands, the children lead a round dance “He is kinder than everyone else in the world.”
He is kinder than everyone else in the world
He heals sick animals,
And one day a hippopotamus
He pulled him out of the swamp.
He's famous, famous
This is doctor... Aibolit.
Teacher-psychologist: I invite you all to take a walk in a clearing with magical flowers.
Close your eyes and imagine that we are in a clearing. We open our eyes.
Look at what a beautiful clearing we came to! How many flowers are there?
(Many) These flowers are not simple, but magical.
Collect one flower each and bring them to the basket.
Now let's look at them?
2. Conversation about human organs
Educational psychologist:
- Guys, what color is this flower? (yellow)
- What is drawn in the middle of the flower? (Eye)
Let's figure it out together kids
What are eyes for in the world?
And why do we all have
Does the face have a pair of eyes?
How many eyes do you have (Two)
- What are eyes for? (To see, look at the world)
- Where are your eyes, carefully show them with your fingers.
- Let's close our eyes.
-What's happened? (It's dark, you can't see anything)
- When the eyes hurt, a person feels very bad, so they must be constantly taken care of. How should we protect them?
- What do we do every morning with our eyes? (We wash with water). If soap gets in, wash it off with water. We play carefully so that sand does not get into the eyes on the street, we handle sharp objects carefully so as not to injure the eyes.
- What kind of objects can these be? (Pencils, forks, scissors, etc.)
- Let's look at this picture. What do you see on it?
(You need to sit further away from the TV so as not to damage your eyesight)
Doctor Aibolit: That's right, guys, you are so great! How much do you know? You even know how to take care of your eyes.
Suggested flower: What color is this flower? (red)
What's written on it? (nose)
There are straight noses
There are snub noses
I really need every nose
Since he has grown to his face.
- How many noses do we have, why is it needed? (To breathe, air goes through the nose into a person's lungs.)
- Let's breathe through our noses too. (All through the nose, and then each nostril in turn)
- The nose is needed not only to breathe, but also to distinguish smells.
Guys, smell it, what is this? What smells? (onion)
- What does this smell like? (Orange)
- Are these different smells or the same? (different)
- You see, guys, it turns out we can’t live without a nose. How should you protect your nose?
- If something gets into your nose, you need to tell an adult.
- If you pick your nose with a finger or a sharp object, you may bleed.
- If you get sick and have a runny nose, what should you do?
Blow your nose into your handkerchief or clean tissue.
-Where does the handkerchief live? (in pocket)
Doctor Aibolit: Correct! Well done!
Educational psychologist: now look at this flower. What colour is he? (orange)
What's written on it? (mouth and teeth)
How many mouths do we have? (one), and teeth (many).
Open your mouth and say “AAA” to Dr. Aibolit, and now knock your teeth, just carefully.
-What is a mouth for?
- We put food in it and distinguish the taste. Remember, we smelled onions and oranges, and now let's try them. (children try)
- What kind of onion? (bitter)
- And the orange? (sweet)
- What are teeth needed for? (chew food, bite)
- How should you care for them? (- brush your teeth twice a day, morning and evening, with a brush like this, on which you spread toothpaste, and after eating, rinse your mouth with water). Then your teeth will be strong and beautiful.
“And now let’s all sing a song together:
4. Working with a painting
Educator: Guys, you know that Doctor Aibolit treated one artist, and he gave him a painting (portrait). But the artist did not have time to finish it, and Aibolit does not know what is missing from it. Shall we help him? (Yes)
- What is drawn? (face)
- What did the artist not manage to draw? (eyes, nose, mouth, ears)

A teacher-psychologist hands out pictures to children with sensory organs drawn on them.
- Let's put everything in its place. Where should the eyes be? Nose? Mouth? Ears?
- Look what a handsome man he turned out to be!
- What is he like? Happy or sad? (funny)
Educator: Doctor Aibolit, please look at how the guys finished their picture.
Doctor Aibolit: Well done, guys! And for your work I brought you gifts.
- Takes toothbrushes out of the basket. What is this? (brushes)
Brush your teeth
Brush your teeth
Both outside and inside
Brush your teeth
Brush your teeth
Don't let them get sick.
Hands out brushes to children.

Game summary - lesson

"Let's help the Fairy of Purity"

Completed by: Svetlana Aleksandrovna Shcherbinina

Clarify knowledge about personal hygiene items, develop logic and thinking

To form in children an idea of ​​the importance of following the rules of personal hygiene;

Strengthen cultural and hygienic skills with children (washing hands, faces, combing);

Cultivate neatness, neatness, attention

Preliminary work:

Reading the poem by A. Barto “The Dirty Girl”, K. Chukovsky “Moidodyr”, V. Mayakovsky “What is good, what is bad” and looking at illustrations for the works;

Memorizing nursery rhymes, poems about cleanliness, health, hygiene items;

Guessing riddles;

Conversations on the topics “Our good friends”, “Personal hygiene”;

Modeling “Soap for dirty people”; drawing "Pattern on a handkerchief", application "Combs for dolls""

Role-playing game “Shop”, “Barbershop”;

Excursion to an older group;

Material and equipment:

Demonstration material: - video, bag of toys;

Handouts: cards with algorithms, pictures of combs, colored pencils, soap, combs, shampoo, toothbrush, toothpaste, handkerchief;

Guys, today when I woke up, I saw this box on my bed. Having opened it, I received a video message from the Fairy of Purity. Want to watch it? Let's take a look (view message form).

Children, what happened to the Fairy?

(children's answers)

Who mixed up everything in the magical camp of neaties?

(children's answers)

How can we help Fairy?

(children's answers)

Of course, we need to fix everything. In order to fix everything, we need to put the contents of the box in order. Shall we begin? (children's answers)

(We take out cards with algorithms from the box).

Guys, look at the pictures. What do they show?

(children's answers)

In order for the residents of the country “Chistyuli” to remember how to wash their hands (face) correctly, we need to lay out the cards in the right order (Execution)

Well done. Did you do everything correctly?

(children's answers)

Now residents will be able to wash their hands (face) correctly. Why do they need to be washed?

(children's answers)

Of course, to be clean and beautiful. Now let's put aside what we have already corrected. We continue to help Fairy.

(We take out sheets of paper from the box on which combs without teeth are drawn).

Guys, look what these drawings are, what do they look like?

(children's answers)

Remember, the Fairy said that the residents even stopped combing their hair. What is a comb for?

(children's answers)

Do you think it will be possible to use such a comb to get your hair in order?

(children's answers)

What needs to be done to make these drawings look like combs?

(children's answers)

Let's finish drawing the teeth. (Children complete the drawing of the teeth with pencils)

How different everyone’s combs turned out. Well done boys. Fine. And we completed this task. Now residents will be able to comb their hair. Let's put our combs aside for the hand washing pictures.

There's something else in the box. What are these guys? (Showing the contents of the box. It contains various hygiene products, toys, cubes)

(children's answers)

But what's wrong here? The Evil Fairy tried her best and mixed everything up. What needs to be done, what do you guys think?

(children's answers)

We need to sort everything. How to do it?

(children's answers)

Residents of the country “Chistyuli” need body care products. How will we select what we need?

(children's answers)

The options you offer are good. I have one more suggestion. I propose to split into two teams. Do you agree? (children's answers). I will divide Yavas into two teams. One team will be called “clean cheeks”, and the other “clean hands”. Now you will take turns taking items out of this bag. Whoever gets the red item will be on the “clean cheeks” team. And whoever gets an item of any other color is on the “clean hands” team. (We invite the children to take an object out of the bag, naming its color. We distribute the children into teams)

What do you think we will do?

(children's answers)

One team will choose and bring cleanliness products, and the other team will bring those items that are not needed for the cleanliness of our body.

(Game running)

Guys, you did it perky and fun. Do you think everything was distributed correctly?

(children's answers)

Let's check, we don't want to leave the Fairy in an enchanted land. And if, suddenly, we made a mistake in something, we will correct it. (We check the contents of the baskets). Everything worked out for us.

Look guys, there's nothing left in the box. This means that we have completed all the tasks. What tasks did we complete?

(children's answers)

For whom did we try?

(children's answers)

Now we need to return the box to the Fairy. You need to carefully put everything in a box, without disturbing the order, and give it to her. But how to do this, we don’t know where the country “Chistul” is located?

(children's answers)

How did the box come about?

(children's answers)

The box appeared while I was sleeping. Let's take the box to our group. And when you wake up to sleep, the Fairy will take her away. Do you agree? (children's answers)

(Children take the box and return to the group)

Ulmeken Aliyeva

Type classes: familiarization with new material.

Age group: senior group.

Subject:Formation of a general concept"birds"

Target: Enrichment of the active dictionary.

Types of children's activities: communicative, gaming, perception of fiction, motor.

Program content:

1. Educational and cognitive task: expand children's knowledge about birds, species, where they live, what benefits they bring.

2. Speech task: continue to teach children to answer competently, reasonably, and comprehensively.

3. Vocabulary task: A) enrich: birds, wintering, migratory.

b) secure: sparrow, tit, bullfinch, pigeon, magpie, waxwing.

c) intensify: wintering, migratory.

4. Educational task: to cultivate love for birds, desire to take care of them.

5. Corrective tasks: develop thinking, attention, memory, imagination.

Teacher training: I thought through the techniques, selected the visuals, the artistic word.

Preparing children:organization of observations birds on a walk, excursion to the park.

Materials and equipment: illustrations birds, aids for the game.

Logical and educational activities.

1. Introductory part.

The teacher makes riddles about birds and exposes illustrations:

On decorated branches

Snow fringe,

Apples are rosy

They grew up in winter.

Apples on an apple tree

They scurry about merrily

Ice cream caterpillars

Apples are pecked. (bullfinches)

Questions for children:who is this? how did you guess?

In a gray feather coat

And in the cold he is a hero,

Doesn't fly away for the winter

Lives under the eaves. (sparrow) Right. Well done.

There's a fun house on the pole

With a small round window.

So that the children fall asleep

The house is shaking in the wind.

Father sings on the porch -

He is both a pilot and a singer. (starling)

The teacher sets a goal: We will talk about all this with you today.

2. Main part.

a) Children, under the guidance of a teacher, find common and distinctive features (species, wintering, migratory, what benefits they bring) Conclusion: that's how many different we know birds, and how many differences there are between them.

b) Physical exercise "The nimble tit is galloping"

c) Let’s establish what is common between them? difference (feathers, wings, beak.)

Conclusion: we call it in one word " birds". Children say generalizing concept in chorus, clear and loud. Then we repeat individually.

3. Final part.

A did/consolidation game is being played generalizing concept or on the formation of word formation.

D/game "What is this bird". Reflection.

Publications on the topic:

Synopsis of a comprehensive general lesson for children with disabilities aged 6–7 years on the lexical topic “Utensils” Program content: Strengthen children's knowledge about dishes. Learn to name and distinguish dishes. Answer questions in complete sentences.

Synopsis of a comprehensive general lesson “Winter. Winter fun" Goal: to continue to consolidate children’s knowledge about the seasons, namely winter; continue to teach children to listen and understand speech addressed to them.

Lesson summary “Repetition. Chess concepts, moves of chess pieces." 2nd year of study, 1 lesson Lesson summary for the discipline “Teaching the game of checkers and chess” (2nd year of study) Prepared by: Sharapova A. S. Date: 09.19.18.

Goal: to consolidate children’s knowledge about fruits, to teach them to describe objects according to a reference diagram, to make 2-3-4 word sentences based on a picture. Fasten.

Compiled and conducted by teacher Natalya Andreevna Sivova, Moscow State Budget Educational Institution School No. 2000 02/21/2018 Purpose: to identify the degree of learning by children.

Summary of a general lesson on the development of mathematical concepts with children of the preparatory group for school Summary of a general lesson on the development of mathematical concepts with children of the preparatory group for school Compiled and conducted by the teacher.