Long-term plan 2 junior. Long-term planning in the second junior group

MDOU "Kindergarten of a general developmental type" in the village of Kajerom

Long-term planning for theatrical activities with children in the second junior group

teacher

Ryzhenko E.G.

Preschool children learn about the world around them more with their hearts, emotions, and feelings than with their minds. That is why the main activity of children is play. Preschoolers are happy to try on different roles, drawing on their little life experience.

Children can imitate the characters of their favorite cartoons, fairy tales, and repeat the behavior of adults, for example, transform into a doctor, a store clerk, or a teacher. In order for games to bring educational and educational benefits, kindergartens provide planning for such work. A card index of theatrical games in the second junior group will help the teacher effectively organize the activities of four-year-old pupils. How to compose such a methodological manual and how to use it is in our article.

Theatrical games for children in the younger group of preschool educational institutions

Why do children need theatrical games? Such activities solve a whole range of tasks set by the program and the Federal State Educational Standard:

• social adaptation is formed (children learn to communicate with peers, listen to others, argue their own opinions, etc.);
• knowledge of the surrounding world (preschoolers become acquainted with a variety of areas of knowledge during play);
• speech development (kids learn to form sentences, control voice strength and intonation, etc.);
• development of creative abilities and aesthetic taste.

It should be clarified that theatrical games are not only performances. The content includes different forms and types of work with children. These could be the following games:

• articulatory;
• fingered;
• pantomimes;
• recitation of small literary forms;
• puppet shows;
• mini-productions.

Planning theatrical activities in preschool educational institutions

The educational process, according to the Federal State Educational Standard, provides for all of the games listed above to be carried out in a group of children of the specified age. Therefore, the teacher will have to think through a plan for organizing such activities. A card index of theatrical games in the second junior group with goals will help with this. This manual should be structured, choosing the most interesting activities. Below we offer several effective entertaining theatrical games.

Articulation gymnastics

This type of activity promotes the development of articulation and strengthens facial muscles.

Card index of theatrical games for children in preschool educational institutions

The card file of theatrical games in the second junior group may contain the following types of work aimed at:

Development of the speech apparatus

"Hamster." When the teacher says the words: “Eat up, hamster, a freshly picked pod,” the children puff out their cheeks and roll the air from one side to the other.

"Dog". Children are asked to stick out their tongue “like a dog.”

“The cat drinks milk” - an imitation of lapping milk with the tongue.

Finger games

Games aimed at developing fine motor skills are widely used in kindergarten. An interesting type of activity for four-year-olds would be finger theater. With the help of small dolls, you can play out fairy tales familiar to kids, such as “Kolobok”, “Turnip”, “Teremok”, “Goat Tree” and others.

Shadow theater also helps develop speech and creativity. It will still be difficult for children in their fourth year of life to demonstrate a whole fairy tale like this. But you can invite kids to repeat certain elements, for example, to depict the flight of a bird, a dog, a deer.

Pantomimes

Gestures and facial expressions contribute to the development of the child’s emotional sphere, communication abilities, and adaptation to a group of peers. The organization of such activities can take place both in the playroom, during music classes, and during a walk.

We offer a theatrical pantomime game: “What we ate (did, sculpted, where we were) - we won’t say, it’s better we’ll show you as soon as possible!” The rules of the game are simple: the teacher asks the children to choose a card with an image at random. Then, in turn, each child demonstrates, using facial expressions and gestures, what is drawn on his card. The rest of the participants guess.

Recitation of nursery rhymes, jokes, poems

The catalog of theatrical games in the second junior group according to the Federal State Educational Standard necessarily includes such forms of work as playing out nursery rhymes and jokes. Children take part in such fun games with pleasure. For children three to four years old, the following works are recommended: “The White-sided Magpie”, “Our Chickens in the Morning...”, “The Little Gray Cat”, “Lada-Lada-Okay” and others.

Theatrical performances

The catalog of theatrical games in the second junior group includes puppet and staged performances. But such activities require lengthy preparation and proper organization. In addition, certain material and technical equipment is required.

An effective way to develop the creative potential of four-year-old children and consolidate their communication and speech skills is to use in pedagogical practice such type of activity as theatrical games in the second junior group. The card index helps the teacher structure planned activities with children and organize work correctly and effectively.

Long-term planning for theatrical activities with children in the second junior group

SEPTEMBER

	Goals and objectives		Material and equipment
"Acquaintance" "Teremok" "A Tale on the Table" "Let's go out into the garden"	Arouse interest in theatrical activities; develop the emotionally sensitive sphere of children; encourage them to express their feelings and communicate; learn to listen attentively to a poetic text and correlate its meaning with expressive movements to music. Learn to express emotions through movements and facial expressions; introduce the fairy tale “Teremok”; encourage active perception of the tale; learn to listen carefully to a fairy tale to the end and follow the development of the plot. Promote the development of memory, encourage people to speak out about the performance they liked; teach expressive intonation; give an example of elementary puppeteering. Learn to move beautifully to calm music, making smooth movements; teach to feel muscle freedom, relaxation, encourage onomatopoeia.	Getting to know each other. Game "Say Your Name". Game "Say hello" Dressing up in the costumes of the main characters of the fairy tale. Production of the fairy tale "Teremok". Round dance game “Mice in Minks”. Conversation based on a fairy tale. Game "Mice in Minks". Listening to calm autumn music. Game exercise “Expressive movement”. Improvisation game “Leaves in the Garden”. Musical and rhythmic composition “Autumn”.	Ball, music center. Autumn meadow decoration (trees, flowers). Costumes – mouse, hare, frog, fox, wolf, bear, scenery for a fairy tale (teremok, backdrop with the landscape “Forest Clearing”). Dolls and decorations for the fairy tale “Teremok”. Musical accompaniment. Autumn garden scenery, recorded bird music, autumn leaves, musical accompaniment.

"Visiting a fairy tale" "In the footsteps of a fairy tale" "Vegetables in the garden" "There's a bunny in the garden"

Give an idea of ​​the grain harvest; introduce the fairy tale “Spikelet” »; evaluate the moral actions and behavior of the characters (the cockerel loves to work, the little mice are lazy and disobedient); introduce tabletop theater; activate speech. Learn to remember a familiar fairy tale and answer questions according to its plot, characterize the characters; Together with the teacher, retell the fairy tale, showing the character of the hero using intonation. Give an idea of ​​the vegetable harvest; encourage children to express images of heroes in movement, facial expressions, and emotions; learn to improvise to music; teach coordination of movements; give a charge of positive emotions. Involve children in a gaming situation, create a positive emotional mood, give an example of dialogue with the hero; teach children to navigate in space by performing simple movements.

Acquaintance with the content of the fairy tale “Spikelet”. Tabletop theater show. Examination of illustrations for a fairy tale with a discussion of the characteristic features of the characters. Conversation on the fairy tale "Spikelet". The children, together with the teacher, retell the fairy tale “Spikelet” and occasionally play with the dolls. Game "Mice in the Pantry". A conversation about what ripens in the fields and gardens. Round dance game “Our vegetable garden is good.” Etude – improvisation “Vegetable Story”. Final conversation about the ability to be friends. Conversation about autumn. Visit the hare. Game "There is a bunny in the garden." Surprise moment.

Tabletop theater. Illustrations for a fairy tale. Decorations for a fairy tale. Puppet theater (heroes of the fairy tale “Spikelet”). Caps of vegetables (carrots, cabbage, beets, peppers, onions) for outdoor play. Bunny costume; dummies of cabbage; gifts for children - peeled fresh carrots.

"Visiting grandma" "Lucky, lucky horse" "It's getting cold" "Goats and Wolves"

Involve children in the game plot; activate auditory perception; encourage motor and intonation imitation; learn to act improvisationally, within a given situation; learn to act with imaginary objects. Expand the range of actions with objects; encourage onomatopoeia; practice imitation; learn to switch from one action to another; give the opportunity to express oneself individually in general games Give an idea of ​​the “cold” mood in music and encourage an emotional response to it; practice onomatopoeia; teach expressive articulation; encourage participation in dramatization games. To teach the perception of the plot of the game; encourage participation in the game plot; practice onomatopoeia; teach children to interact with each other in play; learn to move expressively in outdoor play.

Visiting grandma. Conversation with grandmother about goat and dog. Game "Friend". Sketch “Hen, chicks and cockerel”. The children are on the train home. Reading a poem A. Barto “Horse”. Musical and rhythmic movements “Horses are galloping.” Conversation about autumn. Warm-up game “Chill”. Etude-exercise “How the wind howls.” Dramatization game “A little white snow was falling.” Children dance to the Russian folk melody “Polyanka” using familiar dance movements. Grandfather Matvey comes to visit, conversation. Warm-up game “Goat, oh!” Game "Drive away the evil wolf." Game "Goats and Wolves".

Scenery of rural life: house, grandmothers, chicken coop, and its inhabitants (toys: cockerel, hen, chickens); vegetable garden (beds with herbs and vegetables); goat toy, puppy toy. Toy horse; instruments of a children's noise orchestra. Musical accompaniment. Sleigh toy; hat for the heroes of the dramatization game Vanya and Tanya. Snowy forest scenery; costumes of the heroes (grandfather Matvey, goat Mila); goat bell; caps of kids and wolves for outdoor games.

“A fairy tale is a lie, but there is a hint in it” "Puppet show" "Winter has come" "New Year's Adventure"

Teach carefully, listen to the teacher’s story and answer questions about its plot. Teach rules of behavior in the theater; teach to tune in to the perception of a fairy tale from the first sounds of the musical introduction, listen carefully to the fairy tale; learn to talk about your first impressions immediately after the end of the performance. Develop children's imagination and associative thinking; learn to speak out; learn to move expressively to music, feeling its rhythm or smoothness of sound. Please the children and create a fabulous atmosphere for the lesson; expand the range of perceived musical and dramatic images; encourage physical activity.

Reading the fairy tale “The Little Goats and the Wolf.” Game "Goats and Wolves". Conversation about the theater. Puppet show “Kids and the Wolf”. (goat, wolf, leader - adults; kids - children). Conversation about winter. To the music of “Sleigh”, the motor improvisation “Sleigh is flying” is performed. We came to visit the gnomes. Game "Who's behind the Christmas tree?" Motor improvisation “Sledding”, “Snowball fight”. Conversation about the New Year holiday. The children go to visit the Snow Maiden. Game "Squirrel Round Dance". Gifts from the Snow Maiden. "Dance around the Christmas tree."

Book with the fairy tale “Kids and the Wolf” (processed A. Tolstoy). Screen; dolls (goat, seven kids, wolf); decorations (backdrop “Forest and Village”, goat’s house, bush) and attributes (basket for the goat). Musical recordings (for the compositions “Sleighs are flying”, “Who’s behind the Christmas tree?”, “Sleigh rides”, “Snowball fight”); artificial Christmas trees decorations. Suit of Snow Maiden; magic ball; squirrel hats for outdoor play.

"Sparrows" "Forest Cleaning" "Hares in the clearing" "Frost - Red Nose"

Give an idea of ​​bird life in winter; develop a sympathetic attitude towards wintering birds; teach to embody a role and role behavior; use onomatopoeia in role-playing behavior. Make children happy; engage in a fun game; learn to switch from movement to singing and back; coordinate action and word; learn to move in accordance with the rhythmic features of music; learn to pronounce words clearly. Encourage imaginative embodiment of the role; learn to move expressively; give an intonation-figurative idea of ​​the fairy tale “The Fox and the Hare”; teach expressive facial expressions and movements in sketch games. Make children happy; evoke an emotional response to the game; involve in the performance of a song; introduce you to the magical world of theater; introduce the fairy tale “The Fox and the Hare”; learn to listen carefully to a fairy tale.

Inviting children for a “winter walk”. Children dance to the music of birds. Sparrows come to visit. There is a puppet theater on a stick. Musical and rhythmic movements “Birds are flying.” Visiting Lesovich. Warm-up game “Forest cleaning”. Treats on a self-assembled tablecloth. Children wearing bunny hats go to the “snow clearing.” Game "Bunny's Paws". Reading the fairy tale "The Fox and the Hare". Conversation based on a fairy tale. Sketches “Hares having fun”, “Hares saw hunters”. Children ride through the “winter forest” to the music. Father Frost enters to the accompaniment of menacing music. Game "I'll freeze." Song-game "We'll play a little." Puppet show "The Fox and the Hare". At the end it sounds Russian. melody "Zainka for the little ones."

Snowy lawn scenery; sparrow hats; feeders; corn. Musical recordings (for compositions (“Cleaning the Forest”); shovel, self-assembled tablecloth; Lesovichka costume; broom; tea setting. Scenery of a snowy meadow; rabbit hats for outdoor play; book with fairy tale "The Fox and the Hare" Musical recordings (for the compositions “Winter Forest”, “Santa Claus”, for the fairy tale “The Fox and the Hare”); scenery for the fairy tale “The Fox and the Hare”

“It’s blowing outside, it’s hot by the stove.” "The winds blow in February" "Familiar Tales" "Nimble Mouse"

Introduce children to Russian and Komi national traditions; teach dramatization; learn to interact with each other in the game plot. Talk about the army; show soldiers as protectors; involve in role play; learn to move rhythmically in accordance with the rhythm of poetry and music; practice onomatopoeia; learn to follow the rules. Induce a positive attitude towards theatrical play; activate children's imagination; encourage an emotional response to the proposed role. Give an applied concept of a lullaby; introduce children to lullabies; awaken children's imagination; introduce S. Marshak’s fairy tale, teach how to answer questions about the content; involve in the game plot; learn to act independently in the game.

On a visit to the upper room. Dramatization “In the bright room” (teacher, children). Round dance "Meadow duck". Scene "Two Crows". Conversation about soldiers. Children march to the music of “March of the Wooden Soldiers.” (P.I. Tchaikovsky). Game "Pilots". Game "Travel through Fairy Tales". Scene “Mama Goat Comes Home.” A dramatization game based on the fairy tale "Spikelet". A scene from the fairy tale “The Fox and the Hare”. A mouse comes to visit. A song for a mouse. Telling a tale S. Marshak “The Tale of a Smart Mouse” Game "Mice in Minks". Gifts for children.

Decoration of a Russian hut (mats, broom, stove, grip, table, samovar, cups, benches); folk costumes; tea setting; gifts for children (modeled horses, soft toys, bunnies and chickens). Toy soldiers; costumes (sailors, tank crews, pilots); music recordings (March of the Wooden Soldiers" by P.I. Tchaikovsky, recordings for the exit of a sailor, tankman, pilot). Game disc, spinning top; hats for fairy tale heroes; flannelograph and pictures for a fairy tale; Cockerel doll. A book with a fairy tale by S. Marshak “The Tale of a Smart Mouse” ; mouse caps; cradle for a mouse.

“It’s Katya’s doll’s birthday.” "Hen with Chicks" "Mama's Children" "Travel by Bus"

Give an idea of ​​how to behave at a birthday party; encourage children to be active and proactive; evoke positive emotions; promote improvisation; learn to engage in dialogue in the game. Introduce the fairy tale "Hen and Chicks" and the theater on flannelgraph; develop empathy; teach carefully, listen to a fairy tale; learn to answer questions based on its content. Develop empathy, a sensitive attitude towards others; learn to show a fairy tale on a flannelgraph; learn to retell the content of a familiar fairy tale; give a charge of positive emotions in sketches and games; encourage them to be embodied in a game image. Teach children to interact in role-playing games and distribute roles; develop motor activity of children; teach to listen carefully to a fairy tale, follow the plot; give an idea of ​​the toy theater on the carpet.

Visiting the doll Katya. Children show a concert for a doll. Game "Hostess and Guests". Dance with dolls. Fairy tale on flannelgraph « Hen with chicks ». Conversation based on a fairy tale. Singing "Chicks" Song "Cat" for a cat. Children tell the fairy tale “Cat and Kittens” on a flannelgraph. Sketches “Kittens are waking up”, “Kittens are frolicking”, “Kittens are hunting for a mouse”. Round dance-game “How the cats danced.” Travel by bus to the village. "The Tale of a Smart Mouse." (toy theater). Conversation based on a fairy tale. Game "Mice in Minks". We're going home.

Dolls; set toy table; gifts for dancing (gnomes, snowflakes). Flannelograph; pictures for the theater. Soft toy cat; flannelograph and pictures for the fairy tale “Cat and Kittens”; cat hats for outdoor play. Attributes for a role-playing game (a counter with goods, strollers with dolls and bears); equipment for the toy theater.

"Basket with snowdrops" "Jokes and Nursery Rhymes" "Okay" "Spring on the street"

Please children and involve them in the game plot; encourage children to motor improvisation; activate their auditory attention and perception; teach independence in role behavior; instill aesthetic taste. Introduce children to Russian folk tradition; show the capabilities of a molded whistle; introduce a fairy tale at the molded toy theater; encourage children to role-play; learn to speak jokes and nursery rhymes clearly and emotionally. Introduce children to the Russian national tradition; practice finger gymnastics; learn to clearly pronounce words in nursery rhymes; include children in the game plot; evoke a positive emotional response to works of folklore; please the children. Develop the emotional and sensory sphere of children: teach them to respond to sounds and intonations in music, listen to contrasting intonations in speech; encourage physical activity; demonstrate independence in choosing and playing a role; practice onomatopoeia.

Children go to a “snowy clearing”. Improvisation game “Snowflakes”. Round dance game under a pine tree. Dance with snowdrops. Reading to children “I love my horse”, “Chiki-chiki-chikalochki”. Conversations about what you read. Musical and rhythmic movements “Horses are galloping.” Reading the nursery rhyme “Ladushka”. Finger gymnastics “The little foxes walked along the path.” Song-game “Ladushki”. Russian folk joke “A fox walked through the forest.” Conversation about spring. Listening to a soundtrack of birds singing. Round dance “The sun is warmer.”

Snowy meadow decorations, white capes for snowflakes; animal caps for outdoor play; Forest Fairy costume. Toy horse, meadow decoration. Fox hat (for an adult); soft toy little fox; children's toy stove, saucepan, frying pan; bast shoes. Spring lawn scenery; vase with Flowers; hats of flowers for outdoor play; phonogram “Sounds of the forest”; musical recordings for sketches and dances of birds and flowers.

“Such different rains” "Remember the Fairy Tale" "Hedgehog Puff" "Come out onto the green meadow"

To develop emotional responsiveness to music: auditory perceptions, rhythmic and modal-intonation sense of children; practice finger gymnastics; teach role-playing; teach clear and expressive speech; please the children. Arouse children's imagination; develop memory; evoke associations; teach to retell a fairy tale using objects (toys); learn to answer questions about the content of a fairy tale; develop the emotional side of children’s speech; create an emotionally positive mood for a fairy tale. Make children happy; create an emotionally positive attitude towards works of small folklore forms; teach children to perform in front of their peers; develop aesthetic taste; encourage improvisation; introduce the fairy tale “Puff”. Make children happy; involve in the game; learn to act in the game in a group and one at a time; learn to move expressively to music in accordance with the text; awaken children's imagination; encourage physical activity.

Finger gymnastics game “Fingers are walking.” Conversation about rain. The rains come to visit (mischievous, sloth). Game "Rainy and Sunny". A trip to the toy store. A scene based on a fairy tale (at the teacher's choice) Pykh comes to visit the children. Questions about the fairy tale. Reading “Puff” by L. Gribova. Game “Help the hedgehog collect mushrooms” To the music, children collect mushrooms and berries for the hedgehog). Walk along the “green meadow”. Song-game “Across the meadow”. Song-sketch “Streams

Musical recordings for games and sketches; sultanas for playing in the rain; umbrellas. Soft toys (cats, foxes); molded toys (horse whistle, lamb whistle, bird whistle); mother cat hat (for an adult); mouse hat (for a child). Soft toy hedgehog; theater dolls, models of mushrooms and berries. Musical recordings (folk melodies, forest sounds); baskets; plumes, capes for streams.

Game-activity for children 3-5 years old. "Cat and her kittens"

Goals: introduce the fairy tale “Cat and Kittens” and theater on flannelgraph; develop empathy; teach to listen carefully to a fairy tale; learn to answer questions based on its content.

Material and equipment: flannelograph; pictures for the theater (kittens, cat, dog, booth, tree, bowl of milk).

Progress of the lesson

The teacher sits the children in a semicircle near the flannelgraph and tells a fairy tale about a cat and kittens.

Fairy tale on flannelograph “Cat and kittens”

Once upon a time there was a cat, and she had five kittens. The kittens ran around the yard all day and played. The mother cat came into the yard and called her kittens: “Meow! Meow! It's time to go home, kittens! The kittens ran up to their mother, purred affectionately and asked for milk. Mom gave her babies milk, and the kittens fell asleep.
One day, the mother cat, as always, sent all five kittens into the yard to play. The kittens came out and immediately noticed a large booth. She had never been in the yard before. A huge head was sticking out of the booth - it was the dog Rex. Rex saw the kittens and growled angrily: “Rrrr...” The kittens knew everyone in the yard, but they saw Rex for the first time. They decided to meet. But as soon as they came closer, the dog rushed at them. The kittens ran in all directions. Rex didn't know who to run after - the kittens scattered in different directions. And finally he managed to drive all the kittens into a large tree.

At this time, the mother cat, as always, went out into the yard to call the kittens for lunch. Suddenly she sees that the yard is empty. The cat called the kittens in vain - no one responded. The cat went to look for her kittens. I walked around the entire yard - there were no kittens anywhere. Then she saw a large booth and was surprised: just yesterday this booth was not there. And suddenly the mother cat heard an angry growl: “R-rr...” A huge dog’s head was very close to her. And from somewhere above came a frightened meow. The cat saw her kittens on the tree and understood everything: that’s who offended her children.
The angry cat scratched Rex on the nose with all her might, the dog howled and rushed to his booth. And the kittens climbed down from the tree and approached their mother. They realized that their mother would always be able to protect them from danger. The mother cat watched the kittens drink milk and thought:
“What beautiful children I have.”

And Rex realized that in his yard he had to live peacefully with everyone.

After the fairy tale, the teacher asks the children questions: did they like the fairy tale, who were its heroes, what happened in the yard, how did the cat take care of the kittens, how did she protect them?

At the end of the lesson, the children sing the song “Cat” (music by A. Alexandrov).

The pussy came to the children,
She asked for milk
She told the children:
Meow meow meow.

Treated with milk
Kitty ate
Sang a song:
Moo-ur, moo-ur, moo-ur.

Game "Mice in holes"

Game description: outdoor game develops reaction, attention, memory, well suited for use on walks in kindergarten.

Rules of the game:

1. Circles (“holes”) are laid out one less than the number of children participating in the game.

2. The leader gathers the children in a chain and leads them away from the “holes,” saying the following words:

“Little mice are going for a walk,

We went out into the clearing to sing and dance - Ira the mouse, Petya the mouse, Lena the mouse(all children are listed) .

They danced and danced, their paws were all trampled!

It suddenly became completely dark, evening knocked on the window.

We should run home and occupy our holes!”

3. With the last word from the leader, each child must take his own circle “hole”. One circle - one child.

4. The one who did not have time to occupy his “mink” becomes the leader or drops out of the game.

Improvisation game “Leaves in the Garden”

(Children repeat the movements after the teacher)

Leaves, leaves are spinning in the garden,

(Leaf children dance and spin.)

I’ll go to the autumn kindergarten to see the leaves.

Leaves, leaves, fly boldly,

(Leaves are flying.)

And let the autumn wind blow stronger.

Leaves, leaves, the breeze has fallen silent,

(The leaves sat in a circle.)

He collected the leaves in a cheerful circle,

The leaves are quiet, rustling softly

(They sit and flap their wings.)

And they are in no hurry to fly into the gray sky.

Suddenly the wind blew alarmingly, hummed,

(They rise and fly.)

He ordered the leaves to fly from the paths,

Leaves, leaves are flying in the wind,

They take off from the paths, rustle, rustle.

Staging “In the Brightroom”

Educator:

We have a bright hut, a new gorenka,
Come on in, come on in, don’t trip over the threshold.
In our house there is someone to do housekeeping:
Two women are lying on benches, two girls are sitting by the stove,
Yes, I myself, Ulyana, am dexterous and rosy.

Child 1.

Our mother stove is exactly warm.

Child 2.

Heated the whole house.

Child 3.

I baked it, boiled it and fried it.

Child 4.

Here are pies with cottage cheese.

Child 5.

Here's tea with milk.

All.

Let's start a dance - for you!

The Russian folk melody “Utushka Meadow” sounds. Children walk in a round dance. Children act out prepared skits. The texts of the skits are Russian folk nursery rhymes.

Scenes

1. “Nenila Pig”

N e n i la.

Pig Nenila praised her son:

(Nenila points to her son.)

That's pretty good
That's so pretty -
Walks sideways

(The son walks awkwardly.)

Ears upright
Crochet ponytail,
Pig nose!

(Puts a finger to his nose - “piglet.”)

2. "Two Crows"

Roles and performers: reader - a child of the older group; two crows - children of the younger group.

Note. Children of the younger group, playing the roles of crows, sit astride a bench, as if on a roof, turning away from each other.

Reader

On the edge, on the barn
Two crows are sitting, both looking apart:
They quarreled over a dead beetle!

Hostess Ulyana shows the children what gifts she bought at the fair.

U ulya na.

I bought different goods at the fair, find out which ones. I'll tell you riddles. Whoever guesses the riddle gets a gift.

Puzzles

Soft lumps, fluffy guys,
Yellow ones run out onto the path... (chickens).

Clack-clack, who runs along the smooth road?
This fleet-footed one is clicking... (horse).

Well, who is this, find out
He plays the drum... (bunny).

Hostess Ulyana gives toys to children who solved the riddles. Ulyana invites the children to the table for tea. After this, the hostess and guests say goodbye.

Dramatization "Guests say goodbye"

U ulya na.

We sang and danced and never tired of having fun.
Only a while passed, it became dark in the upper room.
Come, guests, the day after tomorrow.
Let's bake cheesecakes, butter pancakes,
Come visit us to taste delicious pies.
In the meantime, we say goodbye, we will part on the threshold.
Be healthy.

(Ulyana goes into the house.)

The teacher ends the lesson, summing up: where the children were, what they saw, what they did.

Dramatization of the fairy tale “Spikelet” in kindergarten

Characters:

Storyteller.

Mouse Cool.

Storyteller: Once upon a time there were two mice, Twirl and Twirl, and a cockerel, Vocal Throat. All the little mice knew was that they sang and danced, twirled and twirled. And the cockerel rose as soon as it was light, first woke everyone up with a song, and then got to work.

One day the cockerel was sweeping the yard and saw a spike of wheat on the ground.

Cockerel: Spin, Spin, look what I found!

Storyteller: The little mice came running.

Little mice: It needs to be threshed.

Cockerel: And who will thresh?

1st mouse: Not me!

2nd mouse: Not me!

Cockerel: Okay, I'll thresh it.

Storyteller: And he got to work. And the little mice began to play rounders.

The cockerel has finished threshing.

Cockerel: Hey, Cool, hey, Turn, look how much grain I threshed!

Storyteller: The little mice came running and squealed in one voice.

Little mice: Now we need to take the grain to the mill and grind the flour!

Cockerel: And who will bear it?

1st mouse: Not me!

2nd mouse: Not me!

Cockerel: Okay, I'll take the grain to the mill.

Storyteller: He put the bag on his shoulders and went. Meanwhile, the little mice started leapfrog. They jump over each other and have fun.

The cockerel has returned from the mill and is calling for the little mice again.

Cockerel: Here, Spin, here, Spin! I brought flour.

Storyteller: The little mice came running, they looked, they couldn’t boast enough.

Little mice: Oh yes cockerel! Well done! Now you need to knead the dough and bake the pies.

Cockerel: Who will knead?

Storyteller: And the little mice are theirs again.

1st mouse: Not me!

2nd mouse: Not me!

Cockerel: Apparently, I'll have to.

Storyteller: He kneaded the dough, hauled in the wood, and lit the stove. And when the oven burned out, I planted pies in it. The little mice don’t waste time either: they sing songs and dance. The pies were baked, the cockerel took them out and laid them out on the table, and the little mice were right there. And there was no need to call them.

1st mouse: Oh, and I'm hungry!

2nd mouse: Oh, and I'm hungry!

Storyteller: And they sat down at the table.

Cockerel: Wait, wait! First tell me who found the spikelet.

Little mice: You found!

Cockerel: Who threshed the spikelet?

Little mice(quietly): You threshed!

Cockerel: Who carried the grain to the mill?

Little mice: You too.

Cockerel: Who kneaded the dough? Did you carry firewood? Did you heat the stove? Who baked the pies?

Little mice: It's all you. It's all you.

Cockerel: What did you do?

Storyteller: What should I say in response? And there's nothing to say. Twirl and Twirl began to crawl out from behind the table, but the cockerel could not hold them back. There is no reason to treat such lazy people and lazy people with pies.

Round dance game “Our vegetable garden is good”

V o s p i t a t e l.

You, little carrot, come out and look at the people.

(The carrots go in a circle.)

We'll sing a sonorous song and start a round dance.

All. One-two, heel, dance with me, my friend.

(Children get up and dance in a circle.)

(The carrots are dancing.)

V o s p i t a t e l.

Early in the morning I get up and go out to the garden beds.

(The teacher walks around the garden.)

I'll wait and see if everything is okay here.

(Children are sitting on the garden bed.)

You, cabbage, come on, come out bolder,

(Cabbage and beets go in a circle.)

And bring the beets with you as soon as possible.

All

(Children lead a round dance.)

Three-four, sing louder, dance with me.

(Cabbage and beets dance.)

V o s p i t a t e l.

Our garden is good, you won’t find anything like it,

(The teacher walks around the garden.)

There are a lot of peppers and young onions growing.

(Children are sitting on the garden bed.)

You, little onion, come out, pepper will follow you.

(Onions and peppers go in a circle.)

Put your hands on your side, there are two of you in the salad.

All. One-two, heel, dance with me, my friend.

(Children get up and dance in a circle.)

Three-four, sing louder, dance with me.

(Onions and peppers dance.)

The teacher praises the good harvest. Children sit on chairs.

The teacher takes a basket of vegetables and invites them to listen to a vegetable story.

Game “A Bunny in the Garden” (Russian folk song)

There's a little bunny in the garden, there's a little bunny in the garden,

(Children put their hands on a shelf and make a spring.)

He gnaws a carrot, he takes cabbage.

Skok, skok, skok - he ran into the woods.

(They turn after each other and jump in a circle like bunnies.)

Jump, jump, bunny, jump, jump, little one,

In the green forest and sit under a bush,

Leap, hop, hop, under a bush - and silence.

(They sit down with a jump and put a finger to their lips.)

Game "Pilots".

Tell me where the planes fly? (High in the sky.)

You will be an airplane pilot.

Spread your wings

start the “engine”: “f - f - f”, we’re flying...

The plane is flying,

The plane hums:

“Oooh – ooh – ooh!”

I'm flying to Moscow!

Commander - pilot

The plane leads:

“U-oo-oo-oo!”

I'm flying to Moscow!

Game "Bunny's Paws"

V o s p i t a t e l.

The bunnies came out to the meadow,
The bunnies stood in a circle.

(The bunnies make a spring.)

White bunnies,
Friendly, brave.

(They bow and spin.)

The bunnies sat down by the tree stump,
At the damp hemp,

(Hares squat down.)

White bunnies,
Friendly, brave.

(They wave their paw.)

The bunnies are knocking their feet,
They don't want to freeze.

(They get up and stamp their feet.)

White bunnies,
Friendly, brave.

(They bow and spin.)

The bunnies hit their paw with their paw,
The song is merrily sung,

(Make plates.)

White bunnies,
Friendly, brave.

(They bow and spin.)

Game "Buddy"

I have a puppy, a black little puppy,

(Children jump like puppies.)

I'll play with the puppy, I'll throw the ball,

(They jump in place.)

Yap-yap, yap-yap, I’ll throw the ball.

He will run as fast as he can, he will run as fast as he can,

(They run in all directions.)

I shout to him: “Dude,” the puppy responds,

(They jump up and bark.)

Yelp, yap, yap, yap, the puppy responds.

Sketch “Hen, chicks and cockerel”

V o s p i t a t e l. The mother hens went out for a walk, walking around the yard, flapping their wings, worrying. (Teacher and children They run slowly, waving their arms, cackling.) The chickens came running after the hens. (Children pretending to be chickens, finely fingering kicking, running fast, squeaking.) A cockerel came out into the yard. He strides importantly, slaps his sides, and crows. (Some children-cockerels make appropriate movements, crow.)

Suddenly the wind blew, the chickens got scared and began calling loudly for their mother. (Chickens restlessly flap their wings, run along yard, squeaking.) The hens run to their chickens, want to save them from the wind, and cover the chickens with their wings. (Chicken children take under wing of their chickens.) Now the wind has stopped, the hens and chicks have calmed down.

The cockerel strides importantly around the yard. Hens and chicks follow him. (Children make appropriate movements.)

Grandmother. Our journey has now ended. It's time to get on the train, it will take you home. Goodbye!

The children board the train and go home. The teacher, on his own behalf, asks whether they liked visiting their grandmother and who they saw in their grandmother’s yard.

Game "Hostess and Guests"

Household.

Here are the guests on the doorstep:

(The hostess greets the guests.)

Better dry your feet
I'm glad to see you, come in,
What do you want to tell me?

Guests.

Congratulations, congratulations

(Guests give gifts.)

And we wish you good health!

Household.

Thank you, that's nice

(Sit on chairs.)

I set the table for you too.

Guests.

Congratulations, congratulations

(Clap their hands.)

And we wish you good health!

Household.

Now let's go dance

(The guests come out in a circle.)

We need to turn on the music!

The teacher invites the children to dance with dolls.

Dance with dolls

V o p i t a t e l (sings).

We are at a holiday on our

(Children hold the dolls by both hands, the dolls “dance.”)

Let's dance together with the dolls,
The dolls are spinning merrily

(Children spin around with dolls, raising them above their heads.)

They have fun with us.
Let's run down the path

(Children hold dolls in front of them and run in a circle.)

Run more merrily, little legs,
Let's run one lap,
And then one more time.
The dolls are spinning merrily

(The dolls are dancing.)

They have fun with us.

At the end of the lesson, the Katya doll thanks the children for teaching her and the guests how to behave correctly at a birthday party.

Sketches “Kittens”

1. “Kittens are waking up”

Calm music sounds. Children sit on the rug with their eyes closed and their paws folded (the kittens are sleeping). Then they stretch slowly, rub their eyes and stretch again.

2. “Kittens frolicking”

Moving music sounds. Kittens jump in circles; they stop, open their “scratches”, and scratch in the air with their paws.

3. “Kittens are hunting for a mouse”

Disturbing music sounds. The kittens sneak carefully and slowly, on tiptoe; then they run quietly; stop; “smell” prey; they sneak further in dashes.
The teacher puts cat hats on the children and invites them to start the round dance game “How the cats danced.”

Round dance game “How the cats danced”

V o s p i t a t e l.

This is how the cats had fun

(Cats run in all directions, claws spread.)

Forgot about the danger
Having fun by the river
The shoes were scattered.

K osh k i.

Meow, meow, purr-purr-purr,

Made the chickens laugh, the chickens.

V o s p i t a t e l.

The cats were jumping and frolicking,

(Cats jump.)

Immediately we found ourselves in the river,

(They squat down with a jump.)

The Murki shouted:
Oops, the skin is wet!

(The words of the text are shouted.)

K osh k i.

Meow, meow, purr-purr-purr,

(They sing pitifully, sticking out their claws.)

They made the chickens laugh, the chickens.

V o s p i t a t e l.

Clothes dried out

(They run in all directions.)

The cats are having fun again.
Having fun by the river
The shoes were scattered.

K osh k i.

Meow, meow, purr-purr-purr,

(They stop, scratch in the air, spin around.)

They made the chickens laugh, the chickens.

Improvisation game “Snowflakes”

V o s p i t a t e l.

Snowflakes, snowflakes are flying to the ground,

(Snowflakes are flying.)

Their beautiful white outfit sparkles.
Snowflakes, snowflakes, fly boldly,

(They spin around and sit down.)

And quickly lie down quietly on the ground.
Snowflakes, snowflakes, it's time for you again

(They flap their wings.)

Spin over the field and fly into the sky.
Snowflakes, snowflakes, flying in the wind

(Snowflakes are flying.)

And they fall right on the boys’ cheeks.

Round dance game “Under the Pine Tree”

Forest Fairy.

In a clearing under a pine tree,

(The animals dance in a circle, using familiar movements.)

The forest people danced:
Hares, bears and foxes,
Wolves in gray mittens.

Z v e r i a t a.

Here's a round dance

(Clap their hands.)

Everyone dances and sings.

Forest Fairy.

The hedgehogs came running here:

(Hedgehogs go to the center of the circle.)

E f i.

Our fur coats are good

(They become pairs and spin around.)

We'll curl up into a ball,

We don't give in to anyone's hands.

Z v e r i a t a.

Here's a round dance

(The animals clap their hands.)

Everyone dances and sings.

Forest Fairy.

A big bear came out into the circle:

(The bear comes out and sings.)

Bear.

I can sing songs.
And behind him sleepy

(The little bear runs out.)

The bear cub is rushing.

Honey

Here's a round dance

(The little bear sings.)

Everyone dances and sings.

Forest Fairy.

Had fun until the morning

(The animals walk in a round dance.)

All the forest kids.
Jumped, danced,
Songs were sung.

Z v e r i a t a.

Here's a round dance

(The animals clap their hands.)

Everyone dances and sings.

(Children sit down.)

Forest Fairy.

You children have pleased me so much with your game that I want to give you a whole basket of snowdrops. Snowdrops are the very first spring flowers. There is still snow in the forest, but the snowdrops are already blooming. They are not afraid of the cold, they are very beautiful.

The Forest Fairy gives the children a basket of snowdrops. The teacher thanks the Forest Fairy and invites the children to dance with snowdrops.
Children take snowdrops and dance with them.

Game “The Sun Is Warmer”

Hold hands and stand in a circle so that the kids are opposite each other. Sing a children's song while performing the movement, encourage children to imitate. Standing still, spring your legs:

The sun is warmer,

The house became more fun.

We're in a circle, we're in a circle

Let's get up quickly.

Stomp your feet quickly:

We'll stomp a little

Dance more joyfully, little legs,

And like this, and like this,

Dance your feet!

Do not skimp on praise, rejoice with your children.

Finger gymnastics game “Fingers are walking”

Once the fingers walked,

(Children rhythmically clench and unclench their fingers.)

Fingers, fingers.
Fingers along the ravine,

(Spread your palms and swing them rhythmically from side to side.)

Fingers, fingers.
The sun is in a cloud, fingers,

(Children clasp their fingers in front of them.)

Fingers, fingers.
It's going to rain soon, fingers,
Fingers, fingers.
The rain started dripping: tra-ta-ta,

(Children shake their hands.)

Leave the yard.
Fingers ran
Fingers under the bridge.
They hid and sat.

(Put your palms behind your back.)

V o s p i t a t e l.

You guys know that there are different types of rain.
Sometimes the rain is mischievous. That's what he is like. (Fast music sounds.) Hey, mischievous rain, run out!
(The teacher takes the child out and gives him rain plumes.)

R O R N I K.

I can run fast
I'll water the grass in the garden.

(To the accompaniment of fast music, the rain child runs and waves his plumes.)

V o s p i t a t e l.

There are also other rains. It rains like sloth. Its droplets drip so slowly that they seem too lazy to drip onto the ground. This rain will not run away, will not hurry. Do you hear what he is like? (Slow rain music sounds.) Hey lazy rain, show yourself!
(A child comes out pretending to be a sloth rain.)

R o w d e n i v e c.

Drip-drip, and I am silent.
I don't want to drip anymore.

(To the music of rare rain, the rain child rhythmically shakes his plumes.)

V o s p i t a t e l.

Here are the different types of rain. In our clearing, sometimes the rain drips, sometimes the sun shines. Let's guess when the sun shines and when it rains. We will listen to music, it will tell us what the weather is like outside. We will go for a walk in sunny weather. On a rainy day, we will listen to what kind of rain it is outside: a mischievous person or a lazy one.

Game "Rainy and Sunny"

Children listen to music. They walk in pairs holding hands to calm music. When they hear the music of rain, they run away to the chairs and continue to listen to the music further. The teacher helps the children determine what kind of rain it is. If it is mischievous rain, then the children quickly hit their knees with their palms. If it's sloth rain, they knock slowly. The game is repeated several times. Rain children run out in different rains: sometimes mischievous rain,
it's lazy rain.

Game "Walk in the Rain"

The teacher invites the children to choose umbrellas and go for a walk in the warm spring rain. Children walk to the calm music of rain. Under the rhythmic part, they squat lightly.

“Help the hedgehog collect mushrooms”

Look at the hedgehog

Well, the fur coat is good!

And it sits so beautifully.

What a sight for sore eyes, what a marvel!

From the looks of it, you can’t tell right away

What needles, very sharp.

The only problem is, friends,

Don't pet the hedgehog!

Let us help the hedgehog, tell him everything we know about mushrooms.

Guys, what edible mushrooms do you know? (Chanterelles, boletus, boletus, porcini mushroom).

Now name the poisonous mushrooms (fly agaric, white toadstool, false mushrooms).

Now we will play the game “Guess the Mushroom”.

I will ask riddles about mushrooms, and you will guess and say whether they are edible or poisonous.

Slide show "Mushrooms".

1. I'm growing up in a red cap,

Among the aspen roots,

You'll recognize me a mile away

My name is... (Boletus, edible)

1. But someone important

On a white leg.

He has a red hat

There are polka dots on the hat. (Amanita, poisonous)

1. I don’t argue - not white,

I, brothers, am simpler,

I usually grow

In a birch grove. (Boletus, edible)

1. What kind of yellow sisters are they?

Hidden in the thick grass?

I see them all perfectly,

I'll take it home soon.

Very clean, tasty mushroom -

Both the cook and the mushroom picker are happy.

These yellow sisters

They are called...(chanterelles, edible)

1. She stands pale

She looks edible.

If you bring it home, it’s a disaster,

That food will be poison.

Know that this mushroom is a deception,

Our enemy is pale... (Grebe, poisonous)

1. He stood on a strong leg,

Now it's in a basket. (Porcini mushroom, edible).

Well done, you guessed all the mushrooms! I think the hedgehog remembered everything, and now he will be happy to pick mushrooms!

Guys, where do mushrooms mostly grow? (In the forest). Imagine that you are tall, beautiful trees that grow in the forest.

Song-game “Across the meadow”

Children (walk in pairs).

And we are walking through the meadow,
We carry baskets
We carry baskets
Let's collect strawberries.

(The couples stop.)

Galya (sings and dances).

I'm walking through the meadow
I'm hurrying along the green
I see the berry is growing,
I see the ripe one growing.

Children (walking in pairs again).

We'll pick berries
We'll start a round dance.
You are my little basket
You are intact.

Galya.

Now let's dance
In our clearing!

(At Galya’s call, the children dance in a free dance. The Russian folk melody “In the garden, in the vegetable garden” sounds.)

V o s p i t a t e l.

I invite you guys to listen to the streams ringing. (The music of running streams sounds.) Brooks, run to us.

(Children run out in shiny capes with plumes in their hands. The sketch song “Streams” is performed.)\

Song-sketch “Streams”

V o s p i t a t e l.

Here's a stream running

(Children stand and take turns gently shaking their arms.)

He has a long way to go.
It murmurs, it shines,
And trembles in the sun.

Children.

Zhur-zhur-zhur, we are running,

Zhur-zhur-zhur, we're running
And we shine in the sun.

V o s p i t a t e l.

Where are you going, streams?

Children.

Let's get to the river
Let's mutter and then
We'll turn home.

Child

Zhur-zhur-zhur, we are running,

(Children run, waving their arms.)

Zhur-zhur-zhur, we're running
And we shine in the sun.

V o s p i t a t e l (with a horse in his hands).

The horse screamed...

Children (together with the teacher).

V o s p i t a t e l.

She screamed in the clearing...

Children. Eeyore!

V o s p i t a t e l.

Who can hear me now?

Children. Eeyore!

V o s p i t a t e l.

Who will ride me?

Children. Eeyore!

V o s p i t a t e l.

Tanya and Vanya heard...

Children. Eeyore!

V o s p i t a t e l.

And they rode off on a horse

Children. Eeyore!

Scene “Mom Goat Comes Home”

Koza.

Little goats, guys!
Open up, open up,
Your mother came and brought milk,
Milk flows down the groove,
From the soil into the cheese.

Goats (do imaginary actions - unlock the door).

Mom mom!

Koza.

Do you little goats recognize me?

Goats.

Goats.

Thin.

Koza.

Show me how you sang.

Goats (imitating mom, subtly).

Little goats, little kids...

Koza.

And you didn’t open it to the wolf?

Goats.

Goats.

Koza.

Show me how he sang.

Goats (imitate a wolf, rudely).

Little goats, kids...

Koza.

You are obedient little goats, go into the house, play, and don’t open the door for the wolf.

Warm-up game “Goat, oh!”

V o s p i t a t e l.

Our goat in the forest

Where is she? We shout: “Ay!”

Children. Aw! Aw!

V o s p i t a t e l.

Children, children, I call you:

Helen, where are you? Aw!

Lena. Aw!

V o s p i t a t e l.

Our goat in the forest

Where is she? We shout: “Ay!”

Children. Aw! Aw!

V o s p i t a t e l.

Children, children, I call you:

Sasha, where are you? Aw!

Sasha. Aw!

Note. In the game, children call the goat: “Mila, hey!”, and call out to each other: “Lena, hey, where are you?”, “Katya, hey, I’m here.”

Children walk “through the forest” to disturbing music. While searching for the goat, the howl of a wolf is periodically heard. The teacher offers the game “Drive away the evil wolf”. The children begin to clap their hands loudly, stomp their feet and shout: “The hunters are coming, the hunters are coming!”

The children finally find Mila the goat, entangled in a thicket. They help Mila out of trouble. The goat (child of the older group) is happy.

Kozochka Mila.

I love wandering in the forest

Sticking out your legs

I can deceive a fox

I have horns.

I'm not afraid of anyone

I can even fight an evil wolf.

Hey you, wolf and fox,

Go into the woods.

V o s p i t a t e l. Goat Mila, how brave and formidable you are.

D e d M a t v e y. Why didn't you listen to me? You went so far that we couldn't find you. Your bell is lost. Say “thank you” to our guys for finding your bell and helping you out of trouble.

Kozochka Mila.

Thanks to all the guys

I will say it from the heart.

I'm very glad to see you,

You are all so good.

I invite you to dance

And sing songs together!

The teacher invites the children to play the game “Goats and Wolves”.

Game "Goats and Wolves"

Leading.

In a clearing, in a forest

(The goats dance, sticking out their horns.)

Under the green pine

The goats danced the polka:

Step, step, just that much more.

(The goats are jumping.)

We danced and had fun

They forgot about the danger.

At this time the evil wolves

(Evil wolves walk in a circle.)

We walked through a dense forest.

Trembling, teeth clicking -

(The wolves move their paws in the air.)

Don't get caught by the toothy one!

Well, the goats were all playing

(The goats dance in a circle.)

And they didn’t notice the wolves.

We've already walked a hundred circles

(The wolves walk in a circle.)

One hundred hungry evil wolves.

On the last lap - they got angry,

(They catch goats.)

Together we caught the goats!

Mila the goat thanks the children for playing. Grandfather Matvey thanks the children and the teacher for helping him find his beloved goat.

Drama games based on the fairy tale “Spikelet”

The Cockerel appears on the screen. The teacher brings the child to Cockerel, who reads poetry to him.

Child.

Cockerel, cockerel,
golden comb,
That you get up early
Sing loudly
Don't you let the kids sleep?

Petushok.

I am a cockerel
golden comb,
I get up early and early
I sing loudly
I'm calling everyone to work.
Do you guys know who lives with me?

Children.

Yes! These are little mice.

Petushok.

What are their names?

Children.

Twist and Vert.

Petushok.

Did they help me work?

Children.

Petushok.

Will you help?

Children.

Petushok.

Help me around the house, please. Let's do everything together: chop wood, sweep with a broom, shake out rugs.

Finger gymnastics “The little foxes walked along the path”

Fox cubs walked along the path,

(Bend your fingers at the same time.)

In patent leather boots,
Up the hill - top-top,

(Clap their hands forcefully.)

And down the hill - top, top, top!

Squatted while exercising,

(They rhythmically clench and unclench the fingers of both hands.)

They squatted in order.
Top-top for charging,

(Clap their hands forcefully.)

And from charging - top, top, top!

(Lightly shake hands.)

V o s p i t a t e l.

Did you like playing with us, little fox? (The little fox nods his head: I liked it.) Guys, while we were playing, pancakes ripened on my stove. (The teacher goes to the children's toy stove and takes a toy pot and pan and begins to bake pancakes.) These are what I have - pancakes. (The teacher approaches the children and begins to sing the song “Ladushki”, the children get up and dance.)

Song-game “Ladushki”

Okay, okay,

(Children “bake pancakes” (place their palms in cotton from one side to the other))

Where were you?
- By Grandma.
Grandma baked for us
Sweet pancakes,
I poured oil on it,

(Children offer open palms.)

Gave the children:

(The teacher places imaginary pancakes on his palms.)

Ole - two, Kolya - two,
Tanya - two, Vanya - two.
I gave it to everyone!

(The teacher approaches the little fox and also places pancakes in his paws).

V o s p i t a t e l.

Soon, little fox, your mother will come. She went into the forest, the fox tore off the birch bark, and began to weave bast shoes.
The teacher takes a bunch of bast shoes from the wall and shows them to the children, then puts the little fox on the paws. Then he puts on a fox cap and plays with the children, singing a joke.

Russian folk joke “The fox walked through the forest”

The fox walked through the forest,

(The children are sitting. The fox walks near the children.)

The songs were calling out.
The fox was tearing his stripes.

(The fox and the children “tear” the bast (make imitative movements))

The fox was weaving bast shoes.
The fox weaved bast shoes,

(They tap their palms on their knees.)

She said:

(The fox lays out imaginary sandals.)

Two for yourself
My husband has three
And the kids - bast shoes.

Long-term planning for design 2nd junior group

Topic: “How to practice with these cubes and bricks?”
Objectives: To provide children with the opportunity to independently become familiar with cubes, bricks, prisms (distinguish between shapes, name them); lead to an understanding of the functional purpose of the material - to build a variety of structures. Learn to experiment and independently discover the structural properties of building materials. Develop imagination. Encourage connecting and placing pieces in space in different ways.
Vocabulary work: cube, brick, house, tower; big, small, yellow, red, blue, green.
Cultivate an interest in constructive activities using building materials and a desire to build simple models of real objects.
Equipment: tabletop building material: cubes, bricks, prisms (10 pieces of each type for one child).

Topic: “Truck” (building material)
Objectives: teach children to build buildings from building materials, make them stable, using the techniques of attaching and overlaying. Continue to build camaraderie within the group. Develop the ability to work together to do a common task: build a truck from building material. Develop imagination and speech activity.
Vocabulary work: consolidate the words in children’s speech - cube, brick, cylinder, cargo, body, cabin.
Cultivate an interest in design.
Topic: “Slide for Katya’s doll” (made of building material)
Objectives: learn to build a slide by placing parts (cubes, prisms, bricks) next to each other, to make the building stable. Learn to distinguish and name the four primary colors.
Develop a desire for playful communication, speech activity, and the ability to communicate with adults and peers.
Vocabulary work: activate words in children’s speech - brick, cube, prism, name of flowers.
Cultivate a caring attitude towards the designer.
Equipment: doll, for each child – 3 bricks, 1 prism, 1 cube.
Theme: “Magic snake” (from building material).Tasks: Continue to introduce the details of the designer. Strengthen the ability to connect bricks. Introduce children to the method of constructing a bending snake. Develop the ability to work in a team.
Vocabulary work: snake, bricks, build.
Develop perseverance and fine motor skills.
Equipment: toy snake, sample snake collected by the teacher; a wonderful bag, bricks, half-bricks of different colors, a gnome toy.
Topic: “House - teremok” (building material)
Objectives: teach children to build buildings from building materials, place bricks close to each other, make a building with floors.
Develop the basic ability to reflect in buildings the idea of ​​familiar objects. Develop the desire for playful and verbal communication, intensify speech activity (large - small) cube. Develop your first dramatization skills.
Vocabulary work: to activate words in children’s speech – brick, plate, house.

Topic: “Bus for animals” (building material)
Objectives: teach children to build a building, attach and overlap parts, use various parts of the construction set, and make the building stable. Develop speech activity.
Vocabulary work: to activate words in children’s speech - brick, plate, cylinder.
Cultivate a desire to play with the building.
Equipment: small toys, for each child - 2 cylinders, 2 plates, 6 - 8 bricks, two toy hares, a toy dog, a road model.
Topic: “Treated the elephant with candy” (paper design - origami)
Objectives: teach basic origami techniques, fold a square in half diagonally, find the middle of the square, bend opposite corners of the square towards the middle, practice carefully gluing the work onto the panel.
Develop perseverance, accuracy, and interest in new activities.
Vocabulary work: candy, elephant, origami, paper.
Cultivate a desire to work.
Equipment: squares of multi-colored paper 15x15 cm, glue, cardboard, picture of a baby elephant.
Topic: “Portrait of a friend” (from paper)
Objectives: learn to build images of a snowman from circles of different sizes, using the method of constructing a serial series, conveying the image of a funny and beloved hero of winter entertainment. To develop children's interest in paper construction.
Vocabulary work: friend, friendship, paper construction, snowman.
To instill in children an interest in paper construction.
Equipment: large flannelgraph, a set of parts for a planar construction set, a screen - a snowdrift.
Topic: “Garage with a gate” (made of building material).
Objectives: Teach children how to build a garage by showing the teacher’s actions.
Develop visual memory and kinesthetic perception through tactile-motor examination of an object.
Vocabulary work: garage, gate, green, plate.
To instill in children an interest in making collective buildings and playing together with them.
Equipment: Floor building material (bricks) 4 pieces each, plates 1 piece each, trucks, garage drawing, geometric bodies - cube, triangular prism, brick; geometric shapes - circle, square, triangle.

Topic: “Transport on our street” (building material)
Objectives: to strengthen children’s ability to distinguish the shape of objects; develop the actions of analyzing the image of an object - a house consisting of two parts (square, triangle) and a train with completed and unfinished cars, mastering the actions of completing an unfinished image of cars.
Develop speech, develop the ability to answer adult questions; enrich children's motor experience; Encourage children's independence and initiative.
Vocabulary work: train, carriage, hare, bear, forest.
Cultivate pleasure in joint activities and communication with adults.
Equipment: construction elements, glove puppets - hare, fox, wolf, bear; bear mask.
Topic: “Teremok for a nesting doll” (building material)
Objectives: teach children to make buildings with ceilings, build a tower, arranging the bricks vertically along a quadrangle, placing them close to each other. Continue to teach how to listen to the teacher’s explanation, understand it, act at his request, and construct meaningfully.
To develop motor skills of the hand muscles, the basic ability to reflect ideas about familiar objects in buildings..
Vocabulary work: “front”, “behind”, “side”, “top”, “rear wall”.
Cultivate a desire to complete work and responsiveness.
Equipment: nesting dolls, 11 bricks, 2 prisms for each child.
Topic: “Furniture for bears” (building material)
Objectives: teach children to build a building according to a model, transform it by lengthening it, distinguish and name building parts. Clarify children’s understanding of pieces of furniture and their purpose; consolidate children's knowledge of the parts that make up furniture; learn to describe furniture, room;
Develop a desire for playful communication, develop attention, logical thinking, speech
Vocabulary work: activate words in speech - building, cube, brick, furniture.

Equipment: doll furniture, object pictures from the “Furniture” series, a bear toy, a picture of bears from the fairy tale “The Three Bears”.
Topic: “Fence around the house” (building material)
Objectives: Teach children to build a fence, place bricks tightly together, connect them evenly, place them on the long narrow side. Continue learning to identify the details of a building material: cube, brick, prism. Develop arm muscles; attention, memory, eye. Promote children's speech activity in class.
Vocabulary work: to activate words in children's speech - narrow side, name of construction parts, fence, brick, long, short, narrow.
Foster mutual assistance and empathy; love and respect for animals.
Equipment: Set of toys “Pets” (cat, dog, goat, horse, cow, pig, sheep). Granny Doll - Riddles. Set of building material.
Topic: “Boat” (made of building material).
Objectives: To teach children to perceive the image in the picture, to answer the teacher’s questions about its content, repeating certain phrases and words after him. Reinforce: skills in constructing a boat from bricks and prisms; knowledge of primary colors: red, blue, yellow, green; properties of wooden objects - they float and do not sink.
Develop thinking, memory; vocal apparatus, develop the ability to pronounce onomatopoeia loudly and quietly.
Vocabulary work: body, nose, prism, brick, builder, captain, sailor.
Cultivate attention, concentration, perseverance; desire to take an active part in the construction.
Equipment: boxes with building materials, bear toy, wooden planks.
Topic: “Fence for toys” (building material)
Objectives: to strengthen children’s ability to build a fence by arranging the bricks vertically in a circle, placing them tightly together.
To develop in children a desire to build buildings.
Vocabulary work: to activate the words in children’s speech: bricks, narrow side.
Cultivate a desire to build, play with buildings.
Equipment: toys, bricks.

Topic: “Building a farm” (building material)
Objectives: to consolidate children’s ability to enclose space, rhythmically place bricks on a plane with their narrow short side, alternate them by color, develop imagination, select the necessary details, compare details.
Develop thinking, imagination, speech.
Vocabulary robot: activate children's speech with words - building material, side, narrow, short, long, farm, dog, cat, cow, goat.
Develop the ability to get things done.
Equipment: wooden building set, toys: dog, cat, cow, goat.
Topic: “Two-story house” (building material)
Tasks: continue to teach children to build buildings from building materials according to the conditions proposed by the teacher (tall houses with ceilings), make the structure strong, lay out the parts evenly, pressing them tightly against each other, select them by size; continue to introduce children to design details. Develop children's creative abilities.
Vocabulary work: house, two-story, foundation, cubes, bricks, prism.
Develop an interest in design.
Equipment: an envelope with photographs of different two-story buildings, a camera, small toys for decorating the building (models of trees, nesting dolls), four cubes, 11 bricks, two prisms.

Topic: “Once upon a time there was an airplane” (made of paper)
Objectives: continue to teach children how to make paper crafts and introduce them to its properties. Create joy from reading a poem. Help every child achieve results.
Develop fine motor skills, cultivate accuracy.
Vocabulary work: airplane, paper, origami.
To foster a desire to build, to play with buildings, imagination, and independence.
Equipment: a square of white paper 15*15 for each child, a toy airplane, an origami airplane.

SEPTEMBER

Cognitive development ( educational and research activities, familiarization with the subject environment, familiarization with the social world, familiarization with the natural world)

1. Topic: “Who lives in the house?”

Target: teach children to remember the names of their comrades, pay attention to their character traits and behavioral characteristics.

(O.V. Dybina – 16)

II week

2. Topic: “It’s good in our garden”

Target: Teach children to navigate in some rooms of a preschool institution. Cultivate a friendly attitude and respect for preschool employees.

(O.V. Dybina – 22)

III week

3. Topic: Teddy bear.

Target: learn to name the properties of a material, develop fine motor skills and spatial relationships.

(Z.A. Efanova – 6)

IV week

4. Topic: “Toys”

Target: summarize knowledge on the topic “Toys”; learn to compare objects; develop logical thinking, attention, memory, speech, fine motor skills.

(Z.A. Efanova – 47)

Cognitive development:

1. Topic: Ball and cube

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

(I.A. Pomoraeva, 10).

II week

2. Topic: Big, small.

Target: Strengthen the ability to distinguish contrasting objects using the words big, small.

(I.A. Pomoraeva - 11)

III week

3. Topic: Little, much.

Target: consolidate the ability to distinguish the number of objects, using the words one, many, few.

(I.A. Pomoraeva – 11)

IV week

4. Topic: One, none.

Target: introduce methods for composing a group of objects from individual objects and separating one object from it.

(I. A. Pomoraeva - 12)

Speech development.

1. Topic: Who is good with us, who is handsome with us. Reading poetry. S.Cherny “Pristalka”.

Goal: to arouse children's sympathy for their peers with the help of the teacher's story.

(V.V. Gerbova - 28).

II week

2. Topic: “Sound culture of speech: sounds a, u. Di. "Make no mistake."

Goal: to practice correct and distinct pronunciation of sounds, to activate generalizing words in children’s speech.

(V.V. Gerbova - 32).

III week

3. Topic: Surprise from Pinocchio.

Target: learn to look at toys, name color, shape, size. Cultivate a caring attitude towards toys and the habit of putting them away.

(G.Ya. Zatulina – 6)

IV week

4. Topic: “Playing with a doll.” Examination of a painting from the series by E. Baturina.

Target: learn to look at a picture, understand its content, learn to answer questions about the content of the picture.

(G.Ya. Zatulina – 10)

1. Topic: “Introduction to pencil and paper”

Target: To develop children's ability to draw with pencils, to hold the pencil correctly, to move it across the paper without pressing it too hard and without squeezing the pencil in their fingers. Draw children's attention to the marks left on paper with a pencil. Develop a desire to draw.

(T.S. Komarova –26)

II week

2. Topic: “Let’s tie colored strings to the balls”

Target: Develop children's ability to select large and small round objects. Strengthen ideas about round objects and their differences in size.

(T.S. Komarova-29)

III week

3. Topic: “Beautiful stairs”

Target: Develop children’s ability to draw lines from top to bottom, draw them straight without stopping, pick up paint on a brush, and dip the entire bristles of it into the paint. Develop aesthetic perception.

(T. S. Komarova-30)

IV week

4. Topic: “Kitten”

Target: To develop children’s ability to paint animals using the poking method, to consolidate the ability to draw in different ways: by poking and with the end of a brush.

(K.K. Utrobina-15)

1. Topic: “Introduction to clay, plasticine” (Modeling)

Purpose: To give children the idea that soft clay can be sculpted from it, and small lumps can be plucked from a large lump. Learn to place clay products only on the board. Develop a desire to sculpt.

(T.S. Komarova –27)

II week

2. Topic: “Big and small balls” (applique)

Target: Develop children's ability to hold a pencil correctly; draw straight lines from top to bottom, draw lines continuously. Develop aesthetic perception.

(T.S. Komarova-28)

III week

3. Topic: “Different colored crayons” (Modeling)

Target: Exercise children in sculpting sticks, the technique of rolling clay with straight movements of the palms. Develop the ability to carefully work with clay and plasticine. Develop a desire to sculpt, to rejoice in what has been created.

(Komarov-30)

IV week

4. Theme: “Balls are rolling along the path” (applique)

Target: Introduce children to round objects. Encourage them to trace the shape along the contour with the fingers of one hand and the other hand, naming it. Develop skills in gluing techniques.

(T.S. Komarova-32)

OCTOBER

Cognitive development (

5. Topic: Vegetables from the garden.

Target: teach to distinguish by appearance and name vegetables. Expand your understanding of growing vegetables.

(O.A. Solomennikova - 8)

II week

6. Topic: “Fruits of fruit trees”

Target: consolidate knowledge about fruits and how to prepare them; teach to show hospitality, to take personal part in basic labor processes. Foster independence.

(N.E. Veraksa – 77)

III week

7. Topic: “A trip to the forest for mushrooms”

Target: teach to find one or many objects in a special setting, develop children’s knowledge about mushrooms and forests.

(N. E. Veraksa – 78)

IV week

8. Topic: “What did autumn give us?”

Target: expand children's knowledge about the seasons, the main signs of autumn: cloudy, raining, leaves falling, getting cold, developing intelligence, thinking, and activity.

(N.E. Veraksa – 37)

Cognitive development: Formation of elementary mathematical concepts.

5. Topic: One, none.

Target: continue to develop the ability to compose a group of objects from individual objects and isolate one object from it, introduce the circle.

(I.A. Pomoraeva – 13)

II week

6. Topic: Repetition.

Target: continue to learn to distinguish and name a circle, examine it and compare circles by size: large, small.

(I.A. Pomoraeva – 14)

III week

7. Topic: Longer, shorter.

Target:

(I.A. Pomoraeva – 15)

IV week

8. Topic: Longer and shorter.

Target: teach to find one or many objects in a specially created environment, answer the question how many?

(I.A. Pomoraeva – 16)

Speech development.

5. Topic: Wonderful basket. Looking at vegetables.

Target: continue to teach how to distinguish by appearance and name vegetables, and cultivate interest in surrounding natural objects.

(G.Ya. Zatulina – 13)

II week

6. Topic: Reading poetry. A. Blok “Bunny”. Memorizing verse. A. Pleshcheeva “Autumn”.

Target: help children remember the verse. A. Pleshcheeva “Autumn”. When perception verses. A. Blok to evoke sympathy for the little bunny who is uncomfortable in the autumn season.

(V.V. Gerbova – 40)

III week

7. Topic: Examination of plot paintings.

Target: teach children to look at the picture, answer the teacher’s questions, listen to his explanations. Practice your ability to conduct dialogue.

(V.V. Gerbova - 43)

IV week

8. Topic: Reading poetry. About autumn.

Goal: to introduce children to poetry, to develop a poetic ear.

(V.V. Gerbova – 41)

Artistic and aesthetic development. (Drawing)

5. Topic: “Rings”

Target: Exercise children in drawing round objects. Strengthen the ability to use paints and hold a brush correctly. Develop independence and creativity.

(T.S. Komarova - 36)

II week

6. Topic: “Colorful balls”

Target: Make children want to draw. Develop the ability to independently conceive the content of a drawing and implement your plan. Practice drawing with pencils. Foster independence and develop creativity.

(T.S. Komarova-34)

III week

7. Topic: “Drawing by design”

Target: continue to develop the desire and ability to independently determine the content of your drawing. Reinforce painting techniques with paints. Strengthen knowledge of colors.

(T. S. Komarova – 81)

IV week

8. Theme: “Multi-colored carpet of leaves”

Target: Develop aesthetic perception, form imaginative ideas, teach children to hold a brush correctly, dip it into the paint with all its bristles, remove an extra drop on the edge of the jar.

(T.S. Komarova-33)

Artistic and aesthetic development. (Applique - modeling)

5. Topic: “Bagels” (Modeling)

Target: Continue to introduce children to clay, teach them how to roll a stick into a ring. Strengthen the ability to roll out clay with straight movements

(T.S. Komarova-32)

II week

6. Topic: “Big and small apples on a plate” (Applique)

Target : Develop children's ability to stick round objects. To consolidate the idea of ​​​​the difference in size of objects, to consolidate the correct methods of gluing.

(T.S. Komarova-35)

III week

7. Theme: “Kolobok” (Modeling)

Target: Strengthen the ability to sculpt round objects by rolling the clay between your palms in a circular motion. Strengthen the ability to carefully work with clay. Learn to draw with a stick on a sculpted image.

(T.S. Komarova-36)

IV week

8. Topic: “Apples and berries on a plate” (Applique)

Target: To consolidate children's knowledge about the shape of objects, teach them to distinguish objects by size, practice careful use of glue, and use a napkin for careful gluing.

(T.S. Komarova-38)

NOVEMBER

Cognitive development ( )

9. Topic: “Teremok”

Target: Introduce children to the properties of wood and the structure of its surface.

(O.V. Dybina – 18)

II week

10. Topic: “Dad, Mom, I am family”

Target: form initial ideas about the family. Cultivate a child's interest in his own name.

(O.V. Dybina – 13)

III week

11. Topic: “What types of furniture are there?”

Target: introduce the names of pieces of furniture; learn to compare them, call them in the plural; introduce the materials from which furniture is made; develop attention and speech.

(Z.A. Efanova – 105)

IV week

12. Topic: Ground transport.

Target: learn to name types of ground transport, compare objects, introduce the components of transport.

(Z.A. Efanova - 53)

Cognitive development: Formation of elementary mathematical concepts.

9. Topic: Longer, shorter. (Repetition)

Target: learn to compare two objects by length and denote the result of the comparison with the words long-short, longer-shorter.

(I.A. Pomoraeva – 15)

II week

10.Theme: Square.

Target: introduce the square, teach to distinguish between a circle and a square.

(I.A. Pomoraeva – 17)

III week

11. Topic: Circle and square.

Target: continue to teach to distinguish and name a circle and a square, to learn to find one or many objects in a specially created environment.

(I.A. Pomoraeva - 17)

IV week

12. Topic: Consolidation.

Target: improve the ability to compare two objects in length, denote the results of comparisons in words, practice finding one or many objects in the environment.

(I.A. Pomoraeva – 18)

Speech development.

9. Topic: “Goat with kids”

Goal: teach children to look at the picture, continue to introduce them to pets.

(Zatulina – 35)

II week

10. Topic: Goat with kids.

Target: teach to look at a picture, continue to introduce pets, cultivate interest in pets.

(G.Ya. Zatulina – 35)

III week

11. Topic: Building a house.

Target: learn to look at a picture, understand its content, activate your vocabulary with words, develop attention and thinking.

(G.Ya. Zatulina – 22)

IV week

12. Topic: What do people drive?

Target: consolidate knowledge about passenger transport, involve children in conversation during the game, teach them to answer questions.

(G.Ya.Zatulina - 79)

Artistic and aesthetic development. (Drawing)

9.Theme: “Beautiful balloons”

Target: teach children to draw round objects. Learn to hold a pencil correctly and use pencils of different colors when drawing. Develop an interest in drawing. Evoke positive emotions.

(T.S. Komarova – 41)

II week

10. Topic: “Drawing by design”

Target: To develop children’s ability to independently think about the content of a drawing. Strengthen previously acquired skills in painting with paints. Cultivate a desire to look at drawings and enjoy them. Develop color perception and creativity.

(T.S. Komarova -40)

III week

11. Topic: “Draw something rectangular in shape”

Target: To develop children’s ability to independently conceive the content of a drawing, to apply the acquired skills in depicting various rectangular objects. Develop a sense of color and imagination.

(T.S. Komarova-74)

IV week

12. Topic: “Planes are flying”

Target: Strengthen the ability to draw objects consisting of several parts; draw straight lines in different directions. Develop aesthetic perception.

(T.S. Komarova-65)

Artistic and aesthetic development. (Applique - modeling)

9. Topic: “By design”

Target: consolidate the modeling skills acquired earlier. Teach children to name sculpted objects. Develop independence and creativity.

(T.S. Komarova – 46)

II week

10. Topic: “Delicious gifts for Mishka’s birthday”

Target: Strengthen the techniques of rolling clay with straight movements of the palms. Roll the resulting sausage in different ways. Develop the ability to review work. Highlight similarities and differences.

(T.S. Komarova-59)

III week

11. Theme: “House” (Applique)

Target: To develop children’s ability to compose an image from several parts, following a certain sequence; place it correctly on the sheet. Strengthen your knowledge of geometric shapes.

(T.S. Komarova-88)

IV week

12. Topic: “Modeling according to plan”

Target: Strengthen children’s ability to convey images of familiar objects in modeling; teach them to independently determine what they want to create; bring your plans to completion.

(T.S. Komarova-39)

DECEMBER

Cognitive development ( cognitive and research activities, familiarization with the subject environment, familiarization with the social world, familiarization with the natural world)

13. Topic: Winter clothes.

Target: repeat the names of items of clothing and types of shoes, learn to classify clothes by season, develop speech.

(Z.A. Efanova - 83)

II week

14. Topic: Let's give the doll some tea.

Target: consolidate children’s ability to identify essential features and, on their basis, distinguish between similar objects: cup - glass, tablecloth - napkin, teaspoons and tablespoons.

(N.V. Aleshina - 50)

III week

15. Topic: Magic box. Looking at Christmas tree decorations.

Target: Teach children to look at objects, highlighting shape and color. To cultivate aesthetic feelings and respect for toys.

(G.Ya. Zatulina - 54)

IV week

16. Topic: “Find objects of the man-made world”

Target: Encourage children to identify and differentiate. Describe objects of the natural and man-made world.

(O.V. Dybina – 21)

Cognitive development: Formation of elementary mathematical concepts.

13. Goal : continue to improve the ability to find one or many objects, consolidate the ability to distinguish and name a circle and a square.

(I.A. Pomoraeva - 19)

II week

14. Topic: By many, equally.

Target: learn to compare two groups of objects using the method of superimposition, understand expressions in multiples, equally, learn to navigate the arrangement of parts of your own body.

(I.A. Pomoraeva - 20)

III week

15. Theme: Wide-narrow, wider-narrower.

Target: learn to compare two objects that are contrasting in width, using overlay techniques and applications, to denote the results of comparison with the words wide-narrow, wider-narrower.

(I.A. Pomoraeva - 22)

IV week

16. Topic: “One, many” (repetition)

Target: consolidate the ability to find one and many objects in a specially created environment, use the words one, many. Continue to distinguish and name a circle, a square.

(I.A. Pomoraeva – 17)

Speech development.

13.Topic: Let's dress the Katya doll for a walk.

Target: Teach children to look at objects, highlight details, color, material, purpose. Introduce words into the children's dictionary: fabric, fur, drape, etc.

(G.Ya. Zatulina - 45)

II week

14. Topic: Visiting Katya.

Target: continue to introduce objects in the immediate environment - tea utensils, their purpose. Introduce generalizing words into the dictionary: teaware, set.

(G.Ya. Zatulina - 33)

III week

15. Topic: Our Christmas tree, Memorizing a poem by E. Ilyin

Target: teach children to memorize a short poem. Repeat familiar verses, read them loudly enough with natural intonation. Develop memory and aesthetic feelings. Cultivate a sustainable interest in poetry, music and singing.

(G.Ya. Zatulina - 56)

IV week

16. Topic: “Grandmother's Tales” (Quiz)

Target: consolidate familiar fairy tales in memory, recognize them in fragments. Develop memory; expressiveness of speech.

(G.Ya. Zatulina – 70)

Artistic and aesthetic development. (Drawing)

13. Topic: “Checkered dress for a doll”

Target: teach children to draw a pattern consisting of vertical and horizontal lines. Monitor the correct position of the arm and hand, achieving a continuous, continuous movement.

(T.S. Komarova-87)

II week

14. Theme: “Colorful wheels”

Target: To develop children's ability to draw round objects with a continuous continuous movement of the brush. Strengthen the ability to rinse a brush and blot the bristles on a cloth. Develop color perception. Strengthen your knowledge of flowers.

(T.S. Komarova-43)

III week

15. Theme: “Little Christmas tree”

Target: Develop children's ability to draw a Christmas tree using the poking method, expand children's knowledge about holidays.

(K.K. Utrobina-14)

IV week

16. Topic: “Snowballs big and small”

Target: consolidate the ability to draw round objects. Learn proper painting techniques; draw lines with a brush from top to bottom.

(T. S. Komarova – 48)

Artistic and aesthetic development. (Applique - modeling)

13. Theme: “Beautiful napkin” (Applique)

Target: teach children to make a pattern on square paper, placing large circles of the same color in the corners and in the middle, and small circles of a different color in the middle of each side.

(T.S. Komarova-58)

II week

14. Theme: “Bowls of the three bears” (Modeling)

Target: Develop children's ability to sculpt bowls of different sizes using the technique of rolling clay in a circular motion. Learn to flatten and pull the edges of the bowl up.

(T.S. Komarova-79)

III week

15. Topic: “Stick on whatever toy you want” (Applique)

Target: Develop children's imagination and creativity. Strengthen knowledge about shape and size. Practice proper gluing techniques.

(T.S. Komarova-54)

IV week

16. Topic: “Pyramid” (Applique)

Target: learn to convey the image of a toy in an appliqué, depict an object consisting of several parts, and arrange the parts in order of decreasing size.

(T.S. Komarova – 51)

JANUARY

Cognitive development ( cognitive and research activities, familiarization with the subject environment, familiarization with the social world, familiarization with the natural world)

17. Topic: In January, in January there is a lot of snow in the yard...

Target: Clarify children's knowledge about winter natural phenomena. To form an aesthetic attitude towards the surrounding nature. Enrich your vocabulary.

(O.A. Solomennikova - 17)

III week

18. Topic: “Sledding”

Target: teach children to look at a picture and understand its content. Learn to answer questions about the content of the picture, matching the words in a sentence. Develop attention, develop the correct tempo of speech.

(G.Ya. Zatulina – 49)

IV week

19. Topic: Let's feed the birds in winter.

Target: Strengthen children's knowledge about winter natural phenomena. Show the children a bird feeder. Create a desire to feed birds in winter.

(O.A. Solomennikova – 15)

Cognitive development: Formation of elementary mathematical concepts.

17. Topic: Triangle.

Target: Introduce the triangle, teach to distinguish and name the figure.

(I.A. Pomoraeva - 24)

III week

18. Topic: Triangle.

Target: Continue to introduce the triangle based on its comparison with a square. Learn to compare two equal groups of objects using the application method.

(I.A. Pomoraeva – 26

IV week

19. Topic: Orientation in space.

Target: exercise the ability to determine spatial directions from oneself and denote with the words front-behind, top-bottom, right-left.

(I.A. Pomoraeva – 27)

Speech development.

17. Topic: Reading L. Voronkov’s story “It’s snowing.”

Target: introduce a new story, teach listening, follow the development of events. Cultivate interest in natural phenomena, reflect your impressions in drawings.

(G.Ya. Zatulina - 44)

III week

18. Topic: “You are frost, frost, frost”

Target: teach children to memorize nursery rhymes and repeat familiar ones. Develop the correct speech rate and intonation expressiveness. Develop attention, memory, clearly pronounce words and phrases. Cultivate interest in Russian folklore.

(G.Ya. Zatulina – 61)

IV week

19. Topic: Feeder.

Target: to develop children's interest in birds, recognize them by their appearance, expand and activate children's vocabulary.

(G.Ya. Zatulina – 59)

Artistic and aesthetic development. (Drawing)

17. Topic: “Trees in the snow”

Target: To develop children’s ability to convey a picture of winter in a drawing. Practice drawing trees. Develop the ability to place several trees on a leaf. Strengthen the ability to wash a brush. Develop aesthetic perception.

(T.S. Komarova-66)

III week

18. Topic: “We made snowmen on a walk”

Target: Make children want to create images of funny snowmen in their drawings. Practice drawing round objects. Strengthen the skill of painting a round shape with continuous lines from top to bottom.

(T.S. Komarova-62)

IV week

19. Topic: “Birdhouse”

Target: Develop children's ability to draw an object consisting of a rectangular shape, a circle, a straight roof. Correctly convey the relative size of an object. Reinforce painting techniques.

(T.S. Komarova -78)

Artistic and aesthetic development. (Applique - modeling)

17. Topic: “Make your favorite toy” (Modeling)

Target: To develop children’s ability to independently choose the content of modeling, using previously learned modeling techniques. Strengthen the ability to sculpt objects consisting of one or several parts.

(Komarov-61)

III week

18. Theme: “Snowman” (Applique)

Target: To consolidate children's knowledge about round shapes and the differences in size of objects. Learn to compose an image from parts, arranging them correctly in size.

(T.S. Komarova-60)

IV week

19. Topic: “Modeling according to plan”

Target: Strengthen previously acquired clay modeling skills. Teach children to name sculpted objects. Develop independence and creativity.

(T.S. Komarova-46)

FEBRUARY

Cognitive development ( cognitive and research activities, familiarization with the subject environment, familiarization with the social world, familiarization with the natural world)

20. Topic: I have a kitten.

Target: continue to introduce pets. Develop a desire to watch the kitten. Learn to share your experiences.

(O.A. Solomennikova–18)

II week

21. Topic: Who lives in the forest?

Target: introduce children to animals living in the forest, recognize them in the picture, name their characteristic features.

(G.Ya. Zatulina – 39)

III week

22. Topic: “Grandmother's Tales”

Target: consolidate familiar fairy tales in children’s memory and recognize them in fragments. Develop memory and expressiveness of speech. Cultivate a desire to listen to fairy tales and experience pleasure from it, a desire to tell individual episodes themselves.

(G.Ya. Zatulina – 70)

IV week

23. Topic: “We congratulate our dads”

Target: introduce the national holiday - Defender of the Fatherland Day; cultivate a good attitude towards dad, instill a feeling of pride in your father; develop independence.

(N.E. Veraksa – 168)

Cognitive development: Formation of elementary mathematical concepts.

20. Topic: Comparison.

Target: introduce techniques for comparing two objects in height, teach to understand the words high-low, above-low.

(I.A. Pomoraeva – 28)

II week

21. Topic: Comparison (continued).

Target: continue to introduce techniques for comparing two objects in height, teach to understand the words high-low, above-low.

(I.A. Pomoraeva – 29)

III week

22. Topic: Consolidation.

Target:

(I.A. Pomoraeva – 30)

IV week

23. Topic: Comparison.

Target: learn to compare two unequal groups of objects using the method of superimposition, to denote the results of comparison with words more or less, as many as. Improve the ability to distinguish and name circles, squares and triangles.

(I.A. Pomoraeva – 31)

Speech development.

20. Topic: Learning the nursery rhyme “Like our cat”

Target: teach children to recite a nursery rhyme by heart. Learn to clearly pronounce words and short phrases with natural intonation, calmly. Develop attention and memory. Cultivate interest in folklore.

(G.Ya. Zatulina – 28)

II week

21. Topic: “Three Bears” L.N. Tolstoy

Target: teach children to listen to new fairy tales, follow the development of the action, understand the content, and empathize with the heroes of the fairy tale. Learn to answer questions about the content of the fairy tale. Develop memory and intonation expressiveness of speech. Cultivate interest in fairy tales.

(G.Ya. Zatulina – 107)

III week

22. Topic: Reading r.ns. "Snow Maiden and the Forests."

Target : remind children of Russian folk tales they know, introduce them to a new fairy tale. Help to correctly reproduce the beginning and end of a fairy tale.

(V.V. Gerbova – 50)

IV week

23. Topic: Conversation on the topic: What is good and what is bad.

Target: talking with children about good and bad to improve their speech.

(V.V. Gerbova – 63)

Artistic and aesthetic development. (Drawing)

20. Theme: “Puppy”

Target: Continue to develop the ability to draw using the poke method. Expand knowledge about animals, enrich children’s vocabulary, strengthen their ability to select colors.

(K.K. Utrobina-11)

II week

21. Theme: “Little Bunny”

Target: Continue to develop children’s ability to draw by poking a contour with a hard brush, expand children’s knowledge about wild animals, and instill an interest in poetic works.

(K.K. Utrobina-15)

III week

22. Topic: “Baby books”

Target: Develop the ability to draw quadrangular shapes with form-building movements by continuous movement of the hand from left to right, from top to bottom, etc. Clarify the technique of painting by moving your hand from top to bottom. Develop imagination.

(T.S. Komarova-73)

IV week

23. Topic: “Fireworks”

Target: Introduce children to the method of drawing with a poke with a hard brush, improve the ability to hold a brush correctly when drawing, and master the palette. Develop aesthetic perception.

(K.K. Utrobina-10)

Artistic and aesthetic development. (Applique - modeling)

20. Theme: “Chickens in the meadow” (Applique)

Target: To develop children’s ability to compose a composition from several objects, freely arranging them on a sheet of paper. Depict an object consisting of several parts. Continue to practice your neat gluing skills.

(T.S. Komarova-87)

II week

21. Topic: “Make whatever animal you want” (Modeling)

Target: Strengthen children's ability to sculpt an animal. Learn to sculpt round and elongated objects, more accurately conveying the characteristic features of the objects. Improve the techniques of rolling clay with straight and circular movements of the palms.

(T.S. Komarova-88)

III week

22. Topic: “Flags” (Applique)

Target: Strengthen the ability to create in an application an image of a rectangular object consisting of two parts; correctly position an object on a sheet of paper, distinguish and correctly name colors.

(T.S. Komarova-68)

IV week

23. Topic: “Planes are at the airfield” (Modeling)

Target: To develop children's ability to sculpt an object consisting of two parts of the same shape, fashioned from elongated pieces of clay. Strengthen the ability to divide a lump on the eye into two equal parts.

(T.S. Komarova-64)

MARCH

Cognitive development(

24. Topic: “How Funtik and I carried sand”

Target: give children the idea that dad takes care of his family; Dad knows how to drive a car. Build respect for dad.

(O.V. Dybina – 31)

II week

25. Theme: “Golden Mother”

Target: Continue to introduce children to the work of mothers and grandmothers, show their business qualities; to develop respect for mother and grandmother, a desire to talk about them.

(O.V. Dybina–29)

III week

26. Topic: Excursion to the kindergarten kitchen.

Target: introduce the children to the kitchen area, some equipment, and the cook.

(N.V. Aleshina – 41)

IV week

27. Topic: Caring for a houseplant.

Target: expand children's understanding of indoor plants (clivia). Learn to wipe the leaves with a damp cloth.

(O.A. Solomennikova - 20)

V week

28. Topic: Introducing the work of a nurse.

Target: introduce children to the medical office, some equipment, and the nurse.

(N.V. Aleshina – 31)

Cognitive development: Formation of elementary mathematical concepts.

24. Topic: Consolidation. (repetition)

Target: learn to compare two unequal groups of objects using the method of superimposition, to denote the results of comparison with words more or less, as many as.

(I.A. Pomoraeva – 30)

II week

25. Topic: Comparison of objects.

Target : to consolidate ways of comparing two objects in length, width, height, to indicate the results of comparison with the appropriate words.

(I.A. Pomoraeva – 32)

III week

26. Topic: Time of day.

Target: consolidate the ability to name and distinguish the time of day: day, night.

(I.A. Pomoraeva – 33)

IV week

27. Topic: Geofixing. Figure

Target: consolidate the ability to find and distinguish geometric shapes: circle, square, triangle. To develop the ability to distinguish the number of sounds by ear.

(I.A. Pomoraeva - 34)

V week

28. Topic: Repetition.

Target: teach to reproduce a given number of objects and sounds according to a model within three, consolidate the ability to find and distinguish geometric shapes: circle, square, triangle.

(I.A. Pomoraeva – 35)

Speech development.

24. Topic: “Sound culture of speech: sounds T, P, K,”

Target: consolidate the pronunciation of the sound “t” in words and phrasal speech; teach children to clearly pronounce sounds in words and phrasal speech; practice pronouncing onomatopoeias at different speeds and volumes.

(V.V. Gerbova – 66)

II week

25. Topic: Reading poetry. I. Kosyakova “She’s All.”

Target: introduce children to a new verse. Improve children's dialogical speech.

(V.V. Gerbova – 64)

III week

26. Topic: Loaf.

Target: introduce children to bakery products, teach them to distinguish and name the essential features and qualities of products.

(G.Ya. Zatulina – 26)

IV week

27. Topic: Lily is a houseplant.

Target: introduce children to a houseplant that has distinct characteristic features. Learn to distinguish and name: stem, leaves, flower.

(G.Ya . Zatulina - 93)

V week

28. Topic: Sound culture of speech: sounds p, p.

Target : practice clear pronunciation of the sounds p, p.

(V.V. Gerbova – 58)

Artistic and aesthetic development. (Drawing)

24. Topic: “Draw what you want beautiful”

Target: develop aesthetic perception. Be able to see and highlight beautiful objects and phenomena. Strengthen the ability to draw with different pencils.

(T.S. Komarova – 71)

II week

25. Topic: “Draw who wants something beautiful”

Target: Develop aesthetic perception. Develop the ability to see and highlight beautiful objects and phenomena. Strengthen children's drawing skills with different materials, choosing them as they wish.

(T.S. Komarova-71)

III week

26. Topic: “Drawing by design”

Target: To develop children’s ability to think about the content of a drawing and to use learned drawing techniques. Create a desire to look at the drawings, discuss them, and enjoy the colorful images.

(T.S. Komarova-59)

IV week

27. Topic: “Dandelions in the grass”

Target: Induce in children a desire to convey in a drawing the beauty of a flowering meadow, the shape of flowers, and practice painting techniques with paints. Strengthen the ability to carefully rinse the brush.

(T.S. Komarova-85)

V week

28. Topic: “Beautiful flags on a string”

Target: To develop children's ability to draw rectangular objects with separate vertical and horizontal lines. Introduce the rectangular shape. Continue to practice drawing and coloring techniques with colored pencils.

(T. S. Komarova-69)

Artistic and aesthetic development. (Applique - modeling)

24. Topic: “Tumbler Teddy Bear”

Target: practice depicting objects consisting of round parts of different sizes, practice the ability to round parts of an object.

(T.S. Komarova – 74)

II week

25. Topic: “Flowers as a gift to mother, grandmother” (Applique)

Target: Develop children's ability to compose an image from details. Cultivate the desire to make a beautiful thing. Develop aesthetic perception, form imaginative ideas.

(T.S. Komarova-67)

III week

26. Topic: “Treats for dolls, bears, bunnies” (Modeling)

Target: To develop children’s ability to choose the content of their modeling from the named objects. Foster independence. Reinforce sculpting techniques. Develop imagination.

(T.S. Komarova-72)

IV week

27. Topic: “Pattern on a circle” (Applique)

Target: To develop children’s ability to place a pattern along the edge of a circle, correctly alternating shapes in size; make a pattern in a certain sequence. Strengthen the ability to apply glue to the entire form.

(T.S. Komarova-64)

V week

28. Topic: “Modeling according to plan”

Target: Develop the ability to independently think about the content of modeling. Practice a variety of sculpting techniques.

(T.S. Komarova-54)

APRIL

Cognitive development ( cognitive and research activities, familiarization with the subject environment, familiarization with the social world, familiarization with the natural world)

29. Topic: Drops.

Target: to develop children’s interest in natural phenomena, to establish simple connections, and to activate children’s vocabulary.

(G.Ya. Zatulina - 96)

II week

30. Topic: In the poultry yard.

Target: consolidate knowledge about poultry, cultivate correct sound pronunciation, and cultivate interest in poultry.

(G.Ya. Zatulina – 16)

III week

31. Topic: Walk through the spring forest.

Target: introduces children to the characteristic features of spring weather, expands their understanding of forest plants and animals.

(O.A. Solomennnikova - 22)

IV week

32. Topic: Vegetable garden on the window.

Target: to form an idea of ​​plants, to cultivate a desire to work, to care for plants.

(G.Ya. Zatulina – 102)

Cognitive development: Formation of elementary mathematical concepts.

29. Topic: Comparison.

Target: exercise the ability to compare two objects by size, denote the results of comparison with the words large, small, learn to reproduce a given number of objects and sounds according to a pattern within three.

(I.A. Pomoraeva – 36)

II week

30. Topic: Orientation in space.

Target: exercise the ability to distinguish spatial directions from oneself, denote them with the words front-behind, top-bottom, left-right.

(I.A. Pomoraeva – 37)

III week

31. Topic: Quantity.

Target: exercise the ability to reproduce a given number of movements and call them with the words many and one.

(I.A. Pomoraeva – 38)

IV week

32. Topic: Magnitude.

Target: consolidate the ability to compare two equal and unequal groups of objects using the methods of superimposition and application, use expressions as many, as many, more, less.

(I.A. Pomoraeva – 39)

Speech development.

29. Topic: “spring in the forest” Reading the story by G. Skrebitsky

Target: introduce children to a new story, teach them to follow the development of the action, and understand the content. Learn to answer questions based on content. Learn to coordinate adjectives with nouns: spring day, forest drops, golden-pink sun. Cultivate a love for nature.

(G.Ya. Zatulina – 115)

II week

30. Topic: Memorizing verses. V. Berestov “The cockerels have fledged.”

Target: help children remember the poem, teach them to read it expressively.

(V.V. Gerbova –62)

III week

31. Topic: “Trees of our site”

Target: to form ideas about plants in the kindergarten area. Activate the children's dictionary, clarify the names of trees, their characteristic features. Develop attention, observation, talk about your impressions calmly, at a normal pace. Cultivate interest in plants, love for native nature.

(G.Ya. Zatulina – 128)

IV week

32. Topic: “The grass is turning green” A. Pleshcheev.

Target: teach children to memorize a short poem and read it with natural intonation. Teach children to answer questions in simple sentences. Develop observation, attention, memory. Cultivate an interest in nature.

(G.Ya. Zatulina – 111)

Artistic and aesthetic development. (Drawing)

29. Topic: “Fluffy dandelions”

Target: Develop the ability to draw by poking dandelion flowers along the contour, strengthen children’s ability to paint over leaves with the tip of a brush, expand knowledge about the first spring flowers, and enrich children’s vocabulary.

(K.K. Utrobina-19)

II week

30. Theme: "Chicken"

Target: Continue to develop children’s ability to draw using the poking method, consolidate the ability to hold a brush correctly, expand knowledge about poultry, teach them to correctly use singular and plural nouns in their speech.

(K.K. Utrobina-13)

III week

31. Topic: “Trees on our site”

Target: Develop the ability to create an image of a tree in drawing; draw objects consisting of straight vertical and inclined lines, place the image over the entire sheet of paper, draw large, on the entire sheet.

(T.S. Komarova-50)

IV week

32. Theme: “Christmas tree”

Target: To develop children’s ability to convey the image of a Christmas tree in drawing, to draw objects consisting of lines. Continue to develop your paint and brush skills before adding another color of paint.

(T.S. Komarova-51)

Artistic and aesthetic development. (Applique - modeling)

29. Theme: “Birdhouse” (Applique)

Target: To develop children’s skills in depicting objects consisting of several parts in appliqué; determine the shape of the parts. Improve your knowledge of colors. Develop color perception.

(T.S. Komarova-76)

II week

30. Theme: “Chicks are walking” (Modeling)

Target:

(T.S. Komarova-82)

III week

31. Theme: “Napkin” (Applique)

Target: Develop children's ability to create a pattern of circles and squares on a square-shaped paper napkin, placing the circles in the corners of the square. Develop a sense of rhythm.

(T.S. Komarova-73)

IV week

32. Topic: “Modeling according to plan” (Modeling)

Target: To develop children’s ability to conceive the content of modeling and bring the idea to completion. Foster independence, develop creativity and imagination.

(T.S. Komarova -66)

MAY

Cognitive development ( cognitive and research activities, familiarization with the subject environment, familiarization with the social world, familiarization with the natural world)

33. Topic: “Six-legged babies”

Target: teach to establish the differences between a butterfly and a beetle: the butterfly has bright, large, beautiful wings, has antennae, a proboscis, the butterfly crawls, flies, the beetle has hard wings, beetles crawl and fly, buzz.

(N.E. Veraksa – 241)

II week

34. Theme: “Dandelion”

Target: introduce the dandelion plant and its aspirations; cultivate a desire to admire flowers.

(N.E. Veraksa – 228)

III week

35. Topic: Ecological trail.

Target : expand children’s knowledge about plants, develop a caring attitude towards them. Give an idea of ​​tree planting.

(T.S. Solomennikova - 25)

IV week

36. Topic: “Rain”

Target : continue to introduce the properties of water; learn to conduct basic experiments with water and establish cause-and-effect relationships.

(N.E. Veraksa – 235)

Cognitive development: Formation of elementary mathematical concepts.

33. Topic: Shapes.

Target: consolidation of geometric shapes, develop attention, memory, thinking.

(I.A. Pomoraeva - 40)

II week

34. Consolidation of the material covered.

III week

35. Consolidation of the material covered.

IV week

36. Consolidation of the material covered.

Speech development.

33. Topic: “Repetition of poems”

Target: help children remember the poems they have learned throughout the year: remember a new poem.

(V.V. Gerbova – 79)

II week

34. Topic: Reading the poem “Spring” Didactic exercise “When does this happen?”

Target: introduce children to A. Pleshcheev’s poem “Spring”. Learn to name the signs of the seasons.

(V.V. Gerbova – 71)

III week

35. Topic: “Rain” by Z. Alexandrov

Target: learn to memorize short poems and read them expressively. Learn to answer questions about the content using lines from the poem. Develop attention, memory, speech breathing through the power of the voice. To cultivate aesthetic feelings through poetry and music.

(G.Ya. Zatulina – 124)

IV week

36. Theme: Rainbow.

Target: to form children's interest in natural phenomena, to develop attention and observation.

(G.Ya. Zatulina – 127)

Artistic and aesthetic development. (Drawing)

33. Topic: "Drawing with paints according to plan"

Target: Develop independence in choosing a topic. To develop children’s ability to introduce elements of creativity into their drawings, select the right colors for their drawings, and use previously acquired skills and abilities in their work.

(T.S. Komarova-86)

II week

34. Topic: “Dandelions”

Target: teach how to draw dandelion flowers by poking a kennel, strengthen children’s ability to paint over leaves with the tip of a brush; expand knowledge about spring flowers.

(K.K. Utrobina – 18)

III week

35. Topic: “Draw whatever beautiful thing you want”

Target: Create a desire to draw. Develop the ability to independently conceive the content of a drawing and implement your plan. Practice drawing with pencils. Learn to enjoy your drawings and the drawings of your comrades.

(T.S. Komarova – 46)

IV week

36. Theme: “The sun is shining”

Target: To develop children’s ability to convey the image of the sun in a drawing, to combine a round shape with straight and curved lines. Strengthen the ability to squeeze out excess paint on the edge of the outlet. Develop independence and creativity.

(T.S. Komarova-63)

Artistic and aesthetic development. (Applique - modeling)

33. Topic: “The holiday will come soon” (Applique)

Target: To develop children’s ability to compose a composition of a certain content from ready-made figures, to independently find a place for flags and balls.

(T.S. Komarova-83)

II week

34. Topic: “Big and small birds at the feeder” (Modeling)

Target: Continue to develop in children the desire to convey images of birds in sculpting, correctly conveying the shape of body parts, heads and tails. Reinforce sculpting techniques.

(T.S. Komarova-67)

III week

35. Topic: “Pyramid”

Target: teach children to convey the image of a toy in applications; depict an object consisting of several parts; arrange the parts in order of decreasing size. Strengthen knowledge of colors. Develop color perception.

(T.S. Komarova – 51)

IV week

36. Theme: “Duckling” (Modeling)

Target: To develop children's ability to sculpt an object consisting of several parts, conveying some characteristic features. Strengthen the ability to connect parts.

(T.S. Komarova-86)

Long-term lesson plan for speech development in the 2nd junior group, “Rainbow” program - part one (autumn)

September

1. Topic: “We are celebrating a housewarming party” (etiquette)
Purpose: To acquaint children with the location of the group, talk about the purpose of corners and furniture. Together with the children, hang up symbols indicating the zones. Involve children in dialogue, teach how to communicate with adults. Give the first skills of communication etiquette.
Part 2: Speech game “Acquaintance” - rules of speech behavior during acquaintance.
See "Fun Etiquette" page 7

2. Topic: “Merry bun” (fiction)
Goal: To involve children in role-playing dialogue while telling a familiar fairy tale. Reinforce the rules of speech behavior during acquaintance.
Introduce the first skills of inventing the content of a fairy tale with new characters (what would happen if a bun met a squirrel?).
Part 2: Educational game “Multi-colored chest” - teaching children the skills of agreeing nouns and adjectives.
See Arushanov “Speech and verbal communication” p.51

3. Topic: “Wonderful basket” (examination of objects)
Goal: Examine vegetables with children, pay attention to their appearance and distinctive features. Learn to distinguish them by color and shape. Develop tactile skills while examining vegetables. Give the concept: vegetables, garden, plant.
Part 2: Educational game “Vegetable Garden” - group objects by symbol, indicating color and shape.

4. Topic: “Whom we met in the forest” (work with paintings)
Goal: Lesson with thematic pictures from the “Wild Animals” series.
To develop the concept of “wild animals” in children.
Learn to recognize animals in pictures, talk about the distinctive features of each animal. Pay attention to the children’s ability to construct sentences of 2-3 words (the gray wolf growls, the white bunny jumps).
Part 2: Educational game “Who shouts how”, “Who moves how”.
See L. N. Pavlova “Speech and Thinking.”

October

1. Topic: “Let’s make soup from delicious vegetables” (examination of objects)
Goal: Continue to get acquainted with vegetables: turnips, onions, carrots, cabbage.
Introduce the word “vegetables” into active speech.
Offer to participate in the dramatization of A. Tuwim’s poem “The Mistress Came from the Market One Day.” Develop role-playing dialogue.
Part 2: Reading the nursery rhyme “A turnip was born.”
see Gerbova lesson 10, Pavlova p.94.

2. Topic: “Staging the fairy tale “The Little Goats and the Wolf” (fiction)
Goal: Invite to enter into a conversation on topics of interesting impressions, respond to figurative words, and participate in the telling of a fairy tale.
In plastic sketches, correlate words with the expressiveness of movements. Develop creative and speech skills.
Part 2: Learning the goat song.
See Arushanov “Speech and verbal communication.”

3. Topic: “Let’s play with Parsley” (sorting out the confusion)
Purpose: Educational game for grouping objects by purpose: clothes, toys, shoes. Draw the children's attention to a comical situation (Petrushka has boots on his head, socks on his hands, etc.). Teach children to eliminate inaccuracies and understand humor.
Part 2: Educational game “What is where” - agreement of nouns with prepositions.

4. Topic: “Pied Hen” (based on a nursery rhyme)
Goal: To expand the understanding of domestic animals and birds, using works of Russian folklore, to activate speech, and to encourage repetition of folklore texts in parts. Develop expressiveness of speech and movements.
Part 2: Educational game “Game with animal figures”
see Pavlova “Early childhood” p.95

5. Theme: “Festival of Magic Tangles” (surprise)
Chain: Teach children to look at the proposed objects - balls.
Based on life experience, tell us: what they are needed for, what can be connected from them. Consider with your children the clothes that their parents knitted from threads, create a joyful mood of pride in their loved ones. Organize a fashion show.
Part 2: Educational game “Wind up a ball”, “Roll a ball”.

6. Topic: “Trip to the autumn park” (nature)
Goal: To introduce children to the surrounding nature, pay attention to autumn signs, read poems and proverbs. Choose a tree to watch over the seasons - give it a name, offer to care for it. Instill love for your native land.
Part 2: Educational game “1, 2, 3 - run to the tree.”

7. Topic: “My body”
Goal: To cultivate a sense of self-determination in the objective world, awareness of one’s body, comparison of one’s body with a doll. Explain the purpose of the main organs: arms, legs, eyes, ears, nose. Give the first skills to maintain your health.
Part 2: Educational game “My Body” on valeology.
See “The ABCs of Communication” page 190

8. Topic: “Hide and Seek” (grammar game)
Goal: to teach to understand and correctly use prepositions with spatial meaning in speech (in, on, about, before, under).
See Arushanova p.55

November

1. Topic: “Kitten, kitten, cat” (ios)
Purpose: Offer children a live kitten to observe, pay attention to its appearance, compare it with a toy, note similarities and differences.
Create a joyful mood from communicating with a living object. Develop observation skills and the ability to construct sentences from 2-3 words.
Part 2: Learning the nursery rhyme “Kitten, kitten, cat.”

2. Topic: “The horned goat is coming” (examining the painting)
Purpose: To introduce children to a pet - a goat, and invite them to look at it in the picture. Learn to consistently examine an object, noting its characteristic features (a goat has horns - they are straight and sharp). Pay attention to the children’s ability to construct short stories based on the picture, complementing the teacher’s story.
Part 2: Educational game “Who has who” - (from the goat-goat) - the grammatical structure of speech.
See Gerbova, lesson No. 23

3. Topic: “Who said meow?” (fiction)
Goal: To teach children to perceive text, to reproduce familiar passages from the text. Develop attention and expressiveness of speech. Learn to answer questions based on the text. Give the opportunity to characterize the characters (the dog is small, stupid).
Part 2: ZKR “Who Shouts How.”

4 Topic: “Like in our yard” (sound culture of speech - ZKR)
Goal: To teach children to clearly pronounce the sound “a” in isolation, in words.
Recognize a familiar sound in surrounding noise.
Part 2: Reading poems with children.
See D/v 8 – 98 lesson No. 3.

5. Topic: “Revolt in the toy kingdom” (problem lesson)
Goal: Using a problem situation, activate children’s speech, evoke a desire to take care of their toys, and tidy them up.
Part 2: Riddles about toys - develop imagination.
See Gerbov “Learning to Speak” lesson No. 2.

6. Topic: “Friendly family” (nature)
Goal: To introduce children to the concept of “houseplant”. Offer to consider the indoor flower “Friendly Family”, give the concept: leaves, root, flower. Tell us about ways to care for it. Offer to compare the name of the plant with the child’s family. Develop observation skills and a desire to care for indoor plants.
Part 2: “Where the butterfly hid” - orientation in space.

7. Topic: “Inept toys” (analysis of confusion)
Goal: Invite children to help inept toys behave correctly when visiting. Pay attention to the rules of behavior and the appearance of toys.
Teach children to understand comical situations. Develop ethical behavior when visiting and an understanding of humor.
Part 2: Educational game “Who needs what for work.”

8. Topic> “Bubble Festival”
Goal: To create a joyful, cheerful mood from communicating with the holiday.
Teach children to participate in collective holidays, to be happy for themselves and their comrades. Tell children how bubbles appear, why they fly, and why they are dangerous for spoiled children.
Part 2: Blowing bubbles.

About everything in the world:

In 1930, the film “The Rogue Song,” about the kidnapping of a girl in the Caucasus Mountains, was released in America. Actors Stan Laurel, Lawrence Tibbett and Oliver Hardy played local crooks in this film. Surprisingly, these actors are very similar to the characters...

Section materials

Plans for the younger group.

Long-term (approximate comprehensive thematic) planning of work in the 2nd junior group was compiled on the basis of the educational program edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva "From birth to school." In accordance with the Federal State Educational Standard for Preschool Education, such planning allows for the development of the child’s personality and reveals the individual capabilities of each child.

According to modern trends in the education system, a teacher has the opportunity to creatively organize the process of education and training. In this regard, the long-term plan in the 2nd junior group contains a list of tasks corresponding to a certain thematic period, as well as program content implemented in the course of educational activities.

Building the educational process around one topic for 2-3 weeks allows you to maximize the potential of children and achieve the best results, as well as introduce a regional component.

Volume of educational load

According to the “From Birth to School” program, the amount of educational load per day does not exceed 30 minutes; the teacher has the opportunity to organize educational activities at a time convenient for him and the children, focusing on the program content and topic of the period. Long-term planning in the 2nd junior group reflects the objectives of educational activities:

• physical training 2 times a week indoors, 1 time outdoors,
• familiarization with the surrounding world once a week (subject environment, familiarization with nature),
• formation of elementary mathematical concepts once a week,
• speech development once a week,
• drawing once a week,
• modeling once every two weeks,
• application once every two weeks,
• music 2 times a week.

When planning work in the 2nd junior group, it is necessary to take into account that the block of interaction between an adult and children in various types of activities contains constructive-model, play, cognitive-research activities and reading fiction.

Activities aimed at consolidating the material proposed during educational activities are reflected in the calendar plan for the 2nd junior group and correspond to five educational areas: social and communicative development, cognitive development, speech development, artistic, aesthetic and physical development. The week themes of the calendar plan correspond to the week themes and thematic periods presented in the long-term planning for .

The long-term plan is approximate and can be changed in accordance with the characteristics of the region, preschool institution and the specifics of the educational program.

When drawing up the plan, the following literature was used:

• Approximate comprehensive thematic planning for the program “From birth to school”, junior group, for classes with children 3-4 years old. Complies with Federal State Educational Standard, ed. 2016
• An exemplary general educational program for preschool education “From birth to school”, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva, complies with the Federal State Educational Standard, ed. year 2014.

Check out a fragment of the long-term plan

Topic of the week	Objectives of the period	Program content implemented during educational activities	Working with parents
September, 1 week	Making children happy from returning to kindergarten. Continue to get acquainted with children's garden as the closest social the child’s environment: professions kindergarten employees (teacher, teacher's assistant, musical manager, doctor, janitor), subject environment, rules of behavior in children's garden, relationships with peers. Continue to get to know your surroundings group environment, children's premises garden Introduce children to each other during games, form friendships, friendly relationships between children (collective artistic work, songs and poems about friendship, shared communication games).	Getting to know the world around you Teach children to navigate some premises of the preschool institution, cultivate a friendly attitude and respect for kindergarten employees. FEMP Speech development To form in children sympathy for their peers with the help of the teacher’s story and play exercises, the awareness that every child is wonderful and adults love him. Drawing Introduce pencil and paper. Develop the ability to draw with pencils: hold the pencil correctly, move it along the paper, without pressing too hard. Draw children's attention to the marks left by a pencil on paper. Develop the ability to see the similarity of strokes with objects, develop the desire to draw. Modeling Introduce clay and plasticine. Form the idea that clay is soft, you can sculpt from it, pinch off small pieces from a large piece. Develop the ability to place clay and sculpted products on a board, and work carefully. Develop a desire to sculpt. Music To develop the ability and desire to listen to music. React emotionally and answer questions about the content of the song. Develop emotional responsiveness to songs of a different nature. Learn to distinguish sounds by pitch, learn to sing melodiously, without tension. Indoor physical education To develop orientation in space when walking in different directions, to teach walking on a reduced support area while maintaining balance. Outdoor physical education Practice running with the ball and jumping.	Meeting the families of the students, survey. Informing parents about the progress of the educational process: days open doors, individual consulting. Parent meeting, introduction to wellness activities at the preschool educational institution. Recommendations for home reading. Involving parents in planning interaction between family and kindergarten.
September, 2 week	Expand children's understanding of autumn (seasonal changes in nature, people’s clothing, at the kindergarten site), about the time of collection harvest, about some vegetables. Introduce rules of safe behavior in nature. Develop the ability to notice the beauty of autumn nature, monitor the weather.	Getting to know nature To develop the ability to distinguish the names of vegetables (cucumber, tomato, carrot, etc.) by appearance and taste, to expand ideas about growing vegetable crops, and to encourage the dramatization of the fairy tale “Turnip”. FEMP To clarify children's knowledge in the field of mathematics through didactic games. Speech development Introduce children to the fairy tale “The Cat, the Rooster and the Fox,” adapted by M. Bogolyubskaya. Drawing To develop the ability to convey in a drawing impressions of the surrounding nature, the image of rain. Strengthen the ability to draw short strokes and lines, hold a pencil correctly. Develop a desire to draw. Application To develop the ability to choose large and small round objects (tomatoes). To consolidate ideas about round-shaped vegetables and their differences in size. Develop the ability to carefully paste an image. Music Develop the ability to show the upward movement of a melody using your hands. Develop the ability to find intonations for onomatopoeia of cheerful and calm songs in the “A - B” range.	Introducing parents to events carried out in kindergarten. Informing parents about the facts affecting the health of children. Involvement in joint observations of autumn changes in nature, to viewing vegetables. Involving parents in organizing the group, holding joint competitions.