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Club work program in the second junior group. Club work in the first junior group work program (junior group) on the topic

Club work in junior groups of preschool institutions is an important element of the educational process. By attending club classes, children from 1.5 to 4 years old have the opportunity to acquire useful skills and develop abilities at an individual pace. Proper organization of club activities in the younger groups of kindergarten will help the teacher to captivate the little charges with interesting activities and promote their all-round development.

Theoretical aspects of organizing circle work in junior groups of preschool educational institutions

The key problem of any educational process is achieving a balance between effective group work and an individual approach to each child. From early childhood, as soon as a child leaves the family for society, a nursery, a kindergarten or other forms of preschool educational institutions, he becomes part of an organized pedagogical process. Such a system is designed to save the strength and effort of society, and the teacher works with a certain age group according to an approved general plan. The downside of this approach to the organization of education was its mechanistic nature, its similarity to a continuous production cycle, a conveyor.

For a thoughtful teacher, a unique dilemma is always the degree of possible departure from the plan to improvisation, which is often appropriate and even necessary when working with children. For parents, the problem becomes solving the question of how to adapt the child to the demands of society, without breaking his individuality, without causing trauma due to the difficulties of inevitable socialization. For the child himself, these difficulties of adults, which he is not aware of, are expressed much more simply: how to make learning become interesting, so that it is good and not boring. The answer to these requests is often an activity that sometimes even teachers themselves tend to consider additional, secondary, that is, secondary. This is the free creative activity of children within the framework of various clubs and additional activities, in which the desires and inclinations of the child and his own positive motivation are of decisive importance. You need to engage in this creative work already at an early preschool age, carefully noting the child’s inclinations and aspirations for one or another type of activity.

Exciting group activities facilitate the process of adaptation of a child to the conditions of a preschool educational institution

The goals of the circle work are varied, and they all work to develop the child and improve his speech, social and cognitive skills. Another important goal of working with a child is his physical development and recovery. We must not forget about the psychological side of the matter, because exciting club activities facilitate the process of a child’s adaptation to kindergarten, providing him with the opportunity to freely express his natural talents and open up in a friendly environment. General goals include health and adaptation.

Goals, objectives and methods of circle work in the first junior group

Children aged 1.5–3 years are characterized by a continuation of the process of speech acquisition; difficulties in the development of the speech apparatus, phonetic and speech therapy difficulties may arise. In addition, coordination of movements, fine and gross motor skills (running, jumping, bending, squatting) are not sufficiently developed. At the same time, the child is already actively interacting with an adult, is able to fulfill his simple requests (get up, walk, stop), meaningfully answer questions that he understands and formulate simple questions and requests (give, where, what) independently.

A child’s vocabulary at 1.5 years old starts at 20 words and actively increases every day.

Goals that are most relevant for working with children 1.5–3 years old:

speech development (vocabulary, speaking, formulating statements);
development of coordination of movements and motor skills;
development of cognitive interest and perception (with the help of toys, riddles).

Current tasks of working with children of this age:

expansion of vocabulary aimed at gaming and social activities, names of actions and objects, greetings and farewells;
mastering physical activity (running, jumping, squats, throwing a ball);
mastering spatial concepts (up, down, side, in front, etc.);
development of color and shape perception;
mastering simple perception of time;
understanding one’s own name and the names of others, the ability to say one’s own name, the names of parents and other people, remembering names.

The main techniques used to achieve the goals and objectives:

playful involvement;
direct demonstration of one’s actions for children to repeat on objects and objects;
short conversation;
display of object actions;
direct instruction-command.

An important technique for pupils of the younger group is the demonstration of actions by the teacher

Goals, objectives and methods of work of the circle in the second junior group

At the age of 3 years, there is a crisis in defending the child’s independence; he constantly tests the boundaries of what is possible (including the patience of the parents). It is during this period that it is extremely important to support the positive achievements of the child and tactfully direct his activities in a direction that is useful for everyone, that is, precisely in those games and activities where the child will maximally develop his abilities, strengthen his health and self-confidence.

The mechanisms of social learning are especially important here, since the child strives to repeat the actions of adults and other children, learns easily and with pleasure through imitation and copying, and assimilation of the observed pattern. At this age, artistic talents also awaken, when the baby happily copies the gait and speech of other people, as well as characteristic behavioral traits.

If at an earlier age a child received almost all information through visual perception, from the age of 3 there is an increase in the channel of auditory information perception through words and sounds, verbal explanations.

Goals of circle work in the second junior group (3–4 years):

expansion of vocabulary and development of erudition (educational);
development of memory and attention, understanding of speech and emotions;
development of a sense of beauty (aesthetic);
development of the foundations of ethics and interaction with other people (social, moral, educational);
development of the volitional sphere (self-control and attention, the ability to concentrate on audio or visual information);
development of motor skills (including fine) and sensory qualities, the ability to express and describe in words the sensations or actions experienced.

Possible tasks for club activities in the second junior group of preschool educational institutions:

formulating simple sentences;
description in your own words of the object depicted in the picture, comparison of the image with the real object;
performing spatial tasks and commands during the game;
mastering the relationship between part and whole;
memorizing simple poems and speech phrases by ear, meaningful repetition of heard phrases and expressions;
mastering games with rules and distributed roles;
assembling simple construction sets and educational toys from component parts;
description of actions and sensory sensations within the framework of games and developmental activities.

One of the important aspects of the development of a preschooler is the development of fine motor skills and coordination of finger movements. Scientists have proven that hand development (fine motor skills and coordination of finger movements) is closely related to the development of a child’s speech and thinking

The level of development of fine motor skills is one of the indicators of intellectual readiness for learning. An ordinary child, who has a high level of development of fine motor skills, can reason logically, has sufficiently developed memory and attention, and coherent speech.

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Municipal budgetary preschool educational institution

Kindergarten No. 2 “Kalinka”

Speech development circle “Let’s speak correctly”

in the 2nd junior group

Program passport
Explanatory note
Goal and objectives of the program
Forms, methods and means of teaching

Interaction plan
Working with parents
Monitoring program implementation
Effectiveness of mastering the program
Effectiveness of participation in competitions
Bibliography

PROGRAM PASSPORT

Program name	“Let's speak correctly” program
Basis for program development	Federal Law “On Education” No. 273 dated December 29, 2012. Convention on the Rights of the Child 1989
Purpose of the program
Program objectives	Educational: 3. Learn to discuss the content of a nursery rhyme, the text of a finger game. 4. Encourage activity in choosing a role, to enter into a role. Educational: Educational: 1. Cultivate love and emotional attitude towards the characters of nursery rhymes. 2. Cultivate love for all living things.
	Udovina N.Yu. - teacher
Program Manager	Melnik O.I. - manager
Area of activity of the program	speech development of children of primary preschool age - help them master spoken language, master their native language
Timing of the program	2016-2017
Program participants	The teaching staff of MBDOU DS No. 2, children, parents.
Expected Result

Explanatory note

The famous teacher V.A Sukhomlinsky wrote that the origins of children’s abilities and talents are at their fingertips, figuratively speaking, the finest streams that feed the source of creative thought. The more confidence and ingenuity in the movements of a child’s hand, the more subtle the interaction of the hand with a tool (pen, pencil...), the more complex the movements necessary for this interaction, the brighter the creative element of the child’s mind; The more skill in a child's hand, the smarter the child.

And our ancestors probably guessed something like this. After all, the well-known “Magpie-Crow”, “Ladushki” and similar folk games are nothing more than a healing and tonic massage based on acupuncture. Just think: such simple manipulations with fingers, and how much benefit! A positive effect on internal organs, a tonic, immunostimulating effect - that’s it. Stimulation of mental functions and speech are two. Cheerful communication between a child and an adult, a charge of positive emotions - that’s three.

Relevance:

children are taughtfrom the age of three;
material for finger games and exercises for the development of fine motor skills was selected and systematized in accordance with the lexical topic;
Classes in this program are conducted in a playful way. During the game, the situation of success is realized to the maximum, therefore, the work happens naturally, and there is no mental stress.

The pedagogical feasibility lies in the fact that the classes include not only finger games, but also use natural materials - acorns, nuts, beans. Exercises where children themselves can compose the plot of fairy tales and portray heroes are also interesting for children.

Target:

Tasks of the circle:

Educational:

1. Introduce children to oral folk art and Russian folklore. 2.Enrich and activate children’s speech.

3. Learn to discuss the content of a nursery rhyme, the text of a finger game. 4. Encourage activity in choosing a role, to enter into a role.

5. Strengthen the ability to coordinate hand movements with the text of the nursery rhyme.

6. Learn to imitate the movements of adults.

Educational:

1.Develop fine motor skills, imagination, thinking, memory.

2. Develop interest in folk art.

3.Develop a sense of rhythm and imaginative thinking in children.

4.Develop attention and visual perception.

5.Develop coordination of movements of both hands.

Educational:

1. Cultivate love and emotional attitude towards the characters of nursery rhymes.

2. Cultivate love for all living things.

Principles of work on motor development

The effectiveness of correctional work will be high provided that certain principles are observed:

1. The principle of awareness of the actions performed. It is advisable to accompany the child’s actions during the lesson with an adult pronouncing these actions. For example: “Tell me, which finger is working now?”, “Are our fingers bending or straightening now?” and so on.

2. The principle of skill development. The pace and mechanisms for mastering skills are different for different children due to their individual characteristics. Each part of the program can be mastered by different children with different numbers of lessons. The teacher should practice the skills of mastering the child’s movements in the optimal mode for him.

3. Feedback principle. During the lesson, the teacher comments, helps, prompts and evaluates the child’s actions in order to consolidate his correct motor actions (formation of correct motor memory). The application of this principle also allows the child to quickly correct his motor actions if he makes mistakes.

Methods for conducting the circle:

1. Verbal (conversation, learning nursery rhymes, poems, riddles, Russian folk songs, texts of finger games);

2. Visual - showing actions.

3. Actions with the child’s hands.

4. Independent actions of the child.

Expected Result:

1. Enrichment of children’s active and passive vocabulary;

2. Introducing children to folklore;

3.Children’s mastery of non-verbal means of communication;

4.The ability to express one’s feelings and understand the feelings of others;

5.Self-confidence, overcoming shyness;

6. Interest in folklore and finger games.

7. Acquaintance of parents with the peculiarities of the development of fine motor skills in children, with the role of the development of fine motor skills in the correction of speech disorders in children.

Methodical:

The following materials should be presented in full in the methodological room:

Long-term thematic planning of events

Notes of classes, projects, promotions, workshops,

Educational, methodological and fiction literature (“Methodology for the development of children’s speech” - E.I. Tikheyeva, F.A. Sokhina, A.M. Borodich; “Education of correct speech” - V. Rozhdestvenskaya, E. Radina; “Word games in kindergarten" - A.K. Bondarenko)

Multimedia installation for presentations on the topic,

Educational gaming multimedia aids,

Interactive board.

Club classes are held for 10-15 minutes, in the afternoon, once a week on Thursdays.

Pedagogical analysis is carried out 2 times a year (at the beginning of the year - introductory, at the end of the year - final).

Working with parents:

Exhibitions of games and attributes for the development of fine motor skills of children;

Questioning parents;

Individual and group consultations “Speech and fingers”, “How to properly conduct finger games with a child”, “Finger steps”;

Master class for parents “Magic fingers”;

Conversations with parents “Children and fine motor skills”

Days of communication (teacher answers to questions of interest to parents);

Seminar-workshop “The role of finger games on the development of speech in preschool children.”

Calendar and thematic planning of the circle

Weeks 1 and 2 of the month - learning works of folklore, week 3 of the month - getting to know folk tales, week 4 of the month - learning finger playing.

month	Lesson topic
September	Nursery rhyme "Oh, okay, okay, okay" Catch-up song “Autumn, autumn, we ask for a visit.” Russian folk tale "Teremok" (dramatization) Finger game "Orange"
October	Nursery rhyme “Cook, cook, porridge” Nursery rhyme “Tili-bom! Tili-bom! Russian folk tale "Kolobok" (finger theater) Finger game “Pickling cabbage”
november	Nursery rhyme “The gray bunny is sitting” Nursery rhyme “A squirrel is sitting on a cart” Ukrainian folk tale “Rukavichka” (dramatization) Finger game "Rabbit"
December	Nursery rhyme “The cat went to the stove” Introduction to Russian folk riddles about domestic animals. Russian folk tale “The Cat, the Rooster and the Fox” (puppet theater). Finger game "Cat"
January	Nursery rhyme You, frost, frost, frost" Finger game "Mitten"
February	Nursery rhyme “The cat was baking pies” Making riddles about winter Introduction to the fairy tale “The Snow Maiden and the Fox” (table theater) Finger game "Pancakes"
March	Nursery rhyme “A fox is walking across the bridge” Learning the chant “Spring, spring is red” Russian folk tale “Zayushkina’s hut” (dramatization) Finger game “My Family”
April	Nursery rhyme "Sun" Nursery rhyme "Rocktail Hen" Russian folk tale “Hen Ryaba” (puppet theater) Finger game "House"
May	Nursery rhyme “On the oak tree” Song "We Lived at Grandma's" Russian folk tale “Geese and Swans” (story with illustrations) Finger game “Our beautiful cockerel”

Expanded calendar and thematic planning

month	Lesson topic
September	1. Nursery rhyme “Oh, okay, okay, okay” Oh, okay, okay, okay, We are not afraid of water. We wash ourselves clean, We smile at mom! 2. Catch-up song “Autumn, autumn, we ask for a visit” Autumn, autumn, we invite you to visit. Autumn, autumn, visit Eight weeks With abundant bread, With high sheaves, With falling leaves and rain, With a migrating crane. 3.Russian folk tale “Teremok” (dramatization) 4. Finger game “Orange” We shared an orange, (hand in fist) There are many of us, but he is one, (index finger) This slice is for the hedgehog (we extend our fingers one by one) This slice is for the siskin, This slice is for ducklings This slice is for kittens This slice is for the beaver, Well, what about the wolf’s peel, (shaking with an unclenched hand) He’s angry with us, it’s a disaster, (we make a cleft mouth out of two hands) We hide in the house - here! (hands “house” above your head)
October	1. Nursery rhyme “Cook-cook, porridge” Boil-boil, porridge, In a blue cup Cook quickly Gurgle more cheerfully Cook, porridge, sweet, From thick milk, Yes, from semolina. The one who eats porridge All your teeth will grow! 2. Nursery rhyme “Tili-bom! Tili-bom! Tili-bom! Tili-bom! The cat's house is on fire! The cat's house caught fire There's a column of smoke coming out! The cat jumped out! Her eyes bulged. A chicken is running with a bucket, Floods the cat's house And the horse is with a lantern, And the dog is with a broom, Gray bunny with leaf Once! Once! Once! Once! And fire It's gone out! 3. Russian folk tale “Kolobok” (finger theater) 4.Finger game “Pickling cabbage” We chop and chop the cabbage (sharp movements with straight brushes up and down) We are three carrots, three, (three fists against fists) We salt the cabbage, salt it (movement of fingers imitating sprinkling salt) We press and press the cabbage (we intensively clench the fingers of both hands into fists) Ugh, they over-salted! (repeat the game again)
november	1. Nursery rhyme “The gray bunny is sitting” The gray bunny is sitting And he wiggles his ears. Like this, like this He's moving his ears! It's cold for the bunny to sit We need to warm our paws. Like this, like this We need to warm up our little paws! It's cold for the bunny to stand The bunny needs to jump. Like this, like this The bunny needs to jump! The wolf scared the bunny! The bunny immediately ran away! 2. Nursery rhyme “A squirrel is sitting on a cart” A squirrel sits on a cart She sells nuts: (we bend our fingers) To my little fox sister, Sparrow, titmouse, To the fat-fifted bear, Bunny with a mustache, Who cares, Who needs a scarf? Who cares 3.Ukrainian folk tale “Rukavichka” (dramatization) 4. Finger game “Rabbit” A small rabbit with big ears (press the hands to the head like ears) Pink nose (touch your nose with your index fingers) Funny mustache (index fingers pressed to lips) Digs a deep hole for himself With strong paws in soft earth, (“digging a hole”) He cleans his own fur (“we clean the fur”) Or he’s sleeping (we fold our hands and put them under our cheeks) The rabbit always moves its ears (we move our “ears”) He hears the steps of foxes and wolves, Hiding in his hole from his enemies! (shrink into a ball)
December	1. Nursery rhyme “The cat went to the stove” The cat went to the stove I found a pot of porridge. There are rolls on the stove, Hot as fire. Gingerbread cookies are baking The cat can't get his hands on it 2.Acquaintance with Russian folk riddles about domestic animals. 3.Russian folk tale “The Cat, the Rooster and the Fox” (puppet theater). 4. Finger game “Cat” Cat, cat, cat (pat the tummy with your palm in a circular motion) Warm tummy Come close to us. (make beckoning movements with both hands) Here is a bowl of sour cream (put your palms together to form a bowl) Here is a plate of milk (put your hands on the table, palms up, and press your ribs together) Well, lick your tongue! (put your palms to your face)
January	1. Nursery rhyme “You, frost, frost, frost” You, frost, frost, frost, Don't show your nose! Go home quickly Take the cold with you. And we'll take the sleigh, We'll go outside Let's sit in a sled - a scooter. 2. Finger game “Mitten” Masha put on the mitten: (clench your fingers into a fist) “Oh, where am I going? There is no finger, it’s gone (unclench all fingers except the thumb) I didn’t get to my little house.” Masha took off her mitten: (bend the remaining bent finger) “Look, I found it! You search and search and you will find, Hello, little finger, how are you? (clench your fingers into a fist)
February	1. Nursery rhyme “The cat baked pies” The cat was baking pies From pea flour. I took the leaf out of the oven She knocked it over onto the floor. The bun rolled Right under the mouse's threshold. The mouse Praskovya squeaks from underground: Roll, little bun, into the mouse's teeth! The mouse is happy, but the cat is annoyed. 2. Telling riddles about winter. 3.Acquaintance with the fairy tale “The Snow Maiden and the Fox” (table theater) 4.Finger game “Pancakes” We are for welcoming spring (put your right hand on the table, palm up) Let's bake pancakes for everyone The frying pan hisses The pancake is steaming (place the palm of your left hand on top of your right palm) One-time, one-time – (turn your left palm over from one side to the other several times) We have a delicious pancake ready! (put one palm on top of the other)
March	1. Nursery rhyme “A fox is walking across the bridge” A fox is walking across the bridge Carrying a bundle of brushwood. Why does she need brushwood? Heat the stove. Why does she need to bake? Cook lunch. Why lunch? Feed the guests. Who are the guests? A bear and his wife, a hedgehog, a cat, and you and me. 2.Learning the chant “Spring, spring is red.” 3. Acquaintance with the fairy tale “Zayushkina’s Hut” (dramatization) 4. Finger game “My Family” I know what I have (raise your hand up, palm facing you, straighten your fingers) Friendly family at home: This is mom, (roll up ring finger) This is me, (bend little finger) This is my grandmother, (bend your middle finger) This is dad, (bend your index finger) This is grandfather, (bend your thumb) And we have no discord! (clench your fingers into a fist)
April	1. Nursery rhyme “Sun” The sun looks out the window, It shines into our room. We will clap our hands We are very happy about the sun. 2. Nursery rhyme “Rocktail Hen” Ruffed chicken, Where did you go? - To the river. - Ruffed hen, Why did you go? - For some water. - Ruffed hen, Why do you need some water? - Water the chickens. - Ruffed hen, How do chickens ask for water? - Pi-pi-pi-pi-pi-pi-pi-pi! 3.Russian folk tale “Ryaba Hen” (puppet theater) 4. Finger game “House”. I want to build a house, (fold your hands like a house and raise them above your head) So that there is a window in it, (join the fingers of both hands into a circle) So that the house has a door (we connect the palms of our hands together vertically) So that the pine tree grows nearby (we raise one hand up and “spread” our fingers) So that there is a fence around (we make a circle in front of us) The dog was guarding the gate (we join our hands in a lock) There was sun It was raining (first we raise our hands up, fingers “spread”, then we lower our fingers down, make “shaking” movements) And the tulip bloomed in the garden! (put your palms together and slowly open your fingers)
May	1. Nursery rhyme “On the Oak Tree” On the oak tree, on the oak tree, There are two little doves sitting here. Their necks are blue They have golden feathers Red caftans, Blue pockets. They sit on an oak tree, They say to each other: All about Varenka, All about the little one... 2. Song “We lived with grandma” Lived with grandma Two cheerful geese. One gray Another white one Two cheerful geese. Washing the geese's feet In a puddle near a ditch. One gray Another white one They hid in a ditch. Here's grandma screaming: “Oh, the geese are missing! One gray Another white one My geese, my geese!” The geese came out They bowed to grandma. One gray Another white one They bowed to grandma. 3.Russian folk tale “Geese and Swans” (story using illustrations) 4. Finger game “Our beautiful cockerel” Our beautiful cockerel (both hands clenched into fists) Raised the comb up ( unclench your palms.) Flapping its wings (wave your tassels in the air.) He's dancing on the lawn. pecks at bread crumbs (tap the table with your index fingers.) Calling the motley hens

List of used literature:

1) “Methods for the development of children’s speech” - E.I. Tikheyeva, F.A. Sokhina, A.M. Borodich;

2) “Education of correct speech” - V. Rozhdestvenskaya, E. Radina;

3) “Word games in kindergarten” - A.K. Bondarenko;

4) Collection of nursery rhymes “The Ghouls Have Arrived” - compiled by K.M. Skoptsov;

5) Collection of Russian folk songs “The bell sings to us” - compiled by N. Frenkel, V. Karaseva;

6) “Teach children to solve riddles” - Yu.G. Illarionova

7) “Finger and gesture games in verse for preschoolers” by E.A. Savelyev.

8). “Education through play. We play together with the child" Abramenko V.V.

9) Bezrukikh M.M. We train our fingers.

10) Belaya A.E. Finger games.

Questionnaire for parents on finger games

1. Do you know what “finger games” are? ____________________

2. Do you agree with the statement that finger games are useful for the development of children?

a) yes b) no c) not sure

3. Do you know finger games (text, movements). If yes, please indicate how many and what kind? ______________________________________________________________

4. You see an adult playing a finger game with a child. Have your say:

Entertains the child

This man is probably a teacher

Good for the child

Waste of time

You need to remember and play with your child.

Your option_________________________________________________

5. Do you play finger games with your child?

a) yes b) no c) sometimes d) not enough time e) your own option

6. Which family member plays finger games with the child more often?

a) mom b) dad c) grandma d) grandpa e) your own option

7. Do you think there is a connection between a child’s ability to perform finger play movements at a young age with successful learning at school?

a) yes b) no c) not sure

8. Would you like to know more about the importance of finger games for a child’s development and learn new games?

a) yes b) no

APPENDIX 2

Set of exercises:

“ Ring”: connect the thumb and index fingers together, raise the remaining fingers up. Hold your fingers in this position for a count of up to 10 (3 times).
Tasks are completed at a slow pace, 1 p., 2 p. During classes, you need to take into account the individual characteristics of the child, age, mood, desire and capabilities. The main thing is that the activity brings positive emotions.

“ Goat”: extend your index finger and little finger forward. In this case, the middle and ring fingers are pressed with the thumb to the palm (2-3 times for a count of 10).

“ Three heroes”: raise your index, middle, and ring fingers joined together. In this case, the thumb holds the little finger on the palm (3 times for a count of 8).

“ Hare”: the middle and index fingers are extended upward. At the same time, press the little finger and ring fingers with your thumb to the palm (3 times for a count of 10).

“ Fork”: extend three fingers (index, middle, ring) upward, spaced apart. In this case, the thumb holds the little finger on the palm (1 time for a count of 10).

Strength of tone. “Squeeze my palms as tightly as you love me.”

Set of tasks:

Animals

Crocodile. Bend your index finger and little finger and pull them back (eyes). Extend the middle and ring fingers forward. Press your straight thumb against them from below, forming the mouth of a crocodile.

Hen. Connect the ends of the thumb and index fingers (beak). The remaining fingers are superimposed on each other in a fan-like manner on the beak - this is a scallop.

Cockerel. The beak is like that of a chicken, but the half-bent fingers do not touch each other (comb). The comb sways when the cockerel moves.

Owl. The thumb and little finger are moved to the side (owl wings), they can move when flying. The remaining three fingers are bent so that the pads are pressed to the base of the fingers (head).

Mouse. Bend the index finger and little finger, pull them back, press the pads to the base of the fingers (ears). Press the thumb to the palm and place the middle and ring fingers on it. Keep the ends of your fingers suspended, without pressing them against your thumb - this is the muzzle of a mouse that moves during dialogues.

Frog. Bend your index finger and little finger and pull them back (eyes). Bend the ring and middle ones and press them to the middle of the palm. Place your thumb horizontally on the nails of your middle and ring fingers (mouth).

Horse. Turn your hand with your palm facing you, raise your thumb up. Place the bent four fingers of the other hand (mane) on top of the edge of this palm. Two thumbs up (ears). The horse can shake its mane, move its ears, and open and close its mouth.

Hares. Extend your index and middle fingers upward, connect your thumb, little finger and middle finger.

Snail with antennae.Place your right hand on the table, raise your index and middle fingers, and spread them, placing your left hand on top.

Hedgehog. Place your palms together, point your fingers straight up.

Cat. Press the middle and ring fingers of the right hand to the palm with the thumb, bend the index and little fingers slightly and raise the hand up.

Wolf. Connect the thumb, middle and ring fingers of your right hand, bend your index and little fingers slightly, and lift them up.

The Fox and the Hare. The fox “sneaks” - all fingers slowly “step” forward on the table, the hare “runs away”, fingering its fingers, quickly moving back.

Bees. Use the index finger of your right hand, then rotate your left hand around.

Spider. Fingers are bent and slowly move across the table.

Butterfly. Place your palms together with the backs of your hands and wave your fingers tightly pressed together - “a butterfly flaps its wings.”

Goat. Extend the index finger and little finger of the right hand, and then the left hand.

Little goats (the same exercise, but performed simultaneously with the fingers of both hands).

You can also do exercises using poetry.

Dog

"The dog has a sharp nose,
There is a neck, there is a tail"

Right palm on the rib, towards yourself. Thumbs up. Index, middle and ring - together. The little finger alternately lowers and rises.

Mouse

"The little gray lump is sitting
And everything rustles with paper"

The middle and ring fingers rest on the thumb. The index and little fingers are bent into arches and pressed against the middle and ring fingers.

Bunny and ears

"The bunny's ears are long,
They stick out from the bushes
He jumps and jumps,
Makes his bunnies happy"

Fingers in fist. Point your index fingers up. Move them to the sides

Bunny and mirror

"The bunny looks in the mirror
And he wiggles his ears"

Left palm up, making a “goat”. We place our right hand on top of it, which also depicts a “goat” (back side up). We put the middle and ring fingers of both hands up and down and move them in opposite directions.

Bunny in a hole

"At the Christmas tree on the hill
The little bunny hid in a hole"

The left palm is almost horizontal, the right one too. The index and little fingers of the right hand rest against the index and little fingers of the left. The middle and ring fingers of the right hand are raised and spread apart (ears). The thumb is pressed.

Bunny and drum

"The bunny took his drum
And hit tram - tram - tram"

Fingers in fist. The index and middle fingers are up, they are pressed. He taps his thumb with his ring and little fingers.

horse

"The horse's mane curls,
Hit his hooves playfully"

The right palm is on the edge away from you. Thumbs up. The left palm is placed on top of it at an angle, forming a mane with the fingers. Thumbs up. The two thumbs form the ears.

Goat

"The goat has horns sticking out,
She might gore"

The inner side of the palm is down. The index and little fingers are pointed forward. The middle and ring ones are pressed to the palm and clasped by the large one.

Goose

"The goose stands and cackles all the time,
He wants to pinch you"

The forearm is vertical. Palm at right angle. The index finger rests on the thumb. All fingers are pressed against each other.

Cockerel

"The cockerel stands all bright,
He cleans the comb with his paw."

Palm up, the index finger rests on the thumb. The remaining fingers are spread out to the sides and raised up.

Hen

"The chicken jumps onto the porch:
I laid you an egg"

The palm is positioned horizontally. The thumb and index finger form the eye. The next fingers overlap each other in a half-bent position.

Wasps

“Wasps love sweets and fly to sweets.
And the wasps will bite if they want."

Extend your middle finger, hold it between your index and ring fingers and rotate it in different directions.

Bug

"The beetle flies, buzzes, buzzes
And he moves his mustache"

Fingers in fist. The index and little fingers are spread apart, the child moves them.

Chicks in the nest

“The bird flaps its wings and flies to its nest.
She will tell her chicks where she got the grain."

Grab all the fingers of your right hand with your left palm and move them.

Crab

"The crab crawls along the bottom,
Extending your claw"

Palms down, fingers crossed and down. Thumbs to yourself. We move our palms on the fingers, first in one direction, then in the other.

Elephant

"There is an elephant in the zoo.
Ears, trunk, gray.
nods his head,
It's like he's inviting you to visit."

Palm towards yourself. The middle finger is down. On one side it is sandwiched by the little and ring fingers, and on the other by the index and thumb. Move your middle finger. Swing with the whole brush.

Birdie

"Fingers - head,
Wings - palm"

The palms are turned towards you, the thumbs are straightened away from you and intertwined (as if clinging to each other), the thumbs are the head, the remaining closed fingers are the wings. Wave them.

Owl

"An owl is sitting on a branch
And screams boo-boo-boo-boo"

Hands in a fist, pressed, thumbs up (ears), index fingers together; they are pointed at you, (nose).

Wolf and fox

"The gray wolf runs through the forest,
And a fox runs after him.
They rose like a trumpet
Two fluffy tails"

Wolf. We make a “steamboat”, spreading our thumbs apart. The index fingers are bent inside the palms and form the forehead, and the rest in the form of a “boat” - the upper and lower jaws. Fox. We do the same thing, but we also bend our little fingers inside the palm so that the fox’s muzzle is sharper. Bend your thumbs slightly. One figure flows from another.

Crocodile

"A crocodile swims along the river,
Bulging my eyes
He's all green, like mud,
From head to tail"

The palm is placed forward horizontally (parallel to the floor). Thumb under palm. The index and little fingers are bent (eyes) and pressed respectively to the middle and ring fingers.

Plants

Chamomile . (Connect both hands, straight fingers spread to the sides).
Tulip . (Join the half-bent fingers of both hands to form a flower cup).
Bell . (The same thing, but the fingers are separated).
Plant roots . (Press the backs of your hands to each other, lower your fingers down).
Trees . (Raise both hands with palms facing you, fingers spread wide.)

You can also do exercises using poetry:

Tree

"The tree has a trunk, there are many branches on the trunk,
And the leaves on the branches are green."

Press your hands back to back. Fingers are spread out and raised up. Move your hands and fingers.

Christmas tree

"The Christmas tree turns out quickly,
If your fingers interlock.
Raise your elbows
spread your fingers"

Palms away from you, fingers passed between each other (palms at an angle to each other). Fingers point forward. The elbows are not pressed against the body.

Bell

"The bell keeps ringing,
He moves his tongue"

The backs of the hands are facing upward, the fingers of both hands are crossed. The middle finger of the right hand is lowered down, and the child rotates it freely.

People

little man . The index and middle fingers of the right hand, then the left hand run across the table.
Firefighter . The left hand rests on the table. The index and middle fingers of the right hand run along it. Change hands.
Passengers on the bus. (Crossed fingers pointing down, backs of hands up, thumbs pointing up).
Two people talking. Bend both hands into a fist, extend your thumbs up, bring them closer to each other.
Painter . The hand is a hand. Fingers are hairs of the brush. Dip the brush into the paint and paint with different hands alternately: from top to bottom, from left to right, etc.

Items

“Glasses” (form two circles from the thumb and index fingers of both hands, connect them).
“Scissors” (the index and middle fingers of the right hand and left hand imitate cutting with scissors).
“Bell” (cross the fingers of both hands, turn the backs up, lower the middle finger of the right and left hands down and rotate them synchronously).
“Home” (connect the tips of the right and left hands obliquely).
“Table” (bend your right hand into a fist, place your left hand horizontally on top of it).
“Chair” (bend your right hand into a fist and lean your left hand vertically against it).
“Gate” (connect the tips of the middle and ring fingers of both hands, raise the thumbs up or bend inward).
“Bridge” (place your hands with your palms facing each other, round your fingers, connect the fingertips of both hands).
“Lock” (Palms together. Fingers located between the fingers of the opposite hand).
“Boat” (point the ends of your fingers forward, press your hands with your palms to each other, open them slightly).

House

"The house stands with a chimney and a roof,
I went out to the balcony for a walk"

Palms are directed at an angle, fingertips touching; The middle finger of the right hand is raised up, the tips of the little fingers touch each other, performing a straight line (pipe, balcony).

Glasses

"Granny put on her glasses
And the granddaughter saw it"

The thumb of the right and left hand, together with the rest, form a ring. Bring the rings to your eyes.

Lock

"Let's interlace our fingers
And we will get a castle.
Let's repeat again,
And it will turn out better"

Palms pressed to each other. Fingers intertwined. Let's go through them.

Checkbox

"I'm holding a flag in my hand
And I wave to the guys"

Four fingers (index, middle, ring and little fingers) together with the thumb down. Back of the hand towards you.

Boat

"The boat floats on the river,
Leaving rings on the water"

Both palms are placed on the edge, the thumbs are pressed to the palms (like a ladle).

Steamboat

"The steamboat is sailing along the river,
And it puffs like a stove"

Both palms are placed on the edge, the little fingers are pressed (like a ladle), and the thumbs are raised up.

Chair

"Legs, back and seat -
Here's a chair to surprise you"

Left palm vertically up. A cam is placed on its lower part (with the thumb facing you). If the child easily performs this exercise, you can change hands.

Table

"The table has four legs,
The lid on top is like the palm of your hand"

Left hand in fist. The palm is placed on top of the fist. If the child easily performs this exercise, you can change the position of the hands: the right hand in the fist, the left palm on top of the fist. You can do it alternately at the count of times.

Rake

"The leaves are falling in the garden,
I'll sweep them away with a rake."

Palms facing yourself, fingers intertwined, straightened and also directed towards yourself.

Chain

"We're fingering our fingers
And we get a chain"

The thumb and index fingers of the left hand are in a ring. Rings from the fingers of the right hand are alternately passed through it: thumb - index, thumb middle, etc. This exercise can be varied by changing the positions of the fingers. All fingers are involved in this exercise.

Birdhouse

"The starling lives in a birdhouse
And he sings a ringing song"

The palms are placed vertically towards each other, the little fingers are pressed (like a boat), and the thumbs are bent inward.

Ball

“Let’s quickly inflate the balloon.
He's getting big.
Suddenly the balloon burst, the air came out -
He became thin and thin"

All fingers of both hands are in a “pinch” and their tips touch. In this position, we blow on them, while the fingers take the shape of a ball. The air “comes out” and the fingers return to their original position.

Basket

"I take a basket to the forest
And I put mushrooms in it"

Palms facing you, fingers intertwined, and elbows spread to the sides. The palms seem to move apart, and gaps form between the fingers. The thumbs form a handle.

Massage with pencils

Rubbing your palms with a hexagonal pencil, several pencils with up and down movements. The palms are located vertically (horizontally).
Hold the pencil with each bent finger, any two bent fingers, counting up to 10. Hold the pencil with your fingers positioned like this: index and ring fingers on top, middle and little fingers on the bottom.

Poem:

I roll the pencil in my hands and twirl it between my fingers.

I will certainly teach every finger to be obedient.

I roll the pencil in my hands, I rub my palms.

I’ll rub my palms together and then go draw.

APPENDIX 3

Playful self-massage for developing fine motor skills of the fingers using clothespins.

Words

Actions

We are funny clothespins

If we hold the catch tightly!

One two three four five!

We'll roll clothespins!

(The clothespin lies on your left hand, admire it, shaking your head left and right, cover it with your right hand and roll it between your palms)

Thumb we'll catch

And let's wiggle a little!

(Catch the thumb of your left hand with a clothespin and swing the finger with the clothespin)

Let's catch the index

And let's wiggle a little!

(Catch the index finger of the left hand and swing)

We'll catch the middle finger

And let's wiggle a little!

(Catch the middle finger of the left hand and swing)

Nameless we will catch

And let's wiggle a little!

(Catch the ring finger of the left hand and swing)

And we'll catch the little finger

And let's wiggle a little!

(Catch the little finger of the left hand and swing)

One two three four five!

We'll roll clothespins!

(The clothespin lies on your right hand, cover it with your left hand and roll it between your palms, then perform similar actions on your left hand)

1, 2, 3, 4, 5!

We're done playing.

Let's shake our fingers

And let's rest a little!

(We connect the fingers of both hands one by one, shake our hands, close our eyes, rest)

Game self-massage with elements of finger gymnastics to activate speech, cognitive activity,development of fine motor skills of the fingers using the Lego constructor.

Words

Actions

1, 2, 3, 4, 5!

(We bend and straighten our fingers

on both hands at the same time)

We will play with the constructor!

Help your hands!

(We hit our fists and palms

one after the other)

We will take the designer into our hands

We put it on our left hand,

Cover with the right handle

And we roll our palms.

(We perform actions

according to the text, rolling the constructor

between the palms, right hand on top)

Now let's change hands

We'll ride the same way.

(Change the position of the hands, rolling the constructor

between the palms, left hand on top)

Let's take the right hand

And we’ll squeeze it harder!

(Squeeze the constructor in your right hand)

We quickly unclench our hand,

Let's play the piano.

(Imitate playing the piano

right hand)

Let's take the left hand

And we’ll squeeze it harder.

(Squeeze tightly in left hand)

We quickly unclench our hand,

Let's play the piano.

(Imitate playing the piano

right hand)

We are removing the designer

We quickly bend our fingers.

One two three four five!

Let's count on the left hand,

We quickly bend our fingers.

One two three four five!

(Place it on the edge of the table)

(Bend the fingers on the right hand)

(Bend the fingers on the left hand)

Let's shake our fingers,

Let's start practicing!

(We shake our palms intensely,

let's continue the lesson)

Game self-massage to activate speech, thinking, develop fine motor skills and increase children's immunity.

Words

Actions

1, 2, 3, 4, 5!

We'll play with peas!

(We bend and straighten our fingers

on both hands at the same time)

We will play with peas -

Help your hands!

(We hit our fists and palms

one after the other)

I'll take the right one in my hand,

I'll squeeze it tightly with my fingers.

I roll between my fingers,

I press harder and harder.

(We perform actions in accordance with the text))

Index finger, thumb,

Play with me!

(Roll the peas between the thumb and index fingers of your right hand)

Middle finger and thumb

Play with me!

(Roll the peas between the thumb and middle fingers of your right hand)

Ring finger and thumb

Play with me!

(Roll the peas between the thumb and ring fingers of your right hand)

And the little finger and the big one,

Play with me!

(Roll the peas between the thumb and little finger of the right hand)

In the middle on the palm

I'll ride around a little.

I roll peas like a bun,

I press harder and harder.

(Roll a pea in your palm

round)

I'll take my left hand,

I'll squeeze it tightly with my fingers.

I roll between my fingers,

I press harder and harder.

(We perform similar movements in accordance with the text in the left hand)

We'll take the peas

Let's put them on the edge of the table!

Oh! Oh! Oh! Oh!

We had a good massage!

(Place the pea on the edge of the table)

(Expressing positive emotions)

Municipal budgetary preschool educational institution kindergarten No. 70 “Luchik

CIRCLE WORK PLAN

"TALKERS"

2nd junior GROUP

Group leader:

teacher of the second qualification category

academic year

All body movements and speech activity have common mechanisms, so the development of fine motor skills of the hands has a positive effect on the development of a child’s speech. In folklore, there are a lot of nursery rhymes that combine speech and hand movements. Apparently, already in ancient times the interconnection of these processes was noticed. Children often experience motor deficits, including poor fine motor coordination. A child at this age needs hand exercises and finger games; they, accompanied by poetry, will develop speech and listening skills. The preschooler will learn to understand the meaning of what he hears and grasp the rhythm of speech. The development of finger movements will prepare the ground for the subsequent formation of the child’s cognitive sphere.

The circle work plan is developed based on:

1. “Programs for education and training in kindergarten.” Ed. , Mosaic-Synthesis, 2005

2. SanPiN 2.4.1.2660-10 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational institutions.”

3. Letter of the Ministry of Education of the Russian Federation /23-16 “On hygienic requirements for the maximum load on preschool children in organized forms of education.”

4. Abramenko's game. We play together with the child. – M., Lepta Book, 2008.

5. Belkina: training and development. To educators and parents. – Yaroslavl, Development Academy, 2001.

6. Vygotsky and creativity in childhood. M., 1991.

7. Kazakova with preschool children: Non-traditional techniques, planning, lesson notes. - M., Sfera shopping center, 2007.

8. Prokhorov’s methodological work in preschool educational institutions on the development of creativity in preschool children

9. Cherenkov finger games. - M., “HOUSE. XXI century", 2007

Target. Strengthening and development of the hand, coordination, rhythm, general and articulatory motor skills. Form and cultivate moral and volitional qualities: determination, concentration, perseverance, control and evaluation of one’s own activities. Development of spatial relationships, speech accompaniment.

TASKS. Develop individual creative activity. Contribute uniting children into interest groups, their ability to cooperate: interact with each other and the teacher. Enrich children with new knowledge, abilities, skills and consolidate them.

Knowledge of the individual characteristics of the child, his level of development, and state of health helps to solve these problems and implement a person-oriented approach on this basis.

Ways and methods of implementation

1. The correct example of a teacher.

2. Finger gymnastics, verbal outdoor games, counting rhymes, nursery rhymes.
3. Drawing with finger, brush, chalk, pencil.
4. Laying out rhythmic patterns (seeds, cereals, sticks, etc.) according to a sample and by ear.
5. Showing words, poems, fairy tales, riddles with your hands.
6. Feeling, recognizing objects, letters and making them from various
materials,
7. Articulation gymnastics in combination with hand exercises.
8. Correct selection of furniture and lighting.
9. Gymnastics for the eyes.
10. Exercises to develop conditioned reflex connections to form
posture. Massage, self-massage training.

11. Dynamic pauses (alternating load and rest).
12. Change of activities in class, compliance with regulations.

Activities in a circle greatly SATISFY children's CURIOSITY. In this activity there is always novelty, creative exploration, and the opportunity to achieve more perfect results.

Drawing, finger games, games with clothespins contributes to the DEVELOPMENT of a child’s PERSONALITY, nurturing his character

In the process of studying in a circle, positive conditions are created for the formation of SOCIAL MOTIVES OF WORK, which in middle preschool age acquire significant motivating force. Each child gets the opportunity to feel and experience the joy of personal participation in a common cause.

The use of various types of collective work of children contributes to the formation of their skills to PLAN THEIR ACTIVITIES, taking into account a common goal, and to distribute operations.

Children IMPROVE attention, perseverance, memory, thinking, creative imagination and other mental processes and qualities NECESSARY FOR LIFE AND LEARNING.

In the process of a child’s activity, ALL HIS ANALYZER SYSTEMS interact: visual, auditory and spatial perception, and their formation takes place.

During classes, SPEECH TASKS are SOLVED: DEVELOPMENT of the child's vocabulary, grammatical structure, coherent speech, AUTOMATION of sounds in children's speech.

THEMATIC PLAN

	Lesson topic	Number of classes
practical	theoretical
September	Introductory conversation "Let's play ok" "Autumn Fun" “Lariska has two radishes”
	"Compote" "For the Berries" "Pickling cabbage"
	"Pock" "Meeting with Kolobok" "Merry fly agarics" "Horses" Exhibition of children's works
	"Snowball" “The little Christmas tree is cold in winter”
	“Fluffy, elegant Christmas tree” "My favorite animals" "Merry Snowman"
	"Birds at the feeder" “Who says what?” "Flower for Dad" Exhibition of children's works
	"Mimosa for Mom" "Friendship"
	"Sun" "Drops" "Two merry geese lived with granny"
	"The flower rejoices in the sun" "Grass" ("Swallow")

PERSPECTIVE CALENDAR WORK PLAN OF THE CIRCLE

	TOPIC OF CLASSES	MATERIAL FOR CLASSES
September	1. Introductory conversation “Let’s play okay”
2. “Let’s play okay” II. Finger game “My funny fingers” III. Outdoor game “Grey Bunny”	Pencils, wolf mask.
3. "Autumn Fun" II. Finger game “Autumn Leaves” III. Game "Chauffeurs"	Cones, leaves of birch, oak, maple. A stick with a string, to the end of which a machine is tied - 2 pcs.
4. “Lariska has two radishes” II. Finger game “Lariska has two radishes” III. Game with sticks “House” (square, triangle)	Chestnuts, sticks.
	1. "Compote" II. Finger game "Compote" III. Game "Chauffeurs"	A stick with a string, to the end of which a machine is tied - 2 pcs., watermelon seeds.
2. “Compote” (repetition) I. Self-massage of palms and fingers with bean seeds. II. Finger game "Compote" III. Game "Chauffeurs"	A stick with a string, to the end of which a machine is tied - 2 pcs., bean or watermelon seeds.
3. “For the berries” I. Self-massage of palms and fingers with a lump. II. Finger game "For the Berries" III. Game “Cinderella” (sorting bean and watermelon seeds)	Cones, bean and watermelon seeds, pictures with berries.
4. “Pickling cabbage” I. Self-massage of palms and fingers with chestnut. II. Finger game “Pickling cabbage” III. Game “Fold in half” (folding a sheet of paper in different directions)	A head of cabbage, sheets of paper for each child.
	1. "Rowan" I. Self-massage of palms and fingers with a hedgehog brush. III. Drawing "Rowan"	A square sheet of colored paper with a painted twig, gouache in red, orange, green, yellow in bowls, a rowan branch, brushes, a napkin.
2. “Meeting with Kolobok” II. Finger game “Palms - palms” III. Game “Meeting with Kolobok” (Tearing off paper)	Walnut. A sheet of Whatman paper (a piece of wallpaper) with a picture of a path, colored double-sided paper, glue, a napkin. Illustration for the river n. fairy tale “Kolobok”, boxes, eyes, nose and mouth cut out of paper for Kolobok
3. “Merry fly agarics” I. Self-massage of palms and fingers. II. Finger game “About the left and right hand” III. Drawing “Funny fly agarics”	Templates of fly agarics of various shapes cut out of white paper, red and white gouache, brushes, napkins, fly agaric illustrations
4. "Horses" I. Self-massage of palms and fingers with a lump. II. Finger game "Horses" III. Game "What does it look like?" (Laying out patterns of geometric shapes)	Cones, geometric shapes.
Exhibition of children's works
	1. "Castle" I. Self-massage of palms and fingers with chestnut. II. Finger game "Castle"	Chestnuts, 2 sticks with a string, to the middle of which a toy is tied
2. "Snowball" I. Self-massage of palms and fingers “Well”. II. Finger game "Snowball" III. Game “A lot of snow has fallen” (Tearing off paper)	Jar, peas, tinted sheet of paper, white paper, glue, napkin.
3. “The little Christmas tree is cold in winter” I. Self-massage of palms and fingers with a lump. II. Finger game "Christmas tree" III. Drawing “The little Christmas tree is cold in winter”	Tinted sheet of paper (blue, light blue), green and white gouache, brush, napkin, two Christmas trees made of green paper
	1. “The Christmas tree is fluffy and elegant.” I. Self-massage of palms and fingers with a lump. II. Finger game "Christmas tree" III. Drawing “Fluffy, elegant Christmas tree.”	A small Christmas tree cut out of thick paper, green gouache, a hard brush, red or orange gouache in a bowl, a napkin.
2. “My favorite animals” I. Self-massage of palms and fingers with a pencil. II. Finger game "At the deer" III. Drawing "My favorite animals."	Pencils. Paper cut out figures of pets (kitten, puppy, rabbit), black, brown, gray gouache, hard brush, napkin
3. “Jolly Snowman” I. Self-massage of palms and fingers with walnuts. II. Finger game “Palms - palms” III. Game “A lot of snow has fallen” (Tearing off paper).	Walnuts. Snowman cut out of paper. A sheet of whatman paper (a piece of wallpaper) with a picture of a snowman, white paper, glue, a napkin, paper-cut eyes, a nose and a mouth for the Snowman
	1. “Birds at the feeder” I. Self-massage of palms and fingers with a lump. II. Finger game "Feeder" III. Game “Traces of a Bird at the Feeder”	Cones, bean or watermelon seeds, birds illustration.
2. “Who says what?” I. Self-massage of palms and fingers. II. Finger game “Who says what?” III. Game "Granny's Shopping"	Animals illustration.
3. “Flower for Dad” I. Self-massage of palms and fingers with a pencil. III. Drawing “Flower for Dad”	Pencils. Postcard for dad: gouache: green, blue, orange, red, etc., brushes, bowls, napkins.
	1. “Mimosa for Mom” I. Self-massage of palms and fingers with a pencil. II. Finger game "Flower" III. Drawing “Mimosa for Mom”	Pencils. Postcards made of colored paper with a painted twig, cut out mimosa leaves, napkins (4x4cm), yellow gouache, glue, brushes, whole napkins, mimosas.
2. "House" I. Self-massage of palms and fingers with a lump. II. Finger game "House" III. Game "Different houses?" (Laying out a house from geometric shapes or seeds)	Cones, geometric shapes, bean seeds, watermelon seeds, etc.
3. "Friendship" I. Self-massage of palms and fingers with walnuts. II. Finger game "Friendship" III. Game "Chauffeurs"	Walnuts. A stick with a string, to the end of which a machine is tied - 2 pcs.
Exhibition “Gift for Dear Mommy”
	1. "Sunny" I. Self-massage of palms and fingers with a pencil. II. Finger game “Sun and Rain” III. Drawing "Sun"	Pencils. Whatman paper with a yellow circle drawn in the middle, red and orange gouache, brushes, napkins.
2. "Drops" I. Self-massage of palms and fingers with a pencil. II. Finger game "Drops" III. Game "Chauffeurs"	Pencils. A stick with a string, to the end of which a machine is tied - 2 pcs.
3. “Two funny geese lived with grandma” I. Self-massage of palms and fingers with walnuts. II. Finger game “Geese attack” III. Drawing “Two cheerful geese lived with grandma”	Walnuts. White A-size paper 4. brushes, napkin, blue and red gouache.
	1. "Family" I. Self-massage of palms and fingers with chestnut. II. Finger game "Castle" III. Game "Who is faster?" (winding the rope in different directions)	Chestnuts. 2 sticks with a string with a toy tied to the middle
2. “The flower rejoices in the sun” I. Self-massage of palms and fingers with a pencil. II. Finger game "Flower"	Pencils. White A-size paper 4. brushes, napkin, blue and red gouache.
3. “Grass” (“Swallow”) I. Self-massage of palms and fingers with a pencil. II. Finger game “Palms - palms” III. Drawing “Grass” (“Swallow”) III. Game "Granny's Shopping"	Pencils. White A-size paper 4. brushes, napkin, gouache in blue, red, yellow, black.
Exhibition of children's works "What we learned in a year"

BIBLIOGRAPHY:

1. Abramenko's game. We play together with the child. – M., Lepta Book, 2008.

2. Belkin: training and development. To educators and parents. – Yaroslavl, Development Academy, 2001.

3. Vygotsky and creativity in childhood. M., 1991.

Kazakova with preschool children: Non-traditional techniques, planning, lesson notes. - M., Sphere shopping center, 2007.

4. Prokhorov’s methodological work in preschool educational institutions on the development of creativity in preschoolers

5. Cherenkov finger games. - M., “HOUSE. XXI century", 2007

6. What do children's drawings indicate? – M., “Loza”, 2007.

Pleskovskaya E. V.

Plan for group work “Entertaining sensory skills”

in the second junior group

The club operates during the academic year (September – May inclusive), once a week – Thursday. The circle plan is designed for a year. Number of children attending the “Entertaining Sensory” club - 28 people. Children's age: from 3 to 4 years.

Explanatory note.

Sensory development (from the Latin sensus - feeling, feeling) involves the formation in a child of processes of perception and ideas about objects, objects and phenomena of the surrounding world.

A baby is born with sensory organs ready to function.

But these are only prerequisites for perceiving the surrounding reality. Full sensory development is carried out only in the process of sensory education, when children purposefully form standard ideas about color, shape, size, the signs and properties of various objects and materials, their position in space, etc., all types of perception are developed, thereby laying the foundation for the development of mental activity. Sensory education creates the necessary prerequisites for the formation of mental functions that are of paramount importance for the possibility of further learning. It is aimed at developing visual, auditory, tactile, kinetic, kinesthetic and other types of sensations and perceptions.

The leading role of sensorimotor in the perception and cognition of various objects using active touch was emphasized by B. G. Ananyev, A. V. Zaporozhets and others. The combination of the work of the skin-mechanical and motor analyzers provides information on size, shape, hardness, ratio of parts and other characteristics palpable objects. The development of a child’s sensory actions does not occur by itself, but only in the course of assimilation of social sensory experience, under the influence of practice and training. The effectiveness of this process increases significantly if the child is specially taught how to examine objects using appropriate sensory standards. So, sensory development, on the one hand, forms the foundation of the child’s overall mental development, and on the other, it has independent significance, since full perception is basic for the successful mastery of many types of activities.

The early stage of child development involves the formation of a broad orientation in the subject environment.

That is, not only the traditional familiarization with the color, shape, size of objects, but also the improvement of sound analysis of speech, the formation of musical hearing, the development of muscle sense, etc., taking into account the important role that these processes play in the implementation of musical, visual activity, and speech communication , simple labor operations (A.V. Zaporozhets, A.P. Usova).

The need to accurately and completely perceive the properties of objects clearly arises before the child in those cases when he must recreate these properties in the process of his activity, since the result depends on how successfully the perception is carried out.

Knowledge of the properties and qualities of objects, phenomena, mastery of generalized knowledge and skills associated with orientation in the environment occur in the process of various types of meaningful activity (initially - in the process of objective activity). The modern system of sensory development of children in domestic science is based on this position (V.N. Avanesova, L.A. Wenger, A.N. Lebedeva, N.N. Poddyakov, N.P. Sakulina, etc.).

Purpose of circle work:

Development of mental abilities in children of primary preschool age through sensory development.

Tasks:

Give children an idea of sensory standards, which are examples of the main varieties of each property: 6, then 7 colors of the spectrum, 5 geometric shapes, 3 gradations of size.

To form the cognitive activity of children during direct educational activities (games, didactic exercises, experiments, game tasks and assignments).

Strengthen clear ideas about the varieties of each property.

Teach correctly and understand the words: “shape”, “color”, “same”. Because “magnitude” does not have an “absolute” meaning; learn to perceive it only in comparison with another quantity.

Participants: Teachers - teacher, children, parents.

Duration: Club work is carried out throughout the school year once a week in the form of didactic games and exercises. Once a month, in the fourth week, a final lesson is held to consolidate the material covered.

Expected Result:

enrichment of children's active and passive vocabulary;

cognitive interest in the GCD circle;

preparation of attributes for games, GCD.

Preparatory stage:

Preparation of poems, nursery rhymes, riddles, games.

Preparation of attributes for GCDs and games.

Main stage:

Long-term planning of game activities for circle work

The final stage:

1. Diagnosis of children on sensory development in the 2nd junior group at the end of the 2016 -2017 school year.

2. Summing up the results of the project (the work of the circle).

3. Preparing a presentation using photographs.

4. Design of a wall newspaper for parents based on the results.

Applications:

Long-term planning.

Scheduling.

Annex 1.

Long-term planning of circle work for (2016-2017)

September.

Introducing colors: yellow, red, blue, green, white, black. Didactic game “Hide the mouse.”

Introducing shapes: square, rectangle, triangle, oval, circle. Didactic game: “Bird in a Cage.”

Introduction to the parameters of three quantities. Didactic exercise “Feed the bears”

Integrated GCD: “Find the same color and shape.”

“Hide the bunny from the fox” - color.

“Who sleeps where” - form.

“Playing with balls” is a magnitude.

Integrated GCD: "Wonderful bag"- shape and size.

Color of water - color.

What shape are the objects in our group.

Let's build a tower.

Integrated GCD Colorful rooms– color and size.

“Christmas tree decoration” - color.

“New Year trees” - size.

“Composite pictures” – form.

Lotto "color and shape".

Didactic game “The Rooster’s Tail” - color.

Didactic game "Shop" - form.

Didactic game “Who is taller” - magnitude.

Didactic game "Living Dominoes" - color.

Game - competition “Who can roll up the tape faster” - value.

“Let's build a tower” - magnitude.

Integrated GCD "Rainbow"- color and size.

Game instructions - color and size.

The didactic game “Let's collect fruits” is great.

Game exercise “Find your house” - form.

Integrated GCD "Handkerchief for Mom"- form.

Didactic game “Colorful flags” - color.

Didactic game “Bring and Show” – shape and size.

Game exercise “Find your clearing” - color.

Didactic exercise “How animals chose their place.”

Consolidation – didactic game “Spring has come” - color, shape and size.

Consolidation – collective drawing of “Colors of Spring”.

Fastening – collective applique “Spring drops” - size.

Appendix 2.

Calendar planning of circle work.

September

Lesson 1. Didactic game “Hide the mouse.”

Target: Introducing children to the six colors of the spectrum and naming them. Formation of color indication skills.

Material: Demonstration: sheets of paper of six colors (20/15cm), in the middle a white square (8/8cm) on which a mouse is drawn (Mouse House), squares of the same six colors - doors (10/10cm), a toy - a cat.

Handout: the same material in a smaller size - colored sheets (10/8 cm), white squares on them (5/5 cm), colored squares (6/6 cm); three houses and six “doors” for each child.

Progress of the lesson:

(Children sit in a circle at the table with the teacher).

The teacher plays the game “Hide the Mouse” with the children. First, he introduces the children to the rules of the game: “Meet the guys - the mice have come to visit us, each has its own house. Let's name what color (red, yellow, blue, green, black, white). Mice are very afraid of cats, and hide behind doors as soon as they see her. Each has its own door, you see the mouse in the red house has a red door. The mouse in the blue house has a blue door. Let’s find the mouse’s door together for everyone.”

Children play with the teacher. Then the children play independently. They hide mice from the cat by matching multi-colored houses with windows that are exactly the same color as the house, and closing the windows so that the mouse is not visible. Children learn the names of the six colors of the spectrum.

Lesson 2. Didactic game “Bird in a Cage”.

Target: Introducing children to basic geometric shapes (circle, square, triangle). Develop skills in examining a form - tracing the outline of a form with a finger. Formation of the ability to identify forms.

Material: Demonstration: large cardboard circle, square, triangle, with painted “faces” - figures - men. Handout: sets of the game “Birds in Cages” - sheets with windows - geometric shapes, in which a bird is depicted and separate “doors” in the shape of a triangle or circle.

Progress of the lesson:(Children sit in a circle at the table with the teacher). The teacher shows funny geometric people. – Unusual geometric figures came to visit us, they smile at you. Meet, this is a circle, this is an oval, this is a square, this is a triangle, this is a rectangle. Take them and trace them with your finger. The circle and oval have no corners, their side is smooth, you can drag your finger for a long time. And a triangle, a square, a rectangle have corners, feel the sharp ones with your finger.

(The teacher lays out a sheet for the game “Birds in a Cage”) - The birds flew to us and sat in their cages, but they can fly away, let’s close the doors in their cages. Just choose the right door. Here is a bird in a circle - it needs a round door, and here there is a bird in a square - find its square door. (The teacher plays the game with all the children)

In conclusion, the kids are offered the outdoor game “Birds and a Car.”

Lesson 3. Didactic exercise “Feed the bears.”

Target: Introducing the parameters of three sizes (large, medium, small). Develop the ability to identify size parameters of objects.

Material: Three toys of different sizes - bears, respectively, three chairs, three plates, three cups, three spoons. Two physical education benches of different heights, depicting bridges over rivers.

Progress of the lesson.

The teacher invites the children to go visit three bears. The children go on a journey, and on their way they encounter two rivers with bridges: through one handle the bridge is lower, through the other - higher. On a low bridge, children can easily cross to the other bank; on a high bridge, it is scary to fall into the river.

Well, we came to visit our bears. Let's talk about our journey, how we crossed the river on the bridge. – Which bridge was easier to walk on, which was more difficult, why - one bridge is low, the other is high. Guys, our bears are also different, one is taller, the other is shorter, the third is completely short. How else can you say it? – One is large, the second is medium (or smaller), and the third is small.

The teacher explains the rules of the didactic exercise: - Our bears are going to have lunch, but they can’t decide who should choose which plate, cup and spoon. Let's help: for a large bear, choose a large plate, for a smaller (medium) bear - a smaller plate, and for a small bear - a small plate. (using the same principle, children select the rest of the dishes for the bears).

In conclusion, the grateful bears play the active game “Bear and Children” with the children.

Lesson 4.“Find the same color and shape”

Target: Develop skills in comparing the color of an object with a color standard, classification according to the main six colors, and comparing the shape of objects with form standards.

Material: By color - a hoop, squares of six colors, 3-4 objects (colored cubes) of each of these six colors. In form - geometric figures of three shapes, 2 objects of each of these shapes. Hoop.

Progress of the lesson.With color. The teacher lays out all the colored cubes and objects (toys) of different colors. Then a game is played: the teacher shows a sample (a cube of one of six colors) and rolls the hoop towards one of the children. The child selects an object that is the same color as the sample and chooses the child to name the color of the object. The selected item is placed next to the sample on a separate table. The game then continues in the same way. With form. The teacher, together with the children, examines objects and toys of different shapes lying on the table in front of them, they say what shape the object and toys are - round, square, triangular. Next is the game: the teacher shows one of the figures and invites the child towards whom the hoop is rolling to choose a toy of the same shape and name what shape it is. The selected item is transferred to another table next to the sample form. The game continues until all the items are matched to the samples.

In conclusion: two hoops are placed on the floor, in one you need to bring round-shaped toys and red colors, in the other you need to put square-shaped and green objects. You can repeat the game by setting other shape and color parameters.

October

Lesson 1. Didactic game “Hide the bunny from the fox.”

Target: Develop the ability to correlate objects based on color and shape.

Material: Demonstration: sheets of paper of six colors (20/15 cm), in the middle there are white “windows” of different shapes (3 types) (8/8 cm), on which hares are drawn (bunny house), “doors” of different shapes and corresponding (10/10 ). Fox toy. Handout: the same material in a smaller size - color sheets (10/8 cm), “doors” (6/6 cm), and “windows” (5/5 cm). Three houses and six doors for each child.

Progress of the lesson. The teacher plays the game “Hide the Bunny from the Fox” with the children. First, he draws the children’s attention to the color of the “houses” and the shape of the “doors.” Shows how to choose the right “doors” in the houses of hares, taking into account color and shape. Then he invites the children to play on their own. They hide the rabbits from the fox by matching multi-colored houses with different shaped windows with exactly the same colors as the house and the same shape as the window.

In conclusion, the outdoor game “Fox and Hares”.

Lesson 2.“Who sleeps where?”

Target: We continue to introduce children to three geometric shapes and their names. Formation of the selection action according to the sample.

Material: Demonstration: large circle, square, triangle (human figures). Handout: the same smaller sized figures with “faces, one set for each child. Cards with outline images of the same figures of the same size.

Progress of the lesson. Children remember the names of familiar figures - little men. The teacher names the shapes one by one in the following order: circle, oval, triangle, square, rectangle. Tracing the figure with his finger, the teacher asks what shape this little man is. Particular attention is paid to the angles and proportions of the figures (oval and rectangle are elongated). Children “draw” the outlines of figures in the air. Then the teacher offers to play with small figures - people. Children are given cards showing “beds” for each of the figures. The “little people” must be put to “sleep” in beds suitable for them, that is, all the figures must be laid out on cards so that they coincide with those drawn.

Note. In a stronger subgroup of children, the size of the figures may be smaller than the outlines on the card.

Lesson 3."Game with balls"

Target: To develop the ability to identify parameters of the size of objects.

Material: Ball. Handout: for each child, kits for the game “Find its place for the ball” - cut balls of different diameters and colors and a cardboard card with images of balls of the same colors and sizes.

Progress of the lesson: Children stand in a circle with the teacher. The teacher plays a ball with them, throwing it to each other. Then the teacher asks you to close your eyes and hides the ball. The ball is hidden either high (it cannot be reached from the floor) or low (the ball is easy to reach). Children determine the position of the ball (high, low), look for a way to get the ball if it lies high. The game is repeated several times.

The teacher offers the children the game “Find its place for the ball”, game sets are laid out on the tables in front of the children and after the teacher shows them, the children play independently.

Lesson 4."Wonderful bag."

Target: Develop the skills of selecting figures by touch according to a visually perceived pattern. Consolidating knowledge of color shades.

Material: A wonderful bag containing plastic cubes and balls of different colors.

Progress of the lesson.(Children sit in a circle on chairs). The teacher shows the children a wonderful bag and says: “Now I’ll take a cube out of the bag and won’t look into it.” He takes out a cube by touch and asks the children to name what color the object is. Now I’ll take out a round ball and won’t peek. He puts his hand into the bag and takes out a ball. Now you try it.

The teacher brings the bag to each child in turn and offers, without looking, to take a cube or ball out of it. The child takes out and names the color of the object. When all the objects are taken out of the bag, the teacher suggests sorting the objects into groups according to color shades. Finally, the children help put the cubes in one box and the balls in another.

November

Lesson 1."Color of water."

Target: To familiarize children with shades of color based on lightness and their verbal designations: “light”, “dark”, “lighter”, “darker”.

Material: Demonstration: 14 transparent cups, 2 of them with stickers - light red and dark red, gouache paints, a separate container with water. Handout: red gouache, 2 cups of water for each child, brushes.

Progress of the lesson: The teacher invites the children to prepare water for making colored ice. The teacher shows how to make light red water by putting a little paint on a brush and diluting it in water, and then making darker water by dipping the brush into the paint twice. Then the children prepare water of two shades. Under the guidance of the teacher, they first make light red water in one glass, and then dark red water in another glass. Having prepared colored water, they bring it to the teacher, naming where the water is light red and where it is dark red. (Then the teacher will take their cups to freeze).

And he suggests diluting other shades of paint. To do this, pre-prepared disposable glasses with water are set out and other colors of gouache are taken. Invites children to name what colors came out in the cups.

Lesson 2.“What shape are the objects in our group?”

Target: Develop the skill of visually examining objects and verbally describing their shape.

Material: Items found in the group room.

Progress of the lesson. The teacher, together with the children, examines the objects in the group, determining what shape they are. Then a game is played: the teacher names an object, the child independently determines the shape of this object. For example, what shape is the mirror, what shape is the window, cabinet, etc.

Lesson 3."Let's build a tower."

Target: To form an understanding of the relationships in magnitude between three-dimensional and flat objects, the correlation of 2-3 rows of quantities with each other.

Material. Demonstration: pictures of animals: bear, fox, mouse. Cubes of different sizes (large, smaller, smallest). Handout: three squares of different sizes for each child.

Progress of the lesson. The teacher, together with the children, examines the animals depicted in the pictures, arranging them in order: the largest bear, the smaller fox, the smallest mouse. Next, the children, together with the teacher, build a tower of cubes for the animals, correlating the size of the animals with the size of their “apartments” - cubes. Then the children independently build the same towers in their places at the tables, following the sequence of selecting squares by overlapping them when comparing (house for animals).

Lesson 4."Colorful rooms."

Target: Consolidating knowledge of primary colors. Develop skills in highlighting color while distracting from other features of an object.

Material: Each child has a card (30/20 cm), divided into 6 cells (10/10 cm) of different colors; small cardboard silhouettes of toys - one of each color.

Progress of the lesson. The teacher draws the children’s attention to the multi-colored “rooms” on the card and explains that all the objects in them must be the right color so that they are not visible. Examines and names toys and objects with children, notes that there are the same objects and toys of different colors. Then the children place toys and objects in their rooms so that they are not visible. A doll or a bear checks the correctness of the task.

December

Lesson 1."Christmas tree decoration."

Target: Consolidate the idea of primary colors, practice arranging objects on a plane in a given color order.

Material: Demonstration: flannelgraph, planar figures of a Christmas tree and Christmas balls of the same size and six primary colors. Handout: for each child a set of flat Christmas tree figurines and multi-colored Christmas tree balls.

Progress of the lesson.(Children sit on chairs in a semicircle near the flannelgraph). The teacher draws the children's attention to the bright green Christmas tree on the flannelgraph. - Guys, a forest guest has come to us, look at the Christmas tree. What color is it? Soon there will be a New Year and in every home there will be such a beauty, only something is missing for the festive mood, what do you think? (decorations, balls, tinsel) - There are Christmas tree balls laid out on the table in front of you. Let's name them by color. (The teacher shows balls of different colors one by one, the children name them)

Let's decorate our guest, I will call who will come up and take the red ball (blue, green, yellow). Let's start, Lera take the red ball and attach it to the very top of our Christmas tree. (children together with the teacher decorate the Christmas tree).

Then the teacher invites the children to go to the table and decorate their Christmas trees according to the model from the flannelgraph. He approaches each child and asks what color his ball is and where he will hang it.

At the end there is a round dance “The little Christmas tree is cold in winter...”.

Lesson 2."New Year trees".

Target: To develop children’s ability to use measurements to determine size parameters.

Material: Three sets of Christmas trees: each set contains three Christmas trees with a height difference of five centimeters. The same sets of rooms (rectangular sheets of paper), narrow cardboard strips (measurements) corresponding to the height of the trees and rooms.

Progress of the lesson. The teacher creates a game situation: it is necessary that in each house there is a Christmas tree up to the ceiling. The teacher invites all the children to “go into the forest” so that they can choose Christmas trees of the desired height, and gives them cardboard strips - measurements. Using this measure, each child will select a Christmas tree of the desired height. The teacher shows the children how to select a Christmas tree according to measurements (applies a measurement from the base of the tree to its top. If the ends match, the tree “fits”). Next, the children “go to the forest” for Christmas trees, and everyone picks up a Christmas tree. The children “take the selected Christmas trees to town” and install them in those houses where the trees fit right up to the ceiling (they try them on).

Lesson 3."Composite Pictures"

Target: Develop the ability to dissect images of objects into their component parts and recreate a complex shape from parts.

Material: Samples of drawings made up of geometric shapes: Christmas tree, house, rocket. Handout: sets of geometric shapes: circles, squares, triangles for making pictures.

Progress of the lesson: The teacher looks at the drawing samples together with the children. The drawings are analyzed from the point of view of its constituent parts: features of size, proportions and shapes, features of their location in space. Then the children lay out various pictures on the tables.

Lesson 4. Lotto "color and shape".

Target: Develop skills of orienting to two features simultaneously (color and shape) with a distraction from the third (size).

Material: Six lotto cards with three geometric shapes arranged in different orders, all shapes on the card are of different colors; thirty carved figures of three shapes, six colors.

Progress of the lesson. The teacher, the presenter, takes one figure out of the box and asks: “Who has such a figure?” If the child responds, he receives it and closes the corresponding figure on the card. If no one responds, the figure is put aside. The winner is the one who covers all the figures on the card first.

January

Lesson 1. Didactic game “The Rooster’s Tail.”

Target: Consolidation of ideas about primary colors and correlation in accordance with size parameters.

Material: Demonstration: flannelgraph, 2 cockerels - one with a beautiful bright tail, the second without a tail; feathers (6 pieces of different sizes, difference 5 cm) from his tail in a separate set. Handout: for each child a cockerel and a set of feathers of different sizes and different colors.

Progress of the lesson. The teacher makes a riddle about a cockerel. Two cockerels are displayed on a flannelgraph, how they are similar and how they are different. That's right, one cockerel doesn't have a tail, that's the problem, you can't live without a tail. He invites the children to help the cockerel, shows the feathers, and the children name them by color. How to properly fasten a rooster's tail? The feathers are not only different in color, but also in size. The teacher shows how to find the largest feather and secures the rooster, then calls the children in turn and together they secure the tail of the rooster.

Then the teacher draws attention to the cockerels at the table and asks the children to help them with their ponytails. Children complete the task independently, the teacher controls the process.

Lesson 2. Didactic game "Shop".

Target: Strengthen the ability to compare the colors of an object with a color standard, classify by color, and group shades.

Material: Toys and objects of six colors and their shades (3-4 each), multi-colored rectangles (“checks”).

Progress of the lesson. The teacher offers to play in the store. Children come to the “store” and examine toys and objects, noting what color and shade they are (it is necessary to achieve a clear definition of color and shade: light green, light purple, dark red, etc.). When looking at toys, children compare pairs of objects of the same color tone based on their lightness. Next, children receive “Checks” (rectangles of different colors). To buy a toy, its color must match the color of the receipt (shades of colors are included). At first, the role of the seller is played by the teacher, then the children can be divided into “sellers” and “buyers”.

Lesson 3. Didactic exercise “Who is taller.”

Target: Introduce the rules for measuring objects using a single reference point.

Material: Dolls – girls of different heights, cube.

Progress of the lesson: The teacher invites the children to play with dolls. He creates a game situation: children came to kindergarten and argued which of them was taller. The dolls are measured by height (the difference in the height of the dolls should be insignificant). The dolls continue to measure their height, the teacher imperceptibly places a cube under the feet of one of the dolls (smaller in stature). Children face a problematic task: is it possible to measure height in this way? Children must independently come to the conclusion that when measuring, the legs of girls dolls should be on the same line.

Finally, the children are measured in height against each other.

February

Lesson 1."Living Domino"

Target: Consolidating knowledge of primary colors, the ability to highlight colors with distraction from other characteristics of objects.

Material: Each child has a card (30/20 cm), divided into six cells (10/10 cm) in which silhouettes of animals and birds of different colors are pasted. And small silhouettes on cut cards.

Progress of the lesson. The teacher draws attention to large cards with six colored silhouettes of animals and birds and invites each child to choose one such card. The teacher himself, the presenter, suggests choosing a pair for each image, showing one cut card at a time. The winner is the one who matches all his animals before the other children.

Lesson 2. Game competition “Who will roll the tape faster.”

Target: Strengthen the skills of identifying parameters of the size of objects.

Material: 2 ribbons, attached to sticks, of the same width, but different lengths and different colors: red - 1m, blue - 50cm.

Progress of the lesson. The teacher shows the children 2 ribbons of the same width with a contrasting difference in length, and teaches them how to roll the ribbon. Attention is not paid to the length of the ribbons. Next, a game is played: the teacher names a couple of children, each takes a ribbon, and a game-competition is held. Naturally, the one with the shorter ribbon wins. The rest of the guys notice that the one with the longest tape loses. When the game is repeated, the called children strive to “take possession” of the short ribbon in order to ensure that they win the competition. Children explain their actions, compare the lengths of the ribbons, placing them next to each other.

In conclusion, you can invite the children to compete only by handing out ribbons of the same length.

Lesson 3. Let's build a tower.

Target: To develop an understanding of the relationships in magnitude between three-dimensional and flat objects, the ability to correlate 2-3 series of quantities with each other.

Material: Demonstration: pictures of animals: bear, wolf, fox, hare, mouse. Five cubes of different sizes. Dispenser: 5 squares of different sizes.

Progress of the lesson. The teacher, together with the children, examines the animals depicted in the pictures. Arranging them in order: the largest (bear), the smaller one is the wolf, the smaller one is the fox, the smaller one is the hare and the smallest one is the hare. Next, the teacher, together with the children, builds a tower of cubes for the animals, correlating the size of the animals with the size of the cubes. Then the children independently build the same towers in their places at the tables, following the sequence of selecting squares by placing them on top of each other when comparing.

Lesson 4."Rainbow".

Target: Introducing children to the color system, including the new color blue.

Material: Demonstration: picture “Rainbow”, flannelgraph, set of individual “Rainbow” strips. Handout: sheets of paper with an unfinished rainbow, sets of strips for each child to complete the “Rainbow”.

Progress of the lesson. Children look at a picture of a rainbow and listen to the poem “Colors of the Rainbow.” The teacher invites them to put together a rainbow from a set of strips on a flannelgraph in front of them and names the colors of the rainbow. In this case, the teacher pays attention to the sequence of colors in the picture. Next, children are invited to complete their own “rainbow” at the tables. Children complete the task, and the teacher controls the process, approaches the children and asks them to name the colors of the rainbow.

In conclusion, the outdoor game “Sun and Rain” is offered.

March

Lesson 1. Game orders.

Target: Develop the ability to distinguish and name toys, highlight their main qualities (color, size). Develop auditory perception, improve verbal communication.

Material: a large and small toy dog (or bear cubs), a car, a red or blue ball, large and small cups, nesting dolls.

Progress of the lesson. The teacher shows the children toys, asks them to name them, tell what color and size they are. Then he gives instructions to the children.

Give a large dog tea from a large cup.

(If the child makes a mistake, the dog growls and turns away from the cup)

Place the nesting doll next to the red ball.

Give the little dog a blue ball.

Take a small dog and sit him on the mat. -Put the big dog next to the little one.

At the end of the lesson, the teacher asks the children to put the toys and objects used in the game back in their places.

(The teacher monitors the correct execution of instructions).

Lesson 2."Let's pick fruit"

Target: Strengthen the ability to distinguish and name the size of objects (fruits). Develop auditory perception.

Material: Demonstration: Three-dimensional fruit models of 2 sizes (large and small), two baskets (large and small). Handout: sets of the game “Let’s collect fruits” for each child in a flat version (large and small fruits and large and small baskets).

Progress of the lesson. The teacher points to the table, where three-dimensional models of fruits of different sizes are laid out. He offers to name the fruits and choose one fruit for himself, then puts two baskets and says: “We will put large fruits in a large basket, so I put one large pear.” And in a small basket, I will put a small apple. Now you, one at a time, come up and put your fruit in the right basket. (Children come up and decide where to put their fruit, the teacher asks to name the size of their fruit and the size of the chosen basket).

The teacher offers to play a game at tables with flat figures (fruits and baskets). At the end of the lesson, offer physical exercises.

Lesson 3. Game exercise “Find your house.”

Target: Continue to get acquainted with objects of various shapes and sizes. To develop the ability to correlate details, to carry out a set of objects of two different shapes (ball, cube) and three sizes (large, smaller, small). Act according to verbal instructions, observe the actions of other children.

Material:“entertaining box”, which has slots of three sizes: square (7, 5, 3 cm) and round (diameter 7, 5, 3 cm); cubes (2, 4, 6 cm) and balls (2, 4, 6 cm) for each child. Or use a didactic manual - inserts in the form for each child.

Progress of the lesson. Option 1. – The teacher draws the children’s attention to cubes and balls of different sizes, asking them to find “their house”, put it in a “fun” box, and to do this they need to separate the cubes from the balls. When the children complete this part of the task, the teacher moves the box in a circle, from one child to another, inviting everyone to put a cube into it first, and then a ball. Children choose figures, arbitrarily guided by their size: a small object can be lowered into any hole in the “house”, a medium-sized object - into a large or medium hole, a large object - only into the largest hole. This is how children learn not only to correlate objects by size, but also to perform this action in more rational ways.

Similarly, each child places the second and then the third pair of objects into the “house”. The teacher evaluates the “work” from the point of view of a rational solution to the problem.

Option 2. Children are offered inserts with six different windows and shapes for them. The teacher invites each form to find “its own house.”

Lesson 4."A handkerchief for mom."

Target: Develop the ability to lay out patterns from single-color geometric shapes, analyze, and arrange objects in space. Develop perception of form.

Material: For each child, a sheet of square paper with drawn outlines of shapes, the same size (5 pieces), glue pencil, cut geometric shapes. Sample of a finished “handkerchief”.

Progress of the lesson: The teacher shows the children an applique - a sample (handkerchief for mother). Gives children the opportunity to name familiar geometric shapes and draw them with their finger in the air. Pay attention to the blanks on the tables, carefully examine all the figures and arrange them in their drawn places. Then offer to stick it on, the teacher helps the children complete the appliqué. Offer ready-made handkerchiefs to give to mothers.

April

Lesson 1."Multi-colored flags."

Target: To develop the ability to distinguish color tones by comparing them with each other and applying them to a sample. Improve visual perception. Accustom to accurately and diligently carry out group instructions.

Material: colored flags of four primary colors - 4 sets each.

Progress of the lesson: The teacher draws the children's attention to the flags lying on the table, names the color of each flag, and invites them to play with them.

Take any flag, name its color and find the same one using the application technique.

Four children are chosen, the teacher points to the table on which the child will look for his flag. The one who finds the flag of his color must show it to all the children, and they will see if the task was completed correctly. If the task is completed correctly, everyone will clap their hands.

(Having selected a flag by color, each child gives one flag to the teacher, and takes the other to the table and returns to the chair.)

Lesson 2.“Bring it and show it.”

Target: continue to develop the ability to visually examine a form in difficult conditions; foster a sense of responsibility for completing assignments; replenish the experience of a friendly gaming partnership.

Material: small cards (6/8 cm) with images of geometric shapes: circle, triangle, square, rectangle according to the number of children; large cards depicting the same figures.

Progress of the lesson. At the beginning of the lesson, the teacher, together with the children, lays out one set of figures, first on one table, then on the other three; allows children to see if all the figures are in place; It is not allowed to touch or pick up the figures.

Children sit on chairs. The teacher calls four children and places them opposite the rest. Having chosen the outline of one of the figures, the teacher shows it first to the sitting children, and then to the four called up.

Please bring us this triangle, but first look at it carefully! (The teacher slowly traces the outline of the figure with his finger, and the children follow his movements, then he invites them to trace the figure with their eyes again and after a few seconds removes it.)

Children - One, two, three, look.

With the last words, each of the four summoned children goes to their table and carries out the assignment. At this time, the teacher lays out a sample on the table or board. Each child, having completed the assignment, independently puts the figure he has chosen on the sample, brings it and shows it to the children.

The game is of a control nature. The teacher thinks through the composition of each four, selecting children of approximately the same abilities. In a specially prepared list after the game, the child’s success (+ or -) is noted.

Lesson 3."Find your clearing."

Target: Strengthen the ability to correlate the colors of different objects and identical objects of different colors.

Material: large colored sheets of paper, silhouettes of toys of different colors.

Progress of the lesson: The teacher shows different ways to complete the task: in the “clearing” - a large sheet of colored paper places objects of the same color. If the children make a mistake by selecting identical objects of different colors, the teacher shows that not all toys have the same color as the color of the clearing on which they lie.

It is important to draw children's attention to the fact that different objects can be the same color (a red flower and a tumbler) - then their clearing is the same, and the same objects can be of different colors (yellow and green leaves) - then their clearings they are different.

Lesson 4.“How animals chose their place.”

Target: To develop the ability to distinguish and name toys depicting animals, to understand and use the words “near”, “in front”, “behind”.

Material: medium sized toys.

Progress of the lesson: Educator: Chest of nuts.

The squirrel has a chest, click and click of teeth -

It contains hazelnuts. The shells are flying.

The squirrels gathered for a gathering. For all the cheese - talk!

E. Moshkovskaya.

Her forest friends came running to the squirrel. The runaway bunny galloped up and stood next to the squirrel. Andryushka, put the bunny next to the squirrel. The child performs. Nastya, tell me how the bunny and the squirrel stand. (Child - nearby).

Educator. They gnaw nuts and play together. Then a fox came running, stood far away and watched the squirrel and the bunny play, came closer and began to play with them too. Sasha, tell me, where was the fox at first? Child - Far away. Educator - And then where did she go? Child. - Closer. Educator - That’s right, the fox came closer to the squirrel and stood behind her. Camilla, tell me, where did the fox stand? The child answers. - That's right, there are squirrels behind. And the bunny came running and stood in front of the fox. Akim, put the bunny in front of the fox. The child performs. Where did Akim put the bunny? The children answer. - Now, children, take your toys and we will also choose a place for ourselves. Children take a toy each. Adeline, go out into the clearing with the squirrel. Pavlik, stand in front of Adeline. The children get up.

Right. Where did Pavlik stand? The children answer.

Denis, stand next to Adeline. Where did Denis stand? The children answer.

Well done, you all have found your place well. Now we'll play with the toys.

This month there are three reinforcement classes, children together with the teacher create drawings, publish a newspaper, and hold a competition with the participation of parents.

The teacher also conducts diagnostics on sensory education for children in the group, the results of the knowledge gained are recorded in a diagnostic table.

Reporting parent meeting to sum up the results of circle work using ICT in the form of a slide presentation.

Work program for circle work
"Plasticine miracle"
(second junior group)
2014-2015

Group leader:
teacher of MKDOU "DS No. 29"
Bagomedova P.Sh.

Explanatory note.
Currently, teachers and specialists in the field of early development insist that the development of intellectual and thinking processes must begin with the development of hand movements, and in particular with the development of movements in the fingers. This is due to the fact that the development of the hand plays an important role in the formation of the brain, its cognitive abilities, and the formation of speech. This means that in order for a child and his brain to develop, it is necessary to train his hands. This is what will later give him the opportunity to easily learn new things, be it a foreign language, writing or mathematics. The development of fine motor skills is also important because the child’s entire future life will require the use of precise, coordinated movements of the hand and fingers, which are necessary to dress, draw and write, as well as perform many different everyday and educational activities.
Considering the importance of the problem of developing manual skills and the fact that developing a child’s hand must begin from early childhood, I organized an artistic circle “Plasticine Miracle” - the main idea of which is drawing pictures - plasticine, plasticineography.
The problem of developing fine motor skills and manual skills in visual arts classes is also very relevant, since it is visual activities that contribute to the development of sensorimotor skills - consistency in the work of the eye and hand, improvement of coordination of movements, flexibility, strength, accuracy in performing actions, correction of fine motor skills of the fingers hands Children master the skills and abilities of working with tools (in drawing - a pencil and a brush, in appliqué - scissors and a brush, in modeling - a stack). In these classes, children develop the ability to operate an instrument (of course, if the child is taught how to hold and operate the instruments correctly).
Plasticineography is one of the relatively recent emergence of a new genre (type) in the visual arts.
The concept of “plasticineography” has two semantic roots: “graphite” means to create, draw, and the first half of the word “plasticine” implies the material with which the plan is executed.
This genre represents the creation of stucco paintings depicting more or less convex, semi-volume objects on a horizontal surface, using unconventional techniques and materials. For example, decorating the surface with beads, plant seeds, and natural materials. In some cases, using the plasticineography technique, a product is modified, which leads to the creation of original works. For example, a landscape is graphically depicted on a flat surface, and foreground details are depicted using plasticineography.
The main material is plasticine, and the main tool in plasticineography is the hand (or rather, both hands, therefore, the level of skill depends on the mastery of one’s own hands. This technique is good because it is accessible to children of primary preschool age, it allows you to quickly achieve the desired result and introduces a certain novelty in children's creativity, makes it more exciting and interesting, which is very important for working with children.
Plasticineography classes represent a great opportunity for the development and learning of children.
Plasticineography classes contribute to the development of mental processes such as attention, memory, thinking, as well as the development of creative abilities. Plasticineography promotes the development of perception, spatial orientation, sensorimotor coordination of children, that is, those school-significant functions that are necessary for successful learning at school. Children learn to plan their work and complete it.
By doing plasticineography, the child develops manual skill, strengthens hand strength, the movements of both hands become more coordinated, and the movements of the fingers are differentiated, the child prepares the hand for mastering such a complex skill as writing. This is all facilitated by good muscle load of the fingers.
One of the undoubted advantages of plasticineography classes with children of primary preschool age is the integration of subject areas of knowledge. The activity of plasticineography allows you to integrate various educational spheres. The topics of the classes are closely intertwined with the lives of children, with the activities that they carry out in other classes (to get acquainted with the surrounding world and nature, develop speech, etc.).
This structure of classes in the “Plasticine Miracle” circle contributes to more successful development of the educational program.
Towards the end of which children:
Implement cognitive activity. All selected material for classes with children has a practical orientation, relies as much as possible on their life experience, helps to highlight the essence of the characteristics of the objects and phenomena being studied, and activates images and ideas stored in long-term memory. They allow him to clarify the knowledge he has already acquired, expand it, and apply the first versions of generalization.
They enrich their vocabulary in an interesting playful way. In the process of playing out the plot and performing practical actions with plasticine, there is a continuous conversation with the children. Such a playful organization of children’s activities stimulates their speech activity, causes speech imitation, the formation and activation of a vocabulary, and the child’s understanding of the speech of others.
They get acquainted with works of art, poems, nursery rhymes, and finger games.
Children develop their first elementary mathematical ideas about counting, size, and magnitude.
Develop sensory standards. Sensory development occupies one of the central places in working with children in plasticineography. In the younger group, general sensory abilities develop: color, shape, size.
Children develop tactile and thermal senses of their fingers. The need for tactile and thermal senses with the tips and pads of the fingers is determined by the practice of life and should become a necessary phase of learning and accumulation of the child’s sociocultural experience.
Preschool children best become familiar with materials through tactile sensations. During the circle's classes, children's impressions, knowledge, and emotional state are realized in visual arts.
But the main significance of plasticineography classes is that at the end of training, the child develops hand skill, strengthens hand strength, the movements of both hands become more coordinated, and the movements of the fingers are differentiated. This is facilitated by good muscle load on the fingers. Children develop pincer grasping, i.e., grasping a small object with two fingers or a pinch; they are also able to independently carry out movements in all its qualities: strength, duration, direction, etc.
The purpose and objectives of the “Plasticine Miracle” circle
Goal: Development of manual skills in children of primary preschool age through plasticineography.
Tasks:
- Learn to convey the simplest image of objects, phenomena of the surrounding world through plasticineography.
- Teach the basic techniques of plasticineography (pressing, smearing, pinching, pressing).
- Learn to work in a given space.
- Learn to accept a task, listen and hear the teacher’s speech, act according to the model, and then according to verbal instructions.
- Learn to examine various objects (objects) using visual and tactile sensations to enrich and clarify the perception of their shape, proportion, color.
- To develop the skills of careful work with plasticine.
- Cultivate responsiveness, kindness, the ability to sympathize with the characters, the desire to help them.
- Foster a desire to participate in the creation of individual and collective works.
- Develop fine motor skills, hand coordination, eye control.
- Develop children's visual arts.
- Develop the plot and game concept.
- Develop interest in the process and results of work.
- Develop an interest in teamwork.
This program is designed for children of primary preschool age (from 2 to 4 years old).
This program provides two years of study.
Work on developing skills in plasticineography is carried out in several stages, at each of which the child is given certain tasks.
№1 STAGE Preparatory
- Master the technique of pressing.
- Master the pressing technique.
- Master the technique of smearing plasticine with your fingertip.
- Learn the correct finger placement.
-Master the technique of pinching off a small piece of plasticine and rolling a ball between two fingers.
-Learn to work in a confined space
2. Main stage
- Learn not to go beyond the outline of the drawing
- Learn to use your finger to smear plasticine all over the drawing, as if painting it.
- Use several colors of plasticine
- For expressive work, be able to use auxiliary objects (bones, feathers, etc.)
- Learn to use a special signet stack.
- Learn to get things done
- Learn to do your work carefully
- Learn to perform collective compositions together with other children
-Learn to restore the sequence of actions performed
- Learn to act like a teacher
- Learn to act according to the verbal instructions of the teacher
3. Final
Solve creative problems independently.
- Choose a drawing to work on yourself.
- Form a personal attitude towards the results of your activities
Classes are held once a week:
15 minutes in the 2nd junior group.
Classes are held both frontally and collectively. In the evening, in the block of joint activities with children.

When developing this program, the most interesting available topics and plots were selected that could attract the child and help him open up. For each lesson, appropriate games with movement, finger exercises, and warm-up for the arms are selected.

To solve the assigned problems, all the child’s analyzers were used as much as possible during the classes: auditory, visual, tactile, etc.

Classes take place entirely in the form of a game. Game techniques ensure the dynamism of the learning process, maximally satisfy the child’s needs for independence - speech and behavior (movements, actions, etc.). The use of games in teaching children plasticineography helps to activate children's activities, develop cognitive activity, observation, attention, memory, thinking, maintains interest in what is being studied, develops creative imagination, imaginative thinking.

The program is designed taking into account the implementation of interdisciplinary connections in sections:
- “Fiction”, where works of educational orientation are used.
- “Speech development”, where vocabulary is enriched, expanding and clarifying children’s knowledge about the environment.
- “Productive” classes where images were consolidated.
-""Cognitive"" classes, where images are consolidated and
concepts of living and non-living nature.
- “Music classes.”
Working with parents.
As part of the implementation of the “Plasticine Miracle” additional education program, a system of work with parents (legal representatives) of students has been defined.
* The status of the family is studied annually, and a survey of parents is conducted.
* Studying parents' requests for educational services.
* Systematic work of the parent committee is organized.
Issues of attracting additional funding for the development and strengthening of the group’s material base and educational process are being considered.
A variety of forms and methods of work helps to find common ground with different categories of parents. Interaction with parents is aimed at exchanging experiences, increasing the pedagogical competence of parents, developing their pedagogical skills, etc.
Various forms of work with parents are organized, topics have been developed for parent meetings, consultations on the development of manual skills in young children, master classes, conversations

Forms for presenting results:

Photo exhibition “Buns-curls”
creation of a mini-museum
presentation of work results at a parent meeting

Long-term planning circle
"Plasticine miracle"

September
№ Task: Goal:
1. “Bunny” Reinforce the ability to divide a lump into two parts, roll the remaining plasticine into a ball, divide it in half again, roll the head. Learn to attach parts.
2. “Kolobok” Reinforce the ability to pinch off a piece for modeling from a whole piece. Form a ball by rolling it between your palms in a circular motion. Decorate the work with additional details: mouth, eyes, nose.
3. “Cockerel” Learn to draw a cockerel with your fingers using multi-colored paints.
4. “Ladder for a nesting doll” Learn to combine horizontal and vertical lines in a drawing. Develop an interest in drawing with paints.
October
1. "Ladybug"
Teach children to tear off pieces of plasticine, roll them between their fingers, then carefully glue them onto the finished form.
2. “Fish swim in the water” Develop a plot-game concept in children, flatten and smear the plasticine with your fingers.
3. "Snowman"
Learn to reflect the impressions received while observing the snow, spread the dough onto the finished form.
4. “Snail - long horns” Continue teaching children to sculpt from salt dough. Practice the ability to roll out a column.
november
1. “Flower - Seven Flowers” Teach how to use dough to show children’s creative abilities, develop the flexibility of their fingers.
2. “Chicken” Learn to roll plasticine balls of different sizes, fasten them together, learn to stretch the plasticine. (Beak)

3. “Caterpillar” Learn to sculpt from parts, maintain the ratio of proportions in size, connecting them tightly.
4. “Lots of balloons” Learn to convey a joyful mood in a drawing using bright colors.

December
No. Lesson: Purpose:
1. “Berry - Raspberry” Learn to sculpt from parts, divide a piece into parts, develop fine motor skills.
2. “Buns - curls” Reinforce the ability to pinch off a small piece from a large piece of dough.
3. “Bee” Learn to sculpt from parts; dividing a piece into parts; develop creative imagination.
4. “Fireworks” Learn to draw colorful fireworks in the night sky with a poke of a brush.
January
1. “Snowflake” Continue to develop fine motor skills. Reinforce familiar techniques for modeling salt dough.
2. “Hedgehog” Develop flexibility of fingers, teach to see the end result of the planned work.
3. “Turtle” Develop fine motor skills of the hands; develop skills of accuracy when painting finished figures; improve children's ability to flatten and flatten the dough, creating an image in half volume.
4. “Rattle” Learn to roll a ball out of plasticine and attach a stick to it. Strengthen the skill of rolling and rolling out plasticine between your palms.

February
1. “Underwater Kingdom” Continue teaching children to sculpt from salt dough, cut out fish of different shapes in stacks according to a cardboard template, using additional materials (beads, pasta, peas, cereals, beans, buttons)
2. “Striped rug for a puppy” Teach children to draw stripes of the same width, placing them at the same distance from each other.
3. “Mouse on Cheese” Consolidation of technical skills and techniques for modeling dough. Sculpt from parts, dividing a piece into parts, tightly connecting them. Develop fine motor skills.
4. “Dishes for a bunny” Strengthen the ability to convey the simplest form when sculpting tea utensils.

March
No. Lesson: Purpose:
1. “Sheep” Teach children to tear off smaller pieces from a large piece of plasticine, roll them between their fingers, “balls,” and smear them on the finished base.
2. “Cherry for the cake” Learn to roll a ball out of plasticine and attach a stick to it.
3. “Clown” Teach children to smear ready-made shapes with glue, carefully glue them onto cardboard, making the figure of a clown.
4. “Mushrooms” Develop children’s creative imagination, create conditions for emotional and psychological liberation of children during classes.
April
1. “The buds are swollen on the twig.” Reinforce the ability to draw lines in different directions to form a twig. Develop a figurative concept of natural phenomena.
2. “Twig with leaves” (collective) Learn to roll thin sausages and divide into several parts, form twigs. Pinch off small pieces from a whole piece of plasticine and flatten the leaves.
3. “Mouse - Norushka” Teach children to sculpt a mouse based on a cone shape. Create an expressive image, sharpening the muzzle.
4. “Dandelions” Learn to convey the shape and structure of a flower (stem, leaves, flower head) in a drawing. Develop aesthetic perception.

May
No. Lesson: Purpose:
1. “Making a fairy tale” Consolidating technical skills and techniques for sculpting from dough, sculpting from parts, maintaining the ratio of proportions in size: the head is smaller than the body, attaching small parts, connecting them tightly.
2. “Snow House” Continue teaching children how to sculpt from salt dough. Learn how to stick around a yogurt cup with pre-cut windows - getting the image of a snow house; decorate the roof with beans - “tiles”
3. “Multi-colored beads” Continue sculpting from salt dough, teach children to make beads and string them on a thick wire to make a hole.
4. “Cat Family” Develop flexibility of fingers, teach to see the end result of a planned work, teach how to use dough to show children’s creative abilities, teach accurately, convey a conceived idea when completing a product.

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