Developmental activities for children 2, 3, 4 years old, notes, tasks

The mission of developmental classes in the first and second junior groups

Development is an important component of the goals of any educational course practiced with kindergarten students. Moreover, certain aspects of development are an obligatory part not only of direct educational activities (DEA), but also of routine moments and entertainment. Therefore, considering the goals and objectives of development classes in such a broad sense, it is appropriate to talk about the mission of this area as a whole in a preschool educational institution (DOU). The goals and objectives of development classes are determined by strategies for changing the psychological and pedagogical characteristics of children of the first and second junior groups.

Developmental goals are determined by the age characteristics of children 1.5–4 years old

Goals of development classes with children 1.5–3 years old

The essence of development classes in the first junior group is determined by the development of three fundamental life acquisitions for children 1.5–3 years old - upright walking, speech and object interaction. This:

learning to manipulate various objects, understanding their purpose (during games);
formation of the ability to understand and use speech in communication (expanding the passive vocabulary, gradually transforming it into active);
nurturing a collective spirit (even taking into account the fact that children of the first junior group act and play not together, but side by side, they see that all types of work are performed simultaneously and the tasks are the same for everyone).

Goals of development classes with children 3–4 years old

In the second junior group, the strategy for achieving the goals set in the last academic year continues. At the same time, the emphasis, due to the fact that at 3–4 years old children master an extensive complex of sounds and grammar of the language, is placed on the development of speech:

including children in dialogue (with adults, with each other);
stimulation of curiosity as a means of understanding the world (due to their age, children constantly ask the question “why”, which adults should never ignore);
understanding the benefits of group games (fun, interesting, new).

The objectives of developmental classes depend on the educational field within which they are considered.

If in the first group the main indicators of development are the development of upright walking, speech and subject interaction, then in the second the emphasis is on the development of communication skills and the ability to work not side by side, but together

Table: main tasks of developmental classes in the first and second junior groups

Educational area	Tasks for the first junior group	Tasks for the second junior group
Cognition	Obtaining primary knowledge about yourself (gender, name), as well as about your family members (names, degree of relationship); acquaintance with the objects of the surrounding reality (kindergarten, canteen, first-aid post); developing the ability to explain the purpose of familiar objects (color, shape, material); familiarization with numbers up to 5 and elementary geometric shapes (circle, square, triangle); stimulating curiosity (for example, in relation to searching for pictures of the first spring flowers after looking at a bouquet of snowdrops in a group).	Expanding knowledge about yourself (full name, age, address); enriching ideas about the world around (familiarity with the concepts of planet, country, city); developing the ability to describe objects according to a set of sensory qualities; mastering the concepts of more, less, equally; learning to count to 5; enriching ideas about geometric shapes; broadening their horizons (by introducing elements of a heuristic approach into the lesson, when kids, for example, themselves select cards with birds from a set of pictures with images of animals).
Social and communicative direction	Accustoming oneself to maintaining neatness independently (through mastering table manners and washing); involvement in maintaining order (for example, children help the teacher put away toys); highlighting the advantages of playing with peers (for example, you can play with a friend’s favorite car if you take turns rolling it); developing the ability to guess the mood based on characteristic external signs (for example, the girl’s smile in the picture means she’s in a good mood).	Continuing to work on introducing neatness and helping to maintain cleanliness in the room (children help wipe off dust, take out or put away equipment for cleaning the group); expanding the range of types of games, including the beginning of mastering games with rules (for example, outdoor games “Catch-up” or “Hide and Seek”); active use of partner games (children understand that playing together, and not just next to each other, is more interesting, which is also facilitated by the level of speech development).
Speech development	Encouraging the child to engage in verbal interaction (for example, when the teacher “does not understand” what the child is trying to convey to him, provoking him to make a statement); work on mastering sound pronunciation (vowels, “p”, “b”, “m”, “f”, “v”, “t”, “d”, “n”, “k”, “g”, “x” , "th"); enrichment of passive vocabulary by topic (for example, by showing children pictures with images of the signs of the seasons, the teacher ensures that children combine the words “winter”, “snow”, “New Year” or “autumn” and “leaf fall” into separate blocks) .	Mastering the scale (normally, by the age of 4, a child should pronounce all sounds except “l” and “r”), as well as grammatical norms of the language (word agreement in sentences, ways of forming the plural; enriching speech with words-names of baby animals (chicken, kitten, etc.); development of the ability to answer questions in detail.
Physical development	Learning to coordinate body parts when performing exercises with one type of physical activity (running only or jumping only).	Continuation of work on training coordination of movements, but in exercises with 1-2 changes of actions (from walking to running or from walking to squats, and then to jumping).
Artistic and aesthetic development	Learning to use pencils, felt-tip pens, paints and hold writing objects correctly; familiarization with plastic materials (plasticine, clay), rolling them into “sausages”, “balls”, “flat cakes”; developing the correct posture while working.	Mastering simple types of appliqué (for example, creating a snowman figure or blank circles); the use of color in accordance with the image of the depicted object (for example, children paint the sun yellow, the sky blue); mastering non-traditional drawing techniques (with fingers, cotton swabs); developing the skill of creating simple figures from plastic materials (making a mushroom from a “ball” and a “sausage”).

This is interesting. In the second younger group, the adult becomes a role model for the child, and the desire to copy his actions conflicts with the real capabilities of the little person. The resolution of this internal conflict is facilitated by role-playing games, in which the baby can play the role of a doctor, teacher, mother or father.

Role-playing games help children try on the role of an adult

Junior group. Early childhood, nursery. Children 1-4 years old

Summary of a lesson on speech development for children of the early age group “Snowman visiting the children” Summary of a lesson on speech development for children of the early age group Topic: “Snowman visiting the children” Program objectives: Educational: - To consolidate children’s knowledge about the characteristic signs of winter; -Clarify and consolidate vocabulary on the topic: “Clothing”

. — Fix the name of white...

Summary of entertainment in the early age group “Winter walk” The teacher asks: - Guys, who knows what time of year it is? (Winter. That’s right, it’s winter outside. How did you guess? (It’s cold outside, there’s snow. -Well done. But we guys still love to walk. And today we’ll go for a walk. Let’s dress warmly. Game “Winter...

Types of development activities in younger groups

According to the Federal State Educational Standard (FSES), children aged 1.5–4 years old are provided with educational activities aimed at developing:

intelligence;
emotional-volitional sphere;
attention;
speeches;
basic movements;
creative abilities;
cultural and hygienic skills (CHS);
moral and patriotic feelings.

In classes at preschool educational institutions, children learn colors and shapes in a fun way, and also develop creative abilities.

These development vectors in working with children aged 1.5–3 years are implemented in classes on:

familiarization with the environment (once a week);
speech development (once a week);
formation of elementary mathematical concepts (FEMP) (1 time per week);
physical education (2 times a week);
fine arts, which includes drawing, modeling and design (once a week);
music (2 times a week).

This is interesting. This distribution of hours complies with the requirements of the Federal State Educational Standard and the “From birth to school” program, adopted as the basis in most kindergartens in the country.

In the second junior group, 1 hour of design time is added to the list of activities. Otherwise the timing will be identical. However, for pupils aged 3–4 years, the following hours may be included in the educational process:

choreography (1 or 2 hours);
with a speech therapist (usually these are group lessons, individual lessons begin in the middle, when the entire scale has already been formed);
English language;
environmental education.

This is interesting. The last two courses in the “From Birth to School” program are included in the elective part, which allows you to organize circle work in these areas.

Developmental tasks for all types of classes are the same; depending on the nature of the educational activity, only the emphasis in the work changes

Methods and techniques for the development of younger preschoolers

When developing development activities, the teacher actively turns to a collection of techniques (tools) within the framework of the methods used in the work.

Table: techniques for development classes with children 1.5–4 years old

Method	Techniques	When and what can it be used for?	Example (group)
Visibility	Showing an object	When introducing the topic in all types of classes.	Pictures illustrating the theme “Pets”, which show adults and their cubs (the first younger group). Posters with images of numbers (first and second minor).
	Sample Show	When practicing a practical skill. As a rule, in art classes.	Before giving the task to the children of the second junior group to draw a dandelion with cotton swabs, the teacher shows pictures drawn using this technique.
	Showing methods of action	In order for children to remember the order of movements in an outdoor game or the course of action when creating “balls” from plasticine, the teacher himself shows the process of execution.	In the first junior group, this technique is also actively used when conducting role-playing games: children do not have the experience necessary for them, therefore, in order to show how a cashier in a store or a doctor behaves, the teacher depicts these concepts in the form of a riddle that the kids will ask to your classmates.
	Use of technical training aids (TSO)	Multimedia projectors; laptops.	For example, in the first junior group, when teaching children how to wash their hands correctly, you can watch the “Octopus” series of a cartoon about kids.
Speech methods	Story	Typically used to motivate children before a particular activity.	For example, to introduce children of the second younger group to the topic “Elementary Figures: Square,” before laying out a square from counting sticks, I tell the story of how the evil Baba Yaga wanted to harm the good Tsar Square and broke his figurine on the table. Children help Square by stacking “him” on the tables.
	Conversation (full use is possible only from the second junior group, when the children already have a little experience and a rather large vocabulary).	It is usually used at the beginning of a lesson to motivate children.	For example, we start the topic about family with children aged 3–4 years by answering the questions: What are the names of your moms and dads? How do you understand what a patronymic is? and so on.
	Rhymes (poems, riddles), proverbs.	Riddles and poems are used for motivation, and pure sayings for practicing sound pronunciation.	For example, before considering the topic “Triangle” in the first junior group with our students, with the help of riddles, we repeat the already learned figures - a circle and a square: Three peaks, Three corners, Three sides - Who am I? (Triangle). All four sides are the same length. I'm glad to introduce him to you. And his name is... (Square).
Practical methods (designed to solve organizational issues in lesson planning)	Scheduling tasks	It is very important that the tasks are logical and competent: presentation of new material, its connection with what is already known, practice, consolidation.
	Formulation of the problem	The new task should logically continue the work started earlier. For example, consideration of the topic “Birds in autumn” in the second junior group is a continuation of the topic “Birds” started in the first junior group.
	Analysis of work results	Monitoring is necessary to build a strategy for the development of children and compile lesson notes.
	Control and correction	An appointment is necessary in order to start working with a specialist on time. For example, if a baby does not simply miss a sound without pronouncing it, but replaces it, that is, in his mind one sound has been replaced by another, and the situation itself will not change.
	Determining the causes of deficiencies and developing a project to correct them	If children's mistakes are not corrected, learning new material will be difficult. If you do not track the time at which sounds appear, you may miss the moment when a complex sound is replaced. And this, in turn, significantly reduces the likelihood that a sound that the baby cannot pronounce will appear.
Informative-receptive method (the teacher presents an information block, and the children try to comprehend it)	Observation	Children on a walk observe seasonal changes and discuss them.
	Excursions	This technique is not practiced in all preschool educational institutions. Involves observation and discussion of presented objects.
Heuristic	Children independently search for information on a particular issue. In the first younger group it is not used, and in the second only if parents are included in the educational process. For example, using the task to create a family tree project.
Games (the main activity for children)	Didactic; movable; role-playing (theatrical), finger-acting.	In didactic games, children enrich their life experience, for example, they receive information about the division of animals into domestic and wild. Mobile ones expand motor experience, for example, kids learn to switch from running to walking and vice versa. In theatrical games, children try on different roles and highlight fundamental features in them: facial expressions, gestures, words in speech, etc. Finger exercises help train fine motor skills, which speeds up the process of speech development. You can see examples of different games for younger preschoolers here.
Method of practical tasks (most often they are a form of reflection on a particular topic)	Drawings; applications; crafts.	For example, familiarization with the number “1” in the first junior group can be summarized by appliqué or painting the template with paints and fingers or traditionally with a brush.

Video: kids talking about hand washing in the “Octopus” series

Design of a subject-development environment in the group

An important component of the group of visual techniques is the subject-development environment, the design of which for children 1.5–4 years old has a playful orientation. At the same time, the content of each of the zones for younger preschoolers does not differ significantly.

This is interesting. Materials can be either factory-made or home-made.

Table: varieties and content of subject development zones for younger preschoolers

Purpose of the corner	What is included
Sports	Balls of different sizes, including hedgehog balls for finger exercises; skittles; jump ropes; mats for exercises and exercises after sleep.
For creative activity	Sheets of writing and colored paper; pencils, paints, felt-tip pens; a solid basis for an exhibition of children's work. For children 3–4 years old, the list is supplemented with glue and scissors.
Game	Dolls (for the games “Mothers and Daughters”, “In the Store”); toys (divided into boys’ toys, for example, “In the car”, for girls – hairdressing accessories, general – animals, gurneys, etc.); board games (for example, lotto “Animals”, “Birds”); puzzles with 4 or 6 pieces (the second youngest has 8 pieces); pyramids; materials for construction.
Musical	Audio and video materials on the topics “Seasons”, “Toys”, “Family”, etc.; TSO (TV, multimedia projector and tape recorder).
Speech	Thematic pictures; materials for speech games (for example, pictures of two halves for composing and naming whole images); poster with the alphabet.
Book (often located together with the speech development zone)	4–6 books with fairy tales, collections of children's rhymes, etc. according to the program (Russian folk tales, works by K. Chukovsky “Fedorino Grief”, “Moidodyr”, “Aibolit”, poems by S. Mikhalkov, A. Barto, etc.).
Mathematical	Sets of counting sticks; cubes with images of animals, letters, numbers.
Experimental Activity Zone	Exhibitions made from natural materials of unusual shapes or interestingly designed (chestnuts, acorns, ikebana trees made of autumn leaves). For children 3–4 years old, observation tools, such as a magnifying glass, can be added.
Corner for construction from the designer	Designers made from multi-colored parts.
Wildlife Zone	Houseplants; small watering cans.
Labor education corner	Approved from the second junior group. It includes: cleaning aprons; children's duty schedule; brooms, dustpans.

In the second junior group, the subject-development environment is supplemented, but does not change completely

Role-playing games

Ideas for simple story games can be found here and here. From about 2 years old, a child becomes interested not only in watching the scenes that you show him, but also in participating in them himself. Therefore, invite your child to take on some role during the game. Act out simple fairy tales (turnip, bun, hen, etc.).

Methodology for conducting development classes in junior groups of preschool educational institutions

Since there are developmental goals in every lesson in kindergarten, it is possible to identify, and therefore trace, the general line of implementation of this area of work with children using the daily planning of children’s activities.

Table: example of daily planning in the first junior group (fragment)

Author	Krasikova O. Yu., teacher of the combined type MBDOU No. 106, Angarsk, Irkutsk region.
First week of September
date	Morning	Walk	Evening
Monday	Meet the group. During the appointment, pay special attention to children who have a hard time parting with their parents, are capricious and cry for a long time. Outdoor game (F/n) “Fingers say hello.” Goal: development of speech, memory and fine motor skills. Offer the children a game with a dog that barks. Play out a scene with a dog, then sing a song about a dog. Learn to remember the location of toys in a group and put them in their place.	Watching the wind, how the wind blows, trees sway, leaves fall to the ground. P/i "Moth". Goals: step over piles of sand, developing the ability to overcome a small obstacle on the way; learn to wipe your feet. Remote material: cars, dolls, scoops, buckets. Help children get involved in the game, create a plot for the game “Doll Tanya is coming to visit.” Show how to make Easter cakes for a doll. Read also: Project Heavenly Gzhel on arts and crafts for the preparatory group of kindergarten	Introducing children to the doll corner. Goals: review the available dolls with the children, calling them by name; show the children how and what we will feed them, after asking the children where the doll will sit and what it will eat from. During meals, ensure that children are seated correctly at the table. Learn correctly, hold a spoon and a mug, eat and drink without spilling. Conversations with parents about the behavior of children at home in order to identify the best experience of family education.
Tuesday	Greet children kindly and welcomingly. Pay special attention to children who have a hard time parting with their parents. Teach children to wash their hands before eating, roll up their sleeves, and wipe them dry with a personal towel. Introducing children to the construction corner.	Bird watching. What are they, shape, color, big and small. P/i "On the path." Purpose: to train children in walking in a limited area. Games for assignments (let's collect pebbles from the site).	Introducing children to the book corner. Viewing and reading the fairy tale “Ryaba Hen”. Goal: teach children to listen. Conversations with parents about how the child spent the day. Continue to teach children to remember the location of toys in the group room and put them in their place.
Quote from: https://nsportal.ru/detskii-sad/vospitatelnaya-rabota/2016/03/18/kalendarnoe-planirovanie-dlya-detey-rannego-vozrasta

A daily plan helps distribute development tasks between different activities

Table: example of daily planning in the second junior group (fragment)

Author	Pinchuk L.V., teacher at MBDOU D/s “Rodnichok”, Tambov.
Day of the week	Mode	Joint activities of adults and children, taking into account the integration of educational areas			Organization of a developmental environment for children’s independent activities (activity centers, all group rooms)
		Group, subgroup	Individual	Educational activities in special moments
Last week of September
Monday	Morning: reception of children; games; communication; morning exercises; preparation for breakfast; breakfast; activities after breakfast; preparation for OOD.	Outdoor game “Yellow (red) leaf, fly to me.” Game situation “Leaves in the garden.” Goals: introduce children to each other; learn to call peers by name; develop a sense of self-confidence.	Individual task for a child: “Bring a lot of leaves (one leaf).”	Plot game situation “Misha got his feet wet.” Goals: to develop children's spoken language and communication skills; make you want to help. Watching how autumn leaves fall (slowly in calm weather, quickly in windy weather), note the richness of the leaves' shades.		Didactic games: "Magic bag"; “Recognize and name vegetables.” Goal: enrich children's vocabulary and sensory experience.
	Organized educational activities	Drawing "Beautiful stairs." Goals: teach children to draw lines from top to bottom, draw them straight, without stopping; learn how to put paint on a brush, dip the entire bristles into the paint; remove excess paint from the edge of the jar; rinse the brush in water, dry the brush on a napkin; continue to introduce flowers.
		Music according to the music director's plan
	Preparing for a walk. Walk: games; observations; work; individual work; physical education and health work.	Game situation “Let’s help collect leaves.” Goals: to develop children’s coherent speech; cultivate a desire to help adults. Observing the work of a janitor. Goals: enrich children's vocabulary; make you want to help. Outdoor game "Let's Harvest"	“Pick up a leaf.” Conversation with children “What has autumn brought us?”	Examination of “Buds, flowers in a flowerbed.” Labor assignment. Goal: to help adults remove dried plants from a flowerbed or bed.		Children running along paths with fallen leaves, listening to their rustling. Invite children to choose one sheet they like.
	Work before bed	Developmental game situation “Vegetables, fruits, berries” (using the poem by Y. Tuvim “Vegetables”, the fairy tale by K. Ushinsky “Know how to wait”). Goals: show children that some vegetables are visible, they show off in the beds, others need to be looked for in the foliage; Invite children to examine vegetables: stroke (smooth turnip, rough cucumber), press (hard), taste.
	Evening: games; leisure; communication and activities based on interests; preparation for dinner.	Outdoor game “Sun and Rain”; Didactic game “Let’s collect a beautiful bouquet of leaves.”	With Polina B., Dima E. - conversation on the toy “Ball”, “Doll”.	Help situation “The mushrooms have scattered.” Goal: to develop interest in the actions of adults, the desire to help.		Looking at pictures on the topic “Where things grow” in a corner of nature.
	Walk	Labor assignment “Acorns and cones.” Goals: teach how to collect natural materials; maintain children's interest in figurative actions and comparisons: a cone looks like a hedgehog, an acorn has a hat like a person.
Tuesday	Morning: reception of children; games; communication; morning exercises; preparation for breakfast; breakfast; activities after breakfast; preparation for OOD.	Situation dramatization “Leaflets”. Goal: invite children to depict leaves flying in the wind. Didactic games: “Such a leaf”; “Leaflet, fly to me”; “Collect yellow leaves.” Goals: form color perception; encourage children to participate in joint activities; develop interest in natural objects and leaf fall.	Didactic game with children “What did Mishutka bring us?” Goal: to consolidate the names of familiar vegetables and fruits.	A game with folk collapsible toys “Collect mushrooms into a basket.” Goals: form game actions; learn to interact with adults and peers.		Didactic game “Find and name the vegetables in the picture.” Goal: to consolidate children’s knowledge about vegetables, their shape, size, color.
	Organized educational activities	FEMP "Quantity". Goal: to strengthen children’s ability to distinguish the number of objects using the words one, many, few.
		Motor activity according to the plan of the physical education instructor
	Preparing for a walk. Walk: games; observations; work; individual work; physical education and health work.	Observation “What grew in the garden?” Outdoor games: “Rain and leaves”; “The locomotive is taking us to the autumn forest.” Observation "Mushroom".	Teach pure sayings with children.	Labor assignment: help adults remove dried plants from a flowerbed or bed, put them in a cart and take them to a certain place.		Didactic game “Weave a wreath.” Goal: learn to make colorful paths from leaves.
	Work before bed	Hand washing with fun: Let's roll up our sleeves, open the tap - water. We took soap in our hands to wash away the germs. Wash your fingers and palms! Look at your palms, little ones. And we have palms! Clean palms!
	Evening: games; leisure; communication; activities of interest; preparing for meals; afternoon snack; dinner.	Conversation with children about the rules of behavior in the forest. Pantomime "Autumn Leaves".	Individual task for a child: “Take one toy (many toys).”	Children's stories "How we went to the forest." Goals: create the need to share your impressions; cultivate respect for the narrator.		Drawing from a stencil “What grows in the garden?”
	Walk	Low mobility game “Falling Leaves”. Objectives: consolidate knowledge about the color and size of autumn leaves; learn to move around the site, following the instructions given in a playful way; to specify the concept of “leaf fall”. Reading of the poem “Falling Leaves” by V. Mirovich.
Quote from: https://infourok.ru/plan-na-kazhdiy-den-vo-vtoroy-mladshey-gruppe-1764067.html

Daily planning helps track the dynamics of development goals

Lesson time plan

For children aged 1.5–4 years, any educational activity lasts 15 minutes. The teacher divides this time into 4 stages of working with the topic:

Introduction to learning the material, as well as motivating kids and updating the knowledge, skills and abilities that kids already have - up to 2 minutes.
The stage of presenting new information in conjunction with what children already know, as well as conducting physical education - up to 7 minutes.
Reinforcement of material in practical tasks - up to 4 minutes.
The summing up stage, including a positive assessment by the teacher of the activities of all children - up to 2 minutes.

Table: example of a lesson summary “Animals and their young” in the first junior group (fragment)

Author	Medvetskaya O., teacher of MBDOU D/s "Romashka", town. Ust-Abakan, Republic of Khakassia.
Introduction	Children stand in a semicircle, the teacher reads a poem. We will classify as domestic animals those with whom we live in close contact...>
Presentation of the material	<… Didactic game “Find the shadow”. Children match the shadow to the animals depicted on the presentation slides. Didactic game “Whose baby?” Children name the baby horse, cow, dog, etc. Finger gymnastics “Puppy”...> <... Didactic game “Who lives where?”. Q: Guys, do you think domestic animals could survive in the forest on their own? (No). Why? (There is no one to look after them). What danger awaits them? (They may be attacked by wild animals.) How does a person care for pets? (Feeds animals, prepares food for them, looks after them, builds houses)…>
Consolidation	<… Drawing “Kitten”. V.: Guys, let's draw a kitten. Only we will draw it in an unusual way, using the palm and the “dipping” method: a folded palm is the kitten’s body, fist-head, fingers-ears, eyes, nose, edge of the hand-paw, tail.
Summarizing	V.: Our lesson has come to an end. Today we learned a lot of new and interesting things about pets. Animals need to be given affection, care and love.
Quote from: https://www.maam.ru/detskijsad/konspekt-razvivayuschego-zanjatija-v-pervoi-mladshei-grupe-domashnie-zhivotnye-i-ih-det-nyshi.html

Different types of games are used in development classes: didactic, mobile, finger and theatrical

Table: example of lesson notes “Visiting the cat” in the second junior group (fragment)

Author	Chekanova N. G., teacher at MBDOU D/s No. 1, Ozyorsk, Chelyabinsk region.
Introduction	The teacher invites the children to sit on the chairs, draws the children’s attention to the table, around which there are chairs, and toys sit on the chairs. V.: This is a house in which a cat and kitten live. Today is the little kitten's birthday. They are preparing to receive guests. The cat is setting the table, let's help her.
Presentation of the material	Q: What should you put on the table first? Children: Tablecloth. Q: What will we put in the middle and along the edges of the table? Children: Samovar, kettle, cups and saucers...> <... Knock on the door. V.: And here the guests have arrived. (The teacher goes to the door and brings in the duck and duckling). Guys, who is this? Children: Mother duck and little son duckling...> <... V.: It’s the kitten’s birthday, which means there will be a treat: fragrant tea and cookies. And now the animals invite you to play the game “Errands”...> <... V.: And now, guys, the animals will ask you riddles, and you will guess them according to the description. Duckling: It has a bottom and a handle. They drink tea from it. What is this? (Cup). Kitten: He has two arms and a nose. Water for tea is boiled in it, and it is pot-bellied. (Samovar)…> <… V.: And now the children will tell you their riddles. The teacher calls on those who want to ask a riddle. Helps children by whispering in their ears so that no one can hear. Everyone is heard.
Consolidation	V.: And now the animals want to play another game with you, “Whose voice is that?” Toys are played out - the voices of animals and their cubs - a rough, thin, soft voice.
Summarizing	The teacher thanks the kids for their work.
Quote via: https://nsportal.ru/detskiy-sad/razvitie-rechi/2014/10/26/seriya-zanyatiy-dlya-2-mladshey-gruppy

Video: lesson on speech development on the topic “Hen and Chicks” in the first junior group

Video: FEMP lesson on the topic “Travel with Kolobok” in the second junior group

MAGAZINE Preschooler.RF

Integrative lesson for children 3-4 years old on the topic: “Parts of the day”

Municipal autonomous preschool institution "Kindergarten No. 1 "Swallow" of the city of Guryevsk"

Teacher Martynova Lyudmila Anatolyevna

Teacher Kononova Tatyana Viktorovna

Direct educational activities in mathematics and visual arts are aimed at children of the second junior group mastering knowledge about the parts of the day, about different emotional states of a person, and about the possibility of conveying the character of an image with a spot of color.

Keywords: parts of the day, sun, morning, evening, day, night, sad, joyful, sunny bunny.

Preschool age is the most important stage in the development of a child’s personality. Revealing the child’s individuality, developing his creative potential based on self-expression, self-development, cooperation and co-creation is the priority task of the teacher.

This problem is solved in the process of developing educational areas in an integrated manner. The combination of these areas makes it possible to ensure the comprehensive development of the personality of preschoolers. When conducting organized educational activities, the following principles were observed:

careful selection of didactic and artistic material, depending on the age capabilities of children
active inclusion of children in a variety of activities: gaming, artistic and speech, cognitive, visual;
creating an emotional positive climate;
individual approach to each child, taking into account his preferences, inclinations, interests;
using a variety of methods and techniques in working with children, including games.

This organized educational activity was highly appreciated by colleagues and parents of students at an open viewing in a preschool institution.

The summary will help preschool teachers enrich the content of work with children of the second younger group, satisfy their need for knowledge, creation and creativity.

Types of children's activities: productive, cognitive-research, communicative, motor, artistic creativity, perception of fiction.

Integration of educational areas: “Cognition” , “Artistic Creativity” , “Communication” , “Physical Education” .

Goals of teachers:

Form an idea of the parts of the day
Develop thinking, attention, imagination and visual perception
Introduce people to different emotional states
Teach color spots to convey the character of an image, work with didactic material
To cultivate moral and aesthetic personality traits in children.

Planned results of mastering the content of the educational area “Cognition” : the child orients himself in the parts of the day, receives a system of knowledge about objects and phenomena.

The planned result of mastering the content of the educational field “Artistic Creativity” : the child conveys the character of the image with a color spot, shows accuracy in the process of doing work, and independence.

Planned results of integrative qualities: the child is interested in what is new in the world around him, is able to act independently, takes an active part in the educational process, knows how to work according to rules and patterns, accepts independently acquired knowledge and methods of activity.

Materials and equipment:

demonstration material: Teddy bear (toy), stand with shelves, pictures depicting parts of the day, model of the sun, easel, brush, yellow gouache, mirror
handouts: cards depicting parts of the day, sheets of paper, yellow gouache, brushes
audio recording: sounds of living nature.

Methods and techniques:

Verbal: artistic expression, leading question, problem situation, TRIZ, verbal instruction, verbal game;
Visual: surprise moment, examination;
Practical: working with didactic material, drawing;
Games: “sunny bunny” , “Day and night” , “Walk in nature” .

Progress of the lesson:

I. Organizational moment.

Educator: - Get into a circle, let's wake up our fingers (finger game)

“The fingers played hide-and-seek And the heads were removed. Like this, like this And the heads were removed. The fingers began to count 1, 2, 3, 4, 5 and the fingers went to sleep. Suddenly they woke up, perked up and began to play. They are so friendly. They are so necessary.

II. Introduction to the topic.

Educator: - Guys, look who came to us (approaches Mishka)

Educator: - Bear, why are you so sad? What's happened?

Bear: - I was asked to put the pictures in order on a shelf, but I don’t know how to do it correctly. Help me please.

Educator: - Shall we help Mishka complete the task? (go to the stand on which one demonstration picture is placed, containing the main features of the parts of the day - morning, afternoon, evening, night).

Educator: - But in order to help “Mishka” , we ourselves must figure it out and complete the task without errors. We'll figure out?

Educator: - I looked carefully at these pictures and saw something in common. Do you see? (if they don’t answer, ask a riddle).

“Without me, there will be no light. Without me, there will be no summer. In the mornings, I knock on the windows, Wake up, it’s risen...” (sun)

Show the model of the sun.

“In the morning the sun rises, calls everyone to the street, I leave the house. Hello, sun, it’s me!”

Educator: - Guys, say hello to the sun.

III. Working with handouts.

Educator: - Guys, when does this happen?

Morning woke up

The sun has risen

Everyone woke up and stretched.

Let's think about what we do in the morning (get up, wash, go to kindergarten, do gymnastics, have breakfast).

Educator: - Well done! Do we now know which pictures we need to put on the first shelf? Let's help Mishka (children choose the right pictures from all those lying on the table and put them on 1 shelf, individual work).

Educator: - Meanwhile, the sun rises higher and higher. Show how it rises high (children rise on their toes, stretch their arms as high as possible).

Educator: - The day comes and the sun calls us to go for a walk. Let's take a walk, breathe some fresh air, straighten our shoulders. There are many flowers in the clearing, lean over and smell them. What a wonderful scent.

Educator: - What else do we do during the day? (working out, walking, playing, having lunch, napping) Guys, can we find the right pictures? We continue to help Mishka (children choose pictures and put them on the 2nd shelf, individual work)

Educator: - The sun worked all day and warmed everyone up.

“Sun, well done sun,

It worked out in the end.”

What do we tell the sun for his work? (children thank the sun).

“I’ve worked since the morning, it’s time to rest.” The sun goes down and it comes... (evening)

Educator: - What are we doing in the evening? (we go home from kindergarten, read, watch the program “Good night, kids” )

Educator: - Everything we just said will be found in the pictures and put on the shelf (individual work)

Then turn on the audio recording “Tired toys are sleeping”

Educator: - The toys sleep, the sun sleeps, the children sleep and it comes... (night)

Educator: - The sun fell asleep, and stars and the moon appeared in the sky. Let's display the remaining pictures (individual work).

Imperceptibly attach a smile to Mishka.

Educator: - Do you think we helped Mishka arrange the pictures correctly? Have you noticed that his mood has changed? There was a bear... (sad), and now... (cheerful)

He smiles, you and I smile too. What's your mood now?

Fine Arts teacher: - We now have another cheerful guest. Do you know his name? ( a “sunny bunny” and jumps along the walls).

Fine Arts teacher: - That's right, this is a sunny bunny, the sun's younger brother. He will definitely cheer up the gloomiest person. Look how he jumps around the group. Try to catch it (children catch a “sunny bunny” ).

The teacher, taking advantage of the fact that the “sunny bunny” jumped onto the easel, says: “Now I’ll catch you,” and with a quick movement of the brush draws a bright yellow spot. Then the “bunny” begins to jump on the leaves laid out on the tables. Children try to “catch sunbeams” and draw them on their pieces of paper.

Art teacher: - Well done, guys! You have caught the “sunny spot” now, as soon as you are in a bad mood, you can look at your drawing, and then all the grievances will be forgotten and your soul will feel happier!

Music used in class:

"Morning" E. Grieg,

“Polka” S.V. Rachmaninov,

“Overture “The Nutcracker” by P.I. Chaikovsky,

“Svetlana’s Lullaby” by T. Khrennikov

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Monitoring the development of younger preschoolers in kindergarten

To assess the level of development of the child, monitoring is carried out in kindergarten twice a year (in January and May in the first junior group, and in September and May in the second), which includes an assessment of the child’s activity in all areas. The algorithm was established by the Federal State Educational Standard, compiled as part of the work of the preschool educational institution under the program “From Birth to School” and implies the analysis of such areas as:

cognition;
social and communicative development;
speech development;
artistic and aesthetic development;
physical development.

Diagnostics shows a successful or erroneous vector for achieving the child’s development goals

You can familiarize yourself with the diagnostic cards for the first junior group in the publication of teacher N. N. Lokuneva. Monitoring schemes for the second junior group are presented in the work of teacher E. P. Kozhina.

The specificity of the goals and objectives of educational activities in the first and second junior groups is determined by the developmental characteristics of children of this age. Children actively explore the world, learn to interact with peers and adults, and all this happens against the backdrop of active speech development. It is these areas that are the priority when developing classes for children aged 1.5–4 years.

Games and activities to develop sensorimotor skills

What's new at this age:

We play with clothespins (we attach clothespins to templates, transfer pieces of foam rubber using clothespins);

Winder games;

Making soap foam (learning to whisk, blowing bubbles through a straw);

We find objects in the bag by touch;

We learn to organize objects, focusing simultaneously on color and size, or color and shape;

An example of a toy suitable for this is cylinders (Labyrinth, My-shop, KoroBoom)

We play with nuts (remember their names, sort them by type, take them out of the bag by touch);

Playing with tweezers;

An example of baby tweezers and other useful tools for motor development

Playing with sensory boxes;

We play with a knocker (with nails);

Example of a knocker: Ozon, My-shop, Babadu

We assemble the nesting doll by combining the pattern on its parts;

Example of a nesting doll: Labyrinth, My-shop, Daughters & Sons

We assemble puzzles from 4-20 parts;

Puzzle example: Ozon, Labyrinth, My-shop

We find the missing fragments on a homemade puzzle;

We do finger exercises with finger toys;

Example of finger toys: Ozon, My-shop, KoroBoom

We select bolts and nuts according to size and fasten them;

We select the keys to the locks;

Place pasta/buttons along the lines;

We play with a pipette, pouring water into the cells; we play with a rubber bulb and a dispenser;

Example of a pipette

Cut with scissors;

Example of notebooks for cutting - Kumon: Labyrinth, My-shop, Ozon

Playing with construction sets;

Here you can find a selection of construction sets for children aged 2 years and older; and here are options for the first buildings made from cubes.

We construct from counting sticks;

We play with a lacing tablet;

Lacing example: Ozon, KoroBoom, My-shop

Playing with kinetic sand;

Example of kinetic sand (Ozon, My-shop)

Already familiar games:

We build paths from dominoes;

Pour water from one bowl to another using a sponge;

We make a picture using puzzle cubes;

We try options from 4 cubes: Ozon, Labyrinth, My-shop

and from 9 cubes: Ozon, Labyrinth, My-shop

We play with two or three-layer frame inserts;

Example of three-layer and two-layer puzzles

We play fishing with pyramid rings;

We select lids for jars;

We play with inset frames without background pictures;

Examples of frames: Labyrinth, My-shop, KoroBoom

We play magnetic fishing;

Examples of fishing: Ozon, KoroBoom, My-shop

We play mosaic;

Examples of the first mosaics: Ozon, Labyrinth, My-shop

We open and close boxes with different closing/latching options;

We learn to open and close locks, latches, etc.;

An example of a board with locks (My-shop, KoroBoom) or a busy board

Pour water from the teapot into glasses;

Sift the cereal through a strainer;

We cut vegetables and fruits;

Example of a set of vegetables (Ozon, My-shop, Labyrinth)

We play lotto;

Picking mushrooms/berries;

We dress the dolls by putting on clothes;

Examples of kits for dressing dolls (Ozon, My-shop)

Roll the ball/ball along the slide/grooves;

An example of a bowling alley (Ozon, Labyrinth, My-shop)

Peel the boiled egg;

We learn to unfasten Velcro, zippers, unscrew and tighten bottle caps;

Examples of toys useful in this matter:

DIY educational mat

Book “I dress myself” (Ozone, Labyrinth, My-shop)

Board with fasteners (My-shop, KoroBoom)