Open sensory lesson for children 2–3 years old “Let’s Help Bunny”

• Course duration – 10 months (80 lessons)
• Frequency – 2 times a week
• Lesson duration – 50 minutes
• Children study with mothers
• The set includes 80 notes with illustrations and music files.

This course is aimed at the comprehensive development of a child aged 2 to 3 years.
We place our main emphasis on the intellectual direction - teaching reading and mathematics, developing speech, studying the world around us, developing attention, memory, logic, and thinking. However, the course also contains other elements - creative crafts, listening to classical music, dynamic pauses aimed at developing the child’s gross motor skills. View an example of a summary →

Topics of notes:

September

1. Meeting of friends 2. Learning to be friends 3. Hello, windy breeze 4. Breeze and rain 5. Orchard 6. Vitamin boost 7. Gifts from the village 8. What grows in the garden

October

9. Who lives on the farm 10. Domestic animals and their babies 11. The chicken is looking for its mother 12. The chicken and the duckling 13. Lost supplies 14. Forest animals 15. Trees 16. Trees. Miraculous transformations

November

17. Wild birds 18. Birds in the city 19. Matryoshka 20. Favorite toys 21. Box of pencils 22. Magic paints 23. Pyramid 24. Ball

December

25. Fun tea party 26. Dishes 27. What’s for lunch today 28. Edible and inedible 29. This is Africa! 30. Elephants and giraffes 31. Visit the penguins! 32. Polar bears

January

33. White in winter, gray in summer 34. Teddy bear 35. House 36. Everyone in the world needs a house 37. Long live scented soap 38. Good Doctor Aibolit 39. Big and small 40. Hot and cold

February

41. Round-square 42. Day and night 43. Clothing 44. Clothing 45. Shoes 46. Generalization. Shoes and clothes 47. Dad's helpers 48. Watches

March

49. Helping mom 50. Grandma visiting 51. Household appliances 52. Where the sparrow dined 53. Elephant’s birthday 54. Let’s go to the theater 55. Telephone 56. Rainbow

April

57. Sea trip 58. Fish 59. Furniture 60. Furniture 61. Shopping 62. I love my horse 63. Such different cars 64. Train

May

65. Air travel 66. Transport. Generalization 67. Flowers 68. Ladybug 69. Butterflies 70. Ant 71. Bee 72. Frog

June

73. Snail 74. Turtle 75. On a forest path 76. Dandelions 77. Water Sorceress 78. Kittens and gloves 79. Magician 80. Dunno visiting a baby

What do you get when you purchase this set of notes?

1. You receive 80 notes for classes with children from 2 to 3 years old for 10 school months, 2 times a week,
2. Illustrations for all notes:
   Colorful pictures for the block “The world around us” for printing or displaying on the screen through a projector
3. Black and white worksheets for the unit "Preparing the hand to write" (children take home)
4. Creative block illustrations when needed
5. Files with musical or sound accompaniment (for example, the sound of water, the roar of an animal, the chimes, a folk song), when this does not violate anyone's copyright. In other cases, we give instructions on how you can purchase a disc with this melody.

And bonuses:

Bonus #1 . A list of everything you will need for classes - toys, teaching aids, stationery and much more.

Bonus #2 . Scenarios for three holidays for children of this age. The scripts have been worked out and contain recommendations for the design of premises, descriptions of props, costumes and scenery, and musical accompaniment.

Developmental activities at home with mom, exercises for every day

The task of parents is to spend as much time as possible with the child and organize his leisure time. First of all, you need to start classes with hand motor skills. It is necessary to get your child interested in building houses from cubes. You should start with the simplest figures, gradually increasing complexity. It is important to constantly talk to the children during the game and explain every action of the owl. There must be praise.

Children aged two to three years show great interest in household chores. Don't discourage yourself from helping your mom. You can invite your baby to sweep or wipe off the dust themselves. You should always invite your child to help their parents. If you don’t do this, you will have to force him at an older age.

Some parents prefer to hire professional nannies to work with their children. This is a big mistake. At an early age, a baby really needs to communicate with his mother. Any exciting game unites and brings parents and children closer together. It is very useful to play with the whole family.

Important! It is recommended not just to select activities, but to focus on the child’s specific abilities. It is best to alternate creative games with active ones. It is important to observe the time of the classes; they should be no more than twenty minutes. It is still very difficult for children to concentrate on one subject for a long time.

Reviews

According to our notes, hundreds of children's centers in Russia and the CIS countries are already operating. They received the approval of not only practical teachers, leaders of children's clubs, but also very respected representatives of the scientific community.

Podvoisky V.P., professor, Doctor of Pedagogical Sciences, Candidate of Psychological Sciences, member of the educational and methodological council for early childhood development, professor of the Department of Psychology at Moscow Pedagogical State University:

“The considered methodology of Yu. Belotserkovskaya and Z. Ivanter represents interesting material, which is sufficiently updated in the light of reforming the modern system of preschool education...”

“The components of the classes (greeting, warming up, reading, logorhythmics, mathematics, studying the properties of objects, general motor, finger gymnastics, artistic and creative activities / applique, drawing, modeling /, farewell) not only correspond to the natural course of dramaturgy, but also allow you to engage emotionally -sensory, visual-motor, tactile-auditory perception of children..."

“In such psychological and pedagogical conditions, the time frame of attention expands, and memory begins to intensify its work...”

“The applications used in the methodology are not just a colorful addition, but are organically woven into the content of the plot and semantic lines. They allow you to make the necessary accents, switch attention and continue to “swim children on the wave of new knowledge”...

“The analyzed methodology should be published in a good edition so that it becomes fully accessible to Early Childhood Development Centers.”

Blokh O.A., Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy and Psychology, member of the Union of Writers of the Russian Federation, General Director of Children's, Vice-President of the International Academy of Informatization at the United Nations (department of music, education):

“The methodology […] arouses interest and deserves attention at the structural, content and technological levels. The methodology includes lesson notes, checklists (list of materials used, props, developmental elements), various musical, visual and artistic applications. The structure of the lesson represents a holistic system construction and accumulates such important components as greeting, warm-up, reading, logarithmics, mathematics, studying the properties of objects, general motor, finger gymnastics, artistic and creative activities (appliqué, drawing, modeling, etc.), farewell ( the final). Each section of classes has its own target setting...”

“It should be noted as a positive aspect the creation of a creative environment in the classroom through the active participation of children, parents and teachers in the developmental process based on the development of a culture of communication and a culture of behavior. In this method, the processes of training and education are naturally intertwined and form a harmonious whole...”

“It is important to pay attention to the fact that all the material in the methodology fully complies with the principles of health-preserving pedagogy and meets the multifaceted specifics of the early holistic development of children...”

“The methodology can be published in a scientific and methodological publication and serve as the basis not only for practical activities, but also for scientific and creative research...”

View original reviews in full for all courses

Lesson plan for a 2 year old child at home for a week

Mothers with small children never have free time. In order to conduct classes correctly, taking into account all the necessary aspects of development, it is recommended to draw up a detailed plan for the week. The outline will help you clearly see whether all aspects of educational activity are covered. Activities may vary depending on the time of year. For example, in the summer it is best to spend more time walking, where you can also come up with educational games for children.

A sample lesson plan might look like this:

• Monday: exercises, reading rhymes, repeating what you read, modeling from plasticine.
• Tuesday: dancing and playing with musical instruments, for example, a procession with drums; leaf applique; game with cereals.
• Wednesday: exercise outside in case of good weather; painting with finger paints, building a house for a bear cub and a garage for his car.
• Thursday: musical morning warm-up, theatrical performance of the kolobok fairy tale; making a dough ball.
• Friday: exercises with reading rhymes, playing with water (pouring liquid from one vessel to another, reading a fairy tale and a short retelling.
• Saturday: trip to the zoo, on the way back ask clarifying questions about who the child saw at the zoo, please describe the animals. Drawing animals from the zoo.
• Sunday: exercises, didactic game of halves “who is whose baby”, modeling from plasticine.

On a note! It is very important that parents pay as much attention as possible to activities with the baby and communication. Playing alone alone will lead to the baby growing up withdrawn. This will lead to adaptation problems in the future.

Cost of a set of notes

If you have ever been interested in the question of building an educational process in a children's center, you immediately realized how attractive this offer is. When purchasing a complete set of notes, one month costs 3,000 rubles. In Moscow, this is the cost of one monthly subscription. That is, one new client will already recoup your investment in notes. (Outside Moscow, this is the cost of three or four subscriptions. This means that your investment will return three or four new clients).

At the same time, the presence of this curriculum in the club will attract not just a few, but dozens of new students.

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In the third year of life, the activity of all organs and psychological functions of the child continues to improve.

The performance of the nervous system increases, endurance increases, active wakefulness extends to 6-7 hours a day. The child may already restrain his emotions and not cry, even if he is in pain. He becomes more patient and can do one thing longer without distraction. Now it is difficult for the child to quickly switch from one type of activity to another, for example, immediately stop playing to go eat, or quickly answer even a well-known question. It becomes difficult to calm a child of this age by diverting his attention. The child already needs to be explained the rules of behavior, and he himself strives to be good and be like you in everything. Unfortunately, it often happens like this: “Speak calmly, don’t shout,” a mother inspires her son, and a minute later the son hears his mother loudly scolding his father. Always make sure that your words do not conflict with your actions. The child sees everything, hears everything, remembers everything and imitates you in every detail. It can even imitate gait, especially as its motor development becomes more advanced. It improves qualitatively: there is greater consistency in the ability to control your body. Steps when walking become uniform, unnecessary movements disappear. The child is able to change the pace of walking, walk, for example, along a narrow board, stop, turn around, and run. He is successfully mastering the bicycle.

In the third year of life, fine motor skills improve, which allows the child to dress, undress, and wash himself; draw with a pencil, fasten buttons, eat carefully and use cutlery.

Sometimes children of two or three years old refuse to act independently, demanding to be fed, clothed, etc. It is necessary to understand the reasons for this behavior: if it is a whim, show firmness; if the child becomes bored, complicate the requirements for him in a timely manner. After all, he has an inherent interest in everything new, more complex and difficult. Don’t dwell on what your child has already learned, move on. Or maybe the child lacks your love, he is jealous of you and subconsciously strives to become “small”, helpless, to return to the time when his mother belonged entirely to him. Here, for example, is how my son expressed these feelings:

- Mom, I will swallow you! - Well, then you will cry and look for me! - No, I will not. You will be with me all the time. (And he patted himself on the stomach.)

Psychologists call the third year in a child’s life a crisis year (three-year crisis), since it is a turning point in terms of the child’s awareness of himself as an individual. He consciously says “I”: “I don’t want to, I won’t!” He recognizes himself in the mirror and in photographs. The baby sometimes becomes stubborn. Often this happens because he was misunderstood, insulted, humiliated. You cannot spank a child at this age, as he becomes touchy. Now the child needs to explain everything.

Mom says to the baby: “ Now you and I will go to the store, we need to buy groceries to cook lunch.”

". Without the ability to come to an agreement with a child - respecting him as an individual - your life can become very difficult, and unfavorable character traits will form in the child.

A child with a broken self may become obedient; he will obey you in everything, and when he leaves from under your “wing”, he will look for another, and it is not yet known whether it will turn out to be just as kind and loving. But in any case, a person will grow up with a weak will, with broken dignity, with inferiority complexes. Try to respect the desires, moods, interests of your child, but, as they say, within reason.

If you worked with your child correctly, then he, of course, understands you well and speaks better and better. By the age of three, the vocabulary reaches 1200-1300 words. The child uses almost all parts of speech, although not always correctly. Sound pronunciation becomes more perfect, but still has some defects. However, parents should no longer be touched by this, but tactfully correct the child.

At this age, the child’s speech becomes the main means of communication not only with adults, but also with children. A characteristic feature of the speech of a two- to three-year-old child is constant pronunciation and accompanying speech with all actions and play situations. It seems that the child does not shut up for a second. This often irritates parents and they even try to stop this flow of speech. Under no circumstances should this be done, because the child unconsciously trains his speech function and enriches his vocabulary.

The child’s numerous questions also require a lot of patience: how, why, when, why? These children's questions signify a leap in intellectual development: the child compares, contrasts, generalizes, and remembers.

As V. I. Garbuzov notes, if a child in the second half of the third year of life asked the question “why?”, he is unconditionally smart, since this means that the baby is thinking. He was interested in the causes of phenomena and their relationships. “Why is water flowing from the tap? Why is it snowing? Why is it getting dark outside?

etc.

If you answer, delving deeply into what the child is interested in, he will also think deeply; you answer superficially, brushing it off - he will be superficial too.

The main developmental activity of a two- to three-year-old child is play. If in the previous age period the child played only with those objects that were in his field of vision, now he can play according to a preliminary plan, selecting toys or some objects in accordance with it.

For example, a child decided to build a garage out of cubes, where he would put a car, and when leaving the garage, the car would carry some kind of cargo, etc. The game now consists of a series of interconnected events, that is, it has a plot. This becomes possible thanks to the development of imagination, fantasy, and abstract thinking.

By the end of the third year of life, role-playing games become children's favorite games. The child takes on a certain role, posing as mom, dad, kindergarten teacher, and exactly repeats the pose, gestures, facial expressions, and speech. Therefore, in the presence of a child, pay attention to your behavior, your speech, gestures, etc. It is not for nothing that they say that children are a mirror of adults. One of my friends easily learned about how kindergarten teachers treat children, since her granddaughter, when she came home, acted out entire performances imitating their gestures, speech, postures, behavior, specifics of addressing children, etc. But the child is already not only can he copy an adult (as was the case at the previous age stage), but also play a certain role, that is, reincarnate, becoming either a driver, a doctor, or a salesman. The presence of role-playing play is an indicator of a new stage in the child’s mental development.

However, despite the critical importance of role-playing play for a child’s intellectual development, this situation cannot be forced. The child must be ready to move to a new stage of his development: his thinking and speech must be prepared for this.

Among mental operations the most important are:

1) naming the color, size, shape, location of an object in space (close, far);

2) grouping objects of the same color, shape, size;

3) comparison by color, shape, size, weight; by time (today, tomorrow, yesterday, late, later, now);

4) highlighting the basic properties of objects (shape, size, color);

5) coordination of hand movements and vision;

6) formation of numerical representations (many, few, one, two, less, more).

In communicating with adults, reading, games and developmental exercises, the child increasingly enriches his ideas about the world and gains knowledge:

1) about natural phenomena - the sun is shining, it is raining, snowing, thunder is thundering, there are clouds in the sky; today it’s cold, warm, hot, and more;

2) about the animal world - not only distinguishes and names domestic animals, but also has primary concepts about them;

3) about the plant world - distinguishes and names a flower, tree, grass, leaf, etc.;

4) about some labor actions: sawing wood, digging the ground, washing dishes, etc.

An important point in raising a child of the third year of life is the obligatory reinforcement of everything he sees with other methods. For example, you were with your child at the zoo - consolidate his impressions by looking at and discussing books with pictures about animals, try to draw the animals you saw with your child, depict the actions of some of them, etc.

It is impossible to list everything that needs to be developed in a two- to three-year-old child. But do not be alarmed, dear parents, by such a colossal amount of information that your baby needs for his normal development, and do not think that you do not have enough time for this. After all, everything should go naturally, and when and what to do with your child, he himself will tell you. Just watch your baby carefully, be wise and patient.

The tests that are suggested below will help you determine the level of development of the child and, perhaps, relieve some stress, you will be able to say to yourself: “Everything is going fine!”

And in order not to stop there, continue studying with your child. Developmental exercises will help you with this. And, of course, the child still needs your love, care and understanding.

Tests of mental development of a child of the third year of life.

From two to two and a half years.

1. Test with cubes.

Offer your child 8 cc cubes. Ask him to build a tower by stacking one cube on top of another. The child must do this without showing it. Next, show him how to build a train with a pipe out of cubes. The child builds a train after the show (adds a pipe). 2. Test with geometric shapes.

A board with geometric shapes cut out on it (circle, triangle, square) is used. Having removed all three geometric shapes from their corresponding cells, ask your child to find a place on the board for each shape. If a child fails at something, help him.

Next, having inserted all the figures, remove them from the holes again and invite the child to complete the task independently. This test evaluates the child's development of ideas about shape, visual perception, and the ability to identify similarities and differences.

3. Test with a pyramid or matryoshka.

The task demonstrates the child’s ability to implement a system of appropriate actions, detect errors and correct them.

In front of your child, remove the rings from the pyramid and ask him to help put it back together. A child of two or two and a half years copes well with this task, working, as a rule, by trial and error. He may also confuse the upper and lower rings. A child can also cope with inserting a small nesting doll into a large one (he still won’t be able to close the nesting dolls on his own).

4. Test with household items.

A child from two to two and a half years old imitates a large number of actions of adults with household objects, in the game he acts interconnectedly and sequentially (wakes up a doll, dresses, feeds, takes for a walk, etc.). Dresses independently, but does not yet know how to tie shoelaces or fasten buttons.

Performing these actions demonstrates the child’s ability to generalize and coordinate actions to achieve a goal.

5. Memory test.

Ask your child to perform several actions in a row: get up from the chair, go to the table, take a pencil from the table, bring the pencil and put it on the chair. A child from two to two and a half years old can remember and correctly perform 4-5 actions. He must also correctly state his first and last name.

6. Vocabulary test.

Place on the table several objects familiar to the child: a bottle, a doll, a ball, a car, a cup, a spoon. The child names all objects correctly.

7. Picture naming test (vocabulary assessment).

Show your child pictures depicting: a cat, a dog, bread, a rooster, a dress, an apple, a table, a ship, a train, a bus, a truck, an airplane, a chair, a window, a door, a wardrobe, a shirt, a hat, socks, boots, a pear, a watermelon, boy, girl, grandmother, grandfather, baby, goose, duck, cow, horse, stove, kettle, saucepan, frying pan, bed, knife, fork, pencil, notebook, newspaper, book.

Ask, showing each picture separately: “What is this?”

or
“What is drawn here?”
The child names many pictures from the group: animals, people, dishes, clothes, furniture.

8. Test for understanding instructions.

Invite your child to follow a few simple instructions: “give mommy the ball,” “put it on the table,” “give it to me,” “pick up the fallen cube,” “bring me the doll,” etc.

The child follows more than 10 instructions, demonstrating understanding of the speech addressed to him.

9. Test for the development of the motor sphere (gross motor skills).

In the period from two to two and a half years, a child can step over obstacles located on the floor at a distance of 20 cm from each other.

10. Test to assess fine motor skills.

Give the child a pencil and paper and ask him to repeat after showing him the drawing of vertical, horizontal lines, circle, cross, square, triangle. If the child shows a certain ability, ask him to copy the image from the sample (in this case, he should not see how it was drawn).

The child correctly copies the pattern of vertical, horizontal, round lines and a cross.

From two and a half to three years.

1. Test with cubes.

Determines the degree of development of perception, the ability to exercise independent control over the process of completing a task.

Invite your child to build a tower from 9 cubes (8 cubic cm in size). The child completes this task without prior demonstration. Then, after the show, he makes a model of a train with a pipe and builds, also after the show, a bridge. 2. Test with geometric shapes.

Offer your child a familiar board with cut out geometric shapes (circle, triangle, square), but now each shape consists of two parts.

The child independently copes with folding a circle from two parts and inserting it into the corresponding hole. An initial understanding of the relationship between part and whole is assessed.

3. Test with a pyramid to assess the ability to visually compare and differentiate the size of an object.

The child independently assembles a pyramid of several rings, focusing on their size. The child also copes with the task of nesting three nesting dolls into one another. But help is needed to close the nesting dolls. 4. Test with household objects to assess understanding.

A child of two and a half to three years old performs imitative actions with household objects during play, dresses independently, fastens buttons, and ties shoelaces with a little help from adults.

5. Memory test.

Ask your child to tell you who he lives with at home, what he ate for breakfast, what he likes to play, and also repeat the phrase: “In the summer there were a lot of mushrooms and berries in the forest,” and then repeat 3 numbers in a row: 2,5,9 .

The child answers questions well, repeats a phrase of 6-7 words, and also repeats 3 numbers in a row.

6. Test for the development of spatial concepts.

Sit down with your child at the table, opposite each other. Place two identical toys in front of you and in front of the child: a doll on your right, a teddy bear on your left. Then say: “The bear and the doll went for a walk,” and remove your toys and the child’s toys from the table. Next, place the doll in front of you on the left and the teddy bear on the right and ask the child to do the same.

Now ask your child to hide the doll under the table and take out the piece of paper from under the chair. Then ask where is up, where is down, what does it mean to go forward and what does it mean to go back, what is in the box and under the box.

A child of two and a half to three years old completes tasks with some help, and may make mistakes in 1-2 directions.

In general, the task demonstrates the development of the child’s ability to navigate in space using a model and a word.

7. Test “Paired pictures” to assess attention and visual perception.

Prepare four pairs of subject pictures (a frog and a boat, a bunny and a bucket, a bear and a fish, a car and a ball, etc.).

Place two object pictures (with a car and with a ball) in front of the child. Take the exact same pair for yourself. Show your child that his and your pictures are the same. Then put away your pictures, take out one of them and, showing it to the child, ask to see the same one.

The child copes with all the tasks and immediately understands the instructions. 8. Vocabulary assessment test.

By the age of three, a child can name all the objects depicted in the pictures from test No. 7 for children two to two and a half years old.

9. Test for the development of the motor sphere (gross motor skills).

By the age of three, a child can perform the following actions: stand on one leg for a few seconds; When going up the stairs, place one foot on each step; when descending, place both feet on the step; jump on two legs; ride a tricycle.

10. Test to assess fine motor skills.

After the demonstration, the child can already draw a circle, a cross, a little man, although without a body for now.

It should be kept in mind that success in drawing is very dependent on training: if a child has never seen how to hold a pencil before, he is unlikely to complete these tasks.

11. Test-observation “Culture of communication”.

In the process of communicating with adults and children, a child of two or three years old should say hello and goodbye, use words expressing a request, gratitude (thank you, please), show attention, sympathy for other children (share toys, treats, give in), respond to the request of another child, help him.

If your child fails most of the tests, consult a specialist.

The reason for contacting specialists in child psychology may also be emotional problems in a child:

- constant fearfulness; - unsuccessful attempts to speak; - inability to concentrate on playing with anything for ten minutes; - excessive activity; - constant and increased aggressiveness.

Exercises and educational games for a child of the third year of life.

Classes with a child of the third year of life have their own specifics:

- providing more independence to the child; — respectful attitude towards the child, recognition of his right to his own choice; - tactful assistance and control over the child’s actions. Accustoming to order, discipline, cleanliness, high-quality performance of any activity.

— Exercises with a matryoshka doll.

For many children of the third year of life, exercises with a nesting doll are considered difficult to complete (their activity is chaotic: they grab one or another part, throw it, try to force a large nesting doll into a smaller one, etc.)

In this case, you should return to this exercise for children of the previous age period.

Be patient and proceed gradually, starting with a matryoshka doll with one liner. (Instead of nesting dolls, you can work with any objects of various sizes that can be placed one inside the other: pots with lids, jars, boxes, etc.)

It is very important that the child masters actions with objects that differ in size; from a psychological point of view, this indicates a good development of perception, enrichment of sensory experience, visual-motor coordination, increased muscle sensitivity of fine motor skills, etc.

— Exercises with boards.

The already familiar game material in the form of boards with slots is becoming more and more complex.

For a child of the third year of life, a board is used with two specified sensory properties - size and shape - out of four possible (large and small circles, large and small squares).

First, have your child cover one board correctly with the cut out figures. If the child easily copes with this task, invite him to do the exercise with two boards (in this case, the two boards are simply attached to each other). If this task is successfully completed, offer your child other types of boards. — Color discrimination exercise (if your child is color blind).

Introduce the names of colors into your child’s conversation and play, but not as pressure: “Tell me, what color is this?” It’s better to suggest: “I’m building a red tower. Find me another red cube. Like this,” and show the red cube. Or: “I think it’s a green cube.” When will a child respond with interest to a question like “Where are the red blocks?” or “What color is your blouse? “, this will mean that in his mind the word denoting color has been combined with a visual image.

Use any everyday situation to once again reinforce your child’s understanding of the color characteristics of objects. Ask your child what color apple to give him - green or red, what color bow should we tie today? etc.

— Color discrimination exercise.

If the child has mastered the primary colors (red, blue, green, yellow), offer him an exercise with objects of eight colors (red, orange, yellow, green, blue, purple, black, white).

If your child has difficulty distinguishing colors, introduce new colors gradually. For example, you scatter cubes of different colors on the table and ask the child to sort these cubes by color: put all the red ones in one box, all the blue ones in another, etc.

You should not require your child to remember the names of colors, the main thing is that he correctly arranges the cubes by color.

Prompt your child if he makes a mistake: “No, this is not a red cube, but an orange one, let’s put it in another box.”

To make it easier for your child to navigate colors at first, place one cube in each box and say: “Put the same cubes as this one in this box.”

— Exercise to distinguish colors (drawing with pencils and paints of different colors).

Offer your child paper and colored pencils: “Let’s draw a tree and color in the leaves with a green pencil, color the sun with an orange pencil, the sky with blue, the car with red,” etc.

The same thing applies to paints (gouache is used).

Encourage your child to choose their own colors to paint familiar objects.

First, teach your child how to hold a pencil and brush correctly. Take your child's hand with a pencil or dry brush and make several strokes of coloring with the pencil or brush. Then dip your brush into the paint and paint something together.

If your child is having difficulty, start with easier tasks. For example, paint over only the leaves on a tree, or draw only the sun. Allow the child to independently choose the subject of drawing according to a preliminary plan.

— Exercises with beads.

Choose colorful beads and cords. Secure one end of the cord with a knot so that the beads do not fall off.

Teach your child to string beads on a cord. Offer to make beads of the same color for the corresponding dress, blouse, bow, etc. Ask the child: “What color is this dress, what beads will go with this dress?”

— Stringing beads of different sizes.

A set of 10 beads is used: 5 pieces with a diameter of 2 cm and 5 pieces with a diameter of 1 cm, cords or fishing line. Invite your child to string the beads one by one: large, small, etc. Help your child string the beads, secure them, and alternate them correctly. Repeat verbally the order of alternation: “First big, then small, again big and small.” — Stringing beads of different shapes.

Beads of different shapes (round, cubic, oval, etc.), but identical in size and color, are strung on a fishing line in different sequences, alternating in shape. Fix the child's attention on the fact that the beads alternate: ball, cube, ball, cube.

- Stringing beads of different colors.

First, offer your child beads of the same shape, size and two colors. Invite your child to string the beads one by one (red, green, red, green, etc.). Next, offer beads in other color combinations.

In addition to the main focus of exercises with beads (the ability to distinguish colors, shape, size of objects, alternate them by quality), these exercises perfectly develop fine motor skills of the fingers (precision and coordination of movements), eye, perseverance, diligence, aesthetic perception and more.

— Exercise to develop correct pronunciation of sounds. The “make-believe mistake” method.

If, for example, a child says “t” instead of “k,” select several pictures or objects that begin with “k.” Take a doll or show it in a picture. With a smile, ask the child: “Is this a book?” and shake your head so that the child understands the game (the substitute sound should not be the one the child uses). Then reproduce the child’s mistake: “Is this tutla?” Finally ask: “Is this a doll?” At the same time, a nod and a smile will tell the baby that this sound is correct. As soon as the child grasps the idea of ​​the game, do not prompt him and watch how he independently determines the correct sound. For example, ask: “Is this a car? No? So it's a cup? Also no? Maybe porridge? Wait for the answer “yes” and confirm: “Yes, it’s porridge.”

Use short poems with specially selected rhymes to develop your child’s sound pronunciation and speech in general. (An excellent book published by speech therapist L.G. Paramonova, “Poems for Speech Development.” St. Petersburg, 1998)

— Ball games to develop motor skills (dexterity, coordination, speed), eye, emotional sphere (the ability to lose, obey the rules).

Invite your child to play with the ball:

- Throw the ball up and catch it with both hands. - Hit the ball on the floor so that it bounces higher. - Hit the ball with your foot - who will roll further? - Throw the ball to each other and catch it. - Hit the ball into the box, gradually increasing the distance (with two hands, with the right hand, then with the left). - Gently roll the ball forward, and the child should overtake it. - Roll the ball so that it hits between the legs of the chair (with two hands, right hand, left hand, legs - one, then the other).

— Exercise “Jump from a height.”

Place your child on a low bench and teach him to jump onto the floor. At first, support him by saying: “Bend your legs, push off, straightening your legs, and jump down.” Praise the child: “Well done, how clever you are!”

Read the poem:

The owner abandoned the bunny, the bunny was left in the rain. I couldn’t get off the bench, I was completely wet. (A. Barto)

— Jumping exercise.

Stretch a string with candies, toys or other objects strung on it so that the child can reach them by jumping on two legs and grabbing the object with his hand.

— Exercise with a rope.

Lay out the rope on the floor. Ask your child to walk exactly along this rope. First, the child walks along a straight rope, then along a winding one.

- Game "Guess who's coming."

After visiting the zoo, circus, or looking at books with pictures of animals, play a game with your child in which you need to depict the habits of animals.

For example, like this: “Here comes the bear, he walks slowly, heavily, this is how a tambourine sounds.”

. Knock the tambourine slowly, and the child imitates how a bear walks.

“And this is how the sparrow jumps, quickly, quickly, just as a tambourine is about to sound.”

. Quickly knock on the tambourine, and the child jumps like a sparrow.

— Game “Guess by Voice.”

Collect animal toys whose voices you can imitate. Offer your child the game “Guess who came to visit you.”

Hiding, you raise your voice: “Aw-aw-aw! Guess, Mashenka, who came to you?”

If the child does not name, say yourself: “This dog came to Mashenka,” show and give the dog to the child. Continue the game, change roles with the child.

— Exercises for attention and memory “What’s missing on the table?”

Place 5-6 toys on the table, ask the child to look carefully at these toys.

Next, you remove one toy (at this time the child turns away) and say: “Guess, Vanya, what’s missing on the table, what toy?”

If the child copes with this task, increase the number of toys. Then switch roles - now the child hides the toy, and you guess. Play the same game with the addition of toys: “Look, Vanechka, carefully, what appeared on the table, what toy?”

Just like in the previous game, place 5-6 toys on the table. The child carefully looks at what toys are on the table and how they are located. Then, when the child turns away, change something, for example, the bunny is now sitting in the car. The child guesses what has changed, what is different from what it was.

As your child understands the meaning of this game, complicate the task.

Give your child the following task: “Look at me carefully, remember everything about my clothes, then I will leave the room, and when I enter, you must guess what has changed.”

Leave the room and, for example, put on a hat and enter the room. The child looks at you and sees that a hat has appeared that was not there before. You praise the child and the game continues.

Gradually complicate the task, change roles.

— Game “Hide the balls.”

Place three containers of different sizes (with lids) on the table and place three balls of also different sizes.

Ask your child to hide a large ball in a large jar, a medium ball in a medium one, and a small ball in a small one. Then you need to close each jar with a lid of the appropriate size. After this, remove the balls from the jars and put the jars inside each other (hide all the jars in one large one).

— Exercises with cut pictures.

Take a picture with an object well known to the child drawn on it. Cut this picture into two parts and ask the child to connect these parts together and guess what kind of object it is.

If the child does not succeed in this task, prepare two identical object pictures, one of which is cut into two parts.

Give the child a cut picture, show him the whole one and say: “Look at this picture, there is a ball drawn on it; put the two parts together so that you get the same picture, with a ball.”

Next, offer the child pictures cut into 3 or 4 parts.

— Exercises for fine motor skills and creativity.

- "Drawing".

Draw with your child as often as possible. Teach him to draw a house, a man, a car, a train, etc.

- “Drawing balls.”

Read a poem by V. Antonova to your child:

Balls, balls Gave us! Red and blue Gave to the kids! We raised the balls above our heads. The balls danced - Red, blue!

Give your child a piece of paper and colored pencils. Ask him to draw these balls and paint them in different colors. Remind your child: “The balls fly high up, in different directions.”

- We draw with paints.

On a piece of paper, draw Christmas trees and grass. Give your child this drawing, let him paint strokes (traces) of fairy-tale characters, for example, from the fairy tale “The Little Goats and the Wolf.” Tell your child this fairy tale. Show how you can depict the tracks of a wolf: “This is how a wolf walks through the forest. He's angry and hungry."

“What song did the goat sing to her kids?

- ask the child.
— When the goat saved all the kids, they were happy and began to jump merrily.
Show how the kids jumped." Help your child draw these marks.

- “Modeling.”

Tear off a small piece of plasticine and show your child how to make a ball, stick, circle, etc. out of it. Try to instill in your child an interest in modeling: this is very important for his development.

Invite your child to make fungi out of plasticine: “We’ll go into the woods and find a fungus. But there are no mushrooms. They need to be molded from plasticine.”

Help the child.

“Now let’s make a lot of pies and buns for the cat.”

, you say, reading the nursery rhyme:

The cat went to Torzhok, the cat bought a pie, the cat went to the street, the cat bought a bun. Should I eat it myself, or should Anechka take it? I’ll bite myself, and I’ll blow it off for Anechka too.

“The cat ate it and thinks

- you say, -
what will I treat the kids with?
Let's help him and bake a lot of pies and buns." - "Cutting out".

Buy your child small scissors with rounded ends. Show how to use scissors. Grasp your child's hand and help him cut something out. For starters, it could be just strips of paper.

— Game “Guess the word.”

When you ask your child riddles, he must guess and name the missing word.

Don't be afraid - it's a goose, I'm afraid of it myself... ( I'm afraid

)

I sewed a shirt for Mishka, I will sew him... ( pants

)

Who alone has a horn? This is a fat...( rhinoceros

)

My sock is missing, it was dragged away... ( puppy

)

Oranges and bananas are very fond of... ( monkeys

)

Instead of a nose - a snout, Instead of a tail - a hook. My voice is shrill and ringing, I am cheerful... ( pig

)

Tick-tweet! Don't be timid! I am experienced... ( sparrow

)

- Igo-go! - the child shouts, - So this is... ( foal

)

He purrs and sings, guess what? It's a cat

)

He slept in a den during the winter, sucked his brown paw, and woke up and began to roar. And his name is... ( bear

)

I get up at dawn and wake up everyone in the yard. I have a comb, who am I? .. ( cockerel

)

He is like a huge mountain - Very kind, kind... ( elephant

)

Did you feed the birds in winter - Pigeons, crows, tits? Don’t waste a minute: Under the bridge they winter... ( ducks

)

He loves to bask in the sun, to dress in stripes, and he tastes like sugar, and his name is... ( watermelon

)

source

How quickly will you receive your notes?

Very fast. Previously, we sent material on disk, but due to disruptions in the work of postal operators, we abandoned this practice and introduced the transfer of information through a personal account.

How does this happen? We will send you a login and password so that you can log into your personal account and save all materials on your computer. The information is not stored on a disk, which can be scratched, broken or lost, but on your computer. You will receive your order quickly and in an easy-to-use form.

So if you want:

• Have a consistently high quality of classes, ensured by documented processes
• Save on teachers' salaries by attracting young specialists
• Do not depend on the whims of star teachers
• Minimize the risk of losing clients due to teachers leaving
• Conduct classes according to a program that has already been worked out by other successful children's centers and highly qualified teachers
• Work in the most productive mode, without being distracted by buying study guides and drawing handouts
• Attract more clients by explaining to parents that the club has its own methods of child development, telling in detail about the classes provided
• Spend holidays with children according to detailed and worked out scenarios, including descriptions of props,

then this kit may come in handy.

What developmental activities at home does a 2-year-old child need?

Psychologists call the 2-year age of a child (up to 3 years) transitional, this is a milestone in which you can still notice the features of infancy and, nevertheless, see how quickly and rapidly the baby is growing up. The first signs of a baby growing up: his activity, frequent whims, obstinacy, disobedience and disobedience. All this is far from so bad, because the child simply strives to be independent.

IMPORTANT! From the age of 2 years, you need to work with a child, because this is a prerequisite for the development of his personality. In addition, such activities will open up the world to him from a new side, interest him and open his thirst for knowledge.

What classes are needed:

• Games with a constructor. This is not only useful, but also very interesting for the child. Kids love to “tinker” with different shapes and figures of different colors, creating and destroying structures. In modern stores you can find a variety of types of construction sets: wooden, large plastic LEGO, magnetic construction sets.
• Drawing. This is one of the most important activities for kids. You can draw with pencils, brushes, felt-tip pens, regular or finger paints, or draw on sand or a magnetic tablet. Drawing will allow you to explore colors, draw different shapes, and mix paints.
• Modeling from plasticine or salt dough. It perfectly develops the motor skills of the baby’s hands, allows him to learn the structure of materials, create figures and shapes with his own hands. Such activities can only be carried out together and make sure that the child does not put plasticine in his mouth.
• Game with bags. Games for developing motor skills. You need to pour different types of cereals or pasta into several bags (millet, buckwheat, peas, horns. Such bags should be allowed to be felt by the baby or allowed to lower his hand, guessing what exactly is there).
• Game with balls. For such games you will need a large number of large and small balls that need to be rolled, thrown, rotated, tossed, felt (for this it is advisable to choose balls with different surfaces: soft, prickly, pimply, smooth).
• Game with cubes. Very similar to a game with a constructor, the cubes can have pictures or simply be different colors. They can be viewed, folded into structures or lines.
• Educational cartoons. A modern way of developing children, it is only important to choose an age-appropriate cartoon (he will not be interested in a cartoon that is too complex, and a simple one will cause boredom).
• Finger games. Games with attachments for fingers, creating figures using palms, with rhymes and songs (for example, “Magpie Crow”).
• Abacus. In modern toy stores you can buy a variety of mazes in which you can move beads, count them and study their shapes.
• Games in the water. They can be carried out in the summer on reservoirs, in the pool and in the home bathroom at any time of the year. To do this, you should have several bottles, cups or containers that allow you to pour liquid from one to another.
• Active games in the fresh air. Various games with balls, toys, in the sandbox, racing and hide and seek, games with other children.