Summary of an open lesson in the first junior group “Our Pets”
Yulia Tarasenko
Summary of an open lesson in the first junior group “Our Pets”
Types of children's activities: games, music and art.
Goals: learn to name domestic animals and their cubs , develop memory, speech, enrich vocabulary, cultivate a love for animals .
Objectives: to cultivate a kind, gentle attitude towards animals , to develop the ability to distinguish them by appearance.
Props: flannelgraph board, pictures for flannelgraph depicting domestic animals and their cubs
conclusions
Children's interest in animals is quite natural; moreover, the child learns a lot through communication with animals, becomes more attentive, and understands others better. Not all families can afford to have a dog or cat; in such cases, you can satisfy the child’s interest with the help of zoos, nature reserves, clubs for young zoologists and other places where you can interact with animals. The main thing is to ensure that the establishment treats both visitors and the animals themselves with care. If you decide to have an animal at home, approach it responsibly and prepare all family members for its appearance.
Scenario of an open lesson in the first junior group “Pets”
Avdeeva Tatyana
Scenario of an open lesson in the first junior group “Pets”
Topic: " Pets "
Goal: implementation of the program’s objectives in the context of the Federal State Educational Standard on the topic “ Pets ”
.
1. systematize children’s knowledge on the topic “ Pets ”
.
1. consolidate and expand children’s knowledge about domestic animals , continue to teach them to imitate the habits of domestic animals ;
2. develop auditory attention, thinking, imagination, visual memory, cognitive activity,
3. consolidate knowledge of the main colors of the spectrum,
4. strengthen children’s ability to select objects by color, develop the ability to coordinate movements with words;
5. develop activity in the process of motor activity.
1. teach children to be polite (teach them to say hello, say goodbye, thank you for their help)
;
2. cultivate a kind attitude towards animals ,
3. cultivate a feeling of love for the world around us,
4. introduce the rules of behavior in nature (do not touch or offend animals )
;
5. develop the ability to work in a team.
Types of children's activities:
audio recording "appearance of a fairy"
,
“sound of magic”
animal voices (cat, rooster, dog, children’s choir “cat”
.
Form of implementation: travel.
• looking at illustrations with pets ;
• reading fiction about pets ,
• didactic game “Who is screaming?”
,
"Who lives where?"
;
• games for color consolidation;
Working with parents:
animals (cats and dogs) with children
;
• watching cartoons about pets ;
Goal: updating the dictionary on the topic “Pets”.
Tasks:
1. Correctional educational objectives:
- Reinforce ideas about pets.
- Clarify, expand the active vocabulary, enrich the passive vocabulary on the topic “Pets”.
- Develop the grammatical structure of speech (harmonize nouns in the dative case, singular: “Cat and kitten”; nouns in the genitive case singular, the preposition “y” in speech through the exercise “Who has who?”; compose simple and complex sentences, correctly coordinating words)
2. Corrective and developmental tasks:
- Develop dialogical speech.
- Develop auditory attention, thinking, memory, fine motor skills, articulatory motor skills.
3. Correctional and educational tasks:
- Foster friendly relationships between children;
- Develop emotional responsiveness, create a sense of responsibility for pets;
- Give the child the opportunity to choose.
Dictionary:
| Active | Nouns: animal, cow, calf, horse, dog, puppy, cat, kitten, sheep, pig, pig, hay. Verbs: moos, meows, barks, grunts. |
| Passive | Nouns: lamb, foal, oats, acorns, turnips, radishes. Verbs: neighs, bleats. |
Equipment: Tables, chairs, a box, pet figurines, pillows for each child, a pillow for a speech therapist, cardboard horns, walking felt pets, paths, 5 bags of marbles (10-15 pcs.), sound tablets, a glove puppet A dog, pictures of food for animals, paper handkerchiefs (for articulation gymnastics), an audio recording of the voices of pets, curlers, a basket with puppies (5 pieces).
Integration of educational areas: “Speech development”, “Socio-communicative development”, “Cognitive development”.
Types of children's activities: gaming, communicative, motor.
Technologies used in the lesson:
- Health-saving exercises - articulation gymnastics, self-massage, breathing exercises, elements of psycho-gymnastics.
- Information and communication – sound tablets.
- Toy games – storyline of the lesson, glove Dog character, designer walking toys.
- Personality-oriented – creating an atmosphere focused on the child’s individuality, giving the child the right to choose, communication as equals.
Methods and techniques:
- Visual (use of images and figures of animals and their babies)
- Verbal (reading a poem, conversation, dramatization game “Animal Dispute”, exercise “Who has who?”, use of various types of questions (direct, directing, prompting, leading; repetition (by teacher, child, choral); )
- Practical (elements of psycho-gymnastics, showing the position of the articulation organs when performing articulatory gymnastics, didactic game “Help the mother reach her baby”, self-massage)
Progress of the lesson
1. Organizational moment. (Announcement of the topic of the lesson)
Children come in and stand in a circle. The speech therapist suggests greeting each other by performing movements according to the text.
| Let's stand side by side, in a circle, | Children and teacher stand in a circle |
| Let's say “Hello! " each other. | Children and teacher spread their arms to the sides |
| We are not too lazy to say hello: Hi all! " and "Good afternoon! » | Children and teacher shake hands in a circle |
| If everyone smiles - Good morning will begin. | Everyone smiles at each other |
Speech therapist: Good morning, guys, I’m very glad to see you! Sit down on the pillows.
The pillows are arranged in a semicircle, under them are toys of domestic animals (cat, goat, pig, ram, cow, horse). The speech therapist has a figurine of a wild animal under his pillow. If the children do not pay attention to the fact that there is something under the pillow, the speech therapist himself notes that something is in the way, it is uncomfortable for him to sit - everyone takes out their figures.
Speech therapist: Let's put all the figures that we found in the center of the circle (on the lid of the middle box so that everyone can see). Who is this? (animals) Is there an extra animal among them? (bear, removes extra figure) What animals are left? (children's answers). If the children do not name the general word “pets”: These animals live next to humans, which means they…. (domestic). The person takes care of them.
Want to get to know your pets better? Let's hear the cow moo? (dog's voice sounds). The children, with the help of the teacher, note that the cow does not bark, but moos.
The same thing happens when listening to the voices of all animals (they have the place of their voice - the voice of a dog).
Speech therapist: Guys, what do you think happened? (children's answers) Maybe we will find the answer in this box?
He places the box in the center of the circle and opens it. There is a glove toy Dog. The speech therapist puts it on his hand and then conducts a dialogue with the children on behalf of the Dog.
Speech therapist : Oh, that’s who barked!
"Dog": Woof-woof! Hello guys, my name is Druzhok. What happened to you? (children's answers). We need to give the animals their lost voices back . There are tasks hidden in this box, are you ready to complete them? (children's answers).
The speech therapist opens the box, inside of which there are 2 more boxes, and draws the children’s attention to one of the pockets with a picture of a foal.
"Dog": Woof-woof! Who do you think will be helped by the task in this pocket to get their voice back? (horse and foal).
The first task is in one of the pockets of the small (inner) box. The speech therapist takes out a picture of “articulation gymnastics” from his pocket.
Speech therapist: I know what this task is! Would you like me to tell you a story about how Tongue visited the village? And you help me!
Articulatory gymnastics with elements of bioenergoplasty. The dog performs movements in accordance with articulation exercises.
Tongue woke up in the morning, opened the door (open his mouth wide), went outside (stick out his tongue), saw a horse and decided to ride it (exercise “Horse”). In the meadow, he saw a cow chewing grass (imitation of chewing food with a closed mouth). And a goat was grazing nearby. The tongue wanted to come closer, but the goat butted! (the tense tongue makes pushing movements either on the left or on the right cheek). Tongue got scared, jumped on the horse and galloped home (exercise “Horse”). Near the booth, he saw a dog gnawing on a bone (we bite the tongue with our teeth). A pig is slurping at a trough (imitation of chewing food with an open mouth). And the little kitten laps milk from the bowl (we lift the tip of the wide tongue up and move it deep into the mouth). Tongue also decided to have breakfast, went home and closed the door (close his mouth).
If necessary, the speech therapist offers children with increased salivation to wipe their mouths with a paper napkin and puts the napkins in a container.
"Dog": Woof-woof! The first task has been completed, you can remove the picture. Who will the following task help regain their voice? (cow and calf).
The second task is in one of the pockets of the small (inner) box. The dog takes out horn envelopes from the pocket (2 pieces for each child).
Speech therapist: Let's turn into cows and put horns on our index fingers.
The breathing exercise “Cow” (according to B. Tolkachev) is performed while standing.
Let's put our index fingers with “horns” to the head. Let's take a deep breath through the nose, hold our breath a little and as we exhale we continue to say “moooooo...”. We try to keep the sound even. Let's try again (the exercise is repeated 2-3 times).
"Dog": Woof-woof! Has everyone managed to turn into a cow? We have completed this task, let's remove the horns.
Children sit on pillows.
Speech therapist: Have you already guessed who the next task will help regain their voice? (pig and piglet).
The speech therapist takes out a small box from the middle one. The third task is in one of the pockets of the middle box. He takes curlers out of his pocket and distributes one to all the children.
Speech therapist: Let's imagine that this is a washcloth with which the mother pig will rub the back of the piglet. Place the washcloth on your palm and cover it with your other palm.
First, self-massage of one palm is performed, then the second, accompanied by speech.
The mother pig rubs the pig's back in a puddle with a washcloth. The son responded: “Thank you, How nice! Oink oink oink!"
" Dog": Woof-woof! And we completed this task! You can remove our “washcloths”.
And who will be helped by the task in this pocket to regain their voice? (cat and kitten).
The fourth task is in one of the pockets of the middle box. The speech therapist takes felt walking toys (cat, dog, horse, goat, sheep, cow) from the pocket and places them in the center.
Speech therapist: Look how many pets there are in the owner’s yard. And each of them has its own character. Let's stand up and portray an affectionate cat, a sad dog, an angry cow, an offended goat, a cheerful pig.
Children standing perform elements of psycho-gymnastics.
The speech therapist invites the children to choose a toy for themselves and put it on their fingers (shows). The task is performed while lying on your stomach on pillows.
Development of coherent speech, psycho-gymnastics. Composition of the fairy tale “Animal Dispute”.
Speech therapist: One day, pets gathered in the owner’s yard and began to argue which of them was the most necessary for a person.
The dog barked: “ Woof, woof.” I am the most needed because... I know how to bark loudly (addressing a child who has a dog figurine). For example: “I am the most needed because I protect the house.”
The cat meowed affectionately: (offers to answer the child who has a cat figurine). For example: “ Meow-meow, I’m the most needed, because I catch mice.”
Here a kind cow intervened in the dispute. She hummed: (offers to answer the child who has a figurine of a cow). For example: “Moo-oo. I am the most needed because I give milk.”
And the horse neighed angrily: (offers to answer the child who has a horse figurine). For example: “Igo-go. And I drive the owner, help him do all the hard work. I am the most needed pet.”
After listening to the horse, the sheep bleated joyfully: (offers to answer the child who has a sheep figurine). For example: “Bee. It’s me who is the most needed animal, because I provide wonderful warm wool!”
"Dog": Woof-woof! Guys, what do you think is the most necessary animal? (children's answers). If it is difficult for children to answer the question, give a hint that all animals are needed by humans because they all bring benefits.
The walking figurine remains on the child’s hand.
"Dog": Woof-woof! Who will be helped by the task from this pocket to get their voice back? (sheep and lamb).
The fifth task is in one of the pockets of the middle box. The speech therapist takes out marbles from the pocket and invites the children to sit at the tables on which cards with paths are prepared.
"Dog": Woof-woof! Mothers lost their babies. Help build a path from mother to baby. You can make the path whatever you want.
Children use pebbles to make their own path from mother to baby.
Speech therapist: Take a figurine of the animal for which you helped build the path. Walk along the path.
Exercise “Who has who?”
Speech therapist: Did everyone manage to cope with the task? Let's now check who has who? Sasha, who's with the cat? (kitten), etc.
The speech therapist asks the question “A pig, a horse, a cow, ... who?”, the children answer with a complete sentence. After the task is completed, the speech therapist invites the children to put the pebbles into bags, leave the figures, cards and bags on the table, go to the carpet and sit on the pillows.
Speech therapist: Before we find out whether the voices have returned to the pets, there is one more task to complete. Take the animal figurines we found under the pillow
The speech therapist places a container with animals in the center, and the children choose one figurine. Then the speech therapist takes 5 sound tablets from the bag. Each of them has a picture of food that some pet is eating. The tablets are laid out in the center (in a circle, facing the children).
Speech therapist: What can you treat the pet you have chosen? Choose a tablet with a suitable picture and place it next to you (children complete the task). What will you treat the cat, Sasha? (milk).
The speech therapist asks a similar question to each child.
"Dog": Woof-woof! Guys, you completed all the tasks! Want to see if the animals' voices have returned? Just let's do it one at a time! Sasha, pick up the picture and press the button that is hidden under the picture.
Children take turns doing the task. Animal voices pre-recorded on sound pads sound correct.
Speech therapist: (after the child pressed the button and everyone heard the animal’s voice). For example: Has the cat's voice returned? How does she voice? (meows) How does a dog sound? (barks) How a cow sounds (moos), etc.
"Dog": Woof-woof! Thank you guys for giving back the voices to my pet friends.
After the task is completed, the speech therapist invites the children to put the tablets and animals in the box.
Evaluation of performance results (Reflection).
Speech therapist : Which task was the most difficult? If you liked the activity, you can clap your hands loudly, but if not, there is no need to clap. Did you like the lesson?
“Dog”: Oh, guys, don’t you hear anything? (pretends to listen). I think the sounds are coming from here!
A speech therapist with a “dog” on his arm approaches the basket, quietly turns on the speaker: puppies squeak.
Speech therapist: Who's here? (raises the blanket, under it are 5 puppies made from gloves using the same technique as the Dog).
“Dog”: These are my puppies! They were so interested that the entire lesson they sat quietly in the basket and listened. They liked you so much that they wanted to be friends with you! Do you want to make friends with them? Well, choose your friend!
Children choose puppies and put them on their hands.
Speech therapist: Everyone has their own friend. Sasha, what will you do with him? (play, walk, study, have fun....)
Asks each child what he will do with his puppy friend.
“Dog”: Don’t offend your new friends! Take care of them, play with them. Let me take you to the group!
Open lesson in the junior group “Pets”
Oksana Maslova
Open lesson in the junior group “Pets”
Open lesson in the younger group on the topic:
«Pets»
Goal: development of components of children’s oral speech, generalization of children’s knowledge about the life of domestic animals and their cubs .
Integration of educational areas:
• pets and their babies.
• development of children's coherent speech.
• motor activity of children in physical education.
Material: projector, interactive whiteboard cut-out pictures of pets , magic box, pet .
Why shouldn't you have animals?
Despite all the benefits of owning a pet as a companion for children, not all families should have a pet. When purchasing animals, we take full responsibility for their life, health and comfort, and providing the necessary conditions is not always easy. Often, buying an animal is an impulsive decision that the whole family may later regret. Why shouldn't you have animals?
Contraindications for health
Allergies, susceptibility to various diseases and other health problems in any family member can be a serious obstacle. Sometimes allergic reactions can be stopped, but in some situations, contact between a child and an animal can become dangerous. Before purchasing an animal, the whole family should make sure there are no health contraindications.
Strong reluctance of one of the family members
Let's imagine that the head of the family really doesn't like dogs, and you buy a pug because you think that over time they will get along. A month or two passes, and the husband still gets irritated as soon as he sees the dog. Was it worth the risk of purchasing a pet in the hope that the rest of the family would get along with it later? Isn't it better to choose a pet that suits the character and preferences of the whole family?
Unstable period of life
A rented apartment, a planned job change, or a move is not the best time to bring a pet into your home. If you don’t have the energy, time and money even for current tasks, you shouldn’t take an animal in the hope that it will relieve stress. In such a situation, stress can only increase.
Lack of time, experience or desire of parents to teach the child the basics of safe and humane treatment of animals
Although the child will learn many aspects of communicating with an animal on his own, the first times they interact should be under parental supervision. Children cannot always calculate force, understand a pet’s language, or assess the safety of their actions.
A psychologist tells how to teach a child to communicate with animals:
There are many reasons why you should not have animals at home: medical contraindications, lack of consensus among all family members, unstable period of life, lack of time. However, in addition to purchasing animals, there are many other ways to interact with them to benefit your child.
