MAGAZINE Preschooler.RF
Joint activities of the teacher with children in a corner of nature - caring for indoor plants (senior group).Target:
- To consolidate children's knowledge of how to care for indoor plants and the sequence of work.
- Clarify the duties of those on duty in a corner of nature, knowledge of equipment for work.
- Systematize children's knowledge about indoor plants and continue to instill the necessary skills for caring for them.
- Continue to teach how to plan joint work.
- Instill interest, develop curiosity, and the desire to care for the plants and animals of a corner of nature.
- To develop responsibility for the assigned task and the ability to complete it.
Equipment:
Indoor plants from a corner of nature, aprons, rags, sticks for loosening, a basin of water, oilcloth, spray bottle, scissors, watering can.
Previous work:
Observations and care of indoor plants in a corner of nature. Reading poems, riddles. Conversations about plants.
Progress of the lesson:
Children sit in a semicircle so that everyone can clearly see a corner of nature.
Educator:
-Guys, you are now in the older group, and if so, then you, as big ones, are entrusted with independent duty in a corner of nature, two at a time.
A plant is the most natural decoration of a room; they require constant and individual care.
Reading riddles:
Green, with thorns, Looks like a hedgehog, And the flowers are satiny White, yellow, red. (Cactus)
Up the steep wall, A centipede crawls along the cast concrete, Carrying leaves with it. (ivy)
They purify the air, create comfort, turn green on the windows, and bloom all year round. (Geranium)
Educator: So, please tell me, what plants are there in our corner of nature? What are their names? (children call)
Educator: - Well done, you know everything! Tell us how we care for our plants?
Children: water, loosen the soil in pots, cut off dry leaves, spray and wipe them.
Educator: - How can you find out that a plant needs watering (by color - the earth is gray, to the touch - dry).
-Polina, please show us how to water indoor plants correctly. Children, pay attention: the spout of the watering can touches the edge of the pot; you need to pour water carefully so as not to wash out the roots. Well done Polina, thank you.
Educator: - After all the flowers are watered, what needs to be done? (fill watering cans with water so that it can settle and warm up until tomorrow).
Educator: - Correct! Guys, tell us what we use when working in a corner of nature besides watering cans? (aprons, rags, basin, oilcloth, scissors).
Educator: What kind of water do we water our green friends? From the tap? (No! only settled water or rainwater).
Educator: - That's right, you can't water indoor plants with tap water - it's cold and the plants will be uncomfortable. In the washroom there is a basin with water for watering plants.
Educator: - Children, why do we loosen the soil in pots?
Children: so that the water and air needed by the roots passes through the ground more easily.
Educator: - Correct, but how should you loosen the soil? (be careful not to damage the roots, otherwise they will begin to rot and the plant will die). Alena, show us how to do it (closer to the edge of the pot, around the plant).
Educator: - Guys, think and tell me what indoor plants we spray (tradescantia, asparagus, begonia, ivy). Our attendants will spray these plants with a spray bottle. Nastya, show us how to do this. Look, children, you need to spray not only from above, but also from the sides and below. You are right, well done.
Finger gymnastics “Flower” .
A tall flower has grown in a clearing, Hands in a vertical position, palms
Pressed together, round your fingers
On a spring morning I opened the petals. Spread your fingers to the sides.
Beauty and nutrition to all petals Rhythmic movement of fingers
together - apart.
Together they grow roots underground. Place the backs of your palms on
table, spread your fingers.
Educator: And now, we need to split into three subgroups.
- Children at the first table will be treated dry
- Children at the second table in a wet way
- The children at the third table will spray.
Think, take the necessary equipment, and get to work.
Educator: - So, we have finished the work, what do we do next?
Children: We put everything back in its place, wipe the oilcloth, wash and dry the rags.
Educator: - Well done! You all answered the questions correctly and showed good knowledge about our green friends.
And, at the end of our work, listen to the poem that Julia prepared for us:
"My little green flower
He grew up on the window. Each leaf pulls towards the sun, like palms. He grew up and was surprised
What appeared in our group. Although the flower is small, it is remote.”
Educator: Popular wisdom says: “He who grows flowers brings joy to himself and others.”
Reflection “Magic Flower” .
Guys! If you were interested today and you like to take care of plants, then attach red flowers to our plant. And if you were bored - yellow ones. I am very pleased that you liked our lesson.
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Observation as the leading method for preschoolers to understand nature
Bibliographic description:
Kosheleva, O. A. Observation as the leading method of cognition of nature by preschoolers / O. A. Kosheleva. — Text: direct // Questions of preschool pedagogy. — 2022. — No. 1 (7). — P. 48-53. — URL: https://moluch.ru/th/1/archive/49/1544/ (access date: 01/29/2022).
Observation is a purposeful, systematic perception of objects and phenomena of the surrounding world. This is a complex cognitive activity that involves perception, thinking and speech, and requires sustained attention.
In the process of short-term observations, organized to form knowledge about the properties and qualities of an object and phenomenon, children learn to distinguish shape, color, size, spatial arrangement of parts, the nature of the surface, and when familiarizing themselves with animals, the nature of movement, sounds made, etc.
To accumulate knowledge about the growth and development of plants and animals, about seasonal changes in nature, a more complex series of observations is used - long-term observation; At the same time, children compare the observed state of the object with what was before.
Observation can also be organized in order to determine the condition of an object by some individual signs (for example, by the color of the soil in flower pots to determine the need for watering, by the behavior of fish in an aquarium - the need for a partial change of water) or to restore the picture of the whole (by the traces on in the snow, determine who has passed or passed by the color of the berries - whether they are ripe or not). This type of observation presupposes that children have some knowledge, the ability to analyze a phenomenon, compare individual data, and make simple conclusions.
The last two types of observation, due to their complexity, are used in work with children of middle and senior preschool age. During these observations, intelligence and observation skills develop, and the processes of analysis, comparison, and inference are improved. Observations are organized by the teacher when introducing children to plants and animals, the weather, the work of adults in nature, they are carried out during classes and excursions, on walks, in a corner of nature, etc. In some cases, the teacher organizes all the children, in others - the observation is carried out with in a small group or with one child. This depends on the content of the observation and the tasks that the teacher sets for himself. But in all cases, it is necessary that the observation takes place during any mental activity of children, forces them to think, look for answers to the questions posed, develop curiosity, cultivate interest and respect for nature.
Preparing for observation. The teacher's preparation for observation begins with the selection of an object. The plant or animal chosen for observation must be in good condition. If the observation is carried out indoors (in a corner of nature, in a lesson), you should think about its organization: the object should be well lit (better when the light falls from the side), located in such a way that it is easy to approach. Children are placed closer to the object of observation, so that everyone can clearly see it, and if necessary, they can act with the object of observation (feed, pet, play).
To observe on the site or in the immediate natural environment, it is necessary to choose the most convenient place and arrange the children so that it is convenient for everyone to observe.
If an animal is observed, it is necessary to create an environment in which the animal behaves freely and naturally. For example, when watching a rabbit, a fairly spacious pen is built for it, around which children are placed on chairs. A mat or rug should be laid on a parquet floor (or covered with linoleum), otherwise the animal will slide when moving on a smooth floor.
Supervision guidance.
At the beginning of observation, especially if it is carried out for the first time, you should not rush to pose a question or task to the children. It is necessary that they independently look at the object for 1–2 minutes, satisfy their naturally arising curiosity, and form a first impression of what they observe. In the process of guiding observations, the teacher uses a variety of techniques (taking into account the age of the children): questions, riddles, examination of the subject, comparison, play and work activities. He explains, tells, helping the children understand what they see. In order to arouse interest, an emotional attitude to observation, and ensure an aesthetic perception of objects, he uses poetry and small forms of folklore when working with children, and with older children, at the end of the lesson, he also reads excerpts from works of art.
Observation must proceed in a certain sequence. When guiding the observation of animals, the teacher directs attention primarily to their behavior: “What is he doing? How does he move? What does it eat? How?" And only in connection with some action are the external signs of the animal considered: “What is the body covered with? Are your legs long or short? What kind of eyes (shape, color)?
Examination of a plant begins with identifying and highlighting the brightest, most striking feature - whether it is a flower or brightly colored leaves, and sometimes an unusual stem. After this, the main features of the external structure of the plant are determined: they consider in order the size, shape of the stem (or trunk), leaves, again the flower, etc. This sequence is necessary because the attention of preschoolers is not yet stable enough, and is largely involuntary. However, at the end it is necessary to organize the ideas formed during the observation. Using various techniques for presenting a task, the teacher accustoms children to a consistent story about what is being observed: the size, shape of the object, cover, color, peripheral parts and their features, and when observing an animal, its behavior. This order is necessary especially when children get acquainted with a new object.
During repeated observations, when the task is to establish the state of a plant or animal (for example, looking at a tree with colorful leaves in the fall or blooming in the spring, observing the behavior of sparrows bathing in a spring puddle), you can start with solving the main problem. In all cases, the teacher, when organizing observation, must maintain consistency in the transition from one specific observation task to another, from facts to connections, from the accumulation of ideas to their comparison, and then to conclusions. Each observation solves a small, specific task of introducing children to nature. Therefore, when conducting an observation, the teacher must always establish possible connections between the present observation and those carried out earlier, and take into account subsequent work.
When organizing a long-term observation of natural objects, the teacher divides it in advance into a series of episodic observations, which are carried out when changes, say, in the development of an animal, become quite pronounced. The teacher invites the children to examine it, note the signs, compare its condition with what was observed before, and identify new signs indicating a change. Sometimes children immediately notice what has changed in animals, but even in this case, the teacher turns to comparison so that the noted changes are clear to everyone. In the final observation, the entire picture of development observed by the children should be restored. An observation diary will help with this (it can be different: in the form of drawings, a herbarium, in older groups and as a schematic reflection of changes.
Observation using handouts.
The organization of such observation is more complex than observation of a single object. Here, the teacher is required to be able to distribute attention, organize the actions of all children, and they must strictly follow the teacher’s instructions, hear and listen to others, compare and contrast the observations of others with their own. This method of organizing observation is of great developmental importance: all children have the opportunity to practice a variety of investigative actions, improve their learning skills, and they develop more accurate ideas. During the observation period, the teacher asks the children questions and organizes an examination of objects. The received ideas are compared, and the teacher leads the children to a conclusion.
Plants and their parts can be used as handouts: leaves, fruits and seeds, branches, vegetables and fruits. Each child participating in the observation receives a set of material in his hands (this is the teacher’s sign). the use of handouts during the observation process ensures high activity of all children.
Junior groups. The first observations are carried out with a small number of children. The main task of the educator is to develop in them the basic skills necessary for observation: to focus attention on the observed object for a more or less long time, to answer questions posed, to highlight striking signs (2-3). Babies are attracted to bright and moving things, so the first observations with children of this age are best done with animals. Their movements, feeding, and sounds arouse involuntary interest in young children.
At first acquaintance, children's attention is focused on directly examining the animal. Therefore, while guiding the observation, the teacher uses various techniques to encourage the animal to move (for example, placing food at a certain distance), attracts children to feeding, draws their attention to how the animal eats (crunches, holds food with its paws), calls actions in words. Children repeat the words after the teacher. During subsequent observations, the teacher raises a question about one or another action of the animal, encouraging the children to use the words they know. For example, a goldfinch is pecking grains, and the teacher asks: “What is the bird doing? What is she biting about? etc. It is important that the question coincides with the action of the animal. Thus, children gradually learn to accept the specific task of observation contained in the question.
Observations made with young children are short-term. However, in order to keep the children’s attention, the teacher gives some of them instructions: pour grain into the feeder or give a carrot, pour water into the drinking bowl. To help highlight the characteristics of the animal, he suggests petting it (if possible). Gaming techniques are also used: imitation of movements, sounds, establishing unique contacts: “The bird sings a song for children”; “The fish swims to Kolya, and now to Masha.”
During collective repeated observations, in order to arouse children's attention and interest, you can use unique surprise moments: there is a knock on the door, a kitten comes in; or: they bring in a basket covered with cloth, take it off - there is a rabbit in the basket. At the end of the observation, you can read poetry or sing a song. It is inappropriate to require children to talk about what they observe.
In the process of observing the weather or other objects of inanimate nature, examining plants, the teacher connects these observations with elementary work activities or play (they examine the leaves of indoor plants and wipe them, examine the bulb before planting, examine the humidity and flowability of the sand while playing with it). When organizing observations with children, it is advisable to more often use a variety of observational actions: expose your palm to the sun and feel the warmth, smell a flower, etc.
Middle group. Observation is most often used to familiarize children with new objects and to expand their understanding of familiar objects and phenomena. At the same time, the teacher organizes long-term observations with the children of the growth and development of plants and the striking seasonal changes in the life of nature. Initially, these observations are carried out on individual objects (for example, the coloring of the leaves of one of the trees in the fall, the growth of beans, peas planted in a corner of nature, etc.) Then long-term observation can be carried out on a set of objects. For example, in a park or garden in the spring, observations are simultaneously made of the blossoming of leaves, the flowering of herbs, the weather, and birds.
In the course of observing changes in nature, children in the middle group learn to identify characteristic features in observed objects: size, color, shape, parts, proportions, surface character, number. As a result, observation becomes differentiated, and children’s ideas, formed on the basis of observation, become more specific and accurate. The teacher teaches children to follow the plan that he proposes in the form of a sequential stop of questions and tasks.
The purpose of observation is often associated with work (“Let’s look at a bird and learn how to care for it - it will live in our corner of nature”) or visual activity. Most often, cognitive purposes are used, for example, going to the garden and seeing which trees have bloomed, looking at them in order to learn to recognize them, etc.
Sometimes the teacher offers a riddle, the answer to which the children find in the process of examining the object. Or the riddle itself is “objective”: for example, think about what animal the food was prepared for, then check the correctness of the assumption during observation.
Children in the middle group can participate in creating the environment necessary for observation (prepare food, make a pen for an animal), which increases interest in observation.
As in the younger group, a variety of survey activities, game techniques, and work assignments are used during the observation process. Some of these activities may be exploratory in nature. In observations with children in the middle group, the teacher begins to use comparison. Two objects are compared (the children are already familiar with one of them). For comparison, the teacher sequentially identifies the signs.
In the middle group, children begin to observe independently. They should be encouraged, helped to understand the observed phenomenon, sometimes advised to use this or that technique, also attract the attention of other children to the observation, and encourage them to tell their peers about the results of their observation.
Senior group. In the process of observations, children in the older group are introduced to the characteristic and essential features of objects. Long-term observations of the growth and development of plants and animals and seasonal changes in nature are also carried out. The teacher continues to teach children to accept the task of observation, use methods known to them, follow the plan, and independently draw simple conclusions and conclusions. In observed objects and phenomena, children learn to identify essential features that are significant for a particular activity or are common features of an entire group of objects, to establish connections and relationships between objects and their surroundings. By observing the growth and development of plants and animals, and seasonal changes, children develop the ability to see a natural sequence of phases, stages or states.
In guiding observations, the teacher uses direct formulation of tasks, primarily cognitive ones. The questions with which he directs the children’s perception are exploratory in nature, requiring to establish the cause and make a comparison.
At this age, children identify the main features of objects using vision. They resort to various investigative actions only in cases of testing judgment or in cases of difficulty. The methods of comparison used in observation are becoming more diverse: the observed object is compared with another, depicted in a picture or in a representation. Not only individual objects are compared, but also natural phenomena (for example, a park in spring and winter). Along with establishing differences, the teacher directs children's attention to features common to several objects, especially those that reflect their essential aspects. For example, while observing different insects, children discover that each one has 6 legs. Having given the task to compare what is being observed, the teacher gives the children independence in determining the signs by which the comparison is being made, providing assistance only in cases of difficulty. Children's verbal report of the observation results should be as independent as possible. They reflect the results of observation in drawings and crafts.
When working with children of the sixth year of life, long-term observations become more differentiated: the teacher draws attention to less striking changes in nature. For example, watching the growth of peas, children note the appearance of a sprout, then leaves, an increase in their number, the appearance of whiskers, buds, and flowers. They reflect the results of these observations in nature calendars and observation diaries.
Preparatory group for school. The peculiarity of supervising observations in this group is to create conditions for children to demonstrate greater independence. The main content of observations is the establishment of various connections and relationships between natural phenomena. Children themselves identify features to compare observed objects. Their attention should be directed to identifying similar features that are common to a whole group of objects. When making comparisons, children also use those ideas that are available in their experience (they compare from memory).
The teacher gives some tasks for long-term observations in advance, then occasionally reminds them of them. During short-term observations, he uses task questions (for example: “How is the new bird different from the one that lived with us before? Are the trees and shrubs of our area the same in color?”, etc.). Additional questions are asked only when children find it difficult to answer something. For the same reason, survey actions are also used.
In their observations, children of the preparatory group can use simple devices, and sometimes instruments - a thermometer, a weather vane, magnifying glasses, slats, etc.
Excursions.
During the excursion, the child can observe natural phenomena and seasonal changes in a natural setting. The advantages of excursions and activities are that here children have the opportunity to see plants and animals in their habitat. The excursion helps to form in children primary worldview ideas about the relationships that exist in nature, a materialistic worldview. On excursions, children develop their powers of observation and interest in studying nature.
The main part of the excursion is collective observation. Here the main program tasks of the lesson are solved. The teacher helps children notice and understand the characteristic signs of objects and phenomena. This is achieved in various ways. The teacher supplements the observations with his story and explanation.
The main attention in observation is paid to questions, questions - tasks that force children to examine an object, compare, find differences and similarities, and establish connections between natural phenomena. It is useful in the process of observing phenomena to use works of children's fiction, poems, and riddles. Turning to poetry should be natural and unobtrusive. The combination of various techniques and the proportion of each can vary depending on the purpose and content of the excursion. At the end of the main part, children must be given the opportunity to satisfy their curiosity in individual independent observations and collection of natural history material. However, when giving the task to collect material, you should strictly limit its quantity in order to focus the children’s attention only on certain plants or animals, and in addition, solve the problem of instilling a caring attitude towards nature.
When children work independently, the teacher should not remain a passive observer. Sometimes you need to show how to dig up a plant, cut a branch, etc. However, you cannot do all the work for the children. The collected material is sorted, placed into folders and baskets, and some of it is used for games and exercises.
In games, children consolidate knowledge about the characteristic features of objects, express their quality in words, and remember the names of plants and their parts. The following games are advisable: “Recognize by the smell”, “Guess by the description”, “Branch, branch, where is your baby?”, “One, two, three - run to the ash (linden) tree!” and etc.
Observations in classes and excursions are carried out in close connection with other forms of work in everyday life.
Walks.
Walks are widely used to introduce children to nature. Here the teacher can acquaint the children with those natural phenomena, ideas about which have been developing for a long time. Children are introduced to the melting of snow, the swelling of buds, the appearance of grass, etc. Here you can organize a variety of games with natural materials - sand, clay, water, ice, leaves, etc.; Preschoolers accumulate sensory experience; they see natural phenomena in natural conditions in all connections and relationships. On walks, children experience the pleasure of communicating with nature.
Everyday observations of natural phenomena should not be random; they must be thought out in advance. In this case, various forms of organizing children should be used (frontal, group, individual). Frontal organization of observations on walks is used to familiarize children with the bright seasonal changes and the difficulty of adults. Observations can also take place with small groups of children (examination of a flowering plant, emerging shoots, insects, etc.). Individual work is also carried out during the walk.
During a walk, you can do a lot of work in the flower garden and vegetable garden. Children water the plants, feed them, loosen the soil. This work is planned for the morning and evening.
To work in the vegetable garden and flower garden, children are organized depending on the purpose. They can perform some tasks as a whole group (planting, sowing, harvesting), while others (preparing the land, watering plants, loosening, cutting dry leaves, collecting seeds, etc.) are best done with a subgroup of children. In older groups, it is possible to organize on-site duty in the spring and summer.
Children of the senior and preparatory school groups reflect on observations on walks in the nature calendar, where they sketch bright seasonal changes in inanimate nature, in the life of animals, plants, and reflect the work of people.
Starting with the second youngest, targeted walks are carried out (with going outside the kindergarten site - to a pond, to a meadow, to a pasture, etc.). On these walks, children are introduced to colorful natural phenomena (rook nesting, ice drift).
Observations in a corner of nature.
Work to familiarize preschoolers with nature in kindergarten is carried out daily. The form of organization of children varies (depending on age and content of work). Occasionally, all children are involved in work and observations, but more often work and observations are carried out in such forms as assignments and duties. Children of the younger group are involved in carrying out certain work assignments. Permanent duty of 2-3 people is introduced from the senior group.
Nature is the child’s first aesthetic educator. By observing nature, the child will learn to see, understand and appreciate its beauty.
Any observation is a cognitive activity that requires attention, concentration, and mental activity from children, so it does not last long. Pedagogical communication between the teacher and children takes on a cognitive tone: the teacher asks clear, specific questions that mobilize children to search for information, listens to their answers, and responds kindly to each message. And most importantly, he praises for the correct answer and stimulates further search for information with praise. Cycles of observations, accompanied by cognitive communication between the teacher and children, develop in them observation skills, a persistent interest in nature, and form clear, specific ideas about the morphofunctional characteristics of plants and their connection with the environment.
Filling out the nature calendar is another daily activity that goes hand in hand with observation. The teacher and the children regularly record the weather and the state of wildlife when observations are being made. In younger and middle groups, an adult helps children after a walk to find pictures of natural phenomena that were observed on the street. Together they dress the cardboard doll, just as the children themselves were dressed, and “let it out” for a walk. In older groups, the teacher teaches children to find and color in the days of the week on a calendar, to indicate weather phenomena with icons, to depict a tree and ground cover in full accordance with their seasonal state at the moment.
In the midst of winter feeding, the teacher uses a bird watching calendar: the kids find pictures of birds. Which were seen on the site, and older children designate them with icons - checkmarks of the corresponding color.
Another type of calendar is drawings that show the sequential growth of a plant. This could be an onion in a jar planted in water for germinating greens; tree branches placed in a vase at the end of winter to observe the budding of buds and the unfurling of young leaves; germination of seeds, growth and development of any garden or flower crop. In all cases, the drawings, made at the same time interval, reflect the sequence of growth and development of the plant, its dependence on external living conditions.
Filling out a calendar is an important joint practical activity, during which the teacher teaches children to find the necessary cells, designate with icons or drawings those natural phenomena that they have observed, and teaches children the ability to use and understand symbols. It is especially valuable that calendars reflect natural changes in nature: the growth and development of plants under appropriate conditions, seasonal changes in living and inanimate nature. The completed calendar becomes a graphical model on which all changes are presented simultaneously.
Key terms
(automatically generated)
: child, observation, teacher, natural phenomenon, animal, nature, plant development, group, change, familiarizing children.
Observation. “How many wings do birds have and how do they fly?”
Goal: to clarify children’s ideas about the two methods of movement of birds in space, about their structure (legs and wings), about the features of the wings (they open - and then are clearly visible, fold and press against the body - in this case they are invisible, birds fly through the air with the help of open wings - they flap them, push off from the air and fly; a person does not have wings, he cannot fly).
The teacher organizes observation at the moment when flying birds appear in the sky. Invites children to depict the flight of birds. Discusses with them what a bird looks like in flight and on the ground, why birds fly but humans don’t.
In his free time, the teacher reads to those who want to, E. Charushin’s story “How the boy Zhenya learned to say the letter “r.” After reading, he talks to the children about crows: how they walk, how they fly, how they croak. He asks each child to croak - he finds out who should learn to say “r” just like Zhenya.
A cycle of observations of a parrot living in a corner of nature begins (if another bird lives in the group, the teacher, by analogy, himself creates a cycle of observations).
Observation 1. “How is a parrot different from sparrows?”
Goal: to clarify children’s ideas about the characteristic features of the appearance of a parrot, about the structure of its body, and to teach comparison techniques.
The teacher invites everyone who wants to look at the parrot and say what it is like, what it has (head, tail, legs, eyes, beak). Then he asks to remember the sparrows that fly to the feeder, to say what they are like, how they differ from a parrot. If preschoolers find it difficult to answer, the teacher shows a color picture of sparrows, asks them to look at it and at the parrot and say how the birds are different from each other.
In conclusion, the teacher himself sums it up: “These birds are not only different, but they are also similar to each other. Both sparrows and parrots have one head, one tail, two legs, two wings. What else do they have the same? Of course, both sparrows and parrots are birds, so they are similar to each other.”
Observation 2. “What and how does a parrot eat?”
Goal: to clarify children’s ideas about the structural features of a parrot’s beak (thick, curved) and how it pecks food, to show that a parrot needs a variety of food so that it does not get sick and feels good.
The teacher first invites the children to look at the parrot's beak and say what it is like. Then he shows a saucer on which crumbs of eggs, cottage cheese, some kind of porridge, grated carrots, a piece of white soaked bread, pieces of cabbage or apple are pre-arranged in small portions. The children examine and name the food, and the teacher clarifies: “The parrot needs to be given not only a grain mixture, but also a variety of foods so that it feels good and does not get sick. We all love him, so we will take care of him. I’ll put the saucer in the cage, place the grain mixture separately, see what it’s like. Not at all like fish food. And you watch what the parrot will do, where it will start, how it will peck.”
The teacher puts out the food and, together with the children, observes what is happening in the cage, quietly commenting on the behavior of the birds. Before dinner, you should go back to the cage and see what is left on the saucer; what the parrot ate completely - what he especially liked, and what he left. (On this day, the parrot should not be fed until observation begins.)
Observation 4. “How does a parrot eat greens?”
Goal: to continue to instill in children a love for the parrot, a desire to see it always healthy, to give an idea that in winter, animals, like people, lack vitamins, so they can get sick; oat greens are a vitamin food that will be very useful for the bird.
The teacher puts a box of green oats in the cage, the children observe the behavior of the bird and comment on it. The teacher says that in winter everyone lacks vitamins and so does the parrot. This causes the body to become weak and diseases arise. To prevent the parrot from getting sick, it is necessary to treat the bird with greens, specially growing them in boxes.
In his free time, the teacher continues reading the works of E. Charushin: he reads again the story “How the boy Zhenya learned to say the letter “r” or the story “Yashka”.
Observation 5. “What kind of legs does a parrot have?”
Purpose: to clarify children’s ideas about the structural features of a parrot’s legs (two legs, short, bare: not covered with feathers, each leg has four toes with curved claws, two toes point forward, two to the back, with the help of its legs the parrot walks along the bottom of the cage, on a perch, climbs on a net (rods), climbing with such fingers and claws is very convenient - they easily cling to everything, the parrot scratches its body with its feet, sometimes holds food).
While examining the cage's occupant with the children, the teacher invites them to look at their hands and count the fingers, which are all directed in one direction except one. Asks the children to independently observe the actions of the bird and find out why it needs legs and what it does with them.
Observation 6. “How does a parrot bathe?”
Purpose: to show children how a bird bathes in water, the uniqueness of this procedure (the bird climbs into the water with its feet, crouches, flaps its wings in the water, shakes itself, after bathing it arranges the feathers with its beak so that they lie beautifully and evenly, bathing is good for the bird - it becomes beautiful and healthy); cultivate interest in observations.
The teacher shows the children how he places a saucer of water in the parrot's cage. He asks them to quietly observe what the bird will do. If the parrot starts to bathe, the teacher comments in a whisper on his actions. If swimming does not take place, he talks about how other birds bathe (a canary in a cage, sparrows on the street).
Observation 7. “What kind of feathers does the parrot have?”
Purpose: to clarify children’s ideas that the body of a parrot is covered with feathers of different lengths (long feathers on the tail and wings, short feathers on the head and chest), the feathers are different in color and pattern, the parrot’s plumage is very beautiful, you can admire the bird, the feathers are light .
For this observation, the teacher collects in advance the feathers that have fallen from the parrot in order to use them as handouts. The observation begins with the teacher inviting the children to admire the bird. Emphasizes that beauty is created by its plumage. Then everyone examines the parrot and determines that the feathers are different. At the end of the observation, the teacher hands out a feather to the children. They examine the feather and “weigh it” on their hand (very light). The teacher explains why it is necessary for birds to have light feathers.
Observation 8. “What does the parrot see?”
Purpose: to clarify children’s ideas that with the help of its eyes the parrot can clearly see all the surrounding objects in the cage and outside it; it can be frightened by new, unfamiliar, large objects; the parrot must be treated with care: do not run near the cage, do not wave your arms , do not place large toys near the cage.
The teacher invites the children to count how many eyes the parrot has, see where they are located (on the sides of the head, which gives a wide view), and what shape they are. Then they ask for feedback on what they think the bird sees in and outside the cage. He says that the parrot is very observant, he sees everything that happens in the room: who is doing what, what objects are taken and put down, what new people come. Then he suggests conducting an experiment: one child moves away from the cage and shines a flashlight (on a sunny day, you can make a running “bunny” using a mirror). Children quietly and carefully watch the parrot (not the flashlight) to see if he notices the flashlight.
At the end of the observation, a conclusion is made about how to behave around the cage so that the attitude towards the parrot is gentle.
Observation 9. “Can the parrot hear?”
Purpose: to give children the idea that a parrot hears well, because it has ears, but they are not visible - they are on the head under the feathers, the parrot not only hears words, but can also repeat some of them; the bird may become frightened by loud unexpected sounds; You must treat the parrot with care - do not shout near the cage.
The teacher, looking at the parrot with the children, asks if it has ears. After negative answers, he suggests checking whether the bird hears. In complete silence, one of the guys rings the bell (plays a metallophone, tambourine), the rest watch the bird. It is discovered that the parrot turns its head towards the sound and listens. The teacher tells where the parrot's ears are and why they are not visible. He explains that he can be frightened by sharp sounds and must be treated with care. Then he reports that the parrot hears human speech and can repeat those words that are often and equally pronounced. He suggests working together to teach the parrot how to say hello. He tells and shows how to teach a parrot: cover the cage so that he does not get distracted, then clearly, loudly, always say the same way: “Good morning, Gosha!”, repeating this phrase 4-5 times. He agrees with the guys that every morning he will cover the cage, and they will say a greeting. He explains that when the parrot learns these words, it will repeat them.
In the following days and weeks, the teacher and children communicate with the parrot and try to teach it to speak. When the bird learns to say greeting, the teacher can begin to hand-feed it with his favorite food, demonstrating to the children a good relationship with his feathered friend, a new form of communication with him.
