Traffic rules, traffic lights. Lesson notes – Lesson notes on traffic rules “Pineapple and his friends” for children 3–4 years old
Publication “Summary of a lesson on traffic rules “Pineapple and his friends” for children 3–4...” Topic of the week: fruit Form of lesson: conversation - game. Summary of the lesson on traffic rules “Pineapple and his friends” Category of participants: children 3-4 years old. Program content: - learn to distinguish the colors of a traffic light, know their meaning, distinguish fruits by touch, expand your vocabulary (truck -...
Abstract of educational activities on traffic rules for children of the second group of early age Municipal budgetary preschool educational institution "Kindergarten "Kolosok" in the village of Sukhonogovo" Abstract of direct educational activities on traffic rules for children of the 2nd group of early age Compiled by Educator Vagina Galina Borisovna 2020-2021 academic year. Target:…
Summary of a lesson on cognitive development “We are pedestrians” (junior group)
Goal: to form children’s knowledge about basic traffic rules; give an idea of the roadway and pedestrian area; introduce traffic lights; "zebra"; "underpass" sign. Objectives: Educational: introduce the responsibilities of a pedestrian, the rules of movement through...
Lesson on traffic rules for children of an early age group “Permitted and prohibited” 1) Lesson on traffic rules for children of an early age group Topic: Allowed and prohibited Purpose: to consolidate children’s knowledge about the rules of behavior on the road and in the street, using story-based pictures. Material: plot pictures for the didactic game “Permitted - Prohibited”, doll. Progress of the lesson -…
Role-playing games based on traffic rules with elements of a problem situation
Role-playing games based on traffic rules with elements of a problem situation
"Passengers"
Information part.
Tell children: about the rules of behavior in public transport and the responsibilities of passengers; about where to wait for the vehicle before boarding; rules of conduct in a passenger car; introduce the profession of a conductor
Attributes:
- Conductor's cap
— Stop signs
Creating a problem situation:
The children were invited to the museum.
Children's task:
choose a safe way to travel.
Role-playing game
"Rescue Services"
Information part
Tell children about road accidents and their causes:
driving and crossing the road in unspecified places; weather;
unexpected entry of pedestrians onto the roadway; crossing a prohibitory traffic light sign; games in unspecified places.
Introduce special transport and its distinctive features (blue, red or orange flashing lights, special sound signals)
Attributes:
— A set of road signs, pedestrian paths;
— Capes indicating various types of ordinary and special transport;
— Illustrations of special transport
Creating a problem situation:
A fire truck responds to a call
Children's task:
organize the movement of other vehicles
A problematic situation is a state of mental difficulty in preschool children caused by the insufficiency of previously acquired knowledge and methods of activity to solve a cognitive task, task or educational problem.
The relevance of using problem situations in the formation of ideas about traffic rules is associated with:
- a sharp increase in the number of cars traveling on the roads of cities and towns;
- a large number of injuries received as a result of road accidents in the general list;
- the lack of a conscious need for preschoolers to comply with traffic rules.
What are the requirements for problem situations:
- the solution to a problem situation should be focused on maximum independence and creative activity of the student;
- the problem must match the learning information the child is learning as well as the information he or she already has.
- the problematic situation should create sufficient difficulty in solving it and at the same time be feasible, thereby contributing to the formation of needs for its solution;
- the basis of the problem situation should be inconsistency of information;
- a problematic situation in the process of solving it should generate the need to consider new situations related to the one under consideration;
- the formulation of the problem situation should be as clear as possible and free from words and expressions that are incomprehensible to the students;
- the problem situation should be based on the basic didactic principles of teaching (scientific, systematic, etc.);
- The problem situation should challenge the students' curiosity.
Techniques that can be used when creating a problem situation:
- A problematic situation arises when a teacher deliberately collides children’s life ideas (or the level of knowledge they have achieved) with scientific facts, which they do not have enough knowledge and experience to explain. You can deliberately confront children’s life ideas (or the level of knowledge they have achieved) with a scientific fact using: experience, a story about experience, various visual aids, TSO, practical tasks in which children make mistakes or impossible tasks
- A problematic situation arises when there is a discrepancy between the known and required method of action, when we encourage children to perform new tasks in old ways
- A problematic situation can be created by encouraging children to compare, contrast and contrast contradictory facts, phenomena, opinions of scientists, writers, fairy-tale characters, the opinions of preschoolers themselves, various test options for works, fairy tales, and types of art.
- A problematic situation can be created by taking into account and using typical mistakes of children or a one-sided approach to phenomena
- A problematic situation can be created by encouraging children to put forward hypotheses, preliminary conclusions and generalizations. A contradiction arises as a result of a clash of different opinions of children, as well as between the put forward assumption and the result of its experimental verification
In kindergarten, using problem-based learning technology, the teacher uses four levels of problem-solving:
1. The teacher himself poses the problem (task) and solves it himself with active listening and discussion by the children.
2. The teacher poses a problem, the children independently or under his guidance find a solution. The teacher directs the child to independently search for solutions (partial search method).
3. The child poses a problem, the teacher helps to solve it. The child develops the ability to independently formulate a problem.
4. The child poses the problem himself and solves it himself. The teacher does not even point out the problem: the child must see it on his own, and when he sees it, formulate and explore the possibilities and ways to solve it. (Research method)
As a result, the ability to independently analyze a problem situation and independently find the correct answer is developed.
To solve problem situations, you can make games, models, photographs, videos, presentations with city streets, select a card index of literary works, problem situations on the road.
Knowing the peculiarities of perception of preschool children, we propose to create a visual diagram-algorithm for solving a problem situation:
- the statement of the problem is framed by a symbol - a rocket at the start;
- updating knowledge - in the form of refueling for a rocket;
- putting forward hypotheses - presented in the form of take-off steps;
- verification of the solution - depicted as a rocket landing;
- introduction to the knowledge system - in the form of a successfully completed flight
This helps children in general to see and understand the structure of a problem situation, plan their way to solve the problem, perform all the stages in order, achieve a result (make a discovery) and evaluate their actions and the result obtained
The use of problematic situations during work is subject to the following rules
— the characters in problem situations are fairy-tale characters and real people;
— problematic situations are played out in dramatizations of literary works and in role-playing games.
— preschoolers learn to solve problem situations in familiar places in our neighborhood;
- the selection of situations is based on the experience of children;
For example, children were offered a series of pictures, photographs that depict various situations of behavior of fairy-tale characters, people on city streets, when crossing the road, being near the roadway, children’s behavior on the road (photo)
-fairy-tale heroes made mistakes during games on the model of our block (photo),
-on the magnetic board, children found and corrected pedestrians’ mistakes,
-during participation in a s/r game, an adult intentionally violated traffic rules (photo),
-while reading literary works (N. Nosov “Car”, K. Chukovsky “Cockroach”, “Aibolit”, V. Dragunsky “Big Movement on Sadovaya”, etc.), children analyzed the actions of the heroes.
Also, to solve problem situations, we showed children short videos in which the violators were residents of our neighborhood (video)
The following plots were introduced into the work on problem-based learning: “Masha in our neighborhood” - a long-term game; “Two brothers (traffic light for transport and for pedestrians); writing a fairy tale “The Adventures of a Kolobok in the City”; "In the world of road signs"; “Every passenger should definitely know this with a “5”; “Traffic light visiting the guys”, “Dragon”-magnetic game
File of problem situations
A fire truck is responding to a call. Children's task: organize the movement of other vehicles
Children were invited to the library
The children's task is to choose a safe way to travel.
The children went on a city tour. The children's task: choose a safe path, follow the traffic rules.
What will happen if there are no road signs Children’s task: remember the meaning of road signs
The traffic light is broken, how to cross the road safely?
Children's task: remember the rules for crossing the street
Choose a safe route on the model and get to the right place (kindergarten, clinic, store, pharmacy, public service center, library). Children’s task: choose a safe way to travel.
Your new beautiful ball rolled out onto the road. What will you do?
There are a lot of people at the bus stop. You're afraid you won't get a place. What will you do?
You and your mother are walking down the street. You see dad on the opposite side of the road. What will you do?
You are playing with your favorite puppy near the house. Suddenly he runs out onto the road where cars are driving. What will you do?
You are crossing the road at a pedestrian crossing and accidentally drop an object. What will you do?
They bought you roller skates, and the sidewalk near your house is full of potholes. A friend suggests driving along the road while there are no cars. What will you do?
In front of you are two zebra crossings and an underground one. Which one will you go through?
Which crossing is safer?
Why is it dangerous to chat while crossing the road?
You and your friend went to the store. The pedestrian crossing is far away, and to shorten the path, a friend climbed over the fence. What will you do?
Card index of didactic games on traffic rules
Senior preschool age
"Learn to be a pedestrian"
Goal: continue to introduce children to the rules of safe behavior on the street. Strengthen knowledge of road signs necessary for pedestrians. Material: The cards are large, with various situations on the roads (according to the rules of behavior for children on the road, on the street and in transport). There are six situations on each card. Small cards with road signs and traffic rules on the back and white cards with diagonals crossed out. How to play: No more than six children take part in the game. The teacher distributes large cards to the children (one card to one child). Shows a card with a road sign and reads the rules of conduct on the road or in transport. The child examines his card, finds the appropriate situation and puts a small card with a road sign or a white card on it (if the situation indicates the child’s incorrect behavior on the road or in transport). The first one to cover all six situations on his card wins.
Option 1. The teacher does not show the card, but only reads out the rule of conduct. Option 2. Children take turns naming one situation at a time with a child’s incorrect behavior on the road or in transport.
"Road Safety"
Goal: To consolidate knowledge of safe behavior on city and country roads, at transport stops, pedestrian crossings, and car parks. Develop perception, attention, thinking.
Material: 8 plot pictures depicting the safe behavior of the heroes, small plot pictures depicting the dangerous behavior of the heroes.
Progress of the game:
The adult lays out all the large game cards with positive situations face up. Children consider situations where the heroes are safe. The presenter comments on the correct behavior of the heroes on the top card. Then he shows the children one small card each, and the children explain what is happening to the characters in the picture and why their behavior can be life-threatening. The “solved” card is used to close the corresponding empty window.
Option 1. By lot, one of the players begins to “walk”, that is, draw one small card from the common pile. Having drawn out a card, the player places it face up, and all players look to see who has an empty cell on the card corresponding to the positive situation shown at the top of his sheet. If the player “recognizes” the situation, he closes the empty window at the bottom of his playing sheet with a small picture. The child must comment on his actions with the words: what is the hero in the picture doing that is dangerous to his life? The winner is the one who is the first to close all the empty windows on their playing sheets.
"Where is my seat?"
Goal: consolidate knowledge of traffic signs, develop thinking, attention, memory, speech.
Material: large building material for road construction, placement of warnings on the road (school, canteen, road repair, etc.) corresponding to the studied traffic signs.
Progress of the game: The players’ task is to replace verbal warnings with the necessary signs.
Option 1. One player places the signs, the rest evaluate the correctness.
Option 2. Two players compete to see who can place the signs faster and more correctly.
“Who is the excellent pedestrian?”
Goal: To consolidate children's knowledge about traffic rules (traffic signals, pedestrian crossing); cultivate perseverance and attention.
Material: 2 chips and a cube with numbers 1,2,3,4,5,6. Playing field.
Progress of the game:
The first pedestrian leaves from house No. 1, the second from house No. 2. They throw the dice one by one until the first dice shows the number 1, the second the number 2. And they roll the dice again. In this case, you need to look carefully at the multi-colored pictures. In the first picture, the traffic light is red. This means that a pedestrian cannot jump to the circle after the traffic light. He stands patiently in place. The second picture shows a car. You can't cross the road, you have to wait. On the third, the traffic light is green. You can move the chip as many circles as the die shows. In the fourth picture there is a motorcyclist. We need to let him pass, stop. In the sixth picture, the traffic light is yellow. And the pedestrian can stop right at the picture itself. The seventh picture shows a traffic controller. It’s safe with him, you can go straight to grandma’s house. Whoever is the first to come to grandma without violating traffic rules wins.
"Find the right sign"
Goal: Continue to consolidate knowledge of road signs and traffic control devices.
Material: 20 cardboard cards (puzzles). Some halves of the cards depict road signs, the other halves show the corresponding traffic situations.
Progress of the game:
The presenter selects cards with signs of one type (or several types, if they are few in number). The presenter distributes halves of cards depicting the traffic situation to the children, and places the elements with signs on the table face up. Then he names the type of road signs and talks about their general meaning. After this, the presenter invites the children to find common external features of this type of sign (color, shape, etc.). Children must find the appropriate half of the card among the elements they have.
Option 1. Children divide all halves of cards with signs equally. The traffic elements are shuffled and placed face down in the center of the table. Children take turns taking cards and matching them to their own. The first person to find matching halves for all of their cards wins.
"True False"
Goal: To reinforce with children the rules of safe behavior on the streets and traffic signs.
Material: Playing field, traffic signs.
Progress of the game:
Children distribute the characters in the picture, and each one talks about who is doing what - right or wrong. The winner is the one who more fully and correctly describes the behavior of the selected character.
Option 1. The child talks about the behavior of his friend’s character.
"We are passengers"
Goal: To clarify children’s knowledge that we are all passengers; establish the rules for boarding and disembarking from transport.
Material: Pictures of traffic situations.
Progress of the game:
Children take one picture at a time and tell what is drawn on them, explaining what to do in a given situation.
Option 1. The teacher tells the situation on transport, and the children find the necessary pictures.
"Behavior rules"
Goal: To reinforce the rules of behavior with children; discuss various dangerous situations that may arise when playing in the courtyard or on the street; teach necessary precautions.
Material: Large story pictures with dangerous situations, small cards with safe situations according to the number of children
Progress of the game:
On the board are pictures depicting people in various situations. The teacher invites the children to look at them. Children look at these pictures, choose any one and tell them, remembering the rules of the road, what not to do and how to act.
Option 1. One child tells from a large card, the rest of the children find the right small card with a safe situation.
"Follow the traffic rules"
Goal: To teach children to navigate by road signs, follow traffic rules, and develop the ability to be polite and attentive to each other.
Material: Playing canvas, road signs, cars, figures of people.
Progress of the game:
Children choose their own cars and figures of people, guided by the situation drawn, and guide their characters around the playing field.
Option 1. The teacher chooses Masha, who constantly breaks traffic rules. The children must teach Masha the rules.
“I am a competent pedestrian”
Goal: To teach children to analyze situations on the road; strengthen children's skills of safe behavior on city streets; develop thinking, attention, observation.
Material: Two sets of cards with situations, road signs.
Progress of the game:
The child is asked to consider dangerous situations that may happen on the road and explain them.
Option 1. It is proposed to independently find the desired sign in accordance with the situation on the card.
“Let’s teach Dunno the traffic rules”
Goal: consolidate previously acquired knowledge about traffic rules; systematize knowledge on safe behavior on the roads; cultivate discipline and respect for traffic rules. Develop the ability to formulate your thoughts and listen to each other. Progress of the game: The teacher tells the children about Dunno - a boy who does not know how to behave on the street and constantly finds himself in various unpleasant situations. Educator: - Soon Dunno will go to school in the 1st grade and if he does not learn the traffic rules, he will get into these ridiculous stories every day, be late for lessons, or may even end up in the hospital. What to do? The children offer to help Dunno learn road safety rules. Dunno: - I left the house today and decided to play football, but there was no one in the yard, and I went outside, threw the ball, and it rolled onto the road. Passers-by started scolding me, but I didn’t do anything like that... - Then I wanted to cross the street, but the car brakes squealed and the drivers started shouting at me. I don’t know why they shouted... - And when I got on the bus, they punished me and put me next to the conductor. For what - I don’t know. I didn’t do anything, I just stood up on the seat and stuck my head out the window to look at the cars. At the end of the game, Dunno thanks the guys for their help and promises not to break any more traffic rules. Option 1. Dunno boasts that he has learned all the rules and asks the guys to check him. Children ask questions, Dunno often makes mistakes. The children correct his answers.
"Find the right sign"
Goal: to continue to consolidate knowledge of road signs and traffic control devices.
Material: 20 cardboard cards (puzzles). Some halves of the cards depict road signs, the other halves show the corresponding traffic situations.
Progress of the game:
The presenter selects cards with signs of one type (or several types, if they are few in number). The presenter distributes halves of cards depicting the traffic situation to the children, and places the elements with signs on the table face up. Then he names the type of road signs and talks about their general meaning. After this, the presenter invites the children to find common external features of this type of sign (color, shape, etc.). Children must find the appropriate half of the card among the elements they have.
Option 2. Children divide all halves of cards with signs equally. The traffic elements are shuffled and placed face down in the center of the table. Children take turns taking cards and matching them to their own. The first person to find matching halves for all of their cards wins.
"Confusion"
Goal: consolidate knowledge of traffic signs, develop thinking, attention, memory, speech.
Material: building material (cubes, bricks, prisms, etc.), road signs, magic hats.
Preparing for the game: The teacher constructs a road in advance and places the signs incorrectly (near the Zebra there is a “Slippery Road” sign, etc.) Then he tells the children a story about how evil “spirits” decided to create chaos in the city and asks for help to correct the situation .
Progress of the game: Children, having turned into good wizards, place the signs correctly. They explain what they are doing.
Option 1. Children are asked to confuse the evil “spirits” (place the signs incorrectly), and the teacher corrects the mistakes, sometimes making mistakes.
"Road Test"
Purpose: to teach traffic rules and behavior on the road; develop thinking, memory, attention, speech.
Material: large building material for road construction, placement of road signs on the road.
Progress of the game: A child is a driver - a student taking a test for the right to drive a car. He “drives” along the road and, seeing this or that sign, explains what he must do. For example: there is a slippery road ahead. I slow down and drive carefully, not overtaking other cars.
Option 1. An adult takes the exam, the child instructor accepts it. An adult (student) sometimes makes mistakes, a child (instructor) must correct them.
"Pass the rod"
Goal: to consolidate children’s ideas about road signs, traffic rules, to practice the correct naming of road signs, the formulation of traffic rules, to develop logical thinking, attention, intelligence, and to activate speech.
Material: traffic controller rod.
How to play: The players line up in a circle. The traffic controller's baton is passed to the player on the left. Mandatory condition: take the baton with your right hand, transfer it to your left and pass it to another participant. The program is accompanied by music.
As soon as the music stops, the one who has the baton raises it up and calls any traffic rule.
Option 1. Whoever has the rod names any road sign. Anyone who hesitates or names a rule or sign incorrectly is eliminated from the game.
The last player remaining wins.
"Teremok"
Goal: to develop children’s ability to distinguish road signs, to know their purpose for pedestrians, vehicle drivers and cyclists; cultivate attention and orientation in space.
Material: Fairytale house “Teremok” with a cut out window, a strip with road signs depicted on it, plot pictures
Progress of the game: The strip is moved (from top to bottom or from left to right, road signs appear in the window one by one). Children name the signs and explain their meaning.
