Summary of a lesson on social and communicative development in the junior group “Toys”

Summary of a lesson on social and communicative development in the junior group “Toys”

Social and communicative development:

continue to introduce children to objects of the surrounding world; enrich the direct sensory experience of children when examining toys, highlighting their color, size, shape, surface and material from which they are made; contribute to the accumulation of experience in friendly relationships with peers, cultivate emotional responsiveness (draw children’s attention to a child who has shown concern for a friend, encourage the ability to feel sorry and sympathize). cultivate a negative attitude towards rudeness and greed; develop the ability to play without quarreling, help each other and enjoy successes, beautiful toys, etc. together; cultivate in children the ability for empathy and responsiveness; develop a caring attitude towards toys

Speech development:

Formation of speech skills with the help of A. Barto’s poems “Toys”. Teach children to read poetry with the help of a teacher and independently; develop all components of children’s oral speech; develop artistic perception;

Physical development:

Form expressiveness of movements: the ability to convey the simplest movements under the text. (jump like a bunny, gallop like a horse). •develop in children a desire to play outdoor games with simple content together with the teacher.

Equipment:

toy - bunny, towel, horse.

Vocabulary work:

bunny, threw, got wet.

Progress of the lesson:

Organizing time

"Hello, palms"

The teacher asks the children to stand in a circle and offers to say hello

with legs and arms, and a nose, and ears.

- Hello, palms, clap. clap clap! -Hello, legs, top, top, top! -Hello cheeks, splash, splash. plop! -Plump cheeks, splash, splash. plop! -Hello, lips, smack, smack, smack! -Hello, teeth, click, click, click!! - Hello, my nose, beep, beep, beep! -Hello, children, hello!

2. Surprise moment:

Children sit on a chair, and the teacher offers to guess the riddle and find out who will come to visit them today

Since childhood, he has been known to us by his special ears: They are very long, visible from behind the bushes. He gallops the fastest. He has fluffy fur - Gray, invisible In the multi-colored grass. And when the winter snow falls, you need a white outfit, And the animal sheds - It changes its fur. He barely hears where the noise is - and quickly runs away. Guess who he is, Our little coward...( Bunny

)

There's a knock on the door. The teacher brings the bunny in, but he is all wet

Educator: - Guys, look who came to us? ( children's answer

Bunny).

- Bunny! Why are you all wet? (I am responsible for the bunny - he got wet in the rain).

Plan for social and communicative development 1st junior group (2-3 years)

Work plan for the social and communicative development of children

1st junior group (2-3 years)

September

Topic: “Hello, kindergarten!”

Contribute to the creation of conditions for the successful adaptation of children to the conditions of kindergarten.

Introduce children to the premises and equipment of the group room (personal locker, crib, toys), with the rules of behavior in kindergarten (do not push, do not run up the steps, say hello and goodbye).

Form an emotionally positive attitude towards the kindergarten, teacher, and other children.

Game situation “I’m getting to know our group»
Conversation “What are we doing in the garden?”
Game "Let's treat guests to tea."

Learn to distinguish, recognize and name children in pictures.

Conversation “What children do on a walk”
Didactic game “Say your friend’s name”
Reading O. Vysotskaya “Kindergarten”.

Teach your child to know his name.

Ball game "What's your name?"

October

Topic: “The harvest is coming from the field.”

To form primary ideas about people’s work in harvesting, to teach the rules of interaction with plants.

Game situation “Let's harvest the harvest”
Conversation “Why wash vegetables and fruits?”
Looking at pictures from the series “Vegetables and fruits – healthy products”, talking about them.

To develop in children the ability to observe the work of adults and the desire to come to the rescue.

Creative game "Cooks".
Looking at pictures of children's work activities.

Learn to be persistent in mastering a difficult action.

Game situation “Dress yourself”, “Button your shirt”
Game “Assemble a pyramid, turret”

november

Topic: “Mom, Dad, I am a friendly family.”

Develop the need for communication with adults, goodwill towards them, learn to recognize a family in pictures, name family members.

Game "Find out who it is?"
Conversation "My family".
The plot-role-playing game “Family”.

Raising positive actions and behavior of children towards each other.

Game situation: “The doll is waiting for guests for dinner.”
Reading: "Help"

Teach children to know their toys and develop a caring attitude towards them.

Reading: A. Barto “Bunny”
Game situation: “Ask the toy to tell about itself”

December

Topic: “Me and my body.”

Teach children to show and name the main parts of the body, a person’s face, and his actions.

Conversation “My smart assistants”
Reading: E. Permyak “About the nose and tongue”
Game situation: “What I can do.”

Teach children to show and name children and their actions.

Examination of books and illustrations (“Ladushki”, “Aibolit”, “Mice dance in a circle”)
Outdoor games “Loaf”, “Who is good?”

Teach children to know their family members.

Game with a ball “What are the names of me, my dad, mom, grandma, grandpa?”

January

Topic: “Me and my mood.”

Teach children to repeat after the teacher words denoting the corresponding emotional state (uncle laughs, mother is upset, doll rejoices)

Didactic game “Remember my face”
Game situation: “Let’s calm the doll down. Let's find out why she's crying. Let's help her"

Teach to show interest in children's facial expressions. Together with the teacher, consider the pronounced emotional states of children.

Game situation: “Doll Katya wants to eat. What should I feed her?
Conversation: “What gifts did Santa Claus bring?”

Recognize yourself in the mirror, in a photo.

Game “Tell me from the photo”
Game with a mirror “Who is this?”

February

Topic: “I am a man.”

Show and name in pictures actions in which parents care for their children.

Lesson-sketch “Loving parents”
Game situation “How to dress Mashenka for a visit (for a holiday, for a walk)”

Teach children to pay attention to the good actions and actions of friends in the group. To develop in children the ability to mentally reproduce an image of someone like themselves.

Creative game “Guess who it is?”

Reading: V. Mayakovsky “What is good and what is bad” (excerpt)

Learn to answer questions about family members.

Game situation “What is mom doing? Where is Dad? Tell me about your brother, sister"

March

Topic: “My home.”

Learn to distinguish and name individual actions of adults in which a kind attitude towards children is manifested (feeding, dressing, caressing).

Game situation “Let’s sew a new dress for the doll”
Game situation “Mashenka wants to swim”
Reading S. Kaputekyan “Who will finish drinking sooner”

Teach children to recognize their peers and call them by name.

Conversation “Recognize yourself and your friends in the photo”
Word game “Say kindly”
Game situation “Let’s arrange the furniture in the doll’s room”

Teach children to recognize the house in which they live.

Game situation: “Which house in the picture is similar to the one where you live?”

April

Topic: "Security".

Develop basic understanding of traffic rules.

Conversation “Our friend the traffic light”

Game situation “Let's take the dolls for a ride in the car.”
Role-playing game “I am a driver.”

To develop in children the ability to respond to the general emotional state. Teach children to look at pictures, name the pronounced emotional state of a peer (laughs, rejoices, cries).

Game situation “Guess why the boy is crying?”
Following the example of the teacher, show sympathy for your peer (take pity, take the hand, offer help).

Feel satisfaction from the approval of an adult and strive to repeat the positive action yourself.

Game “Calm the doll”, “Help the adult”
Reading nursery rhymes “Caressing a Child”, “When a Child Cries”

May

Topic: “Here we are, how big we have become».

To form basic ideas about the growth and development of children.

Expand ideas about the change in social status (growing up) of a child in connection with attending kindergarten.

Reading I. Muraveyk “I myself.”
Conversation “We are already big!”
Game "Locomotive".

Teach children, following the example of the teacher, to show a kind attitude towards toys and animals (do not offend dolls, do not frighten animals).

Game situation “The doll is tired, we are preparing a bed for her”
Examination of the illustrations by E. Permyak “How Masha became big.”

Teach children to talk about themselves with a positive feeling: “I am good,” “Tolya is good.”

Reading: “Hostess”, “Boat”

Abstract of NOOD on social and communicative development for 2nd junior group

Summary of directly organized educational activities on “Social and communicative development” for the 2nd junior group “My home. My village"

Compiled by: Tanaeva N.A., teacher, 1st qualification category
Purpose : To form ideas about the native village, its streets and houses. Objectives: Educational:
- Clarify and consolidate general ideas about the native village, about houses;
variety of streets; about kindergarten. Developmental:
- develop verbal communication skills, the ability to perceive read text by ear;
— enrich vocabulary, form grammatical structure of speech, the ability to maintain a casual conversation, answering the teacher’s questions; - develop the ability to assemble a cut picture, working in pairs; Educational:
- cultivate patriotic feelings, love for the Motherland;
- continue to foster friendly relationships between children. Integration of educational areas: “Cognitive development”, “Speech development”, “Physical development”, “Artistic and aesthetic development”. Vocabulary work: Brick, wooden, iron, one-story, multi-story, Russians, Sosnovka, low, high. Material for NOD: A tape recorder and a song about Sosnovsky performed by local singer N.A. Chausova, multimedia equipment, a presentation “My Native Village”, photographs of the houses of children of the 2nd junior group, a photograph of a kindergarten, a single-story and multi-story house, a parcel, and in it game “Collect a picture”, hoops, ball, gifts for guests. Preliminary work : Targeted walks around the village, looking at the Sosnovskoye album, magazines, memorizing poems about the kindergarten and the village, conversations about the kindergarten.
GCD move:

Educator: Guys, we have guests today. Let's welcome them. Hello, golden sun! Hello, blue sky! Hello, free breeze! Hello, little forest! I live in my native land! I greet you all. Teacher: Well done! Thank you! Let's all sit on the chairs and sit quietly. Today we will talk about the Motherland, Friends. (Children sit on chairs) Educator: Guys! Every person has a homeland - the country where he was born, where he lives. What is the name of our country? Children: Russia. Educator: What are the people of our country called? (Russians) Educator: Our country is the largest in the world. There are many cities, rivers, lakes, seas, mountains and plains in it. But for every person, the place where he was born, goes to kindergarten, school, works and lives is closer and dearer. This is his small homeland. Children, do you know what name our small homeland has? Children: Sosnovskoye village. Educator: Who can tell us what they call us, the people living in Sosnovskoye? Children: Sosnovka residents. Educator: Correct. We are called Sosnovka residents. We have very beautiful places in Sosnovskoye. Look at the photo. (I turn on the slides.) The village is surrounded by a lot of forests and lakes. Our village has the most beautiful houses. The guys from our group prepared poems about our village. Listen. Sasha S.: I live in the pine region. Our village is called Sosnovskoye. There are many forests and lakes around it. There is room for everyone to walk, a huge space! Katya P.: There are a lot of berries, mushrooms and animals in the forest. Many different people go to the forest. Some people pick berries and mushrooms, others breathe fresh air and relax. Nadya S.: I love Sosnovskoe native! It's huge, big! Rich, beautiful, so dear to the heart! Educator: I suggest you go on a trip around our village. What is the most convenient way for us to travel around Sosnovsky? That's right, let's go on foot. Then stand in a circle and repeat after me. (I turn on the presentation “My native village”) Physical exercise “We are walking along the streets.” We walk through the village. (They walk in a circle.) We call what we see. (Form pairs.) Traffic lights and cars, (Turn their heads to the right.) Fairs and shops, (Turn their heads to the left.) Squares, streets, bridges. (They wave first with their right hand, then with their left.) And trees and bushes! (They raise their hands up and lower them.) Educator: So you and I walked along the streets of our village. The street in my village where I live is called Kl Street. Makarova. Do you know the name of the street where you live? Now whoever I throw the ball to will catch it and tell me what street he lives on. (I live on the street...) Game “Catch and Name” Educator: Guys, do you know what street your kindergarten is on? Children: The kindergarten is located on Krasnoarmeyskaya Street. Educator: What is the name of our kindergarten? Children: "Rowanushka." Educator: Guys, guess the riddle: “What kind of turret is there, and is there a light in the window? Let's approach this tower, And the name of the tower is... (house) At our exhibition there are photographs depicting houses for people, among them there are houses in which you live. Let's take a look at them. Who wants to show us their home and tell us what it’s like? Children talk about their home. Educator: Guys, please answer me this question: are your houses similar to each other? What is the difference? Children: The houses are not alike. They are different in height, size, color, shape, and made of different materials. Educator: That's right, guys, all houses are different. Let's compare these 2 houses. (Children look at pictures of houses: on the left is a one-story house, on the right is a multi-story house). Look at the house on the left. What can you say about its height? (I run my hand along the house from bottom to top, showing the height) Children: Low Teacher: Look at the house that stands on the right. What can you say about its height? (I run my hand along the house from bottom to top, showing the height) Children: Tall. Educator: Well done! The builders built only 1 floor in the low house. This type of house is called a one-story house. Let's all say: "One-story." Artem, repeat. Now Sasha. Nastya. And in a tall house there are many floors. This type of house is called multi-storey. Repeat please. Katya, repeat... Alina, show a one-story house on the table. How many floors does it have? Child: One. Educator: Dima, show a multi-story building on the board. How many floors does it have? Child: A lot. Educator: Let's relax a little and play the game “Building a House.” Physical education based on a poem by N.V. Nishcheva. One two three four five! (Clap their hands) Let's build and play. (They squat) We’re building a big house, high, (They stretch their arms up, stand on their toes) We’re putting up windows, we’re building a roof. (They jump on the spot) What a beautiful house - An old gnome will live in it. (Squat) (Children sit on chairs) Educator: Guys, this morning they brought us a package, and in it... this game. Let's play it. Game "Collect the picture." Educator: You have cut-out pictures on your tables. By collecting them, we can find out what is shown in the picture. (Children collect pictures). And to make it more interesting for you to collect the picture, I will play a song for you. Children collect pictures (2 people each). Educator: Have you collected it? Well done. What did you get? Children: Our kindergarten. Educator: What is a kindergarten? The guys will tell us about this. Alina B.: What is a kindergarten? The house is huge for the kids. Here they sing, play and don’t get bored without their mother. Nastya G.: I love my kindergarten. It's full - full of guys. Every day we come here and find friends for ourselves. Kirill F.: Our group is our family. We are all children: you and me. The teacher is a mother for us. She will caress you and won’t give you any offense. Educator: Well done guys, thank you. Guys, please answer me, who else works in our kindergarten? Children: Assistant teacher, cook, nurse, head teacher, senior teacher, caretaker, laundress, janitor, watchman... Educator: All these people are trying to make your life here better, more interesting. And to make it more fun for you now, we will play the game “Find your house.” Game “Find your house” (I lay out hoops of different colors on the floor. Children occupy the “house”, perform different movements. At the end they take a place in their house.) Relaxation. Educator: Guys, you liked our trip. Tell me, please, where have we been today? What is the name of our village? What are the people living in Sosnovskoye called? What is the name of our kindergarten? Guys, you were all great today. There are so many beautiful places on earth. But I will say, the most dear to me is My village, which is not marked on the map, I love it with all my soul! For me, he is more precious than all beautiful places, And everyone who is in love with him will understand me. Our journey around the village is not over yet; we will visit all the other beautiful places next time. And now, as a memory of our trip, we will give our guests our gift, and you guys will have a sweet treat made by the hands of Sosnovka craftsmen.

We recommend watching:

Summary of a game (integrated) lesson on environmental education for the 2nd junior group. Summary of GCD in the junior group on traffic rules. Summary of GCD in physical education in the second junior group. Synopsis of GCD in the junior group. OO cognitive development

Open lesson on social and communicative activities in the first junior group

SUMMARY OF AN OPEN CLASS
ON SOCIAL-COMMUNICATIVE ACTIVITIES IN THE FIRST JUNIOR GROUP (2-3 years) MBDOU No. 239
Educator: Petrukhina N.N.

Chelyabinsk
Type:
conversation
Topic:
Who am I?
Goal:
to form basic ideas about oneself and the differences between people.
Program content
: – develop children’s ability, following the teacher’s verbal instructions, to find objects using general concepts; – promote the development of speech as a means of communication; – develop thinking, ability to analyze, compare; – cultivate a culture of behavior and kind attitude towards each other.

Preliminary work:

reading fiction, looking at illustrations, d/i “Pick up clothes”
Equipment:
dolls Vanya and Katya; pictures of clothes, depicting men and women, boys and girls; set of clothes for boy and girl dolls.

Progress of the lesson
1. The teacher shows the children dolls in appropriate clothes.
Educator: Guys, look, today our friends Vanya Katya are visiting us again.
Let's say hello to them. I have already told you that all people differ in gender: boys and girls, men and women, grandparents. Look at our guests. Who is our Vanya - a boy or a girl? And who is Katya? Children: Vanya is a boy, and Katya is a girl. Educator: Yes, guys, Vanya is a boy, and Katya is a girl. How is a boy different from a girl? And our Vanya from Katya? Boys and girls differ in clothing. What do boys wear? (Shorts, shirts, they have different shoes.)
What do the girls wear?
(Dresses, skirts, sundresses, beautiful blouses, high-heeled shoes, etc.)
Vanya and Katya also have different hairstyles.
What is Vanya's hair like? (Short.)
And Katya’s?
(Long braids with bows.)
Children: Vanya is short, and Katya has braids.
Educator: Girls (or your mothers) also wear earrings, beads, brooches, etc. But boys and dads do not wear such jewelry. When your mother stands in front of the mirror getting ready for work, what does she do with her face? (Paints lips, eyes, cheeks.)
But dads never do this.
The teacher shows a picture of a man and a woman.
Now stand up first, girls, and then boys.
The children take turns standing up. 2. Game “Find the girl” (boy).
Educator: I will lay out pictures of boys and girls in front of you.
And you must take turns first finding the boys and giving the pictures to Vanya, and then finding the girls and giving the pictures to Katya. Children lay out pictures of boys and girls. 3. Physical education.
They stomped their feet
(tap-tap-tap).
They clapped their hands
(clap-clap-clap).
They sat down, stood up
(squat to the beat of the words),
sat down again and looked around everyone
(turns to the sides). 4. Circle of kindness. Calm music sounds. The teacher invites the children to stand in a circle, extend their palms to each other and give a “good”, hug, pat them on the head, and smile.
Then the teacher passes and calls each child affectionately by name, while stroking his head. Educator: You see, guys, I called each of you by name.
I didn’t say boy or girl, I only said your name. From birth, parents give each baby a name. And now we will play a game where we will learn to say our name correctly. 5. Story game “Hello, guys!”
Hello guys!
Are you guys little goats? (Children answer: “No”).
Hello guys!
Are you guys kittens? (No.)
Hello guys!
Are you guys pigs? (No.)
Who are you?
What is your name? Children say their name.
The teacher helps. 6. Didactic game “Dress the doll.”

Educator: Our dolls are going for a walk, but they don’t know what to wear.
Help them. Children dress up dolls and play out the situation.
Result: This activity promotes the gender development of children of the first junior group (2-3 years).

Summary of OOD in the first junior group. Educational field Social and communicative development

Summary of OOD in the first junior group.
Educational area - Social and communicative development
Clean palms
Task 1.
To develop children’s ability to soap their hands until foam forms, rinse off the soap, wash their face, and use an individual towel.
Task 2.
Create conditions for developing personal hygiene skills.
Integration of educational areas:

Speech development:
Enrich children's vocabulary
:
soap, dry, fragrant, soft, fresh.
Cognitive development:
Form an idea about soap. (round, slippery) About the formation of foam.

Preliminary work:

Conversation with children about developing hand washing skills.
Show illustrations. Reading nursery rhymes to develop cultural and hygienic skills. Materials and equipment:
Soap, warm water, towel.
Visual materials:
Lucy doll, illustrations on the formation of a group of children
Organization:
Children stand in a semicircle, opposite the teacher in the wash room.
Progress of the OOD: Part 1 Educator:
- Guys, we came from a walk, look who meets us (Doll Lucy).
Lucy wants to look at your hands, show her. (Children show their palms) Lucy:
- Oh guys, how dirty you are, what dirty hands you have.
What needs to be done to make them clean? (children's answers) Part 2 Educator: -
That's right, they need to be washed. Lucy will sit on the chair and see how we can do it. I invite the children into the washroom and remind them that before washing their hands they need to roll up their sleeves.

Whoever doesn't roll up his sleeve won't get any water. (I help the children roll up their sleeves) Educator:
-
Open the tap, put your hands under the water, wet them, then take soap and lather your hands so that foam appears, put the soap in the soap dish, and wash your hands, make “Soap gloves”, three palms with the outer and the inside.
I’ll wash my hands clean with warm water. I’ll take a bar of soap and rub my palms with it. - Sasha, what did you use to soap your hands? (soap). Guys, smell what it smells like, okay? (yes) You can say about it - it is fragrant. Which? 9 answers from children) - After this, we put our palms under the water and wash off all the foam. (I check that all the children have thoroughly washed off the foam from their hands, then I offer to wash their faces) Oh, okay, okay, okay We are not afraid of water, We wash ourselves clean, we smile at mom. - Whoever washed his face, wring out the hands over the sink so as not to splash it on the floor. We find our towel, take it off, unwrap it, wipe our face and hands dry. How do we wipe Lena? (dry dry) Everyone’s towel is soft, fluffy, fresh. What kind of towel does Seryozha have? (soft, fluffy) Part 3 Educator: -
We washed our hands, let's show Lucy how clean they are.
Wash yourself more cleanly, do not spare water, Your palms will be whiter than snow. Lucy:
- Well done guys, everyone washed their hands clean, but what did you wash them with? (with water, soap) Did you wipe it? (towel)

Card index of games for social and communicative development in the second junior group.

Card index of games for social and communicative development in the second junior group.

For preschool children, games are of exceptional importance: for them, play is study, play for them is work, and play for them is a serious form of education. Play for preschoolers is a way of learning about their surroundings. N. K. Krupskaya

"Name yourself"

Goal: To develop the ability to present oneself to a group of peers. The child is asked to introduce himself, saying his name as he prefers, as he would like to be called in the group.

"Call me kindly"

Goal: to cultivate a friendly attitude among children towards each other.

The child is asked to throw a ball or pass a toy to his favorite peer (optional), affectionately calling him by name.

"Magic Chair"

Goal: to cultivate the ability to be affectionate, to activate gentle, affectionate words in children’s speech. One child sits down, and the rest say kind, affectionate words about him.

"Magic wand"

Goal: continue to develop the ability to be affectionate. Children stand in a circle. One child passes the stick to the person standing next to him and calls him affectionately.

"Freeze"

Goal: develop listening skills, develop organization. The point of the game is the teacher’s simple command “Freeze,” which can be heard during children’s activities, in a variety of situations.

"Stream"

Goal: to develop the ability to act together and teach to trust and help those with whom you communicate. Before the game, the teacher talks with the children about friendship and mutual assistance, about how they can overcome any obstacles. Children stand one after another and hold on to the shoulders of the person in front. In this position they overcome any obstacles. Go around the lake, crawl under the table, etc.

"Magic wand"

Goal: developing ideas about the capabilities of one’s own and peers. One names the fairy tale, another its characters, etc.

"Polite Words Store"

Goal: develop goodwill, the ability to establish contact with peers. Educator: I have polite words on the shelf in my store: greetings (hello, good morning, good afternoon, etc.); affectionate addresses (dear mommy, dear mommy, etc.). I will offer you various situations, and you buy the right words from me. Situation. Mom brought apples from the store. You really want to, but mom said you need to wait until lunch. How do you ask her to give you an apple?

"Body"

Goal: Continue to reinforce polite words. Children sit around a table on which there is a basket. The teacher turns to the child: “Here’s a box for you, put a polite word in it.”

"That's what grandma is like"

Goal: develop respect for elders, reinforce kind words. Each child takes turns telling what his grandmother’s name is, and how affectionately you can call her.

"Wonderful bag"

Goal: expanding the volume of vocabulary, developing tactile perception and ideas about the characteristics of objects. Children take turns recognizing the object by touch, naming it, and taking it out of the bag.

"Good words"

Goal: to develop the ability to use kind words in speech. Children choose kind words. Show the children a picture of children working. What can you call children who work? (Hardworking, active, kind, noble, etc.)

"Rug of Reconciliation"

Goal: develop communication skills and conflict resolution skills. Coming from a walk, the teacher tells the children that two boys quarreled over a toy. Invites you to sit down opposite each other on the “rug of reconciliation” to find out the cause of the discord and find a way to peacefully resolve the problem. Discuss how to share the toy.

“What to do, what to do?”

Goal: to awaken children’s initiative, independence, intelligence, responsiveness, and willingness to look for the right solution. Create a situation: there are no paints of certain colors, there is not enough plasticine for modeling. Children look for solutions on their own.

"Package"

Goal: expanding the vocabulary, developing coherent speech. The child receives a package from Santa Claus and begins to describe his gift without naming or showing it. The item is presented after the children have guessed it.

“This is what Santa Claus is like”

Goal: develop respect, reinforce kind words. The child tells what gifts Santa Claus brought, how he thanked him, and how you can affectionately call him.

"Without a mask"

Goal: develop the ability to share your feelings, experiences, and construct unfinished sentences. The teacher says the beginning of the sentence, the children must finish. What I really want is…………. I especially like it when……………….. One day I was very frightened by the fact that ………………..

"Day Night"

Goal: develop the ability to collaborate and achieve the desired result. After the words “The day is coming, everything comes to life,” the participants in the game move chaotically and jump. When the teacher says: “Night comes, everything freezes,” the children freeze in bizarre poses.

“Listen outside the window, outside the door”

Goal: develop auditory attention. As instructed by the teacher, all children focus their attention on the sounds and rustles of the corridor. Then they take turns listing and explaining what they heard.

"Who better to praise"

Goal: to be able to name the characteristics of animals based on the example of an adult, to develop attention and the ability to describe. The teacher takes a bear for himself and gives the child a bunny. And he begins: “I have a bear.” Child: “And I have a hare.” etc.

"Who am I talking about"

Goal: to develop observation skills, the ability to focus on the main features of the described object. The teacher describes the child sitting in front of him, naming his details of clothing and appearance. For example: “This is a girl, she’s wearing a skirt and blouse, her hair is blond, her bow is red. She loves to play with the Tanya doll.

“That’s what dad is like.”

Goal: develop respect for dad, reinforce kind words. The child tells what his dad’s name is, how he plays with him, how he affectionately calls him.

“Describe a friend.”

Goal: to develop attentiveness and the ability to describe what you saw. Children stand with their backs to each other and take turns describing their partner’s hairstyle, clothes, and face. Then the description is compared with the original and a conclusion is drawn about how accurate the child was.

“That’s what mom is like.”

Goal: develop love for mom, reinforce kind words. Each child takes turns telling what his mother’s name is, how she takes care of him, and how she can be affectionately called.

"What changed?".

Goal: attentiveness and observation necessary for effective communication. The driver leaves the group. During his absence, several changes are made in the group (in the children's hairstyle, in clothes, you can move to another place), but no more than two or three changes.

"A gift for everyone"

Goal: develop a sense of team, the ability to make friends, make the right choice to cooperate with peers. The children are given the task: “If you were a wizard and could work miracles, what would you give to all of us now?”

"Why?"

Goal: develop the ability to be friends and be polite. For example, if a girl is offended, she will cry. If you accidentally pushed, then…………… You were given a toy, then……………

"Beat the transformation"

Goal: to cultivate trust in each other, a sense of responsibility for the other. The teacher passes the object (ball, cube) in a circle, calling them by conventional names. Children act with them as if they were objects named by an adult. For example, they pass a ball around in a circle. The presenter calls it “Apple” - the children “wash”, “eat”, “sniff”, etc.

"Toys Alive"

Goal: to form a culture of communication in children. Educator. You've probably been told or read fairy tales about how toys come to life at night. Please close your eyes and imagine your favorite toy, imagine what it does when it wakes up at night. Introduced? Then I suggest you play the role of your favorite toy. And we’ll try to guess what kind of toy you were depicting.

"Edible - inedible"

Goal: development of auditory attention, development of the ability to highlight the essential features of an object (edibility, animation). The leader says the word and throws a ball to one of the children and names the object. If edible, the player catches the ball, and if inedible, the player dodges the ball.

"Magic wand".

Goal: to form ideas about the capabilities of one’s own and peers, to consolidate the signs of spring. Children pass the stick and name the signs of spring.

"Let's say hello."

Goal: to create a psychologically relaxed atmosphere in the group. The teacher and children talk about different ways of greeting, real and comic. Children are encouraged to greet with their shoulder, back, hand, nose, cheek and come up with their own way of greeting.

"What can happen?".

Goal: develop imagination, strengthen the ability to finish a sentence, and the ability to listen to each other. What could happen if………. “All fairy-tale heroes will come to life.” “The rain will continue to fall.”