Program content:
- continuing to teach children how to draw rounded shapes;
- developing the ability to create a spot of color by painting a silhouette;
- strengthening in children of the younger group the ability to hold a brush with three fingers just above the metal part and pick up paint onto the pile;
- nurturing interest in drawing with a stencil and experimenting with paints;
- nurturing an emotional response to the literary word; positive mood with freedom to choose colors of light and bright colors; developing a feeling of delight as the result is achieved.
Methods and techniques: artistic expression, game, explanation, exercise, demonstration, individual assistance, musical accompaniment, imitation game, saying, search situation.
Material: jars of water, coasters, rags, audio recording of calm music, balls, white A4 paper, stencils with round cutouts of large and small sizes, yellow and red gouache, brushes, easel, cardboard decoration: a tree with a magpie sitting on a branch, a blanket.
Preliminary work:
1) drawing round shapes with pencils using a stencil;
2) playing games with balls, sculpting balls;
3) free testing in drawing rounded shapes with familiar visual means;
4) conducting didactic games “Big - small”, “What color?”, “Find a ball of the same color.”
Progress of the lesson
Search situation “Where are the balls hidden?”
Teacher. Guys, have you seen our balls? Let's look. (An adult and children walk around the group, looking for balls.) Where could they be? We'll have to go to the White-sided Magpie. She sits high on a tree, looks far away, sees everything, knows everything.
We walk carefully, the grass in the forest is high, we raise our legs high (imitate). And then the branch bent low, walk slowly, bend over (imitation). Stop, a stream is flowing ahead. But our children are all brave, they will jump over the stream and move on (imitation).
Everyone approaches the tree together. Magpie sits on a branch.
Teacher. Hello white-sided magpie! How are you doing, where were you today?
Finger gymnastics.
Children perform a finger exercise, saying:
The white-sided magpie was cooking porridge,
She fed the babies:
Gave this one
Gave this one
Gave this one
Gave this one
But she didn’t give it to this.
With the index finger of their right hand, children move along the palm of their left hand in a circular motion and alternately bend their fingers into a fist.
You didn't carry water
You didn't chop wood.
You won't get it, you won't get it!
Tap the index finger of the right hand on the little finger of the left hand.
Teacher. Do you know where our balls are?
White-sided magpie. I saw and heard a lot: how a bear picked raspberries, how a squirrel played with squirrels, how the rain watered the grass. Maybe I saw your balls, but forgot what they were.
Teacher. Guys, we need to help the magpie remember. We know what our balls were: big and small (draw a large and small circle in the air). Let's draw them. (Children approach the easel.)
How do I pick up a brush? (Children show, take the brush with three fingers.) I dip it a little in yellow paint, then in red and begin to paint. Like this (the teacher draws using a colored stencil) I draw a circle. Try it too. (Children trace their stencils with a dry brush.) And now the ball can be painted. I dip the brush again in the yellow paint, then in the red and paint the ball. The “fun” brush runs up and down, leaving paths next to each other.
Children sit down to draw independently. Music is playing. The teacher individually helps each child, saying:
My nice ball
Funny ball -
Doesn't sit still.
I catch him, I catch him,
And again he flies!
S. Vysheslavtseva
The teacher encourages the ability to work side by side, engages in joint drawing, creates a joyful mood through admiring the light and bright tones of colors.
After drawing the balls, the children show the drawings to the White-sided Magpie, who praises the children.
White-sided magpie. Guys, with the help of your drawings, I remembered that balls are round, large and small. Now I know who took your balls.
Teacher. Who took our balls? (involves children in conversation in order to consolidate the concepts of “big” and “small”).
White-sided magpie. This is my youngest son! He didn’t chop wood, didn’t carry water, and played with balls all day. You look for them under the tree in the grass, and I will fly to my children.
Children find balls under a tree and play with them freely. At the end of the lesson, the teacher collects the balls and says: “Time for work, time for fun.”
A drawing lesson for children of the younger group was prepared by: Kuksova N.A.
Lesson notes for the second junior group
"Big and small balls"
(subject application)
Goals : familiarization with round shape and size; training in gluing techniques on the base.
Tasks : teach children to correctly stick circles on a strip, alternate images of different sizes; consolidate ideas about the different sizes of objects, knowledge about round shapes.
Material : a toy for playing with, balls of different sizes and colors, strips of white paper (14 × 6 cm), circles of different colors with a diameter of 3 cm and 2 cm, a teacher’s sample, a glue stick, napkins for hands, oilcloths for the table
Preliminary work: Reading by S. Ya. Marshak"Ball"
My cheerful one,
ringing ball,
Where did you run off to?
Yellow, red, blue,
Can't keep up with you! I smacked you with my palm.
You jumped and stomped loudly.
You fifteen times in a row
Jumped into the corner and back.
And then you rolled
And he didn’t turn back.
Rolled into the garden
Got to the gate
rolled under the gate,
I reached the turn.
Got there
Under the wheel.
Burst,
Slammed -
That's all!
Content
organized activities
1. Introductory word from the teacher. Game motivation.
A fairy-tale character (bunny, bear, dog, etc.) came to the children. Playing out the situation. Offer to look at the balls and play with them. Reading a poem about a ball.
2. Conversation with children.
Conversation with children about sports and its benefits for the human body. Showing big and small balls. The teacher clarifies the children's ideas about the size and shape of the balls and offers to help the fairy-tale character stick the balls onto the strip.
3. Practical part.
Invite the children to stick circles on a strip of paper as if large and small balls were laid out in turn on a shelf.
Mastering the technique of working on an application:
First, we arrange all the balls (circles) in order (large - small).
We check how the circles are laid out on the paper strip.
Gently coat the mold on the back side with glue, then turn it over, carefully pick it up with your finger and press it onto the strip with a napkin.
4. Independent work.
Children take blank circles, place them on strips, the teacher checks that the task is completed correctly and allows them to stick it on.
Physical education minute Balls"
Girls and boys
jumping like balls
Hands clap
They stomp their feet,
They blink their eyes,
Afterwards they rest.
5. Summary (reflection).
Analysis of finished works. Ball games. Organization of an exhibition of children's works “My Ball”.
Svetlana Terekhova
Program content. To consolidate ideas about round objects, their differences in size and color. Develop the ability to accurately paste images.
Tasks:
Social and communicative development: contribute to the formation of the child’s personal attitude towards compliance with moral standards: mutual assistance, sympathy, develop emotional responsiveness.
Cognitive development: development of cognitive interest.
Speech development: promote the development of curiosity, communicate kindly with peers, replenish and activate children’s vocabulary.
Artistic and aesthetic development: solving riddles, developing the desire to beautifully and accurately paste an image, developing the skills to work to music.
Physical development: cultivate a desire to perform physical exercises, treat yourself and others with care. Develop a culture of communication and behavior. Development of the need for cleanliness and tidiness.
Methodological methods and techniques:
Verbal: guessing riddles, active dialogue, questions, explanations.
Visual: looking at the ball, a surprise moment.
Practical: performing game exercises, applications.
Individual work: encourage inactive children to be active.
Preliminary work.
Conversation with children on the topic.
Reading poems and riddles about the ball.
Examination of color illustrations on the topic.
Didactic game “Continue the pattern.”
Board game “Collect the picture”.
Materials and equipment: stereo system, ball, cat, colored cardboard, paper circles - balls large and small, glue brushes, napkins, glue.
Planned results: knows how to maintain a conversation on a topic, express his point of view, reason; expresses positive emotions (interest, admiration); shows emotional responsiveness; actively participates in GCD and joint games.
GCD move.
Children are sitting on the carpet.
Educator. Guys, do you like to play? (Yes)
Educator. I have an object hidden under my napkin that you like to play with. But to find out what it is, you need to solve the riddle. Listen to me carefully.
They beat him, but he doesn’t cry,
It's just more fun when he jumps.
Children. Ball.
Children look at the ball.
Educator. Guys, what shape is the ball? (children's answers)
Educator. Right!
Educator. What size are the balls? (children's answers)
Educator. That's right guys, what great guys you are, you know everything!
Educator. Do we use the same ball for all games? (children's answers)
Educator. Well done! It looks like someone is crying. I'll go and have a look.
The teacher brings the cat to Murka.
Murka. - Hello guys!
Children say hello.
Educator.
– What is Murke’s mood? (sad, sorrowful).
– Why do you think? (Children's answers).
And she is sad because she lost her ball. Shall we help her have fun?
(children's answers)
Educator. Let's play.
P./i is carried out. "My funny ringing ball."
Educator. Are you guys having fun? (children's answers)
Oh, Murka, everything is sad. I suggest you make a ball card for her.
Come to the tables, and let's start making a gift for our guest.
Guys, please look, you have circles of different colors and different sizes on your plate. Our task today is to arrange them on a sheet of paper in decreasing order. The way I will do it! The teacher shows the children how to glue the circles onto a sheet of paper.
Children listen to the teacher, answer questions, look at the sample.
Now guys, it's time for us to get to work!
Quiet music is playing.
While working, ask the children where they will stick the balls and how to use the glue correctly.
Educator. Guys, now come to me. Let's show and give our postcards to Murka.
Educator. What do you think Murke's mood is now?
(Cheerful, joyful).
– Yes, she smiles at us and says thank you for the postcard with beautiful, colorful balls.
Educator. Oh, what is this? (children's answers)
Educator. That's right, leaves. What are they hiding there?
Children. Ball.
Educator. Guys, you are so great. You helped Murka find her ball.
Murka thanks the children and says goodbye to them.
Educator. Were you interested in Murka? What else did you like? (children's answers)
Publications on the topic:
To create in children a desire to sculpt with plasticine. Body parts: head, tail, body, beak, tail. Strengthen the skills and techniques of sculpting. Develop.
Autumn is the favorite time of year for preschool children. Collecting vegetables in the garden, solving riddles, singing songs, dancing and round dances, exciting games and relay races.
Summary of GCD in the junior group in visual arts (application). Topic: “Big and small apples on a plate.” Goal: Expansion.
Abstract of OD on artistic and aesthetic development in the middle group. Modeling “Big and small carrots” Summary of educational activities on artistic and aesthetic development in the middle group. Developed by: teacher, Ekaterina Bushueva.
GCD for drawing in the first junior group “Big and small traces” Goal: continue to learn finger painting; introduce the content of a Russian folk song; develop the ability to perform movements under.
Educational area: cognitive development
Integration of educational areas:“Socio-communicative development”, “Cognitive development”, “Speech development”, “Physical development”.
Goals: to develop the ability to examine objects, highlighting the magnitude, including hand movements on the object in the process of getting to know it.
Tasks:
OO Social-communicative
1. Cultivate a desire to listen to poems, accompany the reading of short poetic works with playful actions.
OO Cognitive development 1. Develop the ability to distinguish the number of objects: many - one (one - many). 2. Exercise in establishing the similarities and differences between objects that have the same name (big ball - small ball).
OO Speech development
1.Develop the ability to name the properties of objects; big small.
2. Develop the ability to answer questions and repeat simple phrases.
OO Physical development
1. To develop in children a desire to play simple outdoor games together with the teacher.
Planned results.
1. Distinguishes between one and many objects.
2. Can form a group of homogeneous objects.
3. Communicates in dialogue with an adult.
4. Listens to poems that are accessible in content.
5. Emotionally responds to the game proposed by an adult, imitates his actions, accepts the game task.
6. Able to walk and run without bumping into other children.
Working methods: a game; artistic word; showing and explaining how to perform an action; help; questions; display of toys; the child repeats words and phrases after the teacher; encouragement; turning on the movement of hands on an object; outdoor games; independent execution of actions.
Materials: a basket with large and small balls (for each child); two boxes of different sizes (large and small); musical accompaniment; sound reproducing equipment.
Progress of the lesson
The teacher reads a poem and hits the ball off the floor.
Educator. Hit the ball with your palm
Friendly, fun together.
Ball, ball, my friend,
Voiced, sonorous, sonorous side.
Hit the ball with your palm
Friendly, fun together.
I throw the ball and catch it.
I love to play with the ball.
E. Zheleznova
(Shows the children the ball.) Children, what is this? (Children's answers.) How many balls do I have?
(The teacher shows the children large and small balls lying in the basket).
Educator. Look what's in the basket? (Children's answers.) Are there many or few balls in the basket?
Individual and choral responses of children.
Educator. Look, the balls in the basket are big and small.
This is a small ball. I take it and squeeze it in my palm. The ball hid in the palm. How big is this ball? (Children's answers.) Take the ball, Lena, with both palms. Hide it in your palms! Lena has a small ball in her hands. Lena, how big is this ball? (Child’s answer.) Guys, what size ball is hidden in Lena’s palms?
Individual and choral responses of children.
Educator. Children, show with your palms how big the small ball is.
Children connect their hands in the shape of a ball. The teacher shows the children a big ball.
Educator. This is a big ball. Sveta, take it with your palms. Is there a big ball hidden in your palms? (Child’s answer.) I can’t hide the ball in my palms. The ball is big, it doesn't fit in your palms. Hug the ball with your hands. (The child takes the ball with both hands and presses it to him.) How big is this ball?
Individual and choral responses of children.
Educator. Show everyone with your hands how big the ball is.
The teacher and children join their hands in a ring in front of them, showing the size of the ball.
Sorting balls by size.
Educator. I have two boxes: large and small. How big is this box?
Children. This is a big box.
Educator. What can you say about the size of this box?
Children. This is a small box.
Educator. Let's put big balls in a big box, and small ones in a small box. I take a big ball and put it in a big box. What size box did I put the big ball in? (Children's answers.) Katya, take one ball. What size ball did Katya take? (Children's answers.) Put it in a box. What size box will you put the ball in? (Children's answers.)
The teacher and the children sort the balls by size, placing them in large and small boxes. It is necessary to encourage children to use the phrases “big ball”, “small ball”, “big box”, “small box” in their speech, using the children’s individual and choral responses.
When the children arrange the balls, the teacher shows an empty basket.
Educator. How many balls are in the basket? (Children's answers.) Everyone took one ball, and there was not a single ball left in the basket. We put the balls in different boxes: large balls were put in large boxes, and small balls were put in small boxes. Well done, you did well. Let's play with small balls now.
Game "Let's collect balls." The teacher points to the balls in the box, easily throws one ball over the box and reads a poem.
You catch my bright ball
And give it away, don’t hide it.
Ball, don't rush to jump
And make the kids laugh.
N. Pikuleva
The teacher says: “One! Two! Three! Catch the balls!” - and asks the children to count with her. Music is playing. The teacher throws the balls high up, they scatter throughout the room, the children collect the balls and bring them to the teacher. The game is repeated 2-3 times.
On the topic: methodological developments, presentations and notes
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Summary of direct educational activities
Educator
Nefteyugansk district municipal educational budgetary
institutions "Singapai Secondary School"
Glushkova Olga Valerievna
Topic: “Big and small balls” (applique) open.
Group: 34 years old
Duration: 15 minutes
Venue: group room
Date: 12/01/2017
Purpose: to introduce children to the rules of sticking.
Tasks:
learn to lay out ready-made figures on the background and stick them on, applying glue to
the paper is not on the colored side, but on the reverse side, press the part tightly against the paper;
develop practical skills, fine motor skills, eye;
mental processes;
cultivate accuracy in work; desire to help a friend.
Integration of educational areas: socialization, communication,
safety, cognition, physical education.
Preliminary work: playing with a ball while walking; reading the poem "My
cheerful ringing ball"; drawing “Big and small balls” (in free time
GCD time).
Material:
demonstration sample, display equipment, image of a gnome;
handout with background; preparing balls for work; equipment for
applications; balls according to the number of children.
Progress:
Introduction to the game situation.
Foxes with a background lie on the tables in front of the children, colored side down.
Guys, do you like to play? (Yes)
Do you want to play now? (Yes)
Before we start the game, let's agree on how we will play: everyone must
participate in the game, play together, let each other have their say.
Guys, do you like fairy tales? (Yes)
Then listen to my tale.
(Work with
didactic manual “Shall we play?”). In this fairy-tale forest there grew different
trees, flowers, lived little bunnies, bears, squirrels, birds and others
fairy-tale forest dwellers. But the most important inhabitants of this magical
forests there were little gnomes who never offended anyone, with
They worked, played and had fun with pleasure. But there was one gnome in this forest -
his name was Ai, who differed from others in that his work did not work out
In one fairy-tale country there was a small, magical forest.
as good as his friends. Because of this, the gnome Ai was upset and sick. AND
then his friends decided to help him. Having learned that our group is called
“Bees” and that all the kids are very friendly and cheerful, they decided to send
Dwarf Ay, come to us to study. Dwarf Ai happily agreed and now he has
visiting us.
Say hello to the gnome Ai. (Show the image of the gnome. A little
consider a gnome with children).
Are you ready to help our new friend?
Then sit down at the tables, close your eyes, and like in a fairy tale, the gnome Ai will come to
to each of you. (Remove the gnome image)
Turn over the sheet that lies in front of you, you see our new friend there,
gnome Ay? (Yes)
Gymnastics for hands “Magic glasses”:
To see our new friend the gnome Ai as best as possible, I suggest you
make these magic glasses from your fingers and look at the gnome through them.
(Children make rings from their fingers, put them to their eyes, and look
image through “magic glasses”)
Dwarf Ai loves to have fun, walk and roll different balls along the path.
Guys, it seems to me that our new friend is a little sad. How do you think,
Why? (The gnome has no balls, he has nothing to play with)
What to do? How can we cheer him up? (Give him balls)
Motivational game with the creation of a problem situation:
You have balls on plates. What size are they?
Take them and put them on the path: first the largest one, then the smaller ones.
But suddenly the wind blew and the balls rolled off the path. What to do, after all
It is not convenient for a gnome to play on grass.
Finding a way out of a problem situation:
We'll have to stop playing.
What can be done to prevent balls from rolling off the path and onto the grass? (Need to
stick the balls on the track)
Step-by-step work of children together with the teacher:
Let's help the gnome Ai with me and stick balls on the track.
Take the largest ball and place it with the white side up. Take
brush, dip it into a jar of glue, remove excess glue on the edge of the jar and
Apply glue to the white side of the ball like this - from the middle to the edges. Then
place the brush on the stand. Take the ball with both hands and glue it
onto the track, blot off excess glue with a napkin. This is how we glued you and me
the biggest ball on the track.
While working, do not swing the brush to the sides, otherwise it may cause
hurt your friend; If you get glue on your fingers, don't put them in your mouth.
wipe with a napkin. After work, you will need to wash your hands.
Now stick the remaining balls onto the track yourself.
Independent work of children.
In the process of children’s independent work, the teacher ensures that
children used appliqué equipment correctly; of necessity
helps those children who have difficulties in work.
Physical education minute:
I will take
The ball is big
I'll pick you up
Over your head
I'll arch my back
I'll throw the ball.
To summarize:
Who did you meet today? (With gnome Ai)
What does the gnome Ai like to play? (In balls)
What balls did you give to the gnome? (Big and small)
Did you like the game? What did you like most?
You did your best, gnome Ai says thank you and will be very glad to meet you
by you again.
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