Children aged 6-7 years usually come to first grade differently prepared. Some people have certain talents, while others find developmental classes more difficult and acquire all the knowledge they need for the future directly at school.
However, you need to understand that school material will be learned much better and faster if the child feels confident in the lessons and is prepared in advance. But preparing for school is a long-term event and you need to start working with children for two years already in a playful way to develop thought processes. And classes with children 4-5 years old will be aimed already to master the basics of mathematics, grammar and other disciplines.
You don't need to be a qualified teacher to practice at home. Today we will talk about recommended developmental activities for children 4 years old and older and how to conduct them correctly at home.
Planning and program
Starting from 2-3 years old, every game or walk can be turned into a developmental activity. But for parents, with this form of training, it is very important not to miss many aspects, so all classes must be conducted according to the prepared program.
It is recommended to plan educational activities with children 4-5 years old a week in advance. Thanks to this planning, you will be able to prepare necessary materials for classes and understand what is more interesting for the child, and which aspects are best developed in the baby.
Just like in the preschool exercise, Regular classes with your baby should be carried out in the following areas:
- logic and arithmetic;
- speech and literacy development;
- drawing, modeling, appliqué and design;
- physical exercise;
- activities that help develop your horizons;
- literature.
Each of the subjects should be evenly distributed in the program throughout the week, depending on what is most interesting to the baby. For example, you need to teach him literacy and letters only when the child himself is ready for it. And this does not have to be done at 4-5 years old, perhaps earlier, and perhaps later.
An approximate plan for developmental activities might look like this:
As you can see, such activity planning for children 4-5 years old includes daily creative activities and physical labor. During the period of growth, babies must develop maximum coordination of movement and splash out their energy, as well as develop imagination and motor skills.
But it will be difficult to include all disciplines in one day. Children at 4-5 years old get very tired, and you shouldn’t overload them with activities, even if they are interested in them.
The number of developmental activities may vary, it depends not only on your child’s inclinations, but also on the schedule. So, after kindergarten or a development center, it is not always possible to have time for additional clubs, and children do not always have the strength to do something at home. And the work of parents also affects this; they usually conduct classes at home on weekends or in the evenings.
If your child attends some specialized clubs in certain disciplines, then at home you can devote time to the material that was studied there in order to consolidate what has been learned.
Practical tasks for children 4-5 years old
When a child turns 4 years old, he needs to work on his existing skills, as well as on deepening his knowledge. The tasks must become more difficult all the time.. The basic list of a child’s skills by the age of five is as follows:
- the ability to use prepositions correctly;
- understand where is right, where is left, behind and in front;
- distinguish between the concepts “many” and “little”, “more” and “less”;
- name nouns by number;
- be able to count to 10;
- have the skill of drawing lines with a pencil without lifting it from the paper.
When the baby can perform the listed actions, you cannot stand still. It is important that the activities develop the baby and are interesting to him, otherwise he may lose interest in learning.
Tutorials and examples
As for the practical tasks themselves, they can be found in large quantities in special manuals for children.
Series of special benefits for children contain the following:
- story visual materials;
- games with stickers;
- tasks for the development of a child’s logical thinking;
- tasks to develop writing skills and much more.
Reading and writing
If you want your child to learn to read and write before school, then take a specially designed primer for preschoolers, where there is visual material about merging letters into syllables, his method is quite consistent with school curricula.
Also use educational games. For example, in order for a child to remember letters and be able to identify the first syllable in words, offer to think of any letter and look for objects in the ABC book or in the picture that begin with it. If your skills are already sufficiently developed, you can play for speed, and also complicate the task to find words with 2 letters or a specific letter at the end.
Another skill development game is to glue letter cards onto household objects according to what letter they begin with. You can deliberately confuse the letters so that the child finds the mistake.
Flashcards and other visual aids
Regardless of what discipline you are studying with your child, you can actively use cards with different exercises or pictures.
So, if you want to teach your child where “right” is and where “left” is, then you can use a special poster with drawn palms or pictures with circled images in one direction or another.
And to strengthen your knowledge of numbers and counting skills, you can use coloring books, where you not only need to color the picture, but also connect the dots in order to find out what is shown.
Thanks to the plot pictures, you can develop your baby’s speech. For example, ask questions about them or ask them to write stories. Develops well with the help of paired cards logical thinking, when you need to find for one object another that is associated with it. For example, a picture with shoes will go well with a picture of a leg, etc.
Thematic lessons and foreign languages
When the child has already mastered the basic skills for his age, he can move on to more serious activities. For example, you can carry out thematic classes , which will help develop the baby’s thought processes and his horizons. Topics may vary:
- space;
- household;
- sport;
- toy store, etc.
If the baby’s speech skills are already quite good and he speaks good native language, then you can start learning a foreign language with it. This can be done both at home and in special clubs, where learning takes place in a playful way.
Physical activity for children 4-5 years old
At this age, along with intellectual and creative development, sports development must also be present. And if parents do not have the opportunity to send their child to sports club, then you need to study at home. The following is recommended:
- ball games (football, volleyball, etc.);
- morning exercises;
- gymnastics;
- outdoor games;
- dancing.
Naturally, each baby develops differently; do not scold your child if you see that something is not going according to plan. Best suggest those games, with the help of which the child can develop certain skills.
Study preschool development And parents, of course, should teach their child, this is very useful. However, it is absolutely impossible to turn this process into a routine or labor obligation. Children should enjoy the activities and learn with pleasure and inspiration.
Municipal budget
educational institution
"Education Center No. 16"
(MBDOU kindergarten №92)
"Develop it"
Class notes
TO THE DEVELOPMENT PROGRAM
for middle age children preschool age
EXPLANATORY NOTE
This program is both developmental and preventive in nature. Classes with a teacher-psychologist are aimed at awakening children's interest in intellectual cognitive activity and increasing children's capabilities in these activities. The Greek historian Plutarch wrote about the secret of learning: “The mind is not a vessel that needs to be filled, but a torch that needs to be lit.”
Target : Unlocking the intellectual and creative potential of children.
Tasks :
1. Replenish and systematize children’s knowledge about the world around them.
2.Enrich and activate children's vocabulary.
3.Develop cognitive processes, mental operations children.
4.Develop spatial concepts and reaction speed in children.
5.Develop imagination, auditory perception, creativity children.
6.Help in relieving psychomuscular tension, relaxation, getting positive emotions from success in cognitive activity.
7.Develop communication skills in a group, the ability to obey certain rules.
Organization of groups and classes
12 developmental classes are conducted with children of middle preschool age, once a week, during October-December. Lesson duration is up to 20 minutes.
Principles of group work
1. The visual nature of the material presented to children.
2. The playful nature of the classes, large number games and exercises of a motor nature.
3. Frequent change of techniques and types of activities, alternation of motor and intellectual type work techniques.
4. Caring for the participation and success of each child.
5.Each child is accepted for who he is. Friendly and respectful attitude towards children.
6. Reproaches and blame for failure are unacceptable. A child who finds it difficult to answer is given the opportunity to listen to the answers of other children, after which he is again given the opportunity to answer.
7.Positive emotional atmosphere, joy for the success of each child, encouragement of the slightest achievement of the child.
8.The progress of each child is compared with his own level. Children are not compared to each other.
9.Creating an atmosphere of security, permissiveness in the system of relations, freedom of expression of feelings and opinions.
10. Cultivate a respectful attitude towards each other in the group.
Structure of classes, methods and techniques of work.
The entire course consists of 12 lessons. The classes are organized according to the thematic principle: each lesson is a separate topic. The topics of the lessons are the surrounding reality that is close and understandable to children. Each lesson is completely based on one material. Repeated repetition of the same words in different tasks should contribute to the enrichment and consolidation of children's vocabulary.
The classes are not intended to provide extensive knowledge on topics. Each lesson is more aimed at generalizing, systematizing, organizing children’s knowledge on the topic, developing cognitive processes while operating with the material.
Each lesson consists of three parts: greeting, main part and farewell.
Greeting is a verbal exercise, presented in the form of a game with a ball or a motor exercise. The exercises in the first part of the lesson are aimed at uniting children, setting them up for work, and creating a positive emotional background.
The main part includes 3-4 exercises, mainly of a gaming nature, didactic verbal, and outdoor games.
These tasks are aimed at replenishing, systematizing, generalizing knowledge, vocabulary, developing cognitive processes, spatial representations, reaction speed. In the middle of the main part there must be an outdoor game (physical education), and at the end of the main part there is a creative exercise.
Farewell is aimed at relieving psychomuscular tension, relaxing children, and calming down.
Performance assessment
It is expected that children who have completed a course of developmental classes will expand their knowledge on basic topics about the world around them in accordance with their age, and will become more free to operate with this knowledge, as their vocabulary will be enriched. They will become more knowledgeable, courageous, believe in themselves and will begin to express themselves in the group during teachers’ classes. This, in turn, will give them strength and desire to be more active, and interest in intellectual pursuits will appear. It is possible that some of them will reach a higher level intellectual development according to age than it was at the beginning of the year.
CLASS NOTES
Lesson No. 1. "Body Parts"
Equipment:
1. Pictures of people.
2. Calm music.
Progress of the lesson.
Greetings .
Main part.
1. “Consider a person " The teacher puts pictures of people in a row, asks the children to name them and remember the sequence of arrangement. The pictures are covered, and the children must remember the sequence of their location (2-3 times).
How can you call everyone who is depicted in these pictures in one word? (People, person, family).
The teacher invites the children to look at a picture of a person. -What is the largest part of the human body called? Then it shows where the chest, stomach, and back are located in the picture. Children show and name these body parts in themselves and each other. Then they show in the picture and on themselves: the head, forehead, cheeks, eyebrows, eyelashes, nostrils, lips, chin - parts of the face.
2. Exercise “Riddles and guesses”
The teacher asks the children riddles and talks with the children about why a person needs these parts of the body.
The animal has it on the top of its head, and we have it below the eyes (Ears). Why do people have ears? Two Egorkas live near the hill, they live together, but they don’t look at each other (eyes). Why do people need eyes?
It can be very different: long, small, humpbacked, thick, thin, freckled (nose). What does a person need a nose for?
3. Exercise “Cheerful girls and boys”
Children, together with the teacher, pronounce the text and perform movements in accordance with the content (2-3 times)
Girls and boys
They bounce like balls.
They stomp their feet,
Hands clap
Heads nod
And they squat quietly.
Children, what were you clapping just now? (With hands). Show your left hand, right hand, fingers, nails, palm, elbow, shoulder. Children show and say the names of the parts of the hand.
What did you stomp on? (With legs). Similar work is being carried out.
4 . Exercise “Drawing Music”
Parting.
Exercise “Warm palms”
Children stand in a circle and name the parts of a person’s body in a chain, and who remembers what. Then the teacher extends his hand into the circle, palm up, and invites all children to place their palms on his palm. Then, with the other palm, the teacher covers the children’s palms from above and says that he feels the warmth of all palms, encourages the children to feel the warmth of their friends’ palms.
Lesson No. 2 “Geometric shapes”
Equipment .
1. Geometric shapes different colors and sizes: large and small blue and red circle, triangle, square, rectangle, oval - 20 figures in total.
2. For each child, set No. 2 and No. 3 of Nikitin’s game “Fold a square” (squares with a side of 8 cm are cut into two parts of a rectangular and triangular shape).
3.Music.
Progress of the lesson.
Greetings.
Exercise “We are glad to see you!” Each child says “Hello, my name is (name),” and all the children answer in unison, “We are glad to see you (name)!”
Main part.
1. Exercise “Distribute the figures.”
The teacher displays the equipment mentioned in paragraph 2 in front of the children. geometric shapes, circles them with a pointer, repeating their names together with the children. Children take turns drawing them with their fingers in the air. Children determine the location of the figures relative to each other: what is next to the triangle; between which figures there is a red circle, etc. Then the characteristics of each figure are given according to three characteristics: shape, color, size; all figures are classified first by shape, then by color, then by size, abstracting from the other two characteristics.
2. Exercise “Fold a square.”
Children are given sets (item 3 of equipment); they are asked to fold a square from two rectangles, from two triangles. In case of difficulty, the task is demonstrated, and then the child is asked to complete the same task independently.
4. Physical education minute "For mushrooms"
IN let's go to the forest we are looking for mushrooms (walking in place)
We'll collect them for you ourselves.
One - fungus, two - fungus, (squat)
That's a whole box! (claps hands)
The rain started dripping oh-oh-oh! (one palm is extended forward, the fingers of the other touch it)
Let's run home quickly! (running in place)
5 . Exercise “Drawing Music”
Music is playing in the hall, the psychologist asks the children to try to draw the music they hear with color spots, but first, the children say what mood the music has, what color it is, etc.
Parting
Sketch “Pump and balls”
Children sit on their haunches, knees pressed to their chests, heads to their knees, hands clasping them - deflated small balls. The teacher takes up an imaginary pump and vigorously bends the body forward - “pumping up” the balls. The balls gradually inflate: the knees straighten, the head rises, the arms are rounded at the sides, the cheeks puff out. The presenter depicts hitting the ball on the ground with his palm extended forward. All the balls bounce happily and easily. The presenter claps his hands - “opens the valve”, and the balls begin to slowly deflate and relax to the floor (2-3 times).
Lesson No. 3 “Toys”
Equipment.
1. Music.
2. Toys: ball, matryoshka, bear.
Progress of the lesson.
Greetings
Exercise “We are glad to see you! " Each child says “Hello, my name is (name),” and all the children answer in unison, “We are glad to see you (name)!”
Main part.
1. Exercise “Listen carefully!”
The teacher loudly, clearly, names different words, as soon as he names any toy, the children should clap their hands (table, apple, doll, mosaic, glue, cup, car, scissors, cubes, spinning top, telephone, pan, tumbler, hammer , pyramid, ball, hat, soap, rattle, matryoshka)
2. Exercise “Guess it”
The teacher shows the children toys: a ball, a bear, a matryoshka doll, asks riddles and asks the children to answer questions.
Round, smooth and pot-bellied -
The guys hit him hard.
Why is the poor guy being beaten?
Because he's inflated.
What is this? How did you guess? What shape and color is it? What is it made of? What does it feel like? How to play with him?
Clubbed feet,
In winter he sleeps in a den.
Guess and answer
What kind of animal is this? (bear).
What does a toy bear have? What material is it made of? How can you play with it?
Friends of different heights
But they look alike
They all sit next to each other,
And just one toy.
What is this? How did you guess? What is the matryoshka made of? How many matryoshka girlfriends do we have?
3. Exercise “Tannin’s toys”
Children, together with the teacher, pronounce the words of the poem and depict the characters with gestures and movements.
On a large carpet in a rowChildren march in place, stop,
Tanina's dolls are standing. Portray characters
Two bears, Pinocchio,
And cheerful Chipolino,
And a kitten and a baby elephant.
One, two, three, four, five,Jumping
Together we'll go for a walk. Marching .
4 . Exercise “Drawing Music”
Music is playing in the hall, the psychologist asks the children to try to draw the music they hear with color spots, but first, the children say what mood the music has, what color it is, etc.
Parting.
Sketch for muscle relaxation “Parsley is jumping” »
The players portray Petrushka, who softly and easily jumps on two legs at the same time. Knees, body, arms are soft, relaxed, head lowered.
Lesson No. 4 “Dishes”
Equipment .
1. Pictures depicting kitchen, dining, and tea utensils: teapot, tea pair, candy bowl, sugar bowl; saucepan, frying pan, colander; deep and shallow plates, salad bowl, bread bowl, spoon, fork.
2.Music.
3. Paper and pencils.
Progress of the lesson.
Greetings.
1. Exercise “We are glad to see you! " Each child says “Hello, my name is (name),” and all the children answer in unison, “We are glad to see you (name)!”
2. Exercise “Pancakes”.
Let's bake pancakes. What kind of utensils are needed for this?
Let's make a frying pan. (Children stand in a tight circle and hold hands)
Pour in the dough. (Holding hands, everyone moves back as wide as possible to create a large pancake.)
We bake a pancake. (Holding hands, at the same time they squat slightly, while imitating the hissing of a pancake with the sound “sh”).
Spread the pancake with sour cream. (Unlock your arms and move them up and down in waves, your hands are soft and flexible.)
Let's roll up our pancake. (“Motor” in front of you).
Open your mouth wide, like this - (spread your arms to the sides and make a clap with the sound “A-a-am”).
Main part.
1. Conversation about dishes.
Pictures depicting dishes (item 1 of equipment) are displayed in front of the children.
What one word can be used to describe all these objects?
What other utensils do you know?
Name the cutlery that we use while eating.
What kind of container is used to cook food? What is the name of this dish? (Kitchen).
What utensils do we use when drinking tea? What is the name of this dish? (Tea room).
What is the name of the dishes from which we eat at the table? (Dining room). Name the tableware that is in our pictures.
Consider a saucepan. What parts does it consist of? (Wall, bottom, lid, handles). Why do you need a lid and handles?
Look at the teapot and name its parts. Why does a teapot have a spout?
2. Exercise “Turning into dishes”
Children, together with the teacher, pronounce the text and use their bodies to depict different utensils.
Here is a large teapot (belly inflated, one hand on the belt, the other curved -
Very important, like a boss. spout)
Here are porcelain cups, (sit down, one hand on your belt)
Very fragile, poor things.
Here are porcelain saucers (spin around, drawing a circle with your hands)
Just knock and they will break.
Here silver spoons,
Here is a plastic tray - (make a large ring with your hands)
He brought us the dishes.
3 . Exercise “Drawing Music”
Music is playing in the hall, the psychologist asks the children to try to draw the music they hear with color spots, but first, the children say what mood the music has, what color it is, etc.
Parting.
Lesson No. 5 “Clothing”
Equipment.
1. 2-3 pictures each depicting top, bottom, casual, dressy, winter, summer clothes.
2.Music
3. Paper, pencils
4.Ball
Progress of the lesson .
Greetings
Exercise "Let's say hello"
Main part.
1.Looking at clothes and talking about them.
The psychologist shows the children pictures and asks what one word can be used to describe everything that is drawn in the pictures (clothes).
The psychologist says that clothes can be different: for the street, for the house, for holidays, for girls, for boys, for winter and summer. We will now consider different clothes in the pictures, let's call it.
What clothes do you wear outside? What kind of clothes are these? (Upper, warm).
Pictures depicting panties, T-shirts, T-shirts, nightgown, pajamas.
What are we wearing these clothes for? (on the body). It is called underwear or underwear.
What do we call the clothes we wear on holiday? (festive, elegant).
What do we call the clothes we wear every day? (Casual).
Do we wear the same clothes in summer and winter?
In summer, what clothes do we wear? (Summer). And in winter? (Winter).
Winter clothes are made from warm, thick fabrics and fur. And summer ones are made of light, thin fabrics. Why?
Clothes have different details and parts. Show me what I say on my clothes or on the clothes of other children. Collar, sleeves, long, short sleeves. Pockets. Lightning. Buttons. Buttons. Belt.
2. Outdoor game “Needle and Thread”.
The children stand next to each other. The first of them - the “needle” - runs, changing direction. The rest - the “thread” - run after him, trying to keep up.
3. Exercise “What kind of clothes are these?”
If the psychologist names winter clothes, the children open their arms wide to the sides, and if they wear winter clothes, they hug themselves.
4 . Exercise “Drawing Music”
Music is playing in the hall, the psychologist asks the children to try to draw the music they hear with color spots, but first, the children say what mood the music has, what color it is, etc.
Parting.
Children stand in a circle and, touching their neighbor with their palm, smile at him, then the child “passes on” the smile in a circle until it “returns” to the first child.
Lesson No. 6 “Seasons: winter, spring”
Equipment.
1. Ball.
2.Plot picture about winter and spring.
3.Pencils and paper
4.Music
Progress of the lesson .
Greetings.
1. Exercise “Magic snowball”.
Children pass a cotton wool snowball around and name what they like in winter and wish each other a good day.
2 .Game – exercise “Snowflakes”.
A light breeze blew, the snowflakes swirled easily (they spin in place easily, slowly, smoothly on their toes).
A snowstorm began, snowflakes flew (they ran scattered around the room on their toes easily, swiftly).
The wind has died down, a snowdrift has formed (everyone “flies” to the center and gathers into one “snowdrift”: they squat, huddling closely together). There are snowdrifts, real winter has come.
Main part.
1. Consideration of a plot picture about winter
After what time of year does winter begin?
What happens on earth in winter? Where else is there snow?
What trees are there in winter?
How should you dress in winter? Why?
What's the weather like in winter?
2. Exercise " Winter fun»
Snow, snow, white snow. (Waving their hands in front of them)
He showers us all.
The children all started skiing (Imitate skiing)
And they ran through the snow.
Today from a snowball (Moving one after another, “rolling a ball”)
We made a snow woman near the house. (Draw three circles in the air with your hands)
Our woman is standing at the very gate,
No one will pass, no one will pass. (They threaten with their index finger).
3. Consideration of a plot picture about spring
The teacher invites the children to look at the picture and answer the questions:
What time of year is this picture about?
After what time of year does spring come?
What happens to snow in spring?
What trees become in the spring, what appears on them?
How should you dress in spring? Why?
What's the weather like in spring?
What are the children doing in this picture?
4 . Exercise “Drawing Music”
Music is playing in the hall, the psychologist asks the children to try to draw the music they hear with color spots, but first, the children say what mood the music has, what color it is, etc.
Parting.
Lesson No. 7 “Seasons: summer, autumn”
Equipment.
1. Ball.
2.Plot picture about summer and autumn.
3.Pencils and paper
4.Music
Progress of the lesson.
Greetings .
1. Exercise “Sunny Bunny”.
Children pass the ball around and say something nice to their neighbor.
2 .Game – exercise “Falling Leaves”.
Starting position – arms to the sides – down, palms down.
A light breeze blew in the autumn park, the leaves began to spin easily (they spin in place easily, slowly, smoothly on their toes).
But then the wind became very strong, and the leaves quickly swirled in the air (they run scattered around the room on their toes easily, swiftly).
The wind has died down, the leaves of the flock are slowly falling to the ground (they all smoothly fall down and become quiet). How quiet it became in the autumn park.
Main part.
1. Consideration of a plot picture about summer
The teacher invites the children to look at the picture and answer the questions:
What time of year is this picture about?
After what time of year does summer begin?
What grows in summer?
What trees are there in summer?
How should you dress in summer? Why?
What's the weather like in summer?
What are the children doing in this picture?
2. Physical education " Summer walk»
The wind blows over the fields
And the grass sways. (Children smoothly swing their arms above their heads.)
A cloud floats above us
Like a white mountain. (Stretching - arms up.)
The wind carries dust over the field.
The ears are leaning -
Right, left, back and forth,
And then vice versa. (Tilts left and right, forward and backward.)
We climb the hill, (Walking in place.)
We'll rest there for a while. (Children sit down.)
3. The teacher invites the children to look at the picture and answer the questions:
What time of year is this picture about?
After what time of year does autumn come?
What happens to leaves in autumn?
How should you dress in the fall? Why?
What's the weather like in autumn?
What are the children doing in this picture?
4 . Exercise “Drawing Music”
Music is playing in the hall, the psychologist asks the children to try to draw the music they hear with color spots, but first, the children say what mood the music has, what color it is, etc.
Parting.
Children stand in a circle and, touching their neighbor with their palm, smile at him, then the child “passes on” the smile in a circle until it “returns” to the first child.
Lesson No. 8 “Vegetables”
Equipment .
1. Ball.
2. Pictures: potatoes, cucumber, tomato, radish, turnip, onion, carrot, beet, cabbage.
3.Paper and pencils.
4. Music.
Progress of the lesson .
Greetings.
Children move around the room to the music, at the psychologist’s command they find a partner, and greet each other as a pair, touching fingers, palms, knees, noses, etc.
2. Exercise “Let’s go to the garden.”
Children, together with the teacher, pronounce the text and perform movements.
Let's go to the garden. The children walk in a circle, holding hands.
We'll reap the harvest.
We will train carrots “Drag”
And we'll dig up some potatoes. "Dig"
We cut a head of cabbage, “Cut”
Round, juicy, very tasty, show shape and size with hands
Let’s pick some cucumbers “Tear”
And let's go back along the path. They go in a circle in the opposite direction
Main part.
1. Exercise “Planting a vegetable garden.”
The teacher displays 1 picture depicting any vegetable (I planted a tomato).
Gives the children a task: plant a potato to the right of the tomato; plant the cucumber to the left of the tomato; plant onions between tomatoes and cucumbers, etc.
2. “Guess it.”
When all the pictures with vegetables are displayed in front of the children, the teacher asks the children riddles, asks them to look at the vegetables and find the answer picture. Call the vegetable affectionately.
It’s there even in the rain, it’s there even in the heat, I grow in the garden,
The tubers are hidden underground. And when I mature,
If you pull the tubers into the light, they cook a tomato from me.
Here's breakfast and lunch. (Potato). They put it in borscht and eat it like that. (Tomato).
Round side, yellow side. Cheeks are pink, nose is white,
A bun is sitting on a garden bed. I sit in the dark all day.
He was rooted firmly into the ground. And the pigtail is green,
What is this? (Turnip). She's all in the sun. (Radish).
3. Didactic game “Cook and Vegetables”
I decided to become a chef. Not an ordinary cook, but a magic cook. I'll turn you into vegetables now.
One, two, three, four, five - Count together with the teacher
We start to play.
Let's clap our hands, clap
Let's stomp our feet. Stomp
Spun, Spun, Spin
You have turned into vegetables. Stop
Each child is given a picture of a vegetable and turns into that vegetable.
Children stand in a circle - this is a saucepan. The teacher says what he is going to cook, and the vegetables needed for this dish are included in the circle. The soup is then “cooked”. Children walk in a circle, holding hands, and the vegetables in the pan swirl, hiss, gurgle, and cook.
I want to make potato soup. (Potatoes, onions, carrots should come out into the circle).
I will cook cabbage soup. (Cabbage, onion, carrot, tomato).
I will cook borscht. (Cabbage, beets, potatoes, onions, carrots, tomatoes).
I'll prepare the salad. (Cucumber, tomato, radish, onion).
Music is playing in the hall, the psychologist asks the children to try to draw the music they hear with color spots, but first, the children say what mood the music has, what color it is, etc.
Parting.
Exercise “Pulling a turnip.” Children stand in a circle and show how in the fairy tale “Turnip” they pulled the turnip with effort, and when they pulled it out, they relaxed and rested.
Lesson No. 9 “Fruits”
Equipment.
1. Ball.
2. Pictures of fruits: plum, apple, pear, orange, lemon, grapes, banana, apricot, peach.
3. Fruit stencils according to the number of children, colored pencils, ½ sheet of paper A 4 for each child.
4.Pencils, paper.
5. Music.
Progress of the lesson .
Greetings .
1. Exercise “Let’s say hello”
Children move around the room to the music, at the psychologist’s command they find a partner, and greet each other as a pair, touching fingers, palms, knees, noses, etc.
2. Outdoor game “Fruits and vegetables”.
Children walk around the room, the teacher names fruits and vegetables at random. Having heard the name of the fruit, children should stop and raise their hands up (fruits grow at the top, on fruit trees); Having heard the name of the vegetable, the children should sit down (vegetables grow below, in the garden, on the ground).
Main part.
1.Looking at fruits, talking.
Pictures of fruits are laid out one at a time. As we do this, talk about each fruit:
What is this? What shape? By color? What does it taste like? What tree does it grow on?
When laying out and talking about all the fruits:
How to call all this in one word? What about the trees that bear fruit? (fruit). What do you call a garden where fruit grows? (fruit).
2. "Guess it - ka."
The teacher suggests listening to riddles about fruits and finding the answers among the pictures. Call the fruit by its usual and affectionate name.
Round, ruddy, I am sweet, grew up in the south,
I'm growing on a branch. Like the sun in the leaves.
The adults love me, Orange and round,
And little children. (Apple-apple) The kids like me. (Orange-orange)
Balls hang on the branches, blue from the heat. (Plums - cream - cream)
I'm yellow, like a dandelion, grown on a branch
Very sour, I'd like it for tea. Orange kids:
Guess - ka, guys, Cheeks are velvet, blush.
What is my name, a southern fruit? (Lemon - little lemon). Juicy, sweet, aromatic. (Peach)
3. Exercise “We will cook compote.”
Children, together with the teacher, pronounce the text and perform movements in accordance with the content and rhythm.
We will cook compote. They walk in a circle, holding hands.
You need a lot of fruit. Here: They stop.
Let's chop the apples, "Crumble"
We will chop the pear. "Chopping"
Let's squeeze it out lemon juice, "Pressing up"
We'll put in some drainage and sand. "They put it down"
We cook, we cook compote, They make rotational movements with their hands, spin around
Let's treat honest people. Stretch your arms forward with your palms up
4. Exercise “Drawing Music”
Music is playing in the hall, the psychologist asks the children to try to draw the music they hear with color spots, but first, the children say what mood the music has, what color it is, etc.
Parting.
Exercise “From seed to apple tree”
The presenter (gardener) invites the children to turn into a small, wrinkled apple tree seed (shrink into a lump on the floor.) The gardener treats the seeds with care, waters them, cares for them (pats the children on the head and back). With the warm spring sun, apple tree seeds begin to germinate (rise). Twigs, buds, buds appear (hands up, fists clenched, stretch). Buds and buds burst, leaves and flowers appear (sharply unclench their fists). In place of the flowers, small apples grow (clench your fists tightly) and grow bigger (your fists relax). It is difficult for the apple tree to hold the fruits (they tense up, their legs are pressed to the floor). But when the ripe fruits are removed, it’s easier for the apple tree. (Relax with the whole body).
Lesson No. 10 “Pets”
Equipment .
1. Ball.
2. Pictures of animals and their babies: cat, dog, cow, horse, pig, goat.
3. Paper, pencils.
4. Music.
Progress of the lesson .
Greetings.
1. Exercise “Let’s say hello”
Children move around the room to the music, at the psychologist’s command they find a partner, and greet each other as a pair, touching fingers, palms, knees, noses, etc.
2. Exercise “Kind animal” ».
Children stand in a circle and hold hands. The teacher says in a quiet voice: “We are one big, kind animal. Let's listen to how it breathes! (everyone listens to their breathing and the breathing of their neighbors). Now let’s all breathe together, because we are one animal. Inhale - step back, exhale - step forward. (Perform at an average pace, rhythmically). This is not only how the animal breathes. His big, kind heart beats just as smoothly. Here - a step back, here - a step forward. (Perform for 1 minute).
Main part.
Pictures of pets are displayed.
As the pictures are displayed, the children name the animals and ask to show how these animals “talk.” The teacher makes riddles about animals, the children must find a picture of the answer, say the name of the animal, the usual and affectionate cat-cat, etc.
The door opened quietly. He finds all traces exactly.
And a mustachioed beast entered, he guards the house at night.
He sat down by the stove, squinting sweetly, sensitive ears and nose.
And he washed himself with his gray paw. (Cat - cat). This is our faithful friend... (dog - doggie)
Someone is giving us milk. The dirty one is running.
Children love to drink it. In a bristly shirt.
So that everyone is healthy, Crochet tail,
Milk is given ... (cows - cows). Pig nose. (Pig - piggy)
A beard and legs are running along the path. (Goat - goat)
2. Didactic game “Whose children?
The teacher shows pictures of baby animals and says that they are lost. Each baby needs to be helped to find its mother. Children take turns taking the baby picture, calling it, finding its mother and placing it next to her.
3. Physical education minute
The cat walks like a cat,
(springy step)
And the dog is doggy style
(walking with high knees)
The duckling walks like a duck, waddles a little
(step on the entire foot, swaying slightly from side to side)
The baby goat jumps forward with its horns
(jumps)
The elephant walks like an elephant, he steps heavily
(walking on feet and palms)
4. Exercise “Drawing Music”
Music is playing in the hall, the psychologist asks the children to try to draw the music they hear with color spots, but first, the children say what mood the music has, what color it is, etc.
Parting .
Exercise "Cat"
The psychologist suggests that children turn into cats, stretching lazily in the sun, stretching out their legs, rounding, then arching their backs, meowing contentedly, and then turn back into children.
Lesson 11 “Wild Animals”
Equipment .
1. Ball.
2. Pictures of animals: wolf, fox, bear, hare, squirrel, hedgehog.
3. Paper, pencils.
4. Music.
Progress of the lesson
Greetings
1. Exercise “Let’s say hello”
Children move around the room to the music, at the psychologist’s command they find a partner, and greet each other as a pair, touching fingers, palms, knees, noses, etc.
Main part.
1.Looking at pictures about animals, talking about pictures, riddles.
Pictures depicting wild animals are exhibited.
As the pictures are displayed, the children name the animals, the teacher makes riddles about the animals, the children must find the answer picture, say the name of the animal, the usual and affectionate cat-cat, etc.
You and I recognize the animal with its tail in a fluffy arc.
According to two such signs: Do you know this animal?
He is in a white fur coat in winter, sharp-toothed, dark-eyed,
And it’s gray in the summer. (Hare-bunny) Loves to climb trees.
He builds his house in a hollow,
To keep him warm. (Squirrel - squirrel)
Angry touchy, cunning cheat,
Lives in the wilderness of the forest. Red head,
There are a lot of needles, the fluffy tail is beautiful,
And not a single thread. (Hedgehog - little hedgehog) And her name is... (fox - fox).
2. Didactic game “Who lives where?”
The teacher asks the children to clap their hands if he names a domestic animal, and if he names a wild animal, then knock on the floor.
3. Physical education minute
On a hot day along a forest path
The animals went to water. (Children walk in a circle one after another)
The elk calf stomped behind the mother elk, (They walk, stomping loudly)
A little fox was sneaking behind the mother fox, (They are walking stealthily)
A hedgehog was rolling behind its mother hedgehog (They move in a deep squat)
A bear cub followed the mother bear, (They move in a deep squat)
The baby squirrels jumped after the mother squirrel, (They jump on their toes, bending their arms in front of their chests)
Behind the mother hare are the slanting hares (They jump, making “ears” from their palms)
The she-wolf led the wolf cubs behind her. (Walk on all fours)
All mothers and children want to get drunk. (Walk on all fours)
4. Exercise “Drawing Music”
Music is playing in the hall, the psychologist asks the children to try to draw the music they hear with color spots, but first, the children say what mood the music has, what color it is, etc.
Parting
Game "Hedgehog"
Children turn into hedgehogs who are ready to face danger, curl up into a ball, shrink, spread out their needles so that the enemy gets pricked. But the danger passed, and the hedgehogs remained among friends. They relax, stretch out and bask in the sun. (Repeated 3 times).
Lesson 12 “Furniture”
Equipment .
1. Ball.
3. Pictures depicting different pieces of furniture: bed, sofa, armchair, table, wardrobe, bedside table, chair.
4. Paper, pencils.
5. Music.
Progress of the lesson
Greetings.
1. Exercise “Let’s say hello”
Children move around the room to the music, at the psychologist’s command they find a partner, and greet each other as a pair, touching fingers, palms, knees, noses, etc.
Main part.
1.Looking at pictures of furniture, talking about the pictures.
Pictures of furniture are displayed. As the pictures are displayed, the children name what kind of piece of furniture it is and what it is needed for. Then the children solve riddles and find answers in the pictures.
1) It’s not for nothing that it’s in the apartment:
When it's served for dinner,
He gathers the whole family.
Behind him I drink tea and coffee, do my homework, and read. (Table)
2) I am comfortable, very soft,
It's not hard for you to guess.
Grandmothers and grandchildren love
Sit and lie down. (Sofa)
3) If you are tired of playing,
Then you go to bed in... (Bed)
2. Exercise “Say the opposite”
The psychologist throws a ball to the child and describes some piece of furniture; the child must throw the ball back and give the opposite answer.
- The closet is high, and the bedside table... low.
- The closet is large, but the bedside table... is small.
- The sofa is soft, but the stool is... hard, hard.
- The chair is soft, and the table... hard, hard.
- The bedside table is low, and the closet is... high.
- The bedside table is small, but the closet... is large.
- The stool is hard, and the sofa... soft.
- The table is hard, and the chair... soft.
3. Physical education minute
This is a chair, they sit on it (children squat).
This is a table, people sit at it (children bend over).
Here is a bed - they are lying on it (stretch your arms up, rise on your fingers).
We put things away in the closet (imitation of folding things).
We all go for a walk (march in place).
4. Exercise “Drawing music.”
Music is playing in the hall, the psychologist asks the children to try to draw the music they hear with color spots, but first, the children say what mood the music has, what color it is, etc.
Parting
Children sit on the carpet in a comfortable position, the psychologist reads a poem, and calm music sounds.
Everyone can dance, jump, run, and draw.
But not everyone knows how to relax and rest.
We have a game like this - very easy, simple.
Movement slows down and tension disappears.
And it becomes clear - relaxation is pleasant!
LITERATURE
Alyabyeva E.A. Correctional and developmental classes for children of senior preschool age. M.: TC, 2002.
Bantikova S. Geometric games// Preschool education, No. 1, 2006
Correctional and developmental classes and activities / Compiled by S.V. Lesina, G.P. Popova, T.L. Snisarenko. - Volgograd: Teacher, 2008.
Kuznetsova E.V., Tikhonova I.A. Development and correction of speech of children 5-6 years old, M.: TC Sfera, 2004.
Kushnir N.Ya. Contents of diagnostic and correctional work in children's preschool institutions, Minsk, 1996
Chistyakova M.I.. Psycho-gymnastics. M., 1990
Yakovleva N.G. Psychological assistance preschooler. – St. Petersburg: Valerie SPD; M.: Sphere shopping center, 2002.
The development of children 4-5 years old is determined by many factors, including what knowledge, skills and abilities the child has acquired by this age.
Typically this is:
- physical development,
- counting skills
- reading,
- understanding reality.
What should a child of 4-5 years old know and be able to do?
Mathematics
Training in spatial orientation and basic numeracy skills should include the following:
- A child of 4-5 years of age can count from 1 to 10, and this skill must be present both forward and backward.
- It is important for children to be able to find the missing number in a series of numbers.
- Children 4-5 years of age can write and recognize numbers, know the composition of a number, that is, they decompose it into component numbers.
- The child understands the meanings of mathematical operations greater than, less than, equal to, and their designations in writing.
- Children compare large and small objects, know and identify the differences between objects in length, width, height and thickness.
- The child equalizes the number of objects in groups.
- Children know the mathematical operations of addition and subtraction and solve simple examples.
- The child uses numerals correctly in speech.
- Knows the simplest geometric shapes and recognizes them.
- Knows how to distribute space on a sheet of paper, define the concept of left, right, up and down.
Free materials on our website will help you develop children's mathematics abilities of this age:
- - video (memorize numbers from 0 to 30)
- — detailed tasks about each number from 0 to 10
- We learn the concepts: “ “
In addition, I also advise you to supplement the games with activities based on the books of Lyudmila Georgievna Peteron.
Speech development
A good level of development of a baby also determines the level of development of his speech. The speech skills development program includes the following features:
- For children 4-5 years of age, it is important to be able to pronounce all sounds and speak with expression.
- Children can name the objects around them, people, animals, distribute them into groups by meaning, and call them with a general word.
- For children, it is necessary to use singular and plural nouns in speech.
- The child easily finds an object based on the description of its shape, color, and purpose.
- Children 4-5 years old determine the meanings of prepositions and select synonyms.
- For children, it is necessary to know the names of holidays, ask and answer questions, and know several poems, riddles, and nursery rhymes.
- The child composes a story based on the given picture from several simple sentences, can retell the fairy tale, and come up with an ending to the story.
Various free thematic activities, cards and games will help expand your child's vocabulary:
- for girls with thematic tasks
- with tasks for boys
- study and
- studying
- - a selection of interesting materials
- — a selection of tasks with games
The development of a child’s speech at 4-5 years of age and the peculiarities of his thinking are inextricably linked by psychologists with learning to read. You can teach reading during this period in several stages. The following skills precede reading:
- The child knows the alphabet
- The child highlights the first and last syllables in a word.
Learning to read involves dividing words into syllables, so developing this skill by ear is extremely important.
For children 4-5 years old, it is important to know and correctly name sounds and letters, and knows the alphabet. If your child cannot read yet short words, reading instruction should be conducted as follows:
Acquaintance with sounds and their letter designation (alphabet) will subsequently help correct and fluent reading.
For children, you can offer sound games where a sound is highlighted in a word. At the second stage, learning to read takes place in the form of determining the sound composition of a word.
At the third stage, learning to read involves sound analysis of a word and its comparison with the letter composition (remember the alphabet).
At the fourth stage, learning to read focuses on the letter composition of the word: here they use
- alphabet,
- cubes,
- writing letters.
And finally, at the fifth stage, learning to read involves merging syllables into a word. The section on our website, which contains the alphabet, will help teach your child to read quickly:
Development of logic and thinking
Features of the development of logical thinking in children aged 4-5 years include the formation of the following skills:
Children 4-5 years old find differences and inconsistencies in pictures. The child is able to arrange several pictures in the desired sequence. Developmental activities will help you develop this skill.
Children are able to find a pair for the proposed object and explain their connection. It is important for children to be able to explain the purpose of certain objects and places to visit.
Children can choose from 3 proposed items.
Children know the names of colors, their shades, determine the time of day, year, know what country they live in, what their parents do.
A 4-5 year old child knows basic rules behavior on the street.
Free games to develop logic and thinking:
- We are building
- - games based on the Shichida method
- - game
- - game with magnifying glass
- - game for attention, etc.
Fine motor skills
The development of a 5-year-old child also provides for a certain level of graphic skills: The child knows how to use various drawing tools (crayons, felt-tip pens, pencils). Children should be able to draw lines, circles, simple objects, outline, and color. Free materials on our website for development fine motor skills in a child.
At 4 years old, children are very active, mobile, inquisitive, they really love when they are given attention, so it’s time to engage in developmental activities with them. Get your child interested in interesting things, so you will attract him to knowledge, develop his logic, thinking, and speech. In this article we will present several types of developmental activities that you can offer.
Classes for children 4 years old:
1. . Develops the child's spatial and creative thinking, fantasy, taste. Make sure your child holds a pen or pencil correctly. You can draw with felt-tip pens, paints, pencils, and wax crayons. Show your child how drawing techniques differ and what kind of picture he can get by choosing one of the means. Come up with creative techniques: drawing with stencils, printing pictures. Try this method: apply thick gouache of several colors to the glass, attach a sheet of paper to it, the paints will be imprinted - forming a unique color pattern. You can then fantasize, come up with what you came up with, you can complete some figures with just paints and a brush. At 4 years old, children love to trace the outline of a picture; this activity also prepares the child’s hand for writing.
2. . Develops fine motor skills of the hands, and, as you know, the speech and mental development of children is at their fingertips. You can sculpt from plasticine, clay, special modeling mass, or salt dough. Offer your child topics for crafts: forest, New Year, flower meadow, underwater world, etc. Then compose a fairy tale for the resulting characters. In crafts, in addition to modeling mass, use buttons, natural material, toothpicks, beads, etc.
3. . 4 years – best time to start working with scissors and colored paper. Of course, we are not yet talking about finely cutting out pictures, but you can try original appliqué methods. Let the baby cut small figures from colored paper, which can be obtained by simply “chipping” with scissors (triangles, rectangles, etc.), now draw some figures on a sheet of paper, spread them with glue and glue the cut pieces. You can try to make an applique by filling the pictures with colored sand (it can be purchased at stationery stores), beads, bugles, semolina, and buckwheat. For this purpose, you can even use illustrations cut out from magazines and fill some parts of the drawing with bulk material. This activity will also develop fine motor skills of the fingers.
4. Learning to read and write. 4 years is already good age in order to learn to read. The method of teaching reading using Zaitsev's cubes or warehouses works very well. If you cannot purchase these cubes, then you can try a more conservative, but now most popular method - reading by syllables. It is precisely by this method that Zhukova’s famous primer was written. Its essence is that the child is taught to form a syllable from 2 letters at once, thus reading occurs immediately in syllables: ta-ra, ra-ma, pa-na-ma. You can master one vowel and then learn all the consonants, memorizing all the syllables with that vowel at once. Having understood the essence of syllable formation, the baby will quickly learn to compose and read them with other vowels. At the same time, teach your baby to write letters; of course, they will still be clumsy, but the main thing is that the baby remembers how a letter is written and how a syllable or word is composed. If your baby doesn’t want to write letters, then make words with him using a magnetic alphabet or cubes with letters. If a child does not want to read, it is better not to force him, so as not to discourage him from this activity.
5. Learning to count. First, teach your child to count up to 10, then you can master counting up to 20. Count everything that comes to hand: fruits, spoons in the kitchen, steps in the entrance. Then study the numbers. To help you will be educational games with puzzles, which are made up of two parts: on one there is a number, and on the other there are objects of the required quantity. It would be nice to master the game of dominoes and lotto with numbers. Then you can begin to do simple mathematical operations: addition and subtraction; the easiest way to explain this topic is with your fingers or counting sticks.
6. Folding puzzles. This is a favorite and very useful activity for all children.
7. . Develops a child's spatial and logical thinking, awaken design skills in him. Nowadays there are quite a lot of varieties of this product on sale. popular toy, you can assemble entire ships, castles, houses, using several types of construction sets at once.
Whatever you do with your baby, the main thing for him is your attention. Do not force him to do any activities; if the child does not like something, he is capricious, put it aside and just play with the baby the games that he likes most.
Summaries of comprehensive developmental activities for children 4-5 years old. Complex.
5 blocks of notes on preparing for school for children from 4 to 5 years old.
Lesson notes on preparing for school for children 4-5 years old:
September-January + February-June
The notes are written in such detail that it can be taught by a children's club teacher who has any basic education, not just pedagogical education.
The notes include tasks to develop the knowledge, skills and abilities that a modern 4-year-old child needs to master: developing reading skills (familiarity with letters and sounds, reading words and simple sentences), writing in block letters, formation of mathematical abilities (counting within 10, solving elementary problems, simple geometry, etc.), preparing the hand for writing, development of mental processes (thinking, memory, attention, perception, imagination), formation of knowledge about the world around us, drawing , applications, modeling, etc.
Each summary is accompanied by a worksheet, which is full of various tasks on two pages. Unlike thematic notebooks sold on the educational market (separately for reading, separately for mathematics, separately for the development of cognitive abilities, etc.), the worksheet includes tasks for reading, mathematics, and the development of mental processes ( attention, memory, etc.), as well as preparing the hand for writing. You do not have to purchase several workbooks for the club in order to solve all the tasks assigned to prepare children for school.
The basis for conducting classes are only those manuals and materials that are available in almost every children's club: brushes and paints, plasticine, cardboard and paper, soft toys and dolls, models of vegetables and fruits, cubes, pyramids, nesting dolls, etc. In our developments you will not find benefits that are difficult or impossible to buy.
The teacher will not have to come up with phrases out of his head that will captivate children in completing assignments - all such “enticements” are written in the notes.
Classes are built along the lines of complication and each subsequent lesson reinforces previously learned material, and also advances children in mastering new material.
Our classes ensure children's learning and development. The results will be visible to parents in the shortest possible time!
The structure of a comprehensive developmental lesson for children 4-5 years old must include:
Math block
Reading training
Working on the syllable structure of a word
Sound-letter analysis of a word
Development of phonemic hearing
Preparing your hand for writing
Formation of knowledge about the world around us
Development of fine motor skills of the hand
Speech development
Development of mental processes (attention, memory, perception, imagination and thinking)
Outdoor games
Massage breaks with text and written equipment
Finger gymnastics
Modeling, drawing and applications.
