2 junior group of perception of fiction. Card file of fiction in the younger group

Children's games are a heterogeneous phenomenon. Even the eye of a non-professional will notice how diverse the games are in terms of their content, the degree of independence of children, forms of organization, and game material. In pedagogy, repeated attempts were made to study and describe each type of game, taking into account its functions in the development of children, to give a classification of games. This is necessary for an in-depth study of the nature of the game, the characteristics of each of its types, as well as in order to determine how to influence children's games, enhancing their developmental impact, pedagogically competently using them in the educational process.

Due to the variety of children's games, it is difficult to determine the initial grounds for their classification. In each game theory, those criteria are proposed that correspond to this concept. So, F. Frebel, being the first among teachers who put forward the position on the game as a special means of education, based his classification on the principle of the differentiated influence of games on the development of the mind (mental games), external senses (sensory games), movements (motor games).

The German psychologist K. Gross also characterizes the types of games in terms of their pedagogical value: mobile, mental, sensory games that develop the will are classified by K. Gross as “games of ordinary functions”. The second group of games, according to his classification, are “games of special functions”. These games are exercises aimed at improving instincts (family games, games of hunting, courtship, etc.).

In domestic preschool pedagogy, a classification of children's games has developed, based on the degree of independence and creativity of children in the game. Initially, P.F, Lesgaft approached the classification of children's games according to this principle, later his idea was developed in the works of N.K. Krupskaya.

P.F. Lesgaft believed that preschool age is a period of imitation of new impressions and their awareness through mental labor. The desire of the child in the first 6-7 years of life to reflect and comprehend the impressions of surrounding life is satisfied in games that are imitative (imitative) in content, and independent in organization, without excessive regulation by adults. IN school years On the contrary, children are more willing to play specially created games in which activities are regulated both in content and in form. Thus, P.F. Lesgaft divided children's games into two groups: imitative (imitative) And mobile (games with rules).

P.F. Lesgaft’s “tying” each type of game to a certain age may seem untenable for a modern teacher who cannot imagine raising a child without a kindergarten, in whose pedagogical process games with rules occupy a worthy place, starting from the younger groups. The situation was completely different in those years when P.F. Lesgaft, in the book “Family Education of the Child and Its Significance”, proposed his own classification of the game: there were very few kindergartens in Russia, children under 8 years old were brought up at home, so mobile games mostly started at school age.

In the works of N.K. Krupskaya's children's games are divided into two groups according to the same principle as P.F. Lesgaft, but they are called a little differently: games invented by the children themselves, and games invented by adults. Krupskaya called the first creative, emphasizing their main feature - independent character. This name has been preserved in the classification of children's games, traditional for domestic preschool pedagogy. Another group of games in this classification are games with rules. Like any classification, this classification of children's games is conditional. It would be a mistake to imagine that in creative games there are no rules regulating the relationship between the players, the ways in which the game material is used.

But these rules, firstly, are determined by the children themselves, trying to streamline the game (after the game, everyone will clean up the toys; when conspiring to play, everyone who wants to play must be listened to), and secondly, some of them are hidden. So, children refuse to accept a child into the game, because he always starts quarrels, "interferes with play", although they do not stipulate in advance the rule "We will not accept into the game the one who quarrels." Thus, in creative games, rules are necessary to streamline activities, democratize them, but they are only a condition for the successful implementation of the idea, the development of the plot, and the fulfillment of roles.

In games with fixed rules (mobile, didactic), children show creativity, coming up with new options, using new game material, combining several games into one, etc. For example, a new game appeared in the older group - "Zoological Lotto". The host alternately opens small cards and shows them to the players. A few days later, one of the children says: “It’s not interesting to play like that: I looked at the picture and found an animal in my card. Let the facilitator simply name the animal, and not show the card. Then the children come up with another option: the leader says where the animal lives and what letter its name begins with. There can be many such complications, it all depends on the imagination of the players. But the focus of the child on solving the game problem within the framework of the accepted rules remains unchanged.

For the curious:

IN last years The problem of classification of children's games again began to attract close attention of scientists. A new classification of children's games developed by S.L. Novoselova, presented in the program “Origins: Basic program for the development of a preschool child” (M., 1997). The classification is based on the idea of ​​on whose initiative games arise (child or adult).

There are three classes of games:

1) games that arise on the initiative of the child (children) - independent games: game-experimentation;

Stand alone story games:

Plot-display;

2) games that arise on the initiative of an adult who introduces them for educational and educational purposes:

Educational games:

plot-didactic,

Movable;

Leisure games:

fun games,

entertainment games,

intellectual,

Festive carnival,

Theatrical productions;

3) games coming from the historically established traditions of the ethnic group (folk), which can arise on the initiative of both adult and older children: traditional or folk (historically, they form the basis of many games related to teaching and leisure).

The stage of preschool childhood plays a significant role in the manifestation creative possibilities baby, the awakening of independence, the formation and development of the personality of a person as a whole. The decisive condition for the formation of the child's individuality is his entry into a special dimension of children's activity. The leading model of behavior and exploration of the world for a child, of course, is the game. During the game, the baby gets to know and communicate with other children, learns to make friends and build relationships, imitates adults, masters the unknown, learns what is good and what is bad. Below we will analyze what conditions the Federal State Educational Standard prescribes when shaping the play activities of preschoolers.

Modern gaming activities for preschoolers according to GEF

Children's games are not games at all, and it is more correct to look at them as the most significant and thoughtful occupation of this age.

Michel de Montaigne

Meaning, goals and objectives of the game

The game is the main form of manifestation of the activity of a preschooler, enriching his imagination and emotional world, awakening creative forces, developing communication skills with other people.

In paragraph 2.7 of the Standard for Preschool Education, the game is defined as a tool for organizing the activities of the child, his multifaceted development in the socio-communicative, speech, cognitive, artistic, aesthetic and physical educational areas. The personal psycho-emotional characteristics of the baby, his age, abilities and inclinations will determine the meaningful context of the game process.

GEF DO indicates specific features of the preschooler's gameplay, depending on the age category:

• infant stage (two months - one year) - object game, acquaintance with the objective world, acquisition of elementary skills in manipulating objects, close emotional contact with relatives;
• early childhood (one to three years) - playing with combined and dynamic toys, communicating and playing with other children under the supervision of adults;
• preschool period (three - eight years) - a more complex plot-role-playing format of game activity, communication game subject to certain rules.

Goals and objectives of the game

Paragraph 4.6 of the GEF DO stipulates the importance of developing gaming activities in the development of the social and normative foundations of the child's behavior, as well as in improving the efficiency of the educational process:

• Awakening interest - the process of learning in a playful way entertains, gives pleasure and joy, neutralizes stressful tension, turns knowledge of the world and the development of new practical skills into an exciting journey.
• Self-knowledge and self-realization - the baby learns his inner world, learns to take initiative, express his opinion in communication, rely on independence in designing, do conscious choice occupation and game partners;
• Formation of a culture of cooperation - a joint game helps to develop the psychological skills of solidarity, teaches teamwork, the ability to hear not only oneself, but also partners in the game, is an excellent practical training in the art of conflict resolution and the ability to find a compromise, cultivates respect for other people, forms a sense of justice and dignity;
• Socialization - the child learns to distinguish between reality and conditional (“pretend”), develops the volitional qualities of self-discipline and understands the need to follow the rules and regulations;
• The development of communication skills - the baby masters such a tool as speech to solve the problem of mutual understanding and transfer of information.
• Play therapy - helps in overcoming the difficulties that have arisen in any area of ​​the child's activity.

Organization principles

• a free form of the child's activity, excluding coercion, performed for the sake of obtaining positive emotions from the process itself, and not only from the final result of such activity;
• creative character, built on the principle of initiative, original improvisation and originality;
• emotional excitement, manifested in the spirit of rivalry and competition;
• following the rules that directly or indirectly reflect the logical sequence and meaningful pattern of the game.

Typology of play activity of preschoolers

Kinds

Games initiated by the children themselves (independent games):

• plot-display;
• role-playing game;
• director's production;
• theatrical improvisation.

Games that are born on the initiative of adults.Games with a pronounced educational character:

• didactic games with plot drawing;
• game-experiment, game-journey with search elements;
• moving at different levels of intensity;
• didactic games with musical accompaniment.

Games that are a form of recreation or a change of activity:

• entertaining games;
• intellectual puzzles and competitions;
• calendar and thematic holidays, carnival performances;
• theatrical costumes;
• folk games and folk traditions who came to modern world from the historical past.

Independent play

At the age of three to five years, the child begins to discover the wonderful world of a role-playing game, mastering the basics of role-playing, imitating the behavior of any character from outside world. Basic foundation such a game is the plot, at this age everyday scenes from family life become favorites. Mastering first the simplest manipulations with objects, later with their symbolic substitutes, then imitating social roles adults, the child improves the mechanisms of abstract thinking and goes through the game practice of studying various models of behavior in society.

Storytelling game

The plot-display game appears with three years and precedes a more complex plot-role-playing. The peculiarity of this game is that the child plays alone, focuses the game actions on the toy, but spiritually displays the world of human relations, emotions of joy or disappointment, replicas of dispute or approval, behavior of obedience or rebellion. Thus, the baby does not take on the role in full, but in playing actions in relation to the toy reproduces the behavior model characteristic of a particular person.

At the age of four or five, toys are still the main characters in the game, but a brighter emotional embodiment appears in gestures and facial expressions, dynamic poses of the child or the object itself. Great importance they begin to acquire so-called game attributes, for example, a driver’s car, a teacher’s pointer, a doctor’s medical gown, a military cap, etc.

All children, playing with dolls, dream that their favorite dolls, bears and bunnies will actually come to life. Mechanical puppets are not capable of this, they have a limited set of actions. But puppet theater puppets give the child great opportunities to develop a range of skills and abilities.

Director's game

Director's game is the least studied phenomenon, it has an exclusively individual character, when the kid, acting as a director and screenwriter at the same time, invents words for the characters and himself plays their roles, being the author and actor in one person. You can often observe how a child, completely absorbed in building a house or playing with his favorite doll, plays scenes between fictional characters and, pronouncing their words, as if he does not notice those around him.

Types of director's theatrical game:

• tabletop theater of pictures or sustainable toys;
• shadow theater, when images of characters are transmitted by supplying light to the screen and dark figures;
• games with finger pictures that the child puts on his fingertips;
• improvisations with bibabo dolls consisting of a head and a dress
• book stand with flipping plot illustrations

Theatrical play

On the basis of a literary plot, children act out any scene in their faces using costumes or puppet theater characters (floor or bibabo dolls), can be connected musical accompaniment or pantomime, choreography, but then the help of adults is needed. Such games teach children to read the mood or emotional state of another person by their facial expressions and gestures, develop a sense of empathy, learn to understand and feel the people around them, and therefore, build adequate behavior. In addition, heroes are usually the fabulous embodiment of good and evil, light and dark forces, and as you know, good always triumphs over evil in the finale of a fairy tale. Such an unconditional victory of good attracts children and becomes the basis of life optimism, stimulates the desire to imitate positive characters who are the embodiment of honor and nobility.

Video: game "Theater of the Young Spectator"

Role-playing game

For older preschoolers (6–7 years old), it will be important not to turn to the toy, but to communicate with children who play the role of characters in the game plot. At this age, the child goes beyond everyday subjects, he is inspired by larger-scale, “global” projects, for example, flying into space or traveling around the world, building a railway line, etc.

Classification role-playing games:

• games on domestic scenes from real life(“daughters-mothers”, “visiting”, “household chores”), in which the main character is a doll;
• playable games professional activity people - educator, seller, driver, pilot, shop, school, etc.;
• games, the plot of which is the military theme of the historical past;
• games on the theme of popular plots of literary works, cinema or animated films.

Video: role-playing game in the senior group "Construction of a sports stadium"

At the beginning of the game, you need to show ingenuity by coming up with an idea around which the game's storyline will be built with specific scenes and episodes. As you get richer life experience child, the idea of ​​​​the game becomes more complex and independent, but at first the children of the younger preschool age often turn to adults for help.

Development in the context of GEF

The complication of the child's playing skills goes through three phases: first, adults are the initiators of the game and the authors of the plot idea, then only their prompting is required, and finally, the child improves his playing skills to the level of complete independence.

The rich imagination of the child and creative improvisation will make the game original and varied in its design, therefore, more interesting and exciting. In order for the games to be really interesting and varied, serious work is required on the part of adults to involve the child in cognitive activity (paragraph 2.6 of the Federal State Educational Standard). An erudite child with a developed understanding of the world around him for his age, gushing with new ideas, involving new participants in the game and filling it with deep content.

Means of pedagogical support for independent games in accordance with the age of children:

• The first junior group is an object game built around a simple plot, the gradual introduction of a child into a meaningful game in the context of a specific situation.
• The second junior group - understanding the conditional nature of the game, developing individual skills, teaching game interaction in small groups.
• The middle group - expanding the range of games, supporting the understanding of the need to follow the rules, encouraging independent action, enriching the gaming experience by complicating the plot.
• The older group is a further complication of multidirectional games in joint activities with the teacher.
• Preparatory group - building a children's team on the principles of gaming cooperation and solidarity, supporting initiative and self-organization, including elements of role-playing dialogue, creative fantasy in an amateur gaming environment.

Basic requirements for the effective organization and conduct of the game

Two patterns of adult behavior:

• an adult is the inspirer, organizer and coordinator of the game based on a pre-prepared plot and improvised means;
• the adult is included in the children's spontaneous initiative, taking an equal position with the other players, and can influence the course of the game in ways common to all. He can offer new character, come up with a plot twist, etc.

The tasks of managing children's play activities:

1. Stimulate game replay events Everyday life, thus, to achieve familiarity with the purpose of objects and mastering the skills of their practical application.
2. Help to master the ability to see, understand and formulate the task of the game.
3. To teach the search for a variety of options for using toys during the game.
4. Encourage the use of symbolic objects that replace objects from real life.
5. Think of game situations with fictitious objects.
6. To form the experience of replacing some game actions with images of a verbal form of expression.
7. Awaken in children the desire to find different options for solving a game problem using new combinations with objects.
8. To develop independence in decision-making and the search for a variety of tasks and goals of the game.
9. To instill a gaming culture, i.e. to teach to recognize the right of each participant to their own gaming space and respect the interests of all players.
10. Stimulate the manifestation of a keen interest in the games of peers.
11. Learn to set a game task yourself and accept the task set by others.
12. Encourage the invention of interesting and unusual game ideas.
13. Teach negotiation skills.

However, it is not advisable to purposefully train children for patterned game actions, since this can have a detrimental effect on the manifestation of free creativity.

Video: development of children's initiative in the process of creating conditions for teachers in accordance with the Federal State Educational Standard

The role-playing behavior of the child should be filled with a high level of artistic expression, the emotional means of which will be gestures and facial expressions.

Game educational situations

Game training situations:

• visual illustration - usually used in work with younger preschoolers, the teacher, using visual material, plays out everyday situations from the real experience of children, demonstrating socially acceptable norms of behavior;
• training exercises - practiced in the middle group, pupils take an active part in playing the plot, learning role regulation, managing their behavior;
• situation-problem - an older preschooler in active action learns to master his feelings, find a socially acceptable outlet for emotions, realize and understand his experiences, control his speech reactions when interacting with other people;
• evaluation - pupils of the preparatory group undergo the practice of analyzing their behavior, trying to give a reasonable, reasoned assessment of their decisions and actions. This is the final part of the game situation, it requires qualified assistance from the teacher.

The core of the game learning situation is the scenario around which the discussion is built: a conversation, an experiment, a theatrical production, a journey, construction, etc.

Video: interactive learning exercises to learn the rules of the road

Video: children's performance about small teeth

Game experiment - a type of didactic game, an interactive form of conducting training session, during which visual modeling is organized, imitation of the studied phenomena.

The child acquires new knowledge or acquires skills through experimental research activities.

"How sound travels"

With the help of simple devices, such as a basin of water or a small pool, coins or designer parts, the teacher offers the kids to understand the origin of the physical phenomenon of sound transmission. Children, throwing coins into a container of water, notice circles undulating in the water. The teacher explains that with the same waves, but through the air, sounds from the interlocutor or from another sound source reach us.

Video: fragment of the lesson - the experiment "Air around us"

Video: role-playing game situation "Journey"

Socio-gaming technology for preschoolers according to GEF

This technology is the organization of learning in conditional situations that help to reproduce and master social experience in all its diversity, i.e. knowledge, skills, emotional activity and social assessments. Simply put, it is education in the form of entertainment, games.

The program is aimed at developing the following educational skills:

• the ability to determine the main thing, analyze, compare;
• perform the operation of generalization by a group of features;
• to distinguish real events from conditional ones;
• mastering the psychological skills of self-control, the speed of reaction to the word, the development of intelligence.

This modern technology is a form of game education, but focuses on the social and communicative sphere of child development.

The technology is based on freethinking, freedom of choice and action of the child with the obligatory consideration of a preliminary agreement and compliance with the established rules. This technology develops the skills of exchanging opinions, conducting a lively discussion, but at the same time introducing business orderliness and organization into the behavior of pupils. Such a pedagogical method suggests the organization of children's work in small groups (companies) as optimal for achieving educational goals. The most important condition for socio-gaming technology is the principle of frequent changes in the composition of groups in order to avoid the opposition of "us" - "strangers", in addition, a change in the circumstances of communication will allow the child to fully reveal his character.

Video: a socio-game approach in the development of communication skills of preschoolers according to the Federal State Educational Standard

Rules of behavior of the educator in the practical implementation of socio-gaming technology:

• absolutely exclude authoritarianism and dictate, except for those situations that may pose a potential danger to the health of children;
• take a democratic position on an equal footing with all participants in joint activities;
• keep a pause of non-intervention and silence, such behavior will give children the opportunity to show independence in solving a problem or conflict;
• take into account the real possibilities of children, but try to expand the zones of independence, not chew knowledge and not give ready-made algorithms;
• help the child overcome shyness and insecurity, having in the pedagogical reserve a set of exercises that will increase self-esteem, give self-confidence;
• move away from a clear goal setting, it is more acceptable to create conditions for discovering the intellectual and creative potential of the child;
• in the presentation stage, give the first word to inactive children.

Organization of the playing space based on the requirements of the Federal State Educational Standard

Clause 3.3 provides:

• For the pupils of the younger group, the object-spatial environment must be equipped taking into account the preservation of a large free space to meet the needs of children of this age in free, active movement, such as climbing, playing on the floor.
• Children who have moved to the middle group need to equip the center of role-playing situations with bright, interesting equipment, a soft corner with cozy furniture and toys. For example, it would be great to organize a center in the group room theatrical art, "Shop", "Hospital", "Kitchen", "Beauty Salon".
• The subject space of the middle and senior groups should be filled with designers, building materials, zones board games(lotto, checkers, dominoes), a variety of developing layouts, since five-year-olds and six-year-olds create entire game worlds, involving their peers in them, gaining a joint experience of collective cooperation. Do not forget that the organization of the space in which the child is located should not deprive him of the right to privacy and quiet concentrated activity.

Clause 3.3.5 allows educational organization independently determine the gaming equipment. According to the requirements of the Federal State Educational Standard, the set of toys should be replenished gradually, periodically changing in accordance with the age and life experience of children.

Video: organizing a play space for role-playing activities for children

Computer-game complex

Classes under the program of computer education, based on modern scientific developments in the field of developing technologies, are intended for pupils of the senior and preparatory groups.

• intellectual development, problem solving training;
• the formation of mental abilities for analysis and synthesis;
• training of attention, memory;
• development of logical operations, associative and spatial thinking;
• expanding the circle of mathematical knowledge;
• development of curiosity, enrichment of knowledge about the world around;
• formation of graphic skills, development of creative abilities;
• development of practical computer skills.

Example of computer learning tasks

Logic task Study geometric shapes Teaching counting and comparison skills ( more less) Learning how to read schematic maps

Conducting an analysis

Diagnostics of game activity is carried out by the teacher on the basis of observation of game situations that children play on their own. In younger groups, it is recommended to carry out diagnostics three times a year in order to correct the teacher's activities to improve the playing skills of pupils. In older preschool age, it is advisable to conduct a diagnostic study at the beginning of the school year and at the end.

An analysis of the professional skills of the educator is carried out by a senior educator or methodologist.

What to look for:

• Which of the children acted as the initiator of the game.
• Was there a plan?
• How many children took part in the game.
• List of roles and their distribution.
• What game actions did the players perform.
• What was the focus of attention of children: objects or relationships.
• What new game situations have been introduced.
• Game duration.
• The situation was lost completely or ended unexpectedly.
• The level of independence of children in the game.
• How did the relationship develop between the children?
• Did any of the children leave the game spontaneously.
• Have there been any conflicts?
• The relationship between teacher and children.

Pedagogical techniques that the teacher used to improve the plot-role-playing skills of children:

• through conversations, reading fiction, showing illustrations, he sought to expand the knowledge of children, which would help make the game more interesting;
• showed interest in the play activities of children;
• suggested a new plot twist or new characters;
• provided necessary equipment for the game or conducted a lesson in making it by hand;
• coordinated the actions of the pupils with direct instructions or additional questions: “Comb the doll”, “Build a house”, “Who will be the train driver?” etc.;
• Did the teacher play a primary or secondary role?

Techniques for developing relationships between children during the game:

• he tried to interest and captivate the game of timid, timid pupils;
• brought children together to play;
• encouraged the independent distribution of roles or toys by the children themselves;
• smoothed out or neutralized conflicts between pupils due to violation of the rules or unfair distribution of roles.

Diagnostic Protocol for the Level of Development of Children's Playing Skills

Development indicators	Surname, name of the child
1	2
I. Game content 1. The idea of ​​the game appears: a) with the help of an adult; b) independently
2. Variety of designs
3. Number of game tasks
4. Variety of game tasks
5. Independence in setting goals: a) insert an adult; b) with the help of an adult; c) independently
II. Ways to solve game problems 6. Variety of play activities with toys
7. Degree of generalization of game actions with toys: a) deployed; b) generalized
8. Game actions with substitute items: a) with the help of an adult; b) independently
9. Game actions with imaginary objects: a) with the help of an adult; b) independently
10. Takes on a role
11. Variety of role-playing activities
12. Expressiveness of role-playing statements
13. The presence of role-playing statements
14. Role statements arise on the initiative of: a) an adult; b) a child
15. Role-playing conversation occurs: a) with an adult; b) with a peer
16. Role-playing conversation occurs on the initiative of: a) an adult; b) a child
17. The content of role-playing conversation
III. Interaction of children in the game 18. Interacts: a) with an adult; b) with a peer
19. Sets game tasks: a) an adult; b) peer
20. Accepts game tasks: a) from an adult; b) from a peer; c) refuses
21. Duration of interaction: a) short term b) long

Card file of games for preschoolers

The skill of the teacher is most eloquently manifested in his ability to organize the independent activities of his pupils. The educator needs to skillfully direct each kid to an entertaining, but at the same time useful game, while it is important to rely on initiative and develop the child's curiosity. An attentive and caring teacher will correctly distribute the children according to the game tasks so that they do not interfere with each other, show sensitivity and fairness in resolving the conflict situation that arose during the game. Thus, the harmonious creative development children.

Children's games is a heterogeneous phenomenon. Due to the diversity of these games, it is difficult to determine the initial grounds for their classification. So, F. Frebel, being the first among teachers who put forward the position of the game as a special means of education, based his classification on the principle of differentiated influence of games on the development of the mind (mental games), external senses (sensory games), movements (motor games). ). The German psychologist K. Gross also characterizes the types of games in terms of their pedagogical significance. Mobile, mental, sensory games that develop the will are classified by him as “games of ordinary functions”. The second group of games according to his classification are "games of special functions". They are exercises to improve instincts (family games, games of hunting, marriage, etc.).

P.F. Lesgaft divided children's games into two groups: imitative (imitative) and mobile (games with rules). Later N.K. Krupskaya called the games, divided according to the same principle, a little differently: creative (invented by the children themselves) and games with rules.

In recent years, the problem of classifying children's games has again begun to attract close attention of scientists. C.J.I. Novikova developed and presented in the program "Origins" a new classification of children's games. It is based on the principle of the initiative of the organizer (child or adult).

There are three classes of games.

1. Independent games (game-experimentation, plot-display, plot-role-playing, directing, theatrical).

2. Games that arise on the initiative of an adult who introduces them for educational and educational purposes (educational games: didactic, plot-didactic, mobile; leisure games: fun games, entertainment games, intellectual, festive carnival, theatrical and staged) .

3. Games coming from the historically established traditions of the ethnic group (folk), which can arise on the initiative of both adults and older children: traditional, or folk (historically, they underlie many games related to teaching and leisure).

Another classification of children's games was given by O.S. Gazman. It distinguishes outdoor games, role-playing games, computer games, didactic games, travel games, assignment games, guessing games, riddle games, conversation games.

In our opinion, the most developed and detailed is the classification of games by S.A. Shmakov. He took human activity as a basis and identified the following types of games:

1. Physical and psychological games and trainings:

Motor (sports, mobile, motor);

ecstatic;

Impromptu games and entertainment;

Therapeutic games (game therapy).

2. Intellectual and creative games:

Subject fun;

Story-intellectual games;

Didactic games (subject-based, educational, cognitive);

Construction;

Labor;

Technical;

Design;

Electronic;

Computer;

Automatic games;

Game teaching methods.

3. Social games:

Creative plot-role-playing (imitative, directing, dramatization games, dream games);

Business games (organizational-activity, organizational-communicative, organizational-thinking, role-playing, simulation).

G. Kraig describes the most typical children's games.

Sensory games. The goal is to acquire sensory experience. Children examine objects, play with sand and sculpt Easter cakes, splash in the water. Through this, children learn about the properties of things. The physical and sensory abilities of the child develop.

motor games. The goal is the awareness of one's physical "I", the formation of a body culture. Children run, jump, can repeat the same actions for a long time. Motor games give an emotional charge, contribute to the development of motor skills.

romp game. Target - physical exercise, stress relief, learning to manage emotions and feelings. Children love fights, make-believe fights, knowing perfectly well the difference between a real fight and a make-believe fight.

language games. The goal is to structure your life with the help of language, experimenting and mastering the rhythmic structure of the melody of the language. Games with words allow the child to master grammar, use the rules of linguistics, and master the semantic nuances of speech.

Role playing and simulations. The goal is to get acquainted with the social relations, norms and traditions inherent in the culture in which the child lives, and their development. Children play different roles and situations: they play mother-daughters, copy their parents, portray the driver. They not only imitate the features of someone's behavior, but also fantasize, complete the situation in their imagination.

The listed types of games do not exhaust the entire range of gaming techniques, however, as it is correctly emphasized, in practice these games are most often used, either in their “pure form” or in combination with other types of games.

D.B. Elkonin singled out the following functions of gaming activity:

Means of development of the motivational-need sphere;

means of knowledge;

Means of development of mental actions;

A means of developing voluntary behavior. There are also such functions of the game as educational, developing, relaxation, psychological, educational.

1. Functions of self-realization of the child. The game is a field for the child in which he can realize himself as a person. The process itself is important here, and not the result of the game, since it is it that is the space for the child's self-realization. The game allows children to get acquainted with a wide range of different areas of human practice and form a project for the removal of specific life difficulties. It is not only implemented within the framework of a specific playground, but also included in the context of human experience, which allows children to learn and master the cultural and social environment.

2. Communicative function. The game is a communicative activity carried out according to the rules. She introduces the child into human relationships. It forms the relationship that develops between the players. The experience that the child receives in the game is generalized and then implemented in real interaction.

3. Diagnostic function. The game is predictive, it is more diagnostic than any other activity, since in itself there is a field for children's self-expression. This function is especially important, since survey methods and tests are difficult to apply in working with children. More adequate for them is the creation of game experimental situations. In the game, the child expresses himself and expresses himself, therefore, watching her, you can see his characteristic personality traits, behavioral features.

4. Therapeutic function. The game acts as a means of autopsychotherapy of the child. In play, the child can go back to traumatic experiences in his life or to circumstances in which he did not succeed, and in a safe environment, re-enact what hurt him, upset him or frightened him.

Children themselves use games as a means of relieving fears and emotional stress. For example, various rhymes, teasers, horror stories, on the one hand, act as carriers cultural traditions society, on the other hand, are a powerful means of manifesting emotional and physical tension. Assessing the therapeutic value of children's play, D.B. Elkonin wrote: “The effect of play therapy is determined by the practice of new social relations that a child receives in a role-playing game ... Relationships in which the game puts the child both with an adult and with a peer, relations of freedom and cooperation, instead of relations of coercion and aggression, lead to ultimately to a therapeutic effect.

5. Correction function, which is close to therapeutic function. Some authors combine them, emphasizing the corrective and therapeutic possibilities of play methods, others separate them, considering the therapeutic function of play as an opportunity to achieve profound changes in the child's personality, and the corrective function as a transformation of behavior types and interaction skills. Along with teaching children communication skills in the game, you can form a positive attitude of the child towards himself.

6. Entertaining function. The entertainment possibilities of the game attract the child to participate in it. The game is finely organized cultural space child, in which he goes from entertainment to development. The game as entertainment can contribute to good health, helps to establish positive relationships between people, gives overall satisfaction with life, relieves mental overload.

7. Function of realization of tasks of age. For a preschooler and a younger schoolchild, the game creates opportunities for emotional response to difficulties. For teenagers, play is a space for building relationships. For older students, the perception of the game as a psychological opportunity is typical.

The presence of a large number of functions implies an objective need to include games and elements of gaming activities in educational and extracurricular processes. At present, even a whole direction has appeared in pedagogical science - game pedagogy, which considers the game to be the leading method of teaching and educating children.

The game is the leading activity only in preschool age. By figurative expression D.B. Elkonin, the game itself contains its own death: it gives rise to the need for a real, serious, socially significant and socially valued activity, which becomes the most important prerequisite for the transition to learning. At the same time, throughout all the years of schooling, the game does not lose its role, and especially at the beginning of primary school age. During this period, the content and direction of the game change. Games with rules and didactic games begin to occupy a large place. In them, the child learns to subordinate his behavior to the rules, his movements, attention, ability to concentrate are formed, that is, abilities that are especially important for successful schooling are developed.

Play is the main activity of a preschooler.

Preschool childhood - the age stage is decisively determining further development person. L.I. Bozhovich, G.M. Breslav, K. Buhler, L.S. Vygotsky, A.V. Zaporozhets, G.G. Kravtsov, A.N. Leontiev, M.I. Lisina, J. Piaget, S.L. Rubinstein, D.B. Elkonin recognize that this is the period of the birth of the personality, the initial disclosure of the creative powers of the child, independence and the formation of the foundations of individuality. The most important condition for the development of children's individuality is the development of the position of the subject of children's activities. The game is one of the leading activities of the child in preschool childhood. In the game, the child himself seeks to learn what he still does not know how, in the game there is direct communication with peers, moral qualities develop.

The game is a valuable form of activity of a preschool child. According to L.S. Vygotsky, O.M. Dyachenko, E.E. Kravtsova, the replacement of the game with other activities impoverishes the preschooler's imagination, which is recognized as the most important age-related neoplasm. V.V. Vetrova, M.I. Lisina, E.O. Smirnova L.M. Klarina, V.I. Loginova, N.N. Poddyakov believe that replacing the game with other activities hinders the development of communication with both peers and adults, impoverishes the emotional world. Therefore, the timely development of play activities, the achievement by the child of creative results in it is especially important.

The game is a through mechanism for the development of the child (clause 2.7. GEF DO), through which the content of five educational areas is realized: “Social and communicative development”, “ cognitive development», « Speech development”, “Artistic and aesthetic development”, “Physical development”.The game is the main activity of children, as well as a form of organization of children's activities. The specific content of play activities depends on the age and individual characteristics of children, is determined by the objectives and goals of the Program, this is reflected in the Standard of Preschool Education. In paragraph 2.7. GEF DO defines the features of the development of the child's play activity:

IN infancy (2 months - 1 year) direct emotional communication with an adult, manipulation with objects,

IN early age(1 year - 3 years) - objective activities and games with compound and dynamic toys, communication with an adult and joint games with peers under the guidance of an adult,

For children preschool age (3 years - 8 years) - gaming activities, including a role-playing game, a game with rules and other types of games, communicative (communication and interaction with adults and peers).

For the development of the child, it is important to develop play activities, as this will achievethe formation of social and normative age characteristics (paragraph 4.6 of the Federal State Educational Standard for Education):

The child masters the main cultural methods of activity, shows initiative and independence in different types activities - play, communication, cognitive research activities, design, etc.; is able to choose his occupation, participants in joint activities.

The child actively interacts with peers and adults, participates in joint games. A preschooler is able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others. Adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts.

The child has a developed imagination, which is realized in various activities, and, above all, in the game; the child owns different forms and types of play, distinguishes between conditional and real situations, knows how to obey different rules and social norms.

The child speaks well enough, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation.

There are several classifications of games.

Games initiated by the child (children):

Stand alone games:

Game - experimentation

Stand alone story games :

plot, descriptive

plot - role-playing,

Director's,

Theatrical.

Games initiated by an adult:

Educational games:

Plot-didactic

Movable

Musical and didactic

Leisure games

Games - entertainment

intellectual

Festive - carnival

Theatrical - staged

Games coming from historical traditions:

Traditional or folk.

Let's take a closer look at independent story games.

Role-playing game

D. B. Elkonin called a plot-role-playing game an activity of a creative nature, in which children take on roles and in a generalized form reproduce the activities and relationships of adults using substitute objects. Mastering first actions with objects, then with substitutes, the child in the game gradually begins to think in the inner plane.

Researchers identify various structural elements games - the main ones and the transition to a plot-role-playing game occurs at the moment when the child takes on roles. Between the ages of 3 and 5 years, children are initial stage development of the role-playing game. Children are happy to display household episodes from family life in their games. With the enrichment of ideas about the world around us, games increasingly display the activities of adults. Thus, the main component of a role-playing game is the plot; without it, there is no role-playing game itself. The plot of the game is that sphere of reality that is reproduced by children. Depending on this role-playing games are divided into:

Games for everyday subjects: in the "home", "family", "holiday", "birthdays" (a large place is given to the doll).

Games for industrial and public topics, which reflect the work of people (school, shop, library, post office, transport: train, plane, ship).

Games on heroic and patriotic themes that reflect the heroic deeds of our people (war heroes, space flights, etc.).

Games on the themes of literary works, film, television and radio programs: in "sailors" and "pilots", according to the content of cartoons, films, etc.

Before starting to play, children come up with an idea, in it they find the embodiment of ideas about various events. For younger preschoolers quite often, the help of an adult is still required in order for the idea of ​​​​the game to appear. The teacher creates a game situation, introduces a new toy. As the play and life experiences are enriched, children begin to determine for themselves what they will play.

So, the complication in the development of playing skills is expressed as follows:

First, the idea of ​​the game appears at the initiative of an adult;

Then - with the help of an adult;

In the future, the child determines the idea of ​​the game on his own initiative.

The ideas of children's games can be both monotonous and diverse. The more diverse the intentions, the more interesting games, and this directly depends on the impressions of the surrounding world. Therefore, in order for the ideas of the games to be diverse, and the games to be meaningfully interesting, a serious approach to planning and conducting work to familiarize oneself with the outside world is required ( educational area"Cognitive development" (clause 2.6 of the Federal State Educational Standard for Education).

As the main method of organizing role-playing games, you can use complex method pedagogical support for amateur games (E.V. Zvorygina and S.L. Novoselova). The content of the work is organized in accordance with the age of the pupils:

Group early age- introducing children to different games: subject (including with composite and dynamic toys), the simplest plot, mobile; translation of objective actions into semantic actions in the context of a game situation.

2 -I younger group - enrichment of the gaming experience of children through joint games with an adult (individual and small subgroups), the formation and development of game actions, the simplest game interaction, understanding the conditionality of the game situation.

middle group - the development and development of role-playing behavior, support for children's play associations, enrichment of play interaction, expansion of thematic focus story games, enrichment of the gaming experience of children through familiarization with games with rules (moving, leisure, theatrical, folk games).

Senior group - enrichment of the game experience in the development and complication of the game plot, in the organization of the subject space of one's own game through joint games with the educator by subgroups; creation of conditions and support for children's amateur play, introducing children to different types of games (mobile, with rules, leisure, didactic, folk, intellectual, etc.)

preparatory group - the formation and pedagogical support of the children's team as a playing children's community, support for independence and initiative in the selection and implementation of different types of games by children; support for the transition to dialogue games, fantasy games, games in a self-made object environment.

The plot is a visual game.

Playing with figurative toys in the second year of life includes elements of imagination and proceeds in the form of solving game problems. Now the child is interested not only in driving a car or a stroller, but putting a doll or a bunny in them and rolling them, preparing dinner for toys, feeding them, putting toys in bed and cradling them, etc. The same life situation, which determines the content of the plot, children can display with pleasure throughout the year, if at the same time they change, the game methods and means become more complicated. For example, when feeding a doll, children first use the objects offered by adults - a spoon, and then willingly resort to replacing the spoon with a stick, a straw. Later, children can name imaginary food, prepare conditions for feeding dolls, etc. By the end of the second year of life, the child already takes on a role in the game, but does not declare it. All this indicates a new round of development, the beginning of the formation of a plot-representative game. First, the plot-representative game consists of one action (for example, a child feeds a doll), and then of several interconnected actions that reflect the whole event. And in order for the plot-representative game to develop in this direction, it is necessary to create conditions for visual knowledge of the world around the child: through observations of the actions of adults, natural phenomena, animal habits. But it is equally important that there are suitable plot-shaped toys (dolls, animals, household toys, etc.) in the child's field of vision. They enliven children's impressions of what they see and encourage them to display what they see. It is useful for a child to transfer play actions with some toys to others (let him feed not only a doll, but also a bear, a bunny, etc.). The continuation of this game skill is the transfer of familiar actions with toys to various game situations (dresses the doll for a walk, dresses the doll after sleep, tries on different outfits, etc.). In order for gaming skills to rise to a higher level, it is necessary to introduce substitute toys along with figurative toys. Their absence inhibits not only the development of the game, but also the thinking and speech of the child. The development of gaming experience by children of an early age occurs: in the process of special educational games (staging shows, theatrical games, games, classes, plot-didactic, plot moving and music games); in the process of the game of the teacher with the children during his long or short-term participation in the game. Thus, at the stage of the plot-representational game, the organization of practical experience implementation of game actions, their chains, as well as ensuring communication between the child and the adult in the game. All this contributes to the development creative imagination, the formation of gaming skills, and, therefore, creates an opportunity for the transition to a role-playing game.

Directing game.

Directing games are a type of children's entertainment, during which the child acts as a director, designing actions, inventing what his toys will do, how the plot of events will develop, what will be its finale It is the child himself who plays the role of each toy, comes up with names, chooses the main characters, positive and bad guys and also establishes the main rules of the game. Supervised directorial play of preschoolers professional educators or psychologists, can tell a lot about the child, show his emotional state, level of development, and also talk about what exactly worries the little “director” today.

Director's games appear in the life of the child first. Each parent watched how, at the age of 1 year, his child put his favorite toys next to him, moved them, creating the appearance of their communication. Already at the age of two years, when the baby walks confidently, you can watch how he feeds his soft bears and hares, puts them to bed, rides on toy cars and takes them to kindergarten with him.

A child's game is a projection of his life onto new heroes, or a direct interpretation of his fantasies. Teachers point out that if game process is set aggressively and the child creates conflict situations during the game, then this is the first wake-up call that the child lives in an unfavorable home atmosphere.

Directing games in kindergarten must be organized for the following purposes:

Teach children to communicate freely, easy to enter into a dialogue;

Show what speech etiquette is;

To teach children to speak expressively, meaningfully, to listen to interlocutors;

Show children what it means to “make decisions” by creating artificial situations in which choices must be made.

To conduct directorial games, special attributes are needed - heroes and scenery, with the help of which the child will be able to reproduce the situation invented by him. The teacher can only ask him a topic, prompting at some points. Best Director's Game senior group- This puppet show in which the child will be able to give free rein to his imagination and show a real performance to all classmates.

Theatrical play.

Theatrical play - this is acting out in the faces of literary works (fairy tales, stories, specially written dramatizations). The heroes of literary works become actors, and their adventures, life events, changed by children's fantasy, the plot of the game. It is easy to see the peculiarity of theatrical games: they have a ready-made plot, which means that the child's activity is largely predetermined by the text of the work.

The theme and content of the theatrical game has a moral orientation, which is contained in every fairy tale, literary work and must find a place in impromptu productions. This is friendship, responsiveness, kindness, honesty, courage. Characters become role models. The child begins to identify with the beloved image. The ability for such identification and allows through the images of theatrical play to influence children. With pleasure, reincarnating into a favorite image, the baby voluntarily accepts and appropriates his characteristic features. Independent role-playing by children makes it possible to form the experience of moral behavior, the ability to act in accordance with moral standards. Since positive qualities are encouraged and negative ones are condemned, children in most cases want to imitate kind, honest characters. And the approval of a worthy deed by adults creates a sense of satisfaction in them, which serves as an incentive to further control their behavior.

The great and versatile influence of theatrical games on the personality of the child makes it possible to use them as a strong unobtrusive pedagogical tool, since the child himself experiences pleasure and joy. The educational possibilities of theatrical games are enhanced by the fact that their subject matter is practically unlimited. It can satisfy the diverse interests of children (literary, musical). A variety of topics, means of image, emotional theatrical games make it possible to use them for the comprehensive education of the individual.

Organization of a subject-spatial developing environment for organizing gaming activities

One of the basic principles of preschool education (paragraph 1.4 of the Federal State Educational Standard of DO) is the amplification (enrichment) of the conditions for the development of preschoolers. Therefore, in the third section of the Standard - “Requirements for the conditions for the implementation of the main educational program of preschool education”, among the conditions necessary to create a social situation for the development of children corresponding to the specifics of preschool age (clause 3.2.5), it is emphasized:

creating conditions for children to freely choose activities, participants in joint activities;

support for children's initiative and independence in various types of activities (game, research, project, cognitive, etc.);

support for spontaneous play of children, its enrichment, providing play time and space.

This essential part work of teachers , on the implementation of which depends successful development child, which will allow the teacher to achieve the formation of the targets indicated in the Standard.

The requirements of the Federal State Educational Standard for DO for the developing subject-spatial environment (clause 3.3.) It is determined (clause 3.3.1 to 3.3.3) that:

The developing object-spatial environment ensures the maximum realization of the educational potential of the space of the Organization, the Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and supplies for the development of preschool children in accordance with the features of each age stage: Forchildren of the thirdyears of life is a free and large space where they can be in active movement - climbing, skating. Onfourth yearIn life, a child needs an expanded center of role-playing games with bright features of attributes. INmiddle - senior preschool age, there is a need to play with peers, create your own world of play (director's play: small toys, constructor, layouts, etc.), in addition, in the subject-developing environment, the formation of psychological formations in different years life.

The developing object-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, the motor activity of children, as well as opportunities for solitude.

The subject-spatial developing environment must meet the requirements of the DO Standard (clause 3.3.3).

The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.

1) Saturationenvironment should correspond to the age capabilities of children and the content of the Program. Toys are of great importance. Their thematic diversity is directly related to the existing impressions of the world around and the playing interests of children. Ideas about the surrounding world are gradually enriched, in accordance with this, the set of figurative toys is gradually expanding. Therefore, play corners should not be filled with the same toys from the beginning of the school year until the end. We should not forget about such a simple technique in equipping the playing environment, when some toys are removed for a while and then returned again. A familiar toy that has reappeared makes you want to play with it. In the groups of the educational organization, centers of plot-role-playing games are created: “House”, “Shop”, “Hospital”, “Hairdresser”, “Workshop”, etc. Theatricalization center - different kinds theaters, screens, attributes. Dressing center, music center, upholstered furniture, toys, dolls, cars, etc. are placed. Small toys for director's games, board games, lotto, dominoes. Constructors of different types, cubes, building material. Didactic material for educational activities. Layouts, maps, models, dummies, group schemes, substitute items.

2) Transformability space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children; the possibility of diverse use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.

3) Polyfunctionality materials implies the possibility of a diverse use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.; the presence in the Organization or the Group of multifunctional (not having a rigidly fixed method of use) items, including natural materials suitable for use in various types of children's activities (including as substitute items in a children's game). So, along with figurative toys, generalized material should be presented, first of all, substitute objects. Their combination allows children to realize the most daring ideas in the game.

4) The variability of the environment implies : the presence in the Organization or the Group of various spaces (for play, construction, solitude, etc.), as well as a variety of materials, games, toys and equipment that ensure the free choice of children; periodic change of game material, the emergence of new items that stimulate the game, motor, cognitive and research activity of children.

5) Environment Availability implies: accessibility for pupils, including children with disabilities and disabled children, of all premises where educational activities. Using large game material, children replace in the game not one object, but a whole complex of objects, for example, they built a ship, and cubes or plates - boats or ice floes. They bring variety to the design and help in the implementation of the plan removable panels - paintings.

It is also free access for children, including children with disabilities, to games, toys, materials, aids that provide all the main types of children's activities; serviceability and safety of materials and equipment.

6) Safety the object-spatial environment implies the compliance of all its elements with the requirements for ensuring the reliability and safety of their use: cases of falling from a height, falling out from the side surfaces of products, bumps and bruises as a result of the instability of the latter, injury from sharp corners, etc. are excluded.

Toy safety .

The safety of the toy is evidenced by the presence of a certificate. In any case, the toy should not have obvious mechanical or chemical signs of danger to the health of the child. The toy should not contain obvious signs that provoke the child to aggression and cruelty or cause fear and anxiety. A toy should not humiliate human dignity or offend religious feelings, cause a negative attitude towards racial characteristics and physical disabilities of people. The toy should not cause psychological dependence to the detriment of the full development of the child.

3.3.5. The organization independently determines the means of training, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.

A thoughtful selection of game material contributes to the fact that children's games become thematically versatile. The expansion of gaming interests leads to the fact that children tend to display more and more diverse events in games.

It is important to support the spontaneous play of children in time, to enrich it, to provide time and space for the play of preschoolers.

The social order of the state to the education system is formulated in the main regulatory documents and the Law of the Russian Federation "On Education", the Federal State Standard of Preschool Education - this is the upbringing of an initiative, responsible person who is ready to make decisions independently in a situation of choice. Each type of activity of a preschool child has a peculiar influence on the development of different components of independence, for example, the game contributes to the development of activity and initiative. Initiative and independence are most clearly manifested in games with rules. According to A.N. Leontiev, to master the rule means to master one's behavior. Therefore, the task of the educator is to motivate the children's play actions by directly participating and emotionally getting involved in the children's games. In the role of the organizer of the game, the educator introduces the rules into the life of the child, and in the role of a detached observer, he analyzes and controls the actions of the children. Only a combination of these roles can ensure the development of will, arbitrariness, independence of preschoolers as the main social and normative age characteristics of children at the stage of completing preschool education.

The game is the main activity of a preschooler……………………………… 1-3

Classification of games……………………………………………………………3-4

Role-playing game…………………………………………………………..4-7

Plot-display game……………………………………………...7-8

Directing game………………………………………………………………………………………………………………………………………………………………………………8-10

Theatrical game…………………………………………………… 10-11

Organization of a subject-spatial developing environment for organizing gaming activities………………………………………… 11-15

Toy Safety…………………………………………………… 15-16

Planning reading fiction in the younger group of kindergarten

September 1 week

Reading

S. Cherny "Private";

G Tsyferov "About friends",

"When there are not enough toys"(from book );

"Two Greedy Little Bears"(Hungarian; arr. A. Krasnov, V. Vazhdaeva) ;

"Finger is a boy ...", "Braves" , English, arr. From Marshak.

September 2nd week

Reading

"Cat Rooster and Fox", arr. Bogolyubskaya; K. B.;

K. Balmont "Autumn";

A. N. Tolstoy "Hedgehog";

K. D. Ushinsky "Petushka with family";

“Hare dance…”;

"Wolf and goats".

Mitten", Ukrainian, arr. E. Blaginina;

K. Chukovsky. "Confusion",

B. Zhitkov. "How we went to the zoological garden"(from the book "What I saw");

M. Zoshchenko. "Smart Bird"

P. Voronko. - Sly hedgehog, trans. from Ukrainian S. Marshak;

memorization: N. Saxon. "Where is my finger?"

September 3 week

Reading "I'm going to my grandmother, to my grandfather.",.

"Cat, Rooster and Fox", arr. M. Bogolyubskaya;

"What a rumble" , per. from Latvian. S. Marshak;

K. Balmont. "Autumn" ;

A. Maikov. "Lullaby",

S. Cherny., "About Katyusha";

A. Milne. "Three Chanterelles"

Ch. Yancharsky. "Games" "Scooter" (from the book "The Adventures of Mishka Ushastik"

memorization: "Cucumber, cucumber."

September 4 week

Reading

"Hare, dance."

"Stubborn Goats" , uzb., arr. Sh. Sagdulla;

Ah, Pushkin. “Wind, wind! You are powerful.", (from );

K. Chukovsky "The Stolen Sun",

T. Alexandrova. "Bear Cub Burik";

L. Muur. "Little Raccoon and. The one who sits in the pond

"Help!" per. from Czech. S. Marshak.

memorization:

“Mice lead a round dance. ,.”- Russian nar. songs;

October 1 week

Reading

"Hare, dance.",

"Help!" per. from Czech. S. Marshak.

"Stubborn goats", Uzbek, arr. Sh.

S. Cherny "Private";

K. Chukovsky. "Moydodyr",

B. Zhitkov. "Zebra", (from the book "What I saw");

M. Zoshchenko. "Smart bird";

E. Vieru. "Hedgehog and Drum", per. with mold. I. Akima;

memorization:. A. Pleshcheev. "Country Song";

October 2 weeks

Reading

"Kolobok" , arr. K. Ushinsky;

"What a rumble" , per. from Latvian. S. Marshak;

S. Marshak. "Zoo", (from the cycle "Children in a Cage");

K. Chukovsky., "Moydodyr",

B. Zhitkov. "How the elephant bathed"(from the book "What I saw");. A. Milne. "Three Chanterelles" , per. from English. N. Slepakova; L. Mileva."Swift Foot and Gray Clothes", per. from Bulgarian M. Marinova;

memorization:. V. Berestov. "Petushki";

October 3 week

Reading

"Forty, forty.,

"Kolobok" , arr. K. Ushinsky;

Songs. "Ship" , English, arr. S. Marshak;

A. Pleshcheev. "Autumn has arrived.",

S. Marshak. "Giraffe", "Zebras", (from the cycle "Children in a Cage"); B. Zhitkov. "Elephants" (from the book"What I saw");

Ch. Yancharsky. "Games", "Scooter" (from the book "The Adventures of Mishka Ushastik", per. from Polish. V. Prikhodko

October 4 week

Reading

A. Blok. "Bunny";

“Tili-bom! Tili-bom.";

A. Pleshcheev. "Autumn has arrived.",

A. Maikov. "Lullaby",.» (from modern Greek songs);

S. Marshak "Polar Bears", "Ostrich", (from the cycle "Children in a Cage");

K. Chukovsky. "Confusion",

M. Zoshchenko. "Smart bird";

D. Bisset. "Frog in the Mirror", per, from English. N. Shereshevskaya; A. Barto, P. Barto."Dirty Girl";

November 2nd week

Reading

"Forty, forty.,

"Cat, Rooster and Fox", arr. M. Bogolyubskaya;

Ah, Pushkin. “Wind, wind! You are powerful.", "(from "Tales of the Dead Princess" seven heroes");

S. Marshak. "Penguin", "Camel", (from the cycle "Children in a Cage"); G. Tsyferov. "About Friends", from the book "About the chicken, the sun and the teddy bear");

K. Chukovsky. "So and not so";

memorization:. V. Berestov. "Petushki";

November 3 week

Reading

"Mitten" , Ukrainian, arr. E. Blaginina

S. Marshak. "Where the sparrow dined"(from the loop "Children in a Cage");

K. Chukovsky. "Stolen Sun",. "So and not so";

A. Milne. "Three Chanterelles" , per. from English. N. Slepakova;

November 4 week

Reading

"The night has come." ,

"Two Greedy Little Bears", Hung., arr. A. Krasnova and V, Vazhdaeva;

K. Balmont. "Autumn" ;

A. Blok. "Bunny";

K. Chukovsky "So and not so";

E. Vieru. "Hedgehog and Drum", per. with mold. I. Akima;

L. Muur. , per. from English. O. Exemplary

memorization: K. Chukovsky. "Christmas tree"

December 1 week

Reading

"Snow Maiden and the Fox" arr. M. Bulatova

"Like our cat.",

"The sun is visiting"

S. Grodetsky, "Who is this?" ;

D. Mamin-Sibiryak.;

memorization: A. Pleshcheev. "Country Song";

December 2nd week

Reading

"Snow Maiden and the Fox" arr. M. Bulatova

"A squirrel is sitting on a cart.",

"Little Fairies" , English, arr. S. Marshak;

"Nanny Fox" , per. from Finnish E. Soini;

Ah, Pushkin. "Our light, the sun!", (from "Tales of the Dead Princess" seven heroes");

D. Mamin-Sibiryak."The Tale of the Brave Hare - Long ears, slanting eyes, short tail";

N. Zabila. "Pencil"

December 3 week

Reading

"Ay, kachi-kachi-kachi".»,

"Swan geese" ;, arr. M. Bulatova;

"Buy an onion." "Brave fellow", per. from Bulgarian L. Gribovoy;

Ah, Pushkin. "Month, month." (from "Tales of the Dead Princess" seven heroes");

S. Kapugikyan. "Who is more likely to finish drinking", per. with arm. T. Spendiarova

E. Bekhlerova. "Cabbage Leaf", per. from Polish. G. Lukin;

A. Bosev. "Three" , lane, from Bulgarian. V. Viktorova;

December 4 week

Reading

"We lived with my grandmother." ,

"Snow Maiden and the Fox"; arr. M. Bulatova

V. Berestov. "Hen with Chicks",

L. Voronkova. "It's Snowing" (from It's Snowing);

A. Bosev. "Three" , lane, from Bulgarian. V. Viktorova

memorization: E. Ilyina. "Our Christmas tree" (abbreviated);

January 2nd week

Reading

"Dawn-dawn.";

"Swan geese" ; arr. M. Bulatova;

"Little Fairies" , English, arr. S. Marshak;

S. Marshak. "Quiet Tale"

A. N. Tolstoy. "Petushki".

Y. Chapek. "Hard Day", "(from the book , trans .. Czech. G. Lukin;

January 3 week

Reading

"Chiki-chiki-chikalochki.",

"Swan geese" ; arr. M. Bulatova;

V. Berestov. "Bull";

N. Nosov "Steps";

B. Potter. "Uhti-Tukhti" , per. from English. O. Exemplary;

January 4 week

Reading

"Swan geese" ;

"Mitten" , Ukrainian, arr. E. Blaginina

"Kisonka-murysenka.",

"The Fox and the Hare", arr. V. Dahl;

"Nanny Fox" , per. from Finnish E. Soini;

N. Zabolotsky. "How mice fought with a cat";

D. Kharms. "Brave hedgehog";

memorization: K. Chukovsky. "Christmas Tree" (abbreviated);

February 1 week

Reading

"Like our cat.",

"Buy an onion." , per. with shotl. N. Tokmakova;

"The sun is visiting", per, from Slovak. S. Mogilevskaya and L. Zorina;

Y. Chapek. "In the Forest", (from the book "The Adventures of Dog and Kitty", trans .. Czech. G. Lukin;

February 2nd week

Reading

"A squirrel is sitting on a cart.",

"The Fox and the Hare", arr. V. Dahl;

K. Chukovsky. " "Fly Tsokotukha" ,

Y. Chapek. "Difficult day"Doll Yarinka" (from the book "The Adventures of Dog and Kitty", trans .. Czech. G. Lukin;

memorization: N. Sakonskaya. "Where is my finger?"

February 3week

Reading

"Ay, kachi-kachi-kachi".»,

D. Kharms. "Brave hedgehog";

N. Zabila. "Pencil" , per. from Ukrainian 3. Alexandrova;

"Like our cat.",

memorization: K. Chukovsky. "Christmas tree"

February 4 week

Reading

V. Berestov. "Petushki";

"We lived with my grandmother." ,

Ah, Pushkin. "Our light, the sun!", "Month, month." (from "Tales of the Dead Princess" seven heroes");

E. Bekhlerova. "Cabbage Leaf", per. from Polish. G. Lukin;

memorization:. V. Berestov. "Petushki";

March 1 week

Reading

"Brave fellow", per. from Bulgarian L. Gribovoy;

S. Marshak. "Silent fairy tale"

V. Mayakovsky. "What is good and what is bad?",A. N. Tolstoy. "Hedgehog", "Cocks".

B. Potter. "Uhti-Tukhti" , per. from English. O. Exemplary;

March 2 weeks

Reading

P. Kosyakov. "All of her";

“Weed-ant. ,.”,

arr. M. Bulatova;

"Puff" , Belarusian, arr. N. Myalika;

K. Balmont, "Mosquitoes-Makariki";

L. Tolstoy. "The bird has made a nest.";

March 3 week

Reading

"There are three chickens outside."

"Goby - black barrel, white hooves", arr. M. Bulatova;

"Three trappers" English, arr. S. Marshak;

"The forest bear and the naughty mouse", Latvian, arr. Yu. Vanaga, trans. L. Voronkova;

P. Kosyakov. "All of her";

K. Ushinsky. "Vaska"

March 4 weeks

Reading

"Shadow, shadow, sweat.",

"Fear has big eyes", arr. M. Serova;

D. Kharms. "Brave hedgehog";

A. Maikov. "The swallow has come running."(from modern Greek songs);

K. Chukovsky "Aibolit"

L. Tolstoy. "Tanya knew the letters.";

"The finch sings"

memorization:. “Mice lead a round dance. ,.”- Russian nar. songs;

April 1 week

Reading

"Rain, rain, more.",

"Teremok" , arr. E. Charushina

"Rooster and Fox" , per. with shotl. M, Klyagina-Kondratieva;

K. Chukovsky "Aibolit"

L. Tolstoy. "Vari had a siskin.",

M. Carem. "My cat" , per. from French M. Kudinova.

April 2 week

Reading

A. Pleshcheev. "Spring" (abbreviated);

"Ladybug. ,",

"Intractable hoopoe", per. from Czech. S. Marshak.

"The Pig and the Kite", a fairy tale of the peoples of Mozambique, trans. from Portuguese. Y. Chubkova

A. Barto, P. Barto."Dirty Girl";

K. Ushinsky. "Lisa-Patrikeevna";

"The finch sings" , per. from Bulgarian I. Tokmakova;

S. Kapugikyan. "Masha does not cry"per. with arm. T. Spendiarova;

O. Alfaro. "Goat Hero" , per. from Spanish T. Davityants;

April 4 week

Reading

"Rainbow-arc." ,

"Rooster and Fox" , per. with shotl. M, Klyagina-Kondratieva; S. Marshak."The Tale of the Smart Mouse";

K. Chukovsky. "Turtle" ;

L. Tolstoy. "Spring came." ;

O. Panku-Yash. "Good night, Dooku!", per. from Romanian. M. Olsufieva,"Not only in kindergarten"

May 1 week

Reading

A. Pleshcheev. "Spring" (abbreviated);

"Ribouche hen."

"Frog Talk", per. from Czech. S. Marshak.

V. Mayakovsky “Whatever the page is, then the elephant, then the lioness”;IN. Bianchi. "Bathing cubs";

"Not only in kindergarten" (abbreviated, translated from Romanian. T. Ivanova.

May 2 weeks

Reading

“Weed-ant. ,.”,

S. Mikhalkov. "Song of Friends";

E. Moshkovskaya. "Greedy";

Y. Dmitriev. "Blue hut";

"The finch sings" , per. from Bulgarian I. Tokmakova;

May 3 week

Reading

"Goby - black barrel, white hooves", arr. M. Bulatova;

"Shadow, shadow, sweat.",

"Intractable hoopoe", per. from Czech. S. Marshak.

"Puff" , Belarusian, arr. N. Myalika;

I. Tokmakova. "Bear" .

K. Chukovsky. "Wonder Tree"

S. Prokofiev. Masha and Oika

A. N. Tolstoy "The Fox",

"The finch sings" , per. from Bulgarian I. Tokmakova;

May 4 week

Reading

"Ribouche hen.",

L. Muur. "Little Raccoon and the One Who Sits in the Pond", per. from English. O. Exemplary

K. Balmont, "Mosquitoes-Makariki";

P. Kosyakov. "All of her";

S. Prokofiev. "The Tale of the Ill-mannered Mouse"(from the book "Machines of a fairy tale");

“Mice lead a round dance. ,.”- Russian nar. songs;