50 questions for a three-year-old: what you can talk about with a small child

Remember the basic principles of interaction with children, which apply at any age stage and lay the foundations for successful communication in adulthood. It will be easy for a child to find contact with any person if he shows respect for the interlocutor, knows how to understand the feelings of another and correctly express his emotions. That's why:

1. We address the baby specifically: speech is directed at him and is accompanied by eye contact, a smile, and gestures. The internal message is: “I am turning to you.”
2. We demonstrate interest in the reaction, convey the thought: “It is important for me to hear you.”
3. We show respect for the opinions and feelings of the interlocutor, regardless of age, so that he knows your position: “I understand what you wanted to say / what you feel.”

There are universal topics for conversation at any age:

• discuss what is happening with the baby / between you / around;
• read by heart poems on a topic (about nature, about household chores, toys) or just your favorite ones;
• sing songs (there are a lot of options: turn on and sing along or sing yourself, do household chores or dance, do exercises or somersaults, hum while walking or sing while sitting opposite each other);
• tell stories (use Wimmelbooks or any books with colorful illustrations, write stories about the baby himself, his family and friends).

About food

Yes, speaking of food! All three-year-olds are gourmets! By this time they have decided on what they like and especially what they don’t like. Now is the time to ask them about their culinary preferences.

1. What's your favorite thing to eat for breakfast? What about lunch? What about for dinner?
2. What's your favorite snack? What kind of treats do you like?
3. Do you like salty or sweet more?
4. What would you like to try cooking with me?
5. What food do you dislike the most?

Situational conversations with children.

Technology for conducting situational conversation.

Situational conversation as a non-traditional form of speech work presents some difficulties for the teacher, since it has its own specific features related to the assigned tasks and the content of the activity.

Situational conversation is based on the continuous mobilization of children's attention, active participation, and open communication. For some children, participation in a collective discussion of a situation requires a certain volitional effort: to overcome timidity, shyness and speak out in the presence of others. The teacher needs to think carefully about the logical structure of a situational conversation: sequentially arrange all the material presented to the children; prepare appropriate questions and explanations, visual material that clarifies certain aspects of the situation and allows you to concentrate the children’s attention. In addition, the teacher needs to know the individual characteristics of children and differentially involve them in active participation in a communication situation.

Situational conversations can be realistic, practical and playful. The ratio of game and real-practical situations in the learning process depends on the age of the children.

When organizing situations, the teacher most often “comes from the children,” i.e. notices them in children's activities. For example, in the younger group

It is advisable to conduct a situational conversation that encourages the child to look for and eliminate the reason that is preventing him from acting and that lies on the surface (for example, something is preventing him from opening or closing the door).
In older preschool
age, specially planned situational conversations can include quiz games: “What fairy tale are these things from,” “The store of magical things.”

· Structural components of the regime moment

(using the example of organizing walks, meals, sleep)

Preparing for the walk

(structural component of organizing a walk)

Direction of activity.

Developing independence in following the rules of getting ready for a walk.

Tasks.

Form ideas about the rules for getting ready for a walk, develop the ability to independently perform actions provided for by the rules:

· restore order in the group and development centers (clean up toys and aids, carefully and beautifully place chairs at tables) (“Cognition”, “Labor”, “Socialization”,

“Safety”, “Artistic creativity”);

· visit the toilet room, wash your hands after using the toilet (“Health”,

"Socialization");

o dress according to the weather, in a certain sequence, carefully, in a general rhythm, without disturbing neighbors (“Health”, “Socialization”, “Safety”, “Cognition”);

· if necessary, ask for help, provide assistance to peers (“Communication”, “Socialization”);

· after dressing, carefully close the locker door and wait for other children (“Safety”, “Labor”, “Socialization”);

· participate in the preparation and removal of material necessary for the walk (“Communication”, “Socialization”, “Labor”);

· calmly go for a walk, hold the door when closing, take care of the safety of peers (“Safety”, “Health”, “Communication”,

"Socialization", "Labor").

Forms, methods, techniques.

Reminder, situational conversation, support, positive assessment, encouragement, help, asking a child to help a peer, an example of ethically valuable behavior towards each other, praise - approval, the teacher expressing his feelings related to the children’s display of neatness and accuracy , as well as goodwill, desire to help, voicing children’s feelings, telling stories, reciting nursery rhymes, poems, riddles.

Planned results (child's achievements).

The child is neat, tidy, takes care of the condition of things and clothes, and keeps the locker and dressing room in order.

The child is attentive to the needs and requirements of those around him, is able to turn to peers with a request for help in a friendly, benevolent manner, respond kindly to a request, and provide help on his own initiative.

Duty

(structural component of catering)

Direction of activity.

Formation of ideas about duty as a manifestation of care for other people. Development of skills to prepare the dining area for meals.

Tasks.

To form ideas about preparation for canteen duty (cultural and hygienic skills, appearance) (“Health”, “Socialization”).

Develop ideas about the need to comply with safety rules when preparing tables and chairs, as well as setting tables for meals (“Cognition”,

"Safety").

Form ideas about the menu, etiquette forms of table setting in accordance with the menu, develop the skills to correctly and beautifully set the dinner table (“Cognition”, “Labor”, “Safety”, “Socialization”).

Develop mathematical and constructive abilities (counting skills, maintaining symmetry in the organization of table space) (“Cognition”).

Create a sense of responsibility for preparing the dining area for meals (“Socialization”).

Forms, methods, techniques.

Actions according to verbal instructions, sample, instructions and tasks, positive pedagogical assessment.

Planned results (child's achievements).

The child understands the importance of his work for others and shows concern for his peers.

The child is capable of self-control and shows responsibility for creating a favorable environment for eating.

Duty is a responsible matter

Eating

(structural component of catering)

Direction of activity. Formation of a nutrition culture. Tasks.

To form children’s ideas about the need for calm, leisurely eating and chewing food thoroughly (“Health”, “Safety”).

Develop ideas about the usefulness of dishes, the technology of their preparation, the influence of nutrition on the physical condition and health of a person (“Cognition”, “Health”, Physical Culture”); about etiquette norms and rules of behavior at the table (“Cognition”, “Socialization”).

Develop skills of safe and cultural behavior during meals (“Safety”, “Socialization”, “Communication”).

Develop the ability to notice the beauty of table setting, presentation of dishes, appearance (of the duty officer, assistant teacher, children), the ability to maintain order on the table (“Socialization”, “Labor”).

To form a feeling of gratitude to the cook, assistant teacher, laundry operator, duty officer (“Socialization”, “Labor”).

Forms, methods, techniques.

Menu presentation, message, expression of positive emotions, positive pedagogical assessment, situational conversation.

Planned results (child's achievements).

The child understands the need to perform cultural and hygienic procedures and controls the quality of self-care.

The child demonstrates cultural behavior skills during meals and maintains order on the table.

The child actively shows attention, a sense of gratitude and appreciation for the work of peers and adults.

Dream

(structural component of sleep organization)

Direction of activity.

Creating individual comfort for children in bed, showing concern for their emotional well-being during sleep.

Forming a caring attitude towards a sleeping person.

Tasks.

Develop the ability to take a comfortable position and relax in bed (“Health”, “Physical Education”).

Develop ideas about the possible causes of awakening (thirst, vital needs, sensations of cold or heat, a bad dream, the end of a period of sleep), adequate behavior in case of sudden awakening (“Cognition”, “Socialization”).

Develop the ability to independently satisfy your needs (go to the toilet, drink water, take cover if you are cold) in moments of sudden awakening (“Health”, “Socialization”).

Form ideas about the rules of behavior in case of sudden awakening, develop the ability to behave quietly, showing respect for the sleep of peers (“Health”, “Socialization”, “Cognition”)

Forms, methods, techniques.

Music therapy, individual assistance in achieving a comfortable state in bed, fairy tale therapy, reading fiction, situational conversation,

questions-assumptions (Are you cold? Do you want to go to the toilet? Did you have a bad dream?), pronouncing actions, positive assessment.

Planned results (child's achievements).

The child behaves quietly and calmly in the bedroom and independently satisfies his needs upon sudden awakening.

Annual design of routine moments frees the teacher from the need for daily planning of those tasks that are solved in the conditions of organizing a daily routine, regardless of the season or event (education of cultural and hygienic skills, table manners, development of the ability to dress in a certain sequence, follow the rules of behavior in the washroom and so on.).

When starting this type of design of the educational process, the teacher needs to analyze the approximate basic general education program of preschool education and identify tasks that can be solved in the process of organizing routine moments. They will be the basis for designing regime moments. Forms, methods, techniques for solving them and planned results are determined by the teacher depending on the age and individual characteristics of the children.

Planning situations of communication with children in sensitive moments

SEPTEMBER

Rules for duty officers"

Purpose: to remind children how to set the table, teach them to act consistently and accurately, and discuss the importance of the work being done. Continue to develop the work skills required while on duty.

How I spent summer?"

Goal: invite children to talk about their summer vacation using family photographs, and teach them to answer the teacher’s questions. To develop coherent speech in children, to form coherent speech in children, to form communication skills.

Polite request"

Goal: to help children understand the meaning of polite words when communicating with someone with a request. Teach children to see the moral side of perceived actions and events, to understand their essence.

Etiquette in kindergarten"

Goal : continue to develop culturally hygienic skills in children. To introduce the concept of “etiquette”, to form ideas about the rules of etiquette that must be observed in kindergarten, to learn to compare one’s actions with the requirements of etiquette. Consider different situations and explain how to act in them.

The fairy teaches politeness"

Goal: together with the children, remember the rules of polite communication. Give ideas about the moral side of human relations, based on the actions of children, images of fiction and other forms of art.

7. “A greengrocer’s shop is...?”

Goal: to clarify children’s ideas about a vegetable store, to activate in speech: the names of vegetables and fruits, verbs denoting the actions of sellers and buyers; quality adjectives.

Families big and small"

Goal: to give children the idea that, regardless of the number of relatives, the seed is a home for the child, where he is loved and cared for. Show children how grandparents take care of their family. It is important that children understand that older people need to be helped, that they need to be taken care of.

Traffic rules "I am a pedestrian"

Goal: continue to familiarize children with the rules of behavior on the street, invite the children to tell them how pedestrians should act in various situations.

Cultured man"

Goal: invite children to talk about what a cultured person should be, to generalize, supplement and concretize their ideas. Teach children to analyze and draw conclusions using examples of various situations.

My favorite animal"

Goal: to activate relevant concepts in children’s speech, develop the ability to compose a coherent story, and participate in dialogue.

Good and bad deeds"

Goal: consider various situations with children, discuss which people did the right thing and who broke the rules. Teach children to compare their desires and actions with ethical and moral standards and accepted rules of behavior.

The city where I live"

Goal: to consolidate children’s knowledge about the sights of their favorite city; learn to recognize protected places in photographs and name them. Develop coherent speech, imagination, the ability to select adjectives, coordinate words in sentences.

First name, patronymic and last name"

Goal: to tell children why it is important to know their rights and responsibilities, that a person receives a first, patronymic and last name at birth by agreement of the parents.

OCTOBER

Do not count your chickens before they are hatched"

Goal: explain to children the meaning of an idiomatic expression. Develop the cognitive sphere of children, develop the ability to generalize knowledge, highlight similarities and differences.

Traffic rules "Transport"

Goal: to teach children to correctly name types of transport and machine parts. Practice forming prefixed verbs and adjectives from nouns. Encourage the use of comparisons and definitions in speech.

Weather and health"

Goal: to summarize and supplement children’s ideas about the characteristics of autumn weather and the health hazards it poses. Learn to dress appropriately for the weather and follow basic safety rules.

How did I spend my day off?

Goal: to develop the ability to compose stories from experience, conveying well-known events; with the help of the teacher, build a story in accordance with the requirements for the structure of the plot narrative (exposition - a description of the characters, time and place of action; plot - the cause of the event, the development of the event, the denouement).

The best"

Goal: invite children to talk about why they love their mother, what she is like, to help them understand that their mother needs care, help, they need to take care of her, and try not to upset her.

A Lesson in Friendship"

Goal: discuss with children what children know about friendship and friends. What does it mean to be friends? Develop the ability to reasonably evaluate your own actions and the actions of your friends. To update and clarify children’s ideas about friendship and the forms of relationships in a team. Invite them to recall various situations and classify the actions of their participants as friendly or unfriendly.

Colorful mood"

Goal: to develop in children the ability to pay attention to their actions, experiences, attitudes towards others, to teach the simplest techniques for self-regulation of behavior and mood.

17. Life Safety “Be careful with matches, not a toy for children!”

Goal: To tell children about what matches are needed for, how they work, and what they are used for. Discuss the dangers of trying to use them yourself.

Do not be greedy"

Goal: Continue to instill in children a negative attitude towards greed. Teach children to see the moral side of perceived actions and events, to understand their essence. Give ideas about the moral side of human relations, based on the actions of children.

Useful habits"

Goal: to form in children a conscious attitude towards their health, to consolidate ideas about what is healthy and what is harmful to health. To form the foundations of health-preserving competencies: mastery of basic methods of physical self-improvement, emotional self-regulation and self-control, the ability to apply personal hygiene practices, and take care of one’s own health and safety.

NOVEMBER

I'm among the people"

Goal: to develop sociocultural competencies in children: possession of knowledge and experience in fulfilling typical social roles (son-daughter, brother-sister, grandson-granddaughter, friend-girlfriend); the ability to act in everyday situations in the family and everyday sphere, using effective ways to organize free time. Determine your place and role in the world around you, in the family, in the team.

In the thirtieth kingdom"

Goal: to offer children excerpts from familiar fairy tales, to teach them to evaluate the actions of fairy-tale characters using the TRIZ “Good - Bad” technique, to teach them to see their ambiguity. Learn to express sympathy, empathy for fairy tale characters, and empathy in speech.

Coat of arms of hometown"

Goal: To tell children about the functional meaning of the coat of arms, give an idea of ​​its history, and talk about what is depicted on the city’s coat of arms.

In the world of polite words"

Goal: to bring to the attention of children various situations, to discuss which polite words are appropriate and necessary in each specific case, what is the meaning and purpose of polite words.

My friend, girlfriend"

Goal: to develop children’s coherent speech, to develop the ability to construct sentences grammatically correctly. Cultivate friendly feelings.

Kindergarten is a second home"

Goal: invite children to compare kindergarten and home, say what is common and what is different. Talk about the work of many people who are trying to make the kindergarten cozy and the children’s stay in it comfortable. To educate children to respect everything that surrounds them in the garden.

OBJ “What do teeth like?”

Goal: to teach children to take care of their dental health, to discuss what is useful and what is harmful to their teeth. Learn to care for your teeth correctly.

Globe"

Goal: to expand children’s ideas about our Motherland, about its place on planet Earth. Introduce the concepts of the North and South Pole, Arctic and Antarctic. Develop curiosity.

Magic drop"

Goal: to update children’s ideas about the water cycle in nature, to talk about how this process occurs in winter. Develop coherent speech.

My best friend is my mother"

Goal: to develop children’s coherent speech, to develop the ability to construct sentences grammatically correctly. Master initial ideas of a social nature based on the formation of family affiliation.

How I meet my mother"

Goal: to activate affectionate words and expressions in children’s speech, to invite them to remember how the characters of various cartoons and fairy tales addressed each other. Discuss how a person’s mood changes when using kind words.

Good deeds"

Goal: to reveal the meaning of the word “benevolence”, talk about the need for a friendly attitude towards people around you, explain to children that a good deed brings joy to the one who does it.

DECEMBER

How did you spend your weekend?"

Goal: to teach children to accurately name the place where they were, to develop the ability to talk about what they saw using precise spatial notations, to activate ideas and vocabulary.

Winter"

Goal: to consolidate knowledge about the seasons (especially winter) and related natural phenomena and changes in the lives of people and animals.

The truth will always come out"

Goal: to help children understand that any lie is always revealed, that the person who lies feels guilty not only for his action, but also for telling a lie. To help master concepts such as “truth”, “honesty”, and their opposites: “untruth”, “dishonesty”, “lies”, “deception”.

Life Safety Guide “How to avoid getting sick in winter”

Goal: to update children’s ideas about the rules of safe behavior and health preservation in the winter. Form a conscious attitude towards health, teach how to take care of it, and form healthy habits.

7. "Our Planet"

Goal: To introduce children to the names of various ecosystems, to clarify the concepts: steppe, ocean, sea, lake, to teach them to name various natural objects correctly.

If you are kind"

Goal: to form in children ideas about justice (in a group all children are equal, they must be able to distribute toys and roles in games kindly, follow the rules of the game, not shift their responsibility to a friend), teach them to act in various situations. Enrich positive communication experiences.

Boys and girls"

Goal: invite children to divide into two teams - boys and girls. Each team needs to answer similar questions: “What do you like to play?”, “What foods do you like?”, “Which cartoon and fairy tale characters are your favorite?” Discuss with children what are the similarities and differences in the preferences of boys and girls, what other gender differences are known to children.

Do you know how to make friends?

Goal: to develop communicative competencies in children: to teach various ways of interacting with people around them, to conduct a dialogue, to master methods of joint activities in a group, methods of action in communication situations, to develop the ability to seek and find compromises. Enrich positive communication experiences.

My family"

Goal: to deepen children’s understanding of family relationships (brother, sister, uncle, aunt, grandson, granddaughter). To form sociocultural competencies: possession of knowledge and experience in performing typical social roles; the ability to act in everyday situations in the family and everyday sphere, to determine one’s place and role in the surrounding world, in the family, in the team. Introduce children to cultural norms and traditions.

My name"

Goal: To acquaint children with the history of the origin of people’s names, to tell how people’s names sound in different languages, how our ancestors treated a person’s name. Explain the concepts of “patronymic” and “last name”. Expand vocabulary, introduce word formation techniques.

15. “Let’s get acquainted!”

Goal: to teach children the rules of speech behavior during acquaintance: to update and supplement children’s ideas, to teach them to use various models of behavior and corresponding speech structures, to enrich the experience of communication, to develop coherent speech.

16. “What could happen if...”

Goal: to teach children to predict the consequences of events, to reason about the development of events, based on knowledge and personal experience. (What happens if you don’t brush your teeth every day, if you get your feet wet on the street?)

Streets of our city"

Goal: Continue to introduce children to the concepts of “street”, “alley”, “square”, “square”, and the streets of their hometown. To form children’s idea of ​​themselves as residents of a certain city (village, hamlet, town). Cultivate love for your hometown, the desire to see it beautiful and clean.

OBZH "Home Alone"

Goal: invite children to look at the plot pictures, compose short stories based on them, explain the essence and reasons for what is happening. Discuss relevant situations with children. Learn to identify the source of danger, determine the category of a dangerous situation, choose a program of action based on previously mastered behavioral patterns.

Holiday in my family"

Goal: invite children to talk about the traditions and customs of celebrating the holiday in their family. Deepen children's understanding of family relationships, introduce them to cultural norms and traditions, and develop sociocultural competencies.

Santa Claus is coming to us"

Goal: to teach children the rules of speech behavior when communicating with Grandfather Frost, to update children’s communication skills, to teach them to use various behavioral models and corresponding speech structures. Enrich communication experience, develop coherent speech.

JANUARY

We are going to visit"

Goal: continue to introduce children to the rules of behavior when visiting, invite them to consider various situations, and discuss what to do. Enrich positive communication experiences, expand ideas about behavior patterns in certain situations.

Winter morning"

Goal: to teach children to answer questions based on the results of observation, to activate in speech concepts related to natural phenomena, natural objects, and human actions. Develop observation skills and coherent speech.

Weather in January"

Goal: invite children to characterize the weather and answer the questions: “Is it always frosty on a sunny day?” or “Is it always cloudy when it snows?” Discuss with children how to check the correctness of their assumptions. Develop observation skills, learn to convey what you see in speech, and enrich your vocabulary.

How do forest animals winter?

Goal: to continue to introduce children to wild animals, to enrich their understanding of the peculiarities of their life activities in winter. Talk about how they insulate their homes for winter, how they get food in the cold season and prepare for hibernation.

Our friendly family"

Goal: invite children to talk about their families, family relationships, and favorite holidays. Cultivate love and respect for loved ones.

We know everything, we can do everything.”

Goal: to teach children to formulate rules of behavior in certain situations, to analyze their own actions for their compliance with accepted rules, to explain their thoughts and conclusions.

Why are there rules?

Purpose: to bring to the attention of children various situations, discuss the rules that must be followed. Offer to imagine what will happen if everyone does not act according to the rules, but as he wants. Help to draw a conclusion about why rules are needed.

Magic words"

Goal: Invite children to choose polite - “magic” words necessary in various situations. Enrich your vocabulary, strive to be polite.

My dream"

Goal: to develop children's creative imagination, fantasy, logical thinking, and coherent speech.

Might is not right"

Goal: invite children to consider various situations from the life of the group, from children’s favorite cartoons and fairy tales. Teach to highlight actions committed from a position of strength, without taking into account the interests of the other side, to show the negative consequences of these actions.

Unintentionally and intentionally"

Goal: To tell children about the motives behind various actions. Show with examples how, out of good intentions, actions are sometimes committed that seem bad to others, and vice versa. Learn to see not only the action, but also what caused it.

Animals are near us"

Goal: to draw children's attention to the fact that living creatures live next to them that require attention and care, to give an idea that each animal is adapted to certain living conditions and food. To cultivate a caring, respectful attitude towards nature, a sense of responsibility for it.

FEBRUARY

Weather conditions in February"

Goal: to acquaint children with the peculiarities of weather conditions in February, with natural phenomena characteristic of this month (blizzards, ice, the formation of icicles, massive snow “caps” on roofs). Introduce dangerous situations that may arise in these weather conditions, learn to identify the source of danger, and avoid it.

Be careful, ice"

Goal: to introduce children to the basic rules of moving on slippery surfaces, to develop the skills of a careful and prudent attitude towards their health. Form ideas about potentially dangerous situations for a person, teach them to avoid them.

OBJ "Stranger"

Goal : to teach children to act correctly in various situations, to independently find solutions, and to accurately express their thoughts. Learn to apply previously learned rules of safe behavior and follow the rules of behavior when communicating with a stranger.

Polite request"

Goal: to introduce children to the speech structures of requests addressed to various people (an older stranger, an older close person, a peer). Learn to choose appropriate options for expressing requests in various situations.

Forests of Russia"

Goal: to expand children’s understanding of the types of forests (deciduous: birch grove, oak grove; coniferous: pine forest, spruce forest; mixed forests). Learn to name a forest by its predominant plant species, introduce the inhabitants of various forests.

Russian doll"

Goal: to intensify children’s interest in the life of their ancestors, products of folk applied art, and Russian folklore. Introduce oral and folk art dedicated to the Russian nesting doll.

The world of adults"

Goal: to expand children’s understanding of the diversity of roles of adults in society, to teach them to “try on” different roles, to identify the personal qualities that are necessary to fulfill them.

Let's make peace"

Goal: To develop in children the ability to understand other people, to teach them to see motives, and not to be offended over trifles. Encourage peacefulness and responsiveness.

13. “Winter - winter - winter!”

Goal: to show children, using examples of the works of Russian poets, praising winter, the beauty and greatness of the Russian winter. Cultivate an interest in poetry.

Defender of the Fatherland Day"

Goal: to update, systematize and supplement children’s knowledge of how animals adapt to unfavorable living conditions in winter. Offer to examine the cat, analyze its behavior in winter and other periods of the year, and draw appropriate conclusions.

About compliance"

Goal: to consider various situations with children. Discuss what qualities their participants display (mutual respect, kindness, mutual assistance, compassion, pity, empathy). Help children understand why it is important to be able to give in.

The house you live in"

Goal: To update and supplement children’s knowledge about the rules of behavior at the entrance, in the house, in the yard. To cultivate a caring attitude towards the work of adults, the desire to maintain order where the children live.

Wide Maslenitsa"

Goal: to continue to introduce children to Russian traditions of hospitality, the Maslenitsa holiday, and its characteristic rituals. Arouse interest in the history of the Russian people.

Good words"

Goal: to teach children to use kind “magic” words in speech, to consider various situations in which they are needed. Discuss how the attitude towards a person using these words changes.

MARCH

Spring"

Goal: consolidate knowledge about the signs of spring. Practice using words denoting signs, actions of objects and phenomena. Develop children's imaginative thinking and imagination. Cultivate interest in natural phenomena.

Conversation with the youngest"

Goal: to develop in children the skills of cultural behavior when communicating with children, to teach them to understand the age characteristics of younger children, to properly build relationships with them, to play the role of elders, and to take responsibility.

Russia is our Motherland"

Goal: to consolidate children’s knowledge about nature, Russian national costume, Russian folk tales, nursery rhymes. To instill in children a love for their Motherland, to arouse admiration for the beauty of Russian nature and the creativity of the Russian people.

Bread"

Goal: to update and supplement children’s ideas about how bread is grown and about the work of grain growers. To instill in children respect for the bread and labor of these people.

My city"

Goal: to update and supplement children’s knowledge about the history of their hometown, important events and famous fellow countrymen. Foster a sense of pride in your city and responsibility for its future.

How I help my mother"

Goal: discuss with children why it is important to help elders, teach them to talk about their responsibilities. Develop coherent speech, enrich vocabulary. Foster respect for the work of adults and encourage independence.

Our mothers"

Goal: discuss with children who their mothers are by profession, to form ideas about the social roles performed by each person. Learn to write a short story - a riddle about a profession. Develop imagination and verbal imagination.

Maslenitsa"

Goal: to form in children an idea about one of the most fun folk holidays, about how Maslenitsa week was spent. Introduce the rituals, the symbolism of the holiday, talk about the purpose of songs, chants, and sayings. Cultivate interest in the traditions and customs of the Russian people.

Family competition"

Goal: invite children to invite their family members to participate in a competition for the best pancake recipe and the most interesting “Maslenitsa story.” Discuss what is needed to participate in the competition. To instill in children an interest in family traditions, to promote the formation of productive child-parent relationships.

Poetry Day"

Goal: tell children that World Poetry Day is celebrated in March, invite them to remember and recite poems that each child likes. Continue to explain, based on the works you have read, the genre features of the poems. Read passages with the most vivid, memorable descriptions, comparisons, epithets, learn to listen to the rhythm and melody of a poetic text.

Old lady - old lady"

Goal: to teach children to compare what corners of the city looked like, various objects in the past and today, to learn to use historical names in speech, to activate and complement children’s ideas about the life of our ancestors.

Library"

About animals

When a child learns about animals, he not only learns what sounds they make and what they look like, but also gets acquainted with aspects of his native culture, because in children's books, animals are often the main characters who convey some idea and show how things work. the world around him. So animals are an inexhaustible topic of conversation.

1. What's your favorite animal? Why?
2. Where do ducks live?
3. What does the pig say?
4. What animals live on the farm? And in the forest?
5. What animal would you like to become?

Goals and objectives of the conversation in the first junior group according to the Federal State Educational Standard

An organized conversation with a group of children or individually on a specific topic is called a conversation.

In the first junior group, the mission of this type of work is:

• speech development of children (according to experts, speech acquisition by children aged 1.5–3 years occurs easier and faster when children are included in dialogue - this is how a passive vocabulary is accumulated, which gradually turns into an active one),
• expanding ideas about the world around (for children of the first junior group this is, for example, dividing animals into wild and domestic, basic rules of behavior in public places, etc.),
• nurturing cultural and hygienic skills (in the first weeks of visiting kindergarten, conversations on the topic of hygiene are spent most of the time working with children).

  Education of cultural and hygienic skills is one of the most important goals of conversations in the first junior group

The objectives of conducting conversations in the first junior group are:

• development of the topic of educational material (for example, when working on the topic “Getting Acquainted”, children in a conversation in the form of the game “Snowball”, saying their name and repeating the names of their comrades, remember the names of the guys in the group),
• development of guesswork (for example, in a conversation on the topic “Pets”, to start a conversation about a cow, the teacher shows the cow with his fingers, pronounces the sound “mu”, and the children guess who they are talking about),
• assistance in remembering norms and rules of behavior (group and individual conversations on the topic of cultural and hygienic skills (CHS), in particular, how to hold a spoon, wipe your hands, use the potty, etc.),
• stimulating observation (regardless of the topic and methods of work, the entire educational process in the first junior group is accompanied by clarity, which is necessarily discussed in a group conversation at the level of questions “What is shown in the picture?”, “What are the children doing?”, if in the illustration shows the procedure for performing hygiene procedures after returning from a walk).

About the world around us

Children often start talking random nonsense when you go somewhere, or ask a ton of questions when you are wildly late. Take the initiative into your own hands and start asking questions yourself - this will distract the child a little, and you will learn a lot of new things.

1. What do you see around?
2. Do you think it will rain today?
3. Don't you think this cloud looks like you?
4. What color are these birds? How do they sing?
5. Are there a lot of people on the street today or not so many, what do you think?

Structure and timing of the conversation

According to the Federal State Educational Standard, a conversation with children aged 1.5–3 years is based on:

• 1–2 introductory questions from the audience,
• explanations of the material by the teacher,
• conducting a game or dialogue to reinforce the material.

All these types of work take 5–7 minutes and make up three stages of work, respectively:

• introductory (about 1 minute),
• main (about 3 minutes),
• final (up to 3 minutes).

The conversation has a three-part structure

Planning conversations in the first junior group

Conversations with children 1.5–3 years old are held 1–2 times a day, with the exception of situational or individual types that are precedent in nature and periodically repeated (for example, a conversation about polite words, table manners). When drawing up a conversation plan, the teacher is guided by the general theme of educational activities, trying to include different types of conversations in the list.

Table: example of planning conversations in the first junior group for September (fragment)

Author - Kuzmina N.S., teacher at MBDOU d/s No. 60 “Zainka”, Tambov.

Planning allows you to correlate conversation topics with dates

About friends

Most likely, your child has already made his first friends from among his classmates in the kindergarten or playmates and playgrounds. Talk to him about them.

1. Who is your best friend?
2. Are you a good friend?
3. Do you like to play with your friends in turns and not fight?
4. What should friends do for each other?
5. What's your favorite thing to do with friends?

PS Of course, this is only an approximate list of questions that you can change and transform according to your situation, feelings and taste. With this list we just wanted to show that there are quite a few topics that can be discussed even with a small child. We hope we've inspired you a little!