Developmental activities for children 2, 3, 4 years old, notes, tasks

The mission of developmental classes in the first and second junior groups

Development is an important component of the goals of any educational course practiced with kindergarten students. Moreover, certain aspects of development are an obligatory part not only of direct educational activities (DEA), but also of routine moments and entertainment. Therefore, considering the goals and objectives of development classes in such a broad sense, it is appropriate to talk about the mission of this area as a whole in a preschool educational institution (DOU). The goals and objectives of development classes are determined by strategies for changing the psychological and pedagogical characteristics of children of the first and second junior groups.

Developmental goals are determined by the age characteristics of children 1.5–4 years old

Goals of development classes with children 1.5–3 years old

The essence of development classes in the first junior group is determined by the development of three fundamental life acquisitions for children 1.5–3 years old - upright walking, speech and object interaction. This:

learning to manipulate various objects, understanding their purpose (during games);
formation of the ability to understand and use speech in communication (expanding the passive vocabulary, gradually transforming it into active);
nurturing a collective spirit (even taking into account the fact that children of the first junior group act and play not together, but side by side, they see that all types of work are performed simultaneously and the tasks are the same for everyone).

Goals of development classes with children 3–4 years old

In the second junior group, the strategy for achieving the goals set in the last academic year continues. At the same time, the emphasis, due to the fact that at 3–4 years old children master an extensive complex of sounds and grammar of the language, is placed on the development of speech:

including children in dialogue (with adults, with each other);
stimulation of curiosity as a means of understanding the world (due to their age, children constantly ask the question “why”, which adults should never ignore);
understanding the benefits of group games (fun, interesting, new).

The objectives of developmental classes depend on the educational field within which they are considered.

If in the first group the main indicators of development are the development of upright walking, speech and subject interaction, then in the second the emphasis is on the development of communication skills and the ability to work not side by side, but together

Table: main tasks of developmental classes in the first and second junior groups

Educational area	Tasks for the first junior group	Tasks for the second junior group
Cognition	Obtaining primary knowledge about yourself (gender, name), as well as about your family members (names, degree of relationship); acquaintance with the objects of the surrounding reality (kindergarten, canteen, first-aid post); developing the ability to explain the purpose of familiar objects (color, shape, material); familiarization with numbers up to 5 and elementary geometric shapes (circle, square, triangle); stimulating curiosity (for example, in relation to searching for pictures of the first spring flowers after looking at a bouquet of snowdrops in a group).	Expanding knowledge about yourself (full name, age, address); enriching ideas about the world around (familiarity with the concepts of planet, country, city); developing the ability to describe objects according to a set of sensory qualities; mastering the concepts of more, less, equally; learning to count to 5; enriching ideas about geometric shapes; broadening their horizons (by introducing elements of a heuristic approach into the lesson, when kids, for example, themselves select cards with birds from a set of pictures with images of animals).
Social and communicative direction	Accustoming oneself to maintaining neatness independently (through mastering table manners and washing); involvement in maintaining order (for example, children help the teacher put away toys); highlighting the advantages of playing with peers (for example, you can play with a friend’s favorite car if you take turns rolling it); developing the ability to guess the mood based on characteristic external signs (for example, the girl’s smile in the picture means she’s in a good mood).	Continuing to work on introducing neatness and helping to maintain cleanliness in the room (children help wipe off dust, take out or put away equipment for cleaning the group); expanding the range of types of games, including the beginning of mastering games with rules (for example, outdoor games “Catch-up” or “Hide and Seek”); active use of partner games (children understand that playing together, and not just next to each other, is more interesting, which is also facilitated by the level of speech development).
Speech development	Encouraging the child to engage in verbal interaction (for example, when the teacher “does not understand” what the child is trying to convey to him, provoking him to make a statement); work on mastering sound pronunciation (vowels, “p”, “b”, “m”, “f”, “v”, “t”, “d”, “n”, “k”, “g”, “x” , "th"); enrichment of passive vocabulary by topic (for example, by showing children pictures with images of the signs of the seasons, the teacher ensures that children combine the words “winter”, “snow”, “New Year” or “autumn” and “leaf fall” into separate blocks) .	Mastering the scale (normally, by the age of 4, a child should pronounce all sounds except “l” and “r”), as well as grammatical norms of the language (word agreement in sentences, ways of forming the plural; enriching speech with words-names of baby animals (chicken, kitten, etc.); development of the ability to answer questions in detail.
Physical development	Learning to coordinate body parts when performing exercises with one type of physical activity (running only or jumping only).	Continuation of work on training coordination of movements, but in exercises with 1-2 changes of actions (from walking to running or from walking to squats, and then to jumping).
Artistic and aesthetic development	Learning to use pencils, felt-tip pens, paints and hold writing objects correctly; familiarization with plastic materials (plasticine, clay), rolling them into “sausages”, “balls”, “flat cakes”; developing the correct posture while working.	Mastering simple types of appliqué (for example, creating a snowman figure or blank circles); the use of color in accordance with the image of the depicted object (for example, children paint the sun yellow, the sky blue); mastering non-traditional drawing techniques (with fingers, cotton swabs); developing the skill of creating simple figures from plastic materials (making a mushroom from a “ball” and a “sausage”).

This is interesting. In the second younger group, the adult becomes a role model for the child, and the desire to copy his actions conflicts with the real capabilities of the little person. The resolution of this internal conflict is facilitated by role-playing games, in which the baby can play the role of a doctor, teacher, mother or father.

Role-playing games help children try on the role of an adult

Choosing a time and place to work

In order for developmental activities for 4-year-old children to produce results, they must be regular. It is advisable to choose the same time and place at home. When choosing a time, it is necessary to take into account that the little one is alert, well-fed and active. You should experiment to see which time is most suitable.

Psychologists recommend in the morning or after a nap. You need to try to make work part of your daily routine.

Many parents wonder how long they should spend with their baby. The structure of the brain and the development of self-control in a 3-4 year old child allow him to withstand 15 minute lessons. However, with proper work and adaptation to the exercises, some children can easily withstand at least half an hour.

The first lessons should be no longer than 15 minutes

The first lessons usually do not exceed 10 minutes; you need to start small. As soon as the baby adapts, you can slowly increase the time, first up to 15 minutes. If he calmly endures it and remains cheerful and cheerful after that, then you can try increasing it to 20 minutes.

When choosing a place for daily work, first of all you need to pay attention to convenience. The workplace should be comfortable for both the baby and his mother, maybe it is a high chair with a table or a rug on which work takes place.

Types of development activities in younger groups

According to the Federal State Educational Standard (FSES), children aged 1.5–4 years old are provided with educational activities aimed at developing:

intelligence;
emotional-volitional sphere;
attention;
speeches;
basic movements;
creative abilities;
cultural and hygienic skills (CHS);
moral and patriotic feelings.

In classes at preschool educational institutions, children learn colors and shapes in a fun way, and also develop creative abilities.

These development vectors in working with children aged 1.5–3 years are implemented in classes on:

familiarization with the environment (once a week);
speech development (once a week);
formation of elementary mathematical concepts (FEMP) (1 time per week);
physical education (2 times a week);
fine arts, which includes drawing, modeling and design (once a week);
music (2 times a week).

This is interesting. This distribution of hours complies with the requirements of the Federal State Educational Standard and the “From birth to school” program, adopted as the basis in most kindergartens in the country.

In the second junior group, 1 hour of design time is added to the list of activities. Otherwise the timing will be identical. However, for pupils aged 3–4 years, the following hours may be included in the educational process:

choreography (1 or 2 hours);
with a speech therapist (usually these are group lessons, individual lessons begin in the middle, when the entire scale has already been formed);
English language;
environmental education.

This is interesting. The last two courses in the “From Birth to School” program are included in the elective part, which allows you to organize circle work in these areas.

Developmental tasks for all types of classes are the same; depending on the nature of the educational activity, only the emphasis in the work changes

In what form should lessons be taught?

Classes for children under 5 years of age should be held exclusively in the form of games. This is necessary due to the mental characteristics of the baby, because play is the leading activity for him. This age already allows the baby to come up with stories, play actions, and act as a director, that is, he himself comes up with the rules of the game.

The game form of educational activities is most suitable for children 3-4 years old

A gaming atmosphere can be created through bright, colorful and interesting materials. This is what you need to focus on when choosing books. Books must have clear and colorful pictures. Black and white illustrations can bore your little one, and too bright and bright colors will distract him.

The necessary emotional background can be created through the toys that come to the lesson: “Pinocchio came to us today and brought different figures.”

You can also encourage children to compete, for example, who can choose circles and squares from a variety of geometric shapes the fastest.

Naturally, you shouldn’t forget to praise the baby.

Methods and techniques for the development of younger preschoolers

When developing development activities, the teacher actively turns to a collection of techniques (tools) within the framework of the methods used in the work.

Table: techniques for development classes with children 1.5–4 years old

Method	Techniques	When and what can it be used for?	Example (group)
Visibility	Showing an object	When introducing the topic in all types of classes.	Pictures illustrating the theme “Pets”, which show adults and their cubs (the first younger group). Posters with images of numbers (first and second minor).
	Sample Show	When practicing a practical skill. As a rule, in art classes.	Before giving the task to the children of the second junior group to draw a dandelion with cotton swabs, the teacher shows pictures drawn using this technique.
	Showing methods of action	In order for children to remember the order of movements in an outdoor game or the course of action when creating “balls” from plasticine, the teacher himself shows the process of execution.	In the first junior group, this technique is also actively used when conducting role-playing games: children do not have the experience necessary for them, therefore, in order to show how a cashier in a store or a doctor behaves, the teacher depicts these concepts in the form of a riddle that the kids will ask to your classmates.
	Use of technical training aids (TSO)	Multimedia projectors; laptops.	For example, in the first junior group, when teaching children how to wash their hands correctly, you can watch the “Octopus” series of a cartoon about kids.
Speech methods	Story	Typically used to motivate children before a particular activity.	For example, to introduce children of the second younger group to the topic “Elementary Figures: Square,” before laying out a square from counting sticks, I tell the story of how the evil Baba Yaga wanted to harm the good Tsar Square and broke his figurine on the table. Children help Square by stacking “him” on the tables.
	Conversation (full use is possible only from the second junior group, when the children already have a little experience and a rather large vocabulary).	It is usually used at the beginning of a lesson to motivate children.	For example, we start the topic about family with children aged 3–4 years by answering the questions: What are the names of your moms and dads? How do you understand what a patronymic is? and so on.
	Rhymes (poems, riddles), proverbs.	Riddles and poems are used for motivation, and pure sayings for practicing sound pronunciation.	For example, before considering the topic “Triangle” in the first junior group with our students, with the help of riddles, we repeat the already learned figures - a circle and a square: Three peaks, Three corners, Three sides - Who am I? (Triangle). All four sides are the same length. I'm glad to introduce him to you. And his name is... (Square).
Practical methods (designed to solve organizational issues in lesson planning)	Scheduling tasks	It is very important that the tasks are logical and competent: presentation of new material, its connection with what is already known, practice, consolidation.
	Formulation of the problem	The new task should logically continue the work started earlier. For example, consideration of the topic “Birds in autumn” in the second junior group is a continuation of the topic “Birds” started in the first junior group.
	Analysis of work results	Monitoring is necessary to build a strategy for the development of children and compile lesson notes.
	Control and correction	An appointment is necessary in order to start working with a specialist on time. For example, if a baby does not simply miss a sound without pronouncing it, but replaces it, that is, in his mind one sound has been replaced by another, and the situation itself will not change.
	Determining the causes of deficiencies and developing a project to correct them	If children's mistakes are not corrected, learning new material will be difficult. If you do not track the time at which sounds appear, you may miss the moment when a complex sound is replaced. And this, in turn, significantly reduces the likelihood that a sound that the baby cannot pronounce will appear.
Informative-receptive method (the teacher presents an information block, and the children try to comprehend it)	Observation	Children on a walk observe seasonal changes and discuss them.
	Excursions	This technique is not practiced in all preschool educational institutions. Involves observation and discussion of presented objects.
Heuristic	Children independently search for information on a particular issue. In the first younger group it is not used, and in the second only if parents are included in the educational process. For example, using the task to create a family tree project.
Games (the main activity for children)	Didactic; movable; role-playing (theatrical), finger-acting.	In didactic games, children enrich their life experience, for example, they receive information about the division of animals into domestic and wild. Mobile ones expand motor experience, for example, kids learn to switch from running to walking and vice versa. In theatrical games, children try on different roles and highlight fundamental features in them: facial expressions, gestures, words in speech, etc. Finger exercises help train fine motor skills, which speeds up the process of speech development. You can see examples of different games for younger preschoolers here.
Method of practical tasks (most often they are a form of reflection on a particular topic)	Drawings; applications; crafts.	For example, familiarization with the number “1” in the first junior group can be summarized by appliqué or painting the template with paints and fingers or traditionally with a brush.

Video: kids talking about hand washing in the “Octopus” series

Design of a subject-development environment in the group

An important component of the group of visual techniques is the subject-development environment, the design of which for children 1.5–4 years old has a playful orientation. At the same time, the content of each of the zones for younger preschoolers does not differ significantly.

This is interesting. Materials can be either factory-made or home-made.

Table: varieties and content of subject development zones for younger preschoolers

Purpose of the corner	What is included
Sports	Balls of different sizes, including hedgehog balls for finger exercises; skittles; jump ropes; mats for exercises and exercises after sleep.
For creative activity	Sheets of writing and colored paper; pencils, paints, felt-tip pens; a solid basis for an exhibition of children's work. For children 3–4 years old, the list is supplemented with glue and scissors.
Game	Dolls (for the games “Mothers and Daughters”, “In the Store”); toys (divided into boys’ toys, for example, “In the car”, for girls – hairdressing accessories, general – animals, gurneys, etc.); board games (for example, lotto “Animals”, “Birds”); puzzles with 4 or 6 pieces (the second youngest has 8 pieces); pyramids; materials for construction.
Musical	Audio and video materials on the topics “Seasons”, “Toys”, “Family”, etc.; TSO (TV, multimedia projector and tape recorder).
Speech	Thematic pictures; materials for speech games (for example, pictures of two halves for composing and naming whole images); poster with the alphabet.
Book (often located together with the speech development zone)	4–6 books with fairy tales, collections of children's rhymes, etc. according to the program (Russian folk tales, works by K. Chukovsky “Fedorino Grief”, “Moidodyr”, “Aibolit”, poems by S. Mikhalkov, A. Barto, etc.).
Mathematical	Sets of counting sticks; cubes with images of animals, letters, numbers.
Experimental Activity Zone	Exhibitions made from natural materials of unusual shapes or interestingly designed (chestnuts, acorns, ikebana trees made of autumn leaves). For children 3–4 years old, observation tools, such as a magnifying glass, can be added.
Corner for construction from the designer	Designers made from multi-colored parts.
Wildlife Zone	Houseplants; small watering cans.
Labor education corner	Approved from the second junior group. It includes: cleaning aprons; children's duty schedule; brooms, dustpans.

In the second junior group, the subject-development environment is supplemented, but does not change completely

Sample lesson plan

Of course, each parent decides for himself how to conduct developmental activities at home with his children, but you can take the proposed plan below as a basis, choosing from it what his child needs at 3-4 years old.

Physical exercise

No development can be complete without physical activities with the child. This item can include anything, it is related to the child’s data, taking into account his and the parent’s wishes.

Home physical training is no less effective than in the gym

Everything should be carried out in a fun and light atmosphere; it would be good to turn on music, because in this way the baby will learn to move to it.

The main thing in this matter is not to overdo it, although this applies to all areas of development.

In addition, it is at home that you can determine the type of activity that your child likes and succeeds in. You can see his inclinations and send him to the appropriate section.

Development of fine motor skills of hands

Developmental exercises at this point are very important, because it is the development of fine motor skills that directly affects the development of the brain. It's no secret that the hands are directly connected to the head.

It is very good for children 3-4 years old to collect construction sets, mosaics, cubes, and here you can immediately repeat the colors and shapes.

In addition to motor skills, drawings using natural materials: pebbles, sand, shells develop the imagination very well.

Developmental toys for hand motor skills
Today, there are smart stores that will offer caring parents a rich assortment that will help them conduct educational lessons at home.

Creative lessons

Creativity develops the imagination well, these include: modeling, crafts, appliqué, drawing, including finger paints, various role-playing games, staging performances, puppet theater, shadow theater. These types can be listed endlessly, and 4-year-old children really love these types of activities.

Attention and memory training

It is very important to train memory and attention. Chess, checkers, and all kinds of dominoes are perfect for this. It’s good to train attention at home while playing; to do this, you can lay out 4-5 animals and change their places, while the child should turn away. Turning around, the baby must guess who swapped places with the teddy bear.

Board games for memory training

Reading

Children as young as 3 years old can begin to learn letters and sounds. This is a very important point. It’s good for children, when learning a letter to better remember it, to find it in a book, mold it from plasticine, or lay it out from pebbles. It would be nice to find it with your eyes closed in a plastic version. As you get acquainted, magnetic letters can be attached to the refrigerator so that they are in front of your eyes. Magnetic and plastic letters are also good for collecting syllables and words.

Important! During classes, parents should teach the child letters, while naming their sounds, that is, not “EL”, but “L”, not “BE”, but “B”, this will make it easier for the child to teach reading.

Check

Developmental exercises for 3-4 years should include learning to count, that is, the child can be introduced to ordinal counting up to 10. He can also lay out numbers from scrap materials and compose simple problems. At this age, mathematics is based on elementary logic, that is, with a little one you can look for a pair of an object, find an extra object.

Observations of the surrounding world must be active

Getting to know the world around you

At the age of 3-4 years, it is necessary to give the child basic concepts about our environment, we need to introduce him to animals, touching on the topic of domestic and wild, with the seasons, days of the week, precipitation, edible and inedible objects.

You should pay attention to such concepts as narrow - wide, high - low, large - small, long - short.

In addition, using the example of fairy tales, the topic of good and evil should be touched upon.

Child development is a very important process that needs to be carried out in a friendly and free manner; if the child is interested, then learning will happen faster and more effectively.
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Methodology for conducting development classes in junior groups of preschool educational institutions

Since there are developmental goals in every lesson in kindergarten, it is possible to identify, and therefore trace, the general line of implementation of this area of work with children using the daily planning of children’s activities.

Table: example of daily planning in the first junior group (fragment)

Author	Krasikova O. Yu., teacher of the combined type MBDOU No. 106, Angarsk, Irkutsk region.
First week of September
date	Morning	Walk	Evening
Monday	Meet the group. During the appointment, pay special attention to children who have a hard time parting with their parents, are capricious and cry for a long time. Outdoor game (F/n) “Fingers say hello.” Goal: development of speech, memory and fine motor skills. Offer the children a game with a dog that barks. Play out a scene with a dog, then sing a song about a dog. Learn to remember the location of toys in a group and put them in their place.	Watching the wind, how the wind blows, trees sway, leaves fall to the ground. P/i "Moth". Goals: step over piles of sand, developing the ability to overcome a small obstacle on the way; learn to wipe your feet. Remote material: cars, dolls, scoops, buckets. Help children get involved in the game, create a plot for the game “Doll Tanya is coming to visit.” Show how to make Easter cakes for a doll.	Introducing children to the doll corner. Goals: review the available dolls with the children, calling them by name; show the children how and what we will feed them, after asking the children where the doll will sit and what it will eat from. During meals, ensure that children are seated correctly at the table. Learn correctly, hold a spoon and a mug, eat and drink without spilling. Conversations with parents about the behavior of children at home in order to identify the best experience of family education.
Tuesday	Greet children kindly and welcomingly. Pay special attention to children who have a hard time parting with their parents. Teach children to wash their hands before eating, roll up their sleeves, and wipe them dry with a personal towel. Introducing children to the construction corner.	Bird watching. What are they, shape, color, big and small. P/i "On the path." Purpose: to train children in walking in a limited area. Games for assignments (let's collect pebbles from the site).	Introducing children to the book corner. Viewing and reading the fairy tale “Ryaba Hen”. Goal: teach children to listen. Conversations with parents about how the child spent the day. Continue to teach children to remember the location of toys in the group room and put them in their place.
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A daily plan helps distribute development tasks between different activities

Table: example of daily planning in the second junior group (fragment)

Author	Pinchuk L.V., teacher at MBDOU D/s “Rodnichok”, Tambov.
Day of the week	Mode	Joint activities of adults and children, taking into account the integration of educational areas			Organization of a developmental environment for children’s independent activities (activity centers, all group rooms)
		Group, subgroup	Individual	Educational activities in special moments
Last week of September
Monday	Morning: reception of children; games; communication; morning exercises; preparation for breakfast; breakfast; activities after breakfast; preparation for OOD.	Outdoor game “Yellow (red) leaf, fly to me.” Game situation “Leaves in the garden.” Goals: introduce children to each other; learn to call peers by name; develop a sense of self-confidence.	Individual task for a child: “Bring a lot of leaves (one leaf).”	Plot game situation “Misha got his feet wet.” Goals: to develop children's spoken language and communication skills; make you want to help. Watching how autumn leaves fall (slowly in calm weather, quickly in windy weather), note the richness of the leaves' shades.		Didactic games: "Magic bag"; “Recognize and name vegetables.” Goal: enrich children's vocabulary and sensory experience.
	Organized educational activities	Drawing "Beautiful stairs." Goals: teach children to draw lines from top to bottom, draw them straight, without stopping; learn how to put paint on a brush, dip the entire bristles into the paint; remove excess paint from the edge of the jar; rinse the brush in water, dry the brush on a napkin; continue to introduce flowers.
		Music according to the music director's plan
	Preparing for a walk. Walk: games; observations; work; individual work; physical education and health work.	Game situation “Let’s help collect leaves.” Goals: to develop children’s coherent speech; cultivate a desire to help adults. Observing the work of a janitor. Goals: enrich children's vocabulary; make you want to help. Outdoor game "Let's Harvest"	“Pick up a leaf.” Conversation with children “What has autumn brought us?”	Examination of “Buds, flowers in a flowerbed.” Labor assignment. Goal: to help adults remove dried plants from a flowerbed or bed.		Children running along paths with fallen leaves, listening to their rustling. Invite children to choose one sheet they like.
	Work before bed	Developmental game situation “Vegetables, fruits, berries” (using the poem by Y. Tuvim “Vegetables”, the fairy tale by K. Ushinsky “Know how to wait”). Goals: show children that some vegetables are visible, they show off in the beds, others need to be looked for in the foliage; Invite children to examine vegetables: stroke (smooth turnip, rough cucumber), press (hard), taste.
	Evening: games; leisure; communication and activities based on interests; preparation for dinner.	Outdoor game “Sun and Rain”; Didactic game “Let’s collect a beautiful bouquet of leaves.”	With Polina B., Dima E. - conversation on the toy “Ball”, “Doll”.	Help situation “The mushrooms have scattered.” Goal: to develop interest in the actions of adults, the desire to help.		Looking at pictures on the topic “Where things grow” in a corner of nature.
	Walk	Labor assignment “Acorns and cones.” Goals: teach how to collect natural materials; maintain children's interest in figurative actions and comparisons: a cone looks like a hedgehog, an acorn has a hat like a person.
Tuesday	Morning: reception of children; games; communication; morning exercises; preparation for breakfast; breakfast; activities after breakfast; preparation for OOD.	Situation dramatization “Leaflets”. Goal: invite children to depict leaves flying in the wind. Didactic games: “Such a leaf”; “Leaflet, fly to me”; “Collect yellow leaves.” Goals: form color perception; encourage children to participate in joint activities; develop interest in natural objects and leaf fall.	Didactic game with children “What did Mishutka bring us?” Goal: to consolidate the names of familiar vegetables and fruits.	A game with folk collapsible toys “Collect mushrooms into a basket.” Goals: form game actions; learn to interact with adults and peers.		Didactic game “Find and name the vegetables in the picture.” Goal: to consolidate children’s knowledge about vegetables, their shape, size, color.
	Organized educational activities	FEMP "Quantity". Goal: to strengthen children’s ability to distinguish the number of objects using the words one, many, few.
		Motor activity according to the plan of the physical education instructor
	Preparing for a walk. Walk: games; observations; work; individual work; physical education and health work.	Observation “What grew in the garden?” Outdoor games: “Rain and leaves”; “The locomotive is taking us to the autumn forest.” Observation "Mushroom".	Teach pure sayings with children.	Labor assignment: help adults remove dried plants from a flowerbed or bed, put them in a cart and take them to a certain place.		Didactic game “Weave a wreath.” Goal: learn to make colorful paths from leaves.
	Work before bed	Hand washing with fun: Let's roll up our sleeves, open the tap - water. We took soap in our hands to wash away the germs. Wash your fingers and palms! Look at your palms, little ones. And we have palms! Clean palms!
	Evening: games; leisure; communication; activities of interest; preparing for meals; afternoon snack; dinner.	Conversation with children about the rules of behavior in the forest. Pantomime "Autumn Leaves".	Individual task for a child: “Take one toy (many toys).”	Children's stories "How we went to the forest." Goals: create the need to share your impressions; cultivate respect for the narrator.		Drawing from a stencil “What grows in the garden?”
	Walk	Low mobility game “Falling Leaves”. Objectives: consolidate knowledge about the color and size of autumn leaves; learn to move around the site, following the instructions given in a playful way; to specify the concept of “leaf fall”. Reading of the poem “Falling Leaves” by V. Mirovich.
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Daily planning helps track the dynamics of development goals

Lesson time plan

For children aged 1.5–4 years, any educational activity lasts 15 minutes. The teacher divides this time into 4 stages of working with the topic:

Introduction to learning the material, as well as motivating kids and updating the knowledge, skills and abilities that kids already have - up to 2 minutes.
The stage of presenting new information in conjunction with what children already know, as well as conducting physical education - up to 7 minutes.
Reinforcement of material in practical tasks - up to 4 minutes.
The summing up stage, including a positive assessment by the teacher of the activities of all children - up to 2 minutes.

Table: example of a lesson summary “Animals and their young” in the first junior group (fragment)

Author	Medvetskaya O., teacher of MBDOU D/s "Romashka", town. Ust-Abakan, Republic of Khakassia.
Introduction	Children stand in a semicircle, the teacher reads a poem. We will classify as domestic animals those with whom we live in close contact...>
Presentation of the material	<… Didactic game “Find the shadow”. Children match the shadow to the animals depicted on the presentation slides. Didactic game “Whose baby?” Children name the baby horse, cow, dog, etc. Finger gymnastics “Puppy”...> <... Didactic game “Who lives where?”. Q: Guys, do you think domestic animals could survive in the forest on their own? (No). Why? (There is no one to look after them). What danger awaits them? (They may be attacked by wild animals.) How does a person care for pets? (Feeds animals, prepares food for them, looks after them, builds houses)…>
Consolidation	<… Drawing “Kitten”. V.: Guys, let's draw a kitten. Only we will draw it in an unusual way, using the palm and the “dipping” method: a folded palm is the kitten’s body, fist-head, fingers-ears, eyes, nose, edge of the hand-paw, tail.
Summarizing	V.: Our lesson has come to an end. Today we learned a lot of new and interesting things about pets. Animals need to be given affection, care and love.
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Different types of games are used in development classes: didactic, mobile, finger and theatrical

Table: example of lesson notes “Visiting the cat” in the second junior group (fragment)

Author	Chekanova N. G., teacher at MBDOU D/s No. 1, Ozyorsk, Chelyabinsk region.
Introduction	The teacher invites the children to sit on the chairs, draws the children’s attention to the table, around which there are chairs, and toys sit on the chairs. V.: This is a house in which a cat and kitten live. Today is the little kitten's birthday. They are preparing to receive guests. The cat is setting the table, let's help her.
Presentation of the material	Q: What should you put on the table first? Children: Tablecloth. Q: What will we put in the middle and along the edges of the table? Children: Samovar, kettle, cups and saucers...> <... Knock on the door. V.: And here the guests have arrived. (The teacher goes to the door and brings in the duck and duckling). Guys, who is this? Children: Mother duck and little son duckling...> <... V.: It’s the kitten’s birthday, which means there will be a treat: fragrant tea and cookies. And now the animals invite you to play the game “Errands”...> <... V.: And now, guys, the animals will ask you riddles, and you will guess them according to the description. Duckling: It has a bottom and a handle. They drink tea from it. What is this? (Cup). Kitten: He has two arms and a nose. Water for tea is boiled in it, and it is pot-bellied. (Samovar)…> <… V.: And now the children will tell you their riddles. The teacher calls on those who want to ask a riddle. Helps children by whispering in their ears so that no one can hear. Everyone is heard.
Consolidation	V.: And now the animals want to play another game with you, “Whose voice is that?” Toys are played out - the voices of animals and their cubs - a rough, thin, soft voice.
Summarizing	The teacher thanks the kids for their work.
Quote via: https://nsportal.ru/detskiy-sad/razvitie-rechi/2014/10/26/seriya-zanyatiy-dlya-2-mladshey-gruppy

Video: lesson on speech development on the topic “Hen and Chicks” in the first junior group

Video: FEMP lesson on the topic “Travel with Kolobok” in the second junior group

Complex classes for three-year-old children

Evgenia Fedorova

Complex classes for three-year-old children

Complex classes for 3-year-old children.

Lesson No. 1

Topic 1: 1. Mathematical game << What dolls do >>

2. Game << Run on your toes >>

Goal: 1. Teach kids to distinguish the size of nesting dolls and form friendly relationships.

2, Develop auditory attention, coordination, sense of rhythm.

Developmental environment: Complete set of nesting dolls (10-12 items)

2-3 sets of 5-seater nesting dolls. Tambourine.

Content.

The teacher puts a large nesting doll on the table: <<Look what a beauty came to us!>> they admire and examine her. Educator

Asks: << What is the matryoshka wearing? What color is her sundress? Handkerchief? Etc. The teacher says in surprise: << Something is heavy. Maybe there's something there? Let's take a look!>>

<< Matryoshka, matryoshka, open up a little!>>

The new nesting doll is placed next to each other and one examines what it is wearing, which one is higher, which one is lower. Then the teacher offers to find out if anything is hidden in the second nesting doll. The children say the same words in chorus again

(<<Matryoshka, matryoshka, open up a little!>>)

, and the next matryoshka appears. This continues until all the nesting dolls come out.

Having lined them up in order of height, the teacher draws attention to the fact that each nesting doll is dressed differently and that each subsequent nesting doll is smaller than the previous one by a whole head.

Children put nesting dolls in a circle and play the game <<Loaf>> (and learn

play matryoshka dolls)

<< Now let’s play differently, says the teacher. -Matryoshka dolls

They will hide each other >>. The teacher, on behalf of the smallest nesting doll, asks: << Sister, sister, hide me!>>.

“Tell me, what color is the stick I’m wearing,” the matryoshka replies, “then I’ll hide it!”>>.

And so on until all the nesting dolls are hidden.

The teacher and children play with a tambourine. The teacher knocks quietly on the tambourine, the children walk on their tiptoes, and run loudly.

Lesson No. 2

Topic: 1. Mathematical game <<Come to the Meadow>>

2. Outdoor game <<Entertainer>>

Purpose: 1. Learn to compare different objects by size

2. Develop the ability to imitate, expand vocabulary

Stock

Developmental environment: Single-color pyramids of all color tones according to the number of children (or colored Cuisenaire sticks)

. Green cardboard circle -15-20 cm.

Content.

There are pyramids on the table, the children choose the one they like. Children

They disassemble their pyramids and line up rings in front of them.

The teacher puts down a green cardboard circle and says:

<< This will be a meadow with green grass. Rings will come here to play >>. The teacher takes the smallest ring of his pyramid,

He puts it in the middle of the meadow and says: <<Come to the meadow, stand in a circle!>> Children lay out their small rings around the circle.

The teacher takes one of the rings, places it on the sample ring and asks if they are the same in size in order to check whether the rings arrived are the right ones.

Then all the children take turns choosing a sample ring, placing it in the center of the green circle and inviting rings of the same size to gather around it.

The teacher offers to play the game <<Entertainers>> An entertainer is selected and stands in the middle of the circle. Children holding hands walk in a circle and say:

In an even circle one after another

We are going step by step.

Stand still, amicably, together

Let's do it like this!

Lowering their hands, the players stop, the entertainer shows some kind of movement. All children repeat this movement.

Lesson No. 3

Topic: Boat trip <<Plyuh-Plyuh>>

Goal: Development of sensory abilities, fine motor skills, attention, memory, speech.

Developmental environment: Five-masted boat <<Plyuh-Plyuh>> (according to the number of children)

;toys: goose, baby frogs.

Content.

The teacher shows the children the boat <<Plyuh-Plyuh>>. Children look at the flags and name the color. The teacher invites them on a journey.

A brave ship sails into the ocean,

The frogs are sailors, and the goose is the captain.

Frogs, forgetting about fatigue and boredom,

Along the way they study marine science.

<<Uncheck all boxes!>>? - Captain Goose commands. The kids remove the flags from all the masts. << Put on flags !>> - a new command is heard.

The kids put on the flags in exactly the same order (if the children find it difficult, you can remove the flags from only one mast and put them back on , then from two, from three, etc.).

But then a strong wind blew, all the flags got mixed up. What about sailor frogs? Kids remove flags from all the masts of the ship and sort them by color.

What color flags are the most? What color is the least?

Show me the lowest mast. Show me the tallest mast.

Suggest placing flags on the lowest mast. Is it possible to put all the flags on this mast ? Why? Kids put on the flags so that the masts become “one color.” On what

Does the mast have the most flags? Which one has the least? (masts are distributed in height as follows: highest, highest, medium, low, lowest).

And here comes a boat with beautiful multi-colored masts. The tallest mast - what color? Lowest mast - what color? Kids name colors and play with boats. The ship sails further and further, towards new adventures.

They float along a fast river into the ocean

Three brave frogs and Captain Goose.

Children repeat the words and phrases of the poem after the teacher.

Monitoring the development of younger preschoolers in kindergarten

To assess the level of development of the child, monitoring is carried out in kindergarten twice a year (in January and May in the first junior group, and in September and May in the second), which includes an assessment of the child’s activity in all areas. The algorithm was established by the Federal State Educational Standard, compiled as part of the work of the preschool educational institution under the program “From Birth to School” and implies the analysis of such areas as:

cognition;
social and communicative development;
speech development;
artistic and aesthetic development;
physical development.

Diagnostics shows a successful or erroneous vector for achieving the child’s development goals

You can familiarize yourself with the diagnostic cards for the first junior group in the publication of teacher N. N. Lokuneva. Monitoring schemes for the second junior group are presented in the work of teacher E. P. Kozhina.

The specificity of the goals and objectives of educational activities in the first and second junior groups is determined by the developmental characteristics of children of this age. Children actively explore the world, learn to interact with peers and adults, and all this happens against the backdrop of active speech development. It is these areas that are the priority when developing classes for children aged 1.5–4 years.