Summary of the introductory lesson to the program "In Search of Treasure"; for children 5-6 years old - Cognitive development

Summary of the introductory lesson to the program “In Search of Treasure”; for children 5-6 years old

Zainullina Aigul Borisovna,

additional education teacher

Center for additional education for children "Rainbow",

Langepas town of Khanty - Mansi Autonomous Okrug - Ugra

The topic of the lesson is “In search of treasure”

Introductory lesson for the additional educational program “Developing Together”

Children's age is 5-6 years.

Type of lesson:

game - journey

Time

lesson duration: 25 minutes

Purpose of the lesson:

to awaken in children a cognitive interest in developmental activities, in completing tasks and exercises for the development of the child’s cognitive and intellectual sphere.

Tasks:

Developmental

Development of attention, observation, memory, imagination.
Development of fine motor skills of the hands.
Development of movement coordination.
Stimulation of speech activity.

Educational

Creating conditions for children to get to know the teacher.
Children's ability to work in a team.

Necessary equipment for the lesson:

chest, wood, key, parts from the key, tape recorder, magnetic board, magnets, forms with the labyrinth task, pencils, jump rope, tape, card, letter.

Progress of the lesson.

1. Organizational moment. Welcome speech from the teacher.

The teacher meets the children in the group.

— Hello, my name is Aigul Borisovna! To make it easier for us to communicate, let's stand in a circle (children stand in a circle).

— Tell me, please, what do people do first when they meet? CHILDREN'S RESPONSES.

- That's right, HEALTHY! What does “HEALTH” mean? CHILDREN'S RESPONSES.

Saying hello means wishing you health! Let's wish everyone around the world good health! Repeat after me: (welcome ritual).

- Hello, golden sun! (everyone raises their hands, then lowers them).

- Hello, the sky is blue! (everyone raises their hands, then lowers them).

- Hello, free breeze! (swing their arms).

- Hello, little white snowball! (movement of hands, show snow).

- Hello everyone! (everyone spreads their arms to the sides, then lowers them).

2. Exercise to develop the articulatory apparatus.

- I hope you and I will become friends! Tell me, where does friendship begin? CHILDREN'S RESPONSES.

— Friendship begins with a smile. Let's smile at each other. Well done! And now he’ll repeat after me: I’ll smile at my neighbor! (3-4 times).

And once again give your kindest smile to your neighbors.

3. Announcement of the topic. Explanation of new material.

- Well, we met and became friends. While I was waiting for you, they brought me a letter, it was sent by the Good Witch, and I haven’t had time to read it yet. Let's read it now.

“In the magical forest, the Evil Wizard buried a treasure. Only the most friendly children will be able to find this treasure. When you find a treasure, you will become more attentive, think even better, remember more, you will be able to learn a lot of interesting things... But to find it, you need to pass tests. And to make it easier for you to find the treasure, I’m giving you a map.”

— Do you agree to go on a trip to the Magic Forest? (Children's answers)

3.1. Exercise "Transitions".

Target:

development of attention to each other, group cohesion, coordination of movements.

- Well, let's hit the road. Stand behind each other. With one hand, grab each other's belt, and with the other, hold onto the ribbon. There is no need to separate your hands. We hold on to each other and don’t let go of the ribbon. Ready? (children walk in place, repeating TOP-TOP-TOP - let's go on a hike). Go!

The teacher becomes the first. Light background music is playing. Children walk around the hall and approach the river.

— The first obstacle is “River”, we need to cross it.

3.2. Exercise “River” takes place to cheerful music.

Target:

creating a cheerful mood.

Instructions:

a deep river flows here. We need to cross it and not get our feet wet. Stand one after another, take turns jumping from one bank to the other. Please do not jostle and wait your turn, otherwise you may get your feet wet. Ready?

Time spending

3 min.

“So we crossed the river, none of us got our feet wet.” We have become bolder. But look at the map! There is a high mountain ahead. We need to fly over it.

3.3. Exercise “Who flies?” Target:

development of motor-motor attention.

Instructions:

I will name words that can fly or cannot fly. If you hear a word that can fly, answer: “flies” - and show how it’s done - spread your arms to the sides like wings. If I ask you: “Does the pig fly?”, be silent and do not raise your hands.

List of words: dove, snake, sofa, butterfly, chafer, chair, ram, swallow, plane, tree, seagull, house, sparrow, ant, mosquito, boat, iron, fly, table, dog, carpet, helicopter.

Time spending

4 min.

- Well done, you completed this task, and we flew safely over the mountain and became more attentive. But look at the map - another difficult task lies ahead. The evil wizard tried very hard and confused the tracks so that we could not find the treasure. But you and I are attentive and brave, and we can overcome all difficulties. There's a labyrinth ahead.

To complete this task you need to sit down at your tables.

Do you know WHAT IS A MAZE? (these are many roads mixed up with each other. But there is a path that will lead you out of the maze).

3.4. Exercise "Labyrinth". Target:

development of attention, thinking, hand motor skills.

Instructions:

each of you will receive a piece of paper with a labyrinth. Look how confusing the roads are. You need to find the way to the tree under which the treasure is buried. Go straight along the road, no need to jump over or climb over walls. Draw the road first with your finger, and then, when you find the road, draw it.

Execution time: 1-2 min.

- Great, everyone was able to get out of the maze and find the way to the tree under which the treasure was buried. And here is the chest. But it's closed. And to open it, you need a key. The Evil Wizard did his best here too. He took our key apart. We need to collect it. Each of you takes one piece from the broken key, and put the key together.

3.5.
Exercise “Collect the key.” Goal: development of thinking, attention, group cohesion.
The children are given cut pieces of the key. They need to collect it (collectively, at one of the tables).

Time: 2-3 minutes.

- The key is collected, now we can open the chest.

“But to open the chest, you need to say magic words.” Repeat after me: Key - one, two, three! Unlock the lock for us!

4. Surprise moment.

They open the chest. There are books with tasks for children. Look through the activity book with your children.

- Please tell me why the Good Witch called these books a treasure? CHILDREN'S RESPONSES.

— These books contain the most interesting tasks for you. By completing these tasks, you will be able to become more attentive, learn to think and fantasize even better, and begin to remember better.

- It's time for us to return. I suggest that you do not return along the difficult road, but make a space flight. You will now lie down on the carpet, make yourself comfortable, relax and close your eyes.

5. Relaxation break “Space flight”

(space music plays for 1 minute).

Target:

Relieving tension and excitement in children.

One, two, three, opened their eyes. We looked around. Here we are again in kindergarten.

6. Summing up. Fixing the material.

— Did you like our trip? Why did we go on this journey? What helped us find the treasure? What is this treasure for?

7. Exercise “Sunshine”

(held in the center of the room).

“Now it’s time to say goodbye.” Please go to the center of the hall. Stand in a circle. Stretch your hands forward and join them in the center of the circle. Let's stand quietly and feel like a warm ray of sunshine.

- Thank you very much for the lesson. If you liked our lesson, I’m waiting for you at the Rainbow Center for Continuing Education. Goodbye.

Bibliography:

Artsishevskaya I.L. Psychologist's work with hyperactive children in kindergarten. – M.: Knigolyub, 2003.
Notes of integrated classes in the preparatory group of kindergarten. Cognitive development. Speech development. Literacy training: A practical guide for preschool teachers // Auth. Comp. Adzhi A.V. – Voronezh: TC “Teacher”, 2006.

Mission of development classes in the preparatory group

Before talking about the goals and objectives of developmental activities with children 6–7 years old, it is necessary to decide what an activity is. In the methodological literature, this term is understood as an element of the educational process organized by structure and time, designed to solve its specific goals and objectives. Classes are direct educational activities (DEA), which are characterized by three areas of goal formulation: teaching, educational and developmental. Thus, any activity is developmental.

Continuing the work strategy begun in the senior group, the goals of such lessons in the preparatory group are:

consolidation of skills that characterize the norms of age-related development of children 6–7 years old (concentrate on completing a task, be able to anticipate the results of completing a task, etc.);
bringing the conditions of interaction in the GCD process as close as possible to a lesson at school (strict adherence to the rules, for example, to answer or ask, you need to raise your hand, increasing the duration of the lesson to 30–35 minutes);
nurturing the spirit of collectivism (in classes, preference is given to group forms of work).

In developmental classes, children continue to learn to work together

Objectives of developmental classes in the preparatory group

The implementation of lesson goals is possible subject to the consistent solution of educational tasks, which are determined by the general level of development of preschool children 6–7 years old in the areas of intellectual, physical and mental development.

Table: objectives of developmental classes by educational area

Region	Features of development	Objectives of developmental classes
Cognition	persistent motivation (for example, a child is practicing reading, because all future first-graders do this, or looking for information about predatory fish, becoming interested in sharks); the ability to establish cause-and-effect relationships and group objects based on common characteristics (the metal canopy of the group’s pavilion gets hot in the summer, like a spoon in tea, because both are made of metal); awareness of a number of life spheres (patterns of natural phenomena, some sign systems - the alphabet, numbers).	continue to work on developing the ability to contemplate objects (peer, listen); improve the skill of identifying several properties of an object for comparison (for example, by color, size and shape); develop the ability to see the spatial features of structures and determine their functional purpose (a drain on the roof is needed so that rainwater and melted snow flow into one place); develop the skill of designing objects based on their purpose (for example, a narrow bridge for pedestrians and a wide one for vehicles); help develop the ability to identify an authoritative source of knowledge (learn to use reference books, encyclopedias); practice the skill of ordinal counting up to 20; develop the skill of decreasing and increasing ratios between numbers by one unit; develop the ability to decompose 10 into two smaller terms; develop the ability to solve arithmetic problems involving subtraction and addition using visual aids; consolidate the ability to divide a whole into 4 and 8 parts; stimulate the development of the skill of using a conventional measure (checked piece of paper) when measuring length; develop the skill of modeling geometric shapes (for example, several triangles from a polygon); expand ideas about weight (lighter, heavier); develop the skill of reading simple graphic diagrams using verbal guidelines “left”, “right”, “down”, “up”; expand ideas about time (long, fast, first, then); improve ideas about school (purpose, teaching traditions); deepen understanding of certain phenomena through experimental activities; systematize ideas about the habitats of different animals and insects; expand knowledge of the signs of different seasons (birds fly away in the fall, the appearance of ants in the spring, etc.).
Social and communicative development	preference for games that reflect people’s relationships to each other, that is, role-playing games (wedding, getting a job, etc.); richness and depth of emotional experiences; the ability to anticipate the emotional reaction of others (for example, “If I give a drawing to my grandmother, she will be very happy”); choosing a strategy for relating to others based on an understanding of their attitude towards themselves (for example, if a child sees that the teacher pays less attention to him than to Masha or Petya, then conversations at home about how he does not like these children and the teacher are inevitable); the ability to substantiate one’s position in joint activities with peers and adults (for example, when making a collective drawing of the planet Earth using handprints, a child explains to a friend that most of the drawing should be blue, since there is a lot of water on the surface of the planet); manifestations of self-esteem; volitional control of his reactions (the baby knows how to overcome “I want” due to the fact that “I can’t”, is able to control reactions, express requests in an acceptable form, that is, with an address to the addressee, speech clichés, etc.).	support manifestations of self-esteem as the most valuable quality of a person (pay attention and praise the child for asking peers and adults to address themselves by name); develop children’s social experience by creating different communication situations (for example, in the role-playing game “Situation on the Road”, in which a traffic police inspector fines a driver for speeding); to form positive attitudes towards different areas of human activity; develop a respectful attitude towards family and society (for example, through familiarity with the traditions and customs of the country and families); to educate the basics of safe behavior in society, at home and in nature.
Physical development	more advanced body control compared to the middle and older groups (kids can combine different types of movements, prefer training on horizontal bars); a clear idea of one’s physical characteristics and capabilities (for example, “I’m thin, tall,” etc.); meaningful mastery of cultural and hygienic skills, conditioned by an understanding of their necessity.	stimulate interest in learning about the structural features of the human body; expand ideas about healthy lifestyle (healthy eating, hardening procedures, etc.); train the skill of using cutlery; cultivate the habit of gratitude when making a request; expand ideas about the importance of light, water, air for the human body; develop the skill of regulating the pace of running and walking, active movement of the hand when throwing; develop agility, flexibility, endurance (continuation of areas practiced in the middle and senior groups); improve the technique of performing movements, achieving their maximum expressiveness; encourage initiative in inventing games and combinations of movements; stimulate the development of interest in sports and folk games (for example, towns, bilbock, etc.).
Speech development	fluency in speech (words, grammatical structure of the language); basic knowledge of linguistic reality (the ability to identify sounds, words, sentences in speech); tendency to comment on the process of working on a task; the ability to express one’s attitude to reality and intentions through verbal and non-verbal means (facial expressions, gestures).	enrich the vocabulary of everyday, social science vocabulary (names of household appliances or terms of the legal sphere, for example, document, rights, declaration, etc.); develop graphic skills (children learn to display printed and capital letter elements on paper); train diction (develop the ability to speak clearly, clearly intonate sentences); practice word formation skills using prefixes and suffixes, learn to find nuances in meaning (for example, studied - learned, finished studying, unlearned); cultivate interest in language (for example, through tasks to look up the meanings of unfamiliar words in the dictionary); develop the ability to be an interesting and friendly interlocutor; develop the ability to compose a monologue of 8–10 sentences based on personal experience; develop the ability to divide words into syllables (two-syllable and three-syllable with open syllables); stimulate the development of reading skills (syllable by syllable and spoken out loud).
Artistic and creative development	the ability to create an original image in a drawing, appliqué, characterized by variability (for example, the same character in a drawing can be presented in different moods); developed imagination; willingness to act spontaneously (for example, draw a bear cub after listening to a fairy tale about Winnie the Pooh).	develop the skill of drawing from life; practice the smoothness of lines in the drawing; train the ability to work with charcoal pencil, gel pen; practice combining materials to create an expressive image (for example, watercolor on a damp substrate); practice straight lines, wavy and curls; develop the ability to find color solutions in two shades (gray-green, yellow-orange, etc.); develop the skill of creating drawings based on folk paintings (Dymkovo, Khokhloma); develop the skill of conveying the shape of a three-dimensional figure in sculpting using fingers and stacks; cultivate a sense of composition (children make up a plot from 2-3 plasticine figures); develop the skill of using different modeling techniques (moulding, relief with indentation); develop the skill of creating a three-dimensional object by partially gluing or cutting out several layers of paper; develop a sense of color and proportion.

This is interesting. The teacher, building work with the parents of pupils, orients mothers and fathers to the designated development tasks, which makes it possible to implement the principle of continuity between the kindergarten and the family in the educational process.

Practical development of life is an important task of developmental classes

Types of developmental activities in the preparatory group

The implementation of development tasks according to the guidelines of the Federal State Educational Standard (FSES) accompanies the entire educational process in kindergarten, but is most pronounced when organizing educational activities. The list of disciplines is expanding in comparison with the senior group:

mathematics (2 times a week);
speech development (once a week);
literacy training (once a week);
physical education (3 times a week, in some kindergartens one of the three classes is allocated for sports games, and separately for boys and girls, for example, pioneer ball and aerobics, respectively);
familiarization with the outside world (once a week);
ecology and basic life safety (once a week);
artistic creativity (drawing 2 times a week, sculpting and appliqué 1 time);
design (once a week);
music (2 times a week).

If the kindergarten work program provides for it, then 1–2 hours a week in the work schedule are allocated for choreography (or logorhythmics, rhythmoplasty) and a foreign language (English).

The tasks of the comprehensive development of preschoolers are also included in routine moments, as well as in preparing entertainment and organizing outings, suggesting:

developing a culture of hygiene skills in the aspect of self-care, following the rules of a healthy lifestyle;
accumulation of experience in the emotional-volitional sphere;
development of intelligence, independence;
continuation of work on the formation of moral qualities of the individual and a sense of patriotism.

There is a developmental component in every element of educational activity in a preschool educational institution.