Circle for the development of speech “Talkers. A circle for the development of children's speech and the strengthening of fine motor skills of the hands "Talking fingers

Choosing the name of a circle of arts and crafts is not as simple a task as it might seem at first glance. This association is not created for one year, the development of the circle is laid in the future. Changes and additions to the work program, the emergence of new areas and age groups are possible. All this makes the choice of event responsible.

The Importance of Further Education

Children attending the circle acquire skills and abilities that help them to study in a general education school. In addition, creative activities with an enthusiastic, caring teacher make them more organized and manageable.

Fine motor skills, which develop well in such classes, make it possible to learn how to write well, put beautiful handwriting. It is also known to be beneficial for the mental performance of children.

The modern name of the arts and crafts circle will attract the attention of children, it will be interesting for them to go to it. In the process of creating a work of art, a small person will overcome difficulties: he will learn patience, learn about his abilities.

Boring stages of work, such as a monotonous operation that is repeated many times, the teacher will help to perform mechanically. Then the head is freed for a conversation on an interesting topic. While the guys are shading, sticking, cutting out something, the teacher is telling a story on a common topic.

• Leaves.
• Acorns.
• Small stones.
• Shells.
• Seeds of various plants.
• Cones.

Then crafts are created either in the form of paintings that can be hung on the walls of the room, or in the form of figurines. Scenes from Russian fairy tales can be depicted. Natural material can be painted with gouache, and after drying, coated with acrylic transparent varnish. It is odorless and water soluble.

Names suitable for the preschool work program:

• "Developing Skills"
• "Before school".
• "Skilled Hands".

Circle for younger students

The previous practice of electives gave tangible results: the students who attended them did better in subjects. A group of 10 people is the optimal number for informal activities.

In the process, the teacher often approaches one or another student. Personal assistance from a specialist, and on time, is the key to student success. If a lot of guys signed up, especially at the beginning of his work, common work will help to unite everyone in one thing.

The distribution of tasks will make everyone feel at home and the work will go smoothly. In winter, when attendance falls, more attention can be paid to the individual approach.

Directions that children of elementary school are happy to study:

• Plasticine technology.
• Salty dough.
• Decorative postcard.

Perspective development of the circle

So that the circle does not close after the first year of life, its future development should be considered. The program that children studied in the first year will remain in the second for those who first came to study. The second year is already a different program, otherwise the children will be bored.

Thematic plans for each year of study may have their own names. But the name of the circle of arts and crafts remains constant. each year includes repetition, consolidation of previously acquired skills, and new material.

Technologies that require constant training are good to leave and develop. It can be the following types of work:

• Modeling.
• Painting.
• Decoration.
• Sewing.
• Embroidery.
• Knitting.
• Author's doll.

Working with paper, most likely, will no longer be interesting for the guys. Although for congratulations of loved ones you can leave

The third year (or a course for older children) can make not just dolls or soft toys, but glove dolls. Then we can put on a little show. This will also attract the attention of parents.

Participation in exhibitions is a quick way to achieve success in your chosen field. Sometimes teachers do not want to be bound by this, explaining that they are busy. But children who are preparing for the competition can devote a lot of time to this. Especially when they hear praise. Do not be afraid to declare participation in city, regional and other competitions. It will be a good idea for future development.

The circle may receive an order for the production of promotional products, souvenirs, building models, etc. This is good advertising. Take pictures of the process steps, make notes in the local newspaper, and everyone will know the name of the arts and crafts club. At the end, arrange a holiday.

Then the children will fly on wings to their favorite circle, and their teacher will become a loved one.

Explanatory note.

The general basis of personality development is the mastery of speech. Speech depends on the emotional state of a person, his interests, inclinations, habits. The creativity of a teenager's personality is manifested in creatively designed statements, saturated with their own arguments, evidence, and figurative expressions.

According to scientists, a high level of speech development in an adult reflects a high and balancing of all personality structures. A low level, on the contrary, indicates a lack of spiritual maturity, insufficient potential of the individual. The underdevelopment of any aspect of language competence can hinder the development of the personality as a whole.

Games and activities based on the method of fairy tale therapy favor the formation of a child as a linguistic personality, which is a system of his qualities, objectified in speech, associated with the development of the communicative-need sphere, acquired for the purpose of communicative expediency and manifested in the process of joint activity in interpersonal communication

Enrich the active dictionary of preschoolers with figurative vocabulary, introduce phraseological units, develop observation of the change in the meaning of words, develop criticism in terms of the selection and combination of language means corresponding to the character of literary characters;

Provide awareness of the compositional structure and semantic sequence of plot actions;

It teaches to take the position of a hero, to get used to a literary image and to creatively interpret a literary text in retelling on behalf of a literary hero.

october Fairy tale "Fox and Goat".1. Introduction to the text.

2. "Fox and Goat" - the development of speech.

Objectives: - to give an idea of ​​the genre of the fairy tale; to teach to understand the theme and content of the tale, to evaluate; to acquaint with the features of the composition;

learn to retell on behalf of the characters; introduce phraseological units, use different intonation.

November Fairy tale by S. Mikhalkov "The Stubborn Kid".

1. Familiarization with the text.

2. Development of speech.

Objectives: -understand the idea of ​​a fairy tale, specific features; learn to correlate a proverb with a certain character;

Inventing riddles, selecting figurative characteristics, making sentences with an adversative conjunction but.

December. 1. game-dramatization of the fairy tale "The Fox and the Goat".

2. Collective storytelling based on a series of plot pictures "Friends".

Develop the ability to logically move from one picture to another; use a variety of syntactic constructions; Complete the sentences with antonyms.

January composition of ditties.

Purpose: - to introduce the genre features of ditties; develop the ability to invent ditties.

February Inventing fables.

A fantasy game based on the fairy tale "The Fox and the Goat".

Purpose: - to teach children to compose nonsense about the Goat and the Fox, to help come up with a different ending to the fairy tale;

Develop the ability to take on the role of invented characters, exercise in building sentences, replacing words in a sentence. learn to select figurative expressions for invented characters.

March - acquaintance with the fairy tale of V. Odoevsky "Moroz Ivanovich" (telling, watching a cartoon).

inventing riddles about the personal qualities of a literary hero.

Objectives: - the idea of ​​a fairy tale, acquaintance with a new proverb about work;

To develop the attention of children: to highlight the missing parts of the fairy tale in the cartoon, to activate phraseological units in the speech of children.

Teach children to use their knowledge when composing riddles; learn to select figurative characteristics; select sentences with an adversative conjunction a.

April - acquaintance with a new genre - a fable. Fable by I. A. Krylov "Dragonfly and Ant".

Compilation of stories according to the proverb "At work and reward."

Objectives: - to introduce children to the fable genre, to bring to an understanding of the meaning of proverbs about labor, to repeat the proverbs about labor studied earlier;

Learn to distinguish a story from a proverb and a fairy tale; lead to the use of figurative words in the preparation of stories; learn to unravel sentences - fables.

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Circle for the development of speech "Speech"

At present, the number of children with pronunciation deficiencies is increasing every year, and most children have a late onset of speech development and, as a result, the formation of sound pronunciation is delayed (normally, by the age of 5, a child should correctly pronounce all speech sounds).

In our kindergarten "Smile" in the city of Kirsanov, Tambov region, from the 2013 - 2014 academic year, on the basis of the Decree of the Government of the Russian Federation of August 15, 2013 N 706 Moscow "On approval of the Rules for the provision of paid educational services", a paid educational service - a circle for the development of speech - "Speech", which is held in the afternoon, for children of middle and older groups. Classes are based on:

1 lesson per week

4 lessons per month

26 lessons per year

Number of children in groups -10 - 12 people

The duration of one lesson is 20-25 minutes.

I have developed the program of the “Rechevichok” circle, which includes a system of classes for the development of articulatory, finger motor skills, speech breathing, strength, voice height and a set of various poetic exercises, with elements of neuropsychological impact (“speech with movement”, aimed at developing all coherent speech .

Each articulatory gymnastics complex prepares certain movements and positions of the lips, tongue, produces a directed air stream, that is, everything that is necessary for the correct formation of sound, and work on the development of finger motor skills of the hands has a beneficial effect on the development of speech in general, as well as prepares the child's hand for drawing and writing. The development of the strength and pitch of the voice, speech breathing develops a sense of rhythm, diction, intonational expressiveness of speech. The poetic text will be the rhythmic basis for performing movements, and the movements will help the baby to better remember the text of the exercise itself. Along with the development of physical activity, children will develop speech, attention, memory and thinking.

Each lesson is devoted to a specific lexical topic. All topics are developed in accordance with the main general educational program of preschool education "From birth to school" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, which creates continuity in the work of the educator and the leader of the circle, and this in in turn enhances performance. This whole system of classes is aimed at improving all coherent speech and sound pronunciation of children.

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The program of the circle "Speech"

Municipal budgetary preschool educational institution kindergarten "Smile" of the city of Kirsanov, Tambov region

The program was approved at the meeting

Pedagogical Council

Protocol No. of the year

Educational program of additional education for children

"Speech"

for children 4-5 years old

Implementation period: 1 year

teacher-speech therapist of the first qualification category

Kirsanov city, Tambov region

The program was developed in 2013

1. Title page. page 1

2. Explanatory note. page 3-4

3. Educational and thematic plan. pp. 4 -9

5. Methodological support of the additional educational program. page 10

6. Expected results… page 11

6. List of used literature. pp. 11-12

Explanatory note

Document Status

The program is designed taking into account the speech characteristics of kindergarten students and reflects the basic direction of correctional education

Document structure:

The program includes sections:

explanatory note, goals and objectives, methodological principles, thematic planning, program content, methodological support, expected results, list of references

General characteristics of circle speech therapy classes:

this system of classes contains various exercises for the development of articulatory, finger motor skills, speech breathing, strength, pitch of voice and a complex of various poetic exercises with elements of neuropsychological influence (“speech with movement”, aimed at developing all coherent speech, generalizing concepts, forming an idea of ​​the properties surrounding objects and natural phenomena.

The development of the articulatory apparatus includes: articulatory gymnastics with the display of colored cards associated with the name of the exercises.

In the development of manual motor skills: making figurines from fingers with poetic accompaniment

In the development of speech breathing: breathing exercises aimed at developing the correct speech exhalation.

In "Speech with movement": memorizing and telling rhymes, nursery rhymes, riddles, rhymes while performing actions.

Each articulatory gymnastics complex prepares certain movements and positions of the lips, tongue, produces a directed air stream, that is, everything that is necessary for the correct formation of sound, and work on the development of finger motor skills of the hands has a beneficial effect on the development of speech in general, as well as prepares the child's hand for drawing and writing. The development of the strength and pitch of the voice, speech breathing develops a sense of rhythm, diction, intonational expressiveness of speech

And the poetic text will be the rhythmic basis for performing movements, and the movements will help the baby better remember the text of the exercise itself. Along with the development of physical activity, children will develop speech, attention, memory and thinking.

Each lesson is devoted to a specific lexical topic. All topics resonate with the requirements of the kindergarten program, which creates continuity in the work of the educator and the head of the circle, and this, in turn, increases the effectiveness of classes.

The system of classes is designed for children of middle and senior preschool age.

Classes are based on:

1 lesson per week

4 lessons per month

34 lessons per year

The number of children in the group is 10 - 12 people.

The duration of one lesson is 25-30 minutes.

The criterion of efficiency is the implementation of the tasks set.

Criteria for selecting children - based on the request of the parents.

The purpose of the circle "Speech":

development in children of attention to the sound side of speech.

The tasks of the circle "Speech":

Prepare the organs of articulation for the correct pronunciation of the main groups of sounds

Develop gross and fine motor skills

Form the lexical and grammatical structure of speech;

Form speech hearing;

To form the correct speech development by reading poetry, nursery rhymes, rhymes, riddles while performing actions;

To form the cognitive activity of children;

Improve mental processes: attention, memory, thinking

Teach effective communication skills.

Methodological principles:

The principle of development presupposes the priority allocation of those tasks that are in the zone of proximal development of the child.

The principle of consistency involves the impact on all aspects of the speech system, allows timely detection and prevention of speech disorders.

The principle of a workaround, the use of safe analyzers, allows you to create a new functional system bypassing the affected link

General didactic principles involve the use of science, consciousness and activity, visibility, entertainment, individual approach, connection between theory and practice.

Educational and thematic plan:

Diagnostic (2 hours)

Collection of anamnestic data on early speech development, past diseases. The study of speech. Sound state.

Questionnaires for parents

2 1st week of September

September

Features of the dynamic side of speech.

The state of connected speech. Questionnaires for parents

1 3rd week of September

Preparatory (4 hours) 1st week of October

Organs of articulation

The development of manual motor skills Performing figurines from fingers.

Speech with movement. 14th week of September

Development of the articulatory apparatus Conjugated articulatory gymnastics, with elements of kinesiotherapy. 1 1st week of October

Development of speech breathing Breathing exercises 1 3rd week of October

Main (24 hours) 2nd week of January

Articulation gymnastics with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Favorite toys

Vanka-vstanka

rhymes

14th week of October

The development of speech breathing

Speech with movement:

Autumn has come

Autumn, autumn - leaf fall

For mushrooms

apple tree

Rhymes.

Seasons. Autumn

1 1st week of November

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

We will go to the garden

Work in the garden

Harvest

Rhymes.

1 2 week of November

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Rhymes.

1 3rd week of November

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Harvest

We will go to the garden

Rhymes.

Vegetables fruits

14th week of November

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

washbasin

Learning parts of the body

Facial massage

Self-massage of handles

Self-massage of the ears

Rhymes.

Man. Our body. Family.

1 1st week of December

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

We can do that too

small feet

Rhymes.

Man and his surroundings

1 2 week of December

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Shoe galoshes

Rhymes.

1 3rd week of December

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

winter meeting

Oh, frost, frost

New Year

Rhymes.

Seasons. Winter

14th week of December

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

How should we name animals?

We help with the housework

Rhymes.

Pets

1 2 week of January

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Game "Pasture"

Rhymes.

baby pets

1 3rd week of January

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

How should we name animals?

Shadow-shadow - sweat

Rhymes.

Wild animals

14th week of January

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Walk to the zoo

Rhymes.

1 1st week of February

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Rhymes.

Riddles Poultry

1 3rd week of February

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

flight of birds

Sparrow

Owl Owl

Rhymes.

Riddles Wintering Birds

14th week of February

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Rhymes.

Riddles Migratory birds

1 1st week of March

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

We will welcome spring

Rhymes.

Seasons. Spring

1 2 week of March

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Mom's helpers

Rhymes.

1 3rd week of March

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

We walk around the room

Rhymes.

1 4th week of March

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Let's call the transport

Train game (barely)

Rhymes.

Transport

1 1st week of April

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Let's call the transport

Truck

Rhymes.

Professions 1 2nd week of April

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

We plant flowers in the garden

Dandelion

Rhymes.

1 3rd week of April

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

Walk

Grasshoppers

Rhymes.

Riddles Insects

14th week of April

Articulation exercises with elements of kinesiotherapy

The development of speech breathing

Speech with movement:

We will meet the summer

Rhymes.

Seasons. Summer

1 1st week of May

Final (4 hours)

Continued work on clarity and ease of pronunciation. Speech with movement. Rhymes. Poems. Nursery rhymes. Cleanliness. Riddles (reinforcement)

2nd week of May

Speech with movement. Rhymes. Poems. Nursery rhymes. Cleanliness. Riddles (fixing) 2 3rd week of May

4th week of May

Conventionally, the distribution of program material is divided into 3 stages:

Stage 1 (diagnostic) - 2 hours

Collection of anamnestic data on early speech development, past diseases. The study of speech. Sound state. Anatomical structure of the articulatory apparatus. The state of respiratory and voice functions. Features of the dynamic side of speech. Reproduction of the sound-syllabic structure of the word. State of phonemic processes. Study of speech comprehension. The study of vocabulary and grammatical structure of speech. The state of connected speech.

Stage 2 (preparatory) - 4 hours

Development of manual motor skills, Development of the articulatory apparatus. Voice exercises. Breathing exercises.

Stage 3 (main) - 24 hours.

Speech with movement, rhymes, rhymes, nursery rhymes and riddles from the poems of S. Marshak, K. Chukovsky, A. Barto and other children's poets on lexical topics: Toys. Autumn. Vegetables. Fruits, Vegetables-fruits. Man and family. Man and his surroundings. Shoes. Winter. Pets. Baby pets. Wild animals. Zoo. Domestic birds. Poultry chicks. Wintering birds. Migratory birds. Spring. Crockery Furniture. Transport. Professions. Flowers. Insects

Development of phonemic perception and phonemic representations.

Stage 4 (final) - 4 hours. Continued work on clarity and ease of pronunciation. Using basic sounds in independent speech

Methodological support of the program of additional education for children

A necessary condition for the implementation of the program is the presence of a tape recorder, a computer in a preschool institution, as well as the ability to use technical teaching aids.

Classes on each topic are held in the form of a game:

Speech with movement:

“Favorite toys”, “Football”, “Vanka-vstanka”, “Autumn has come”, “Autumn, autumn - leaf fall”, “For mushrooms”, “Apple tree”, “Harvest”, “We will go to the garden”, “ In the garden”, “Studying parts of the body”, “We can do that too”, “Shoeing galoshes”, “Meeting winter”, “Oh, frost, frost”, “New Year”, “What should we call animals? ”, “We help with the housework”, “What should we call animals? ”, “Walk to the zoo”, “Geese”, “Flight of birds”, “Migratory birds”, “We will meet spring”, “Mom's helpers”, “We are walking around the room”, “We will call the transport”, “Pilot” , “We plant flowers in the garden”, “Walk”, “We will meet the summer”, “In the forest”, “Rain”, “Oka River”

vocabulary games and didactic games:

The game "Train" (the train goes from the station)

Game "Pasture"

Owl Owl Game

"Mobile games, physical minutes and general developmental exercises with speech and music"

Expected results:

Filling gaps in the formation of phonemic processes

Filling gaps in the correct pronunciation of sounds

Refinement of initial ideas about speech sounds

Increasing the level of cognitive activity of children

Enrichment of the nominative, predicative and qualitative vocabulary of children with grammatical categories;

Ability to independently plan practical and mental actions;

Education of the culture of speech communication as part of speech etiquette.

List of used literature:

1. Volkova G. A. Methods of psychological and speech therapy examination of children

with speech disorders. Issues of differential diagnosis. - St. Petersburg, 2005.

2. Baskakina I. V. Lynskaya M. I. Logopedic games. M. : IRIS PRESS,

3. Vinogradskaya O. abstracts of lessons on vocabulary enrichment in a group of children with OHP. Tambov, 1994.

4. Gavrisheva L. B., Nishcheva N. V. Logopedic chants. St. Petersburg "Childhood-press", 2010.

5. Novikovskaya OA Poems for the development of speech. M., Astrel, 2008.

6. PopovaG. P., Usacheva V. I. Entertaining alphabet studies. Volgograd. 2007.

7. Seliverstov V. I. Speech games with children. M., "Vlados", 1994.

Tkachenko T. A. Physical education minutes for the development of finger motor skills in preschool children with speech disorders. Collection of exercises. – 2001.

8. Polozova N. V. Basic requirements for labor protection and sanitary

provision in preschool. Collection of documents and

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Shows interest in the information received in the process of communication.

Emotionally responsive.

Understands and uses in his speech words denoting the emotional state of people and animals, conveys his attitude to the environment

Mastered the means of communication and ways of interacting with adults and peers.

Speech when communicating with adults becomes extra-situational, speech with peers is situational, knows how to take into account the interests of comrades, knows how to choose play partners from the children's team

Having mastered the necessary skills and abilities.

Knows how to highlight the first sound in a word, divide a word into syllables, identify long and short words, use natural logical pauses, stresses, read poems expressively

Able to solve intellectual and personal problems adequate to age.

Shows initiative in solving cognitive problems, is able to use simple schematic images to solve simple problems.

Physically developed.

Owns, in accordance with age, the basic exercises for the small muscles of the hands, shows interest in participating in outdoor games and exercises.

1. Synopsis of directly educational activities in the senior group. Educational area - speech development. Topic: "The human body" (lesson of the first week of September (see APPENDIX))

Purpose: comprehensive development of children's speech activity, development of phonetic hearing.

Tasks: Mastery of fingers, development of coordination of movements, memorization of poems, broadening of horizons, development of a sense of rhythm, improvement of diction, intonational expressive speech, development of observation, replenishment of vocabulary, improvement of attention, memory.

Lesson progress:

Today, in the lesson, we will try to draw a little man, but not in the usual way, instead of a pencil, our fingers will help us, and instead of a sheet of paper there will be a table! Shall we try? (in order for children to better understand the poem, draw a little man on the board, as stated in the poem)

Point (with the index finger on the table "draw" a point),

Dot(near the second dot) ,

Comma (just below the semicolons) .

A curved face came out (draw a mouth in the form of an arc).

Pens (simultaneously with two index fingers, draw straight lines diverging from the center to the sides),

Legs (at the same time draw straight lines diverging from top to bottom with two index fingers),

Cucumber (with the right index finger “draw” an oval - torso) -

Got a man!

If the children liked the exercise, you can repeat it again.

Well done!

Shall we continue? Guys, what parts of the body do you know? (lead to answer). Now let's remember what is on our face, and this interesting exercise will help us.

Where is the mouth? Here is his mouth (open mouth wide).

Where are the sponges? Here they are (with index fingers, stroke the lips in the direction from the center to the corners).

Where are the teeth? Here are the teeth (smile, show two rows of teeth, and then click your teeth).

And behind the teeth - the tongue,

He is used to licking (sticking his tongue out of his mouth and licking his lips). Repeat the exercise one more time

Well done guys. And now physical education minute, stand in line!

One, two, three, four, five - we will study the body (children walk in place).

Here is the back, and here is the tummy (they show the back with both hands, and then the tummy),

Feet (stomp feet)

Handles (stretch arms forward and rotate brushes),

Eyes (point to the eyes with the index fingers of both hands),

Mouth (with the index finger of the right hand show the mouth),

Spout (with the index finger of the right hand show the nose),

Ears (pointing to the ears with the index fingers of both hands),

Head (put hands on head)

I barely managed to shake (shake their head from side to side),

The neck turns its head (clasp the neck with palms),

Oh, tired! Oh oh oh!

What good fellows! Now sit on your chairs. Now I will say phrases to you, and you repeat after me. (repeat phrases several times)

Ah-ah-ah - it's time for me to go to my mother.

Uuuu - and I'm going to my mother.

Oh-oh-oh - together with mom is good.

And-and-and - we were with my grandmother.

S-s-s is us, s-s-s is me, and this is you.

Up-up-up - dad has a lot of hats.

Here are some funny, little poems we now know! Do you want to learn some more interesting verses? Just listen carefully. Try to repeat after me correctly. (If the children have questions, explain the meaning of the words)

Feofan Mitrofanovich has three sons Feofanovich.

Uncle Kolya gave his daughter Field a collie puppy.

Dense dad stood up firmly, founded the pyramid. Sons stand on their shoulders without panic, then nephews.

Guys, how did we "draw" a person today?

Who wants to once again paint with words and gestures or "show" us a portrait of a person?

Which poem did you remember (like) the most?

What do you think, in whose performance the "portrait of a man" turned out to be more colorful and complete?

What poem will you recite at home today? And to whom exactly? Why?

Well done today, well done guys!

Conclusion

According to the Federal State Educational Standard, the targets of preschool education include the following social and psychological characteristics of the child's personality:

The child shows initiative and independence in various activities - play, communication. Able to choose his occupation, participants in joint activities, reveals the ability to implement a variety of ideas

The child is self-confident, open to the outside world, has a positive attitude towards himself and others, has a sense of his own dignity. Actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, try to resolve conflicts;

The child has a developed imagination, which is realized in various activities. The child's ability to fantasy, imagination, creativity is intensively developed and manifested in the game. The child owns different forms and types of play. Knows how to obey different rules and social norms, distinguish between conditional and real situations, including gaming and educational;

The child's creativity also manifests itself in drawing, inventing fairy tales, dancing, singing, etc. The child can fantasize out loud, play with sounds and words. He understands oral speech well and can express his thoughts and desires;

The child has developed gross and fine motor skills. He can control and manage his movements, has a developed need to run, jump, make crafts from various materials, etc .;

The child is capable of volitional efforts in various activities, to overcome momentary impulses, to complete the work begun.

The child can follow social norms of behavior and rules in various activities, in relationships with adults and peers, the rules of safe behavior and personal hygiene;

The child shows curiosity, asks questions about near and distant objects and phenomena, is interested in causal relationships (how? why? why?), tries to independently come up with explanations for natural phenomena and people's actions.

To achieve this, the following conditions must be met:

1. To increase the level of development of children's speech, a system of work on the development of children's speech is needed through the conduct of games-classes.
2. When selecting content, it is necessary to take into account the principle of accessibility and the age characteristics of children.
3. It is necessary to give a lot of scope for the development of children's creativity, the development of imagination.

This practical-significant project is being implemented by me and the second teacher in the senior group of MBDOU No. 4. During the implementation of the project, children's speech becomes rich in figurative comparisons, expressions, children learned to clearly pronounce words, and children's memory improved. At each lesson, the teacher receives a positive emotional response from the children.

Bibliography

1. Federal Law No. 273-FZ of December 29, 2012 "On Education in the Russian Federation"
2. Law of the Moscow Region "On Education" dated July 27, 2013 No. 94 / 2013-03
3. Federal state educational standard for preschool education (Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155)
4. Order of the Ministry of Education and Science of the Russian Federation "On approval of the Procedure for organizing and implementing educational activities for general educational programs of preschool education" (order of the Ministry of Education and Science of Russia dated August 30, 2013 No. 1014)
5. Long-term target program "Development of Education in the Moscow Region for 2013-2015", approved by the Decree of the Government of the Moscow Region dated August 29, 2012 No. 1071/32
6. Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 “On approval of San Pi N 2.4.1 3049-13 “Sanitary and epidemiological requirements for the device, content and organization of the working regime in preschool educational organizations”
7. Davydov V. V. "On the concept of developmental education" Tomsk, Peleng 1995
8. Childhood: An exemplary general educational program of preschool education / T. I. Babaeva, A. G. Gogoberidze, Z. A. Mikhailova and others - St. Petersburg: Childhood-press, 2010
9. Novikovskaya O. A. “Patters, tongue twisters, finger games, poems for the development of speech”, M .: Astrel, St. Petersburg: Astrel - St. Petersburg, 2009.
10. Subject-spatial developing environment in kindergarten. Principles of construction, advice, recommendations / Comp. N. V. Nishcheva.- St. Petersburg, Childhood - Press, 2010

Appendix

Long-term planning of circle activities in the senior group

Theme of the week

Explanatory note.

Preschool childhood is the time of the formation of the fundamental principles of personality, individuality, the most sensitive period for the development of curiosity, general and special abilities. Thanks to a special process of cognition, which is carried out in an emotional and practical way, each preschooler becomes a small explorer, a discoverer of the world around him. The fuller and more varied the child's activity, the more significant it is, the more successful the development is, the happier his childhood.

The development of children's speech is one of the leading tasks that preschool educational institutions and parents solve.

The successful development of speech at preschool age is of decisive importance for the subsequent systematic teaching of the native language in primary and then in secondary school.

The levels of speech development of children of the same age are different. These differences are especially clear in the middle preschool age.

Work on the education of a sound culture of speech should include the formation of the correct pronunciation of sounds, the development of phonemic perception, the vocal apparatus, speech breathing, the ability to use a moderate rate of speech, intonation means of expression. In children of middle preschool age, it is important to form and consolidate the correct pronunciation of all the sounds of the native language.

At this age, the active vocabulary of children noticeably increases due to words denoting the properties and qualities of objects, actions with them, and their functional features. Individual differences in vocabulary are observed, which is due to a number of factors, including the environment in which the child lives, is brought up and learns.

At the same time, children have a special sensitivity, susceptibility to the sounds of speech, which is why this age is very important for learning the elements of literacy. Children master almost the correct pronunciation of all the sounds of their native language. They develop awareness of their pronunciation skills.

Speech is the most important creative mental function of a person, the area of ​​manifestation of the inherent ability of all people to cognize, self-organize, self-development, to build their personality, their inner world through dialogue with other personalities, other worlds, other cultures.

Satisfying the need of children for verbal communication is one of the most important pedagogical tasks.

Purpose: complex development of cognitive and speech activity of children, development of phonemic hearing.

Develop speaking and listening skills;

To develop interest and attention to the word, to one's own speech and the speech of others;

Enrich active and passive vocabulary;

Develop the sound culture of children's speech;

Develop the ability to analyze the sound side of oral speech.

Develop the articulatory apparatus;

Material nsportal.ru

U - rock, gift, point, count;

Oh - laziness, enemy, etc.

Consonant exercises

Game "Onomatopoeia". How does a snake hiss? Sh - sh - sh - sh - sh.

How does a beetle buzz? Zh-zh-zh-zh-zh and others.

• Exercise "Add one sound to the word." (At the beginning of the word.) C - fur, treasure, port, outfit;

Mr. rum, roses, river, glad.

• Exercise "Add one sound to the word."

(At the end of the word). For example: sound K - ox, floor, couples.

• The game "Distinguish and repeat." Children should repeat after the teacher only syllables with a dull sound (pa - ba, ka - ha, yes - that, zha - sha, sa - za).

The game "Let's call the sound to the word."

Magic ball, help!

Sound to us in a word call!

Let's say it kindly - and here,

The sound will come to us in a word!

The teacher throws the ball to the child, calling the word. The child returns the ball by saying the word in an affectionate way. For example: finger - finger, hare - bunny, bird - bird, ring - ringlet; a friend is a friend, a circle is a circle, a flag is a flag, a coast is a coast, etc.

An exercise. The teacher pronounces syllables with hard sounds, the children must convert them into syllables with soft sounds (pa - pya, ta - cha, ky - ki, na - nya, etc.)

An exercise. The teacher pronounces words with hard sounds, the children must convert them into words with soft sounds (nose - carried, be - beat, glad - row, bow - hatch, ditch - roar, ox - led, washed - sweet).

• An exercise. The teacher invites the children to replace the first sound in the word with another. For example, to the sound l: honey (ice), weight (forest), stump (laziness), oven (lie down), cookies (treatment), beat (pour), etc.
• An exercise. The teacher asks the children to clap if the word begins with a soft sound (cotton wool, feather bed, fluff, brick, sofa, mattress, tree, pillow, paddle, furniture).

An exercise in separating vowels and consonants (vowels are indicated by red chips, hard consonants are blue, soft consonants are green. The teacher pronounces a series of sounds, and the children must pick up a chip of a certain color.

The sixth step is the formation of skills in elementary sound analysis

The task of the last stage of work is to develop in children the skills of elementary sound analysis: the ability to determine the number of syllables in a word; slap and tap the rhythm of words of different syllabic structures; highlight the stressed syllable; analyze vowels and consonants.

This work begins with the fact that preschoolers are taught to determine the number of syllables in a word and to slap two- and three-syllable words.

How to teach children to divide words into syllables? Invite your child to carefully watch how you pronounce the word "mother". Ask if he noticed how many times you opened your mouth.

Now let him say the word "dad", and you count how many times he opened his mouth. In the same way, “explore” the words “milk”, “dog”, etc. Well, then it’s time to tell the “secret” - how many times you need to open your mouth to pronounce the word, there are so many syllables in it.

Practice in determining the number of syllables in words, offer the game “Who is more attentive?”. Introduce the child to this technique: put your palm under your chin and pronounce a word - the palm goes down when pronouncing each syllable.

For division, first words are selected, consisting of two syllables of the “fusion” type: ma-ma, lip-pa, se-no, mo-re. Then offer words like frost, book, mushroom, beauty.

A useful and interesting type of work associated with syllable division is the pronunciation of counting syllables.

It is necessary to remind the children that there are long words (basket, nesting doll, car) and short ones (house, elephant, ball), that in long words there are several syllables, and in short ones only one. Explain to them that words can be slammed, walked by the number of syllables. To consolidate the material, you can play the game "How many syllables in words?".

For example: kor-zi-na - 3 syllables, 3 claps;

mat-resh-ka - 3 syllables, 3 claps;

and in the word house - 1 syllable, 1 clap;

elephant - 1 syllable, 1 clap.

• Exercise "Divide correctly." Give the task - alternately name the pictures and put as many sticks as there are syllables in the word. Ask how many syllables are in the name of each item drawn.

House - one syllable, one stick.

Clock - two syllables, two sticks, etc.

In the process of isolating individual sounds, one should not be required to immediately characterize the sound (vowel, consonant, hard consonant, soft, etc.). Before you start working on isolating any sound from a word or sequentially naming sounds, you need to make sure that children correctly correlate this word with a specific object. Acquaintance with a new sound and letter is better to start with tasks on lexical topics more familiar to children: “Vegetables”, “Fruits”, “Dishes”, “Clothes”, “Transport”, etc. Having isolated a sound from a word, introduce children to the features of its acoustics and articulation (participation of the voice, the presence or absence of an obstacle in the oral cavity in the path of exhaled air). And on this basis, learn to characterize it using the schemes: vowel sound, consonant sound, hard and soft consonant sound, deaf and voiced consonant.

At this stage of the work, the following exercises should be carried out: distinguishing among themselves any sounds of speech, both vowels and consonants; selection of any sounds from the composition of the word; division of a word into syllables, and syllables into sounds; combining sounds into syllables, and syllables into words; determining the sequence of sounds in words; division of sentences into words.

The exercises are performed in a playful and entertaining way using various didactic material.

Exercise "Analysis and synthesis of reverse syllables." For example: ik, at, ut, op, etc.

• Exercise "Isolating a stressed vowel from a position after a consonant." For example: poppy, onion, catfish, smoke.

• Exercise "Analysis and synthesis of open syllables." For example: sa, pu, mo, ka, etc..
• Exercise "Analysis and synthesis of monosyllabic words." For example: house. What is the first sound you hear? What is the second sound in the word? What's the last one?

The game "House of Sounds". Sounds live in houses. Sound in every room. A fly flew into your house. Her house has four rooms.

Each sound lives in a separate room. We give the children four chips in their hands (two red, two blue).

Teacher: "What is the sound in the first room?".

Child: "M-m-m." And closes the first room with a blue chip.

Teacher: "What sound lives in the second room?".

Child: "Whoa." And closes the second room with a red chip, etc.

An exercise. "The division of words into syllables". The teacher gives a word printed on paper, and the child must lay out as many strips of paper as there are syllables in the word (5, 6 syllables.) It is necessary to teach how to depict the word using conventional signs (chips) on the model, and these preliminary actions will become a reliable basis for competent (without omissions and replacement of letters) writing. Game "Show me what word." The teacher pronounces words of different lengths, and the child spreads his palms according to the length of the word (hedgehog, elephant, milk, policeman, onion, rattle, iodine, cyclists, cartoon, perfume and cosmetic, etc.).

Exercise "Differentiation of sounds." For example: l, r. The teacher sets the task: finish the word with either the syllable la or the syllable ra. For example: shko ...., shku ...., ska ...., zha ...., pi ...., met ...., smo ..., dy ...., ig ..., fa ... , to……etc.

The game "Let's call the word"

We teach children to identify the stressed syllable in a word. There are pictures on the tables in front of the children. Everyone says their word, for example:

I have "Machine".

Let's call this word: ma-shi-na.

Game "How many sounds?"

At this stage, children are able to determine the number of vowels during continuous pronunciation (one, two or three vowels: a, ay, oui, aea).

• Children are given several - one-color circles or sticks. The teacher pronounces one, two or three vowel sounds, for example:

Ah, ay, iay, etc. Children lay as many circles on their tables as the teacher made sounds.

• Children have three mugs on the tables. We agree that the red circle denotes the sound (a), yellow (y), green (and). Then the teacher pronounces a combination of these sounds, first two sounds each - ay, wa, ui, ai ... Then three sounds each - aui, iau, aiu ... ..

Children lay out mugs on the tables in certain combinations and in the right order. Children should put as many sticks on the table as they hear sounds.

The game "Last Sound, Respond!"

(first we teach children to determine the last sound in a word - deaf, explosive, consonants are easiest for children).

Children one by one go to the teacher's table and take out pictures from the envelope (selected in advance). Loudly, clearly call them, highlighting the last sound. Then repeats this sound separately. There may be the following pictures: cat, poppy, bow, spider, broom, etc.

This game can be varied, gradually complicating the task, for example:

• Children are laid out on a typesetting canvas so that on one side there are objects whose names end in sound (t), and on the other - in sound (k).
• The teacher shows the children one picture at a time and calls them, omitting the last sound, for example:

Tan ..., pow ..., veni ...., ceiling ... etc.

The child repeats the whole word, and then pronounces the sound that the teacher missed.

• The child must insert the right word into the poem and determine which sound is missing. If he coped with this task easily, you can ask where the sound is missing: at the beginning, middle or end of the word.

The old k ... from (mole) digs the earth, He lives under the earth. We are dark. We ask dad We turn on a brighter la ... pu (lamp). They entered the arena ... games (tigers), We all fell silent from fear.

Conclusion

The development of articulatory skills and phonemic perception occurs simultaneously with the development of analysis and synthesis of the sound composition of speech. Exercises in sound analysis and synthesis, in turn, contribute to the conscious mastery of the pronunciation of speech sounds. Thus, exercises for the analysis and synthesis of the sound composition of speech help to solve two problems - to normalize the process of phoneme formation and prepare children for literacy.

The correctional process for the formation of phonemic perception requires an individual approach to each child and is designed for a long period of study. The entire training period is based on visualization.

A variety of didactic and speech therapy games, speech tasks and exercises help to diversify classes in the formation of phonemic perception and should be conducted in a lively, interesting way, with moments of humor.

By the time they enter school, children who have completed a course of special education are being prepared for mastering the program of a general education school. They are able to distinguish and differentiate by ear and in pronunciation all the phonemes of their native language, consciously control the sound of their own and other people's speech, consistently isolate sounds from the composition of a word, independently determine its sound elements. Children learn to distribute attention between various sound elements, to keep in memory the order of sounds and their position in a word, which is a decisive factor in preventing writing and reading disorders.

Bibliography

1. Alexandrova T.V. Living sounds, or Phonetics for preschoolers. - St. Petersburg: Childhood-press.-2005.-98s.
2. Arushanova A., Rychagova E. Games with a sounding word.- M.: Vlados, 2008.-115p.
3. Bykova I.A. Teaching children to read and write in a playful way / methodological guide.- St. Petersburg: Childhood-press.-2005.-112p.
4. Volkova L. S., Shakhovskaya S. N. Speech therapy. - M.: Vlados, 2005.-300s.
5. Ilyakova N. E. Sounds, I distinguish you .- M .: Gnome, 2006.-116s.
6. Repina 3. A. Study of phonemic (speech) hearing. - M .: Vlados, 2007. - 80p.
7. Spirova L.F. Disadvantages of pronunciation, accompanied by violations of writing.- M.: Vlados, 2010. - 100p.
8. Ushakova O. S. Classes on the development of speech for children 3-5 years old. - M.: Vlados, 2010.- 68s.

Appendix 1

Memo on the development of phonemic hearing

• Phonemic awareness is developed through remedial learning in adult-led classes.
• When carrying out corrective work, the individual characteristics of the child are taken into account.
• Remedial training is carried out "from the bottom up", (that is, from simple exercises to more complex ones), in a playful way with multiple repetitions.
• The systematic use in the classroom of a variety of aesthetically designed games, tasks, exercises, manuals contributes to the significant development and formation of phonemic hearing and sound analysis in preschool children.

Preview:

"The use of ICT in the development of speech in preschoolers"

Mass media, especially electronic ones, actively penetrate the lives of children. Domestic and foreign studies of the use of a computer in preschool educational institutions convincingly prove not only the possibility and expediency of these technologies, but also the special role of a computer in the development of the intellect and the personality of a child in general (studies by S. L. Novoselova, I. Pashelite, G. P. Petka , B. Hunter and others).

In the conditions of a dynamically changing world, constant improvement and complication of technologies, informatization of the education sector is of fundamental importance. This direction of development of the educational industry, as emphasized in state documents, is recognized as the most important national priority.

In modern conditions, with the widespread introduction of new information technologies, the problem of the development of the speech of a preschool child remains relevant. After all, it is on the level of development of his speech abilities that the further mastery of knowledge and full development depend.

Many will agree that modern parents read little and reluctantly to their children, do not encourage them to dialogue speech, therefore the speech of preschoolers is not particularly expressive, they often allow agrammatisms in their speech, and are limited to monosyllabic answers. Due to the underdevelopment of speech, the poverty of the vocabulary, pupils often lose interest in classes for the development of speech, there is no learning motivation.

In such conditions, the use of computer technology comes to our aid as one of the sources of motivation. The possibilities of the computer are inexhaustible here. It allows you to immerse preschoolers in a certain game situation, to make directly educational activities more meaningful, interesting, attractive and truly modern.

ICT is becoming the main tool that a person will use not only in professional activities, but also in everyday life.

The main goal of introducing information technologies is to create a single information space of an educational institution, a system in which all participants in the educational process are involved and connected at the information level: administration, teachers, pupils and their parents.

To implement this, trained teaching staff is needed, able to combine traditional teaching methods and modern information technologies.

The teacher should not only be able to use a computer and modern multimedia equipment, but also create their own educational resources, widely use them in their pedagogical activities.

Information technology is not only and not so much computers and their software. ICT refers to the use of a computer, the Internet, television, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication.

I use my skills in my work:

With kids

With colleagues

In methodical, experimental, innovative activity.

It is preschoolers, with their visual-figurative thinking, who understand only what can be simultaneously considered, heard, acted upon or evaluated the action of an object. In this regard, I use multimedia presentations in my work - this is a program that can contain text materials, photographs, drawings, slide shows, sound design and narration, video clips and animation, three-dimensional graphics.

The use of presentation tools allows me to bring the effect of visibility into the classroom and helps children learn the material faster and in full.

Educational activities using ICT are complex, as I combine traditional and computer-based learning tools, as well as the integration of educational areas.

I believe that the use of multimedia presentations in my work prevents children from fatigue, supports their cognitive activity, and increases the efficiency of my work in general. Their use in speech development classes is interesting for children and, importantly, for myself. The screen attracts attention, which we sometimes cannot achieve in group work with children.

The use of ICT in the development of speech of children at preschool age allows:

1. The pupils' ideas about the world around them are expanding, the vocabulary is enriched.

2. Children will express their thoughts more logically and consistently, understand the meaning of words more deeply.

3. The ability to convey one's impressions from a listened musical composition, from a viewed picture or illustration will be formed.

4. Children will use the artistic merits of their native language in speech, and at the end of the training they will show a desire to create them on their own.

5. The use of these techniques will gradually lead the child to show interest in poems, riddles, fairy tales.

6. In this approach, the envisaged interconnection of group and subgroup, joint and individual forms of organizing work with children will justify itself.

Relevance - the problem of speech formation in preschool children is relevant today. The formation of speech in preschoolers is an important and difficult task.

The successful solution of this problem is necessary both for preparing children for the upcoming schooling, and for comfortable communication with others. However, the development of speech in children in the present tense is an urgent problem, due to the importance of coherent speech for preschoolers.

The use of ICT enhances:

2. Activates the cognitive activity of children.

The use of ICT allows for educational activities:

at a high aesthetic and emotional level (photos, animation, music);

provides visibility;

attracts a large amount of didactic material;

contributes to improving the quality of education.

So, let's consider the first feature of computer technology - the versatility of computer technology as a learning tool with wide demonstration possibilities - using the example of writing stories from a picture.

This task can be completed in 3 ways:

1. 3-4 pictures are displayed on the screen, representing a connected story (1-beginning, 2-continuation, 3-end). Children simply describe the events depicted in the pictures. In this case, each picture acts as another chapter.

2. Children are offered only one picture. The teacher asks the question: What happened before?

What can be after? After the statement, a true story is offered and all the pictures are displayed on the screen.

3. The teacher shows pictures on the screen that follow each other not according to the plot, but in a confused sequence. Children must arrange these pictures in order, and then make up a coherent story.

This is the most difficult version of the work, assuming that the child has a developed logical thinking to a certain extent.

PMK on "Speech Development" by A. Yu. Korkina is used in classes for the development of speech and preparation for teaching literacy, in speech therapy classes and in correctional work with children.

The program is multi-user, adapted for use with an interactive whiteboard, designed for the effective speech development of children from 3 years old through interactive features:

1. the use of the program contributes to the development of auditory perception in children;

2. the formation of skills in sound analysis and synthesis, the correct pronunciation of sounds, syllables, words;

3. the development of the ability to speak, independently build sentences;

4. The presence of several levels of complexity in each task allows for the individualization of training.

The program includes the following sections:

1. non-speech sounds: Acquaintance with the sounds of the objective world and the natural world.

2. onomatopoeia: Acquaintance with the sounds of the animal world.

3. speech sounds: Development of skills for recognizing and correctly pronouncing the sounds of the Russian language.

4. development of coherent speech: learning to build sentences (from phrases to text)

5. A special "Interactive Section" allows you to create your own assignments and didactic materials, make signatures and drawings on top of the educational material, and print it out.

Working with the program involves diverse forms of children's activities: speech, cognitive, practical.

This makes it possible to make children's speech activity variable through the use of different types of classes, both directly for the development of speech (phonetic, connected speech, etc.), and for the development of cognitive research and practical activities.

My use of this PMC in speech development classes not only causes a wide positive response in children, but also contributes to the assimilation of speech material at a high level.

The program “Getting Ready for School with Bunny the Know-It-All! » was developed with the active participation of professional educators and child psychologists. In the process of creating the game, the wishes of parents, teachers and the children themselves were taken into account, which made it possible to achieve maximum efficiency in the use of the educational product. In addition to a computer disk with tasks, the products contain visual aids-cards with bright pictures, songs that help the child quickly consolidate the studied material. "Bunny-Know-It-All" instills in the child the skills of independent answers, contributes to the development of phonemic hearing, oral speech, and replenishes vocabulary.

It must be remembered that when using ICT, San Pi N should be observed, which defines the requirements for screen size, installation height, distance between the child and the monitor, as well as the duration and frequency of classes.

The use of information technology in the classroom for the development of speech in a preschool educational institution makes it possible to overcome the intellectual passivity of children, and makes it possible to increase the effectiveness of the educational activities of a preschool teacher. It is an enriching and transforming factor in the development of the subject environment.

Author and leader: Efimenko Svetlana Nikolaevna, teacher of speech therapy group. MBDOU d / s No. 18 "Alenka", Safonovo, Smolensk region
Children's age: 6–7 years.
Program implementation period - 1 year.
Description of the material: I propose the development of the educational program of the circle for creative and moral development "Magic Fairy Tale", for children of the senior and preparatory (speech therapy) group for school.
This material will be useful for educators of senior and preparatory (speech therapy) groups, leaders of additional education circles, as well as everyone who strives to develop independent verbal creativity in children through the use of fairy-tale material.

I. Explanatory note
Our children from early childhood are faced with the artistic word. We often use various nursery rhymes, poems in speech, and often read children's books to kids. But the older the child becomes, the less often parents and educators pick up books to introduce them to the world of literature. This exciting activity is replaced by a TV and a computer. I noticed that children began to use television cliches more often in their speech, phrases that are used in the production of advertising and low-grade films. Children are less and less likely to pick up books, they are not even interested in illustrations in them.
And, nevertheless, wisdom from generation to generation was transmitted precisely through fairy tales. I like talking to children through fairy tales and parables, which they have to think about, and not just memorize information like a computer.
Fairy tales, firstly, are understandable, both for adults and children, and secondly, they store moral postulates and pass them on from heart to heart.
The work of the circle is aimed at children's knowledge through a fairy tale of two priceless worlds - their own, internal, and external, surrounding. A fairy tale is capable of teaching without teaching, and of educating without educating. Children will learn many ways to create works of art, develop fine motor skills of their hands, learn to put thoughts into words, and pronounce words and sentences with different intonations, enrich their vocabulary.

II. Purpose:
The formation of independent verbal creativity in children through the use of fairy-tale material.

III. Tasks:
Educational:
- to form social skills (skills of joint group actions, the desire to cooperate and interact with children and adults).
- increase the emotionally positive background, creating favorable conditions;
Educational:
- develop speech, communication skills;
- imagination, fantasy;
- memory;
- fine, articulatory motor skills.
Educational:
- educate the emotional responsiveness of children;
- love for works of art;
- friendly relations with each other.

IV. Building a lesson:
"Guide to the Thirtieth Kingdom - the Solar State":
- "Games - fairy tales."
A dramatization of a fairy tale, the heroes of which children will create themselves from a variety of materials.

- "Fun Paths"
Mastering by children of different ways of creating works of art, as a result of which not only fine motor skills of hands develop, but also the surrounding and their inner world is known from completely new points of view.

- "Streams of beautiful speech."
A variety of games that will help children bring as many words as possible from a passive vocabulary to an active one. Development of beautiful speech of children before school.

- "Cunning paths".
Amazing ideas for developing various life skills and human qualities necessary for a child.

V. Activities:
- Game activity.
- Productive activity.
- Cognitive speech activity.
- Acquaintance with literature that forms the creative and moral development of children.
- Musical activities.
- Prerequisites for learning activities.
- Independent activity.

During the implementation of the program, attention is focused on solving the following socially important problems:
- activity as a way of expressing oneself;
- a person in communication with other people;
- external and internal "portraits" of the child.

The implementation of the program assumes compliance with the following conditions:
- creating a special environment for the successful education of the child.
- taking into account the level of development and upbringing of the child, the organization of educational space in accordance with this level;
- dynamism of work;
- taking into account the age and psychological and physiological characteristics of the child;
- improvement of knowledge, skills and abilities in the formation of the creative and moral development of children;
- formation of speech culture skills.

The program is for one year.
She is:
- organically fits into the basic educational program of the preschool educational institution;
- Provides dynamics in mental development.

The successful implementation of this program also provides for the conditions for creating an appropriate developmental environment, including the availability of the necessary teaching aids, games and game materials, conditions for observation and experimentation, as well as a calm, friendly atmosphere in which the inclinations and abilities of the child can manifest themselves, as well as conditions conducive to development mental and speech activity.

Expected results:
- children will have an interest in the art of staging a fairy tale, the heroes of which they will create from a variety of materials;
- development of children's motor abilities through mastering various manual operations that affect their psychophysiological functions;
- removing as many words as possible from the passive dictionary to the active one - the formation of the "great and mighty Russian language";
- reduction of emotional anxiety;
- increasing self-esteem;
- development of communication skills.

A fairy tale, as a unique kind of creativity, is closest to the child's soul. I want my children to learn compassion, love and wisdom. The fairy tale makes the child laugh, worry and hope, in a word, feel. And, a sensitive person is capable of real creativity. .

FORWARD PLAN

September :
Topic #1."Fairy tale game with dolls from coloring pages." (4 lessons)
Learning objectives:
We teach how to create your multi-part fairy tale using dolls from coloring pages.
We develop the ability to use non-standard dyes.
Intellectual development of the child through a combination of mental-speech and visual work.

Topic #2. "The game is a fairy tale with dolls - balloons." (2 lessons)
Learning objectives:
We learn to stage a fairy tale using balloons to create images.
We teach to pronounce individual words and whole sentences with different voice power and at different tempos.
Develop memory and attention.
Content:
1. "Merry path (Air drawings)".
2. "A stream of beautiful speech (We change the volume and speed of speech)".
3. "Cunning path (Attentive prompter)».

Topic #3. "The game is a fairy tale of autumn leaves." (2 lessons)
Learning objectives:
We teach to play a fairy tale, the heroes of which will be a variety of autumn leaves.
We develop the imagination of children by offering to come up with and finish a picture using the contours of autumn leaves.
We teach to select an action for an object and objects for an action.

October :
Topic #1"The game is a fairy tale with matchbox dolls." (3 lessons)
Learning objectives:
We develop the imagination of children - for this you need to come up with and play out the second series of an already familiar fairy tale.
We continue to teach to pronounce individual words and whole sentences with different voice power and at different tempos.
We continue to work out the emotional expressiveness of speech. We teach children to highlight the main thing, and therefore, to think logically.
Content:
1. "Merry path (Multiformat pictures)".
2. "A stream of beautiful speech ("Scary Story")"

3. "Cunning path (Poster)».

Topic #2. "The game is a fairy tale with balls." (3 lessons)
Learning objectives:
We train fine motor skills of hands, develop patience and perseverance.
We continue to work out the emotional expressiveness of speech (intonation).
Enrichment of the active vocabulary of the child - the selection of definitions and epithets for a particular noun.
Compose and write down useful tips for the hero of a fairy tale.
Play the fairy tale in reverse, taking into account the compiled useful tips.
Content:
1. "Merry path (Nitkography)".
2. "A stream of beautiful speech (What)".
3. "Cunning path ("Useful advice from a doctor and a cook"".

Topic #3. "The game is a fairy tale with puppets - masks." (2 lessons)
Learning objectives:
We teach how to act out a fairy tale performance using theatrical masks worn on dolls and plush toys.
We develop accuracy.
We develop children's speech by offering to tell the funniest, funniest incident from their lives. Strengthening children's self-esteem.
Content:
1. "Merry path (Who is more accurate)".
2. "A stream of beautiful speech (Funny story)".
3. "Cunning path (Tickets of happiness)».

November :
Topic #1. "The game is a fairy tale with dolls - bags." (3 lessons)
Learning objectives:
We train the concentration of children by offering to draw the heroes of a fairy tale using only the same or only different geometric shapes.
We teach children to recognize objects by description.
We develop the ability to make riddles, verbal portraits.
.
Content:
1. "Merry path (Picture geometric shapes)".
2. "A stream of beautiful speech (Learn by description)".
3. "Cunning path (Surprise in a fairy tale)".

Topic #2. "The game is a fairy tale with puppets on magnets." (2 lessons)
Learning objectives:
We teach children to act out a fairy tale using puppets on magnets.
We learn to pronounce individual words and whole sentences with different voice power and at a different pace.
We develop a sense of rhythm and tempo, the ability to control our movements, express our feelings more clearly.
Content:
1. "Merry path (We draw with cotton wool)".
2. “Stream of beautiful speech (Artist)

3. "Cunning track (Music stick)".

Topic #3. "The game is a fairy tale with puppets made of pebbles." (3 lessons)
Learning objectives:
Act out a fairy tale using the theater of stones.
We develop the imagination of children - the opportunity to see one or another fairy-tale hero in a three-dimensional form.
Enrichment of the active vocabulary of children - we learn to select circumstances for verbs. We teach to express the amplitude of feelings, most accurately translate feelings into sounds, which is important for self-expression.
We develop communication skills.
Content:
1. "Merry path (Colorful shells)".
2. "A stream of beautiful speech (How)".
3. "Cunning path (The nightingale will understand the nightingale from afar)".

December :
Topic #1"The game is a fairy tale with umbrella puppets." (3 lessons)
Learning objectives:
We teach how to play a fairy tale performance, using an umbrella as a decoration, which allows you to periodically return to the already mentioned heroes, repeating the names and events that happened once.
We teach children to combine characters obtained from blots in a single plot.
We develop the imagination of children, for this you need to come up with and beat an already familiar fairy tale as if, according to the plot, a secret organization operates in it.
Content:
1. "Merry path (Mysterious blots)".
2. “A stream of beautiful speech (We lengthen sentences).”
3. "Cunning path (Spy tale)»

Topic #2.“The game is a fairy tale with puppets from a fan.” (2 lessons)
Learning objectives:
We develop aesthetic feelings.
We are training to select beautiful, unusual definitions for the characters of a fairy tale.
Learn to describe your appearance using new invented words.
We develop speech, fantasy - for this you need to come up with, draw and talk about gifts for fairy-tale heroes; and for each gift come up with a small wish associated with it

Content:
1. "Merry path (Frost patterns)".
2. "A stream of beautiful speech (New words)".
3. "Cunning path (From the bottom of my heart)".

Topic #3. "The game is a fairy tale with Christmas dolls." (3 lessons)
Learning objectives:
We learn to play a fairy tale using the theater - a Christmas tree.
We continue to teach to pronounce individual words and whole sentences with different voice power and at different tempos.
We develop memory and attention.
Learn to match words with rhymes.
We develop ingenuity, resourcefulness, the ability to quickly make the right decision.
Content:
1. "Merry path (Magic drawing)".
2. "Stream of beautiful speech (Chain of rhymes)".
3. "Cunning path (I know everything)».

January :
Topic #1. "The game is a fairy tale with flag puppets." (2 lessons)
Learning objectives:
We learn to stage a fairy tale using the theater of flags.
We continue to learn to combine adjectives and adverbs in the story.
We learn to explain, to argue our thoughts.
We develop memory and attention.
Develop positive relationships with others.
Content:
1. "Merry path (Color something)".
2. "A stream of beautiful speech (What to like and what not)".
3. "Cunning path (Good fairy tale)».

Topic #2. "The game is a fairy tale with wire puppets." (3 lessons)
Learning objectives:
We develop the imagination of children using a flexible and pliable material - wire.
We train fine motor skills of hands, develop patience and perseverance.
We continue to teach how to invent, pronounce words and at the same time spread our palms to the sides to compare their length.
We teach children pictography, which contributes to the development of an artistic vision of words and thoughts, the ability to highlight the main thing and generalize - to think logically.
Content:
1. "Merry path (Drawings from matches)".
2. "A stream of beautiful speech (Long and short words)".
3. "Cunning path (Pictography)».

Topic #3. "The game is a fairy tale with Bi-Ba-Bo dolls". (2 lessons)
Learning objectives:
We continue to teach how to stage fairy tales using Bi-Ba-Bo dolls. We develop the creative abilities of children, the ability to conduct a dialogue.
We develop the imagination of children using the "secret drawing" method.
We continue to develop the skills of argumentative speech, speech with reasoning and evidence.
We expand the horizons of the child in his idea of ​​​​the world and his capabilities in it.
Content:
1. "Merry path (Secret drawing)".
2. "A stream of beautiful speech (Explanations, explanations)".
3. "Cunning path (New musical "Karkusha teaches Piggy to fly").

February :
Topic #1. "The game is a fairy tale with dolls - origami." (3 lessons)
Learning objectives:
We continue to teach children how to fold figures - origami, and developing creative qualities - we definitely strive to “breathe life into the created images - play a role-playing fairy tale with the resulting characters.
We develop observation.
When reading an unfamiliar poem, omit the last word - rhyme, let the children themselves try to guess the word rhyme resourcefulness and fantasy.
We develop the ability to interact with each other.
Content:
1. "A cheerful path (Portrait of a favorite toy)".
2. “A stream of beautiful speech (Guess the rhyme).”
3. "Cunning path (Be so kind)."

Topic #2. "The game is a fairy tale with thread puppets." (3 lessons)
Learning objectives:
We develop the imagination and imagination of children.
We continue to develop the speech of children, we offer to interview the main character of the fairy tale.
Learn how to form interrogative sentences.
We develop the ability to look at ourselves and our actions from the outside, a critical attitude towards ourselves.
Content:
1. "Merry path (Drawing in the fog)".
2. “A stream of beautiful speech (Asking questions).”
3. "Cunning path (Mirror of a fairy tale)".

Topic #3. "The game is a fairy tale on movable ribbons." (2 lessons)
Learning objectives:
We teach to stage a fairy tale using theater on movable ribbons.
Invite the children to come up with several sentences for any fairy-tale character.
Teach children to draw conclusions about how to act correctly in different situations, thinking about what is good and what is evil.
Content:
1. "Merry path (Pig in a poke)".
2. "A stream of beautiful speech (Forest News)".
3. "Tricky track (Fabulous football)».

March :
Topic #1. "The game is a fairy tale with eggshell dolls." (3 lessons)
Learning objectives:
Invent and make a puppet theater out of eggshells.
We develop the imagination and imagination of children for this, taking one word, we suggest compiling a whole sentence with it, and then coming up with a whole story.
We teach children to work in a team, treat their partner with respect and attention, build a dialogue through the game, feel like an indispensable link and an important part of the common cause.

Topic #2. "The game is a fairy tale with puppets - thimbles." (3 lessons)
Learning objectives:
We stage a fairy tale using thimbles - we teach children to play the roles of several heroes at once.
We develop the imagination and imagination of children.
Learn to use comparative words.
Developing a sense of humor.
Content:
1. "Merry path (We draw through carbon paper)".
2. “A stream of beautiful speech (Compare and explain).”
3. "Cunning path (Tale with a chuckle)".

Topic #3. "The game is a fairy tale with vegetable puppets." (2 lessons)
Learning objectives:
Act out the performance by turning ordinary vegetables into fairy tale characters.
We fantasize and color the drawings using the method of drawing with dots.
Practice making up dialogues.
We learn to think logically and develop children's speech by offering to come up with a different name for a familiar fairy tale.
Content:
1. "Merry path (Drawing with dots)".
2. "A stream of beautiful speech (Dialogue of the sun and clouds)".
3. "Cunning path (Another name)".

April :
Topic #1"The game is a fairy tale with dolls on spoons." (3 lessons)
Learning objectives:
We develop the interest of children by offering to make dolls and play out a fairy tale using wooden spoons.
We develop the fantasy and imagination of children using the wet drawing method.
Learning to invent stories - fables.
We fantasize and learn to mix the plots of fairy tales.
Content:
1. "Merry path (Wet drawing)".
2. "A stream of beautiful speech (Fable)".
3. "Cunning path (Bouquet of fairy tales)".

Topic #2. "The game is a fairy tale with paper dolls." (3 lessons)
Learning objectives:
We stage a fairy tale using paper dolls that the children will draw, color and cut out themselves.
We develop imagination, fine motor skills of hands.
We teach children to come up with unusual letters, and then compose response messages.
We expand the active vocabulary of children, develop the ability to invent.
Content:
1. "Merry path (Drawing on a plasticine board)".
2. "A stream of beautiful speech (Unusual letter)".
3. "Cunning path (Shivorot - inside out)».

Topic #3. "The game is a fairy tale with puppets on wheels." (2 lessons)
Learning objectives:
We are expanding the possibilities of staging fairy tales, for this we use children's cars and make puppets on wheels.
We develop the imagination and imagination of children using the method of drawing with sand and small grains.
We learn to invent monologues of a well-bred hero (kitten, puppy, etc.).
Develop conciseness and accuracy of speech.
Content:
1. "Merry path (Drawing with sand and small grains)".
2. "A stream of beautiful speech (A well-bred kitten)".
3. "Cunning path (Short path)".

May :
Topic #1. "The game is a fairy tale with plastic wrapping dolls." (3 lessons)
Learning objectives:
Act out with plastic wrap puppets made by children. We develop the fantasy and imagination of children by creating drawings using fabrics or postcards. We learn to invent fairy tales - fables together with children.
We develop thinking.
Content:
1. "A cheerful path (We draw with the help of fabrics or postcards)".
2. "A stream of beautiful speech (Fairy tale - fable)".
3. "Cunning path (A fairy tale with seven seals)".

Topic #2. "The game is a fairy tale with dancing little men." (2 lessons)
Learning objectives:
We stage a fairy tale using toys of dancing men (twitch dolls).
We develop the fantasy and imagination of children using non-standard painting - blots on the pavement, drawings on the pavement.

Age of children: 5 - 7 years

Program implementation period – 2 years

Explanatory note

The program is focused on the development of socio-communicative, socio-affective, sensorimotor-behavioral systems and the communicative function of speech of a child of senior preschool age 5-6 years old.

The program helps children gain experience in organizing joint activities and establishing relationships based on a sense of community and trust, they learn to achieve goals that are important for the group, taking into account their own interests and the interests of other children.

The novelty of the program lies in the applied methods and techniques of working with children, as well as the personality-developing strategy of interaction between the teacher and the child, specific methods of communication based on humanistic views on the child. In special playing conditions, the child models relationships with other people in a visually effective form. Children develop social confidence, and a socially confident child believes that he will act correctly and successfully, and will achieve a positive result when solving difficult problems.

Relevance: the basis of social confidence is a positive “I-concept”, which contributes to the development of individuality and meets the “Concept of preschool education”.

goal: to teach the ability to harmoniously interact with oneself, with people, develop ideas about the relationship between people, ways of behavior, create an atmosphere of trust and psychological comfort in the children's team.

Tasks :

1. Development of social abilities:

Positive self-perception or positive "I"-image;

To the perception of another person (attention, interest in him, the ability to see and hear, feel, understand him);

2. Development of social skills:

Establishing contacts and acting in a communication situation (the ability to make contact, unite, ask, explain, discuss);

Ability to make demands and resolve conflicts and problems.

Features of the program: the child receives ZUN in the game. The objectives of the program are also implemented through other forms of group work (group affairs, rituals, "minutes of communication", "friendly gatherings")

The main form of organization is the circle.

Group form of education - 14 children

Duration - 25 minutes.

Mode of conduct - 1 time per week.

Expected results: the child begins to adequately perceive situations, is able to analyze his own actions and the actions of other people, to draw a conclusion about how to act in these cases. Able to make a choice of behavior, action, optimal for a communicative situation; manage blocking feelings - negative emotions (anger, aggression, resentment, hatred ...), resolve problem situations, make a compromise, predict and eliminate conflict.

Summing up form: holiday.

Educational - thematic plan(senior group):

Theme, type of activity.		Methods, techniques	Check date
1 section "Our group"
Introduction of group rituals, rules of communication. Greeting games. “Hello children”, “Blinkers”, “Hello”, “Telegram”, “Salute”. Goodbye games. "Thank you", "Bravo", "Compliments", "Mood flower"	To encourage in children emotional activity and openness, trust in the teacher and peers, a sense of "we". To evoke a positive feeling in children, to give them the opportunity to express their feelings in action. Help children express friendly feelings, gratitude to each other.	Game "Your name". Establishment of perceptual contacts. emotional closeness, Exercises to teach the ways of verbal and non-verbal interaction. perceptual contacts, synchronous actions, The transmission of a single image, the joint repetition of words, movements, Arrangement in the form of a circle. Joint discussion of plans for the day, summing up the joint stay, lighting a candle, Group performance of songs.	September
Game activity. "Hello Sun" "Relay race of good news" Game activity. "Guess What I Love" "Pyramid of Love" Game activity. "On the ice floe", "Merry snake" Repeat your favorite games.	Increase the level of group cohesion, help children feel belonging to the group. Develop the ability to speak alternately and listen to others. To form a friendly attitude towards each other, to help children get to know each other better. Expand your ways of expressing yourself. Help children to remove the fear of physical contact, the feeling of alienation. To promote the establishment of emotional contacts, the acceptance of each other by children. Give children the opportunity to play the games they like. Strengthen skills for use in real life.	Pass around the magic wand. Creation of the overall composition. Transmission of the image through pantomime. Creation of a single image of the "pyramid". Performing actions that require the coordination of movements of all members of the group. Speeding up or slowing down the pace of movements. Self-reflection (comparing one's feelings from touching others or when they are touched). The choice of games for children, playing.
Game activity. "Puffed Corn", "Colored Ropes" Round dance game "Apple Tree" Game activity. "Gnomes", "Views" Game activity. "Tangle", "Mill"	Facilitate the establishment of emotional contacts. Help children feel like they belong to a group through play together. To harmonize the emotional state of children, contributing to the creation of a common "space" of a single emotional mood. Develop attention, coordination of movements, collective creativity and group fantasy. Raise the level of group cohesion. Encourage them to establish emotional contact with each other. Develop a sense of confidence. To help you experience your uniqueness and originality and at the same time unity with other people. To evoke positive feelings in children, to create a single emotional mood. Contribute to the harmonization of the condition of children, increase the level of psychological compatibility, prepare the child for effective interaction in joint activities.	Discussing the nature of movements in the game - do not collide with each other, coordinate actions. The transfer of the image in motion - synchronous movements. Asking questions to children who have difficulty concentrating. Creative task "Colored cobweb" (unraveling the cobweb from the hands, intercepting each other's hands, leaving the circle.) Self-reflection to the music (think about whether they managed to understand each other). Transfer of a single image of the "Apple tree". Synchronized actions - look, touch. Rolling an apple on open palms, passing it to another. Finding the child in the center of the circle, receiving psychological support, acquiring confident behavior within the role. rhythmic exercises. Particular attention is paid to observing the rhythm of pronouncing words and performing movements. Slowing down the pace, if you need to transfer children to a calm state and speeding up to awaken activity in children. Choral rhythmic pronunciation of the text, accompanied by appropriate movements. Perform the exercise at a different pace.
Section 2 "I'm in the group"
Game activity. "King", "My Dream" Integrated educational activity. "Affectionate Scarf", "Clowns" Storytelling on the topic: My favorite thing that brings joy " Manual labor. "Workshop of artists"	Help improve children's self-esteem. Develop a positive self-image. Contribute to the satisfaction of the need for true self-respect. Develop the ability to speak openly about your desires and interests. Help children recognize positive qualities in themselves, openly and freely express themselves. Develop the ability to express your feelings and emotions in various ways. Create an atmosphere that will give a sense of celebration. To continue work on the development of children's ideas about themselves, the ability to talk about themselves in a game situation. Encourage each child to receive an emotional response from their peers. Develop the ability to engage in a conversation, express your opinion. Arouse the desire in children to make New Year's masks and decorations for the Christmas tree. To create conditions for the manifestation of the creative activity of children. Strengthen the atmosphere of community, group cohesion.	Assuming the role of a good king (queen). Clarification of the conditions: the king announces reasonable rules, orders should not be offensive to the "servants" - other children. Designation with symbols (color) of your desires. Using a "magic" item to stimulate a communication situation. Passing an object along a chain with words. Drawing masks on the face. Presentation with the help of facial expressions, gestures in a new way. Creation of costume elements from paper, waste material, fabric. General dance with greetings to the music. Using a microphone to act out an "interview" situation. Drawing your favorite thing. Exhibition of drawings, exchange of impressions. Introduction to the game situation: a workshop for making New Year's masks and toys opens. Consideration of materials, discussion of methods of work, distribution of actions. Question (receiving an emotional response): how did our workshop work? Have we got a result? Did the artists need help? Note that everyone received support from the group.
Drawing on the theme "My family" Game activity. "Lion", "Mood". Game activity. "Mysterious Friend"	Create conditions for drawing on the theme "My family". Generate a desire to tell others the family story. Help children experience a sense of pride in their family. Continue work to improve the mutual understanding of the children of the group, contribute to the removal of fears of communication and contact. To give children the opportunity to receive psychological support from the group during the game, to help them gain experience of confident behavior within the framework of the role. Continue to teach children to express themselves openly. Continue to develop self-confidence in children. Cultivate the desire to do something nice for another person.	Preliminary work: drawing up a family tree at home with parents. Questions: Why is your family important to you? Do you get bored when one of your family members goes somewhere? How is your family different from others? What and who in your family are you proud of? What do your family like to do? Would you like to have more brothers and sisters? What family would you like to have when you grow up? Painting. Creating an image with the help of movements, facial expressions. Being in the center of the circle. The use of silhouette images of gnomes (merry fellow, grumbler, smart guy, sleepyhead, cunning, naughty, inventor). Coloring the clothes of gnomes with a color that matches the mood, depicting it with movements, facial expressions. Indecisive children are invited to color "mood balloons" (balloons of joy, sadness, anger, resentment, pleasure, fright, fun, irritation, discontent). Each child's choice of a "mystery friend". Preparing for him a surprise (drawings, souvenirs, postcards) made with his own hands, which is placed in the box of the "mysterious friend".
Section 3 "My friends"
Repetition of favorite games from the previous sections. Game activity. "Scouts" Game activity. "Find out who I am." "Paired Animals" Game activity. "Icebergs", "Two Dwarfs". Game activity. "Robots", "Roly-Vstanka". Game activity. "Conveyor" Drawing on the theme "Self-portrait". Manual labor. Production of the stand "Our group".	Give children the opportunity to play their favorite games, to fulfill their desires. Continue to teach children to consider the wishes of others. Cultivate a sense of camaraderie. To teach children to notice what another person looks like, the room in which the child is located, the location of children in space, changes in peer clothing. To develop tactile susceptibility, observation, the ability to move in space with closed eyes and using the sense of touch to find certain people by the attributes of clothing. Continue to work on the development of tactile susceptibility. Harmonize the emotional state of children. Learn to find a pair according to the symbol. Develop the ability to recognize and portray an animal, focusing on the characteristics of its behavior. Continue to teach children to describe their emotional state at the end of the session. To develop the ability of children to move in pairs with their eyes closed, bypassing obstacles on the way. To develop the ability to consciously and motivatedly perform the exercise, control their actions. Exercise in the ability to fix the sound signal, moving with closed eyes inside the circle. Improve children's empathic abilities. Continue to learn to coordinate your movements with the movements of your partner. Develop the ability to play the role of a leader, give orders in the game to guide the actions of other children. To cultivate the ability to obey the rules of the game, to participate in what others offer. Continue to coordinate your actions with the actions of your partner. Develop coordination of movements. Maintain positive self-image. To consolidate the practical experience of realizing their similarities and differences with other children. Build self-presentation skills. Strengthen the ability to recognize each other by description and drawing. To identify what place in the group the child assigns himself, his relationship with other children. Cultivate friendships between children.	Choice of games for children. Establishing a counting order. The game situation is the opening of the school of scouts. Attention game "answer the questions with your eyes closed": Who is standing to your right? What color is your neighbor's hair on the left? What is my dress? What color are your mom's eyes? What socks are you wearing? What color are the walls in the group? The game "How many of us" - determining the number of children who came up behind (no more than 4). The game "What has changed" with the change of clothing attributes on the participants. The game "Scouts" - determination by touch by the attributes of the clothes of the "agent". Blindfolded guessing which of the children met on the way. Use of calm music. Work with paired cards with images of animals. Depict and recognize the image of an animal using pantomime, gestures, facial expressions. Exchange of impressions from participation in the game. Turning into icebergs - two children on all fours are covered with a cloth and move. The condition is not to run into other icebergs. The game - "Two gnomes" - by the sound of the bell, the gnome Bolshak is looking for the gnome Baby inside the circle with a blindfold. The game "Robot" - the children move in pairs, embracing their adjacent arms and placing their adjacent legs in a box, depicting a robot. Activities of children in pairs. The "seller" asks to show the movements of Vanka-stand up - sway to the right and left, back and forth, sit on the floor, stand up ... Transferring an object from back to back, standing close to each other on all fours, without the help of hands. Games of the choice of children to repeat. Offer to draw yourself. Motivation: Reading a letter from aliens asking them to get to know us. Compilation of a short story about yourself (what it looks like, what character, what he likes to do, with whom he is friends) Exercise "Guess whose portrait." Prepare the basis for a stand in the form of a house with several floors. Ask the children to place the windows. Provide for the possibility of changing the location of photographs for each child. Offer to insert your photos. Questions: why did you put your photo here? Who are you friends with? And etc.
Section 4 "One and Together"
Collective drawing. "Alone and Together" Game activity. "Boy Opposite and Girl Netak", "Beetles and Bees". Game activity. "Shadow" Integrated educational activity. (Game+ Waste material construction.) "Fairy Carpet" Drawing "Little Wizards" Game activity "From bump to bump", "Dance of hands" Creative storytelling "Journey on a magic carpet" Entertainment "Holiday in the Park"	To form the ability in children to follow the rules of teamwork when drawing together one picture. To give an opportunity to feel the difference between individual and collective drawing in one place, to compare the results. Bring to the realization that the overall result and comfort of the other participants in the games depends on the actions of each. Develop the ability to perform movements in a mirror image. Develop observation, thinking. Develop the ability to listen and distinguish sounds made by other children, recognize them by volume. To improve the ability of children to feel a partner, to coordinate their movements with his movements. Develop observation, learn to note the identity of actions. Develop children's visual memory. Learn to follow the rules of the game. Arouse the desire to create a big picture. Increase the level of cohesion and trust in the group. Develop the ability to agree on the subject of activity and the planned result. Teach children to share their impressions about work. Cultivate goodwill, the ability to negotiate with each other. Maintain a favorable psychological climate in the group. Develop the ability to understand a peer and convey information using gestures. Learn to move in pairs, complementing the movements of the partner's dance. Practice moving to the beat of the music. To form the ability to come up with a general story on a given topic. Develop creative storytelling skills. Continue to learn to share impressions with each other about the flight. Develop creative thinking in children in problem situations. Show children the possibility of using non-standard ways of behavior in game situations, expand their behavioral repertoire.	Divide into pairs at the choice of children. Drawing your drawing on a part of a common sheet. Discussion of the result. Drawing a general picture to the music. Coming up with a title for the painting. Consolidation of the result - to note the successful actions of children. Performing movements and actions on behalf of the heroes "Netak" and "On the contrary." An adult as an assistant to children and a driver. The “leaders” of “beetles and bees” are looking for a “treasure”, focusing on the sound and its volume. Players help their "leader" with their voice - they buzz louder or quieter as it approaches or moves away from the place of the treasure. Movement in pairs: "man" and "shadow". "Man" performs imitating movements, "shadow" repeats. Children celebrate identity. A game of children's choice. Introduction to the game situation (fruit basket). Exercises with symbol cards (red, yellow, orange, purple, green). Game "Harvest" - each child calls the names of children with the same card. Laying out a pattern of ropes on a common sheet. Talk about what kids love to draw. The use of sheets with lines and figures arbitrarily drawn on them is given one for two. Drawing to music. General conversation. Explaining the game to children. The task is to agree with gestures to change places. To the smooth music, dance with your hands: press your palms, weave them, etc. Motivation: invite the children to imagine how we are flying on a flying carpet (to the smooth music with our eyes closed), noting what they see below, on the ground, next to them, what sounds they hear, what they feel. Self-reflection. Motivation: to help Lesovichk. Attractions: "Get the key" (telling about yourself), "Let's fireworks", "Box of wisdom" (whispering the words "thank you" and "please", etc., which help to live peacefully), "Collect a medallion" (selection of pictures with the image of what every child loves), "Smart hats" (answer Lesovichok's questions with gestures), the game "Carousel"

Educational - thematic plan(preparatory group):

Subject, view.		Methods, techniques	Check date
Section "My friends"
Game activity "Good hearing" Exercise "Invisible Drawing" The game "Learn by hand" Game activity. "Unusual Walk" Journey game The opposite game The game "Air traffic control" Leaf game	To develop the ability to recognize sounds recognizable in the process of actions by other children, to remember their sequence. Develop the ability to isolate individual voices and words from the overall sound picture, determine their number; recognize the voices of peers by timbre, voice height. Exercise in the ability to be aware of tactile sensations, to express them in words. Develop the sensitivity of the back by conveying the image by drawing with a finger on the back of another child. Develop the sensitivity of the palms to touch, determine their number, recognize by the palms who touched. Develop the ability to navigate in the space of the room, relying on their tactile sensations. Develop the ability to listen to the sounds of the partner’s steps, to feel him at a distance. To develop the ability of children to play the role of a leader, give orders in the game, direct the actions of another child. Develop the ability to coordinate your movements with the verbal instructions of your partner. To form the ability to perform movements in a mirror image. Develop observation and coordination. Continue to teach children to act within the role. Encourage children to use their perceptual skills. Continue to develop the sensitivity of the palms to touch. Increase the level of group cohesion, a sense of belonging to the group.	Questions for children: why does a person need to hear well? For what professions is a keen ear important? Do you need a good ear to study successfully? The game "How many and what sounds did you hear?" Guess what the sounds behind the driver mean (sweeping the floor, opening the door, rustling paper ...) Remember the sequence and reproduce. The game "Who is under the mask?" Select an animal mask, play a sound. The driver guesses the voice of the one who is under the mask. Invite the children to convey the image to each other with the help of touch. The images of the drawings are simple: a circle, a sun, a flower, a tree, a house… Uniting in subgroups of 4 people, shaking hands. Problem statement: learn to recognize each other by their hands. The game is guessing with closed eyes (we sit on the porch near the house and guess who came to visit). Discussion: was it difficult to cope with the task? How did you feel as a leader? Performing an exercise with a blindfold. Action in pairs, having the opportunity to be in two roles: ward and leader. The story of the children about their experience gained in the lesson, a description of their feelings. Introduction to the game situation: the captain gives verbal commands to navigate the ship between the rocks. Movement with closed eyes according to verbal instructions. Motivation: we ended up with you in the country "Through the Looking Glass". Here you can only move in reverse. The driver shows the movements, the rest repeat it in a mirror image. Independent playing of a situation where everyone would be in the role of a leader and a follower. Movements with closed eyes following verbal instructions. Guessing by hand with closed eyes. Guessing by voice. Conducting the game in a circle, leading in the center of the circle.	September
Integrated educational activity. "Flower-seven-flower" Hand dance game The game "From bump to bump" The game "Conditional signal" Integrated educational activity. "Desert Island" (game + drawing) Conversation "How to act" Game "Tolls" The game "Roly-Vstanka" holidays Shadow game Game "Go on" Game at the start Rope game	Encourage children to negotiate and plan their actions. Develop the ability to interact in a group. Develop the ability to move in unison with others. Maintain a favorable climate in the group. Develop social perception, self-expression skills. Continue to learn to act in pairs. Continue to teach children to convey information with the help of a glance, gestures. Develop the ability to agree on the subject of activity and the planned result. Develop the ability to express your opinion in the process of planning activities. Arouse the desire to contribute to the collective activity. Learn to evaluate your actions. To develop in children the ability to assess the situation. Learn to express your opinion, express your attitude to the environment, participate in a general conversation. Continue to develop the ability to collaborate with peers. Develop observation, the ability to capture and remember signals from others. Strengthen the ability to work in sync in pairs. Continue to teach to perform tasks that require fixation: movements, rhythm of movements. Development of motor perception. Teach children to exercise mindfully and motivatedly. To develop the ability of children by their actions to create a holistic image of the group, to feel a partner. Develop the ability to observe, listen to sounds, differentiate them. Continue to teach non-verbal communication. Create conditions for cooperation of children in the process of playing. Learn to understand the addressed information non-verbally.	Motivation: grow a flower. The task is to make a flower with glue, paper and scissors. Give children the opportunity to act independently without instructions. Cooperation exercise "Opening buds" (synchronous movements). A silent contract is to come up with a dance with your hands in pairs, touching each other with your palms to calm, smooth music. Explaining with gestures, the children change places. Acquaintance with the "forest alphabet". Each sound corresponds to a certain action. Game for children. Introduction to the game situation. Drawing up a "life plan" on the island. Drawing on a common sheet. Expression of impressions from joint activities. Looking at pictures of conflict situations. Questions for children. Findings. Common game, joint actions. Image pantomime. Guessing and memorizing items "things on the road." Connection in pairs back to back, holding hands. A pair of "Roly-Vstanka", performs movements according to the instructions of the driver. Divided into pairs, the children depict a “man” and his “shadow”. The driver starts a familiar song or poem, moving around the circle. The child continues on the signal. The transmission of information by children to each other using sound signals, pantomime. Arrangement in the form of a circle, the transfer in a circle of a common subject. The game task is the transmission of information with the help of a glance.
Section "One and Together"
Game activity "Treasure hunters" Paper construction "Fairytale bird" Game "Space Alien" Collective drawing "Magic Pencil" Construction from waste material "Flower-Semitsvetik" The game "Traveling Direct educational activity "Desert Island" "I am a director"	Maintain a favorable climate in the group. Develop self-control, the ability to obey the rules of interaction in group activities. Harmonize the emotional state of children. Encourage children to connect by using gestures of proximity. Continue to teach children to follow the rules of teamwork. To give an opportunity to feel the difference between individual and collective creativity. To develop the ability to understand the instructions and act in accordance with it, to exercise self-control. Lead children through the creation of a problem situation to achieve a common goal. To achieve an unambiguous understanding of the purpose of the game. To develop the ability of children to direct the actions of other children and follow instructions. Encourage children to self-reflection their activities with a partner. Develop the ability to interact in a group: Agree on the final result; Plan joint activities; Evaluate the overall result and the contribution of each to the overall activity. Exercise in the ability to move in unison with others. Develop the ability to organize joint activities. Activate passive children. Develop the ability to express your opinion in the process of planning activities in a group. Arouse the desire to contribute to collective activities, make decisions, achieve results. Learn to evaluate your own and common activities, describe your feelings and attitudes towards the result. Develop the ability to organize joint activities. To increase the self-esteem of children through the organization of theatrical activities.	Combining with a common goal - together we are looking for a treasure. The introduction of the rule is to keep a secret. Game tasks. Etude "Sun and flowers" (repetition from 1 section) An exercise in the transfer of movements of a single image. The driver in the form of the "Sun" touches each "flower". Making common paper crafts. Discussion of methods and sequence of actions, distribution of responsibilities. The game "Fairy Bird" - inventing a name for a fairy bird. Introduction of the rule: “While the bird is swinging, you can talk, move. When the bird stops, there should be silence. Stimulation of interest, using the role of an alien. Making up a story about life in our group, asking questions in turn. Separation into pairs. One child gives instructions, the other performs sequential actions: "Artist", "Pencil". Sharing impressions about drawings. Goal setting - let's grow a spring gift for the group. Discussion of methods of work, materials. Children work independently, without instructions. Evaluation of work by children. Cooperation exercise "Opening Bud" - synchronous movements to the music. Organization of the "journey" in the group. Joint drawing of the map, outline "stations-landmarks". Choose a "caretaker" for each "station" to explain the way forward. Introduction to the game situation: "Sea voyage". Invite each child to come up with options for life on the island. Drawing an episode of life on the island. Expressing your impressions, evaluating your participation, the result. Offer to arrange a festival of fairy tales. Division into subgroups, selection of directors. Distribution of roles. Improvisations. Evaluation by children, exchange of impressions. Repetition of games at the choice of children.

Bibliography:

1. Prima E.V. Health-saving technology of development in children of 6 years of social confidence. Nizhny Novgorod: Nizhny Novgorod State University. Arch.-p. university. Humanitarian art. institute, 2001.

2. Zinkevich-Evstigneeva T.D. The path to magic. Theory and practice of fairy tale therapy. SPb: Zlatoust, 1998

3. One, two, three, four, five, we are going to play with you: Russian children's game folklore: a book for teachers and students. Comp. M.Yu.Novetskaya, G.M.Naumenko, M.: Enlightenment, 1995.

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Welcome to our rubric "Children's circles and sections in Moscow".

First of all, you need motivation! Modern children's circles and sections in Moscow allow not only to discover talents and skills in children, but also contribute to the overall development of a young organism. So that the child does not get bored, does not become a “hostage” of media broadcasting and a computer, he needs to be carried away, interested in more useful activities.

In which section should the child be sent?

The rating of children's circles and sections is different in each locality. Somewhere in the first place is a visit to the pool, and somewhere an art school is more popular. For example, in small towns, the popularity of a particular section often depends on the teacher in it. If he knows how to get along with children, and his activities arouse interest in the child, then the student will definitely want to come back again. So, the most popular circles and sections for children of preschool and primary school age in Moscow:

• Painting;
• gymnastics, athletics;
• skillful hands;
• dancing;
• swimming.

Older children and teenagers are more interested in taking advanced courses and attending highly focused classes. It could be:

• tourist circle;
• circle of theatrical art;
• learning to play a certain musical instrument;
• sports (football, volleyball, tennis, etc.);
• section of scientific and technical modeling.

Clubs and sections for teenagers often help them find a life path and express their potential.

In which circle to give a baby 3-4 years old in Moscow

The smallest children are difficult to captivate with something specific. And is it necessary? Comprehensive development will only benefit and will not bore the young researcher of the environment. Therefore, kids are recommended general developmental activities for children. On them, kids perform simple tasks that are useful for fine motor skills, play, listen to fairy tales and learn to communicate with their peers.

How to motivate a child to attend sections

In order not to observe their child's dislike for visiting circles, parents should not force him and, most importantly, overload him. Do not replace your baby's favorite games with sections. You should not create a frantic schedule for attending circles, according to which the child will not have time for elementary “useless” activities with his toys. Let the child attend one section, but with pleasure, at his own request, than three or four imposed by parents.

Be sure to find out reviews about children's circles and sections in Moscow, in which you are going to take your child, in order to know more about the teacher, etc. And do not forget to praise your child for success!