Options for surprise moments at a younger age. Surprise moments during kindergarten classes in the senior group Surprise moments for children in the preparatory group

1. Mishka comes to visit the children from the forest and tells them that their forest was attacked by the old woman Lenya. Because of this, the plants stopped growing, the animals did not feed their young, all the trees were in cobwebs, the forest became as if dead. Mishka asks the children to use their kind deeds and hard work to help the inhabitants of the forest free him from the old woman Leni. At the end of the day, the magpie brings a letter of gratitude from the forest from the forest inhabitants, who write that the old woman Lenya has melted and the forest has come to life.

2. A butterfly flies to visit the children to go with them to the world of insects, flowers, fairy tales, etc. To do this, stretch a line from any cabinet or wall shelf to a lower support. The butterfly is hiding behind the closet. A fishing line is attached to the toy, which you can pull on, and it will go down along the stretched fishing line, as if flying off.

3. Before class, the teacher hides a toy kitten under the table. During the lesson, she draws the children’s attention to the fact that someone is meowing and tugging at her leg. He takes out the kitten and asks him what he is doing under the table. The kitten says that he wanted to play and broke it... The teacher calms the kitten and invites the children to do...

4. The teacher ties Dunno on balloons from the street side to a transom or window, and lowers the fishing line into the room. He imperceptibly pulls up the fishing line, and Dunno flies into the room.

5. The twitch toy is hung on the wall. A fishing line is attached to the junction of the parts of the toy, on the back. The little twitch “comes to life” when the children do a good deed and say nice, polite, sweet Nothing.

6. Moidodyr (teacher) comes to the children: a towel around their head, on their shoulders, a basin in their hands, washing supplies in their pockets. Moidodyr comes to a lesson to reinforce knowledge about hygiene and washing supplies or while washing in routine processes.

7. Carlson (toy, teacher) comes to visit the children, who does not know polite words, which is why adults do not always allow him to be friends with the kids, whom he loves very much. The children teach Carlson to be polite, and then “travel” along the rooftops with him.

8. A Magic Book appears in the group, which the teacher turns to when resolving conflicts, controversial issues, and problematic situations.

9. A man called Absent-Minded from Basseynaya Street (teacher) comes to the group. The children teach him how to dress properly, fold and put things away.

10. Karkusha arrives from the program “ Good night, kids” with a letter of any content from their friends.

11. An unusual flower “grows” in the group - a seven-flowered flower, on the back of the petals of which tasks for children are written.

12. The presence of a jar of water in the Spirit group. Two jars are closed with lids, the reverse side of which is painted with red and of blue color. Shaking the jar colors the water more and more.

13. A parcel arrives from Africa, brought (sent) by the inhabitants of the island of Chunga-Changa.

14. A forest fairy appears in the group, which cannot be seen, but she leaves traces: a leaf, a twig, a flower, etc. The fairy observes how children treat plants.

15. A magic chest is brought in, a bell is attached to the lid, which rings when the chest is opened.

16. Magic brushes appear, with the help of which paintings on the sheet come to life; a magical block of plasticine from which a bunny appears, a magical sheet of paper from which a frog “jumps out” (origami).

17. A magic tree or two rose bushes grow, on which children “bloom” from the good deeds pink flowers, and from bad ones - black.

18. The kitten toy hides behind the door. The teacher invites the children to listen to silence. Notices that someone is scratching and meowing. He finds a kitten outside the door, brings it in, asks: “Hello, pussy, how are you? / Why did you leave us?” “I don’t want to live with you, / There’s nowhere to put my tail. / You walk, yawn, / You step on your tail.” The teacher suggests taking pity on the kitten, finding a place for it, equipping it, or moving on to observing a real kitten.

19. A gnome comes to visit the children from the forest and brings a magic umbrella with a multi-layered hat made of paper of different colors. The color of the hat changes in response to the children's activities or answers.

20. Puppet theater characters - grandfather and grandmother - come to the children. They tell the children about their granddaughter. Children evaluate her actions and decide problematic situations that she encounters.

21. Characters enter - Oh and Ah, opposite in character. Talking about health healthy life.

22. A letter arrives from Vintik and Shpuntik. They made a car, but there is no garage for it. Vintik and Shpuntik ask the children to build a garage.

23. There is a kind Brownie in the group who reconciles the children and evaluates their actions.

24. A scarlet flower “grows” in the group, inside of which lives a little girl. A flower is afraid of noise and blooms from good deeds.

25. The teacher brings in a book-primer (with arms, legs), which teaches the children.

26. Balloons with painted faces appear, the strings of which are tied to tasks for the children.

27. The girl Ellie from the fairy tale “The Wizard of Oz” comes to the children and asks to help the lion, who will not become brave, by giving him a piece of her courage (before a physical education lesson).

28. Pinocchio comes and sticks his everywhere a long nose and for this he constantly gets hit. We need to teach Pinocchio to behave culturally.

29. On the floor, the teacher, using a carpet, colored tape, colored electrical tape, and a handkerchief, marks a flying carpet and invites the children to fly on it to the sounds of magical music.

30. The teacher puts on imaginary hats, shoes, and raincoats for the children and “goes” on a trip with them.

31. On the glass of the group, encrypted words are written in block letters from the street side using gouache or toothpaste.

32. The teacher brings in two masks - one with a cheerful face, the other with a sad one. Masks “react” to children’s behavior.

33. A chicken (toy) comes to visit the children and is crying because her chickens have disappeared. Asks the children to help find them and collect them.

34. All the toys in the group disappear, and on the toy shelf there is a sheet with a black blot. The teacher makes the assumption that the toys were stolen by residents of the country of Dirty, because the children have not washed their toys for a long time. What to do? The teacher offers to show how hardworking the children are, to put things in order in the play corner, and to wipe down the shelves. Children find toys and wash them.

35. Dramatization of A. Barto’s poem “The Dirty Girl” with a doll smeared with black paint. The teacher offers to see if all the toys in the group are clean and if there are any dirty dolls.

36. Children with a teacher go to the Kingdom of Silence, where you cannot talk even in a whisper, spin around, move, but you can only listen.

37. Three frightened pigs come running to visit the children and ask them to build a strong house so that the wolf does not eat them.

38. An audio letter of any content, recorded on a tape recorder, arrives.

39. The teacher puts on a cape with buttons or hooks, buttons all over the fabric, to which various design elements are fastened (images or symbols of autumn, winter, summer, spring, night, day, flowers, mushrooms, etc.). By changing design elements throughout the day, you can turn into different characters.

You can use a multifunctional scarf, a shawl with many panels that are stitched only on top, and the rest of the part can be easily thrown over, changing color, pattern, etc.

40. A colored umbrella with different wedges and a beautiful design appears, which the teacher uses as an Ole-Lukoje umbrella while putting the children to bed for a nap and telling fairy tales.

41. A miracle tree (a beautiful branch) grows, on which children hang their crafts and come up with a story or fairy tale about them.

ANNOTATION

This methodological development carried out as part of self-education work. The work examines effective methods of play motivation, studies the influence of memory, attention and play situations on educational activities and academic performance, considers methods of forming games and the specifics of play action in working with preschoolers. Great attention is paid to recommendations for the use of surprise moments in the classroom. Methodological development can be useful for teachers additional education in classes with children of general developmental orientations 5-6 years old.

1. Abstract……………………………………………………………………………………….

3. Introduction………………………………………………………………………………...

4. Main part………………………………………………………………………………….

5. Chapter 1. Voluntary and involuntary attention and its meaning for children preschool age…………………………………………………………………….............

6. Chapter 2. Development of memory as the most important component of preschool childhood…………..

7. Chapter 3. A surprise moment is the secret of an exciting activity!!!

8. Chapter 3.1. Development of basic cognitive processes in preschoolers through the use of “surprise moments” in the classroom …………………..……………….........

9. Chapter 3.2 A surprise moment like effective method teaching children…………………

10 Conclusion

11 List of sources used

Pedagogy should be fun, simple and exciting

Teachers should be the same way.

(Peter Kapitsa)

Introduction

Currently, in the practice of working with preschool children, non-traditional forms of education are effectively used, which are formed taking into account the age characteristics of children.It should be noted that the profound changes that have befallen our country and society in recent decades have radically changed the social orientation of education.

Classes are enriched with games and fairy tales. The child, carried away by the concept of the game, does not notice the hidden educational task. Such activities help free up the child’s time, which he can use at his own discretion: relax or do something that is interesting or emotionally significant to him.

This is especially true for engaging in productive activities.

Widely used various shapes“activities with passion”, full of games and independent creative activities. All this, of course, makes the activity more interesting, attractive, and more effective.

Lessons using surprise moments are widely used in the practice of organizing and conducting classes. This form is used mainly in working with children 5-6 years old and is very popular, as it is a special, safe form of interaction with the child, most appropriate for the child’s characteristics. childhood.

In addition to the educational load, this form makes it possible to form moral values, implementation of correction of undesirable behavior, a method of forming the necessary competencies that contribute to the constructive socialization of the child. Using surprise moments in preschool education allows children to quickly and easily acquire the necessary knowledge. Surprise is unexpected fun moments that always cause a storm of emotions in children, children perk up, their activity intensifies.

In addition, surprise moments create a situation of novelty that a preschool child needs. I include surprise moments in classes, holidays, leisure time and daily life children.

Surprise answers perfectly psychological characteristics preschoolers. Surprise moments are always colorful, bright, unexpected, they stimulate the development of creative imagination. A surprise moment is one of the techniques for activating children in class.

Relevance of methodological developmentlies in the fact that the knowledge acquired by preschoolers in classes in general developmental areas is assimilated more fully if teachers use game teaching methods in their work. Considering the active age of formation of children’s development, namely preschool age, the use of surprise moments in the classroom is very popular among teachers. This form is most consistent with the characteristics of childhood (5-7 years).

Target: Reveal the basic principles of using surprise moments in classes with preschoolers.

Tasks:

Study the basic cognitive processes of preschoolers

Analyze the methods and forms of work used in the classroom

To promote the development of motivation to use surprise moments in classes with children of senior preschool age

To introduce surprise moments into the educational process in order to form and develop cognitive processes in preschoolers.

Improve the quality of classes by introducing the game method (surprise moment)

Chapter 1 Voluntary and involuntary attention and its significance for preschool children.

Preschool age is a time of formation and active development of everyone, without exception. mental processes. Classes to prepare for school are considered in this case as part of growing up and upbringing, as part of childhood and play an important role in the development of these processes, and also have a huge impact on the development of attention and memory. The leading role in conducting classes with preschoolers is given to satisfying the curiosity of young students, and the teacher is faced with the difficult task of not only teaching, but also keeping the children’s attention from the beginning to the end of the lesson, which is sometimes extremely difficult to do. Let's take a closer look at the latter.

Attention is considered in pedagogy as the focus and concentration of consciousness, which involves increasing the level of sensory, intellectual or motor activity child.

Based on the nature of their origin and methods of implementation, there are two main types of attention: voluntary and involuntary.

Involuntary attention arises and is maintained regardless of a person’s conscious intentions. Anything unusual attracts attention. A wide variety of stimuli, which actually have only one common property - novelty, attract attention because the reaction to them is not weakened as a result of habit. And a surprise for a child is always a lot of new, vivid impressions, for example, at holidays, surprise moments are often used, changing characters and types of activities.

Voluntary attention is consciously directed and regulated concentration. It arises if a person sets a certain task for himself in his activity and consciously carries out a program of actions.

Necessity volitional efforts for organizing attention, it clearly manifests itself when entering work, when difficulties arise in it, when cognitive interest weakens, as well as in the presence of interference (new, strong or emotionally significant stimuli).

In the process of preparing the lesson, the teacher explains to the children the importance of the upcoming event, the theme of the holiday, tells what will happen at it and what the children will need to do.

Thus, children are given a task, which they complete with the help of educators and teachers. This is how the mechanism is “started” and voluntary attention is trained.

In addition to voluntary and involuntary attention, another special type of attention can be distinguished - post-voluntary. If in purposeful activities For the individual, the content and process of activity itself become interesting and significant, and not just its result, as with voluntary concentration, that is, the basis for talking about post-voluntary attention.

In this case, the child is so captivated by the activity that he does not require noticeable volitional efforts to maintain attention. Since voluntary attention in preschool children is unstable, mainly in the process educational process involuntary and post-voluntary attention is used. But it should be remembered that voluntary attention develops on the basis of involuntary attention.

In memory, there are basic processes: remembering, storing, reproducing and forgetting. According to the nature of the psychological activity that predominates in the activity, memory is divided into motor, emotional, figurative and verbal-logical. In the process of preparing and holding the holiday, children use and develop all of the above types of memory.

Motor memory – remembering, storing and reproducing various movements and their systems. It is actively used in dancing and singing and is closely related to verbal and logical memory.

Emotional memory is memory for feelings. Emotions always signal how needs and interests are satisfied, how relationships with the outside world are carried out. Vivid, memorable activities are always rich in various emotions, and emotional memory is always stronger than other types of memory. Therefore, it is very important in the life and activities of every person.

also in preschool pedagogy It also highlights figurative memory - memory for ideas, for pictures of nature and life, as well as for sounds, smells and tastes. It is visual, auditory, tactile, olfactory and gustatory.

Chapter 2 Memory development as the most important component of preschool childhood.

In preschool age, the main type of memory is figurative. Its development and restructuring are associated with changes occurring in different areas of the child’s mental life, and above all in cognitive processes - perception and thinking. A preschool child is active in learning about the world around him, looking for answers to his questions, trying to get as much information as possible about what interests him. New knowledge is remembered and stored, and when the need arises, it is reproduced. This form of reflection of experience is called memory.

The development of memory in preschoolers is inextricably linked with the formation of other cognitive processes. Thus, recognition of objects and phenomena in perception is possible only if they have already been perceived in the past, and information about them is imprinted in memory. On the other hand, the process, the process of memorization, is the establishment of connections between what is observed and perceived at this moment and what was in the child’s experience earlier. In memory, there are basic processes: remembering, storing, reproducing and forgetting. According to the nature of the psychological activity that predominates in the activity, memory is divided into motor, emotional, figurative and verbal-logical. Motor memory – remembering, storing and reproducing various movements and their systems. It is actively used in dancing and singing and is closely related to verbal and logical memory.

Emotional memory is memory for feelings. Emotions always signal how needs and interests are satisfied, how relationships with the outside world are carried out. The memory that is responsible for various emotions is called emotional; it always turns out to be stronger than other types of memory. Therefore, it is very important in the life and activities of every person.

Psychology also distinguishes figurative memory - memory for ideas, for pictures of nature and life, as well as for sounds, smells and tastes. It is visual, auditory, tactile, olfactory and gustatory.

The content of verbal-logical memory is thoughts that do not exist without language, therefore memory for them is called not just logical, but verbal-logical. Since thoughts can be embodied in various linguistic forms, their reproduction can be oriented toward conveying either only the basic meaning of the material or its literal verbal presentation. If in the latter case the material is not subject to semantic processing at all, then its literal memorization turns out to be no longer logical, but mechanical memorization. Based on the development of other types of memory, verbal-logical memory becomes leading in relation to them, and the development of all other types of memory depends on its development.

Motor, figurative and verbal-logical memory cannot exist in isolation from each other, since, first of all, the corresponding aspects of objects and phenomena of the external world, and therefore the forms of their reflection, are interconnected. And for children it is very important to form a broad, diverse and complete understanding of the world around them.

Chapter 3. A surprise moment is the secret of an exciting activity!!!

Preschool age is the time of formation and active development of all mental processes without exception. Classes with preschool children perform not only the function of educational or educational work, but are also part of childhood and play an important role in the development of the child.

Game is the leading activity of a preschooler. Thanks to the game, the child learns to think! Many great teachers said that games are of exceptional importance for preschool children; games are work for them, education and training. Having come to us at the age of five, few people feel the desire to study; mostly children carry out the will of their parents. We must not forget that play and study are two absolutely different types activities. Our task, as teachers, is to combine play and educational activities together and do it as smoothly as possible, using the so-called “transitional forms,” which include “Surprise Moment.”

Children aged 5 years have age characteristics, Related unstable psyche, forcing them to do what they don’t want is almost impossible. This is due to the lack of cognitive motivation, here we are faced with the main difficulty - connecting play and study.

“Surprise” translated from French means “surprise”, “news”.

This is something so extraordinary, magical, that causes surprise, joy, and delight. And now it is difficult for us teachers working with preschoolers to imagine classes without using a surprise moment. After all, when a surprise situation arises in class, preschoolers perk up their activity, intensify their activity, the material is absorbed more effectively, the child’s attention is drawn to performing game actions, and the task of learning is not realized by them. Due to this, the acquisition of knowledge and skills occurs unintentionally.

Naturally, all surprise moments should be closely related to the topic of the lesson.

Conventionally, surprise moments can be divided into several groups

Surprises using magic items

Using fairy words and spells

Using magical actions

The appearance of a fairy-tale character.

The role of a surprise can be played by bright, beautiful toys and various objects that are accessible to the child’s perception and understanding.

Chapter 3.1 Development of basic cognitive processes in preschoolers through the use of “surprise moments” in the classroom.

Every teacher strives to ensure that classes with preschoolerswere entertaining and interesting so that every child was as involved as possible in pedagogical process and got the maximum benefit from the lesson. Most teachers are faced with the problem of keeping children's attention in class. Be creative with any lesson using a lesson planwith specific tasks and goals. But do not forget that the plan is not a dogma, it can always be supplemented and diversified using an interactive whiteboard, multimedia projector, computer, tablet, or simply interesting idea. Start the lesson with intrigue: for example, with a mysterious object(I have something interesting for you) or riddles (guess what I prepared for you). Imagination and ingenuity are your magical helpers that can attract the attention of children. Practice the ritual of greeting and farewell, which will have a positive effect on establishing an atmosphere of trust and community in the group, and on developing the ability to interact with peers and the teacher. Share your enthusiasm. Enthusiasm is the engine that allows the teacher to constantly be in action, it is forward movement. Enthusiasm is contagious, and our task is not to miss this opportunity to lead children. Children are in a constant state of curiosity, surprise and admiration, so this process will not be particularly difficult. Lead game : draw out your face, accompany your speech with facial expressions and gestures adequate to the content. Let the children copy your actions, don’t be afraid to seem funny. Show everyone with your appearance that you really want to spend time with them and that you yourself are interested. Use voice and emotion modulation : change the intonation, timbre, pitch and volume of the voice, the pace of speech, avoiding monotony. Teach by playing. Psychology requires us to consider that attention small child is mostly involuntary. It is based on interest in what is happening. The lack of arbitrariness at this age is compensated by the child’s natural curiosity and willingness to get involved in the game. Use it! Learning through play is the most effective form classes for preschoolers. It's not for nothing that the game is called " leading : it is thanks to her that the child gets to know the world of objects and people around him, enters the world social relations, into the adult community. Through play, a child learns about himself and his capabilities. “A game is a spark that ignites the flame of inquisitiveness and curiosity,” noted V. A. Sukhomlinsky. There are very few activities that cannot be turned into a game when you are trying to attract the attention of children. A simple phrase like : “let’s see who can do this faster...” will ensure you have the children’s full attention and their full involvement in the process.

Use colors.Colorful visuals are important to attract the attention of children, especially younger ones. Color is one of the brightest aspectschildhood. And everyone(we were all children)can remember how much joy there was when they bought us yellow ball, a colorful bright book or pink ice cream. Children's perception of color is not only different from that of adults. Children's perception of color is special, incomprehensible to adults, but very accurate in reality, although children lack the words of language to describe it. An example of this is the funny nursery rhyme

WITH . Mikhalkova:

"We walked along Neglinnaya

We went to the boulevard

And we bought blue-blue,

Pre-green, red ball!

Color is a great way to control children. We can all use this medium to educate, push and inspire the next generation.

Make up fairy tales. Nobody likes lectures, least of all children. Everyone loves fairy tales, but children most of all. The latest neuro - marketing research demonstrated that our brain remembers a fairy tale better than any other form of information exchange. Making up stories is a great way to teach your child something. During the story, offer children active roles, involve children, forcing them to act in some parts or giving them the ability to predict some events, and you will undoubtedly be the center of their attention.

Use music. Children love to sing and dance! Using this attachment of children to music, it is possible to improve the quality of any activity and make it more attractive for the child. Music is the most emotional form of art, so it should be a constant companion in children’s daily lives.. Music helps children reflect on the world around them bright images, evoke empathy for these images, awaken feelings and thoughts, the desire for activity, shapes the child’s inner spiritual world, and encourages creativity. A child’s life will become poorer if music is excluded.

Change activities in a timely manner. Hold attention of the little ones children It’s not easy when interacting with them. To achieve this, we must change activities in a timely manner. This is the trick, which consists in the teacher’s expedient alternation during the lesson various types children's activitiesin order to reduce fatigue, fatigue, and also increase interest among students. Listen, now look, now touch, you can even smell, depending on what it’s about. Now let's try to depict it in motion! When changing the type of activity, attention is again concentrated on the object for some time. It is important not to cross the line of the limit of human involuntary. Whatever techniques the teacher uses in his work, the most important thing remains how much he feels the psychological state of the team, each individual child, how timely he can apply this or that method of activating attention, and the teacher’s non-standard moves, creativity and invention are our faithful helpers in this.

The role of a surprise can be played by bright, beautiful toys that appear and come to life in a fairy tale, various characters and objects that are accessible to the child’s perception and understanding. They unusually increase the emotional tone of children, can serve as a starting point for the development of the plot and, of course, perfectly complete the lesson.Children perceive moving objects very emotionally, for example; “runaway” galoshes, a stove that came to Emelya, a house on “chicken legs”, talking objects, especially in combination with lighting effects (blinking, backlighting, flashes), all this looks unusual, incomprehensible, sometimes intriguing, sometimes funny, but, certainly presents a breathtaking spectacle.

All surprises should be closely related to the plot, so that children’s hopes are not deceived, but only confirmed by the charm of every, even small, surprise moment.

And, naturally, the finale is the achievement of the goal, when all obstacles are overcome, good defeats evil, and children receive a well-deserved reward not only in the form of gifts and treats, but also thanks to the experiences (surprise, joy, delight) that they experience, and which leave an indelible memory in their soul.

Chapter 3.2 The surprise moment as an effective method of teaching children

Preschool children need not to be taught, but to be developed. Development is at the forefront. They need to develop through activities accessible to their age - games. One of the important tasks of modern preschool education – creation of conditions that would contribute to the development of the child, the development of his creative potential. Cognitive processes are an integral part of any human activity that provide one or another of its information. The leading activity of a preschooler is play, so it is easier to develop cognitive processes through play. When playing, children concentrate and remember better than when given direct instructions from an adult. In the work of preschool institutions great place are occupied by didactic games. They are used both jointly and in independent activity preschooler.

Surprise moments serve as meanstraining . My methodological development on the topic “A surprise moment, how effective remedy in teaching preschoolers", the purpose of which was to form a system of elementary knowledge about objects and phenomena environment as the basis of education correct attitude to it through surprise moments, which involves solving the following problems.

1. Activate cognitive processes through the selective focus of the child’s personality on objects and phenomena of the surrounding reality;

2. Systematically strengthen and develop cognitive interest, which becomes the basis for a positive attitude towards intellectual activity;

3. To create the need to strive for knowledge of new, more complete and profound knowledge that is exploratory in nature;

4. To cultivate the strong-willed qualities of the child’s personality: determination, perseverance, desire to complete activities;

5. Form coherent speech (enrichment and activation of the lexical side of speech - the dictionary);

6. Enrich the child’s moral and aesthetic feelings;

As a result, children develop attention, memory, speech, thinking, intellectual development. In our association, we organize developmental classes to prepare for school in the following areas: Education of children is based on the “Childhood” program. Work with children is structured in the following areas: intellectual development, attention development, perception and memory development, speech development. INintellectual developmentI use the following games: “Guess the figure”, “Build a snowman”, “Transformations”, “Wonderful forest”, “Odd Four”, “Confusion? ".INdevelopment of attention: “Reflection”, “Lay out the circles”, “Pantomime”, “Portrait”. Indevelopment of perception and memory: “Find the differences”, “Fold the picture”, “Guess the object”, “What time of year? ", "Who's out of place? ", "Look carefully", "Find the object." By speech development : “Tops and roots”, “Delicious juice”, “Guess what I ate”, “What kind of object? ", "Multi-colored chest." I build my activities step by step, taking into account the age of the children. When selecting games, I take into account the characteristics of children’s mental development, as well as their interest in various games. When organizing games with verbal content, I use surprise moments: through the hero who needs to be helped, various attributes. I include surprise moments in educational activities, in joint activities, V individual work. I select ideas for surprise moments in educational activities taking into account the educational material that the children have studied. In mathematics, I select stories with mathematical content. During the lesson itself, depending on the age of the children, I ask questions, give a sample of actions, a sample of a statement, remind the rules, turn to the experience of the children, take on the role of a leader or observe the progress of what is happening. In progress play activity With children, I try to arouse their interest in the situation, create a state of enthusiasm in them, mental stress, using entertaining, problem-solving stories that require resolution. To organize joint and independent activities of children, I create a subject-development environment in the group - a special didactic area with a large selection of educational games, taking into account safety, aesthetics, visibility, accessibility. I use various didactic games, including electronic games, when working with children. I noticed that the presentation of information on a computer screen or monitor game form arouses great interest among children. It is very convenient to use these electronic aids when organizing educational activities or individually, since a wide variety of tasks contributes to the development of cognitive interests. A didactic game helps to make educational material exciting and create a joyful working mood. A child, captivated by the game, does not notice that he is learning, although every now and then he is faced with tasks that require mental activity from him.

I use it widely: games - travel, presentations, interactive games. All this broadens the horizons of children and develops their cognitive processes. We actively involve parents in our work. Conducted a meeting “What do our children play with? ”, at which a master class “Learning by playing” was held. An exhibition of didactic games and author's multifunctional manuals was presented here, during which parents got acquainted with new games, and also played them together with their children and discussed the games that had already been played. Conducted a survey of parents, which showed that children had increased lexicon, their horizons expanded, their level of knowledge increased, they became more independent, active, became more interested in educational literature, asked questions, thought creatively, and their thinking ability became more active. Didactic games I include it in my work with parents in the form of a “house game”. Such systematic work gives positive results. By the age of five, the place of large toys is gradually taken over by sets of little animals, soldiers, and doll families. Greater opportunity to play different options with the same toys, fantasy and imagination develops, thinking ceases to be concrete, and the emotional world is enriched. What will be more useful and interesting for a six-year-old child are not static and concrete toys, but unusual construction sets, models of ships and airplanes, beautiful felt-tip pens and entertaining Board games, dismountable transforming robots, craft kits. Children at this age love to make toys and gifts.(pot holders, napkins, decorations). Joy and pride are caused in a child by the fact that he knows how to do good to others and loved ones. Encouraging such games will help develop in a child hard work, perseverance and a desire to give something to others in life.

Conclusion

It is in preschool age that the ability to behave in accordance with the roles assumed arises, which is very important for future social development child. The game plot is the most effective method development of the child’s cognitive processes. Attention, memory, thinking, and imagination are most intensively activated and developed in preschoolers in play, and not in other types of activities. The game helps to overcome the child’s egocentricity and teaches him to distinguish his point of view from someone else’s. He learns to relate different points of view and take the position of other people.

In conclusion, I want to emphasize that in any lesson with preschoolers overall plan, the script, all the surprises for the children remain a mystery. They will only find out about them final stage, which creates even more intrigue for little whys. This makes it possible to fully use the huge potential of surprise moments, which have a beneficial effect on the child’s personality, bring joy and energy to children, have the power to capture, attract, encourage them to participate and, of course, develop their creative abilities.

From all of the above, we can conclude that conducting colorful, interesting, emotionally rich activities contributes to the development of various types of memory in preschoolers. By playing, children learn to live!

List of sources used

Mlada Sidorova

Target: Arouse interest in learning a new dance, motivate children to consolidate the material they have learned and perform it expressively.

Equipment: floor Christmas tree, large mitten, 2 small mittens for each child, 2 medium-sized mittens.

Progress of the lesson:

Children enter the hall and see a large mitten under the tree.

Muzruk: Guys, look how big the mitten is! Who lost it? Isn't this yours? Come on, put your palm on it, who needs the mitten in size? (Children try on the mitten; it’s too big for everyone)

Oh, I think I know whose it is: it’s Santa Claus’s mitten. And it's not empty. I'll see what's in it. And there are small mittens in it, a whole bag! Let's try them on! (hands out mittens, children put them on)

Did everyone get it? Great! And I know an interesting dance with mittens. Do you want me to teach you?

Learning the dance “Mittens”

Muzruk: I’ll look into the mitten, it seems there’s something else in there... Oh, another mitten - medium size! Let's play with them!

Game "Mittens"

(passing mittens in a circle, whoever the music stops on puts them on and dances, everyone claps)

Muzruk: What a great fellow Grandfather Frost is, he made us so happy! Soon he himself will come to visit us for the holiday. Let's go over all the songs and dances for the matinee, guys!

Publications on the topic:

New Year- it's always a fairy tale, magic and gifts. We wish that Christmas mood touched every heart, ignited a fire in the soul.

Every holiday for children is a bright event that will be remembered for a long time. With what impatience the guys are waiting for this day, they are preparing with diligence.

I want to show a master class - making an attribute for holding matinees - "The Magic Egg". “2017 is the year of the Fire Rooster himself dictated.

New Year's scenario for kindergarten in the second junior group “Visiting Father Frost and the Snow Maiden” Municipal budget preschool educational institution“Kindergarten of a combined type “Yolochka” Visiting Santa Claus and.

One of the leading forms of cultural and leisure activities for preschool children is a holiday. A special role at the holiday is given to the surprise moment.

Scenario of the New Year's party in the junior group "Search for Santa Claus" NEW YEAR'S PERFORMANCE IN THE JUNIOR GROUP “Searching for Santa Claus” (Children run into the hall and build two concentric circles in front of the tree. First.

A surprise moment at a ski holiday for preschoolers A surprise moment at a ski holiday for preschoolers Heroes: Smeshariki (Kar-Karych and Nyusha) Kar-Karych runs in. Kar-Karych: Hello.

OPTIONS FOR SURPRISE MOMENTS

5. The twitch toy is hung on the wall. A fishing line is attached to the junction of the parts of the toy, on the back. The twitch “comes to life” when the children do a good deed and say a nice, polite, affectionate word.

8. A Magic Book appears in the group, which the teacher turns to when resolving conflicts, controversial issues, and problematic situations.

9. A man called Absent-Minded from Basseynaya Street (teacher) comes to the group. The children teach him how to dress properly, fold and put things away.

10. Karkusha from the program “Good night, kids” arrives with a letter of any content from her friends.

11. An unusual flower “grows” in the group - a seven-flowered flower, on the back of the petals of which tasks for children are written.

12. The presence of a jar of water in the Spirit group. Two jars are closed with lids, the reverse side of which is painted with red and blue gouache. Shaking the jar colors the water more and more.

13. A parcel arrives from Africa, brought (sent) by the inhabitants of the island of Chunga-Changa.

14. A forest fairy appears in the group, which cannot be seen, but she leaves traces: a leaf, a twig, a flower, etc. The fairy observes how children treat plants.

15. A magic chest is brought in, a bell is attached to the lid, which rings when the chest is opened.

17. A magic tree or two rose bushes grow, on which pink flowers “bloom” from the good deeds of the children, and black flowers from bad deeds.

20. Puppet theater characters - grandfather and grandmother - come to the children. They tell the children about their granddaughter. Children evaluate her actions and solve problematic situations that she encounters.

21. Characters enter - Oh and Ah, opposite in character. They talk about health and a healthy lifestyle.

22. A letter arrives from Vintik and Shpuntik. They made a car, but there is no garage for it. Vintik and Shpuntik ask the children to build a garage.

23. There is a kind Brownie in the group who reconciles the children and evaluates their actions.

24. A scarlet flower “grows” in the group, inside of which lives a little girl. A flower is afraid of noise and blooms from good deeds.

25. The teacher brings in a book-primer (with arms, legs), which teaches the children.

26. Balloons with painted faces appear, the strings of which are tied to tasks for the children.

27. The girl Ellie from the fairy tale “The Wizard of the Emerald City” comes to the children and asks to help the lion, who will never become brave, to give him a piece of her courage (before a physical education lesson).

28. Buratino arrives, sticking his long nose in everywhere and constantly getting hit for it. We need to teach Pinocchio to behave culturally.