Social world in the senior group. Long-term plan social world calendar and thematic planning (senior group) on the topic

Svetlana Rabinchuk
Final lesson on the section “Social world” in senior group

Final lesson for the section

« Social world» .

Goals:

1. Consolidate and generalize children’s knowledge about people and their differences (gender, age, profession, emotions).

2. Develop in children oral speech, the ability to correctly and consistently express their thoughts, and defend their point of view.

3. Foster a culture of behavior and communication with peers and adults.

Progress of the lesson:

1. Organizational moment.

Guys, I didn’t come to you alone. Pinocchio came with me. He's getting ready to go to school, but he's not quite ready yet. There is a lot he doesn’t know or understand and wants you to help him. First, let's say hello to Pinocchio and do it in different ways. For example, I'll pat him on the head and I'll tell you: "Hello"(pat on the shoulder; how friends and strangers greet each other; what you can say when meeting in the morning or afternoon).

And now, let’s also say hello to the neighbor on the right. Well done, sit down.

2. Conversation about the differences and similarities of people.

Look, Pinocchio brought us something (a collage about people of different genders, ages, appearances, professions and emotions is displayed).

Let's take a closer look at this poster. First, let's raise our eyes to the top part, then look in the middle and the bottom part. Did you look carefully?

How can you say in one word – who is this? (People).

Do you think they are all the same or different? (different).

Well, why are they different, here is a woman in a white coat and here is a woman in a white coat (a doctor and a salesman, what’s different about them? (professions).

But people of the same profession (cooks)- what's different? (male and female).

There are two men at the top of the poster - what's different? (age).

At the bottom there is a child and next to the doctor there is a child (age).

A child is near a doctor and a child is standing (boy and girl)

Two girls of the same age (emotions, mood)

On the poster different people, and you and I are people? (Yes)

If I ask, stand up boys (stand up, now stand up girls (stand up). What should I say or what should I call you so that only one person can stand up? (Name).

Well done, sit down.

Guys, every person has a name, but a name is not just a word to which a person responds, a name is a magic mirror that can tell us about a person. I will now call your names, and the one whose name I call must sit on the throne and put on the crown. Because it is a great honor and pride to be called by a name.

3. Relaxation "Sunny Bunny".

Guys, a sunbeam came to play with us, he looked into your eyes - close them. It ran further down the face. Stroke him gently palms: on the forehead, nose, mouth, cheeks, chin. Carefully stroke it so as not to scare away: head, neck, tummy, arms, legs. He got behind the collar - pet him there. He is not a mischievous person, he loves and caresses you, and you pet him and make friends with him. Smile at him.

4. Human emotions.

What's your mood now? (joyful, cheerful).

Show us an emotion that matches your mood.

Draw a hungry wolf. What are you like? (angry).

If your best friend I forgot to wish you a happy birthday. (sadness).

Are you lost in big city. Cars are driving around, strangers are rushing somewhere, but you are alone and don’t know where to go. (fear).

You came to kindergarten, opened your locker, and your sandals were not there. Where did they go? (astonishment).

Pinocchio offers to play a game "The sea is agitated once"- but according to Buratino’s rules, instead of a marine figure we will depict different emotions.

(the sea is agitated once, ... the emotion of fear is frozen)

Well done, now Pinocchio remembers all the emotions.

5. Conversation about family and family relationships.

And Pinocchio has something else in his backpack (I take out an envelope)- let's sit down and see what's there (family photo)

How can you say in one word who is shown in the picture? (family)

Why do you think so? (household clothes, each busy with his own business)

Who can be called a family member?

D/game “Who is who?”

Let us put our words in an envelope and all together listen to what kind of relatives we named (bring it to everyone). The word is heard "grandson", "daughter"... We will put this envelope with words in Pinocchio’s backpack.

6. Politeness and friendship.

Yes, Pinocchio has another postcard. What is written there? (reading a poem about Lyubochka).

Did you like the girl? (No).

Why? But it seems to me good girl, does everything right. What did she do wrong? (didn’t help mom, didn’t give way to grandma).

Would you be friends with such a girl? (No).

So Buratino didn’t like Lyuba, and he doesn’t want to be friends with her, and he doesn’t know what kind of friend a friend should be. Shall we help?

Let's collect a friendship necklace for him. Each of you, stringing your bead, will say what a friend should be like. (respect seniors, help people, be able to play with children)

Let's give our friendship necklace to Pinocchio so that he can find true friends.

7. Lesson summary.

You helped Buratino, told him that people are all different. But, despite this, there is something that unites us all - we are all human, we all go to the same kindergarten, we all live on the big planet Earth. And for all of us to have fun and joy, we need to smile more often and give our smiles to others. Let's give each other the magic words - DON'T BE ANGRY, SMILE. (round).

Anastasia Mikhailyuk
Long-term plan"Social world". Senior group

Visionary Plan for Social Peace.

September

Subject: "Native language".

1 lesson. "Zaya-Pandita".

Target:

1. Introduce the founder of Kalmyk writing.

2. Give an idea of Zaya-Pandit as a scientist.

3. Cultivate a love for the native language and Kalmyk history.

Techniques:

Materials: Portrait of a scientist, hieroglyphs - writing.

Subject: "Kindergarten".

Lesson 2. Kindergarten is my second family. (excursion to the village)

Target:

1. Teach children to talk about family, kindergarten.

2. Develop the ability to express your feelings, identify the child’s comfort in kindergarten.

3. Love the professions of the people who care about them (teacher, nurse, cook, etc.)

Techniques: Tour of the kindergarten, conversations with kindergarten staff

Subject: "Harvesting"

1 lesson. What has autumn brought us?

Target:

1. Learn to look at pictures in the garden, find the main thing in the picture, explain why he thinks so.

2. Consolidate knowledge about the characteristic properties of vegetables and fruits (shape, color)

3. Instill respect for the work of vegetable growers and gardeners.

Techniques: Paintings. Vegetables and fruits (dummies or fresh).

Subject: "Wild Birds"

Lesson 2. Birds from different countries.

Target:

1. Develop generalized ideas about birds living not only in our country, but also in other countries.

2. Expand children’s knowledge and ideas about the appearance features, life manifestations, habits of birds, and their adaptation to their habitat.

3. Develop an interest in bird life.

Techniques: Observation, looking at illustrations about birds.

Subject: "My country"

1 lesson. I love you, Russia.

Target:

1. Cultivate love for one’s native homeland, a sense of pride in one’s country, Russia.

2. Introduce the world map, the place of Russia on the map. Russian coat of arms, flag, anthem.

3. Interest in the historical past of Russia

Techniques:Look at the illustrations. Reading stories, poems, listening to a hymn.

Materials: map, tricolor flag, coat of arms.

Subject: "Profession"

Lesson 2. Who will you be when you grow up?

Target:

1 Form an idea of what a profession is.

2 Arouse interest in different professions.

3 Foster respect for professional people, promote independent thinking and choice.

Material: Volochkov's book pp. 39-48 lesson 8

Subject: "Zul"

1 lesson. Kalmyk New Year.

Target:

1. Continue to expand children’s knowledge about the Kalmyk national holiday

2. Introduce customs and rituals.

3. Development of cognitive abilities.

4. Foster cultural traditions.

Subject: "Poultry"

Lesson 2. A conversation about poultry.

Target:

1. Generalize a specific idea about poultry and form the concept of poultry.

2. Learn to establish essential signs for generalizations: they live with a person, they are useful, the person takes care of them. Classify – waterfowl and non-waterfowl.

3. The ability to supplement the answer of peers.

Materials: Pictures of poultry.

Subject: "Winter"

1 lesson. So many interesting things happen in winter.

Target:

1 To form a generalized idea of children about winter, the state of inanimate nature. (the sun as a source of light and heat, the nature of the soil, air conditions). The state of living nature - the plant and living world.

2 Develop cognitive activity.

3 Learn to establish cause-and-effect relationships, the ability to use models in cognitive activity.

4 Foster a desire to help animals in winter, positive attitude for winter.

D. p. in ecology page 108

Subject: "Clothes and shoes"

Lesson 2.

Target:

1 Continue to introduce children to clothing and footwear products (what are they made of, who sews them)

2 Develop logic and thinking in children. Learn to correctly classify shoes and clothing by season and be able to prove it.

3 Be careful and thrifty with your clothes.

Subject: "Transport"

1 lesson. Cars on our street.

Target:

1 Develop interest in the words and actions of adults.

2 Pin elementary representations about transport, the ability to highlight certain features of an object, identify the material and its characteristics.

3 Teach to establish connections between the purpose and structure of cars, (what are they for, what is a passenger and cargo vehicle).

4 Instill in children respect for the hard work of drivers.

Subject: "Our Defenders"

Lesson 2. Our army.

Target:

1 Clarify children’s ideas about our Army (soldiers, sailors, etc.)

2 Introduce the branches of the military and military professions.

3 Children have great courage, bravery, and strength.

Materials: pictures with branches of the military. Complex classes at preschool educational institution

Vasilyeva

Subject: "Traditions and customs"

1 lesson. Birth of a child. Russian and Kalmyk family.

Target:

1 To introduce the customs and traditions of the Kalmyk and Russian people.

2 To form a feeling of love for the Motherland based on studying national cultures new traditions.

3 Expand knowledge of the foundations of the culture and art of our ancestors, help the child feel himself in the flow of time as a continuer of the work of his ancestors

4 To promote the development of children's cognitive and creative skills.

5 To instill in children love and pride for their native land, to introduce children to the talent and skill of their ancestors and caring attitude towards everything that they created and left to us.

Subject: "I'm in the art world"

Lesson 2. Music and painting decorate our lives.

Target:

1. Draw the child’s attention to the importance of creativity in a person’s personality.

2. Teach to see and hear the beauty of a work of art, painting and music.

3. Eight cognitive interest and desire for creative activity.

Volochkova, Stepanova pp. 104 - 106

Subject: "My Kalmykia"

1 lesson. My Republic of Kalmykia

Target:

1 Enrich knowledge about your small homeland - Kalmykia.

2 Continue to introduce the sights of the capital - the city of Elista, with the workers of Kalmykia - shepherds, people of the fields.

3 Talk about the defenders of the Fatherland, with monuments to those who defended the city of Elista.

4 Eight patriotic feelings, love for the Motherland.

Volochkova pp. 112-118 (approximately)

Subject: « Planet Earth, Space"

Target:

1 Introduce children to planet earth, explain the word space, introduce the globe.

2 Teach children to explain what space objects are planets, astronauts.

3 Instill a love for the scientific achievements of our country.

Materials: books about space, about earth, about astronauts. Book-album on speech development for preschoolers pp. 58-59

Subject: "Victory Day"

1 lesson. Echo of a passing wave.

Target:

1 Introduce children to the exploits of people during the Great Patriotic War.

2 Give an idea of who defended and is defending the Motherland.

3 Eighth love for the Motherland. To know that war brings tears and grief.

Techniques: Reading poems, stories, looking at illustrations.

Subject: "My family"

Lesson 2.

Target:

1 Clarify the idea of the family, the work responsibilities of family members (at work and at home)

2 An attentive and caring attitude towards family members, a desire to help them; about family history (where and how the family lived, who the grandparents were)

3 Teach to take care of the younger ones, show compassion for children, parents and loved ones.

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Olga Vitalievna Dybina

Classes to familiarize yourself with the outside world in the senior group kindergarten. Class notes

Introduction

This manual will help to successfully organize and carry out work to familiarize children 5–6 years old with the outside world (subject environment and phenomena of social life).

To make it easier for teachers to plan work on this section of the program, the content of the work is presented by topics. Each topic is covered: an approximate course of a lesson, activity or game is offered. The teacher can show creativity when planning lessons, include variable games, problematic situations, which will make working with children even more successful and meaningful.

The study of each topic can be completed with a game task (puzzles, riddles, drawings, answers, etc.). Game tasks are presented in a workbook (Dybina O.V. I’m getting to know the world: Workbook for children 5–6 years old. - M.: TC Sfera, 2009).

Teachers should pay special attention to the fact that when getting acquainted with the outside world it is impossible to:

- limit yourself only to a monologue-story about objects, phenomena of reality - it is necessary to include as many actions as possible in your classes (sit on a chair, sofa, put on clothes and walk around in them, invite your mother, treat your grandmother, etc.);

– overload children with a large number of questions;

– reduce the organization of work with children only to the form of educational activities.

Familiarization with the outside world must be carried out in accordance with psychological characteristics, choosing adequate forms, means, methods and techniques of interaction to make this process more accessible and effective.

In the older group, familiarization with the outside world is carried out both in the form of games and activities, and in the form of a didactic game itself, when the game rule regulates the actions and relationships of children, and correct solution tasks is to achieve the goal of the game. When organizing and conducting games and activities, didactic games It is important to create an atmosphere that allows each child to realize his activity in relation to the world around him.

Didactic games can be used both in joint activities children and adults, and independent activity preschoolers, as well as to stimulate children’s activity in the process of learning about the world around them.

The manual presents additional material: options for games-activities, games, exercises, entertainment, intended for use in working with children outside of class, on a walk.

To familiarize children of the older group with the world around them (subject environment and phenomena of the surrounding world), 2 lessons per month are allocated.

The teaching staff of kindergarten No. 179 “Snowdrop” of the ANO DO “Planet of Childhood “Lada” of the city of Tolyatti, the head - Nadezhda Petrovna Palenova, the methodologist - Natalya Grigorievna Kuznetsova, took part in the development and testing of classes to familiarize adults with work.

The manual offers an approximate distribution of material into academic year. The teacher can distribute the material in his own way, in accordance with the holidays of the month (October - Teacher's Day; February - Defender of the Fatherland Day, April - Cosmonautics Day, etc.) or depending on the availability of the material.

Distribution of material for the academic year

Table continuation.

Sample lesson notes

September

1. Items that facilitate human work in everyday life

Program content. To form children’s ideas about objects that facilitate human work in everyday life; pay attention to the fact that they serve a person and he must treat them with care; reinforce the idea that objects have different purposes.

Material. Pictures depicting various objects, including objects that facilitate human work in everyday life. Handout: large cards showing two rows of cells with three cells each (the cells in the top row show three objects on which labor operations are performed, in bottom row- empty cells), and small cards with images of objects that facilitate the corresponding work operation in everyday life.

Progress of the lesson

The teacher begins the lesson with a conversation: “Guys! Look around carefully and tell us what’s around you.”

Children say that they are surrounded by many different objects and list them.

Educator. What world do all these objects belong to: natural or man-made? (To man-made, since man made them with his own hands.) Why did man invent a table, a bed, a wardrobe, a washing machine, a TV, a car and many other objects?

Children tell us that every object is needed for something, every object performs its own function.

Educator. Right. Each item has its own purpose and is necessary for something. For example, a table is needed in order to write at it, or in order to eat at it. People sit on chairs, on electric or gas stove preparing food. There are objects with which a person works, objects with which he draws, and there are also objects that facilitate a person’s work in everyday life. Do you know such items? My riddles will help you find out some of them.

In our kitchen all year long
Santa Claus lives in the closet.
(Fridge)

I have no legs, but I walk
I have no mouth, but I will say,
When to sleep, when to get up,
When to start work.
(Watch)

He willingly swallows dust,
Doesn't get sick, doesn't sneeze.
(Vacuum cleaner)

Back and forth
The steamer wanders and wanders.
If you stop - grief,
The sea will be perforated.
(Iron)

Children solve riddles and, with the help of the teacher, explain the benefits of these items.

Educator. I will show you different pictures. Be careful! If the picture shows an object that makes a person’s work easier in everyday life, clap your hands, but if it is another object, do not clap.

Then the game “Who needs...?” is played, aimed at developing the ability to determine the purpose of objects that facilitate work in everyday life, to establish cause-and-effect relationships between the labor process in everyday life and the object that facilitates it. Handout material is used: large cards depicting two rows of cells of three cells each (the cells in the top row depict three objects on which labor operations are performed, in the bottom row there are empty cells), and small cards depicting objects that facilitate the corresponding labor operation in everyday life. (Approximate correspondence: bread - bread slicer, clothes - washing machine and so on.)

Children choose one large card. Small cards lie face down on the table. The teacher takes small cards one at a time, shows them to the children, names the object and asks: “Who needs...”.

The child who needs this card answers and explains his choice: “I need a mixer to beat the dough.” The game is considered over when all empty cells are covered. The first one to cover the squares on his card wins.

2. My family

Program content. Continue to develop children's interest in family and family members. Encourage the names and patronymics of family members to be named; talk about their professions, what they are like, what they like to do at home, what they do at work. Cultivate a sensitive attitude towards the closest people - family members.

Progress of the lesson

The teacher reads out the lines of poetry and invites the children to determine the topic of the lesson:

Very wise grandfathers,
Two grannies are beautiful.
Dad, my mommy -
This is all mine...
(Family)

The teacher focuses the children’s attention on the word “family”, asking them to answer the question: “How many words does “family” consist of?” Let's check". Children name family members and keep count (two grandmothers, two grandfathers, mother, father and child). Next, the children determine the characteristic difference of each family - the similarity of family members. Children tell which family member they are like.

Look at me -
Who am I like?
Cherry eyes like dad's
Sunny smile - mothers.
Hair color like grandpa's
The nose is definitely that of a granny.
Everyone in the family worked hard,
So that I was born like this!

Then the children determine the second characteristic difference of the family - a common surname. They are asked to name the names and surnames of their parents.

Physical education minute

I have a family -
She is very friendly.
Mom and I bake pancakes (Imitation of movements.)
Unprecedented deliciousness!
My grandfather and I are digging beds. (Imitation of movements.)
My grandmother and I plant flowers. (Imitation of movements.)
Dad and I play football - (Imitation of movements.)
We score the ball into the goal.
I love you very much (Wrap your arms around yourself.)
Your sweet family.

The teacher draws the children's attention to the fact that in addition to the last name and first name, each person has a patronymic. The patronymic is given to the child by the name of the father, for example, if the father is Sergei, then the child’s patronymic is Sergeevich.

The game “Name the middle name” is played.

The teacher calls male name, and the children say what kind of middle name he will get; girls call the middle name for daughters, and boys for sons:

Alexander - Alexandrovna - Alexandrovich;

Oleg – Olegovna – Olegovich;

Ivan – Ivanovna – Ivanovich;

Vasily - Vasilievna - Vasilievich.

After completing the game, each child is asked to say his full name, patronymic and surname.

Next, the teacher talks with the children about the occupations and professions of adult family members. Draws the children's attention to the fact that all adults care about their children. At first, grandparents took care of their mothers and fathers, raised them, and now mothers and fathers take care of their children and parents. Be sure to note that when children grow up, they will also take care of their parents.

The game “Professions of my parents” is being played.

Children stand in a circle. The teacher throws the ball into the player’s hands and asks the question “What does your mother do?” The player answers with the full answer: “My mother works as a salesperson” - and returns the ball to the teacher.

Next, the teacher reads the phrases written on the board: “ Friendly family», « A strong family», « A happy family", "Caring family", " Loving family», « Healthy family- and invites the children to choose words that characterize their families and explain why they think so.

To summarize, the teacher says that the children will grow up and each will have their own family. And this will be the most best family, where adults will take care of children and elderly parents, and children will obey adults and help them in everything. And most importantly, everyone will love each other and treat each other with respect.

3. What does the object tell about itself?

Program content. Encourage children to highlight the features of objects: size, shape, color, material, parts, functions, purpose; continue to improve the ability to describe objects by their characteristics.

Material. Chips (at least 10 pcs.); subject pictures: electrical appliances, tape recorder, TV, telephone, washing machine, etc.; algorithm for describing an object.

Progress of the lesson

The teacher invites the children to play the game “What the object will tell about itself.” Assignment: describe the object shown in the picture using an algorithm.

Children choose a leader, determine the order, and, if necessary, repeat the meanings of the conventional symbols of the algorithm.

The presenter selects any picture depicting an object and shows it to the children. The first participant takes the algorithm, names one of the features of the shown object, receives a chip from the presenter if the statement is correct, and passes the card with the algorithm to the next participant. He acts similarly. In case of an incorrect statement, the leader says: “Error” and passes the right of action to the next participant. If a participant, having received a card with an algorithm, takes a long pause, then after three claps from the leader, he loses the right to move and gives the card with the algorithm to the next participant. The game ends when all the features of the item according to the algorithm are listed and the presenter has no more questions or the chips have run out. The participant who scores wins greatest number chips.

The presenter has the right during the game to ask questions that clarify or complement any feature of the subject.

Sample questions:

– How to use the item correctly?

– Which parts of the subject are the most important? (Without what the item would not work?)

– Who participated in the creation of the item?

– What did people use when this item was not available?

– What would happen if this item disappeared from people’s lives now?

– What professions do people need this item for?

If the game continues, the player with the most chips becomes the leader.

Then the teacher invites the children to “transform” into various objects of the man-made world. Children take turns describing “themselves,” that is, the objects they have become: what shape, color, size, what material it is made of, what it is needed for, what parts it consists of. The rest of the guys guess the object. The teacher invites the children to remember everything they still know about this object: about its past, where this object can be seen, etc. Children who find it difficult to describe the object should be asked to use the algorithm.

4. About friendship and friends

Program content. Expand knowledge about peers, reinforce rules friendly attitude to them: share a toy, talk politely, friendly, if one of the children in the group is sad, talk to him, play, always help, help out your friends.

Material. An envelope containing a letter and a map.

Progress of the lesson

At the beginning of the lesson, an audio recording sounds: “Guys, help!” (3 times). The teacher invites the children to determine who is calling them for help. Draws their attention to the mirror; The audio recording sounds again: “Yes, I am the mirror. There's a problem in our kingdom. The evil king has quarreled all the adults and children of our kingdom. And now it’s called “The Kingdom of Crooked Mirrors.” But this is still half the problem - today the king decided to execute the most honest, brave, kind boy, who was not affected by his witchcraft. His name is Gurd. He needs your help. If you are friendly and brave guys, then hurry up - there is very little time left.”

The teacher, stimulating the children's interest, finds out what they understood from the mirror's message. After listening to the guys, he draws their attention to the clue envelope, which contains a map and a letter. The map shows a route consisting of five tasks. The letter deciphers the tasks.

Exercise 1. Sing a song about friendship.

Children offer options and perform the “Song of Friendship.”

Task 2. Name five proverbs about friendship and friends.

Children call: " old friend better than the new two”, “One for all and all for one”, “Die yourself, and save your comrade”, “Friendship is strong through deeds”, “Friends are known in trouble.” If the children experience difficulties, the teacher provides help.

Physical education minute

Children, standing in pairs, imitate the habits of animals in accordance with the text of the poem.

Everyone in this world is friends.
Adults and children are friends
The birds are friends with each other.
Snakes are friends under the mountain.
Hares are friends on the lawn,
Bears and wolves are friends in a flock.
Fish are friends under water.
You are with me, and I am with you! (Hug standing nearby child.)

Task 3. Game "Who is this friend?"

The teacher reads the poetic lines, and the children, if they do this, a true friend, clap their hands and say: “Yes!”, and if they should not do this, then they remain silent. (You should definitely lose the first situation so that the children understand the rules of the game.)

He is always with me in trouble,
I'm behind him like a mountain.
He will console you if I cry,
He will solve the problem with me.
Never eats on the sly -
Plums, pears, chocolates.
He won't get cocky
And teasing and calling names.
It's always dirtier than the night.
He tramples the flowers in the flowerbed.
He doesn't start fights
And it doesn't hurt dogs.
He took it from the kids -
A doll, a bear, a dump truck.
He will help water the flowers
And put away the toys too.
He will share a toy
A book, a doll, a rattle.
He values our friendship
He is always in a hurry to help me.

Task 4. Children are invited to draw a sun that will disperse the clouds over the tower in which Gurd is imprisoned.

Required conditions:

– everyone needs to draw together at the same time;

– 5 seconds are allotted for drawing.

The teacher invites the children to discuss the main condition - to draw everyone together, and even for a while. Leads them to the conclusion: everyone should draw at once, distributing the work; one child draws a circle, and only then all children simultaneously draw a ray.

Children stand around a table on which there is a sheet of Whatman paper. The teacher gives the command and counts down the time.

Task 5. The teacher writes the word Gurd on a piece of paper, then takes a mirror, puts it on a sheet of paper and asks the children to read the resulting word. It is this word that will be the key to the tower. The children read in chorus: “Friend.” As soon as the children say this word, the sound of broken glass is heard, and then the voice of the boy Gurd is heard: “Thank you, guys, it’s me – Gurd. You saved me, and now I will definitely teach the children of my country to be friends the same way you are friends. And when we all become friends, we will definitely come to visit you. Thank you! Goodbye friends!"

The teacher and children say goodbye to Gurd. In conclusion, the teacher says that the children coped with the tasks thanks to friendship. Today they showed everyone how to be friends, what friends should be and how to cherish friendship.

5. Paper Collector

Program content. Expand children's understanding of different types of paper and its qualities; improve the ability to identify objects based on material characteristics.

Material. Samples different types paper; paper objects (album, newspaper, box, etc.).

Progress of the lesson

The teacher lays out samples of different types of paper on the tables in advance. Children look at the paper, and the teacher encourages them to highlight its qualitative characteristics, asking questions about what it is like, how it can be determined - smooth or rough, thick or thin. The guys iron the sheets, feel them, and answer questions.

Then the teacher invites the children to crumple a sheet of paper (crumples), tear it into pieces (tears), pull the edges in different directions (the integrity of the sheet is damaged, therefore the material is fragile), put the sheet of paper in a container with water (gets wet). The teacher demonstrates burning paper using an alcohol lamp and matches. Children, together with the teacher, create an algorithm for describing the properties of paper.

Then the teacher reads out a telegram from a collector who collects different kinds paper. He travels to cities and villages and tells everyone about his collection. But in our city he had trouble: a strong wind blew, and his collection scattered, and part of the collection ended up in the group. The teacher invites the children to look for paper samples (the teacher hides them in advance in the group room). Children bring found samples.

There is a knock on the door, a collector (an adult) comes in, meets the children, talks about his hobby and reports that he has recorded all types of paper. He invites the children to organize their work as follows: he names the type of paper, and the children show a sample. As the class progresses, the collector explains the purpose of each type of paper. Next, each child describes the properties of the found type of paper based on the compiled algorithm.

In conclusion, a didactic game “Find similarities and differences” is played.

The teacher names the type of paper, and the children must find on the table an object made from paper of this type (cardboard box, newspaper, album, flower from corrugated paper etc.). In this way, the teacher leads the children to understand that all the objects found are made of paper, but different types of paper.

6. Kindergarten

Program content. Talk with the children about why the kindergarten is called that way (because children are “grown”, cared for and cared for like plants in a garden). Show the social significance of the kindergarten: parents work, they are calm, because in their absence the kindergarten staff takes care of the children. Kindergarten employees should be thanked for their care, respected for their work, and treated with care.

Material. Pictures depicting kindergarten workers (teacher, assistant teacher, cook, laundress, etc.).

Progress of the lesson

The teacher asks the children to guess the riddle:

On the trees there are pears, cherries,
A whole row of apricots,
There's no end in sight for the apple trees
This is our fruit... (garden).

Shows an illustration of an orchard and pins it on the board.

Asks children questions: “Who works in such a garden? What is the job of a gardener? The words must be said: cares for trees, protects them from diseases, fights pests, waters them, grows them.

It contains roses and tulips,
And the daisies rustle.
Gladioli, peonies -
This is our flower... (garden).

The teacher shows the children an illustration depicting flower garden and pins it on the board.

Asks children questions: “Who works in such a garden? What is the job of a gardener? The words must be said: cares for flowers, protects them from diseases, fights pests, waters them, grows them.

The teacher asks the third riddle:

What a wonderful house this is
There are a lot of guys in that house.
They play and sing songs in it.
This house is our children's house... (garden).

The teacher shows an illustration of a kindergarten and pins it on the board. Focuses children's attention on the repeated word "garden".

Asks questions: “Who works in kindergarten? What is their job? After listening to the children’s answers, he hangs pictures on the board depicting representatives of the professions that the children name. Arranges pictures in the form of daisy petals in a circle, leaving the middle free.

The teacher leads the children to the conclusion: all these people work for children. A center with the image of children is attached to the center of the daisy.

Olga Vitalievna Dybina

Classes on familiarization with the outside world in the senior group of kindergarten. Class notes

Introduction

This manual will help to successfully organize and carry out work to familiarize children 5–6 years old with the outside world (subject environment and phenomena of social life).

To make it easier for teachers to plan work on this section of the program, the content of the work is presented by topics. Each topic is covered: an approximate course of a lesson, activity or game is offered. The teacher can show creativity when planning lessons, include variable game and problem situations, which will make work with children even more successful and meaningful.

Teachers should pay special attention to the fact that when getting acquainted with the outside world it is impossible to:

– overload children with a large number of questions;

– reduce the organization of work with children only to the form of educational activities.

Familiarization with the surrounding world must be carried out in accordance with psychological characteristics, choosing adequate forms, means, methods and techniques of interaction in order to make this process more accessible and effective.

In the older group, familiarization with the surrounding world is carried out both in the form of games-activities, and in the form of a didactic game itself, when the game rule regulates the actions and relationships of children, and the correct solution of problems is the achievement of the goal of the game. When organizing and conducting games-activities, didactic games, it is important to create an atmosphere that allows each child to realize his activity in relation to the world around him.

Didactic games can be used both in joint activities of children and adults, and in independent activities of preschoolers, as well as to stimulate children’s activity in the process of learning about the world around them.

The manual presents additional material: options for game-activities, games, exercises, entertainment, intended for use in working with children outside of class, on a walk.

To familiarize children of the older group with the world around them (subject environment and phenomena of the surrounding world), 2 lessons per month are allocated.

The manual offers an approximate distribution of material for the academic year. The teacher can distribute the material in his own way, in accordance with the holidays of the month (October - Teacher's Day; February - Defender of the Fatherland Day, April - Cosmonautics Day, etc.) or depending on the availability of the material.

Distribution of material for the academic year

Table continuation.

Sample lesson notes

September

1. Items that facilitate human work in everyday life

Material. Pictures depicting various objects, including objects that facilitate human work in everyday life. Handout: large cards depicting two rows of cells of three cells each (the cells in the top row depict three objects on which labor operations are performed, in the bottom row there are empty cells), and small cards depicting objects that facilitate the corresponding labor operation at home.

Progress of the lesson

The teacher begins the lesson with a conversation: “Guys! Look around carefully and tell us what’s around you.”

Children say that they are surrounded by many different objects and list them.

Children tell us that every object is needed for something, every object performs its own function.

Educator. Right. Each item has its own purpose and is necessary for something. For example, a table is needed in order to write at it, or in order to eat at it. People sit on chairs and cook food on an electric or gas stove. There are objects with which a person works, objects with which he draws, and there are also objects that facilitate a person’s work in everyday life. Do you know such items? My riddles will help you find out some of them.

In our kitchen all year long

Santa Claus lives in the closet.

(Fridge)

I have no legs, but I walk

I have no mouth, but I will say,

When to sleep, when to get up,

When to start work.

(Watch)

He willingly swallows dust,

Doesn't get sick, doesn't sneeze.

(Vacuum cleaner)

Back and forth

The steamer wanders and wanders.

If you stop - grief,

The sea will be perforated.

(Iron)

Children solve riddles and, with the help of the teacher, explain the benefits of these items.

Children choose one large card. Small cards lie face down on the table. The teacher takes small cards one at a time, shows them to the children, names the object and asks: “Who needs...”.

2. My family

Progress of the lesson

The teacher reads out the lines of poetry and invites the children to determine the topic of the lesson:

Look at me -

Who am I like?

Cherry eyes like dad's

Sunny smile - mothers.

Hair color like grandpa's

The nose is definitely that of a granny.

Everyone in the family worked hard,

So that I was born like this!

Then the children determine the second characteristic difference of the family - a common surname. They are asked to name the names and surnames of their parents.

Physical education minute

I have a family -

She is very friendly.

Mom and I bake pancakes (Imitation of movements.)

Unprecedented deliciousness!

My grandfather and I are digging beds. (Imitation of movements.)