Summary of a lesson on preparing the hand for writing for children in the preparatory school group. Abstract of the GCD for teaching graphic skills in the preparatory speech therapy group “Writing ovals and straight long sticks Classes in the preparatory writing group

Galina Shchipunova

Summary of a comprehensive lesson (mathematics, literacy) In the preparatory group "Letter from Pinocchio"

Program content:

Consolidate knowledge of the days of the week, practice problem solving

Continue to train children to do sound-letter analysis of words, drawing up word diagrams

Achieve a complete solution to the intended word

Learn to differentiate words that answer different questions (which, which, which, who, what, etc.)

Practice selecting the right word for a semantic series (based on supporting features, adding the right word)

Develop attentiveness, memory and interest in the activity. Create a desire to help a friend.

Progress of the lesson:

Guys, very soon you will go to school, and in order to study well at school you need to know and be able to do a lot. So today we will show our guests what we learned in kindergarten classes.

Attention, what miracles!

Someone in the corridor is making a lot of noise,

Someone is knocking loudly on our door... (postman Pechkin enters)

Hello guys! Do you recognize me?

I'm a funny postman!

I have known the children for a long time!

Lots of letters and newspapers

Carries my bike!

Multi-colored envelopes,

And postcards and packages

And I’m very happy with the parcels

I deliver to kindergarten!

Here is a package for you...or maybe not for you...

Reads: “Scarlet Sails Kindergarten” (reads to himself)

What is your d/s called? ,What about the group? Everything is accurate, everything matches... sign and pick up your parcel...

Postman Pechkin, since you came to our garden, sit and rest. Look how our guys can do it.

Thank you for the invitation,

But I won’t stay, unfortunately,

There are still quite a few letters here,

And they are probably waiting for them too!

Excuse me, I'll go

I need to be in another garden.

I made a promise to the guys

And to you - another time, goodbye! (Pechkin leaves)

Let's open the parcel, guys. Who do you think it could be from (children's answers)

Now we’ll find out... oh, I think I can guess!

Guess the riddle and you will find out...

What a very strange thing this is

Wooden man.

On land and under water

Looking for a golden key.

His long nose sticks everywhere,

Who is this...Pinocchio!

Well done! (we open the parcel) ... Yes, there is a letter! You need to read it.

“Hello, dear guys! I am writing to you - Pinocchio! My dear children: girls and boys! Please help me find my friend the Dwarf. He was in a hurry to go to the kindergarten, but ended up in the Kashcheevo kingdom. In order to find and save him, you need to unlock 10 locks. All these castles are MAGICAL. But he definitely needs to be saved on the third day of the week! Don't forget! I wish you good luck. Pinocchio"

...So these are the keys and magic locks...

Guys, do you remember what day of the week we need to save the Dwarf? How many days are there in a week? What day of the week was yesterday? Will it be tomorrow? What is today? So today! Then let's go! Aren't you afraid of difficulties? There are different tasks ahead of us, if we cope with them, we will save the gnome! Have you changed your mind? SO, so... which lock will we open first? Go, Julia, choose!

Task “Make a word”

Wow! This is a real “Field of Miracles”... we look at a poster with children on which there are magic flowers, a code is given for them to decipher (it is indicated which number corresponds to which letter). Children need to solve the problem that is written on the flower, write down all the answers in one line, then each replace the number with the corresponding letter, and the specified code read the word: 1-CH, 3-E, 8-B, 6-U, 2-R 4-A, 5-SH, 7-K, 9-A)

1. How many suns are there in the sky? (1)

2. A hedgehog walked through the forest and found mushrooms for lunch

Two under the birch, one under the aspen

How many will there be in a wicker basket? (3)

3 There are 10 birds sitting on a tree: two sparrows, the rest are crows

How many crows are sitting on a tree? (8)

4 Andryushka arranged toys on the shelf:

Next to the monkey is a teddy bear.

Together with the fox, the bunny with a scythe,

Following them are a hedgehog and a frog...

How many toys did Andryushka place? (6)

5 How many tails do two donkeys have? (2)

6 May beetles lived under the bushes by the river:

Daughter, son, father and mother,

7 Six cheerful bear cubs are rushing into the forest to pick raspberries.

But one kid was tired, fell behind his comrades,

Now find the answer - how many bears are there ahead? (5)

8 Fishermen are sitting, guarding the floats

Fisherman Korney caught three perches,

Fisherman Evsey - four crucian carp.

How many fish did the fishermen catch from the river? (7)

9 How many heads do nine cows have? (9)

1,3,8,6,2,4,5,7,9

Substituting the resulting letters, we get the word: CHEBURASHKA

Well done! Next task...

To study well, you need to be very attentive

Assignment Game table “What’s missing?”

(unfinished letters are drawn on the table; children need to find the part and “complete it”)

Let's take a close look at the table. Dunno probably wrote the letters here...

Children add and correct mistakes

Well done guys, they did it again!

Task "Be careful"

(for the sounds “zh”, “sh”)

I will tell you the words, if you hear the sound “w” in a word, you will “flapping” your wings together, and if you hear the sound “w” in a word, show the snake, like this...

Task Game table “Guess whose rug”

(Multi-colored rugs are drawn on which squares indicating the number of syllables are placed, and at the bottom of the table various animals are attached (cat, lion, bear, dog, giraffe, etc.)

(by the number of syllables in a word, children need to determine whose rug is where)

Good guys, they found it quickly.

Task game "Ball"

(children come up with words that answer this question)

Catch the ball, don’t yawn, answer the questions...

Who is this? (cat, mom, Roma, Vika)

What is this? (book, apple, car)

What does it do? (draws, sleeps, washes)

Which? (green, big, snowy)

Which? (juicy, red, tasty)

Task “Say it differently”

Guys, I’ll throw the ball to you, and you answer quickly...

A house for a starling is...a birdhouse,

Brick house...

House made of logs...

Walk in the evening -…

Chocolate candy -...etc.

Quest "Magic Word"

(children look at the pictures attached to the board: HAT, KEY, CLOUD, Watering Can, WATERMELON,

You need to use the first letters of these words to create a new word)

What happened? SCHOOL

Very the right word you and I succeeded. We need to make a diagram of this word. Who wants it, guys? Go, Zhenya (the child is at the blackboard, and all the children in the field are making diagrams, then we check)

Task "Telegram"

Guys, we received a telegram.

This is not a simple telegram, who can read it? (children read)

"I'M GOING TO SCHOOL"

How many words are there in a telegram?

What is the first word in this telegram?

What's the fourth? 2nd, 3rd?

Knock on the door...

Who could it be? Guys, look, Gnome! (the gnome thanks the children and is interested in the tasks that the children had to overcome)

For the sake of our friendship, let's dance with the Dwarf!

Dance “Stamp my foot”

The gnome gives out his “Photos” to the children as souvenirs.

Writing is a complex coordination skill that requires coordinated work of the muscles of the hand, the entire arm, and proper coordination of movements of the whole body. Mastering the skill of writing is a long and labor-intensive process that is not easy for all children. Preparing to write is one of the most difficult stages in preparing a child for systematic learning. This is connected, according to doctors, physiologists, and psychologists, with the psychophysiological characteristics of a 5-7 year old child, on the one hand, and with the writing process itself, on the other hand. Psychologists note that children aged 5-6 years have an insufficiently developed ability to assess spatial differences, on which the completeness and accuracy of perception and reproduction of letter shapes depend. In addition, children have difficulty navigating the spatial characteristics necessary for writing, such as the right and left side, top - bottom, closer - further, under - above, near - inside, etc. The accuracy of graphic actions is ensured through muscle control over fine (fine) hand motor skills. This is the dexterity of the fingers and hands, the coordination of their movements.

The development of fine finger movements can be judged by watching how a child draws or paints over the details of a drawing. If he constantly turns the sheet and cannot change the direction of the lines with the help of subtle movements of his fingers and hand, it means that the level of development of fine motor skills is insufficient. Thus, the writing process requires not only physical, intellectual, but also emotional effort from the child. All kinds of overloads and associated overwork have the most negative impact on the mastery of graphic skills and, moreover, on the development of the child’s body. Therefore, in preschool age, it is preparation for writing, and not teaching it, that is important. It is important to develop the mechanisms necessary for mastering writing, to create conditions for the child to accumulate motor and practical experience, and to develop manual skills.

We pay our main attention to the formation of the correct posture when writing: we teach children to sit correctly, hold a pen, place the necessary objects on the desk, work independently and navigate on a notebook sheet. We also pay attention to exercises, games, various tasks for the development of fine motor skills and coordination of hand movements, solving two problems at once: firstly, they indirectly affect the general intellectual development of the child, and secondly, we prepare for mastering the skill of writing, which in the future will help avoid many problems of school education. Tasks should bring joy to the child; boredom and overwork should not be allowed.

We present to your attention a set of measures that promote the development of hands and manual skill. These exercises are useful for both left- and right-handed children:

• Finger gymnastics.
• Games with cereals, beads, buttons, small pebbles, natural materials.
• Exercises with plasticine.
• Laces. Clasps.
• Lesson with designers. Tightening nuts and screws.
• Games with mosaics. Puzzles.
• Cutting with scissors.
• Drawing with various materials - pen, pencil, colored pencils, chalk, watercolor, etc.
• Working with paper. Folding (origami). Weaving. Tear-off applique.
• Coloring pictures in coloring books.

Let's take a closer look at some of the techniques:

Finger gymnastics.

Scientists have come to the conclusion that the formation of speech areas occurs under the influence of impulses from the fingers. Need to stimulate speech development children by training finger movements. The hands acquire good mobility and flexibility, and the stiffness of movements disappears. “Finger games” are the staging of any rhymed stories or fairy tales using the fingers. Many games require the participation of both hands, which allows children to navigate the concepts of “right”, “left”, “up”, “down”, etc.

It is advisable to start each lesson in preparation for writing with “finger games” to stretch the fingers so that children can successfully complete a variety of graphic exercises.

Games with cereals, beads, buttons, small pebbles.(Slide 6)

These games have an excellent tonic and healing effect. Children are offered:

- sort,

- guess with your eyes closed,

- roll between thumb and index finger.

You can teach your child to roll the fingers of one hand with two walnuts or pebble, with the fingers of one hand or between two palms with a hexagonal pencil.

You can invite children to lay out letters, silhouettes of various objects from seeds, buttons, twigs, etc.

All activities involving the use of small objects must be carried out under the strict supervision of adults!

Cutting with scissors.

Provides straight cutting skills and the ability to cut various shapes (rectangular, oval, round). It is necessary to encourage children to verbally describe their hand movements when cutting.

The ability to confidently use scissors plays a special role in the development of manual skills. This is difficult for preschoolers and requires coordination of movements. Symmetrical cutting, cutting out various figures from old postcards and magazines is a useful and exciting activity for future first-graders.

Drawing, coloring.

It is necessary to teach children to paint carefully, without going beyond the contours of the depicted objects, evenly applying the desired color. Coloring, as one of the easiest activities, is introduced largely for the sake of children learning the hygienic rules necessary for writing.

A child, when doing coloring work, unlike work associated with writing letters, does not feel tired; he does it with pleasure, freely, although his hand performs the same manipulations as when writing.

Drawing with various materials (pen, simple and colored pencils, chalk) requires varying degrees of pressure in order for a mark from the writing object to remain on the paper.

Working with paper. Origami. Weaving.

The development of precise movements and memory is helped by weaving rugs from paper strips, folding boats, and paper animal figures.

It is necessary to show techniques for bending and folding paper, give initial information about the types of paper (writing, drawing, newspaper, wrapping).

Graphic exercises. Hatching.

Performed on unlined paper. The development of fine motor skills is determined not only by the clarity and beauty of the lines, but also by ease and freedom: hand movements should not be constrained or tense.

The child should try not to lift the pen from the paper and not interrupt the lines. The ability to freely draw smooth lines from left to right, sloping from top to bottom and bottom to top is important when developing handwriting.

Hatching is one of the most important exercises.

Hatching rules:

• Hatch only in the specified direction.
• Do not go beyond the contours of the figure.
• Keep the lines parallel.
• Do not bring the strokes closer together; the distance between them should be 0.5 cm.

Graphic dictation:

Graphic dictations for preschoolers help parents and teachers systematically prepare their child for school and prevent such typical learning difficulties as underdeveloped spelling vigilance, restlessness and absent-mindedness. Regular classes with these graphic dictations develop the child’s voluntary attention, spatial imagination, fine motor skills of the fingers, coordination of movements, and perseverance. Drawing by cells is a very exciting and useful activity for children. This is a playful way to develop a child’s spatial imagination, fine motor skills of the fingers, coordination of movements, and perseverance. Graphic dictations can be successfully used for children from 5 to 10 years old.

By performing a graphic dictation, the child will broaden his horizons, increase his vocabulary, learn to navigate in a notebook, and get acquainted with different ways of depicting objects.

By the end of the year, children should:

• know and observe hygienic rules for writing (this is seating, position of hands when writing, position of pen, notebook);
• navigate in a notebook, on a line, on a page;
• perform shading, observing the rules of shading;
• use scissors confidently;
• make simple paper figures by folding.

The above techniques preparing a preschooler's hand for writing contribute to the development of not only the muscles of the hand, their coordination, but also the eye, as well as the formation of internal speech, figurative and logical thinking.

“On the path to school” (preparing your hand for writing)

MKDOU "Kireevsky d/s Romashka"

Romanenko E.G.,

Project participants: pupils of the preparatory group for school, parents of children.

Children's age: 6 – 7 years

Problematic question : Preparing the hand for writing for children in the preparatory group.

Relevance of the problem:

Main task preschool education- teach children

Learn to develop their mental abilities without trying

at the same time to an abundance of knowledge.

V.F. Odoevsky.

The issues of preparing kindergarten students for school are becoming increasingly important. They are especially relevant now, when the content of primary education has changed. The school is committed to ensuring that children entering Year 1 are well prepared for learning. Unfortunately, their level of preparedness does not always meet these requirements.

Preschool age is a time of intensive development in children of the indicative basis of their actions. Full training should be based on the child’s sensory experience, on his direct observations of the surrounding reality. Therefore, one of the principles of teaching preschoolers is the principle of visibility. Famous psychologist L.S. Vygotsky believed that learning should go ahead of development and lead it, relying on the “zone of proximal development.” This statement is closely related to the theoretical concept that the child has a special sensitivity to a certain kind of external influences. In other words, training should begin during the formation of the mental functions of a preschooler. By being late in teaching, teachers lose the opportunity to guide child development along the right path, to regulate this process. Most efficient use The rich potential of a child is real only when the period of special sensitivity to the assimilation of this or that material in his development has not yet passed.

At the first stage of learning, children most often experience difficulties with writing: the hand quickly gets tired, the working line is lost, letters cannot be written correctly, mirror writing is often encountered, the child does not distinguish between the concepts of “left”, “right”, “sheet”, “line” , "page", does not fit into the overall pace of work.

These difficulties are caused by weakness of fine motor skills of the fingers and insufficient development of skills of visual-motor coordination, voluntary attention, analytical perception, and auditory attention.

All this negatively affects children’s assimilation of the first grade program and makes it necessary to organize kindergarten special classes, the purpose of which is to prepare the child’s hand for writing. Such classes, combining training of fine motor skills of the fingers with solving problems of mental development, can be organized through circle classes according to the “Preparing the hand for writing” program.

Project goal:Formation of components of intellectual and sensory readiness for school through:

Development of fine motor skills of a child's hand.

Development of auditory attention.

Development of graphic reproduction.

To achieve the goal, the following are set: tasks:

Educational: Development of finely coordinated hand movements. Development of auditory attention and graphic reproduction.

Developmental: Development of graphic movements, visual perception, hand-eye coordination.

Educational: Developing diligence, accuracy, independence and confidence in one’s skills.

The project is scheduled for 9 months ( preparatory group). The lesson is held once a week. 4 times a month. 36 lessons per year. Organized during children’s free activity, after lunchtime nap.

Expected outcome of the project:

· By the end of the year, children should know and be able to:

· Know the hygiene rules of writing

· Be able to maintain proper posture and hand position when writing.

· Know the correct position of the notebook and pen when writing.

· be able to hold a pen or pencil correctly.

· Know the rules of shading.

· Be able to navigate on a sheet of paper in a box, in a notebook.

· Know the rules for working with a notebook.

· Be able to perform shading, following the rules.

· Know the rules of working with scissors.

· Be able to draw simple elements and shapes on your own.

· Be able to navigate in a notebook, on a line, on a page.

· Know how to hold scissors correctly and work with them.

· Drawing by cells based on auditory perception.

Project stages.

Long-term lesson plan.

Structural elements of classes

Finger gymnastics, working with counting sticks.

Hatching, graphic exercises.

cutting

Repetition of what has been learned, taking into account learning results.

Syllabus

Number of classes per month - 4

Number of classes per year - 36

Class structure

Part 1 - Exercises to develop finger coordination:

finger gymnastics, exercises with counting sticks.

Part 2 - Drawing, applique, modeling.

Part 3 - Exercises to develop hand-eye coordination and orientation on a sheet of paper: work in a notebook, graphic dictations.

Part 4 - Summary.

Duration of the lesson: Classes last 25-30 minutes

This work involves a system of techniques and tasks from simple to complex. Taking into account the age characteristics of older preschoolers, the characteristics of auditory and visual perception, classes are conducted in a checkered notebook. The cell provides great opportunities for the development of fine motor skills and basic graphic writing skills, since drawing on the cells requires small and precise movements, and also develops the ability to navigate in space.

At the first stage, the child gets acquainted with a checkered notebook, a working line, then learns to perform tasks in a limited space-cage, improves the ability to measure using a conventional yardstick-cage.

Subsequently, the tasks will become more complex; we gradually move on to complex auditory dictations after the children have already formed sufficiently clear spatial references and they can freely perceive auditory tasks. It is recommended to conduct classes once a week for 25-30 minutes. Before completing the task, a psychological mood, and after completion - exercises for the hands. Tasks can be completed various materials: ballpoint pen, felt-tip pen, simple or colored pencils.

Children consolidate all the knowledge and skills acquired in the “On the Path to School” club in free activities. For this purpose, notebooks and checkered pieces of paper, pens, pencils, samples of various tasks from the books of the publishing house "Karapuz from the series "Preparing a child's hand for writing", "Checked Mathematics" and others are placed in the corner of educational games.

Children independently redraw pictures by cells and come up with their own different shapes.

Project implementation activities.

Preparing your hand for writing.

Developing correct posture, tilting the notebook on the desk and the ability to hold a pencil and pen when writing and drawing. Preparatory exercises for the development of the eye, hand and small muscles of the fingers: tracing and shading contours, connecting lines and shapes, drawing and coloring patterns and borders with a continuous movement of the hand. Mastering the stitch.

Writing the elements of letters: a straight slanted short stick, a straight slanted long stick, a stick with a rounded bottom, a long stick with a loop, a stick with a rounded top and bottom, a semi-oval and an oval.

Finger gymnastics.

Scientists have come to the conclusion that the formation of speech areas occurs under the influence of kinesthetic impulses from the hands, or more precisely from the fingers. It is necessary to stimulate children's speech development by training finger movements. By performing various exercises with his fingers, the child achieves good development fine motor skills of the hands, which not only has a beneficial effect on the development of speech (since this inductively excites the speech centers), but also prepares the child for drawing and writing. The hands acquire good mobility and flexibility, and stiffness of movements disappears, which will facilitate the acquisition of writing skills in the future. "Finger games" are very emotional and exciting. They seem to reflect the reality of the surrounding world - objects, animals, people, their activities, natural phenomena. During “finger games,” children, repeating the movements of adults, activate hand motor skills. This develops dexterity, the ability to control one’s movements, and concentrate attention on one type of activity.

“Finger games” are the staging of any rhymed stories or fairy tales using the fingers. Many games require the participation of both hands, which allows children to navigate the concepts of “right”, “left”, “up”, “down”, etc.

These games are very important for developing children's creativity. If a child has mastered just one “finger game,” he will definitely try to come up with new dramatization. Children over 5 years old can decorate games with a variety of props - houses, cubes, small objects, etc. It is advisable to start each lesson in preparation for writing with “finger games” in order to stretch the fingers and activate hand motor skills so that children can successfully complete a variety of graphic exercises. Time 3 - 7 minutes.

Graphic exercises. Hatching.

Doing graphic exercises and shading helps prepare your hand for writing. The development of fine motor skills is determined not only by the clarity and beauty of the lines, but also by ease and freedom: hand movements should not be constrained or tense. Correctly maintaining graphic proportions, writing smoothly and symmetrically is important for developing beautiful and clear handwriting. The child should try not to lift the pen from the paper and not interrupt the lines. When drawing straight lines, the clarity of handwriting and the confidence of hand movement are clearly visible. The ability to freely draw smooth lines from left to right is important when developing handwriting. The ability to write with a top-down and bottom-up slant is necessary when developing handwriting. Graphic exercises also contribute to the development of precision of movements, attention and control over one’s own actions.

Hatching is one of the most important exercises. By mastering the mechanics of writing, children develop such confidence in strokes that when they start writing in notebooks, they will do it like someone who has written a lot.

Hatching rules:

Hatch only in the specified direction.

Do not go beyond the contours of the figure.

Keep the lines parallel.

Do not bring the strokes closer together; the distance between them should be 0.5 cm.

When performing various exercises to prepare for writing, the child and the teacher must constantly remember and observe the hygienic rules of writing, bringing their implementation to automatism. Compliance with hygiene rules will help the child in the future to overcome the difficulties of the technical side of writing.

Cutting with scissors.

The teacher pays special attention to mastering the basic cutting techniques - straight cutting skills, the ability to cut out various shapes (rectangular, oval, round). The goal is to bring children to a general understanding of how to cut out any objects. When explaining a task, it is necessary to teach children not only to passively assimilate the cutting process, but also to encourage them to verbally describe the movements of the teacher’s hands when showing cutting methods. When creating symmetrical shapes when folding accordion-folded paper, children must learn that they are not cutting out a whole shape, but half of it.

Older preschoolers begin to master silhouette cutting skills without preliminary drawing or preparing a contour line. When teaching silhouette cutting, the technique of tracing the outline of an object in the air is successfully used. The development of the ability to “see” an object in the air is facilitated by systematically played games “Guess what I’m drawing?”, “Guess, I’ll guess” (children or a teacher outline an object in the air and guess). Before you start cutting out the silhouette, you should think about where, from what angle, in which direction of the sheet to direct the scissors, i.e. learn to plan the upcoming action.

The ability to confidently use scissors plays a special role in the development of manual skills. This is difficult for preschoolers and requires coordination of movements. Symmetrical cutting, cutting out various figures from old postcards and magazines is a useful and exciting activity for future first-graders.

Diagnostics

Ability to accurately perform finger exercises

Ability to perform shading, observing all its rules

Ability to correctly perform graphic dictation

Ability to hold a pen correctly

Ability to navigate in space

Compliance with the rules hygiene requirements for writing

Methods of testing knowledge, abilities, skills.

3 points – fully meets the criterion (there is significant evidence that activities of preschool educational institutions meets this criterion).

2 points - partially meets the criterion (there is some evidence that the activities of the preschool educational institution meet this criterion);

1 point – does not meet the criterion (there is practically no evidence that the activities of the preschool educational institution meet this criterion)

During the initial diagnosis, it was revealed that children’s motor skills are not sufficiently developed, which is very clearly manifested in the ability to hold a pen in one’s hand, the ability to correctly perform shading, and other criteria. The development of children’s motor skills should be given special attention; this need is experienced not only by first-graders, but also by all students primary classes. That is why it is necessary to begin work on developing fine motor skills as early as possible - already in preschool age.

Perspective lesson plan "On the path to school"

Conclusions:

In the motor area of ​​the cerebral cortex, the projection of the hand is huge in relation to the projection of other parts of the body. In addition, it is extremely close to the speech motor area (Broca's area). Once again, I would like to emphasize that training finger movements is a stimulus for the development of a child’s speech, and a powerful tonic for the cerebral cortex as a whole. Exercises help develop memory and imagination, and increase children’s interest in educational activities.

Fine motor skills in life and activity perform many different functions. It activates the necessary ones and inhibits the unnecessary ones. at the moment psychological processes, promotes the organized and targeted selection of information entering the body in accordance with its current needs, ensures selective and long-term concentration on one object or activity.

Work on developing the hand and correcting existing deficiencies should be carried out in close contact with parents, preschool teachers and primary school teachers. This will ensure continuity of control over the formation of correct motor skills and will help to quickly achieve the desired results.

Any exercises will be effective only with regular exercise. You need to exercise daily!

Municipal autonomous preschool educational institution kindergarten 11 "Fairy tale" urban district of the city of Kumertau of the Republic of Bashkortostan

Prepared by I category teacher Khabirova Ilmira Raisovna

Program content: Strengthen children's understanding of their hometown. Exercise the ability to draw straight and inclined lines, circles, ovals, rectangles, the ability to navigate on a sheet of paper. Develop finger motor skills, graphic skills, and the ability to start and finish a letter together. Cultivate accuracy, the ability to achieve results, and adequately evaluate them.

Equipment: containers with semolina and millet, sudzhok for massaging fingers, a sheet of checkered paper, a simple pencil for each child.

Activation techniques: conversation, self-massage of fingers, drawing on semolina and millet, finger play, reading a poem.

Progress of the lesson

Organizational moment: The one who affectionately calls: house, city, yard, bridge, garden, square, arch, theater, factory, forest, traffic light, man will sit down.

Educator: Listen to the poem:

Our town is small
Spread between the mountains.
It is surrounded by forest
Its spaciousness is great.

I love Kumertau
This is my homeland.
May he be forever young
He's just like me!

Our city is really small, cozy, surrounded by forest. Imagine a winter forest. What is there in the winter forest?

Children's answers

Educator: Let's draw a winter forest on a piece of checkered paper. I will show the elements on the board, name the place where you need to depict these elements, and you need to complete the task correctly. First, let's warm up our fingers. Take some rings and let's play a finger game "Family" .

Finger game "Family" (self-massage with sujok ring)

Educator: You have containers with semolina and millet on your tables. Let's try to depict the elements that we will need for our picture.

Children draw straight lines, oblique lines, oval, circle, rectangle with their index finger on semolina and millet.

Educator: Now take a sheet of paper, place it correctly, take a simple pencil and we will draw a picture. Are you ready?

Children: Ready!

The teacher names the element, shows it on the board, names the place on the sheet of paper where it needs to be depicted, the children perform

Educator: Did you get the picture? Now think about what you can call it.

Children's answers

Educator: Let's call our picture that - "Forest Walk" . I suggest you relax a little and play with your fingers.

Finger game "Brothers"

Brother, bring some wood! - I have a headache!

Middle, will you chop some wood? - I'm not feeling well today!

Well, will you light the stove? - Oh, my heart hurts!

You, little one, cook dinner! - I have no strength!

Well, I’ll do everything myself, but I won’t give you lunch!

Are you ready to starve? - We are already healthy!

Educator: Picture "Forest Walk" we drew. Look carefully and tell me, did you succeed?

Implementation of the “Childhood” program

Summary of the integrated lesson

in the preparatory school group

Topic: “LETTER FROM BURATINO”

MADO No. 000, Perm

Software tasks:

Promote the formation of mental operations, speech development;

Create conditions for the development of logical thinking, intelligence, attention;

Consolidate knowledge about the sequence of days of the week, practice solving arithmetic problems, examples;

Multi-colored envelopes,

And postcards and packages,

And I’m very happy with the parcels

I deliver to kindergarten.

I have known the children for a long time

I'm cheerful...... (postman)

He gave you a letter. Let's check if our address is written on the envelope. Guys, what is the address of the kindergarten? (Perm, Architect Sviyazev Street, 26) Everything is correct.

There is something written on the envelope: guess the riddle and find out who the letter is from?

What a very strange thing this is

Wooden man.

On land and under water

Looking for a golden key.

He sticks his long nose everywhere

Who is this...

(Pinocchio)

You guessed it! Well done!

LETTER

Hello, dear guys! I am writing to you - Pinocchio.

My dear children: girls and boys! Help please! Find my friend Carlson. He was in a hurry to go to kindergarten, but ended up in Koshcheevo’s kingdom; in order to save him, he needed to complete 5 tasks. They are in envelopes in your group. To make it easier for you to find them, I drew a plan of your group and marked where the envelopes are located with numbers from one to five. Remember! Carlson needs to be saved on the third day of the week! Don't forget! Good luck! Pinocchio.

Educator: Are you ready to help Carlson? Then we need to hurry. Remember what Pinocchio wrote? On what day of the week should Carlson be saved? What day of the week was yesterday? What will it be like tomorrow? What day of the week is today? And according to the account, what is it? So that means today we have to save him! Let's look at the map plan and find the envelope with No. 1.

Exercise

"Make a word."

In front of the children is a coded word 1-A 2-N 3-E 4-Y 5-K 6-Z 7-N 8

Educator: Before you is a coded word, to guess it you need to complete an arithmetic task.

The teacher reads the task, the child names a number, takes the corresponding letter from the table and places it on the board. Having guessed eight riddles, the children lay out the word UNKNOW.

Educator: Well done! We completed the first task. Now I suggest you play a little.

GAME “Be Attentive”

Exercise

Listen to the rules of the game. If I name words with the sound “Zh” you wave your arms, if with the sound “Sh” you jump, and if these sounds are not in the words, then you just stand still.

Did you like the game? You were very attentive.

Let's now go back to our map and see where the envelope with No. 2 is located.

Exercise

"Build a Rocket"

On the carpet there is a diagram - a drawing of a “Rocket” in an envelope with examples for each child. There are geometric shapes on the table with numbers drawn on them. Each child needs to solve an example, find the corresponding geometric figure on the table. Then, according to the drawing, the children assemble a rocket on the carpet.

Educator: Guys, tell me, how many triangles, squares, circles were used to build the rocket?

Educator: Well done! And you did a good job with this task. It's time to find the third envelope.

Exercise

"Guess whose house"

Educator: There are three houses in front of you. What kind of diagrams are drawn on them? That's right, these are syllabic patterns.

Each child takes a picture of an animal, names it, determines the number of syllables and places it near the corresponding house.

Educator: How many words live in a house with one syllable? How many words have two syllables? How many words have three syllables?

Educator: Well done!

Now I propose to play a game with a ball.

The teacher asks questions and throws the ball to the child. The children answer.

· A home for a starling? (birdhouse);

· Walking in the evening? (evening);

· Chocolate candy? (chocolate);

· Brick house? (brick);

· Fur hat? (fur);

· Log house? (log);

· Clay toy? (clay);

· Strawberry jam? (strawberry);

· A house for bees? (hive)

· Glass vase? (glass)

Educator: It's time to look for the envelope with No. 4

Exercise

"Draw the missing figures"

The assignment is printed on pieces of paper. Children perform it at tables.

At the end, a sample teacher is posted. Children exchange works and check each other's assignments.

Educator: Guys, for whom was this task difficult? And who dealt with it easily? I think we should practice more in completing such tasks.

Educator: Well done!

Now let's hurry, there's only one envelope left with No. 5

Exercise

"Magic Word"

There are five pictures in front of the children: Hat, Key, Cloud, Watering Can, Watermelon.

Children determine which sound comes first and form the word SCHOOL.

Educator:

· How many letters are there in this word?

· How many sounds?

· How many vowel sounds?

· How many consonants are there?

· How many syllables?

· Which vowel is stressed?

The teacher calls the child, who performs a sound-letter analysis of the word.

Well done guys! So we completed all five tasks, as Buratino asked us. They completed them on time, just on the third day of the week.

Do you think the knowledge and skills you gained in kindergarten will be useful at school? And in life, where can they be useful?

Well done to each of you!

The test is over.

Be friends with literacy and mathematics,

Accumulate your knowledge.

Let your efforts help you,

Memory, logic, attention.

Educator: Guys, where is Carlson? Let's ring the magic bell. If we did everything correctly and on time, then he will definitely appear (the bell rings, Carlson appears with a box of chocolates.)

CARLSON: Hello guys! I am so glad that you helped me and saved me from Koshcheev’s kingdom. Thank you! It must have been difficult? But you are so smart, quick-witted and brave! Thanks to your knowledge and skills, I am with you again.

Carlson offers to dance a Happy Dance with him to the music. After that, he treats the children with sweets and says goodbye.

It's time for me to say goodbye to you. Good luck to you at school!

And I will hurry to my friend Pinocchio. Goodbye, friends!