Consultations for parents of the second junior group. Consultations for parents of the second junior group consultation (junior group) on the topic Consultations with parents 2nd junior group

25.11.2020

Consultation for parents in the younger group of kindergarten Topic: The role of adults in the life of a 2-3 year old child

In the world of a child of the third year of life, the main figure is an adult. It determines whether the baby develops a feeling of security or anxiety, warmth or abandonment, joy or despondency. Children are largely dependent on themselves, and therefore it is important for them to be sure that adults are people who will come to the rescue at any time, support, console and find a way to overcome any problem.

Without the help of an adult, a child cannot cope with many everyday problems. For example, he is already able to undress on his own, but not everyone can get dressed and not always. Many people can already eat themselves with a spoon, but they still don’t know how to divide a cutlet into pieces. Some aspects of the toilet are equally difficult. Help your child solve everyday problems. In this way, you will create a feeling of security in him - the basis of psychological comfort.

In his little affairs, a child often finds himself in difficult and unpleasant situations: either he hurt his knee, or the ball rolled away and he couldn’t reach it, or a peer took the shovel and won’t give it back, or an angry dog runs towards him. In all cases, the child seeks from an adult not only help and protection, but also sympathy.

A child, like any person, needs support and approval for his small endeavors and achievements. Psychologists have shown that the need for the attention and kindness of an adult, which already arises in an infant, does not disappear with age.

If adults truly treat children with respect and express it clearly and consistently, children quickly learn the boundaries of desirable and undesirable behavior. Be clear about what you want from your child. Don't go into explanations; give clear instructions about desired behavior.

The role of adults in

child speech development

A child masters speech only through the efforts of adults and in the course of communicating with them. In this case, the baby perceives the adult’s speech if it is addressed personally to him and the adult looks at him at the moment of speech. Talk to your child eye to eye more.

Small children cannot understand the world if adults do not explain to them the meaning of what they see, hear, etc. Everything that happens must be accompanied by clear verbal comments that explain to the child the meaning of the events. Name objects, describe events, sensations to help your baby learn new words.

Encourage your child to use speech, wait for an answer, even if his speech is still limited. The adult's voice should not dominate. At the same time, remember that the child’s speech is just developing and he does not yet understand much of what you say. Use simpler structures and shorter sentences.

Adults also introduce children into the world of culture - songs, fairy tales, stories, paintings. Read and tell your child as much as possible, do not waste time on this.

Children love repetition: they enjoy listening to the same fairy tale many times, they love to sing familiar songs, and repeat familiar actions. This gives them the opportunity to master the material well and feel confident. Repeat poems and nursery rhymes, fairy tales and stories many times.

Babysitting and using “childish” words (beep, yum-yum) when communicating with children 2-3 years old is already unnecessary.

The role of adults in a 2-3 year old child’s knowledge of the world around him

The thinking of a child of this age is visual and effective in nature; knowledge of the surrounding world occurs in the process of objective manipulation. Adults should provide the child with a variety of subject environment, which allows you to actively explore not only the external properties of various objects, but also their internal structure.

The baby carefully examines the outer shell of each object using all his senses, including taste and smell. Now comes the time of interest in what is inside this item. The most attractive items are those that have holes and cavities into which you can put something and then take it out. A thing that he can take apart into parts will capture the baby’s attention for a long time. And the parts from which you can construct something yourself are of great interest. So, the child uses three types of actions: taking things apart, constructing something, filling and emptying a cavity in an object.

A child of two or three years old may not understand the difference between living and non-living and “take apart” a living butterfly, just as he does with a plastic car. At this age, such behavior is not a manifestation of cruelty. A child learns the difference between living and non-living things from observing an adult’s attitude towards different objects. React to such behavior of the child adequately, without blaming him, but explaining that the butterfly is alive and cannot be “taken apart” - it will not be able to live, it will die, and it will hurt. Systematically demonstrate patterns of different behaviors towards living and nonliving objects.

Provide your child with a variety of containers that can be filled and emptied: jars, boxes, handbags and wallets, empty bottles. Together with your child, make sounding toys - “noise makers” and “rattlers” from empty bottles, filling them with various seeds, metal objects, sand, etc.

Toys for 2-3 year old children

Children are interested in all toys and objects that move. Therefore, they need moving toys - rolling toys on a stick, with a string, wind-up toys, with a remote control, on batteries, as well as mechanical toys such as “Bogorodsky” blacksmith bears and pecking chickens.

Voiced toys give an idea of in different ways obtaining sound effects: the child tries to press keys, pull strings, blow a whistle, hit the drum with his palm or a special stick.

It is desirable that through toys the child can get acquainted with a wide variety of materials: fabrics of different textures (silk, plush, corduroy, wool, linen), wood, clay, metal, plastic, rubber.

Also provide children with a variety of visual materials (paints, crayons, felt-tip pens, plasticine, paper of various textures, brushes, stamps, etc.).

By the age of three, the child masters, at the level of practical action, the operation of seriation - ordering by size. Provide children with enough pyramids on a cone base, nesting dolls, and insert molds.

Forming ideas about the color, shape, size of objects requires the use of special educational toys(inserts, mosaics), which can give children so-called reference ideas.

Kostanay kalasy akimdiginin “Kostanay kalasy akimdiginin more than 3 bobekzhai-bakshasy” Memlekettik kommunaldyk kazynalyk kasiporny.

State communal e state-owned enterprise “Nursery-garden No. 3 of the akimat of the city of Kostanay, department of education of the akimat of the city of Kostanay”

Consultations for parents

Educator: Akmaganbetova K.Zh.

Kostanay 2016

Consultation for parents on the topic: Labor education in the family

Target: developing the competence of parents in the issue of labor education.
Tasks: To draw the attention of parents to the importance of labor education in the life of a child.
Arouse parents' interest in joint work with their child at home.
Progress: Labor education – an important tool comprehensive development child's personality. Hard work is not given by nature, but must be cultivated from early childhood. The main purpose of work is its influence on the child’s personality. Reasonably organized work strengthens the physical strength and health of the child. Movements become more confident and accurate. As he acts, the baby becomes more and more oriented in space.
Work also has a significant impact on the mental development of a child. It develops intelligence, curiosity, initiative, active perception, observation, attention, concentration, and trains memory. And work also develops thinking - the child has to compare and contrast objects and phenomena with which he deals.
Emphasizing the invaluable importance of work for the comprehensive development of a child’s personality, I bring to your attention some recommendations for labor education in the family.
The work of children in the family must be feasible. It is not at all necessary to entrust cleaning the entire apartment to the baby, but asking him to wipe the dust from the windowsill is quite possible. Use the opportunity - interest. Any child is interested in working with a vacuum cleaner. He won’t work much, of course, but he will gain some skills.

At the first stages, work activity is not stable; it is closely related to children’s games. The connection between work and play is important in preschool age - play images help children do work with greater interest. It is easier to teach a child to work while playing. For example, your house is spaceship, and it needs to be cleaned before departure. Young children are easily humanized inanimate objects– this quality can be used effectively. Tell your child on behalf of the toy that it is cold for her to lie on the floor, or let the bear ask to be put on the shelf.

Never force your child to help you. Coercion is disgusting. Moreover, work done under duress is not of high quality. Help must come from a pure heart. It is clear that the child may not notice that it is difficult for you and that you would not mind accepting help from him. Here you can cheat a little: groan and groan: “Oh, how tired I am,” “Oh, my back hurts.” It’s a rare child who doesn’t realize that his help would be in place.
What help can children provide with housework? preschool age? The range is quite wide. In addition to cleaning his room, the baby can help his mother prepare for dinner, for example, in setting the table. The child is quite capable of watering indoor plants and feeding pets.

Remember, when giving instructions to a child, it is necessary to clearly explain what is being done, why, and why. The child needs to know why he should perform certain tasks and what result should be achieved. This is the only way for preschoolers to form an idea of the need for these actions. Therefore, we always need to explain why we are working. For example, if flowers are not watered, they may die; If we don't wash the dishes, we'll have to eat from dirty dishes.
The work of a child should not go unnoticed by adults. Any work should be encouraged: thank the child, praise, appreciate his efforts. Even if the child did something wrong. And if he breaks something, don’t even think about scolding him, because the child wanted to help. Work and its results must be accompanied by positive emotions. [Gradually, the child develops a positive attitude not only to those types of work that are associated with play, but also to those that are not so interesting, but necessary, that is, there is an awareness of the importance of work activity. The activities of adults serve as role models for children. If the adults themselves work with enthusiasm, then the child will strive for the same. When a child sees that work for adults is a heavy burden, then he himself will have the same attitude. Therefore, parents themselves should take on any work with desire, diligence and responsibility, setting a good example for their children.
Teach your child to complete the work he has started, do not rush or rush the child, know how to wait until he completes the work himself.

In parallel with labor education It is necessary to cultivate respect for the work of adults and careful treatment of its results. Words of notation, as you know, are unconvincing methods for a child. He must see the good example of adults.
Only the systematic fulfillment of work duties will help to develop preschoolers’ organization, responsibility, and habits of work effort, which is so important for preparing a child for school.

Consultation for parents

Parents - how to properly teach their child traffic rules Having analyzed road accidents in which children were injured, it was

It was found that 80% of them occurred within a one kilometer radius of their home. That is, in those places where the guys would have to be well aware of traffic conditions, places of pedestrian crossings, installation of traffic lights, and obviously dangerous areas. And although in preschool institutions teachers conduct classes with children according to the rules traffic, involving traffic police officers, special thematic programs are broadcast on radio and television, various publishing houses are preparing brochures, posters, leaflets promoting traffic rules, but the situation does not change for the better.

Most parents, concerned about their children, resort to scolding, long-winded warnings, and even punishment. This method is ineffective, because a child 3-5 years old (and often older) cannot understand the danger. He does not imagine the car as a danger that can cause injury or take life; on the contrary, he has pleasant impressions associated with the car. Nothing attracts a child more than a car, be it a toy or a real one. A child can be taught to comply with all safety requirements without resorting to intimidation. The child must be taught that the roadway is intended exclusively for vehicles and not for play. You can teach children, even before they go to school, the ability to navigate the traffic environment, predict different situations, correctly determine the place where they can cross the road, and before crossing be patient enough and always look around before leaving the sidewalk.

The speed of movement and the density of traffic flows on the streets and roads of our country are rapidly increasing and will progress in the future. Therefore, ensuring traffic safety is becoming an increasingly important state task. Special meaning in solving this problem has advance and proper preparation our youngest pedestrians - children, who are already facing serious difficulties and dangers outside the gates of their homes, and who will have to live with an incomparably greater intensity of automobile traffic.

Serious dangers can only be avoided through appropriate upbringing and education of the child. It is important to know what children themselves can:

STARTING from 3-4 years: a child can distinguish a moving car from a stationary one. He still has no idea about the braking distance. He is confident that the car can stop instantly.

STARTING from 6 years old

The child still has a rather limited angle of vision: with peripheral vision he sees about two-thirds of what adults see;

- most children will not be able to determine what is moving faster: a bicycle or a sports car;

They do not yet know how to correctly distribute attention and separate the essential from the insignificant. A ball rolling down the road can take up all their attention.

ONLY STARTING AT 7 YEARS OLD

- children can more confidently distinguish right side roads from the left.

STARTING from 8 years old

- children can already react instantly, that is, stop immediately when called;

- they are already half-experienced pedestrians;

They develop basic cycling skills. Now they are gradually learning to avoid obstacles and make sharp turns;

- they can determine where the noise is coming from;

They learn to understand the connection between the size of an object, its distance and time. They learn that a car appears larger the closer it is;

- they can refuse the started action, that is, having stepped onto the roadway, return to the sidewalk again;

- but they still cannot recognize dangerous situations.

It is important that parents set an example for their children in following traffic rules.

- Don’t rush, cross the road at a measured pace.

When going out onto the roadway, stop talking - the child must get used to the fact that when crossing the road you need to concentrate.

- Do not cross the road at a red or yellow traffic light.

- Cross the road only in places marked road sign"Crosswalk".

Get off the bus, trolleybus, tram, taxi first. Otherwise, the child may fall or run onto the road.

Invite your child to participate in your observations of the situation on the road: show him those cars that are preparing to turn, driving at high speed, etc.

Do not leave with your child from behind a car or bushes without first inspecting the roads - this is a typical mistake, and children should not be allowed to repeat it.

- Do not allow children to play near roads or on the roadway.

IT IS NECESSARY TO FOLLOW THE RULES IN A CAR.

A vast field of activity opens up here, since approximately every third child who became a victim of a traffic accident was a passenger in a car. This proves how important it is to follow these rules:

· Absolutely everyone needs to wear a seat belt! Including in someone else’s car, and when driving short distances. If this rule is automatically followed by adults, then it will easily become a permanent habit for the child.

· If possible, children should sit in the safest place in the car: the middle or right side of the back seat, as it is safe to step directly onto the pavement.

· As a driver or passenger, you also constantly set an example to follow. Do not be aggressive towards other road users, do not rain down curses on them. Instead, explain specifically what their mistake is. Use different situations to explain the rules of the road, and calmly admit your own mistakes.

· Stop frequently during long journeys. Children need to move. Therefore, they will try to free themselves from the belts or wear out all your nerves.

· Resort to alternative ways transportation: bus, Railway, cycling or walking.

Three walking friends at any time of the year.

Red light is your first friend -

Busily strict.

If it suddenly lights up -

There is no way of the road.

Yellow light is your second friend

Gives sensible advice:

Stop! Attention in the morning!

Wait for new signals!

The third friend blinked at you

With your green light:

Come on in! There is no threat!

I guarantee this!

When crossing squares,

Avenues, streets and roads

Advice from these three friends

Accept and complete them on time.

The red light came on -

There is no way for pedestrians!

TRAFFIC LIGHT.

Stop, car!

Stop, motor!

Brake quickly

Chauffeur!

Red eye

Looks straight -

This is strict

Traffic light.

He looks menacing

Lets on,

Doesn't let...

The driver was waiting

A little bit

Looked out again

Out the window.

Traffic light

This time

Showed

Green eye,

Winked

And says:

"You can go

The way is open!"

"PEDESTRIAN TRAFFIC LIGHT"

Road, crossroads on the way
A traffic light will help you cross
With the red man - Stop!
Move in a straight line with green.

"Traffic light".

The traffic light is waiting for us to visit.
Illuminates the transition.

The red eye lit up:
He wants to detain us.
If it's red, there's no way.
Red light - you can't go.

Yellow light is not very strict:
Wait, we have no way yet.
The bright yellow eye burns:
All the movement is worth it!

Finally a green eye
Opens the way for us.
Striped transition
Waiting for young pedestrians!

"Naughty pedestrian."

A road runs through the forest,
The traffic light is blinking strictly.
Everyone is rushing to the transition:
From moose to mice.

Sometimes across the street
There are a lot of pedestrians
Jumps, walks, flies,

Runs, crawls.

The hedgehog's mother taught
Mom threatened with her finger:
- Remember the rules, baby!
If the light is red, stop!

If it's yellow, just wait
On green - go ahead!
Naughty pedestrian
I did the opposite!

The hedgehog was in a hurry
And rolled into a ball
Straight to the red light!
Is it possible? Of course not!

The brakes squealed
And he closed his eyes.
Old fat dump truck
He beeped and growled:

- I barely stopped
Almost fell off the road!
What, you don’t know the rules?!
Well, quickly march into the bushes!

I'll give you some advice, hedgehog:
Don't go through red lights!
The hedgehog quietly panted:
- Sorry, I didn't mean to.

The traffic light told us:
The hedgehog has improved since then.
Knows the order best of all
Doesn't break anything!

TO NEVER FIND INTO DIFFICULT POSITIONS,

YOU MUST KNOW AND FOLLOW TRAFFIC RULES!

1. YOU SHOULD ONLY CROSS THE STREET WHEN THE TRAFFIC LIGHT IS GREEN!

2. PLAYING NEAR A DRIVEWAY IS DANGEROUS!

3. BE CAREFUL WHEN CROSSING THE STREET! WALK AWAY WITH THE TRAM IN THE FRONT, BUS AND TROLLEYBUS IN THE BACK.

4. CROSS THE STREET ONLY IN PLACES MARKED FOR CROSSING.

Consultations for parents

“The role of educational games for children 3 - 4 years old”

What does it take for a child to grow up inquisitive, smart, and quick-witted? Try to listen to the baby, understand the characteristics of his age, and evaluate his own individual capabilities.

Three years is the milestone at which early childhood ends and preschool age begins. The child begins to separate himself from the world of surrounding adults, he enters into a more independent life. The baby already understands, knows and can do a lot and strives to learn even more. Your task is to help him with this. In the mental development of a preschooler, the main thing is familiarity with the objects around him. Their shape, size, color, location in space, movement - this is what attracts a child.

Game-activities that are offered to children of this age are based mainly on the child’s actions with a variety of objects. For the development of perception, games are useful in which the child will have to compare objects by color, shape, size and find the same ones among them. Sometimes this requires not paying attention to others important features objects, for example, their purpose. If this causes difficulty for your child, help him.

Games aimed at developing attention will require careful examination and comparison of objects, identifying their similarities and differences. It is recommended to develop verbal memory in role-playing game where memorizing words will become a necessary condition the child fulfilling the role he has taken on. Other games are aimed at training visual memory. Large group didactic games are aimed at developing the child’s thinking. For a three-year-old child, it is most advisable to solve mental problems that require revealing the structure of objects and their relative spatial arrangement. The next group of games is development-oriented creativity child, stimulating his imagination. The baby will strive to notice different qualities of objects at the same time, look for different options for seeing the same thing or drawing. And finally, mathematical task games will help teach your child to identify quantitative relationships between objects.

When organizing games with your child, take a close look at him and evaluate his individual characteristics. If he copes with tasks quickly and easily, you can offer him more complex ones and, conversely, in case of difficulties, it is better to stay longer on simple ones. Under no circumstances should you force the completion of tasks or blame your child for not being able to do something, even if his peers do it easily.

It is important not only to teach a child something, but also to instill in him self-confidence, to develop the ability to defend his idea, his decision. This is especially true for performing creative tasks, which usually have several solutions and do not require a strict assessment: “right or wrong.” You need to teach your child to accept criticism without offense and put forward new ideas.

And again, the individual characteristics of the child are important here. If he is brave and confident, you can begin to teach him to critically evaluate his answers. If you are shy or indecisive, it is better to first encourage him and support any initiative. If a child tends to quickly change tasks, getting away with the first answer he comes across, then it would be good to interest him in the task, teach him to find new details in it, saturating the familiar with new content. And vice versa, if, while completing a game task, a child “gets bogged down” in endless details, which prevents him from moving forward, it is better to help him choose one option, leaving everything unnecessary aside, to practice the ability to move from one idea to another, which is especially important when performing creative tasks.

When working with a child, remember that his actions are just beginning to become purposeful. It is still very difficult for the baby to follow the intended goal; he is easily distracted and moves from one activity to another. Fatigue sets in quickly. The child's attention can be focused on only a small number of objects at a time. Interest arises easily(especially when the child sees new and bright objects) , but it also disappears easily. Therefore, if you want to organize educational games and activities, remember three rules:

Rule one: Do not give your baby toys that you will play with for constant use, so that he does not lose interest in them.

Rule two: During play, the child should not be distracted by foreign objects. Everything unnecessary needs to be removed from the baby’s field of vision.

Rule three: Let the games be quite simple and very short. Even 5 minutes is enough! But always strive for your child to finish what he started. And after that, change the game to a new one - and you will see that the child’s attention will come to life again.

Each game is a child’s communication with an adult, with other children; This is a school of cooperation in which he learns to both rejoice in the success of his peers and endure his own failures. Goodwill, support, a joyful atmosphere of fiction and fantasy - only in this case will our games be useful for the development of the child.

Each game can be played with one child, or with several. And it’s even better to play with the whole family, putting off your own chores for at least a few minutes. The joy that you bring to your child will become your joy, and the pleasant moments spent together will help you make your life together kinder and more fun.So play with your baby

Consultations for parents

"Three Years Crisis"

By the age of three, parents begin to notice serious changes in their child; he becomes stubborn, capricious, and quarrelsome. The smile of tenderness on the faces of the parents is replaced by an expression of concern, confusion and some irritation. Many people don’t know that something very important for the child happens at this time. mental process: this is the first vivid expression of his “I”, this is his attempt to independently distance himself from his mother, lengthen the psychological umbilical cord, learn to do a lot on his own and somehow solve his problems. Without psychological separation from parents, it will be difficult for a child to find himself in this life, to develop mechanisms psychological adaptation and flexible behavior in various situations.

Developmental crises are relatively short (from several months to a year or two) periods in life, during which a person noticeably changes and rises to a new stage in life. Crises occur not only in childhood (1 year, 3 years, 7 years, 13 years), since a person’s personality develops continuously. In this case, there is always a change of periods: relatively long and calm - stable and shorter, stormy - critical, that is, crises are transitions between stable periods.

Adults are able to understand what is happening to them, knowing the patterns of personal development. Parents should not be afraid of the severity of crises; this is not a negative indicator at all. On the contrary, the child’s vivid manifestation of self-affirmation in a new age-related quality indicates that everything has come together in his psyche. age-related neoplasms for the further development of his personality and adaptive abilities. And, conversely, external “crisis-free” behavior that creates the illusion of well-being can be deceptive and indicate that no corresponding changes have occurred in the child’s development.

Thus, there is no need to be afraid of crisis manifestations; problems of misunderstanding that arise at this moment among parents and teachers are dangerous. Is it possible to mitigate the crisis by acting intelligently? How to help a child get out of it without introducing negative qualities into the soul: after all, stubbornness is an extreme degree of manifestation of will, a quality necessary for a child; capriciousness - a demonstration of one’s own importance for others, a sense of one’s “I”, selfishness - in a healthy form, a sense of “independence”, one’s own dignity; Aggression is an extreme form of self-defense; isolation is an inadequate form of displaying healthy caution, that is, qualities necessary for survival in society. The child must emerge from the crisis with a set of positive qualities; the main task of parents and teachers is to prevent their extreme manifestations from becoming entrenched.

What educators and parents need to know about children’s stubbornness and capriciousness:

The period of stubbornness and capriciousness begins at about 18 months;

As a rule, this phase ends by 3.5 - 4 years (random attacks of stubbornness at an older age are also quite normal);

The peak of stubbornness occurs at 2.5 - 3 years of age;

Boys are more stubborn than girls.

Girls are capricious more often than boys.

During a crisis period, attacks of stubbornness and capriciousness occur in children 5 times a day (for some - up to 19 times);

If children, upon reaching 4 years of age, still often continue to be stubborn and capricious, then most likely we are talking about “fixed” stubbornness, hysteria, like convenient ways manipulation of a child by his parents. Most often, this is the result of the conciliatory behavior of parents who succumbed to pressure from the child, often for the sake of their peace of mind.

What parents can do:

Don't give of great importance stubbornness and capriciousness. Accept it as a necessity.

During an attack of stubbornness, stay close and let your child feel that you understand him.

Do not try to suggest something to the child during an attack. It's useless. Swearing makes no sense, spanking is even more disturbing.

Hysteria and capriciousness require an audience, do not resort to the help of strangers: “Look, what a bad girl, ah-ya-ay!” This is all the child needs.

Don’t give up even when your child’s attack progresses in public place. Most often, only one thing helps - to take him by the hand and lead him away.

Try to cheat: “Oh, what kind of interesting toy, book, little thing!”, “What is that crow doing outside the window?” - such maneuvers will interest and distract.

Be persistent in your behavior with your child. If you said “No,” stay with that opinion.

Me myself!

I'm negative and stubborn

Obstinate and self-willed,

Social environment

Terribly dissatisfied.

You don't let me step

Always ready to help.

Oh my God! How heavy

Heart shackles.

The “I” system is boiling inside me,

I want to shout everywhere:

I am the self, brothers, I live,

Want! Can! And will!

(Buldakova L.A.)

Consultation with parents of children 2nd junior group

Subject: “Education, training and development of children of early and primary preschool age”

Target: Assisting parents in uncovering the main aspects of the education, upbringing and development of children of early and early preschool age.

Tasks:

Determine the role and place of parents in the lives of children of early and early preschool age;

Reveal the main features of training, education and development of children of early and primary preschool age;

The role of parents in the life of a child aged 2-4 years

In the world of a 2-4 year old child, the main figure is an adult. From you, Dear Parents depends on whether the baby develops a feeling of security or anxiety, warmth or abandonment, joy or despondency. Children are largely dependent on themselves, and therefore it is important for them to be sure that adults are people who will come to the rescue at any time, support, console and find a way to overcome any problem.

Teaching and raising children 2-4 years old

The thinking of a child of this age is visual and effective in nature; knowledge of the surrounding world occurs in the process of objective manipulation. Adults must provide the child with a varied subject environment, which allows him to actively explore not only the external properties of various objects, but also their internal structure.

At the age of three, a child experiences a “3-year crisis.” Now the relationship between a child and an adult requires modification. The child needs greater independence and needs to enrich his activities and speech with new content.

In relation to adults, strict demands are already put forward on the part of the child: - “I will do it myself.” Therefore, the main thing is that you, adults, do not suppress the child’s independence, desire and self-confidence, do not criticize clumsiness or ineptitude, and do not deprive the child of the opportunity to independently develop his own abilities.

The child needs to be fully supported during periods of independence. Younger preschoolers are in dire need of support from adults and educators. A child, looking at adults, copies their speech, actions and behavior, and strives to independently perform the same actions as adults as they develop skills and abilities.

How older child, the more questions he develops for adults, thereby expanding his speech and his cognitive abilities, and this activity should only be encouraged by adults. An adult must show, tell and describe actions on each subject of conversation. Over time, the child learns to communicate and share joy and emotions with both adults and peers.

In order for a child to learn to show feelings and be interested in other people, he needs to acquire the ability to convey his feelings and emotions to close people - parents, teachers, peers.

In the process of raising preschool children, parents should familiarize themselves with simple rules and act in accordance with them.

Raising your children is based on personal example - this should never be forgotten. Quarrels in the family, rudeness, inattention of close people to each other, untidiness, bad habits - the child will absorb all this negativity and reflect it as in a mirror.

Try to hug your beloved child more often. In your arms he feels love and protection. Children of this age need tactile contact. Research by child psychologists shows that the demand for hugs in children is at least eight per day.

The child needs to be praised. The more often the better. Flattery and fanaticism in this matter will be unnecessary - the child will immediately feel false notes. In the theory of raising and teaching children of this age category, it is believed that praise increases self-esteem and also motivates children to do good deeds and self-improvement.

Preschoolers should grow up to be optimists. Children need to be taught to perceive the world around them positively, since the world treats positive people favorably. Any situation, even an unpleasant one, should become a lesson and provide life experience.

You need to talk a lot with children. Any education begins with words. He must learn to hear you and be able to express his problems. Adults need to be interested in the child’s life, ask him about life outside the home, about relationships with peers. Your child from the very early age must learn to trust you. A positive aspect of such communication is teaching the child conversational speech and the ability to conduct a dialogue.

Children should be instilled with a sense of responsibility. Due to his age, he does not always understand what it means to be responsible for his actions, for the assigned work. Teach him this in the family. How to teach? Only by your own example. Dad helps mom set the table and then washes the dishes. Let the little son clean the kitchen with his dad, and let the men send their mother to rest, thanking her for dinner. A trivial example, but the boy will know that a man is responsible for women, that he is stronger. Let the baby be responsible for cleaning his things, let him learn how to care for pets. Growing up, he will know that in life any person has to be responsible for something for other people, for his own affairs and actions.

It is necessary to develop a child’s desire to learn new things, to satisfy and encourage his desire for knowledge. Let the child play different useful games developmental character, looks at encyclopedias, read to him interesting books, stimulate the desire to learn new things.

The most important thing is to love your child, no matter what he is. Love him capricious and moping. Do not provoke or blackmail your baby with love. As a result, children begin to develop complexes and fear of losing mother's love. Ultimately, experiments can upset the child's psyche.

Speech development of children 2-4 years old

Adults also introduce children into the world of culture - songs, fairy tales, stories, paintings. Read and tell your child as much as possible, do not waste time on this.

Lisping and using “childish” words (beep, yum-yum) when communicating with children 2-4 years old is already unnecessary.

What should parents be guided by in the upbringing and education of children of early and early preschool age?

What do parents need to take into account to ensure reasonable upbringing? There are various programs to help parents raise preschool children. It will be absolutely useful for you to read specialized literature.

What qualities should be cultivated in a child?

Children must develop perseverance - this is important for further education at school;

Children need to stimulate the process of cognition, encourage their curiosity and help in solving different tasks. School programs quite serious, have no interest in knowledge, it will be difficult for a child to study;

Logical thinking, the ability to draw conclusions and conclusions - these qualities are also very important, try to teach your child not only to think logically, but also to be able to draw conclusions.

Conclusion: I would like to end our consultation with a wonderful statement: what you fertilize, it will grow. It may be a little crude, but its essence is fundamentally true. You need to invest love, care and attention into your child, then you, dear parents, will receive the same in return.

Planning work with parents in the second junior group for the 2017-2018 academic year.

Natalia Popova

Pplan of work with parents of the second junior group for the 2017-2018 academic year.

September.

1. Parent meeting “Let’s get acquainted!”, “Game is the main activity of a preschool child.”

2. Consultation “The 3-year crisis and how to overcome it.”

3. Instructions for parents “Age characteristics of 3-4 years, “Daily routine.”

4. Conversation: “Spare things for children.”

5. Individualworking with parents, newly arrivedchildren: "Child's adaptation to kindergarten."

October.

1. Consultation “How to cultivate independence”

2. IndividualJob " Children's clothing in autumn period on a walk".

3. Conversation"Education of cultural and hygienic skills."

4. "Gold autumn"(involve parents in joint creativity and holding a matinee).

5. Competition “Crafts from natural materials”.

November.

1. Visual information "Caution - flu."

2. IndividualJob "The health of the child is in our hands."

3. Visual information “What to do with a child on weekends”(a selection of board, educational and educational games fresh air) .

4. Entertainment dedicated"Mother's Day".

December.

1. Parent meeting "Movement is life".

2. Consultation “Walks in the fresh air and their importance for promoting child health”

3. Consultation “Whims and stubbornness.”

4.Designing a moving folder: “Soon, soon, New Year!”

5. Consultation “What to give children for a holiday?”

6. Competition “Gift for the Christmas tree”.

7. Attractparents to decorate the group for the New Year.

8. New Year's party.

January.

1. Consultation “How to choose clothes in winter.”

2. Photo exhibition “Winter Fun”.

3. Memo for parents “Outdoor games”.

4. Visual information “Cultivating attention and perseverance in children.”

5. Conversation"Sweets and a child."

6. Campaign “Let’s feed the birds in winter!” (exhibition of feeders).

7. Decorating the site with snow crafts together with parents.

February.

1. Consultation “Training the child’s memory and attention.”

2. Conversation"Formation of a child's ability to distinguish and name primary colors."

3. Individual conversations at the request of parents.

4. Wall newspaper “My dad is the best!”

5. Photo exhibition “Family Album” (with stories about their dads).

6. Sports entertainment(group).

6. Farewell to winter: “Visiting Maslenitsa.”

March.

1. Parent meeting "Roleparentsin the development of children's speech."

2. Design of the traveling folder “Spring is coming, make way for spring.”

3. Exhibition of drawings: “Mommy, my beloved.”

4. Holiday for mothers.

5. Consultation with a speech therapist “Characteristics of speech of children 3-4 years old”

6. Consultation “The role of vitamins in children’s nutrition.”

7. Conversation"What should I read to my child at home?"

April.

1. Consultation “The importance of daily routine in a child’s life.”

2. Conducting a cleanup day at the site together with parents.

3. Consultation “The role of finger games for children 3-4 years old.”

4. Memo for parents “Sport is the basis of health.”

5. Individual conversations with parents.

May.

1. Consultations “Development of a child’s creative abilities”, “Summer holidays”.

2. Conversation “Playing with sand.”

3. Laying flowers at the monument to the unknown soldier.

4. Memo for parents " Safe behavior children on the road."

5. Visual information “Ensuring the safety of children during summer walks.”

6. Parent meeting "The success of ourgroups", express gratitudeparents who took an active part in the life of the group.

This week's topic : « FRUITS. GARDEN"

In the program of the week:

Monday

Organized educational activities"Introducing Fruit"

Tuesday

Didactic game“Where is the fruit?”

Wednesday

Compiling a descriptive story “What Grew in the Garden”

Thursday

Artistic creativity(modeling) “Plums on a plate”

Friday

Artistic creativity (applique) “Apple with leaf”

Final event

Exhibition children's works;

Tell your child that fruits grow in the garden on trees, their cleaned in the fall ;

Look with your child at pictures of fruits or natural fruits: apple, pear, plum, lemon, orange. Let the child show and name the fruits he recognizes. Pay attention to the color and shape of each fruit

Offer to learn a couplet that will help you quickly introduce the concept into active speech fruits : .

Fruits grow on trees in the garden,

Bright fruits for everyone to see.

Repeat finger gymnastics“Compote” daily;

We will cook compote

You need a lot of fruit, that's it.

(fold your left palm into a “bucket”, and use the index finger of your right hand to “stir” it)

Let's chop apples

We will chop pears

Squeeze the lemon juice

We'll put the drain and sand

(bend your fingers, starting with the thumb, on both hands)

We cook, we cook compote.

Let's treat honest people

(again “cook” and “stir”)

Draw your favorite fruit with your child. Use any visual materials.

Dear parents, pay attention!!!

This week's topic : « MY FAVORITE KINDERGARTEN"

In the program of the week:

Monday

A tour of the group and premises of the kindergarten “This is what our kindergarten»

Tuesday

Didactic game “What we do in the garden”

Wednesday

Compiling a story based on the painting “Children Playing”

Thursday

Artistic creativity (drawing) “Our cheerful ringing ball”

Friday

Artistic creativity (modeling from salt dough) “Cookies for an afternoon snack”

Role-playing game "Kindergarten"

Final event

Exhibition of children's works;

Dear parents, pay attention!!!

This week's topic : « HOUSEPLANTS"

In the program of the week:

Monday

OOD « What's growing on the window?

Experimental activities“Why did the flower wilt?”

Tuesday

Didactic games “Where is the flower hidden?”

"Collect a flower"

Wednesday

Reading the poem by E. Blaginina “Ogonyok”

Thursday

Artistic creativity (modeling) “My little cactus”

Friday

Labor activity“How flowers and a watering can became friends”

Final event

Exhibition of children's works;

Watch with your child the indoor plants in your home. Pay attention to the leaves, stems, flowers. Ask questions: “What color are the leaves and flowers? What are they? (big, small). How many are there? Tell them that the plants are alive and need to be looked after (watered, wiped off the leaves.) They need a lot of light. Under these conditions, they feel good and do not get sick (their leaves do not dry out or wither).

Offer to help you water the flowers with water from a watering can. Show how to wipe large leaves indoor plants using a cloth.

Read the poem:

I love helping my mother.

I love watering flowers.

Flowers need to drink water.

After all, they cannot live without water.

Can't live without water

No animals, no bugs, no birds.

4. Play a didactic game " Remember and repeat »

You and your baby remember 2-3 names of indoor plants in your home. Then you name the plant, and the child finds where the plant is and shows it (the plant can be moved to different places in the house). You can change the rules of the game a little: You show the plant, and the child says what it is called. At the same time, let him show and name its parts (flower, leaf, stem).

Dear parents, pay attention!!!

This week's topic : "HOUSE. FURNITURE"

In the program of the week:

Monday

Thematic conversation “What surrounds us at home”, guessing riddles about furniture

Constructive activity "Houses"

Tuesday

OOD (FEMP) “Girl and boy choose furniture”

Wednesday

Didactic game “Where the kids hid”

Reading the fairy tale “Cat’s House” by S. Marshak

Thursday

Artistic creativity (drawing) “Beautiful striped rug for a doll’s room”

Friday Constructive activity “Furniture for a dollhouse”

Final event

Exhibition of children's works

Consider all the furniture in your home; name it; note which room it is in and what material it is made of.

Learn a poem that will help reinforce the names of furniture in your child’s speech.

In our dining room

There is an excellent oak table

There is a crib in the children's room.

Children sleep sweetly in bed.

And in the living room there is an armchair,

TV is watched here.

Help your child answer the following questions:

Where are clothes stored?

What can you sit on?

What can you lie on?

Play the didactic game “Name it kindly.”

You throw a ball to the child and name a piece of furniture. The child returns the ball to you and names this piece of furniture in a diminutive form. If the child finds it difficult, help him, say: “a big table, but a small one...?” Use the following words: table - table, bed - crib, wardrobe - locker, chair - high chair, sofa - sofa

On a card the size of half a landscape sheet, write a few riddles about furniture and stick or draw the answers on back side for an album about furniture in a group.

Dear parents, pay attention!!!

This week's topic: "WINTERING BIRDS"

In the program of the week:

Monday

Thematic conversation “Birds in winter”;

Bird watching

Tuesday

Wednesday

Cognition “How many birds are in our feeder”

Thursday

Looking at the painting “Children feeding the birds”

Memorizing the poem by E. Blaginina “Fly”

Friday

Artistic creativity (modeling) “Sparrows”

Final event

Exhibition of children's works,

feeders

1. Watch the birds that are found in the city in winter. Pronounce them clearly yourself, and then have your child repeat their names: magpie, crow, sparrow, bullfinch, tit.

2. Look at pictures of birds. Show and name each bird. Then let the baby name and show them himself.

3. Invite your child to listen to the poem “Feeder.” Try to learn it with your baby.

Near the forest, on the edge

We hung a feeder

For goldfinches and titmice,

And for all the hungry birds.

You don't eat from the palm of your hand

Grains, seeds and crumbs -

Fly to the edge,

A treat awaits in the feeder .

Make a bird feeder with your baby. Pour grains into the feeder. Go birdwatching. After the walk, ask your child questions:

What birds did you see on your walk?

What they were doing? (They pecked grains and crumbs)

What did you treat the titmouse to? (I treated the titmouse to lard)

Dear parents, pay attention!!!

This week's topic: "Toys" .

In the program of the week:

Monday:

Conversation “What kinds of toys are there?”

Tuesday:

Drawing “My cheerful, ringing ball.”

Wednesday:

Cognition "Toy Store".

Thursday:

A game " Wonderful pouch».

Friday:

Modeling: "Tumbler".

Final event:

Exhibition of children's works

1. Cultivate in your child a caring attitude towards toys. Explain to your child why toys should be protected, not only your own, but also those shared by others.

2. Make up a short descriptive story with your child about your favorite toy based on the following questions:

What is this?

What is she like?

What does she have?

How can you play with it?

3.Play the game “What’s missing?” Place 4-5 toys in a row, invite the child to close his eyes and at this time remove one toy.

4. Learn poems about toys with your child.

Dear parents, pay attention!!!

This week's topic : « MUSICAL INSTRUMENTS"

In the program of the week:

Monday

Thematic conversation “Miracle sounds of music”

Tuesday

Artistic creativity (drawing) “Sounding rattles”

Wednesday

Role-playing game “Music Store”

Thursday

"My favorite musical instrument" - writing stories.

Friday

Artistic creativity (applique) “Drum”

Final event

Exhibition of children's works;

exhibition of noise instruments

Buy musical instruments at the store. Play them yourself or with your children. For younger age recommended: bell, spoons, tambourine, rattle, drum, metallophone.

Look at the instruments, learn their names, listen to how they sound.

Play the "Guess What Sounds" game. The child closes his eyes and you play a musical instrument. The child must name the instrument and play it.

Make a musical instrument with your child from waste material and bring it to kindergarten.

Dear parents, pay attention!!!

This week's topic : « Folk culture and traditions"

In the program of the week:

Tuesday

Artistic creativity (drawing) “Russian nesting doll”

Wednesday

Cognition “Getting to know the Russian hut”

Thursday

Theme: “Come, spring, with joy”

Learning the spring call;

Getting to know nicknames, riddles, signs

Friday

Artistic creativity (relief decorative modeling based on folk plastic) “Filimonovskaya whistle toy”

Final event

Exhibition of children's works

Visit exhibitions (look at illustrations, information on websites) of folk crafts: folk arts and crafts;

Read Russians folk tales, nursery rhymes, jokes, discuss the character of the characters, their actions, relationships with each other;

For children 3-4 years old, Russian folk tales “The Fox and the Crane”, “The Cunning Fox”, “The Wolf and the Seven Little Goats”, “Zayushkina’s Hut”, etc. are recommended for reading at home; collection T.I. Tarabarina, N.V. Elkina

“Proverbs, sayings, nursery rhymes, tongue twisters”; O folk signs, holidays, folk cuisine

Dear parents, pay attention!!!

This week's topic: "CLOTHING, FOOTWEAR, HATGEAR"

In the program of the week:

Monday: GCD on the topic “What lives in our closet?”

Tuesday: Artistic creativity (applique) on the theme “Polka Dot Dress”; Didactic game “Dress the doll for a walk”

Wednesday: Naming and description of clothing

Thursday : Artistic creativity ( modeling ) on this topic " Button »

Friday: Viewing illustrations accompanied by the teacher’s story “Who Sews Clothes”; Didactic game “Who is wearing what?”

Final event: Exhibition of children's works

We invite you to read to your children at home stories, poems, fairy tales on the topic , including “Our Masha is small...”; “Shoemaker”, Polish, arr. B, Zakhodera; "New clothes", trans. from Ukrainian S. Marshak. Give children the opportunity to finish words and phrases when you read familiar poems.

Play games:

Didactic game "Paths". Place several scarves on the floor - these are paths. Find a short - a long path, a wide - a narrow one.

Didactic game "Home clothes". Take clothes out of your closet. Lay it out in front of your child. Introduce your child to the names of clothes. Look at the patterns on the clothes. Name its parts.

Didactic game "Costumes".

Draw separately the details of the costume: blouses and skirts, T-shirts and shorts, jacket and trousers.

The main thing is that the details of the costume are the same color, pattern, etc. Mix all the details. Ask your child to choose the right costumes.

Didactic game "Find a pair." Get out the different shoes you have in your house. Lay it out on the floor

Invite your child to find a pair.

You can also play with socks and gloves.

Practice dressing sequences with your children.

Play finger gymnastics with your child "Cloth".

I'm putting on clothes

And I call it to you:

(Alternately connect thumb hands with the remaining fingers.)

T-shirt, trousers, and more

Sweater, scarf and coat.

(Alternately connect the fingers of the right and left hands.)

Draw a mitten together. Invite your child to trace his hand. You will get a mitten. Show how you can decorate it - draw straight horizontal lines of different colors with a brush. What color are the stripes, you ask? How many are there?

Dear parents, pay attention!!!

This week's topic : « AUTUMN. TREES. BUSHES"

In the program of the week:

Monday

OOD « Autumn is here"

Reading of V. Mirovich’s poem “Falling Leaves”

Tuesday

OOD “Different leaves” - we distinguish leaves by size, color, quantity (one, many, none)

Wednesday

Memorizing the poem by V. Mirovich “Falling Leaves” Thursday

Artistic creativity (drawing) “Leaves are falling, falling.”

Friday

Didactic games “Which tree is the leaf from?”

Final event

Exhibition of children's works;

Tell your child what time of year it is. Pay attention to weather changes (it has become colder, the wind is blowing, it is raining)

Explain to your child why a person changes clothes depending on the time of year. While walking, pay your child's attention to how people are dressed in autumn.

Look at the pictures depicting early and late autumn. Special attention pay attention to appearance and the condition of the trees: in early autumn they are covered with colorful foliage, and in late autumn they are bare. Draw a tree with your child in early and late autumn

Tell your child where and why birds fly

Go for a walk in the nearest park. During your walk, collect colorful leaves from various trees and dry them for your herbarium

Play educational games: "One is many"

One scarf - many...scarves

One hat - many... hats

One leaf - many...leaves

One tree – many... trees, etc.

"Pick up the signs"

Autumn (what?) – rainy, cold...

Jacket (what?) – autumn, warm...

Trees (what kind?) – tall, mighty...

Leaf (which one?) – yellow, maple... etc.

Dear parents, pay attention!!!

This week's topic : "MIGRATORY BIRDS"

In the program of the week:

Monday

Cognition “Meeting migratory birds”;

Constructive village "Ptichka"

Tuesday

Artistic creativity (drawing)

Wednesday

Cognition “How many birds are in the nests”

Thursday

“Memorizing the poem by M. Klokova “Winter has passed”

Friday

Artistic creativity (modeling) “Birds in nests”

Final event

Exhibition of children's works

Look at pictures with your child of a rook, starling and swallow. Let the baby show and name the birds.

Explain to your child that the arrival of birds from warm regions is one of the signs of spring.

Learn the poem "Birdhouse"

We didn't eat or drink, -

We made a birdhouse.

We are looking forward to visiting the starlings,

Let them hatch chicks there .

Remind your child the names of baby birds. Check if he can form the names of the chicks: rooks,

starlings, swallows.

Make an applique together.

Cut out shapes from paper (the head and body of the bird - large and small circles; wings - semicircles; tail and beak - large and small triangles). Together, place the bird on the background, and let the child stick it on.

Dear parents, pay attention!!!

This week's topic : « City. Building"

In the program of the week:

Monday

Thematic conversation “The city in which I live”;

Constructive activity “My Home”

Tuesday

Artistic creativity (drawing)

Wednesday

Cognition "Different houses"

Thursday

Looking at photos of the city.

Compose stories about familiar places with photos.

Friday

Artistic creativity (applique) “Home”

Final event

Exhibition of children's works

Repeat with your child the name of our city, the name of the street on which the child lives, the name of the street on which the kindergarten is located and what it is called;

Take a walk around our city. Visit its attractions: Victory Park, children's park, Monument to Fidelity, Museum of Local Lore, Technical Museum, AvtoVAZ, etc. Go to the Volga.

While walking, look at the buildings of the city and compare them. Tell your child who builds different houses and from what.

Take a photo of the city. Bring the photo to kindergarten to create an album “The City I Live in”

Read with your child S. Baruznin’s story “Who Built This House.”

Dear parents, pay attention!!!

This week's topic : « PETS

AND THEIR CHILDREN"

In the program of the week:

Monday

Thematic conversation “Pets”;

Constructive activity "Pet shed"

Tuesday

Artistic creativity (drawing)

Wednesday

Cognition "At Grandma's Farm"

Thursday

Compiling descriptive stories based on pictures

Game “Who Lives in the House?”

Friday

Artistic creativity (modeling) “Piglet”

Final event

Exhibition of children's works

Find out what names of pets your child knows. Explain that these animals are pets because they live with a person and bring him benefit, and the person takes care of them. Tell us what a person feeds his pets, how he cares for them, and what benefits animals bring to humans.

Look at pictures of pets and invite your child to show and name them.

While looking at pictures of animals, recite the following rhymes:

"Meow! Meow!" - Ginger cat.

He lives with his grandmother.

“Woof! Woof! Woof! - Shaggy dog.

Ring tail and black nose.

“I-go-go!” - This is a horse!

Tail and mane like fire!

Learn them with your baby. Show your child how you can recite poetry expressively. Check to see if the child remembers how a cat, a dog, or a horse sound.

Play the game "Moms and Babies." You name the animal, and the child names its cub. You can switch roles. Then you need to name the baby, and the child the adult animal.

Dear parents, pay attention!!!

This week's topic: "PERSONAL HYGIENE ITEMS"

In the program of the week:

Monday

Thematic conversation “Gifts of Moidodyr”;

Didactic game “Wash the doll Katya”

Tuesday

Cognition “Place the soap in baskets” (working with Dienesh blocks)

Wednesday

Artistic creativity (drawing)

Thursday

Looking at the picture “Mom bathes the child”

Learning the nursery rhyme “Grow your braid to your waist”

Friday

Artistic creativity (applique) “Beautiful handkerchiefs”

Final event

Exhibition of children's works

Talk to your child about personal hygiene items. Explain that they are called that because people use them to cleanse their body. During the hygiene procedures pronounce them clearly yourself, and then let the child repeat their names: soap, washcloth, towel, toothbrush, comb, handkerchief.

Go with your child to a hardware store, see what variety of soaps there are, compare adult and children's toothbrushes. Let the child choose for himself toothpaste and a brush and comb.

Read the fairy tale “Moidodyr” by K. Chukovsky;

verse by A. Barto “The Dirty Girl.”
Look at the illustrations.

Play with your child the story games “Bathing the doll Tanya”;

“Doll Masha is getting ready to visit”;

To maintain the child’s interest, you can take any other character.

Dear parents, please pay attention!

This week's theme is "FAMILY"

In the program of the week:

Monday: OOD on the topic “Dad, Mom, I – Family”;

Tuesday: Memorizing the poem by Y. Akim “Mom”

Application “House for the Family”

Wednesday: Thematic-didactic game “This is how I do the laundry, I help my mother”

Thursday: Artistic and aesthetic activities ( drawing) " Beautiful scarf for grandma"

Friday: Children's stories about family members

Final event :

exhibition of children's works; making a photo album “My Family”.

Talk to your child about your family, explain who is part of your family, that everyone has a first and middle name, a last name, and their own responsibilities.

Together with your child, prepare a short story (3-4 sentences) about your family

Tell your child about the traditions that your family observes and honors.

Read D. Grabe’s story “Mother” with your child.

Select and bring 2-3 photos of your family to kindergarten to create a photo album “My Family”

Dear parents, pay attention!!!

This week's topic: “PROPERTIES AND QUALITIES OF OBJECTS”

In the program of the week:

Monday

Experimentation “Properties of materials”;

Didactic game “What is made of what”

Tuesday

Artistic creativity (drawing)

Observing the behavior of paper on the water “Jolly Boats”

Wednesday

Cognition "Toy Store"

Thursday

Didactic game “Wonderful bag”

Friday

Artistic creativity (application-experiment with paper) “Spring on the River”

Final event

Exhibition of children's works

Look at objects made from paper, wood, and glass at home. Find out with your child how these objects are similar or dissimilar. Tell us what they are made of and what they are intended for. (On the same day, look at objects made from the same material)

In a practical way, determine the qualities and properties of the material: wood - hard, opaque, warm; does not break, does not bend, does not tear, does not cut, does not wrinkle, can burn;

Paper – opaque, smooth, warm; it tears, crumples, cuts, gets wet and burns;

Glass – transparent, smooth, cold, fragile; does not wrinkle, does not tear, does not cut, does not burn, does not break

Play with your child the didactic game “Put it on the Shelves”: let the child put the objects you presented from different materials into shelves (put them in boxes).

Dear parents, pay attention!!!

This week's topic: « HUMAN. THE HUMAN BODY"

In the program of the week:

Monday

GCD (cognition) “I am a man”

Tuesday

Observation on the walk “Different passers-by”;

Role-playing game “Guests have come to us”

Wednesday

Didactic game “Giants and Dwarfs”;

Laying out from geometric shapes"Different Men"

Thursday Artistic creativity (applique) “Boys and girls”

Friday Didactic game “Tell about yourself”

Experimental game “What do I need my arms (legs) for”

Final event

Exhibition of children's works

Look at yourself in the mirror with your child. Name the parts of the body together (torso, head, arms, legs)

Look together at the photos in the photo album (how I grew up, parents as children, older children). Point out with your child that people change with age.

Play the game “Show me what I’ll name” with your child. You name the parts of the body, and the child shows them

Together with the children, look at the palms of mother, father, and child, and draw a piece of work with the children on the topic “Palms of our family.”

Read the works of S. Marshak “Giant”, “Human Body”, “Hands”, “My Hands”, “Legs”; V. Kataeva “Seven-flowered flower”; L. Tolstoy “The Old Grandfather and Granddaughters”; E. Permyak “How Masha became big”;

Dear parents, pay attention!!!

This week's topic : « SUMMER"

In the program of the week:

Monday

Thematic conversation “This is what it is, our summer...”;

Project activities"Golden Ray"

Tuesday

Artistic creativity (drawing) “Green bushes”

Role-playing game “We’re going to the beach”

Wednesday

Cognition “We went to the meadow”

Thursday

Examination of the painting “Summer”.

Game "When does this happen?"

Friday

Artistic creativity (applique) “Chickens walk on the grass”

Final event

Exhibition of children's works

We recommend to parents:

Talk about the time of year that is approaching. Pay attention to the weather in summer (hot, sunny, warm rain, etc.), and people’s clothes.

Look at the pictures depicting berries and flowers that will appear in the summer. Repeat the main parts of the plant. In due time, show your child real berries and flowers. Watch how the berry appears and grows.

Teach your child how to behave with insects (wasp, bee) to avoid being bitten.

During summer walks, collect plants to create a herbarium

Read with your children:

A. Brodsky “Sunny Bunnies”;
A. Tolstoy “My bells...”;
N. Kurochkina “Elegant dresses, yellow brooches”;
V. Zhukovsky “Riddle”;
D. Novikov “Dog Barbos”;
L. Voronkova “Poor Chicken”;
F. Sammber “In the Circle of Friends.”

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