Lesson in the first junior group "vegetables". Class in the first junior group Kindergarten junior group classes

For many kindergarten teachers, the question of how to conduct an open lesson correctly and interestingly is an urgent one. It is important to choose a suitable topic that will not only be educational and educational, but also clearly corresponds to the age of the first younger group.

The importance of such classes is also due to the fact that they are often attended by fellow educators, as well as the leadership of the children's institution. Even if after the lesson you hear criticism addressed to you, do not despair. Perhaps you need to listen to your more experienced colleagues.

In order to avoid unwanted statements addressed to you by other educators, it is important to be in full "combat readiness". Especially if this is your first open class.

Remember that your main critics are children for whom it does not matter at all that you want to teach them something and develop something there. They need to be fun, entertaining and exciting.

Why do you need to conduct open classes in the first junior group. Basic information

Open classes in the first junior group of kindergarten are necessary for various reasons. Firstly, it will help educators share experiences, share interesting topics that can later be used with other groups. Secondly, such classes will give children vivid impressions and a lot of positive emotions.

The main thing is that open classes in the first junior group are not taken for granted by educators, but turn into real creative events. Then the children will not have an ordinary day spent in kindergarten, but an amazing and unforgettable holiday.

That is why open classes in the first junior group cannot be held spontaneously, you need to carefully prepare for them: think over the topic, the course of the lesson in advance, choose the right music, visual aids, and possibly costumes for children. You can use a ready-made outline, but do not forget to add your creative ideas.

Choosing a topic for an open lesson

The selection of a topic for a specific open session is extremely important. It should be chosen according to the age of the children. It is necessary to prepare for the proposed topic such tasks that the first junior group of the kindergarten can handle without difficulty.

It is desirable that the topic does not sound too banal, but not vague either. If you can’t come up with a name yourself, we suggest using a list of interesting options:

• "Our house friends are the best in the world."
• "Magic snowmen".
• "Birds are our good friends."
• "Who is the most beautiful in the world?"
• "The runaway bunny and the golden comb cockerel visiting children."
• "What do we have inside the package?"
• "Zimushka-winter, my snow-white."

Organization of the process

After selecting a topic, you should write a plan for an open lesson.

1. The goal is to indicate what knowledge, skills and abilities you are going to form in accordance with the chosen topic.
2. Tasks (can be educational, developing, educational, reinforcing, etc.).
3. Course progress. The whole organized process can be described in the form of a detailed scenario indicating the persons involved, or briefly describe the actions and questions of the educator, the expected reactions and answers of the kids.
4. Questions for consolidation. At the end of the lesson, it is worth finding out what the children liked and disliked, what was most memorable, etc.
5. Materials and equipment. Indicate what technical training aids were used.
6. Visual aids. These are all kinds of cards, diagrams, pictures, etc., which were used during the open lesson.
7. List of used literature: books, teaching aids, references to sources on the Internet.

Lesson notes

Many educators note that it is extremely interesting and at the same time difficult to work with the smallest children. The age of these babies is from two to three years. Previously, they went to a nursery, but now this is the first junior group. It is advisable for each teacher to have lesson notes for such kids, not only on the open day, but also all the time.

It only at first glance may seem that it is not worth preparing in advance for the first junior group, because the crumbs will not understand anything, and the teacher has the right to improvise.

However, if you are a real teacher, you should understand that the task is not just to follow the children. At each lesson, you must develop certain knowledge, skills and abilities in children, form a personality, and bring up the best human qualities. It is important to do all this not intrusively, but exciting and interesting.

If you have no experience, but there is a great desire to teach kids, then a large amount of literature that exists today will help you with this. Your imagination will also serve as an excellent source. And do not forget: at every lesson you should try to win over the children, be sincere, smiling and friendly.

Drawing in an open class

All children love creative activities. The first younger group perceives drawing, as a rule, with enthusiasm. If you want to make such an activity open, then here is an example of one of them.

Stamp drawing

It is required to carefully prepare visual aids and improvised materials for each child. You will need a toy bus (preferably yellow), A4 paper with an image of a beautiful vehicle, rectangular and round stamps, an easel, gouache. Ekaterina Zheleznova's song "Bus" can be used as musical accompaniment.

Tasks. To teach kids to draw rectangular windows and round wheels with stamps in the right place on paper, to consolidate knowledge of the yellow color, to develop the motor activity of children.

The course of the lesson "Wheels and windows for the bus"

Start with the folk game "Carousel". The teacher and the children imitate a car ride and say the following: “Carousels, carousels, we got into the car” (then they pretend to travel by train, plane, bus, after which they sit down at the table).

Then the bunny brings a painted bus without windows and wheels. Identical vehicles - in children on paper. The teacher clearly shows everyone where to stamp the wheels and windows, after which each child does the same on his sheet.

For each work performed, the teacher praises the children, without noting at the same time who did better or worse. If you notice that someone did not cope, then it is better to work out the lesson individually or assign it to parents as homework.

To the music of Ekaterina Zheleznova, kids on balls “leave”.

As we can see from the course of the lesson, careful planning in the first junior group is necessary.

Conclusion

Open classes occupy an important place in the educational process, as well as in the system of professional development of educators. Colleagues exchange positive experience, share impressions, discuss mistakes or shortcomings. The effectiveness of this form of work, of course, depends on careful thought through the process and proper preliminary preparation.

Goals:

To give children basic knowledge about garden flowers, their structure, growth conditions and care.
Enrich the vocabulary of children on the topic "flowers".
To form stable ideas about the size, quantity, color, geometric shapes.
Exercise in the ability to arrange objects in space (edge, middle, in a corner, in a row, in a circle).
Improve counting skills.
Exercise in sculpting, gluing, drawing with fingers.
Teach children to carefully consider and examine the object of observation.
To develop the ability to repeat the movements of the teacher, to coordinate the movements and words of the song.
Develop thinking, motor skills, visual and auditory concentration, coordination of movements.
Teach children to work as a team.

Equipment:

Fresh flowers in a vase.
Artificial flowers, millet, shovels, rakes, watering cans, flower beds.
Volumetric dandelion flowers made from colored napkins.
Background picture with the image of flower beds in the form of a circle, square, rectangle; fabric flowers.
Background picture with flowers with petals in the form of geometric shapes (one petal is missing), petals and leaves of these flowers cut out of colored cardboard.
Multi-colored clothespins, sticks from balloons.
Egg-cage carved parts in four sections with holes in the tops, each section painted in a different color, artificial flowers with petals of the same colors.
Picture-blank for finger painting with a cloud, drops and flowers, finger paints, wet wipes.
Background picture depicting flowers without stems, counting sticks.
Sheets of paper, glue, appliqué details: vase, flower.
Green salt dough, pasta in the form of flowers, painted in different colors.
Buttons of different colors in two sizes, a picture of flowers with circles, the corresponding color and size.
A blank picture depicting heaven and earth, plasticine, sequin flowers.
Audio recordings: Buttercups-Daisies by Zheleznov.

Lesson progress:

Greeting game "Our smart heads"

Our smart heads
They will think a lot, deftly.
Ears will listen
Mouth speak clearly.
Hands will clap
Feet will stomp.
The backs straighten
We smile at each other.

Watching flowers in a vase

See what's in the vase? There are flowers in a vase. Look at the flowers' petals, stems, leaves. Come and smell the scent of the flowers.

Breathing exercises "Dandelion"

Blow on the dandelion so that its petals move, but try not to puff out your cheeks.

Didactic game "Plant the flowers in the flower beds"

We will plant flowers in these flower beds. Look and tell me what geometric shapes these flower beds look like?
Here is a flower bed in the form of a circle, but a flower bed similar to a rectangle, and this flower bed is square.
Plant one flower in the middle of each flower bed.
On a round flower bed, you can plant flowers in a circle. On a rectangular - in a row. And plant flowers in a square flower bed - in the corners.

Didactic game "Pick up a flower leaf and petal"

Take a close look at these flowers. Show a flower with round petals (square, triangular, oval). One petal fell from each flower. Put the petals in place on their flowers with the same petals.
Now attach green leaves to the stem.

Clothespin game "Flowers"

Attach clothespins to the center of the flower.

Didactic game "Plant flowers"

You need to plant the flower in a hole of the same color as the petals of the flower.

Drawing "Rain ley-ley-ley, flowers will grow soon!"

Children draw droplets and centers of flowers with their fingers.

Musical-dynamic pause "Buttercups-daisies"

Children perform movements to the music according to the text and the adult's display.

Exercise with sticks "Flower stems"

Lay out sticks instead of flower stems. Find and display identical flowers.

Application "Flowers in a vase"

Glue a vase, and let it be a beautiful flower. How many flowers are in the vase? One flower.

Dynamic pause "Flowers grow in the meadow"

Flowers grow in the meadow
Unprecedented beauty.
(Children squat)
Flowers reach for the sun.
Stretch with them too.
(Stand up, stretch, put your hands up)
The wind blows sometimes
Only it's not a problem.
(Mahi hands, swaying the torso)
flowers leaning,
The petals drop.
(Tilts)
And then they get up again
And they are still blooming.
(Stand on your feet, turn your torso left and right)

Button game "Flowers"

Arrange the buttons into circles of the appropriate color and size.

Finger gymnastics "Flower"

Like little kids
There is a scarlet flower
(Pinch the fingers of one hand together)

And its petals
These are the fingers of the hand.
(Open palm, spread fingers apart)

One two three four five -
Let's learn to count now.
(Pull fingers with other hand)

Bas-relief modeling "Beautiful flowers"

Tear off pieces from plasticine, apply them to the picture, put a flower on top of the plasticine and press firmly with your finger.

Manual labor "Flowerbed"

From salt dough, children make a cake-flower bed and press-plant flowers-pasta.
- How many red flowers? One. How many yellow flowers? Two. How many orange flowers? Three.

Collective exercise "We arrange a flower bed"

Children pour millet into the tray with shovels, level it with a rake and stick artificial flowers into the groats. Then watered from a watering can (imitation).

"Vegetables"

Age: 2 - 3 years

Form of organization: subgroup

Theme: "Vegetables"

Purpose: to introduce children to vegetables, clarify their name, color, shape; learn how to correctly convey the shape of a carrot when sculpting

Tasks:

Educational area "Communication"

1. Develop auditory attention;

2. Develop the ability to answer questions from the teacher;

3. Continue to enrich the vocabulary of children with adjectives denoting the color, size, shape of objects.

Educational area "Cognition"

1. To consolidate the ability of children to distinguish vegetables in appearance;

2. Develop attention, interest, thinking;

3. Cultivate the ability to listen carefully and recognize familiar objects.

Educational area "Artistic and aesthetic development"

1. Arouse children's interest in modeling;

2. Improve skills in modeling;

3. Learn to use the material carefully;

4. Teach children to pay attention to the nature of objects.

Educational area "Physical development"

1. Improve motor activity;

2. Maintain correct posture.

Educational area "Socialization"

1. To form the skills and desires to actively participate in the course of the lesson.

Didactic visual material: dummies of vegetables for display.

Preliminary work: learning a poem about a bunny, reading poems about vegetables, looking at illustrations of vegetables, role-playing game "Vegetable Shop".

Equipment: a hare toy, a basket with a dummy of a carrot, a variety of vegetables for the game, red plasticine, a board, wet wipes, chopped pieces of carrot on a saucer.

Lesson progress

1. Organizational moment

The teacher calls the children to him

Educator: Guys, today a bunny should come to visit us. Let's call him: "Bunny, bunny" (a soft toy appears - a bunny).

Children: Bunny, Bunny.

Educator: Bunny is afraid to approach us. Let's call him kindly. Like this: "Bunny, come to us"

Children: Bunny, come to us.

(Children, with a movement of their hands, beckon the bunny to themselves, try to pronounce the words with an affectionate intonation in their voice. The bunny approaches and bows)

Educator: Bunny also greeted you. (Hello children). Guys, do you know any rhyme about a bunny?

Children: We know.

Educator: Well then, let's tell the poem to the bunny.

Poem:

A swift-footed bunny jumps between the grasses.

He crushed a white dandelion with his paws.

White snowflakes flew high.

A bunny jumps far along a forest path.

2. Main body

Educator: Well done, they told a good rhyme! Guys, look, the bunny came to visit us with a basket. You are wondering what lies in the bunny's basket.

Children: Yes.

Teacher: I'm also very interested? Let's see what's in the basket. Let's see?

Children: Yes, we'll see.

Educator: Guys, look what I got. What is this?

Children: cucumber.

Educator: right, this is a cucumber, but what shape is it?

Children: oval

Educator: right, but what color?

Children: green.

Educator: Well done, they recognized the cucumber. And now I'll get another vegetable. What is this?

Children: it's a tomato

Educator: right, what color is the tomato?

Children: red

Educator: what shape is it?

Children: round

Educator: right, but what is the largest?

Children: big

Educator: smart guys. We recognized the tomato. And now I'll get more. See what is it?

Children: it's a kakusta

Educator: That's right, cabbage. Children, what shape is it?

kids: it's round

Teacher: what color?

Children: green

Educator: what is the size of the cabbage?

Children: big.

Educator: and learned the cabbage. Well done! The last vegetable left. What is this?

Children: it's a carrot

Teacher: Yes, it's a carrot. What color is she?

children: red

Educator: what form?

Children: oval with pointed tip

Educator: right. What smart kids you are! Everyone guessed. You must have sent it?

Children: yes

Educator: then let's spend a little rest with you, we will have a physical education session.

Children perform movements according to the text of the poem.

Get up quickly, smile

Higher, higher stretch.

Come on, straighten your shoulders

Raise, lower.

Turned left, turned right

They touched their knees.

Sit-get up, sit-get up

And they ran on the spot.

Educator: well done, guys, they performed all the movements correctly, and now let's continue the lesson with you. Guys, look carefully at the cucumber, tomato, carrot and cabbage. What a common word we can call them, think.

Children: These are vegetables.

Educator: right. Have any of you eaten any of these vegetables that are in front of you? (children's answers). Guys, what do you think, what vegetable does our bunny love the most?

children: carrots

Teacher: Yes, it's a carrot. Do you like to eat carrots?

Children: Love.

Teacher: That's good. Carrots should be eaten because they are very healthy. Guys, do any of you know what carrots taste like? Tell me.

Children: it is hard and crunchy.

Educator: that's right, that's why the bunny loves to eat it, because it has strong teeth.

Educator: guys, do you want to play with the bunny?

Children: we really want!

Educator: well, then we will now play the game “Collect vegetables”. But for this we must go to where the vegetables grow. Guys, tell me, where do vegetables grow?

Children: in the garden.

Educator: Right, in the garden. Take the baskets and at my command, while the music is playing, do not yawn and harvest!

Children run and pick vegetables, the teacher stops the music, and the children stop harvesting.

Educator: Well done guys, we collected a lot of vegetables. Now let's take our seats. Guys, our bunny is sad about something. Let's ask him what happened. He tells us that he has little rabbits in the forest and that they are hungry and hungry. But our bunny has no vegetables at all. Children, let's remember which vegetable the bunny likes to eat the most.

children: carrots

Educator: That's right, it's a carrot. Therefore, I want to offer you to mold a lot of carrots for little bunnies. Shall we sculpt with you?

Children: yes, let's sculpt

Educator: then sit down in your seats and start sculpting. Guys, look at the plates and tell me what color our carrot will be?

Children: red.

Educator: right, but what form?

Children: oval with a pointed nose.

Educator: well done, everyone answered correctly, and now let's start sculpting carrots. Look carefully, I take a piece of plasticine and start rolling it out, putting it on a plank. Then, from the resulting oval, I begin to draw out the spout. Here is the finished carrot. And now you yourself make a carrot for our bunny (the teacher helps the children during work).

3. Final part

Educator: Guys, what good fellows you are! What beautiful carrots you got, and how many of them. Now our bunny has enough carrots to feed the little bunnies. Let's put the resulting carrots to the bunny in a basket so that he quickly takes them to the children: "Hold the bunny." Children, the bunny thanks you for your help and wants to treat you to a carrot (the teacher takes out a chopped carrot from the basket and treats the children). Guys, did you like the bunny gift?

Children: yes.

Teacher: Let's say thank you.

Children: thank you, bunny.

Educator: guys, it's time for the bunny to say goodbye to us, because bunnies are waiting for him in the forest. He also says goodbye to you and promises to come to you.

Children: goodbye bunny, come visit us again.

The bunny leaves to the music, and the children continue to eat carrots.

Games - entertainment in the first junior group are given the most serious attention. It is necessary to conduct them daily, dividing the children into subgroups or individually. These recommendations are based on modern psychological and pedagogical research. This contributes to the harmonious development of the child, develops the muscles of the hands and fingers, fine motor skills of the child's hands, develops imitative movements, activates the speech of children, maintains a cheerful and joyful mood in children, expands their horizons, teaches them to act on a speech signal.

There are a lot of games. Such as "Goat - Horned", "On a Narrow Path", "Hide and Seek", "Catching" are quite widely known. Below, it seems to me, are lesser known games.

"Fingers"

Target: In a fun game to develop fine motor skills.

Lesson progress: The lesson is held with a group of children (6-8 people). The teacher, following the text of the “rhymes” with the movement of his fingers, shows how the fingers went to the garden, encourages the baby to imitate.

Fun text:

This fat and big one went to the garden for plums,

Pointer from the threshold showed him the way,

The middle finger, the most accurate - he picks a plum from a branch,

The nameless eats

And the little finger-master throws a bone into the ground.

"Clockwork Chicken"

Target: Increase the emotional tone of children.

Lesson progress: The teacher gathers the children around him and says that now he will show them something. Starts and releases a clockwork chicken.

The chicken pecks grains - (Both palms together, deviate from themselves)

And the chickens are right there - (Both hands alternately "peck" with all fingers gathered together)

A duck will dive into the water - (Hand, connected by index fingers, "dive" away from themselves)

And the chickens will not dive - (The thumb holds the middle, ring and little fingers, the index finger is straightened. The hand sways from side to side - we threaten with a finger)

Or a children's song:

Chick-chick my chickens

chick chick my boys

you are fluffy lumps, -

my future quotes)

- it amuses and pleases children, raises the emotional mood.

"Fingers went out for a walk"

Target: In a fun game, activate the movements of the fingers

Lesson progress: The teacher seats a group of children in front of him (4-6 people).

Fun text:

One, two, three, four, five (squeeze your hand into a fist, then bend one finger at a time)

Fingers went out for a walk (we twist the hand around its axis)

One, two, three, four, five (squeeze fingers one at a time into a fist)

We hid in the house again (we connect two fists together, depicting a “house”).

"Steam locomotive"

Children love this game very much, it is not necessary to divide children into groups. Everyone is usually active.

Target: involve sedentary children in the game, cause an emotional upsurge, create a joyful mood, teach to play together, fun and friendly, activate children's speech.

Lesson progress: The teacher invites the children to play and begins:

"Choo-choo, choo-choo-the train rushes at full speed" (shows the movement of the wheels of the train with his hands).

Children hold on to the teacher and each other's belt, forming a "train". The teacher stops

“Locomotive, locomotive, what did you bring us as a gift?”

Children: "Mishka".

In chorus we recite the poem "A bear with a clubfoot walks through the forest ...". Children imitate movements according to the text.

We repeat the game, imitating any favorite verses.

For example:

“A gray bunny sits and moves its ears.

Like this, like this, he moves his ears,

It's cold for a bunny to sit, you need to warm up your paws,

like this, like this, you need to warm up your paws.

Bunny is cold to stand. Bunny needs to dance

like this, like this, Bunny needs to dance "

Games - entertainment are necessary for the development of children, they create an emotional upsurge and a keen interest in the game. Preparing for the next lesson with children, I read a parable, which, in my opinion, answers the question very well - “Why do we use games in working with children of the first younger group?”: I tried to reach the child’s heart with words, they often passed him by unheard. I tried to reach his heart with books, he gave me puzzled looks. In desperation, I turned away from him. How can I get to the heart of this child?” I exclaimed. He whispered in my ear, "Come play with me!"

Explanatory note.

What age of childhood requires the most attention in terms of the opportunities provided to accelerate the child's mental development, the use or non-use of which can have serious consequences? From a psychological and pedagogical point of view, this is an early childhood age from one to three years. This age is one of the key in a child's life and largely determines his future psychological development. The special significance of this age is explained by the fact that it is directly related to the child's three fundamental life acquisitions: upright posture, verbal communication, and objective activity. But the main thing is that at this age the child acquires a skill that significantly affects his subsequent behavioral, intellectual and personal development, namely, the ability to understand and actively use the language in communicating with people. Through the speech that the child masters during these years, he gets direct access to the most important achievements of human material and spiritual culture. And the process of speech development is inextricably linked with the development of fine motor skills of the hand. By developing fine motor skills of the hands, we simultaneously have a beneficial effect on the development of the child's intellect. That is why special attention in the classroom should be given to productive activities.

This is the second part of my work.

I offer developing classes with children of the first younger group (2-3 years old). Classes are held in a group of 5-8 people. A young child “works on imitation”, that is, development at the age of 1.5 to 3 years is most active if an adult is nearby doing everything together with the child. The kid feels comfortable, protected and at the same time receives new information that an adult helps him to learn. Therefore, the psychologist should take an active part in the lesson: crawl together on the rug, build turrets, dance, feed the dolls, sing. The ability to imitate underlies the motor and intellectual development of the child.

The main goal of the classes is the full development of a young child using the experience of folk pedagogy and modern pedagogical methods.

In the classroom, the following tasks are solved:

Ø Formation of correct speech

Ø Development of thinking

Ø Developing the ability to focus and hold attention

Ø Deepening knowledge about the world around

Ø Improvement of children

Ø Development of physical activity

Ø Development of general and fine motor skills

Ø Awakening interest in creativity

I am providing sample class notes. Naturally, they can be adjusted depending on the characteristics of your group.

Download:

Preview:

Developing classes

In the first junior group.

Lesson 1.

Tasks: 1. development of speech as a means of communication

2. learn to make contacts

3. vocabulary enrichment

4. to develop a careful attitude to the man-made world.

Material: 1. tray

2. magic wand

3. hen and chickens

Lesson progress:

The psychologist enters with a tray covered with a rag.

Psychologist: Hello guys! Today I will be a wizard. Look carefully, now I will show the trick.

The psychologist waves his magic wand over the tray and removes the rag. A hen appears in front of the children.

Psychologist: Who do you think it is?(children answer) Right! Hen! Let's all turn into chickens!(waving magic wand)

Finger gymnastics "Chicken" is held.

Grain by grain

The hen is pecking.

In the beak of your children

The grain carries.

(bend the palm a little, the index finger rests on the thumb. The remaining fingers are pressed against each other. First we “peck” one palm, then the other.)

Psychologist: Well done, great chickens! Do you know what chicken babies are called?(children answer).

Chickens (from under the hen): Pee-pee-pee...

Psychologist: Oh who is it? Chickens? Where are they?(we raise the chicken, and the children see the chickens).

We give one chicken to each child.

Psychologist: Let's pet them. How soft and fluffy they are. Now let's play.

The psychologist turns on the music. Together with the children we sing a song and act it out.

The chicken went out for a walk, pinching fresh grass.

And behind her are the boys, the yellow chickens.

Co-co-co, co-co-co, do not go far!

Row with your paws, look for grains!

Psychologist: And now our chickens have run away!(children run around the group with chickens).

Psychologist: What good fellows you all are! It's time for us to go chicken. Yes, it's time for the chickens to sleep. Let's help the hen collect the chicks in the basket.

The psychologist draws attention to the bows of chickens. First, put the chickens with red bows in the basket, then with blue ones, then with green ones, then with yellow ones. The psychologist helps, encourages children.

Psychologist: Thanks guys! The chicken is very grateful to you. And now she's going to feed the chickens and put them to bed. Goodbye.

Lesson 2.

Tasks: 1. consolidate the concept of magnitude.

2. consolidate knowledge of primary colors.

3. development of the imagination.

4. learn to cooperate with each other.

Material: 1. Nesting dolls in different scarves and sarafans (flat)

2. house for nesting dolls

3. Matryoshka is voluminous

4. magic wand.

Lesson progress:

Psychologist: Hello guys. Today we are going to visit you. Close your eyes, now there will be a focus. One two Three!(waving the magic wand).Open your eyes! Look what a beautiful house! Are you wondering who lives there? But there is a lock on the door. Let's open it?

We carry out finger gymnastics "Castle".

There is a lock on the door.

Who could open it?

(fingers tightly connected to each other)

Pulled!

(fingers are in the lock. Pull without disengaging)

Twisted!

(move clasped fingers away from you and towards you)

They knocked!

(Fingers remain in the castle. Tap the bases of the palms against each other)

And they opened it!

(spread fingers.)

Psychologist: So we opened the castle! Now let's knock on the door. Knock-Knock…

Nesting dolls “come out” from the house. One by one. We draw the attention of children to the color of their scarf and sarafan. The latest comes out a voluminous nesting doll.

Matryoshka: Hello guys! How glad I am to see you! But I am not alone. If you open me, you will see my sisters!

Psychologist: Let's try? Shall we call the sisters? Let's say together: "Matryoshkas come out!!!".

Children call all nesting dolls come out. Pay attention to the different sizes of nesting dolls.

Psychologist: And now the nesting dolls want to play hide and seek with you.

Children close their eyes, the psychologist hides one colored matryoshka. Then the children must guess what color matryoshka is hidden.

Matryoshka: What good fellows you are! We coped with all difficulties!

Psychologist: Yes, matryoshka, our children are already big and will cope with all sorts of difficulties. It's been a lot of fun with you, but it's time for us to go home. Goodbye!

Children say goodbye, close their eyes and find themselves back in the group. The psychologist praises the children and says goodbye to them.

Lesson 3.

Tasks: 1. development of fine motor skills

2. speech development

3. consolidation of the concepts of size and color

4. development of imagination, fantasy

Materials: 1. squirrel toy

2. sheet of A3 paper

3. red, yellow, green gouache

4. magic wand.

5. a picture with an image of an autumn forest.

Lesson progress:

With the help of a magic wand, we move to a magical forest (as in the previous lesson).

Psychologist: Guys, look how beautiful! It's an autumn forest!

We look at the picture. We draw the attention of children to the characteristic signs of autumn. Consider the inhabitants of the forest.

Psychologist: Oh, do you hear? Someone is running towards us!... Yes, it's a squirrel!

Squirrel: Hello guys! It's good that you came to visit us! Our forest is very beautiful! Autumn has painted everything in different colors. Let's play with you?

Finger gymnastics "Tree" is held.

There is a tree in the field

The wind stirs the branches.

(hands in front of you, fingers apart and tense, palms facing you. We shake our hands from side to side)

The wind is blowing in our face

The tree is up!

(swing your hands up and down without bending your fingers)

Squirrel: Well done! Do you know that when a strong wind blows, the leaves fall from the trees and a beautiful carpet appears on the ground?

Psychologist: Yes! Guys, let's make such a carpet.

Children are handed out brushes. There is a sheet of paper on the table. The psychologist and the children come to the table. Children leave brush marks on a sheet of paper.

Psychologist: Here's the carpet we got! Beauty! You are great! But it's time for us to join the group.

Everyone say goodbye to the squirrel. With the help of a magic wand, we “return” to the group. The psychologist praises the children and says goodbye to them.

Lesson 4.

Tasks: 1. lay the foundation for humane behavior

2. speech development

3. enrichment of the active dictionary.

4. development of memory.

Materials: 1. magic wand

2. sun with inserts for rays

3. cockerel doll with feather inserts.

4. The game "Hide the Bunny"

Lesson progress:

Psychologist: Hello guys! The sun has come to visit us today. It's just a little sad. The clouds want to close it. Can we help the sun shine?

Children are offered to take the rays and attach them to the sun. We draw the attention of children to the size of the rays. After all the rays are attached, turn the sun over with the “smiling” side. We bring this to the attention of the children.

Sun: Thank you guys!!! You helped me so much! Now I will shine bright!

Psychologist: Hear, guys, someone is going to bask in the sun! It's a cockerel! Cockerel, why are you so sad? Tell me, can we help you? We have already helped the sun today - we found the rays.

Cockerel: While I was walking towards you, I lost my tail. All feathers fell apart. Help me find them.

Psychologist: Of course we will help! Guys, let's find the cockerel's feathers.

Together with a psychologist, children are looking for feathers. When we find a feather, the children should name the color. We insert feathers into the tail of the cockerel. We draw the attention of children to a beautiful tail, we consider it.

Cockerel: Thank you! You also found my tail and dispersed the clouds from the sun. It got so warm right away. Let's play with you!

Psychologist: Let's turn into roosters.(waving the magic wand).

Petya-Petya-cockerel,

Red miracle scallop.

He sings very loudly

when the sun rises!

Cockerel: What good fellows you are!!! You know, I still need your help. I have rabbit friends, but they mixed up the doors from their houses. Can you help me tidy up?

Children are offered 6 cards (blue, yellow, red, green, orange, purple). On the cards there is a white square in which a bunny is drawn. They must pick up the door (square) to hide the bunny.

Cockerel: well done! They helped everyone today, they coped with all the tasks! But it's time for me to go home. Goodbye!

Children say goodbye to the cockerel, to the psychologist.

Lesson 5.

Tasks: 1. encourage children to emotional responses

2. speech development

3. bring to the elements of dramatization

4. Cultivate a good attitude towards man-made

Material: 1. table theater teremok

2. pouch.

Lesson progress:

Psychologist: Hello guys! Today we will go to a fairy tale!

Psychologist: I have a bag. Want to know what's in it?

Waving a magic wand - a teremok is taken out of the bag. Children are looking at the teremok.

Psychologist: Teremok stands in the forest. Here is the tree.

We take out the Christmas trees from the bag. Children arrange them around the tower.

Then we take out the characters of the fairy tale in turn, telling it in parallel. Children consider the heroes of the fairy tale, depict them: voice, gait.

When the bear breaks the house, we focus the attention of the children on how the animals are upset. But the bear is not a negative character. After all, he helped build a new tower.

Together with the children, we decide how the animals helped at the construction site, who did what work.

Psychologist: That's what good fellows!!! What a tower they built!!! Even better than before! Now let's rest.

Finger gymnastics "Pipe" is carried out.

The house stands with a large pipe,

In it we will live with you.

Looking up the chimney on the roof

And it smokes like it's breathing.

(hands are clenched into fists, round holes inside. Hands in front of the chest. We put the fist on the fist, changing the position of the hands. It turns out a long "pipe").

Psychologist: Well done! Well we played with you. Do you remember what fairy tale we went to visit?... Teremok!

The psychologist says goodbye to the children, praises them.

Lesson 6.

Tasks: 1. develop proper communication skills

2. develop thinking, speech, fine motor skills

3. continue to develop children's ability to express their emotional state.

Material: 1. cockerel toy

2. chicken toy

3. 4 chickens with bows of different colors (red, yellow, green, blue)

4. 4 circles white

5. 4 colorful circles (yellow, red, blue, green)

6. a bag of cereals (preferably large)

Lesson progress:

Psychologist: Hello guys! Good morning! Invented by someone simply and wisely - at a meeting to say hello: Good morning!

The psychologist says "Ku-ka-re-ku ..."

Children greet the cockerel. The psychologist reads a nursery rhyme:

Cockerel, cockerel,

Golden comb.

butter head,

Silk beard.

The rooster is pecking at the grain,

He calls the chickens.

Psychologist: Let's call the chicken. Chicken-ryabushechka, come to us here! And how else can we affectionately call a chicken.(we help children come up with affectionate nicknames for the chicken).

A hen appears in the group. We remind the children that we must definitely say hello to her. Reading a poem:

I say hello everywhere

At home and on the street.

I even say hello

I'm the neighbor's chicken.

We plant the hen along with the rooster. The children are looking at them. We note with the children the differences between the cockerel and the hen: the size of the beard and comb, tail, voice.

Psychologist: The rooster is the father and the hen is the mother. And who are their children? That's right, chickens! How do chickens talk?

There are chicks in the group. Together with the children we consider them, note the features. We draw the attention of children to the color of butterflies in chickens.

Psychologist: Our chickens want to eat and squeak all over the street! Dad cockerel heard them, brought a bag of grains to the chickens. Mom handed out the chicken plates, sprinkles delicious millet on the children.

The psychologist takes out the plates, notes that they are whiteit will be difficult for chickens to determine which plate is whose. Let's help them.)We get colored circles. Together with the children we glue colored circles on white circles. The psychologist helps children.

After we plant the chicken next to the plate. The color of the bow of the chicken matches the color of the plate.

Psychologist: Now it's time to feed the chickens.

Together with the children, we pour millet into plates. The psychologist praises the children, notes how caring and kind they are. The hen and cockerel thank them.

After we say goodbye and leave.

Lesson 7.

Tasks:

3. develop activity, independence.

Material: 1. magic wand

2. brushes

3. green gouache

5. jars of water

6. girl Tassel (see fig. 3)

7. pictures with the image of green objects.

Lesson progress:

Psychologist: Hello guys! Today, the girl Brush came to visit you again. Do you want to say hello to her?

Tassel: Hello guys! I have a riddle for you. Try to guess: in winter and summer in one color.(children guess the riddle. If they find it difficult to answer, the psychologist helps to guess with leading questions).Here are some good fellows, guessed it! What color is the tree? What else do you have in the green group? Well done!!! And now let's draw a Christmas tree with you.

Put a piece of paper in front of the children and show green paint. The psychologist draws a Christmas tree. Then we tell the guys that cones grow on the tree. We distribute the cut out cones to the children and help each child to stick the cone on the Christmas tree. The psychologist smears the bump with glue, and the child sticks it on.

Psychologist: What a beautiful Christmas tree we have! Well done!!! But it's time for the brush to go home. Are you still inviting her?

The psychologist and the brush say goodbye and leave.

Lesson 8.

Tasks: 1. learn to correlate color with a specific subject

2. cultivate self-confidence

3. develop the ability to wait your turn

4. develop activity, independence.

5. development of fine motor skills of the hand

Material: 1. magic wand

2. brush

3. yellow gouache

4. paper (2 A3 sheets glued together)

5. jar of water

6. sun (see fig. 2a)

Lesson progress:

Psychologist: Hello guys! Today we will go to the land of colors. Close your eyes.

Wave the magic wand. A basket appears in the psychologist's hands.

Psychologist: Let's see what's in this basket.

A sad sun without rays appears from the basket.

Sun: Hello guys! I lost my rays again! Can you help me put them in?

We distribute rays to each child. Then we insert these rays into the pockets. We draw the attention of the children that the sun is still sad.

Psychologist: Look, guys, in the country of colors there are solid clouds in the sky!!! Let's blow very, very hard to disperse the clouds ... Here the sun is smiling again !!! And let's now, let's draw the sun. What is its shape? What about color?

We put a large sheet in front of the children. The psychologist draws a yellow circle. Then we invite the children to take turns drawing the rays. Next, the psychologist draws eyes and a mouth.

Sun: Here are some good guys! What a picture of the sun! I will be waiting for you again. Are you still coming?

Psychologist: Of course, Sunshine, we'll come. With pleasure! And now it's time for us to say goodbye.

Children say goodbye to the Sun. Then they close their eyes and “return” to the group.

The psychologist praises the children, says goodbye to them.

Lesson 9.

Tasks: 1. consolidate children's knowledge of bulk objects (peas, buckwheat, millet, beans)

2. development of fine motor skills

3. development of thinking

4. continue to form the ability to work together, amicably.

Material: 1. turtle doll

2. sheet of A3 paper

3. PVA glue

4. cloth.

5. peas, buckwheat, millet, beans.

Lesson progress:

Psychologist: Hello guys! If you want, I'll tell you a story.

Fairy tale "About the turtle Agashka"

There lived a turtle. Her name was Agashka. This turtle lived in a pond. She loved to play with the stones on the shore. The turtle had many friends. She was friends with fish, with cancer Chikibryak, with a leech. On the shore she played with the caterpillars. She knew a lot of games.(we ask the children what they like to play).So the turtle grew up and found out that there is such a good place - a kindergarten. I learned that there are a lot of good kids there. And she wanted to visit them.

Psychologist: Will we accept her guys? .. And here she is!

Agashka: Hello guys! How glad I am to meet you! Do you like to play? Let's play with you?

We carry out finger gymnastics "Ball".

I inflated the elastic ball.

(give fingers the position that happens when we hold the ball)

A mosquito bit him.

The ball burst - no problem!

(the fingers of both hands are collected with a “pinch” and touch the tips)

I will inflate a new ball.

(inflate the balloon again).

Agashka: What good fellows!!! It's a pity that I can't stay with you. But you can make my portrait to remember me for a long time.

Children are invited to the table. There is a sheet of paper on the table, on which the outline of a turtle is drawn (see Fig. 4).

Fig.4

Loose materials lie in boxes on the table. Together with the children we consider the shell of a turtle. We make an application. The psychologist smears paper with glue, and the children pour material on the glue.

In the process of work, we praise the children, we help them.

After we evaluate the work, again we praise everyone.

The turtle and the psychologist say goodbye to the children.

Lesson 10.

Tasks: 1. consolidate knowledge of the properties of snow (cold, white, sticky)

2. development of tactile sensations

Materials: 1. illustrations depicting a winter landscape

2. cup

3. snow

Lesson progress:

Psychologist: Hello guys. Do you remember what time of year it is? That's right, winter. And what is under your feet on the ground in winter? Of course snow.

We remember with children about the properties of snow and snowflakes. In winter, they fly easily and lie down on the ground. We remember what will happen if we take the snow in our hands or bring it into the room. We also talk with children about what can be made from snow.

We draw the attention of children to the fact that snow is not allowed. To do this, we set up an experiment: we take snow from behind the window and put it in a cup. After a while, we look at what kind of water turned out. You can’t drink such water, which means you can’t eat snow either.

After we play the game "Snowflakes". The psychologist says "strong wind", the children run fast. After the words “the wind has died down”, the children stop and sit down.

Lesson 11.

Tasks: 1. develop the ability to work together.

2. introduce the properties of snow

3. development of the imagination

4. development of fine and general motor skills.

5. shaping neatness

Material: 1. ½ sheet of drawing paper, tinted blue

2. gouache (green, yellow, white)

3. paper snowflakes

4. glue

5. brushes

6. jars of water

Lesson progress:

Psychologist: Hello guys! What time of year do we have now? That's right, winter! What happens to us in winter?(children describe the main signs of winter. If they find it difficult, we help with leading questions)We have a lot of snow outside. Let's all become snowflakes. When I say strong wind, you will run like snowflakes are flying. And when I say "the wind has stopped", you will just walk. After all, when there is no strong wind, snowflakes fly slowly.

We play the game 3-5 times.

Psychologist: Guys, now look at the picture(we show the picture "Winter Forest").See how much snow there is in the forest. And there are many trees growing there, and the sun is shining brightly. Many small snowflakes have flown to you from this forest. They are lost and really want to go home. Can you draw a Christmas tree and the sun? Then let's draw a beautiful winter forest together and send snowflakes there. Then they won't be so sad.

We put a large sheet on the table in front of the children. We distribute brushes to children. First, we draw Christmas trees with green paint, then the sun (the psychologist draws the sun, and the children are rays). After white color we draw snow.

We distribute snowflakes to the children, and they glue them on the drawing.

Psychologist: that's what good fellows! What a beautiful picture you have! Now let's get out and then we can play.

We clean the workplace together with the children, the psychologist says goodbye to the children and leaves.

Lesson 12.

Tasks: 1. Cultivate children's aesthetic sense

3. learn to navigate on a sheet of paper.

Material: 1. colorful paper circles.

2. rain.

3. PVA glue

4. image of a Christmas tree pasted on paper.

5. picture depicting the holiday "New Year"

Lesson progress:

Psychologist: Hello guys! Do you remember what time of year it is? What holiday do we have in winter? That's right, New Years.

We show the children the picture "New Year". We consider it. We pay attention to Santa Claus, the Snow Maiden, gifts. Let's take a closer look at the tree.

Psychologist: Guys, here you have a very beautiful Christmas tree in the group!(we look at it).And let's make a portrait of our Christmas tree with you and send it to Santa Claus so that he sees that we are ready for the holiday and hurries to us with gifts.

We lay out a picture of a Christmas tree in front of the children. We ask what is missing. Give each child a circle. Glue the balls on the Christmas tree. After we paste the rain.

Psychologist: What a beautiful Christmas tree we have! Now Santa Claus will come to us very quickly. I'll go guys, send a letter to Santa Claus. And we'll see you again!

Lesson 13.

Tasks: 1. development of fine motor skills

2. consolidation of the gained experience.

3. development of memory.

Material: 1. grandfather doll

2. small sheets of blue cardboard (for each child)

3. white plasticine

4. buckwheat (groats)

Lesson progress:

Psychologist: Hello kids. Grandpa came to visit today. Let's greet him together.

Grandfather: Hello guys! I received your letter and decided to come to you, to look at your Christmas tree. She is actually very pretty! What time of year is it now? That's right, winter! Do you know what I like to do most in winter? Make snowmen out of snow. Do you want me to teach you?

We give the children a small piece of plasticine. First, we roll a large ball together, then a medium one, then a small one. The psychologist helps children. We issue plasticine separately for each ball. Then we make a snowman out of these balls. We lay out buttons, eyes, nose, mouth with buckwheat.

Grandfather: what beautiful snowmen we got! Well done boys! Excuse me, it's time. After all, gifts must be collected for the kids. See you at the party!!!

The psychologist and Santa Claus say goodbye to the children and leave.

Lesson 14.

Tasks:

3. to form the ability to voluntarily strain and relax muscles.

4. teach to consider toys (analysis and systematization)

Material: 1. mouse doll

Lesson progress:

Psychologist: Guys, hello! Today a mouse came to visit you. Let's get to know her, shall we? What should you do when guests arrive? That's right, say hello!

Mouse: Hello guys!

Together with a psychologist we consider a toy. We pay attention to the ears, eyes, tail, tummy, color. We remember how the mouse says what it eats.

Psychologist: And who is the mouse afraid of? That's right, a cat! Let's play with you now. You will turn into little kittens and look for the mouse.

Children close their eyes, the psychologist hides the mouse. After that, the children are looking for her. The game is repeated 3-5 times.

Psychologist: Well done! You are very attentive. And now let's build a house for the mouse so that it hides there from the cat. Do you think the house should be big or small? Only we go with you quietly so that the cat does not hear us.(children walk on toes)Oh, the cat is running! Hide! (children squat down, cover their faces with their hands).

Mouse: Thanks guys! You helped me a lot. I will definitely visit you again! Will you accept me?

The psychologist and the mouse say goodbye to the children and leave.

Lesson 15.

Tasks: 1. fixing the names of the main geometric shapes

2. formation of orientation skills on a sheet of paper

3. consolidation of the concepts "above", "under".

Material: 1. bunny doll

2. A4 sheet

3. red square, yellow rectangle, blue circle, two green triangles.

4. PVA glue

5. drawing of the bed (see fig. 5)

Fig.5

Lesson progress:

Psychologist: Hello guys. A bunny has come to visit you. He really wants to play with you. Take it to the game??

Bunny: Let's play hide and seek with you. I'll hide, and you look for me?

Children close their eyes, the bunny hides under the table. The children must say that he is under the table. The game is repeated 4-5 times. The bunny hides in different places, the children must name where he hid.

Bunny: Here we are playing. Am I very tired and want to sleep? Where can you sleep? That's right, on the bed. Only now my bed is all mixed up. Can you help me lay it down?

Show the children a picture of the bed. We tell you that at the very bottom we have a red mattress. The psychologist sticks a square on a sheet of paper. We remember what we cover. We say that we put a blanket on the bed. Accordingly, we glue a rectangle onto the square. Next, glue the circle (pillow) and two triangles (on the duvet cover).

Bunny: thank you guys! You helped me a lot. But it's time for me to go home and rest. Thanks again.

The psychologist and grandmother say goodbye and leave.

Lesson 16.

Tasks: 1. fixing the concept of colors

1. motor development
2. development of perception

Material: 1. yellow, green, blue and red pencils

2. drawing of a cockerel unpainted and painted,

3. "Cockerel" cards for each child,

4. pencils for each child.

Lesson progress:

The psychologist shows the children a picture with an unpainted cockerel.

Psychologist: Hello guys! Today a cockerel came to visit you. Only he is very upset. He lost his colors. Can we help him find them?

The psychologist takes out pencils of four colors.

Psychologist: Guys, these pencils agreed to help us. Only first they want to play hide and seek with us. You close your eyes, one pencil is hidden. Then you have to guess which pencil is hidden.

The game is played 4-5 times. After that, we get a picture with the image of a painted cockerel.

Cockerel: Thank you guys!!! You helped me a lot. Now let's play with you.

We carry out finger gymnastics "Cockerel".

Petya-Petya-cockerel,

Red miracle scallop.

silk head,

Oil beard.

(index finger rests on the thumb, the rest of the fingers are raised up)

He sings very loudly

when the sun rises!

(with straightened arms we beat on the sides - we flap our wings)

Cockerel: That's how good you are! I have to go, but I'll leave you a present. My portrait. You just need to color it in.

We distribute portraits of a cockerel and pencils to children. They color the picture.

After we remember what we did in the lesson, we say goodbye to the children.

Lesson 17.

Tasks: 1. introduce children to the properties of water (warm, cold, clear, clean, dirty).

2. bring to the understanding that no one can live without water.

3. learn to correlate words and movements.

Material: 1. aquarium (made of paper or fabric - see Fig. 6.)

2. fish (made of paper or fabric)

3. toy Kapitoshka

4. Toy Sun.

5. jar of dirty water

Lesson progress:

Psychologist: Guys, now I will tell you a fairy tale about a small drop. Are you interested in listening?

Fairy tale "About a drop".

Once upon a time there was a small water droplet.(we get the Kapitoshka doll).Where there was a drop, there was water. And where there was some water, everything was fine. It was joyful for fish to swim in the water, flowers and trees to grow. And we can swim and drink water with them. But then one day something bad happened. A strong wind has blown(we blow with the children)and brought frost, a drop and froze. And without a drop, birds, flowers, fish will die. Gotta save some. Let's call the Sun for help. It's warm, it'll keep you warm!

The sun is coming. Children clap their hands, and the sun dances. After the dance, the droplet warms up.

droplet: Hi guys. Thank you. You helped me - the sun called in time. Let's play with you now.

We show the children the fish. We ask if fish can live without water. Where do they live at home? We show a jar of dirty water. We ask if fish can live in such water. After we take out the aquarium and attach the fish to the aquarium.

droplet: now you have helped the fish. They will now be your friends. Who else needs water?

We remember with the children that we water the flowers with water, that all animals and people drink water. We conclude that all living beings on the planet need water. Please note that you can drink only clean water.

droplet: What good fellows you are!!! How much do you know! But it's time for me to leave. We need to see who else needs my help.

Droplet and the psychologist say goodbye to the children and leaves.

Lesson 18.

Tasks: 1. introduce children to the fairy tale "The Wolf and the Seven Kids"

2. development of coordination of movements

Material: 1. fairy tale "Wolf and seven kids" (puppet theater)

2. magic wand

Lesson progress:

Psychologist: (waving magic wand)... here we are in a fairy tale.

The psychologist sits down at the table and the children gather around.

Psychologist: That's what good fellows!!! Now let's play. Teach kids how to hide from a wolf.

Children stand in a circle, dance with the psychologist. After the phrase “the wolf is coming”, the children squat down, cover their faces with their hands. Then we check whether the wolf has left or not: we stretch the neck and look in different directions. Then we get up and dance again. The game is played 2-3 times.

Psychologist:

Lesson 19

Tasks: 1. develop the ability to voluntarily strain and relax muscles

2. memory development

3. laying the foundations of dramatization

Material: wolf toy.

Lesson progress:

Psychologist: Hello guys! Remember, I told you a fairy tale about seven kids. Let's play a game with you now.

We get up with the children in a circle. We invite them to imitate: funny kids, mother goat, frightened kids, an angry wolf, a sad goat, funny kids and a goat.

We play the game "Hide from the wolf." The psychologist hides the wolf toy behind his back, the children jump, have fun (imitation of kids). As soon as the psychologist takes out the toy and starts to growl, the children should hide. The game is played 4-5 times.

Psychologist: what good actors you are! Everything worked out for you. Can you tell me why the wolf ate the goats?(they opened the door for him)Could they open the door? You see what happens when kids don't listen to their mom. Are you obedient? Well done! It's time for me to go, but I will definitely come to you again.

The psychologist says goodbye to the children and leaves.

Lesson 20.

Tasks: 1. cultivate respect for all living things

2. develop coordination of movements.

3. develop the ability to work together

4. develop the ability to voluntarily strain and relax muscles.

Material: 1. baby goat and goat doll.

Lesson progress:

Psychologist: Guys, hello! I really need your help. The thing is that one kid was lost. His mother will soon come and pick him up, but for now he needs somewhere to hide from the wolf. Let's build him a house, shall we?

Only we go quietly with you so that the wolf does not hear us(children walk on toes)Oh, the wolf is coming! Hide! (children squat down, cover their faces with their hands).

This game is repeated 3-5 times. After that, we start building the house. We help children, we connect the buildings of children with each other.

Kid: Thanks guys! You helped me a lot.

There is a knock on the door. A goat toy appears.

Goat: thank you guys for hiding my kid. But it's time for us to go to the rest of the kids. See you!

The psychologist, the kid and the goat say goodbye to the children and leave

Lesson 21.

Tasks: 1. development of perception, imagination

3. develop the ability to work together.

4. development of accuracy.

Material: 1. A4 sheet with a painted vase and stems

2. white paper flowers (according to the number of children)

3. glue

4. paint

Lesson progress:

Psychologist: Hello guys! You know, recently there was a holiday - the holiday of mothers. You know what kind of holiday it is.

Tell the children that on this day everyone congratulates mothers and grandmothers. Ask who congratulated their mothers, what gifts they made.

We show the children a painted vase, ask what is missing.

Psychologist: Guys, now let's make the most beautiful bouquet for our mothers?

First, we distribute flowers and paint to the children. Let them color the flowers. Then glue the flowers together on the stems.

Psychologist: Look what a beautiful bouquet we got! And now we need to put things in order. Let's go and wash brushes and pens.

Children with a psychologist go to the bathroom, clean the workplace. After the psychologist praises the children, says goodbye and leaves.

Lesson 22.

Tasks: 1. formation of a good attitude towards the world around.

2. development of constructive abilities

3. development of fine motor skills

Material: 1. plasticine

2. natural material

3. A4 green cardboard

4. hedgehog toy.

Lesson progress:

Psychologist: Guys, today a guest from the forest came to you. Can you guess who it is? Under the pines under the trees lies a bag of needles. Right! This is a hedgehog.

Hedgehog: What good fellows you are, what a difficult riddle you have guessed! Guys, I came to you for help. I'm bored alone in the forest. Help me find friends.

Psychologist: Guys, let's make hedgehog friends.

We get plasticine. We roll balls with the children. Then we invite the children to make needles for the hedgehog (from natural material).

Psychologist: that's how many hedgehogs we got! Where will they live with us? Let's put them in a green meadow. There they will be happy and have fun all together. Well, hedgehog, did we help you?

Hedgehog: How much more they helped! Thank you! Well, we ran to the green meadow to play Bye-bye.

The psychologist and the hedgehog say goodbye to the children and leave.

Lesson 23.

Tasks: 1. introduce children to the fairy tale "Masha and the Bear"

2. development of coordination of movements

3. formation of the ability to correlate actions with words.

Material: 1. fairy tale "Masha and the Bear" (table theater)

2. magic wand

Lesson progress:

Psychologist: Hello guys! Today we will go to a fairy tale! Close your eyes... one, two, three...(waving magic wand)... here we are in a fairy tale.

The psychologist sits down at the table and the children gather around.

We take out the characters of the fairy tale one by one, while telling it in parallel. Children consider the heroes of the fairy tale, try to imitate them.

Psychologist: That's what good fellows!!! Now let's play. Let's try how Masha hide in the box.

Children stand in a circle, dance with the psychologist. After the phrase “the bear is coming”, the children squat down, cover their faces with their hands. Then we check whether the bear has left or not: we stretch the neck and look in different directions. Then we get up and dance again. The game is played 2-3 times.

Psychologist: that's how good you are. But it's time for me to go. Goodbye.

Lesson 24.

Tasks: 1. development of constructive abilities

2. development of fine motor skills of the hand

3. fixing the material received earlier.

4. cultivate a good attitude towards people around.

Material: 1. plasticine

2. small basket

3. stack

4. Mashenka doll

Lesson progress:

Psychologist: Hello guys! Remember, in the last lesson we listened to the fairy tale about Masha. Remember how Masha outwitted the bear? She came to visit you today.

Masha: Hello guys! It's great to see everyone! And let's bake pies together with you now.

We distribute plasticine to children. We make pies with the children (in stages). The psychologist's demonstration is conducted in parallel with the actions of the children. In the process of work, we help children, encourage them. After all the pies are blinded, put them neatly in a basket.

Masha: Thank you guys! It was great to play with you! Can I take these pies to my grandparents? They will be very pleased to receive a gift from the garden. Thank you guys! See you!!!

The psychologist and Masha say goodbye to the children and leave.

Lesson 25.

Tasks: 1. development of the imagination

Material: 1. A3 sheet tinted green

2. white paper flowers

3. gouache of different colors

5. rags

6.picture depicting spring

Lesson progress:

Psychologist: Hello. Do you know what time of year it is? That's right - spring! And after spring, what season will it be? Summer! Look at the picture what season is drawn? And how did you guess?(we look at the picture, pay attention to the signs of spring).

And now let's make a beautiful picture together with you. Now you yourself will become wizards. Look, we have a green meadow. What do you think is missing in this meadow? That's right, flowers! Let's now everyone will try to make their own magic flower.

Distribute white paper flowers to children. Each child paints it the way they want. Then we fold each flower in half so that the paint mixes. Let the flowers dry.

Psychologist: Here are some beautiful flowers we got. Now let's play with you a little.

Finger gymnastics "Flower" is held.

The sun rises -

The flower is blooming!

(we spread our fingers at the same time in different directions, at the same time we raise our hands).

The sun is setting -

Flower go to bed.

(we bring our fingers together, lower our hands, squat down).

Psychologist: well done! Let's clap for each other.

The psychologist says goodbye and leaves.

Lesson 26.

Tasks: 1. development of the imagination

2. strengthening the ability to use a brush

3. developing the ability to work together

4. fostering a sense of beauty.

Material: 1. meadow with flowers, made in the last lesson

2. white paper butterflies

3. gouache of different colors

4. brushes (according to the number of children)

5. rags

Lesson progress:

Psychologist: Hello. Remember, we made a magical meadow in the last lesson. Look how beautiful we did! But still something is still missing. What do you think? Magic butterflies! Let's now everyone try to make a magic butterfly. After all, you are wizards now.

Distribute white paper butterflies to children. Each child paints it the way they want. Then we fold each butterfly in half so that the paint mixes (similarly to flowers). Let me dry.

Psychologist: Here are some beautiful butterflies we got. Now let's play with you a little. Let's turn into butterflies! First we will fly ... And then we will sit on a flower, we will rest. And now they are flying again! It's time to rest.

Well done! Let's clap for each other.

The psychologist says goodbye and leaves.

Note: the next day we come and glue the flowers on the meadow.