MAGAZINE Preschooler.RF
General conversation “How to recognize birds”Tasks. To develop children's generalized ideas about birds as living creatures that live on land, in water, that can fly in the air and have a typical structure: two legs, two wings, a beak, covered with feathers;
- Ability to establish cause and effect relationships of various types; use a subject-schematic model for generalization; classify animals with selected characteristics as birds; make evidence-based judgments;
- Cognitive interest in nature; the ability to hear the questions and tasks of the teacher, listen to the answers of peers.
Preliminary work. The lesson completes the cycle of joint activities between the teacher and children to accumulate specific ideas about birds.
Progress of the lesson
1 part
Pictures depicting different birds are displayed on the flannelgraph.
Zhaleikin (game character). Hello guys! Who is this for you? Bugs?
Educator. Why do you say that?
Zhaleikin. Yes, because they have wings and legs.
Educator. Is Zhaleikin right? Who is shown in the pictures? (Birds.)
Zhaleikin. How do you recognize birds? Teach me too.
Educator. Guys, let's teach Zhaleikin to recognize birds and not confuse them with other animals.
part 2
Educator. We will teach Zhaleikin to recognize birds. What birds are shown in the pictures? (Zhaleikin names incorrectly, the children correct him.)
Zhaleikin. Oh, how different they all are!
Educator. How are birds different? How are they different? (Children answer who thinks what.)
Zhaleikin. I didn’t understand anything, everyone was talking at once.
Educator. Let's tell everything in order. First about the legs. Why do birds have different legs? (They live in different places.)
(Exhibits pictures of different habitats. Assignment: match pictures with birds to their habitats.)
Zhaleikin. I know! (He gets confused, puts the pictures wrong, the children correct him.)
Educator. Why does a heron have such long legs? (Lives in a swamp.) Many birds that live in a swamp have long legs. Let's put a picture (a model of the legs of birds living near a swamp). Why do pelicans have webbed feet? (Lives in water, swims.) Birds that live near water and swim must have webbed feet. Let's put a picture (a model of the legs of swimming birds).
Educator. Why does a parrot have small short legs with tenacious claws? (Lives in trees, clings to branches.) Birds that live in trees must have such legs. Let's put a picture (a model of the legs of birds living in a terrestrial environment, in trees).
Educator. What else is different about birds? (Beaks.) Why do birds have different beaks? (They eat different foods.) Task: match pictures with birds to pictures with the corresponding food. (Zhaleikin confuses, the children correct him.)
Educator. Why does a pelican have such a large beak? (He eats fish.) Let's put a picture (a model of a beak). Can a woodpecker have a beak as small as a swallow? Why? (Takes out food from under the bark of a tree.) Let’s put up a picture (model of a beak). Why do parrots and crossbills have such strong, curved beaks? (They crack the seeds with their beak.) Let’s put up a picture (model of the beak).
Educator. What else is different about birds? (Color. All birds have different colored feathers.) What color are birds' feathers? Let's put pictures (different color feathers).
Educator. Birds can not only swim and walk on the ground, but also fly. What helps them do this? (Wings.) Everyone’s wings are different - large and small. Let's put pictures (different wings).
Zhaleikin. They are all so different, why do you call them one word - birds?
Educator. How are all birds alike? The pictures will help you with this. All birds have different legs, but they all have two. All birds have different wings, but all have two wings. Everyone's beaks are different - but all birds have a beak. Feathers are of different colors - but all of them have feathered bodies. ( Bird as common characteristics of birds are identified.)
Educator. How do we distinguish birds from other animals? (Children, based on the model, generalize who the birds are.)
Zhaleikin. I understood everything, now I can easily recognize birds. I'll find now. (Finds a butterfly.)
Educator. Is Zhaleikin right? (No.)
Zhaleikin. Why is a butterfly not a bird? (No feathers, six legs, four wings.)
Zhaleikin. I found a bird. (Finds the plane.)
Educator. Did Zhaleikin find the bird correctly? (No.) How is an airplane similar to a bird? Why is an airplane not a bird? (Children correct, the teacher generalizes: to say about someone that it is a bird, you need to have everything at once: two legs, two wings, feathers and a beak.)
Part 3
Educator. Let's help Zhaleikin find the birds. (Pictures depicting various animals and objects are laid out on the table.) Each of you will find a bird and tell Zhaleikin how you found out. (The children explain to Zhaleikin how they recognized the birds, and he also correctly chooses the picture with the bird.)
Teacher of the highest qualification category Klavdiya Arkadyevna Melnikova. MBDOU Kindergarten No. 296, Ufa, Republic of Bashkortostan
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Conversation on speech development in the senior group. Abstract
Conversation with children of senior preschool age: “An unknown object?
Ask questions, you will get an answer!” Author: Tatyana Nikolaevna Dvoretskaya - teacher Description: The material is intended for children of senior preschool age, teachers of preschool organizations and parents. Purpose of the work: The material is aimed at updating the speech activity of children.
Goal: to develop in children the desire and need to acquire new knowledge. Objectives: 1. create pedagogical conditions for the development of cognitive interest in children; 2. intensify the speech activity of children of senior preschool age; 3. develop the ability to ask questions; 4. develop skills in using acquired knowledge in the child’s everyday life. Preface: Speech performs many functions in a child’s life. The main and initial function is the communicative function - the purpose of speech to be a means of communication. The purpose of communication can be to maintain social contacts and exchange information. A well-constructed conversation can activate the development of a child, his mental processes and brain functions (thinking, memory, imagination, speech, reasoning).
Poem: Conversation is a dialogue. Author: Tatyana Dvoretskaya Conversation is a dialogue. Every teacher knows. Conversation with a child A thin thread. To understand something, And to achieve something! Reveal knowledge At the first stage, a conversation about mom and dad will help. About your home, And about your close friend. A story about a favorite toy since childhood. The task of the teacher is to ask questions. So that a small child can tell more. And in a friendly conversation he opened up in a new way. Easy, relaxed Learn to communicate! Conclusion: The effectiveness of the conversation largely depends on the teacher’s ability to purposefully lead children, direct children’s thoughts and intensify speech activity. An example of a conversation with children of senior preschool age. Educator: Guys, now I will show you one item. To find out what it is, you need to ask me as many questions as possible. The teacher demonstrates a flask (a container for storing water) and puts it on the table (in further work, the children can be presented with any other little-familiar object)
Recommendations: Children in a group show speech activity differently; working with a subgroup will be more effective. The teacher keeps a record of all the children’s questions. Any number of questions are allowed. It is also welcome if children themselves try to answer a peer’s question. (In our case, the boy Makar actively showed himself during the conversation) Question 1. Masha: What is this thing called? Question 2. Roma: What is this thing for? Question 3. Makar: Why is the lid on top needed? Question 4. Vika: Do they carry water in it? Question 5. Rita: Why is she so small? Question 6. Dima: Why are there stripes on the sides? Makar's answer: This is for beauty. Question 7. Sasha: What is this black? Question 8. Why is this fastener needed? Makar's answer: To hold the lid. Question 9. Masha: Why is this thing so strong and durable? Question 10. Roma: Why does she have a smooth bottom? Question 11. Makar: Why is she knocking? Summing up the conversation Educator: Guys, how many interesting questions you asked me today in order to learn as much as possible about this subject. You are absolutely right in noticing that this item is durable and strong. Vika is absolutely right when she suggested that water is poured into this object. It's time to answer all your questions. Answer 1. This item is called a flask. Answer 2. A flask is needed to carry water. Answer 3. The lid is needed to open the flask, pour water into it, and close the flask tightly again. Water won't spill. Answer 4. You can carry water in a flask to any distance. Answer 5. The flask is so small for a reason. If the flask were large, it would be heavy, carrying it would be inconvenient and tiring. That is why the flask is small in size; you can pour a little water into it, just to quench your thirst. Answer 6. The stripes on the side of the flask are made for beauty, as Makar said. But not only. These strips help keep the flask from slipping and your hands from slipping. Answer 7. The flask is made of iron. Black leather in the middle of the flask helps keep your hands from slipping. Answer 8. The fastener really holds the lid. Makar is absolutely right. To ensure that the lid does not get lost when opening. Answer 9. The flask is iron, durable and strong. Such a flask can be dropped, and it will not break or spill. Answer 10. The smooth bottom of the flask is smooth, it is needed so that the flask can be placed on the table. Answer 11. If we knock on an empty flask, we will hear a sound. Educator: Now I suggest you knock on the empty flask. Now, let's pour water into the flask. Now the flask is full. Try knocking. The sound is completely different - muffled. Guys, how many new and interesting things have you learned about the flask today?
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