Card index of games for social and communicative development in the second junior group.
Card index of games for social and communicative development in the second junior group.
For preschool children, games are of exceptional importance: for them, play is study, play for them is work, and play for them is a serious form of education. Play for preschoolers is a way of learning about their surroundings. N. K. Krupskaya
"Name yourself"
Goal: To develop the ability to present oneself to a group of peers. The child is asked to introduce himself, saying his name as he prefers, as he would like to be called in the group.
"Call me kindly"
Goal: to cultivate a friendly attitude among children towards each other.
The child is asked to throw a ball or pass a toy to his favorite peer (optional), affectionately calling him by name.
"Magic Chair"
Goal: to cultivate the ability to be affectionate, to activate gentle, affectionate words in children’s speech. One child sits down, and the rest say kind, affectionate words about him.
"Magic wand"
Goal: continue to develop the ability to be affectionate. Children stand in a circle. One child passes the stick to the person standing next to him and calls him affectionately.
"Freeze"
Goal: develop listening skills, develop organization. The point of the game is the teacher’s simple command “Freeze,” which can be heard during children’s activities, in a variety of situations.
"Stream"
Goal: to develop the ability to act together and teach to trust and help those with whom you communicate. Before the game, the teacher talks with the children about friendship and mutual assistance, about how they can overcome any obstacles. Children stand one after another and hold on to the shoulders of the person in front. In this position they overcome any obstacles. Go around the lake, crawl under the table, etc.
"Magic wand"
Goal: developing ideas about the capabilities of one’s own and peers. One names the fairy tale, another its characters, etc.
"Polite Words Store"
Goal: develop goodwill, the ability to establish contact with peers. Educator: I have polite words on the shelf in my store: greetings (hello, good morning, good afternoon, etc.); affectionate addresses (dear mommy, dear mommy, etc.). I will offer you various situations, and you buy the right words from me. Situation. Mom brought apples from the store. You really want to, but mom said you need to wait until lunch. How do you ask her to give you an apple?
"Body"
Goal: Continue to reinforce polite words. Children sit around a table on which there is a basket. The teacher turns to the child: “Here’s a box for you, put a polite word in it.”
"That's what grandma is like"
Goal: develop respect for elders, reinforce kind words. Each child takes turns telling what his grandmother’s name is, and how affectionately you can call her.
"Wonderful bag"
Goal: expanding the volume of vocabulary, developing tactile perception and ideas about the characteristics of objects. Children take turns recognizing the object by touch, naming it, and taking it out of the bag.
"Good words"
Goal: to develop the ability to use kind words in speech. Children choose kind words. Show the children a picture of children working. What can you call children who work? (Hardworking, active, kind, noble, etc.)
"Rug of Reconciliation"
Goal: develop communication skills and conflict resolution skills. Coming from a walk, the teacher tells the children that two boys quarreled over a toy. Invites you to sit down opposite each other on the “rug of reconciliation” to find out the cause of the discord and find a way to peacefully resolve the problem. Discuss how to share the toy.
“What to do, what to do?”
Goal: to awaken children’s initiative, independence, intelligence, responsiveness, and willingness to look for the right solution. Create a situation: there are no paints of certain colors, there is not enough plasticine for modeling. Children look for solutions on their own.
"Package"
Goal: expanding the vocabulary, developing coherent speech. The child receives a package from Santa Claus and begins to describe his gift without naming or showing it. The item is presented after the children have guessed it.
“This is what Santa Claus is like”
Goal: develop respect, reinforce kind words. The child tells what gifts Santa Claus brought, how he thanked him, and how you can affectionately call him.
"Without a mask"
Goal: develop the ability to share your feelings, experiences, and construct unfinished sentences. The teacher says the beginning of the sentence, the children must finish. What I really want is…………. I especially like it when……………….. One day I was very frightened by the fact that ………………..
"Day Night"
Goal: develop the ability to collaborate and achieve the desired result. After the words “The day is coming, everything comes to life,” the participants in the game move chaotically and jump. When the teacher says: “Night comes, everything freezes,” the children freeze in bizarre poses.
“Listen outside the window, outside the door”
Goal: develop auditory attention. As instructed by the teacher, all children focus their attention on the sounds and rustles of the corridor. Then they take turns listing and explaining what they heard.
"Who better to praise"
Goal: to be able to name the characteristics of animals based on the example of an adult, to develop attention and the ability to describe. The teacher takes a bear for himself and gives the child a bunny. And he begins: “I have a bear.” Child: “And I have a hare.” etc.
"Who am I talking about"
Goal: to develop observation skills, the ability to focus on the main features of the described object. The teacher describes the child sitting in front of him, naming his details of clothing and appearance. For example: “This is a girl, she’s wearing a skirt and blouse, her hair is blond, her bow is red. She loves to play with the Tanya doll.
“That’s what dad is like.”
Goal: develop respect for dad, reinforce kind words. The child tells what his dad’s name is, how he plays with him, how he affectionately calls him.
“Describe a friend.”
Goal: to develop attentiveness and the ability to describe what you saw. Children stand with their backs to each other and take turns describing their partner’s hairstyle, clothes, and face. Then the description is compared with the original and a conclusion is drawn about how accurate the child was.
“That’s what mom is like.”
Goal: develop love for mom, reinforce kind words. Each child takes turns telling what his mother’s name is, how she takes care of him, and how she can be affectionately called.
"What changed?".
Goal: attentiveness and observation necessary for effective communication. The driver leaves the group. During his absence, several changes are made in the group (in the children's hairstyle, in clothes, you can move to another place), but no more than two or three changes.
"A gift for everyone"
Goal: develop a sense of team, the ability to make friends, make the right choice to cooperate with peers. The children are given the task: “If you were a wizard and could work miracles, what would you give to all of us now?”
"Why?"
Goal: develop the ability to be friends and be polite. For example, if a girl is offended, she will cry. If you accidentally pushed, then…………… You were given a toy, then……………
"Beat the transformation"
Goal: to cultivate trust in each other, a sense of responsibility for the other. The teacher passes the object (ball, cube) in a circle, calling them by conventional names. Children act with them as if they were objects named by an adult. For example, they pass a ball around in a circle. The presenter calls it “Apple” - the children “wash”, “eat”, “sniff”, etc.
"Toys Alive"
Goal: to form a culture of communication in children. Educator. You've probably been told or read fairy tales about how toys come to life at night. Please close your eyes and imagine your favorite toy, imagine what it does when it wakes up at night. Introduced? Then I suggest you play the role of your favorite toy. And we’ll try to guess what kind of toy you were depicting.
"Edible - inedible"
Goal: development of auditory attention, development of the ability to highlight the essential features of an object (edibility, animation). The leader says the word and throws a ball to one of the children and names the object. If edible, the player catches the ball, and if inedible, the player dodges the ball.
"Magic wand".
Goal: to form ideas about the capabilities of one’s own and peers, to consolidate the signs of spring. Children pass the stick and name the signs of spring.
"Let's say hello."
Goal: to create a psychologically relaxed atmosphere in the group. The teacher and children talk about different ways of greeting, real and comic. Children are encouraged to greet with their shoulder, back, hand, nose, cheek and come up with their own way of greeting.
"What can happen?".
Goal: develop imagination, strengthen the ability to finish a sentence, and the ability to listen to each other. What could happen if………. “All fairy-tale heroes will come to life.” “The rain will continue to fall.”
Social and communicative development of a child from one to three years
The main tasks of the development of social communication in a child aged 1 to 3 years are the continued development of his communication with adults and the development of communication with peers. Communication with adults at this age satisfies the child’s need for social interaction, emotionally charged contact, and speech and cognitive activity. It is very important to voice to the child not only the objects of the surrounding world, but also the phenomena of the non-objective, sensory sphere, to name your and his emotions and states. Saying what a child feels (joy, sadness, fear, pain, drowsiness, shyness, curiosity, desire to possess an object, reluctance to share a toy) and naming the parents’ feelings develops his emotional intelligence. In the period from one to three years, the nature and content of a child’s communication with peers changes greatly. At one year of age, the child perceives other children as an object of research or a living toy, shows interest, and touches. After 1 year and 6 months, the first attempts to interact in objective activities and interest in the toys of another appear. Sometimes the baby has a negative attitude towards the other child and his presence. More often, children can simply be nearby, for example, in a playpen or on a play mat, and each do their own thing. By two years of age, mutual interest and exchange of activities arise (examination, eye-to-eye contact, touching). Children communicate especially actively in the absence of toys, during a walk. They try to interest and attract the attention of another, grimace, run after each other, shout/squeal/laugh excitedly, they can imitate a peer or cause him to imitate themselves. The child demonstrates himself more than studying his peer. In this case, adults should be, as it were, “above” the children, ensure their safety, and participate in conflict resolution. It is necessary to teach children friendly partnerships and set an example of correct communication: draw their attention to each other, call children by name, offer to say hello to each other and play. Also, an adult should, if children show excessive emotions and become overexcited, calm the children down and offer another game or quiet activity. In the third year of life, children become interested in direct interaction with peers. They begin to communicate, play toys and role-playing games together, and can exchange toys. Children are also able to read the emotions of another, they can feel sorry for a friend when he is hurt or offended, and share sweets. The child shows emotional preferences in relation to other children, he can choose his “best friend”.
Summary of OOD in the first junior group. Educational field Social and communicative development
Summary of OOD in the first junior group.
Educational area - Social and communicative development
Clean palms
Task 1.
To develop children’s ability to soap their hands until foam forms, rinse off the soap, wash their face, and use an individual towel.
Task 2.
Create conditions for developing personal hygiene skills.
Integration of educational areas:
- Speech development:
Enrich children's vocabulary
:
soap, dry, fragrant, soft, fresh. - Cognitive development:
Form an idea about soap. (round, slippery) About the formation of foam.
Preliminary work:
Conversation with children about developing hand washing skills.
Show illustrations. Reading nursery rhymes to develop cultural and hygienic skills. Materials and equipment:
Soap, warm water, towel.
Visual materials:
Lucy doll, illustrations on the formation of a group of children
Organization:
Children stand in a semicircle, opposite the teacher in the wash room.
Progress of the OOD: Part 1 Educator:
- Guys, we came from a walk, look who meets us (Doll Lucy).
Lucy wants to look at your hands, show her. (Children show their palms) Lucy:
- Oh guys, how dirty you are, what dirty hands you have.
What needs to be done to make them clean? (children's answers) Part 2 Educator: -
That's right, they need to be washed. Lucy will sit on the chair and see how we can do it. I invite the children into the washroom and remind them that before washing their hands they need to roll up their sleeves.
Whoever doesn't roll up his sleeve won't get any water. (I help the children roll up their sleeves) Educator:
-
Open the tap, put your hands under the water, wet them, then take soap and lather your hands so that foam appears, put the soap in the soap dish, and wash your hands, make “Soap gloves”, three palms with the outer and the inside.
I’ll wash my hands clean with warm water. I’ll take a bar of soap and rub my palms with it. - Sasha, what did you use to soap your hands? (soap). Guys, smell what it smells like, okay? (yes) You can say about it - it is fragrant. Which? 9 answers from children) - After this, we put our palms under the water and wash off all the foam. (I check that all the children have thoroughly washed off the foam from their hands, then I offer to wash their faces) Oh, okay, okay, okay We are not afraid of water, We wash ourselves clean, we smile at mom. - Whoever washed his face, wring out the hands over the sink so as not to splash it on the floor. We find our towel, take it off, unwrap it, wipe our face and hands dry. How do we wipe Lena? (dry dry) Everyone’s towel is soft, fluffy, fresh. What kind of towel does Seryozha have? (soft, fluffy) Part 3 Educator: -
We washed our hands, let's show Lucy how clean they are.
Wash yourself more cleanly, do not spare water, Your palms will be whiter than snow. Lucy:
- Well done guys, everyone washed their hands clean, but what did you wash them with? (with water, soap) Did you wipe it? (towel)
