Elena Chigrik
Plasticinography lesson in the second younger group"Horse"
Plasticinography lesson: Horse
Target:
Teach children to draw in technique plasticine.
Tasks:
1. Teach children to create a drawing on their own using the smear technique.
2. Strengthen the ability to smear lines in different directions.
4. Develop consistency in the work of both hands.
3. To foster responsiveness in children, the need to come to the aid of those who need it.
Meet new in words: mane, muzzle, hooves, shiny coat.
Stroke classes: Pay attention to the neighing horses.
Educator: Listen, who is laughing behind the door? Children: Horse.
But! - we said horse... And they rushed off without looking back.
The mane curls in the wind. Here is the house. Horse Whoa!
Consideration horses. Educator: Look how beautiful the horse galloped up to us! And what a long tail she has! Show where u horses tail! And the eyes? And what's that horses? Children: Head, legs, mane ...
Educator: Do you know why she came to us horse? She wants us to draw girlfriends for her- horses... Let's help horse?
Children sit at tables on which in advance decomposed:
1. Uncolored pictures horses. 2. Plasticine.
Finger game:
Look what kind of fingers (squeeze, unclench the fists)
Dexterously jump like horses(Knocking fingers on the table)
On a log and on a tree stump
Jump and jump, jump and jump.
Educator: See what to draw horse? Children: Mane, ponytail.
Educator: What ponytail does horses? Children: Long, fluffy.
Show with your finger where horses are we going to draw a ponytail? What color will we draw the ponytail? Educator: And now all together with me we will begin to draw a ponytail. Educator: Take a piece plasticine, pinch off a small piece from it. Roll up between your toes. Place it on the ponytail, press down on the rolled ball with your finger and pull it down. (We do this many times while the ponytail is horses will not be long and fluffy).
Educator: And now we will draw the mane at horses... Where does the mane grow horses?
Children: On the neck. Educator: Show with your finger where the neck is horses where are we going to draw the mane? Children show.
Educator: What color will we draw the mane in horses? Children: Black (brown, white)
Educator: And now all together with me we will begin to draw the mane. (Explanation and demonstration, individual help for children). Educator: Take a piece of black plasticine, pinch off a small piece from it. Roll up between your toes. Put on my neck horses, pressed the rolled ball with your finger and pulled it down.
Educator: let's decorate the face in the same way horses.
And now the torso.
At the end of the work, he invites the children to consider their work.
Educator: What are important, proud we have horses turned out! how many girlfriends did our horse.
Related publications:
The final integrated lesson on the development of speech in the first junior group "If a horse came to us" MDOU "Kindergarten No. 69" Summary of the final integrated lesson in the 1st junior group No. 1 on the development of speech "If a horse came to us."
Abstract of GCD on plasticineography with children of the second junior group "Algae in the aquarium" Abstract of the GCD for artistic and aesthetic development with children of the second junior group "Algae in the aquarium" Objectives: the formation of the child.
Purpose: To continue to acquaint children with Dymkovo painting; To form the ability in children to draw in an unconventional way - with cotton swabs;
Synopsis of GCD for sensory development in the first junior group "Prankster horse" Abstract of the GCD for sensory development in the first junior group. Compiled by the teacher of the first category MBDOU DS No. 455, Chelyabinsk Shapovalova.
Summary of OD in the second group of early age "Didactic game" Assignments ". "Horse" Elena Osokina Summary of OD in the second group early age « Didactic game"Orders". "Horse" Osokina Elena Summary of OD in.
Abstract on artistic and aesthetic development, drawing in the junior group "Dymkovo toy horse" Abstract On artistic and aesthetic development, drawing in the younger group
Aurika Kovalyk
Finger gymnastics
Two girlfriends.
Two girlfriends on the lawn
(Pat your knees to the rhythm of the lyrics)
Kva-kva-kva, kva-kva-kva.
(Clap your hands to the rhythm of the text)
Two green frogs:
(Clapping knees)
Kva-kva-kva, kva-kva-kva.
(Claps of your hands).
Kwa! (Trample with one foot).
The songs are sung in chorus:
(Put your palms together and slightly open the frogs' mouths).
Kwa-kwa-kwa, (claps)
Kva-kva-kva. (Pritopes with a foot to the rhythm of the text).
And they interfere with sleep (shake your finger).
Kva-kva-kva, kva-kva-kva! (Clap your hands).
At the edge of the house stands.
(Fold your palms with a house above your head).
There is a lock on the doors.
(Close your palms into a "lock").
There is a table behind the doors
(Cover the left cam with the palm of your right hand.)
There is a palisade around the house.
(Hands in front of you, fingers spread out).
Knock-Knock! Open the door!
(Knock one palm against the other with a fist).
Come in, I'm not angry!
(Hands to the sides, palms upside down).
The family is powerful.
In one dense forest
(Shake your arms over your head like trees).
There was a powerful family.
(Put your hands in the castle).
They had a huge house
(Fold your palms over your head in the form of a roof).
And the roof with a dark chimney.
(Raise middle fingers - pipe).
Smoke from the chimney.
("Rings" from all fingers alternately).
Plim, plim, plim!
(Snap your fingers).
Each has a home.
At the fox in the deaf forest,
There is a hole - a safe house.
Blizzards are not terrible in winter
A squirrel in a hollow on a spruce.
(Curl the fingers on both hands:
on the first couplet - on the left hand,
on the second - on the right hand).
Under the bushes a prickly hedgehog
Rakes a bunch of leaves.
From branches, roots, bark
Beavers make huts.
(Strikes alternately with palms and fists).
Raffle.
Girls and boys, where are your fingers?
(Hide your hands behind your back).
Send your fingers in the morning
(Move your fingers).
Visit Aunt Raffle
(Clap your hands).
They sat on the bench
(On the thumb, "sit" with each finger, starting with the little finger).
Yes, they looked out the window.
(Fold the "windows" in front of the eyes).
Drank tea, I'll play tea,
(Alternate clapping and showing thumbs.)
They stroked the sun a little,
(Stroke your palms together, lightly massaging them).
Fingers raised, became rays.
(Raise both hands up, spread your fingers with effort).
Horses.
We sit on our horses. Whoa!
Horses, let's start!
(We put our hands on the table, palms down).
Let's go! (We knock on the table with our palms, imitating the sound of hooves).
On the grass! (We stroke the table, swiping alternately with the left and right palm towards ourselves).
On the sand! (We rub one palm against the other).
By the pebbles! (We knock on the table with our nails).
On the pavement! (Knocking with our fists).
Through the swamp! (Knock on the cheeks with massaging movements).
Through the swampy swamp! (We knock on the cheeks and smack our lips).
On the ice! (Cluck your tongue).
Snowball! (We hit the table with soft palms).
Through the hole! (Make movements with your hands that imitate a jump).
Down the dusty path! (We clap our palms on the knees).
Up the hill! (We knock on the table in slow motion, as if it’s hard for us to get up).
Downhill! (We knock at a very fast pace).
They galloped far! (We knock very softly).
Galloping very close! (Knocking loudly).
Have galloped up! (We hit the table hard with our palms).
Fingers.
Here are my assistants,
Turn them as you like.
One, two, three, four, five,
It does not sit with them again.
Knocked, turned,
And they didn't want to work.
This finger wants to sleep
This finger - jumped into bed,
This finger nipped,
This finger has already fallen asleep.
And the other has been sleeping a long time ago. (We bend our fingers, starting with the thumb).
Who is making noise with us?
Hush, hush, do not make noise,
Don't wake up your fingers! (In a whisper).
A clear morning will come
The clear sun will rise (Louder)
The birds will sing
Fingers will get up. (Loudly).
Wake up kids!
It's time to go to kindergarten! (All raise their hands with open palms).
Mosquitoes.
Here they come to life, folding into a pinch, become "mosquitoes" and with the words:
Dariki-dariki,
The mosquitoes flew
Curled, curled,
They grabbed onto the cheek (nose, handle)!
"Bite" the baby on different parts of the body to his great pleasure.
Spider.
And what a wonderful spider is obtained from spread fingers! Fingering with its paws, it moves just like a real one. Picks up to the baby:
Dumb-dumb-dumb-dumb
I weave a cobweb
I weave a cobweb
Dumb-dumb-dumb-dumb.
Nyusha (Vasya, Masha.) I will braid the leg (handles, ears.),
Dumb-dumb-dumb-dumb!
And "confuses", tickles.
Turtle.
And the hand can also become a turtle if you slowly extend your thumb from the fist:
The shell is worn by a turtle,
Hides his head from fear.
And then quickly put the "head" back into the "shell".
Compote.
We put one hand with the palm up, and with the index finger of the other hand we move it along the palm in a circular motion, "stirring the compote":
We cook, we cook compote.
You need a lot of fruit. Here:
(We bend our fingers one by one.)
We will crush apples,
Cut and boil pears
Squeeze out the lemon juice
Put the drain and sand.
(We unbend all the fingers and again "mix".)
We cook, we cook compote,
Let's treat honest people!
Little family.
Take the child's handle and press his fingers to the palm of his hand, one at a time, starting with the thumb:
Here is grandfather.
Here is grandma.
Here is daddy.
Here is mommy.
Here is my baby.
And here is the whole family!
With these words, grasp the baby's fist.
First you need to compress the cam. This is a "rabbit house". The "hares" leave the house one by one. And then they return back in the same way:
One two Three,
Four five -
The bunnies went out for a walk.
One two Three,
Four five -
They hid in the house again!
Squirrel.
Let the child stretch his hands with his palms down and, in time with the rhymes, either squeeze his fingers into a fist, then open them like a fan:
A squirrel is sitting on a cart
She sells nuts.
(The hand is turned over, palm up, fingers, from thumb to little finger, alternately bend.)
Little fox sister,
To the clubfoot bear,
A mustache cat.
The boy is a finger.
You need to take the child's thumb in your fist and, shaking it, ask:
Finger-boy, where have you been?
And then, bending your fingers away from the child's fist, answer:
I went to the forest with this brother.
I cooked cabbage soup with this brother.
I ate porridge with this brother.
I sang songs with this brother!
Fingers.
Bend the fingers of your left hand, starting with the little finger, alternately to the palm with the words:
This finger wants to sleep
This finger went to bed
This finger took a nap,
This finger has already fallen asleep,
Hush, hush, do not make noise,
(We swing the cam with our right hand.)
The red sun will rise
A clear morning will come
Birds will chirp
Fingers will get up!
(Fingers fan out with force.)
Fingers.
The kid will be interested in a simple rhyme with which it is easy to remember the names of the fingers. The child clasps each called finger with a fist of the other hand:
The finger is thick and BIG
I went into the garden for plums.
POINTING from the doorstep
Showed him the way.
The MIDDLE finger is the most accurate.
He knocks the plums off the branch.
THE NAMELESS eats.
A little finger-gentleman
Planting bones in the ground.
One puts his hand with the back of his hand down, like a roof. Another or others from below put their index fingers to it. With words:
Cats, mice,
Wolves, hares,
Hide your fingers! DAC!
The "roof" slams shut, and sluggish fingers come across.
Option 2.
There were hares on the mountain
And they shouted: Hide your fingers. "
Option 3.
Under my roof
Gathered mice
Hare, squirrel,…., Toad.
Elbows.
To the beat of the spoken words, tap on the table with elbows, fists or the joints of bent fingers.
Ay, tuki, tuki, tuki!
Hammers pounded
Hammers pounded
The elbows began to play:
Tuki - current, tuki - current!
So the babies have grown!
Frets - Ladusi.
Frets - Ladusi, (Claps).
Were at the granny's.
We ate a pretzel, (Bend fingers one by one, starting with the thumb).
We drank jelly.
Took to the track
Lush cake.
Yes, in addition - from the oven
Poppy rolls!
Do you want some rolls?
So fly! Uh - ge - gay! (Waves of hands, imitating the flight of birds, running in a circle).
Bolshak - chop wood ...
Bolshak - to chop wood, (Bend fingers one by one, starting with the thumb).
And you - to chop wood,
And you - to heat the stove,
You - to cook porridge.
And the baby - to sing songs. (Bend the last one - little finger).
Singing songs and dancing, (Making "flashlights" with your hands).
To amuse siblings.
Finger - boy, where have you been ...
(The handles are clenched into fists, thumbs up, rotate: left - clockwise, right - counterclockwise. Then the thumb is pressed alternately to each finger, starting with the index).
Finger - boy, where have you been?
I went to the forest with this brother,
I cooked cabbage soup with this brother,
I ate porridge with this brother,
I sang songs with this brother.
Utrechko.
Morning has come, the sun has risen. (The palms are crossed, the fingers are spread out, forming the sun).
Hey, brother Fedya, wake up the neighbors! (The fingers are clenched into a fist, the big one is raised up and makes circular movements).
Get up, highway!
Get up, pointer!
Get up, middle!
Get up, Orphan!
And you, baby - Mitroshka! (With the index finger of your left hand, alternately press on the pad of the called finger).
Hello palm! (Click in the middle of the palm).
Everyone woke up and stretched themselves! (Hands up, fingers extended, spread out with effort).
* Repeat the exercise twice, first with the right hand, then with the left.
House on the mountain.
On the mountain we see a house. (Fold the house down with the hands of your hands).
Lots of greenery around. (Wave-like movements of the hands).
Here are the trees, here are the bushes (Use your hands to make “trees” and “bushes”).
Here are fluffy flowers! (Use your fingers to show a bud - a blossoming flower).
The fence surrounds everything. (Show a "fence" of fingers in front of you).
Behind the fence is a clean courtyard. (Stroke the table with your palms).
We open the gate (show the gate with the hands, the gate opens).
We quickly run up to the house. (Fingers "run" on the table).
We knock on the door: "Knock - knock - knock!" (Knock your fists on the table).
Someone is coming to knock on us. (Put your palm to your right ear, listen).
We came to visit a friend
And they brought gifts. (Stretch your arms forward, as if presenting something)
Jump rope.
(Both palms are clenched into a fist, the thumbs are raised up. We make circular movements with the thumb, as if we were twisting the rope - first in one direction, then in the other).
If I want to, I will skip Galka and Natalka.
Well, one, well, two in the middle of the path.
Yes, running with the breeze, but on the right leg.
I'm jumping, I'm spinning a new rope.
I jump, I teach Galya and Natalka.
Well, one, well, two, sisters are learning,
Behind the back of the day - daylight, pigtails are jumping.
About the bird and chicks.
There was a nest with chicks in the tree. The chicks were hungry, loudly begging for food. A mother-bird arrived and began to feed the chicks. Mom gave the chicks one caterpillar (the thumb alternately touches the other four, two insects (simultaneously touching the other four with the thumb twice) and three midges (three times). The chicks ate and began to clean their beaks. Mom helped them (with a thumb forcefully stroke the edges of the remaining fingers alternately).
Greetings.
This is a team - squirrels, and this is a team - bunnies (fingers of the left and right hands). This is the squirrel captain, and this is the bunny captain (thumbs up).
Each captain greets his crew. (The exercise is done first with separate commands, then simultaneously).
Both teams greet each other. (Alternate touching of paired fingers of both hands. First, bunnies and squirrels, standing straight, then with a tilt. Paired fingers of both hands bend when touched - this is a respectful bow. Thumbs (captains) greet each other (each bunny with its own squirrel).
Kitten.
The kitten is small, mischievous and fluffy, sharpens its claws. (All fingers are bent so that their pads touch the base of the fingers, the palm is in this pressed position, all fingers "run").
The kitten released its claws. (Fingers open, bent tensely).
Began to scratch. (Fingers quickly "run" in this tense bent state).
Ay - yay - yay, kitten, what a naughty you are, you can't scratch like that. Well, hide your claws! (After a while, the kitten starts sharpening its claws again ...
The exercise is performed simultaneously with both hands).
What are you, pussy? (The kitten answers):
"Hey, don't get too close,
I'm a tiger cub, not a pussy! "
A treat for the dwarfs.
The gnomes began to invite guests. (With the index finger of the right hand, press in turn on the pads of the fingers of the left, then vice versa).
Each guest got a jam. ("Spread" jam on the tip of each finger).
The fingers ate all the treats. (Sequentially, starting with the thumbs, "glue" the fingers of the same name on both hands).
Firmly pressed against the palm of her hand. (Press your palms together).
Guests cannot even take spoons! (Raise your shoulders, spread your arms to the sides - be surprised).
Bell.
The bell keeps ringing, it moves its tongue. (The backs of the hands are facing up. The fingers of both hands are crossed, the middle finger of the right hand is down and the child rotates freely with it).
The goose stands and cries, he wants to pinch you.
Details
Note: this lesson is conducted with elements of the methodology of the Japanese professor Makato Shichida. One of characteristic features His methods are games that develop the right hemisphere of the brain, helping children to show love, a sense of uniqueness and interaction among people.In a lesson on the Shichida method, you will encounter such elements of learning that are unusual for many of us, such as hugs, games for the development of intuition, imaginations, and of course traditional games for the development of memory, logic, attention are also present.
Many people like horses, including me, but this is understandable, because they are very beautiful and graceful animals. If you love them too and want to tell your child about them in a playful way, then please follow me!
It is very important to play with your child when both you and your baby are in good mood, and stop playing if the child loses interest.
Starting with a hug, tell your child how much you love him! Invite to play and be sure to say: "We will play, and you will succeed!"
To begin with, let's get acquainted with the figures of horses - carefully, consider what kind of mane, hooves, and tail the horse has. And we'll tell you where you can find them.
For this part of the lesson, I have prepared a sensory box. We've got a whole stable! Here we fiddled with hay, watered and fed the horses. Each horse had its own swill, before we gave them drink, we counted all the horses and took the same amount of buckets of water, each poured water, but the food was poured into a common feeder.
At the same time, we worked with breathing - they took the hay in our hands and blew on it.
Since intuition belongs to the innate abilities of any baby, we are happy to develop it. Today we were looking for which of the three haystacks the foal hid under - I hid, and my son guessed.
Spent some time for motor skills: they made a pen out of sticks.
The base was made of salted dough, and a "fence" was stuck into it.
Also made a horse with a rider. (Again the development of motor skills).
(Determine which horse belongs to the part (leg, tail, mane, etc.) located in the left row of each line).
We were looking for the shadow of the horses, the task is difficult because the silhouettes of the horses are different, but we made it.
We looked at the menu, studied what the horses eat.
Then they collected items "food for the horse" around the house (hay and oats were depicted in the form of a picture on cards, apples, crackers, carrots and water were real).
I hid all the items in a conspicuous place, for example, on a shelf, on a table - i.e. so that you can find with your eyes.
We played a game of memory grid - this is a game for memorizing the position of an object. The essence of the game is as follows:
I lay out 2 rows of cards, 3 pieces in a row, one after another, we consider each picture, pronounce it, then turn everything over. Then I name one of the items and ask the child to find the card, the son fulfills my requests, we check if we made a mistake, the card remains not turned over, we continue to look for the required card.
Collected a horse from tangrams. On the sheet, I outlined the contours of the figures, Azamat folded them.
6.1. Find each cowboy a horse, according to the color of the shawl and saddle.
6.2. I cut the horse cards (red, black, gray, brown) into 3 parts vertically. The child folds the horse entirely. I played a little, arranged the horses in the wrong order, and suggested to my son to fix everything.
7. Puzzles - we develop logic and attention.7.1. Collected a logical series. I posted mine, the son repeated.
7.2. Putting the puzzle together, leaving 4 elements not assembled, Azamat put together the whole picture to the end.
8. Finger gymnastics: "The Horse Galloped".Sit the child in front of you, touch your palms to his open palms, start lightly patting them, saying:
The horse galloped across the field, across the field.
A horse rode free, free.
A horse galloped and the wind flew
I wanted to keep up with a fast horse!
Then take a little pinky finger in your hands and knead your fingers from tip to palm:
The horse was galloping
Along a small river.
Let's move on to warm-up ring fingers:
They ran after her
A crowd of sheep.
Next in line are the middle fingers:
On the bridge became
Horse run
Following them, we proceed to warm up the indexes:
There are frogs behind her
We decided to ride!
At the very end of the game, the turn comes to the thumbs:
Horse, horse, pretty ride,
It's time to rest together!
9. Logo rhythm: "Horse"
For this part of the lesson, we need this song .
Before listening to the song, let's take a look at the horse figurine. Let's remember what a horse has a mane, what hooves, a tail.
"Rehearse" the syllable for singing along: "but" (we pronounce onomatopoeia with the child).
Say: "Now we will go for a ride on a horse", give the child wooden spoons (well, if you don't have wooden spoons at home, any other will do).
Singing a song, we throw the child on our knees (we ride a horse) and help to rhythmically knock with spoons (hooves clatter). On the chorus "no-no-no", we help the kid hit the legs three times with spoons, urge him to "fit" the horse.
We go - we go on a horse, But, but, but!
All the guys are glad, glad, But, but, but!
Glad, glad to ride, But, but, but!
Hooves clink loudly: But, but, but!
(You can watch a video on how to do this gymnastics).
We dashed off and our horses got hungry again:
We feed mothers with a foal (menu cards), lay out a path to food with chopsticks (you can use lids, beads or beans). First from left to right, then from right to left.
The next day we got down to creative work. We made an applique "Horse" from geometric shapes.
We made a mane for a horse.
We also decided to decorate our homemade horse green:
We fantasized a bit that she was from a green country, where almost everything is green, including horses, and people, and therefore riders, are red.
During these two days we learned a lot about horses, it remains to communicate with them live, and we will do it for sure! All good mood, pleasant and interesting games! Thank you for your attention!
Lesson materials are stored by this link.
Finger games:
Hare:
1. Hare
The bunny got up early
(the tips of the fingers of one hand form the snout, and the straightened index and middle fingers form the ears)
I went out into the clearing.
I walked along the edge of the forest (we walk with our fingers on the table)
And I found a big head of cabbage (fist of the other hand)
Has become a bunny with a crunch
Nibbling a head of cabbage:
Crunch-crunch, crunch-crunch ... (we make biting movements with several fingers)
Ate, fell under a bush
And fell asleep. Woke up…
Stretched sweetly (with effort we spread all fingers)
And I got home -
long puffed! (with two fingers we show how the hare moves on the table)
2. Hare and deer
In a deer (hands with spread fingers put to the head - horns)
House (use your hands to depict a roof over your head)
Large. (Spread your arms to the sides, showing how big)
He looks out his window.
(one hand at chest level horizontally, the elbow of the second on this hand, support the head with our palm)
Bunny runs through the forest (imitate running with your fingers)
Knocks on his door:
“Knock knock, open the door, (imitate a knock on the door)
There in the woods (fist with bent thumb, wave over our shoulder, pointing back)
Hunter (simulate aiming with a gun)
Angry (make a scary face)
- Run in as soon as possible, (simulate door opening)
Give me a paw. (we extend our hand for a handshake)
3. House for bunnies
Knock, knock, knock,
there is a knock somewhere.
The hammers are knocking
building a house for rabbits.
(banging fists against each other)
Here with such a roof (palms above your head)
Here with such walls (palms near the cheeks)
Here with such windows (palms in front of the face)
Here with such a door (one palm in front of the face)
And with such a lock (handles linked)
4. Hare
Our bunny stretched
One-two, one-two,
Stretched to the right, to the left,
One - two, one - two.
He spread his paws to the sides,
One - two, one - two.
And suddenly I found a flower
One - two, one - two.
5. Bunny
Option 1.
Initial position. Pull the index and middle fingers up, press the little and ring fingers to the palm with your thumb.
Keep your fingers in this position for a count of 5-10. Perform the exercise first with each hand in turn, then with both hands at the same time.
Who's riding on the lawn?
This is a long-eared bunny!
Option 2.
Initial position (see option 1). Bend and unbend the index and middle fingers (up and down) for a one-two count.
The gray hare sits and wiggles his ears.
One-two, one-two. And wiggles his ears!
6. The bunny is hiding under a pine tree.
Initial position. The left hand is a bunny. Right hand - a straightened palm covers the top of the "bunny" - this is a "pine". Then change the position of the hands. Right hand - "bunny" left hand- "Pine". Change the position of the hands 3-4 times.
This bunny is under a pine tree
This bunny is under the other.
7. Bunny and drum.
Initial position. The index and middle fingers are raised up.
The thumb taps on the ring and little fingers.
They gave the hare a drum.
He hit: there-there-there!
Horse:
1. We are going - we are going on a horse
Parents, singing a song, toss the kids on their knees (we ride a horse) and help to rhythmically knock with spoons (hooves clatter). On the chorus "no-no-no", the parents help the kids to hit the legs three times with spoons, encourage them to "fit" the horse.
We're going - we're going on a horse,
But but but!
All the guys are glad, glad
But but but!
Glad, glad to ride
But but but!
The hooves clink loudly:
But but but!
Before the song, show the kids a toy - a horse. Consider carefully what kind of mane the horse has, what hooves and tail. "Rehearse" the syllable for singing along: "but." Tell the kids: “Now we are going to ride a horse,” hand them wooden spoons.
2. A horse was galloping.
Place the crumbs in front of you, touch your palms with your open palms (if you stroke them, the crumbs' fingers will open), start gently patting them, saying:
The horse was galloping
Across the field, across the field.
The horse was galloping
Free, free.
A horse was galloping
And the wind flew
For a fast horse
I wanted to keep up!
Then take a little pinky finger in your hands and knead your fingers from tip to palm:
The horse was galloping
Along a small river.
Let's move on to warm-up ring fingers:
They ran after her
A crowd of sheep.
Next in line are the middle fingers:
On the bridge became
Horse run
Following them, we proceed to warm up the indexes:
There are frogs behind her
We decided to ride!
At the very end of the game, the turn comes to the thumbs:
Horse, horse,
Enough to ride
Everyone comes together
Time to rest!
Cat:
Option 1.
Simultaneously squeeze two palms into fists and put on the table, then simultaneously straighten your fingers and press your palms against the table. Repeat 3-5 times.
The cam is the palm.
I walk like a cat.
Option 2 (complicated).
When performing the exercise, the hands are placed on the table.
Alternating change of positions at the expense of "one-two".
"One": left hand - cam, right hand - palm.
"Two": the left hand is the palm, the right hand is the cam.
Repeat several times.
Goat:
Initial position. Straighten the index finger and little finger. Middle and unnamed - press with your thumb to your palm. First, perform the exercise with each hand in turn.
I see the goat's sharp horns.
I'll run away from her along the path.
Then you can do the exercise with both hands, depicting a goat and a goat:
There is a horned goat,
There is a butting goat.
The goat is in a hurry to meet her.
He orders to give way.
Goby:
A goby was walking (show the horns - to do this, press the fists to the head with the index fingers out of them).
Along the fence -
I saw a bast (relax your palms so that they hang powerlessly),
Start the story again.Spread your arms to the sides.
Cockerel:
Goes, goes the cockerel -
The index and middle fingers "go" along the table, like legs.
Side scallop,
The index finger touches the thumb - a "beak" is obtained. The rest of the fingers are slightly rounded and fanned up - this is a "comb".
Red beard,
Bone head.
Two goats:
On both handles, press the middle and ring fingers with your thumbs.
Once upon a time to visit someone
A goat was walking across the bridge,
We hold the brushes horizontally, bring the hands together.
And another was walking towards
He returned home.
On the first syllable of each line, we connect our hands with a swing.
Two horned stupid brothers
They began to butt on the bridge,
Not wanting to give in
And skip the other.
For a long time the goats fought
They scattered and pushed.
Here with a running head - boo!
On the word "boo" - we clap our hands.
And from the bridge into the water - splash!
We drop our hands on our knees.
Sections: Working with preschoolers
Purpose: To consolidate the ability to highlight and name body parts and characteristic features of the horse. To form sound expressiveness of speech, onomatopoeia skills. Acquaintance with an unconventional drawing technique - drawing with a finger on the rump.
Material. A toy - a horse, a wooden fence, oat grains on trays.
Course of the lesson
Classical music for kids "The Kid in the Country" sounds.
Educator. Guess who came to visit us today.
"Running along the path, clattering legs. Clink, clink, clink! Who is this?"
Children. Horse.
The teacher examines the horse with the children, shows and names parts of the body.
Educator. When the horse runs, it raises its legs high and claps its hooves. Like this - clucks his tongue. Now you show.
Children repeat after the teacher.
Educator. Horses are strong animals, they can carry people and goods. Horses live in houses - "stables". Horses walk in the meadow or in the field. Tell me, what do horses like to eat?
Children. Weed, hay.
Educator. That's right, and they also love horses, eat oats.
The teacher shows a tray of oat grains and offers to feed the horse.
Educator. While the horse is eating, let's tell a poem.
Children recite a poem "Horse" A. Barto.
Educator. Let's show the horse how we can play.
"Come on, guys, we'll be horses.
Spun, spun
And they turned into horses! "
The teacher tells an excerpt from a poem "Give us a ride, our horse!" N. Mikhailova, and children imitate the movements of the horse, run in a straight gallop.
"Clink-clink, clink-clink, clink-clink,
I'm a horse, gray side,
I will knock with my hoof
If you want, I will pump it! "
After the game, the horses turn into children.
The teacher invites the children to go to the tables where the trays with oat grains are located.
Educator. Let's draw a fence for the horse with our finger over the oat grains. But first, let's knead our fingers.
Finger game "Horses"
"On paper, white, smooth,
Fingers are jumping like horses.
Clink-clink, clink-clink, a frisky herd gallops "
Children draw a fence on oat grains with their fingers. The teacher with the horse examines the drawings, asks the children what they painted, for whom, on what they painted. The teacher praises the children for the drawings.
Educator. The horse says thank you for such beautiful fences and brought you treats - sweets.
The children and the teacher thank the horse and accompany her home.
Bibliography.
