Teaching feelings to preschoolers: Ideas for Teaching Children about Emotions

Emotions Book Companions

This emotional awareness resource includes 5 book companions on popular children’s books that relate to feelings and emotions (The Color Monster; The Feelings Book; Glad Monster, Sad Monster; F is for Feelings; In My Heart).

Children will participate in classroom discussions and book chats, share their feelings in written form, and participate in fun, engaging activities that build emotional awareness and social skills.

This emotions book companion resource includes a detailed lesson plan, guided questions, anchor chart, writing response, and follow-up activities (printable and digital included) for all 5 books. Great for distance learning and remote teaching of social-emotional skills!

FREE Emotions Lesson & Feelings Journal

Help students learn to identify and process their feelings in an emotions journal.

Download a free lesson and activities on identifying and labeling emotions from the Emotions unit by clicking the image below and signing up.

Social-Emotional Learning Curriculum

The mind + heart Social Emotional Learning Curriculum includes 8 units with 5+ detailed, character education, research-based LESSONS filled with TONS of hands-on and mindful ACTIVITIES that encourage children to express themselves and build important emotional and social skills. It includes emotions for kids!

More About Teaching Emotions

Emotional Skills Books and Videos

Self Regulation Strategies, Books & Videos

Empathy Skills Books & Videos

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FREE Social Emotional Learning Email Series

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Free Feelings & Emotions Preschool Lesson Plans

How are you feeling today? It sounds like a simple question but preschoolers need practice with these emotions each and every day! We have you covered with these free feelings and emotions preschool lesson plans! Over 16 activities to help your preschoolers navigate big emotions, all while learning and having fun!

The free download for the feelings and emotions preschool lesson plans is available at the bottom of this post.

FREE FEELINGS & EMOTIONS ACTIVITIES FOR PRESCHOOLERS INCLUDING FREE PRESCHOOL LESSON PLANS

We’ve put together a fantastic list of lesson plans and activities for your feelings and emotions preschool theme.

Social-emotional learning plays a big part in preschool instruction. A young child’s brain is a work in progress, quite literally, as they are experiencing the most rapid period of brain development they’ll ever go through. This essentially means that preschoolers are immature in the way they handle emotions, impulses, and disappointment.

At its core, maturity comes from a set of skills called self-regulation. Self-regulation is the ability to understand and manage emotions and impulses. Kids who struggle to self-regulate have a harder time dealing with even small setbacks. For example, a child who walks off angrily because their friends won’t play the game they want.

https://childmind.org/article/helping-kids-who-are-immature/

Teaching children to describe their emotions and begin to recognize body language and facial expressions is a crucial part of social skills and happy children. These activities can be done through role play, circle time, read-alouds, matching games and so much more.

Social-emotional growth is such an important part of preschool that this feelings and emotions preschool theme is a great way to start the school year or sprinkle in as a social skills refresher. We have included over 16 free activities to help build your preschoolers’ social-emotional competence.

FAQ About a Feelings & Emotions Preschool Theme

You may have a few questions about teaching this preschool theme! Check out these frequently asked questions for how to teach your preschoolers about Feelings & Emotions.

How do you teach feelings and emotions to preschoolers?

Young children learn best through hands-on play and engaging activities. Use food or playdough to make various faces that depict emotions. Or play a matching emotion game and try to mimic the faces as you play. Songs and videos are a great way to talk about why we feel certain emotions and which emotions make us feel good and which ones make us feel not so great.

Why is it important to teach preschoolers about emotions?

Teaching young children about emotions and feelings helps them to navigate these strong emotions and assures them that these feelings are normal and natural. Teaching children coping techniques and strategies for their big emotions helps guide and support them and builds empathetic and caring kids, who turn into, empathetic and caring adults. Plus, it’s essential to let children know that it’s important to express their feelings and that an adult will help them sort through their emotions.

What activities support social-emotional development?

There are so many wonderful and appropriate activities for teaching social-emotional skills such as puppets, cooperative games, books, and music. Reading stories together about emotions and conflict help children apply some strategies in their own friendships. Spending quality time together can also help to fill up their need for attention and allow children to feel loved and cared for.

Help build your preschooler’s social-emotional intelligence with these free feelings and emotions lesson plans.

Important Info about these Feelings and Emotions Lesson Plans

These lesson plans for preschoolers are just one theme in a set of over 40 that will become a part of my free Learn At Home Preschool Lesson Plans.

The Learn at Home Preschool Lesson Plans is a set of free lesson plans you can use to teach your preschooler at home.

Each set of lesson plans is centered around a weekly theme and includes a minimum of 16 activities that can be done throughout the week. They are designed to be done at home with parents, but many preschool teachers are using these lesson plans, too!

Just glance over the lessons each day, gather the very few materials needed, and you’re ready to go!

All the preschool learning activities are quick and easy to set up, requiring very little (if any at all) prep and only require the most basic of household materials. This makes them especially easy for parents to implement…and this makes preschool teachers happy, too!

These activities also work wonderfully in the classroom, and if you’re a preschool teacher who is remotely teaching you can send these lesson plans to your student’s parents.

Engaging Preschool Activities for a Feelings & Emotions Theme

Literacy Activities for a Feelings & Emotions Preschool Theme

We set out to make the most interesting and exciting activities for a feelings and emotions theme! These free preschool feelings and emotions lesson plans are sure to simplify your planning and help build your preschoolers’ self-regulation skills.

Emotions Emergent Reader – Print out the emotions emergent reader book. This emergent reader book includes repetitive text with a changing emotion on each page such as, I feel angry. Each page includes an illustration of a child feeling an emotion. After reading each page, invite your preschooler to color and discuss when they might feel each emotion. Why do you think the boy on this page is sad? What makes you feel sad? How do you help yourself feel better?

ABC of Feelings –  Go to YouTube and listen to the story, ABC of Feelings by Bonnie Lui. This book is a bit long so feel free to chunk it into parts. Make a quick list with each feeling written on a piece of paper. After reading each page, ask your child if they have ever felt that feeling before. Add all the checks at the end and count all the feelings they have had!

Don’t Forget Picture Books!

Picture books for your feelings and emotion theme are a must-have! It’s so important for preschoolers to be able to use these books to read body language and facial expressions to show how people are feeling. We’ve picked some great books for your preschool feelings and emotions lesson plans!

Math and Science Activities for a Feelings & Emotions Theme in Preschool

Emoji Grid Game – Print the game and grab a die and counters (pennies, small blocks, even dried pasta works). Roll the die and move that many spaces on the board. Invite your preschooler to explain each emotion as they cover it. Don’t forget to follow the arrows and move left to right on the game board!

I Spy Emotions – This printable is great for counting and visual discrimination! Invite your preschooler to count all the faces and write down the total number. Talk about what each face is showing and practice making the face together!

Explore Emotions with Homemade Slime – This slime uses food coloring, liquid glue, liquid starch, and water. Make a few batches with various colors and explore how our emotions make us feel!

Playful Preschool Learning Activities for a Feelings & Emotions Theme

Indoor Treasure Hunt – Grab some fun items from around the house (spoons, plastic necklaces, coins, etc. ) and hide about 5 items for your child to find. Tell them the 5 items and have them search for it. This is an oral language and memory activity.

Ice Sensory Bin – Throw some ice cubes in a big bin and invite your child to add warm water, use ladles and bowls to scoop, and watch the melting effect!

Look Through Old Photos – Use real printed photos or look through an album of photos on a phone. Discuss with your preschooler how they have changed and grown and the wonderful experiences they have had with their family and friends.

Whether you are looking for academic or play-based learning for your feelings and emotions theme, we’ve got you covered!

Social-Emotional Activities for a Feelings & Emotions Preschool Theme

Today I Feel… –  A great way to build emotional regulation is to recognize how we are feeling and be able to name the emotion. Using an emotions board is a great way to help children pinpoint what happened, why they feel that way, and how we can help ourselves feel better. Invite your preschooler to start their day by identifying their feelings. If you notice a change in their mood, bring them to the emotions board and ask them to move the emotion card to show how they are feeling. Help them sort through big feelings until they are able to move their emotion card back to a happier feeling.

Emotions Charades – This fun game provides your child the opportunity to explore emotions safely during play instead of waiting until they are in the midst of a meltdown. Print emotion cards and cut them out. Place the cards upside down on a table and when it is the performer’s turn they must choose a card and act out the emotion on the card. No talking allowed though! The other player must guess the emotion. Take turns being the performer and the guesser!

Just Plain Fun Feelings & Emotions Activities for Preschoolers

Pretend Play – Children’s fantasy play is important for them to prepare for real emotional interaction.  Encourage your preschooler to play different parts or model different emotions.

Playdough Emotions – Print the face templates and help your preschooler roll out different expressions using playdough. A great fine motor activity too!

Emotion Painting – Grab some colored finger paints and finger-paint paper. Talk to your preschooler about how different emotions relate to colors. Read The Color Monster if you like. Invite your child to finger-paint different emotions using the color of the emotion.

Get Online Activities for a Feelings & Emotions Theme

Online Story – Go to YouTube and listen to the story, The Feelings Book by Todd Parr. After listening, discuss with your preschooler: Let’s finish this sentence together, “Sometimes I feel like _____.” Go back and forth with each other with new statements! Feel free to write it down and create a book for your preschooler to fill in with pictures.

If You’re Happy and You Know It Emotions Video – Help your preschooler learn all the different emotions as they sing along to this classic song.

The Feelings Song – A calm reminder that we experience various feelings each day and that’s ok!

Make Your Feelings & Emotions Theme Even Better!

A great preschool theme often includes theme-based games or extra materials to bring the theme to life. These are some of the Feelings & Emotions toys and activity kits I like to use with my preschoolers.

Get Your Free Feelings & Emotions Lesson Plans Here

Want to include these free lesson plans for feelings and emotions in your preschool themes? Ready to grab your free printable file?

No problem. I’ve made a printable for you. Just fill out the form below and it will be sent to your inbox.

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Lauren Vaughan

I am an educator, book enthusiast, and a stay at home momma to two precious and long-awaited littles. My degree is in Early Childhood Education and Curriculum and Instruction and I have spent the last 15 years working with young children. I feel very fortunate to have this time to watch my babies grow and I can’t wait to share my passion for learning and reading with you!

Talking with preschoolers about emotions — Better Kid Care — Penn State Extension

Just like adults, children need to develop strategies for managing their emotions, so that they can build social-emotional skills. When children are more socially and emotionally aware and skilled, they can more effectively navigate relationships, calm down and problem solve when challenges arise.

But unlike many adults, it can be difficult for children to recognize and understand emotions in themselves and others without adult support. The process of calming down when upset and using words to describe feelings and address challenges requires a lot of practice. It also requires a lot of adult support. When adults provide support and explanations, it helps children understand what they can do to manage their feelings. Children who learn how to understand emotions in themselves and others are better able to regulate their own responses to strong emotions.

Helping children to identify and label emotions is an important first step. Many preschoolers do not yet have the vocabulary to identify feeling words like angry or frustrated, or have the skills to “read” facial cues or to interpret body language. Adults support children’s social-emotional development when they label and talk about emotions.

Support children’s emotional understanding:

• Ask children how they feel and notice children’s feelings throughout the day. For example, when a child has a concern or problem, ask questions or make comments like, “How are you feeling? or “It looks like you might be feeling sad about something.”
• Talk with children throughout the day about emotions. For example, when reading books to children, label the characters’ emotions and point out the facial expression and body language of the characters in books.
• Talk about how you are feeling during the day in appropriate ways. For example, “I am feeling happy today because today we are going on our field trip!” or “I am feeling sad today because I had to take my sick dog to the vet.” Direct children to look at your facial expressions and body language as you say, “How can you tell I’m feeling happy today?”
• Talk about how people might feel in different situations to help children understand the different contexts of feelings and that all people have feelings. For example, when reading books or talking with children about their own lives, ask questions like, “Why do you think she felt that way? How could you tell she was feeling sad?”
• Label and define feelings for children when they do not have the words to express how they are feeling. For example, “It looks like you might be concerned that you won’t get a turn on the swings today. That feeling is called worried. Let’s figure out a plan to help you with the problem if you are feeling worried.”

When children experience strong emotions, it’s important for adults to support their efforts to calm down so they will be better able to talk about how they are feeling. After children learn how to calm down and talk about how they are feeling, they can then begin to problem solve. When children are able to problem solve challenges, they are better able to focus on tasks, to learn, to form friendships and to navigate social situations. Talking about problems and how to solve them helps children develop more flexible thinking, and helps them to think about different ways to solve a problem. As children are able to better problem solve on their own it helps build their confidence and sense of “I can do it!” attitude.

Support children’s self-regulation and problem-solving skills:

• Help children when they need to calm down. For example, when it looks like a child is beginning to get upset say, “It looks like this is a good time to calm down. Let’s take a deep breath together.”
• Help children frame how they are feeling so that they can talk about the problem. For example, after a child has calmed down, reinforce feeling talk and problem-solving talk by saying, “You took a breath and calmed down, now you can say how you are feeling and what the problem is. Then we can figure out how to solve the problem.”
• Model feeling talk and problem solving throughout the day. For example, “I think I need to take a deep breath and calm down. I’m feeling frustrated because I can’t find the book I was going to read to you. I’ll have to think where I put it. I had it when I walked over to the book nook. If I walk over there, maybe I’ll find it.”
• Encourage children to share their feelings with each other. For example, when problems arise, encourage children to talk with each other about their feelings and about the problem. This process helps children label their feelings so that they can calm down, talk about a problem and talk about a solution to the problem.
• Help children make the connection that all feelings are ok, but not all behaviors are ok. For example, “It is ok to feel frustrated when you have to wait your turn for your favorite center. It is not ok to push your friend.”
• Be a cheerleader for children when they are problem solving! For example, “Tamara, you calmed down and told Jeremiah how you were feeling. Then you talked to Jeremiah about how to solve the problem so you could both play with the blocks. You were both great problem solvers!” Be specific when offering praise to children about their problem-solving efforts.

Helping children develop emotional understanding requires repeated and intentional practice. Adults support children’s development when they help children identify, label and talk about emotions, and when they support children’s efforts around problem solving.

References:

• Bierman K., C. Domitrovich, R. Nix, S. Gest, J. Welsh, M. Greenberg, C. Blair, K. Nelson, and S. Gill. 2008. “Promoting academic and social-emotional school readiness: The Head Start REDI Program.” Child Development 79: 1802-1817.

• Collaborative for Academic, Social and Emotional Learning

• Domitrovich, C., M. Greenberg, C. Kusche, and R. Cortez. 1999. Manual for the Preschool PATHS Curriculum. Channing-Bete Company.

• Ursache, A., C. Blair, and C. Raver.  2012. “The Promotion of Self-Regulation as a Means of Enhancing School Readiness and Early Achievement in Children at Risk for School Failure.” Child Development Perspectives  6: 122-128.

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5 Circle Time Lessons About Emotions

I teach twice a week, and my students range in age from two and a half years old at the start of the year to pushing four years old by the end. That is a lot of development in one year, which is why I find this age so much fun to teach. My school follows monthly themes, but one theme that we teach and talk about all the time is emotions. I devote at least one circle time lesson a month to emotions. Here are some ways to explore emotions at preschool. I hope you find a great lesson plan on feelings and emotions for preschool on my list.

My circle time routine starts with a good morning song, followed by our chant, a story, and then a short group activity. If the children are extra wiggly, tired, or the book is extra long, I skip the activity. At three sitting for a long period isn’t just hard; it’s not natural. I want to set my students up for success, and making group time fit their abilities is key to that success. Then we get down to business, in this case with a feelings circle activity.

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What makes a good lesson plan on feelings and emotions for preschoolers?

Book: The Grumpy Morning

This is one of my favorite books about emotions for kids because this book doesn’t talk so much about being grumpy, it deals mostly with being impatient.  The animals on the farm can’t wait for the farmer to wake up and feed them and are getting grumpy waiting. If your classroom has a farm theme during the year, this is a great book to hit that theme while discussing emotions too.

Activity: Play Red Light Green Light

You may not immediately think of this game being about emotions, but it forces little ones to wait when all they want to do it run to the end. If you have never played before here are the rules:

One person (the teacher or parent) stands on one side of a field, room, gym.

The children are at the other end. Preschoolers do best if one teacher is with them and the other calling out the colors.

The teacher explains that green means go, yellow means slow, and red means stop. I usually wait a good bit after calling our red light; I want to build their anticipation and give them a chance to work on that self-control. It’s tough!

Now with older kids, I eliminate kids who don’t slow on yellow or stop on red but with preschoolers, I just praise rule following.

With preschoolers, they are just excited to get to you and give you hugs or high fives.

Book: I Was So Mad

Mercer Mayer and his Little Critters were favorites of mine as a preschooler, and they are still relevant thirty-five years later. Kids love these characters, and the magic is in how the emotions really jump off the page with simple text perfect for young preschoolers.

Activity:  Mad and Sad Sorting.

Prep: Print out these printable faces  (click here to print pdf) or take photos of your students making different mad and sad faces. Cut out and laminate.

This is a great game to play when you don’t have the time, or your students don’t have the bandwidth for a long activity. Explain to them that all the photos are of people who are mad or sad, and they need to shout out that answers. I don’t know about your class, but mine love it when I encourage them to shout it out!

Shuffle the card and start slow giving the children a chance to look and shout out their answer. Then start speeding up. Feel free to go through the faces a few times as you get faster and faster. This is supposed to be silly and fun, but the lesson won’t be lost because of it.

Book:  The Pigeon Has Feelings Too

The Pigeon is well known for his temper tantrums that preschoolers think are hilarious, but this book includes more emotions. Familiar book characters can be a great way of getting kids engaged in talking about emotions.

Activity: How do they feel?

Prep: Print out these printable faces (click here to print)  or take photos of your students making different mad and sad faces. Cut out and laminate. Pop the photos in a basket or bag and pull one out at a time. Ask the children how the child feels. They can yell it out or mimic the feeling as their answer. This is a GREAT activity with very young groups, and you can keep it going for a long time if they are into it and cut it short if they are wiggly. Also, it makes a great activity put out at free choice for the children to explore on their own.

Pop the photos in a basket or bag and pull one out at a time. Ask the children how the child feels. They can yell it out or mimic the feeling as their answer. This is a GREAT activity with very young groups, and you can keep it going for a long time if they are into it and cut it short if they are wiggly. Also, it makes a great activity put out at free choice for the children to explore on their own.

Book: The Feelings Book

Todd Parr is one of my favorite authors for a good reason, his simple books cut to the heart of whatever topic he is tackling. What I love about this book is that it talks about how we all feel different emotions sometimes. But, sometimes we are mad or sad or silly! The bright colors capture your audience as well.

Activity: How Would YOU feel?

Prep: Print out these printable pictures (click to print), cut out and laminate.

Show the photos one at a time to the children and ask them how they would feel. For example:

How would you feel if you had to hug your mom goodbye?

How would you feel if you got to open a birthday gift?

Ask the children to make the face to tell you how they would feel if this happened to them. This is a tough exercise for some kids, and that’s OK, some other children will latch on to it easily, and between their example and your lead, you will provide the kids that don’t a great scaffold.

I will usually mention one or two children with each picture. “Wow, Sally, I see your sad face! If you had to hug your mom goodbye, you would feel very sad. ”

Make sure you use the cards or something else concrete for this activity because young children still develop their ability to think hypothetically. They need that real object to put themselves into the situation.

I am not sure if I need to mention this, but please remember only to use photos that will prompt discussion and not elicit a huge emotional response. If you have students with separation anxiety, skip the photo with a child saying goodbye until they are done with that stage.

Book: The Way I Feel

I read this book most often when talking about emotions with students. It is so comprehensive, and the rhyming text makes it a fun read aloud too. It is a longer book so I will pick 4-5 emotions to read one time and then switch it up for another reason with very young preschoolers. While I read this book, I try to match my body to the emotions as well as my face.

Activity: Emotion Action Song.

The song is a variation on the classic “If You Are Happy, And You Know It. ”

When I sing this, I over exaggerate my faces. And I encourage the children to make the faces along with the body language. So often we focus emotion lessons only on faces, but children’s bodies tell us how they are feeling too.

If you are happy, and you know it clap your hands
If you are happy, and you know it clap your hands
If you are happy, and you know it, then your face will surely show it
If you are happy, and you know it, clap your hands.

Now replace happy with different emotions:

Mad – cross your arms.
Frustrated – stomp your feet.
Excited – jump up and down.
Sad – make a frown
Scared – hide your face.

Do you have any other suggestions on books about feelings that would go well with this circle time lesson?  Stop over on Facebook and let me know!

Looking for more great preschool activities?

HERE IS WHAT YOU CAN EXPECT TO FIND INSIDE EVERYDAY PRESCHOOL

:

• Over 170 simple preschool activities that use everyday materials. You don’t need to invest a lot of money to teach your child at home.
• Activities are short, with minimal prep, so you can fit some learning into your busy day.
• The book is organized into nine categories of learning; literacy, math, science, sensory, art, fine motor, gross motor, social-emotional, and bedtime reading tips.
• Everyday Preschool activity book was created using various state standards for PreK and has tips for making activities easier or harder to fit your child.
• An Appendix filled with an extensive book list links to free printables, song lyrics, nursery rhymes, my favorite playdough recipe, and more.

HERE IS A SNEAK PEEK INSIDE EVERYDAY PRESCHOOL

Teaching preschool children the basics of dance culture through game methods

Choreography for children aged 4-6 provides great opportunities for the creative and physical development of the child. Choreography classes at preschool age provide the formation of musical ear, proper coordination of movements, memory and thought processes. At choreographic classes, children have the opportunity to demonstrate all their creative potential.

A feature of choreography classes is teaching children a complex of complexly coordinated movements to music. Repeated repetition of typical movements can be rejected by the child due to his mental characteristics, instability of attention, lack of interest or motivation for his actions.

Modern research has shown a positive result of the use of game forms of learning in the development of motor skills in children. Comparison of the results of the level of general development of children showed that children involved in choreography with the use of game forms of education learn the material offered by educators and other teachers much better. Parents also noted significant progress in other areas of activity of these children.

Teachers of MBU DO CTC “Zvezdny” also made sure in practice that it is musical games that motivate children to further engage in choreography, contribute to the formation of initial dance skills.

Below is a manual, the purpose of which is the formation in preschool children of a sense of rhythm, coordination of movements, expressiveness of plasticity, emotionality and creativity of preschool children through game methods.

The manual was created by a teacher of the ballroom dance group “Happy dance” of the MBU DO “Zvezdny” Central Children’s Theater of the Perm Territory.

Brief description of preschool children.

According to psychological data, children 4-6 years old have a very developed imagination, and therefore children are better able to show emotionality and creativity through play forms.

Movement and play are the most important components of children’s life, they are always ready to move and play – this is the leading motive for their existence.

Preschool children should be encouraged to perform creative tasks as early as possible, it is necessary to dynamically link learning and creativity, because creativity is one of the methods of mastering the material offered for study.

Children of primary preschool age are extremely spontaneous and emotional. Movement, especially to music, gives them great joy. However, age-related features of the body structure, the course of nervous processes and their maturity, formation affect motor capabilities.

The movements of children are not yet sufficiently precise and coordinated, the sense of balance is poorly developed, therefore the volume and variety of motor exercises are small and all of them, as a rule, are of a playful nature.

The development of a sense of rhythm, coordination of movements, a sense of balance, expressiveness of plasticity, the ability to rebuild in space, the development of creativity, emotionality, rhythmic hearing, are very important for children who are engaged in a dance group. After all, a child without all this will not be able to reveal himself in dance.

I propose to conduct classes in the form of games – travel or story-based classes with heroes and characters.

Firstly, these classes help to unite the guys and give them the opportunity to become what they dream of.

Secondly, to go where you want and see what you want.

Scenarios of classes in role-playing forms

“At the Zoo”

Program material

Development of a sense of rhythm, coordination of movements, a sense of balance, expressiveness of plasticity, the ability to reorganize in space.

Activity:

– Children, I am a kind magician, and today I will take you to the zoo. Let’s stand one after another and go to visit the animals (march in a circle).

It suddenly began to rain, we need to hide from it as soon as possible (running in a circle of a different nature).

But I will wave my magic wand and the rain will stop. However, puddles remained, and in order not to get our feet wet, we will walk very carefully (steps on half-toes, on heels). Have to jump over puddles (jumps, gallop).

The path is finally dry, you can safely walk along it (brisk step with high knees).

Here we are at the zoo. And here is the aviary with birds. Attention: with a wave of a magic wand, I turn you into birds . (It can be a “swan” – the work of the hands; or “owl” – exercises for the head and body; “heron” – exercises for the legs and tilts of the body).

And now, with a wave of a magic wand, I turn you from birds into children again, and we move on (march, rebuilding).

At the zoo children meet with snakes (stretching ground), with panthers (back arching, leg swings), bears (walk on the outside of the foot), monkeys (jumps, various squats) 9002 Let’s play “Merry Zoo” with you. The point of the game is. That the guys should, at the signal of the teacher, freeze in the pose of some animal. Or the presenter calls in advance any inhabitant of the zoo.

(Children’s actions are repeated) The best pose is chosen, and this child becomes the leader.)

(A different ending of the lesson) in children. And if you don’t help me, we won’t be able to go back to kindergarten. But there is a way out. You need to quickly remember everyone we saw at the zoo and pose these animals. If I guess which of you represents whom, then we will end up in kindergarten without a magic wand. (Children do tasks). .

Let’s play Fun Zoo with you. The point of the game is. That the guys should, at the signal of the teacher, freeze in the pose of some animal. Or the presenter calls in advance any inhabitant of the zoo.

(Children’s actions are repeated) The best pose is chosen, and this child becomes the leader.)

(A different ending of the lesson)

– Oh, guys, I lost my magic wand and now I won’t be able to turn you into children. And if you don’t help me, we won’t be able to go back to kindergarten. But there is a way out. You need to quickly remember everyone we saw at the zoo and pose these animals. If I guess which of you represents whom, then we will end up in kindergarten without a magic wand. (Children do tasks).

“Journey to the autumn forest”

Program content:

To improve students in performing dance compositions. To develop creativity, initiative, independence in performing tasks, to develop rhythmic hearing, plasticity and expressiveness of movements.

Course of the lesson:

Children enter the hall, spread out. Each child has a place in the hall. The children bow.

Purpose: Set up children for classes, cultivate a culture of behavior.

The bow is performed three times, the first greeting of the boys:

I.p. – heels together, socks apart, hands on the belt.

On “one” – step with the right foot to the side;

On “two” – the left leg is attached to the right;

On “three” – the head goes down with the chin down;

On “four” – the head rises in the sp.

The second greeting is performed by girls:

I. p. – heels together, toes apart, hands in a preparatory position.

For “one”, “two” – the same movements as for boys.

On “three” – semi-squat, on “four” – i.p.

Then they all perform together, each with his own greeting.

Choreographic exercise “Flower”.

Purpose: Development of skills of smooth hand movements, coordination of movements.

Our delicate flowers open their petals

The breeze breathes a little, the petals sway.

Our scarlet flowers cover the petals

They fall asleep quietly, shake their heads.

Teacher: Today, children, we will go to the autumn forest. Let’s get our feet ready for the journey by doing the ballet exercise.

Purpose: development of leg muscle strength, formation of a beautiful posture.

Teacher: Now the children, we are ready to go to the autumn forest, let’s remember with you the road we will go. We turned one after another, marching in a circle, walking in a circle. (Children follow the teacher in a circle, then go through the middle of the hall).

Changing lane exercise.

Purpose: development of spatial orientation skills.

Teacher: And now we have to divide into two teams (the children go one by one in different directions). Then the children go towards each other in ranks and change places (rebuilding “comb”).

Jump exercise.

Purpose: to train children in jumps, development of orientation in space.

Teacher: Here we are in the forest, and squirrels live in the forest, they jump from twig to twig. And the branches are thin, and in order not to fall, the squirrels jump on their toes, the toe is sharp, looks at the floor.

Finger gymnastics with apparatus (bump).

Purpose: development of the child’s fine motor skills.

• Roll the lump between the palms of the hands.
• Alternately hold the bump with different fingers of the right and left hands (between the thumb and forefinger, etc.).
• Rolling the bump on the thigh of the right and then the left leg.

Exercise “Jumping” (to the side, forward)

Purpose: to exercise children in jumping, develop rhythmic hearing, highlight the strong beat in the beat by jumping.

Dance composition “Mushrooms”

Purpose: development of a sense of rhythm, coordination of movements, speed of reaction, creative imagination.

Talking with children about mushrooms and showing movements

What grows in the forest in autumn? What are mushrooms? How do mushrooms grow? (children show)

What do mushrooms have? (feet together – mushroom leg, hands above head hat)

How do mushrooms hide in the forest? (play hide-and-seek – squat)

What if they could dance? (we spin, put our foot on the heel)

Let’s collect mushrooms in a basket (narrowing the circle – in a basket, scattered scattered – ran away from the basket).

Yoga elements.

“Half-birch”, “Basket”, “Snake”, “Apple”

Purpose: to develop muscle strength, flexibility, to form the correct posture.

Teacher: Are the children tired? It’s time to rest, sat down on the carpet, connected their legs, lay on their backs, arms along the torso.

After yoga. So our journey is over and it’s time for us to return.

Train exercise.

Purpose: development of a sense of rhythm, coordination of movements.

Children perform a bow (see the beginning of the lesson) and leave the hall to the music.

Turtle Adventure

Program content: Development of a sense of rhythm, coordination of movements, imaginative thinking, imagination, speed of reaction and dexterity of movements.

The teacher talks about the adventures of the Turtle, and a group of children participate in the games during the lesson.

Teacher: In distant Africa, where it is always hot, there lived a Turtle.

She was friends with the lion cub, and they often sang their favorite song.

Rhythmic composition to the music “Song of the Lion and the Turtle”.

Teacher: Turtle got fed up with the heat and flew to the North by plane.

Airplane game.

On the command “Take off!” -Children run in a circle, arms outstretched to the sides; at the command “Landing!” – they fall to the floor, on one knee.

Teacher: Turtle got out of the plane and was surprised: everything around is white. There is no sun, it is snowing, it is cold. And the children have fun: skiing, skating, sledding, playing snowballs.

Children imitate skiing, skating (gliding steps), sledding (easy running in pairs in the back of the head, hands joined).

Teacher: “I wish I could go skiing!” – the turtle thought and began to look for skis. Came back with skis, but everything has changed! The snow is melting, the drops are ringing.

Igrorhythmics “Capel”.

Children depict “drops” with rare clapping, sparrows chirp loudly, clean their feathers, drink melted water. The first flower has appeared. Children show how a flower grows – slowly rise, stretch their arms up – “Hello, sun!”.

Children jump over puddles, launch boats, play catch-up. (Imitate jumping over “puddles”, launch paper boats, run after each other).

Teacher: The turtle liked paper boats and decided to catch up with them. But when she returned, everything changed again. Puddles and streams disappeared. Everything around is green: both foliage and grass. The sun shines brightly. Warm. (Children easily run around the hall, imitate the “flight of butterflies” with the swinging movements of their arms spread apart). The ducklings have hatched in the poultry yard.

Duckling dance.

Children bathe, splash, swim in the river. They play the ball.

Ball game.

To cheerful music, 8 soft jumps are performed on both legs, then the children run in different directions and hide – “the balls rolled”.

Teacher: The turtle liked butterflies. She went for a net to catch at least one. Comes – everything has changed again: the blooms have faded, the butterflies have disappeared, the foliage has turned yellow. A strong wind blew … (breathing exercises “Breeze”).

The game “Wind and Wind”.

To quiet music, children, crouching, gently shake their hands; get up, raise their hands up, swing; the music gets louder, they run faster, – “wind”. Leaves flew. Children fall to the floor; the music subsides – “leaves have fallen.” Rain is coming. And the kids are having fun.

Rhythmic composition “Rain” ( E.Zheleznova)

Teacher: “No, – said the turtle, I don’t like the rain. ” And went to get an umbrella. And when she returned with an umbrella, she was surprised again – everything was white. The sun is not visible. Snowing. And the guys are skiing, skating, sledding again. Cold! And the turtle decided to return to its homeland, to Africa. She flew by plane. On the way, he landed on the island of Chunga-changa.

Dance composition “Chunga-changa”.

“Fun on the island! thought the Turtle, but it’s still better at home. And she flew back home. The Lion cub rejoiced at her return! They sat down and sang their favorite song again.

“Labyrinth”

Program content: Development of a sense of rhythm, speed of reaction, the ability to quickly reorganize in space.

Course of the lesson:

– Now, children, we are entering a large labyrinth with high and strong walls. Try to reach the top edge of wall (rising on half-fingers, pulling up) , and now to both walls of the labyrinth ( movements to the sides, inclinations, etc. are assumed).

You and I will have to walk for a very long time to get through the maze, so let’s get our legs ready ( footwork exercises).

Now we are ready to go. (March in different directions: walking with a high knee, with the movement of hands, etc.)

– Marching in a circle, and diagonally, and “snake”. Oh, oh, how tired we are. Then we’ll go “waddling”, so it will be easier for us (steps on the outer edge of the foot).

Relaxation exercises in sitting position.

1. I.p. – sitting on the floor, hands on the belt. Lean forward, touch your toes with your hands – return to I.P.
2. I.p. – sitting. Raise the straight leg up – return to the SP (“Checking the ceilings”)
3. I.p. – sitting with legs stretched out. Cross your legs – return to I.p.
4. I.p. – sitting in the east, hands on the back of the head. Lean to the right – straighten up; lean to the left – straighten up.
5. I.p. – too. With springy movements, turn the body to the right and left.

– Rested? Then let’s move on. Who will be our scout?

One or two children are selected and moved between other children, showing the winding paths of the maze. Then each in turn repeats the trajectory outlined by the first.

– Look, the labyrinth has become quite narrow. In order not to get lost, let’s join hands and move on (Next group of movements, rearrangements to be completed by forming a circle).

– We found a wide area in the labyrinth – and we got a circle. I offer you a game of attention (In the same way, you can carry out any other rebuilding and perform different movements.)

Here is a simple attention game. Turning to the children, the teacher says: “Touch your nose with your finger and say at the same time:“ Nose. Again! Yet! I will do the same. But if I say, “Forehead,” you must immediately touch your forehead. Started! “Nose, nose, nose, ear!” Having said: “Ear”, the teacher touches the chin, and many involuntarily do the same. Whoever makes a mistake is out of the game.

– Well, now let’s see if the exit is visible behind the walls (jumping in place). Look, the exit seems to be on the other side – we run there (running, galloping, etc.).

– We finally got out of the labyrinth: we were out of breath from running. We breathe calmly (various breathing exercises). For example: Children sit on the floor, legs apart, relax. Take a deep breath, raising both hands up. As you exhale, lean sharply towards the right leg, while sliding along it with both hands. The same on the other side.

Conclusion

Game methods of working with children help to reveal the abilities of children from different angles. A child can try himself in different roles depending on the type of activity and choose what helps him to open up from a favorable side. Imitation plot-figurative movements have a great influence on the development and learning of children. With imitation, the child’s knowledge of the technique of movements and dance exercises is formed. The formation of a creative personality is one of the most interesting and attention-grabbing problems. The development of dance creativity is one of the main tasks of the children’s association. Teaching children certain movements and dances is a preparation for creativity. Of great interest to children is the plot dance, which is the main form of manifestation of creativity, fantasy, combines music, movement, dramatization.

Children develop much easier when they play, learning and completing tasks with pleasure. Dancing gives the child the joy of movement, communication, enriches his inner world and helps to know himself. Thus, from the first lessons of a child in a choreographic group, it is necessary to form his emotional expressiveness, as well as musicality, which in turn contributes to the successful development of the personality, and the process of classes itself brings children real pleasure and the ability to express themselves creatively.

Raising a sense of beauty in a child

After reading the title of the article, do not rush to turn this page with the words: “Who needs it these days?”, “Raising a Turgenev young lady?”, “It is better to learn English! It is not necessary for a real man to understand the beautiful!

Let’s try to figure out what any child can see and notice something beautiful, sublime and unusual, acquaintance with the masterpieces of world art, a sense of harmony and admiration for the world.

The most obvious conclusion that lies on the surface: the development of creative inclinations, because it is the perception and ability to notice the beautiful that have been heightened since childhood,
unusual, allow creative people to create something, to create. It is not necessary to write poetry at all: a creative approach helps in everyday life.

Admiration for the beautiful, in addition, gives us energy saturation, nourishment: the opportunity in a difficult moment to turn to something beautiful, to feel its harmony, which helps to more steadfastly accept difficulties.

People who can admire something beautiful, optimists and a bit of romance, and these qualities are liked by people, both women and men, because they are absolutely necessary to get out from under a pile of everyday problems (or not to get there?) .

Oddly enough, aesthetic education has a beneficial effect on the development of speech and thinking in general, broadens one’s horizons. Experimental teachers conducted a study: preschool children of ordinary and aesthetic (located in Peterhof) kindergartens were asked to name something good and something bad. In an ordinary kindergarten, children called: “sausage, cartoons, mom, ice cream, etc.”, and children with aesthetic education: “beautiful, original, sculpture, bend, sunset.” Very different vocabulary in children of the same age and different associations.

I hope there are enough arguments, let’s get started.

When?

Of course, it is desirable to start even before birth. It is no coincidence that many ancient traditions ordered pregnant women to look only at something beautiful, listen to beautiful music, draw and plant flowers.

But if you start after birth, that’s not bad. The period when connections between cells are most actively formed, ? This is the period from the birth of a child to three years. Approximately 70-80% of compounds are nucleated at this time. It is at this age that it is easiest to lay the foundation.

Even after three, you still have the opportunity to teach your child to notice beauty and wonder.

Where to start?

Start with yourself. Try to celebrate the beauty of the world. We nervously wait for our bus or rush in the car to work, making plans for the day or for the weekend, or for life … And we don’t notice at all what we noticed once in childhood or when we were in love or when we weren’t in a hurry … The foliage has already turned yellow (or just appeared), and the clouds are moving so fast, you might think a herd of unknown animals that rush to the watering hole. And the crack on the wall of the neighboring house is very beautiful – it looks like a tree branch … If a child is with us, it depends only on us whether he will see it, whether he will pay attention to something beautiful at all or say one fine day: “Life is dull the world is disgusting, there is nothing good in it!”

Don’t miss a chance to show your child how wonderful and wonderful this world is, how many colors, sounds and colors it contains. How changeable is nature. Don’t dismiss it if he brought a dandelion for you: sniff it and look at it together. Admire the world with your child as if you saw it for the first time. It is not difficult for a child to admire, he has no templates and frames. A blossoming flower for him is a discovery, so support him, in no case say: “Yes, nothing special.” Walking with your child in the park, see how many trees are around and how different they are. Let the baby rustle the leaves, sprinkle the acorns, feel the branches of different textures, make sure that no two are the same. One tree is funny. The other is sad. The third is thoughtful, the fourth is old, the fifth is lonely. What is the saddest tree? Why?

Surround your child with beauty

Never dress your baby in ugly, inconsistent clothes with the words “He is still small, he doesn’t care if his pants are green, but the jacket is red, etc.” He’s small, but he cares. Try to let him look at and play with beautiful things, show him the box that has been gathering dust on your kitchen cabinet for a long time and the embroidery on your dress, and a beautiful house on the way to the store. Always draw attention to something beautiful.

Beautifully set the table at which you eat, at least sometimes cut vegetables and fruits beautifully, in the form of flowers or some shapes.

Plant flowers in pots, watch together as the buds open. Indeed, it is a miracle.

Only listen to good music, even if your baby is small and sleeping in your arms.

Set up an artist’s workshop at home

There are special paints for drawing by hand (they need to be taken out of a wide jar directly with your hand, which kids really like), you can use Gamma paints, they are easily washed off. They can be used as soon as the child begins to sit confidently.

Many children feel like real magicians when they watch color metamorphoses.

Tell us about the magic colors, show how you can mix them: take the three primary colors and mix on wet paper. Red with yellow turns to orange. Red with yellow and blue makes brown. Blue and yellow make green, blue and red make purple.

You can take several cups for mixing (preferably different volumes and preferably transparent), fill them with water. At the tip of the brush, take a mute paint and add it to a glass of water. Watch the beautiful patterns (“flowers”) that appear on the water. Pour colored water from glass to glass, mixing colors.

Apply stripes of colored paint to a wet but well-wrung sponge, then turn the sponge upside down, “face” to the wet sheet, draw a continuous line. You get a rainbow – a very impressive sight.

Draw not only on paper, but also on glass, bathroom tiles, refrigerator, plate, on yourself, etc. Stretch a large sheet of paper (whatman paper or paper from a roll) on the wall at the level of the child – every child dreams of drawing on the wall. The most daring parents are ready to highlight the wall in the nursery, when you want a change, you can repaint it or change the wallpaper.
Offer your child paper of different sizes and qualities, you can cut out some shapes from paper (circle, cloud, duck, Christmas tree, etc.)
Color something, for example, some little thing previously molded from dough, a wooden spoon or egg, a doll, etc.
Teach your child to make prints, stamps or seals. First, with a finger, palm or foot, and then with any objects (a cube, a glass, a spool of thread, a piece of paper, etc.). You can also buy a special set or cut something on an eraser (it’s already an engraving). A sponge works great. Various movements of the hand with a sponge leave traces that are easy to turn into a butterfly, snail or flower, adding some strokes to them. Draw a “butterfly wing”, then fold the sheet in half, the paint will be printed, and the drawing will turn out symmetrical.

Examine the masterpieces

Introduce the child to the masterpieces of world art (it is not necessary to comment and call to admire), the child can feel the general mood of the picture correctly and subtly, he will not tell about it in words, but thanks to such works his soul will be enriched.

You can start showing reproductions very early, from the first months of life, just name the picture and the artist, show the reproduction (it must be at least A4 format), then move on to the next one. My little daughter already a year old at the Impressionist exhibition in the museum recognized some paintings, because they were well known to her from reproductions. She rejoiced and admired, as if she saw relatives close to her. I think she felt that I liked them. Contact with the child and your own attitude to beauty is very important, which is why you need to start with yourself.

Go to a museum

Take your baby to a good museum, preferably one that has preserved ancient interiors, ceiling paintings, carved furniture, and many sculptures. Most young children love and notice “voluminous” beauty: it is much more difficult to understand and feel painting (this is not possible for all adults). Just carry it there in a kangaroo or in your arms, if you get tired, you can take a little nap. But most importantly, you should like it, otherwise the child will feel false and will never admire, become capricious.

Take your child to see something specific, prepare him first at home, tell something interesting about the artist and his painting, for example, how he painted it. Proceed from the interests of the child. My daughter is not indifferent to the sea and any water. Therefore, we went specifically to watch the sea I.K. Aivazovsky. You can linger if the child is interested in something else in the museum, but do not be discouraged if at first you have to limit yourself to one painting or griffins (table legs), or a marble sculpture of a dolphin, or something else. The main thing is to arouse the interest of the baby and leave a trace in his soul, if necessary, you can tell a fairy tale.

Read “good” books

There are books that are worth buying just because they bring up aesthetic taste, the illustrations in them are so good that you want to admire and admire. If the book is not yet for the child’s age, and he asks to “read a fairy tale”, tell in a few words what it is about, do not just say that it is still too early for him. So you can lose interest.

Keep a few albums with reproductions and interiors at home, you can, on occasion, consider together what is so beautiful there “shimmers, glows, can be seen …”.

Read to children good texts by well-known translators and, of course, real poems. A newborn can be lulled by “A storm covers the sky with darkness …” A.S. Pushkin is no worse than any song. It is at this time that it is important for children to hear intonation, the rhythm of speech, etc.

Develop Musicality

The Japanese have done a lot of experiments to find out what kind of music young children like. It turned out that Mozart is “more expensive” to them than any popular song. Just do not put very complex works with adult passions or something gloomy, heavy on the crumbs. Children are well aware of the emotions that
carries the music. Not very good for babies Bach, Wagner. But Vivaldi, Mozart, Chopin, especially their popular melodies should sound in your house all the time.

Following all the advice, you will be surprised to find that your little one perfectly understands and feels beautiful, does not mind going to ballet or learning to play the violin (after 3-4 years), but most importantly, he is a creative and spiritually rich person.

Kulakova Natalya Igorevna, Candidate of Philology, winner of the St. Petersburg grant competition for young scientists and specialists, psychologist, Montessori teacher, mother of two children

Comprehensive development of the five sense organs in preschool children | Methodical development:

The integrated development of five senses in preschool children

is not true, for any of us adults it will be difficult to determine the taste and smell of food, having tried it easily, we will easily determine the hot or cold. With no less ease, we will determine what material the dress or trousers are made of. We know that a sweater is knitted from wool, and it is soft and pleasant to the touch, while leather boots are hard and cold. We use our sense organs without thinking about the significance of their development in shaping the mental faculties of a person. In this work, I would like to tell you why it is necessary to develop all five senses in children, and what games and methods exist for this.

So, as you know, the brain consists of two hemispheres.
Left hemisphere (analytical, classification, abstract, algorithmic, sequential, inductive):

• speech centers are located
• information is divided into parts, analyzed, causal relationships are built
• information is processed with the help of verbal-sign systems is slow
• is characterized by rational-logical, sign thinking
• is responsible for the ability to read and write.

Right hemisphere (holistic, synthetic, concrete, heuristic, parallel, deductive, emotional)

• grasps the picture of the world holistically
• processing of information expressed in symbols and images
  acts quickly characteristically visual-figurative, intuitive, creative thinking
• gives us the opportunity to dream and fantasize, to compose various stories.
• is responsible for the ability to music and visual arts.

Usually one of the hemispheres in a person is dominant, which is reflected in individual personality traits. Left-brained people are more drawn to science. Right-brained people tend to make art more.

All modern civilization is predominantly left-brained. All learning in our culture is left-brain dominant. Unfortunately, most people ignore the vast possibilities that lie in the right side of the brain. To this day, the importance of intuition and intuitive knowledge is underestimated.

At first, a child is a pronounced right-hemispheric creature, but gradually the left hemisphere of the brain also begins to connect, and from about the age of two years, the most important functions (primarily speech) pass to it. Recently, the fashion for early learning is gaining momentum. Parents compete, demonstrating the ability of kids to read, write and count. By violently encouraging the early activity of the left hemisphere, they literally rape children, stimulating its activity, even if this activity is not there. If, nevertheless, the right hemisphere, somehow, manages to accumulate the necessary experience and knowledge before the victory of the left, then everything is not so scary. If not, then the left hemispheric pressure can “block” the right brain, leaving forever the psyche of this person depleted. It will be more difficult for him to become himself, and therefore unique, inimitable.
So the early development of children has not only pluses, but also minuses. But these “minuses” can be avoided if you strive to ensure that both hemispheres of the child’s brain work harmoniously. And for this, harmonious development is needed, which means that it is necessary to deal not only with the development of the child’s intellect, but also with his emotional and physical development. The harmonious work of the hemispheres of the brain is a kind of key to discovering the potential of a small person.

Emotional development is impossible without the accumulation of experience of the 5 senses. It is through them that a child, being born, masters the world around him.

This is:

• Vision
• Hearing
• Smell
• Touch
• Taste

Collecting and refining the primary sensations of objects around him, the child develops primary sensations and primary phenomena. It is sensory development – the development of the sense organs, first through general, and later through fine motor skills, that is so important in the development of a child in the first three years of life. The more the child receives vivid and strong sensations, the richer the experience of feeling objects and phenomena, and the more his baggage of ideas about the world around him. Otherwise, the child will not have the necessary base on which the work of the left hemisphere of the brain will be based, thereby turning school education into a long and complex process. Therefore, it is the development of the 5 senses, and not the early teaching of reading, counting and languages, that should be paramount in the preschool education of children.

What do you need?

1. Take into account the sensitive periods of the child’s development. The sensitive period of sensory development lasts from 0 to 5.5 years.
2. Understand that the child has a so-called “absorbent consciousness”. Without much tension, the child absorbs like a sponge, absorbs everything that surrounds him: culture, new knowledge, language, manner of communication, etc. The child seems to merge with new impressions, they penetrate into consciousness and form it. This feature of children’s perception is possible due to the fact that the feelings of the baby are refined every day.
3. A child develops only when he is given freedom of activity. Therefore, we, adults, should create such conditions under which the child can freely and actively explore the world around him. To offer him a specially prepared developing environment filled with diverse, sensory material and objects of our practical activity.

What are the games and exercises for the development of the 5 senses?

TOUCH
To develop a child’s tactile perception, it is necessary to play with a variety of natural materials and objects that differ in surface structure. Give the baby different toys: plastic, rubber, wooden, soft, fluffy. While bathing, you can use washcloths and sponges of different hardness. Lubricate the child’s body with cream, do various types of massage. Let the baby play with a brush, a pompom from a knitted hat, a ribbed ball from a pet store. Colored washcloths for dishes are also of great interest! You can make an interesting tactile album from scraps of fabric of different textures: burlap, wool, silk, fur. You can also add a sheet of polyethylene, wrapping paper from flowers, mosquito nets, velvet, corrugated and sandpaper and much more. Play with cones, prickly chestnuts, ribbed walnuts and smooth acorns. It is also useful to play with various cereals: dip the handles into the box and look for a hidden small toy. It can be advised to play with pebbles, dry and wet sand, clay, earth, plasticine, flour and salt dough.

“Guess what’s in the bag.”

In an opaque bag, put a small animal figurine with a characteristic texture: metal, porcelain, stone, flannel, silk, velvet, etc. Invite the baby to touch to determine what is in the bag. “Guessed it? And now try, without looking into the bag, to draw what you felt. Since the baby does not see what he has to draw, tactile sensitivity increases. The area of ​​the brain responsible for touch is activated, included in the creative process. Before the baby takes up the brushes or felt-tip pen, ask him: “What was it like: fluffy, slippery, cold, pleasant, hot, smooth, uneven, etc.?” Let the child depict the most vivid memories on a piece of paper, it can be either a specific drawing or an abstract composition.

“Where did our legs go?”

No less important for the development of the child’s sensory system are exercises based on the touch of the bare feet on different surfaces: flannel, oilcloth, silk, pebbles, etc. Invite the child to tell and then draw what his bare feet “groped” heels.

Touch Portrait

Children love to touch each other’s faces. Ask them to feel each other’s faces with their eyes open and closed and tell how they felt when they touched their friends’ faces, what they felt when they touched their faces. Invite the children to draw the person whose face was “examined” with their hands.

Blindfold
Blindfold your child and take them to various objects: a cold and smooth wall, a shaggy carpet, soft fur, a rough blanket. Let your child touch these objects and recognize them. A blindfolded baby is led around the room – the “enchanted country”. On the journey, he needs to go through the mountains (turned chairs), go through the underground passage (under the table), jump over a deep stream and go down the hill (chairs). In such a game, having lost the ability to see, the child uses other analyzers more actively.

Blindly cutting toys hanging on strings is a fun task for dexterity and precision.

“Catch the pussy”

Touch the soft toy (pussy) to different parts of the child’s body, and the child, with his eyes closed, determines where the pussy is. By analogy, other objects can be used for touching: a wet fish, a prickly hedgehog, etc. .). The child is offered to touch, without looking into the bag, to find the desired item.

Handkerchief for a doll

A child is offered three dolls in different handkerchiefs (silk, woolen, knitted). The child alternately examines and feels all the handkerchiefs. Then the handkerchiefs are removed and put in a bag. The child by touch finds in the bag the right handkerchief for each doll.

“Guess by touch what this object is made of”

Invite the child to determine by touch what different objects are made of: a glass cup, a wooden block, an iron spatula, a plastic bottle, a fluffy toy, leather gloves, a rubber ball, an earthen vase etc. By analogy, you can use objects and materials of different textures and determine what they are: viscous, sticky, rough, velvety, smooth, fluffy, etc.

“Recognize the figure”

Geometric figures are laid out on the table, identical to those in the bag. Show any figure and ask the child to get the same one out of the bag.

“Recognize the object by the contour”

The child is blindfolded and given a figure cut out of cardboard (it can be a bunny, a Christmas tree, a pyramid, a house, a fish, a bird). They ask what it is. They remove the figure, untie their eyes and ask them to draw it from memory, compare the drawing with the outline, circle the figure.

“Guess what the object is”

Various large toys or small objects (a rattle, a ball, a cube, a comb, a toothbrush, etc.) are laid out on the table, which are covered from above with a thin, but dense and opaque napkin. The child is offered to identify objects by touch through a napkin and name them.

“Find a Pair”

Material: plates covered with velvet, sandpaper, foil, velveteen, flannel. The child is offered blindfolded to the touch to find pairs of identical plates.

“What is this?”

The child closes his eyes. He is offered to touch the object with five fingers, but not to move them. By texture, you need to determine the material (you can use cotton wool, fur, fabric, paper, leather, wood, plastic, metal).

“Assemble the nesting doll”

Place the disassembled nesting doll on the table. Ask the child to collect it with closed eyes

“Cinderella”
Place a plate with various types of seeds (peas, seeds, etc.) in front of the child. Invite the child to spread the seeds on different plates with his eyes closed.

“Guess what’s inside”

Prepare several bags with different contents (checkers, pen caps, buttons, erasers, coins, nuts, etc.) Name the object, the child should quickly find it by touch.

VISION

Little children are very observant. It is very important that the child does not lose this ability not to miss the slightest detail. Observation helps the development of fantasy and imagination, because it is impossible to draw a fabulous tree without knowing what the real one looks like! Therefore, when walking with children, pay attention to the smallest details. For example, consider what is under your feet: the earth (it contains bugs, worms, lumps, pebbles, blades of grass), snow (it consists of a billion tiny snowflakes or snow grains), fabulous labyrinths on the bark of trees, etc. Invite the child to look at the same object in different ways: through glass, water, cellophane, colored glass, magnifying glass; from different distances and from different angles of view: from afar, near, upside down, from bottom to top and from top to bottom.

“Painting a flower”

Take any indoor flower in a pot. First, invite the child to draw it, throwing only a cursory glance. The second drawing is after a close study of this plant. The third – after feeling the flower with closed eyes. The fourth – after looking at the object through a magnifying glass, the fifth – through a jar of colored water, etc. Lay out a series of these drawings on the table or on the floor, and let the baby tell you about his feelings.

Buttons.
Mix several different sets of buttons and have your child sort them. Fold the buttons in piles (turrets). Compete with the child whose stack is higher.

Place a wide variety of buttons on the table. Ask the child to choose all the red ones; all small; all buttons with two holes, etc.
Arrange the buttons in a row in a pattern, eg red-white-red-white. Invite the child to continue the row.

“What has changed?”

Place 5 or more small items on the table. Give your child 30 seconds to memorize objects and their positions on the table. Then have the child turn away or close their eyes. In the meantime, make some changes: swap objects, remove one object, put in an object that was not standing before, put the same object of a different color, etc. The task of the child is to determine what has changed in the composition.

You can complicate this exercise by making more changes or by asking to determine what has changed by touch (cover the table with the objects laid out with a towel).

“Draw patterns from memory”

Aimed at the development of visual memory. A pattern is drawn on a piece of paper. Ask the child to look at this pattern for 2 minutes. After that, remove the pattern and invite the child to reproduce it from memory

“Compare Pictures”

All children love to look for differences in two seemingly identical images. This fun from our childhood also develops visual attention well, as well as observation.

Clothespins.
Attach clothespins to the cardboard circle to make a “sun” or “flower”. You can arrange a toy in the form of a hedgehog, in which clothespins play the role of needles. Invite the child to remove all clothespins, and then attach them back. You can stick numbers from the wall calendar on the cardboard and invite the child to attach as many clothespins as the number on the cardboard.
If there are a lot of clothespins, they are of different colors and configurations, then the children themselves can come up with a lot of crafts.

HEARING
The more sounds the baby hears from early childhood, the more varied they are, the greater his ability to contact with the outside world. Teach your child to recognize sounds. This can be done, for example, with the help of such a game.

“Draw what you hear”

Put a variety of objects into identical tinted glass ink bottles: rice, beans, peppers, river sand, pebbles, push pins, buttons, peas, etc. Invite your child to shake each bubble and draw what he heard.

“What does silence sound like?”

Invite the child to “listen to the silence”, trying to hear a sound that was not heard before: rain outside the window, clocks, birdsong.

“Find the same noise”

Take a few pairs of Kinder surprise boxes. Fill them with various substances – semolina, pasta, paper clips, pebbles. The main thing is that the noises differ from each other. There should be two jars with the same fillers. Lay these boxes in front of the baby, mix. Take one of them, put it to your ear and shake it. Listen carefully to the sound. Invite the child to repeat the same action. Say: “Let’s find a box with the same noise.” A little later, you can invite the child to build a series of noises from the loudest to the quietest.

“Guess what sounds”

Show the baby what sounds different objects make (how paper rustles, how a tambourine rings, what sound a drum makes, how a rattle sounds). Then you need to play sounds so that the child does not see the object itself. And the child should try to guess what object makes such a sound.

“Sun or rain”

An adult tells a child that they are going for a walk. The weather is good and the Sun is shining (while the adult rings a tambourine). Then the adult says that it started to rain (at the same time he hits the tambourine and asks the child to run up to him – to hide from the rain). The adult explains to the baby that he should listen carefully to the tambourine and, in accordance with its sounds, “walk” or “hide”.

“Whispering”

Ask the child to perform an action in a whisper. The bottom line is that the child, being at a distance of 2 – 3 meters from you, hears and understands what you say in a whisper (for example, you can ask the baby to bring a toy). It is important to ensure that the words are pronounced clearly.

“Let’s see who says so”

Prepare pictures of animals for the lesson and show the child which one “says like that”. Then draw the “voice” of one of the animals without pointing to the picture. Let the child guess which animal “speaks” like that.

“We hear the ringing and know where it is”

Ask the child to close their eyes and ring the bell. The child should turn to face the place where the sound is heard and, without opening his eyes, show the direction with his hand.

“Give me a word”

Read a poem well known to the child (for example: “It’s time to sleep, the bull fell asleep …”, “They dropped the bear on the floor …”, “Our Tanya is crying loudly …”). At the same time, do not pronounce the last words in the lines. Invite the child to say the missing words.

“Little teacher”

Tell your child that his favorite toy wants to learn how to speak correctly. Ask the child to “explain” to the toy what this or that object is called. At the same time, make sure that the baby correctly and clearly pronounces the words.

Use music while exercising. Music can be used with children in many ways. For example, as a background when a child draws or sculpts.

Classical music especially contributes to the emergence of feelings and the birth of moods and images. Invite your child to listen to the music of Mozart, Rimsky-Korsakov, Tchaikovsky. Colored chiffon scarves have a special therapeutic effect, which can be used while moving to the music. Music (especially the sounds of nature) is addictive and has a strong calming effect on even most hyperactive children. And you can organize the lesson in a completely different way. Turn on music that ignites with its rhythm and temperament, for example, ethnic music. Invite the child to take improvised musical instruments: jars of water; bottles with peas; metal paper, sandpaper, wooden spoons, metal spoons, tambourines, bells, combs, rubber balls, plastic beads. Let him add new sounds to the melody, capturing its mood.

TASTE AND SMELL

A person perceives taste with the help of the tongue. A child from birth distinguishes between smells and taste. From the very first days, a child can distinguish a pleasant sweet taste from an unpleasant bitter or sour one. As it develops, the palette of smells and tastes expands. Adults should help the child not get confused in the variety of tastes and smells. To develop taste, invite the child to try different sensations: hard or soft, hot or cold, sour or sweet, etc. Invite the child to close his eyes and guess what he tasted from the food. Start with 3-4 and gradually increase the amount.

“Find the same taste”

Take several pairs of jars with different contents – sweet and salty water, juice, water with lemon. Put the jars in two rows (the same). Invite the child to try the water from the left row and find the same one from the right to taste. Ask at the same time: “Is the same?”

“Various Flavors”

Arrange small pieces of various foods on a plate. Have your child try each one in turn. Talk about the taste of each product. Ask which piece the child liked the most. Make sure your child chews on a product before taking the next one.

“Salty and sweet”

Put salty and sweet foods on two separate plates. Offer the child products in turn from one and from the second plate, saying which foods are salty and which are sweet. Then mix the food. Let the child determine the taste of food. You should not let your child try chips and salty crackers, it is better to take cucumbers and tomatoes.

The sense of smell, unlike the other senses, does not undergo intrauterine preparation. Talk to your child about how scents enrich and enliven our lives. Discuss the most pleasant and unpleasant smells. Pay attention to different smells as you walk.

“What will the smell tell us?”

Place substances with characteristic odors into empty dark glass vials: perfume, vanillin, soap, rose petals, onion, garlic, coffee, orange peel, mint, etc. distance from the nose, drawing in air through the nostrils, catching the smell from the bubble to the nose with the palm of the hand. The kid must sniff all the bubbles and choose the smell that he liked the most. A pleasant smell attracts the child and unobtrusively provokes the disclosure and acquisition of new sensory sensations.

“Guess the scent”

Place objects whose smell is familiar to the child into several opaque bags and do not show the child what is in the bag. Carefully open the package so that you can’t see what’s in the package. By smell, the child must determine what is in it. You can give hints about what this item is doing, how it is used. Let the child choose the smell that he liked the most. You can also make a pair of jars and, as in previous games, look for the same smell.

Examples: shampoo, soap, fresh bread, toothpaste, tea, fresh cucumber, shoe polish, paint, mother’s perfume.

“What smells in here?”

Peel a citrus fruit in the kitchen, call the child and ask him to name what smells in the kitchen. If the child does not recognize it, then show the fruit and give the opportunity to smell it.

Fruit Delight

Ask the child to close their eyes. Place a plate in front of him with pieces of various fruits. Invite the child to determine by smell which fruit he is holding in his hands. If you’re having trouble, offer to taste it.

“Miscellaneous vegetables”

Place pieces of various vegetables on one plate. Have your child arrange the vegetables individually on different plates. To do this, put a few empty plates in front of him.

Finally, when you do something with both hands at the same time, like playing a musical instrument or even typing on a keyboard, both hemispheres are working. So this is also a kind of training. It is also useful to perform habitual actions not with the leading hand, but with the other. Those. right-handers can live the life of left-handers, and left-handers, respectively, on the contrary, become right-handers. For example, if you usually brush your teeth holding the brush in your left hand, then periodically shift it to your right. If you write with your right hand, shift your pen to your left. This is not only useful, but also fun. And the results of such training will not be long in coming.

Teaching preschoolers creative storytelling from a picture using T.A. Sidorchuk

The development of speech is becoming an increasingly urgent problem in our society. The end result of language learning, the pinnacle of an amazing, powerful and complex phenomenon called human speech, is actually connected speech.

Coherent speech involves mastering the richest vocabulary, mastering language laws and norms, i.e. mastering the grammatical structure of speech, as well as their practical application. The development of coherent speech is the first and most important condition for the success of a child’s education in school. Only with a well-developed coherent speech, a student can give detailed answers to complex questions of the school curriculum, consistently and fully reasoned and logically express their own judgments, reproduce the content of texts from textbooks, works of fiction and oral folk art, and finally, an indispensable condition for writing program presentations and essays is a fairly high level of development of coherent speech of the student.

Thus, the importance of the comprehensive development of the speech of preschool children can be considered from the following position: the better the child’s speech is developed, the more successful his schooling will be. Teaching preschoolers creative storytelling from a picture causes difficulties for children.

The story of the picture – it seems that it could be easier. But often we educators and teachers become witnesses of the following picture: “the child opens his mouth, but you can’t hear what he sings”, which means that the child has difficulties in this task. And we teachers need to teach children to consciously express their thoughts and feelings in such language forms that will be completely understandable to listeners and readers who encourage their mind, feelings or desires to work. How, after all, to achieve that a story based on a picture would fly from the lips of every child without hesitation.

When teaching preschoolers creative storytelling based on a picture, we use the methods of Sidorchuk T. A., Kuznetsova A.B., which presents technologies for the development of coherent speech of preschoolers, developed on the basis of methods and techniques of TRIZ and RTV; methods of teaching storytelling according to the picture of I.N. Murashkovska, N.P. Valyums classes on teaching creative storytelling in a picture arouse a steady interest in children aged 3-7 years.

The problem of teaching creative storytelling to preschoolers becomes really solved if the teacher presents the children with a new picture, then purposefully works out mental operations with them to analyze the picture as an integral system and the individual objects depicted on it. The technique of “teaching children to compose creative stories based on a picture” is presented as a system of game tasks, as a result of which almost every child can present several creative stories based on a picture.

Model for working with a painting.

Stage I “Determining the composition of the picture”

1) Game “With a telescope”,

2) Game “Who lives in a circle?”,

3) Game “Looking for relatives”.

Stage II “Establishing relationships between objects in the picture”

1) The game “Looking for friends (enemies)”.

Stage III “Description of the perception of the picture from the point of view of various senses”

1) Game “A magician came to us: I can only hear”,

2) The game “A wizard has come to us: I can only smell.”

3) Game “A wizard came to us: I feel only with my hands and skin”,

4) Game “A wizard came to us: I taste everything.”

Stage IV “Compilation of figurative characteristics of objects”

1) Game “Pick the same by color”,

2) Game “Compare by shape”,

3) Game “Compare by material”.

Stage V “Movement of objects in time”.

Stage VI “Composing stories on behalf of different objects.”

The technique is designed for two types of stories based on a picture.

The first type “Text of a realistic nature” – a descriptive story.

Purpose: Teaching how to compose descriptive stories based on a picture in accordance with didactic requirements.

The second type of “Text of a fantastic nature” is creative storytelling based on a picture (fantasy).

Purpose: to compose stories of a fantastic plan based on the image. General requirements for the organization of work with the picture.

1) We start teaching children creative storytelling from a picture from the 2nd junior group of kindergarten.

When choosing a plot, we take into account the number of objects drawn: the younger the children, the fewer objects should be shown in the picture.

2) After the first game, the picture is left in the group for the entire duration of the lesson (2-3 weeks) and is constantly in the field of view of the children.

3) Games can be played in a subgroup or individually. At the same time, it is not necessary that all children go through every game with this picture.

4) Each stage of work (series of games) should be considered as intermediate. Stage results: the child’s story using a specific mental technique.

5) The final story can be considered a detailed story of a preschooler, built by him independently, using learned techniques.

Technology of drawing up creative stories based on the picture (according to the method of T.A. Sidorchuk, A.B. Kuznetsova)

I. Determination of the composition of the picture.

Purpose: To teach preschoolers mental actions leading to the enumeration of images in the picture (fragmentation, modeling, grouping). To teach preschoolers how to work on determining the composition of the picture and activating the speech dictionary.

Methodical methods.

To encourage children to identify and name objects in the picture, the Spyglass technique is used. Rule: point the peephole of a telescope at one object, and name it. To determine the details of one object, the following techniques are used: “Auction”, “Hunting for details”, “Who is the most attentive?” etc. When teaching a classification skill, a grouping technique is used according to a given attribute: man-made, naturalness, functionality, the presence of a certain color, the classification group is fixed in a word.

Modeling by children of identified objects is carried out with letters, pictures, color and other means of designation. For this, a board or sheet of paper is used, on which the models are located similarly to the composition of the picture.

Guidelines.

1) The teacher must show keen interest and demonstrate emotional reactions to the children’s answers.

2) The fast pace of work, prompt reproduction, the educator energetically and quickly simulates the named objects.

3) The sequence of naming objects can be any.

4) A prerequisite is the designation “earth – sky”, “floor – ceiling”.

5) A group or class of identified objects, denoted by a word, but not schematized.

6) After determining the composition of the picture, it is necessary to sum up. The appeal goes not only to the child’s memory, but also to the reading of model designations.

II. Establishing links between the objects of the picture.

Purpose: to teach preschoolers mental actions leading to the combination of the listed objects in the picture.

Manage in explaining the relationships of objects at the level of physical, emotional, related, etc. associations. Teach preschoolers to establish relationships of a different nature. To acquaint with the methodological reactions of compiling stories – reasoning by children of preschool age.

Methodical methods.

The following creative tasks are offered to teach children to establish relationships between objects in a picture.

1) The “Combine” wizard came and combined two objects. The wizard asks to explain why he did it.

2) “Looking for friends” – find objects that are interconnected by mutual arrangement.

3) “Looking for enemies” – find objects that are not friends with each other.

4) “Someone loses, someone finds and what comes out of it” – to explain the cause-and-effect relationships of a complex nature that arise during the interaction between two objects.

III. Texts created on the basis of the possible perception of an object through different senses.

Purpose: to generalize the knowledge of preschoolers about the signs of objects that can be perceived by certain sense organs.

To teach children to write stories – descriptions based on the perception of the picture through different senses.

To teach preschoolers to compose stories – descriptions based on the perception of the picture by different senses.

Methodical methods.

To teach children the characteristics of objects through the senses, the method of “entering the picture” is used. The teacher encourages children to describe possible sensations and offers to listen more closely, inhale smells, taste, touch, etc.

Creative tasks are given:

1) The magician “I smell” (and others) has come.

2) Name the objects that can make sound.

3) I feel with my face and hands.

IV. Compilation of puzzles on the picture.

To teach children to compose riddles, it is necessary to master the models in the following sequence.

1) With the children, the object shown in the picture is selected. The table “Properties and qualities” is presented. As the children answer and choose the best options for comparisons, empty columns are filled.

2) An object is selected with children. His actions are marked. Work goes according to the “Actions” table.

3) The object is selected and the “Parts” table is filled.

4) A part of the object is selected. Their number is determined using the table “Part and their number”.

Guidelines.

1) When jointly compiling riddles, the teacher reads the final text, and the children repeat it.

2) It is more expedient to compose riddles and metaphors about objects that have a multifaceted, diverse characteristic and allow you to select a wide range of other objects for comparison.

V. Transformation of objects in time.

Purpose: to teach preschoolers the mental operations of transforming the selected object in time. To learn to compose a story about a specific object from the point of view of its past and future, using its verbal turns that characterize time periods.

Methodical methods.

To teach children how to compose stories – fantasies with the transformation of objects in time, the method of moving in time (time machine) is used. A specific object is selected and its temporary present is described. Further, it is proposed to think about who or what he was in the past and what will happen to him (in the distant or near). At the same time, the educator must remember the features of the temporal transformation of each classification group.

Guidelines.

1) In the story, verbal turns should be used that characterize time periods (it was – will be, morning – evening, spring – autumn, earlier – later, before – after that …).

2) The selected object must be schematically depicted on a separate sheet of paper or board, arrows to the right and left of it show the line of the past and the future.

3) Come up with names for the story – fantasy.

VI. Description of the location of objects in the picture.

Purpose: to teach preschoolers spatial orientation in the picture.

Activate words denoting spatial orientations in speech; teach the algorithm for narrowing the search field of an object on the plane of the picture; to form the ability to transfer orientations of two-dimensional space to three-dimensional.

Methodical methods.

For teaching children spatial orientation in the picture, games are used: planar “Yes – No”, “Animated picture”.

The game “yes – no” is organized as follows: the host thinks of an object in the picture, and the children use questions to determine its location. The found object “comes to life” and finds its place on the stage (three-dimensional space). The task of the child is to describe the object in place in the picture, and then on the stage. The compositional model of the picture on the stage is gradually built up.

VII. Writing stories from different points of view.

Purpose: to summarize the knowledge of preschoolers about the signs of manifestation of different emotional states and the reasons for their changes. Clarify knowledge about different behavioral responses depending on the character traits of the object. Teach children to compose creative first-person storytelling with predetermined characteristics. Manage in the ability to reincarnate, change your mood over time and compose a coherent creative story in the first person.

Methodical methods.

Before teaching a child to compose creative stories in the first person, it is necessary to carry out the following creative tasks, which have the following content.

1) “I will tell you a character trait, and you say the opposite.”

2) “Show by action and facial expressions the change in your emotional state.”

3) “Turn into someone or something in a problem situation. Describe your emotional and physical state using interjections and various means of expressive speech.

4) “Dramatization of works of art, in which special importance is attached not to the action, but to the emotional state of the hero. ”

Empathy is used to teach writing creative first-person stories in the form of one or more objects in a picture with a predetermined characteristic. It consists in the fact that the child calls himself an object and “enters” his emotional state or takes on a character trait. There is a detailed description of his condition, relations with the outside world and the problems that have arisen. Encourage children in the text to use problem solving techniques and an explanation for stabilizing his emotional state.

VIII. The meaning of the painting.

Purpose: to teach children mental actions leading to an explanation of the semantic content of the picture. To give knowledge about the method of describing the meaning of the picture by children of preschool age.

To manage in the ability to compose stories – reasoning based on different comprehension of the content of the picture.

Methodical methods.

The comprehension of the content of the picture by children is built as a game “Explain why the picture is called that way?”. The next game is “find the best picture name.” Particular attention is paid to the logical connections of the text. The result is a story-reasoning.

Results and prospects.

What did the work on the use of T.A. Sidorchuk, A.B. Kuznetsova, I.N. Murashkovska, N.P. Valyums “Teaching preschoolers creative storytelling in a picture”?

Children have become more active, children want to answer them in an interesting way. The children took the verbal drawing very well. There is a forest of hands here, everyone wants to come to the board and knit individual drawings.

Now not only individual, well-prepared children, but also those who have almost always been silent since the beginning of training, can tell from the picture. It became easier to prepare for the lesson on examining and compiling creative stories based on the picture. No need to come up with a lot of questions to the picture, in which everything is already too clear. Instead, we plan the composition of the connection, characteristics, points of view and movement in time.

True, the desire of children to express themselves even more tangibly runs into a lack of the right words. Therefore, a lot of work is carried out in the group in all activities. Working with parents through parent-teacher meetings, consultations, round-table discussions, recommendations, advice. The work doesn’t stop there. I plan to teach children to use our invisible camera even more quickly. So that children can track some events in life situations in more detail, skip some in general terms, linger somewhere on a figurative description, somewhere at a pace convey only the main actions, move from the line of one hero to the line of another, from from one point of view to another, and knew when to choose which angle.

I hope that the methodical sequence of storytelling will soon enter into the inner plane of the children, “Magicians”, “depart – let’s”, “combine – let’s”, “I can only hear”, “I only feel smells”, “I only feel hands and skin”, “I taste everything”.

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Raising patriotic feelings among preschoolers through the use of folk games

Homeland is a big, big word!

Let there be no miracles in the world,

If you say this word with soul,

It is deeper than the seas, higher than the skies!

It fits exactly half the world:

Mom and dad, neighbors, friends.

Dear city, native apartment,

Grandmother, school, kitten … and me.

Sunny bunny in the palm of your hand

T. Bokova

What is patriotism? Probably everyone will answer in their own way. Whatever exact definitions this concept has. Patriotism is a feeling of pride in one’s big and small Motherland, for one’s people, traditions and one’s roots. The most important goal of patriotic education is to educate a free person, a citizen, a patriot of his country, respecting the traditions of his ancestors.

Therefore, a special role belongs to preschool institutions. It is here that the children’s team is formed. The child learns to communicate, empathize, learns more about Russian culture, Russian traditions, the heroes of our great country. It is important to instill in the child a sense of responsibility for their actions and deeds even before school.

Every nation has its own fairy tales , songs, dances, games , and all of them are passed down from generation to generation. Since ancient times, folk games have vividly reflected the images of people, life, work and national foundations, people’s ideas about honor, courage, courage, the desire to possess strength, dexterity, endurance, speed and beauty of movements, to show ingenuity, endurance, creative invention, resourcefulness, will and drive to win.

Play is also an activity through which children first come into contact with their peers. A common goal, joint efforts to achieve it, common interests and experiences bring the participants together, form their purposefulness. While playing, the child begins to feel like a member of the team, learns to fairly evaluate the actions of his comrades (did not finish singing to the end – he broke the rule, etc.). And the task of an adult here is to give the right direction, which would contribute to the restoration of good feelings between children, based on friendship, trust, justice, mutual assistance and responsibility.

The peculiarity of folk games is , that they, having a moral basis , teach children to find harmony with the world around them. The kids develop a stable, interested, respectful attitude towards the culture of their native country, an emotionally positive basis is created for the development of patriotic feelings.

Children play folk games with great pleasure. When explaining the rules of the game, we tell them that Russian folk games have a long history, they have been preserved and come down to our days from ancient times, passed down from generation to generation, absorbing the best national traditions. Great educational value is inherent in the rules of the game. They determine the entire course of the game, regulate the actions and behavior of children, their relationships, and contribute to the formation of will. An outdoor game requires attention, endurance, ingenuity and dexterity.

We offer children ways to choose a driver, introduce them to the concepts: barkers, rhymes, draws, guesses.

In the group we have a selection of folk rhymes, barkers, which we constantly use. During the game, rhymes are pronounced together with the children, setting the necessary rhythm for those movements that are included in the game.

Children and I play various folk games, but such games as “Paints”, “Burn, burn brightly”, “Handkerchief”, “Ringlet”, “Geese-geese”, “Blind Man’s Bluff” have become especially popular and favorite for us. ”, “Cats and Mouse”, “Fisherman”, “Brook”, “Loaf”, “Shoe”, “Golden Gate”, “Tug of War”.

At the end of the game , the actions of those children who showed courage, dexterity, endurance and mutual assistance should be positively assessed.

Not only do we suggest to children which folk games we will play, but also children, taking the initiative, tell about the games that their parents taught them to play. The guys are happy to explain the rules of the game and have fun playing with the whole group.

As a group, we created the book “Our favorite folk games”, which we collected together with children and their parents.

Mobile folk games can be used on physical. minutes, walks, leisure evenings, etc.

Using folk games in our work, we reinforce children’s knowledge of folk traditions. After all, folk games for children are valuable in a pedagogical sense, they have a great influence on the upbringing of children, their character, develop moral feelings, physically strengthen the child, create a certain spiritual mood, interest in folk art.

Education of moral feelings in children of senior preschool age on the basis of fine arts

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