Goals:

To acquaint with the features of the appearance and lifestyle of the horse.
Enrich active and passive vocabulary on this topic.
Continue to teach children to distinguish and name the numbers 1 and 2, correlate the number and the amount, count the given amount.
Learn to listen carefully and understand the text.
Form stable ideas about color, position in space (on, behind, in front of, next to), geometric shapes ah (rectangle, square, triangle), magnitude (high-low, big-small), speed (fast-slow).
Improve the skills of modeling, drawing with colored pencils, gluing, designing.
Learn to find an object that is different from the rest.
Exercise in onomatopoeia, the ability to coordinate words and movements.
Develop thinking, fine motor skills, coordination of movements, articulatory breathing, a sense of rhythm, tempo.

Equipment:

Toys, chest, cubes, building material bars.
Pictures depicting a herd of horses.
Sheets of paper with a drawn horse without a tail and mane, brown pencils, "saddle" and "suns" cut out of colored paper, glue.
Clothespins, silhouettes of horses without legs and tail, cut out of thick cardboard.
Plastic plates, with numbers 1 and 2 pasted on. Horseshoes cut out of cardboard.
The dense silhouette of horses with threads inserted into the holes (mane and tail).
Salt dough, toy hammers.
Horseshoes cut out of thick paper with holes, plastic bolts from the designer.
Pictures depicting horseshoes with one that is different from the others.
A building made of rectangles, squares and a triangle drawn on white cardboard. The same geometric shapes cut out of colored cardboard.
Audio recordings: “We are riding a horse”, “Tsok-tsok”, “Look at the horse”.

Lesson progress:

Greeting "How are you?"

How are you? - Like this!
(Thumbs of both hands - up, the rest are gathered into a fist)

Do you swim? - Like this!
(Hands represent the movement of the swimmer)

How are you going? - Like this!
(Walking in place)

How do you run? - Like this!
(Hands bent at the elbows, movement along the body)

Are you looking into the distance? - Like this!
(Alternately put palms on forehead)

Are you following? - Like this!
(Energetic hand movements)

How do you take? - Like this!
(grasping hand movements)

How do you give? - Like this!
(Extend open palm forward)

Do you sleep at night? - Like this!
(Palms under head)

How do you threaten? -Like this!
(Shake the index finger, the rest of the fingers are gathered into a fist)

Are you kidding? - Like this!
(Fists of both hands clap on puffed cheeks)

Surprise moment "Who's in the chest?"

Listen to the sound and guess who is hiding in the chest?
(An audio recording of the sound of horse hooves sounds.)
Click, click, click, click!
I am a horse - a gray side!
I will knock with a hoof.
If you want, I will!
Look how beautiful I am.
Nice tail and mane.
Click, click, click, click!
I am a horse - a gray side!

Examining and naming parts of the toy "Horse"

Show where the horse has a head, side, tail, mane, hooves. Name what I'm showing. (The teacher encourages the children to name the considered parts of the toy on their own).
Here is the mother horse. And this is her child - a foal. Who is big, a horse or a foal? Who is small?

Construction "Stable"

The house where the horses live is called the stable. Build a stable of colorful geometric shapes. Attach colored shapes to their image.
Show the blue figure. This is a triangle. How many triangles? One triangle.
Show figures yellow color. These are squares. How many squares? Two squares.
Show red figures. These are rectangles. How many rectangles? Two rectangles. Make a pointer out of your finger and show them a triangle, squares, a rectangle.

Reading the English nursery rhyme "The Smith" translated by S. Ya. Marshak.

So that the horse's hooves do not break on a hard road, horseshoes were invented. Horseshoes are horse shoes that are nailed to the horse's hooves. Shoe means to nail a horseshoe.

Hey blacksmith
Well done,
My stallion limped.
You kick him again.
- Why not to shoe!
Here is the nail
Here is the horseshoe.
One, two -
And it's done!

Didactic exercise "How many horseshoes?"

How many horseshoes do you have? three horseshoes. What is the number on this plate? Number 1. means you need to put one horseshoe in this plate. What is the number on the other plate? Number 2. How many horseshoes should be put on a plate with number 2? Two horseshoes. Here we have laid out all three horseshoes. One horseshoe and two horseshoes - three horseshoes.

The game "Insert a carnation into a horseshoe"

Children insert nails (plastic screws from the designer) into the silhouette image of a horseshoe made of thick cardboard with holes.

Modeling "Horseshoe"

From salt dough, children mold a sausage by direct rolling. They bend it into the shape of a horseshoe, put nails on top (plastic screws from the designer), which are hammered with a toy hammer.

Didactic exercise "What is superfluous?"

In the picture, all horseshoes are the same, except for one. Find this horseshoe. Not like everyone else. How is it different from other horseshoes? One horseshoe of a different color..
Next, the children are offered another option, where one horseshoe is turned upside down.

Dynamic pause "Horses-toys"

The guys have a lot of toys-horses, there are rocking horses. Here's how this one. Show puppet rocking horse. They sit on top of it and swing.
Let's rock back and forth on our toes, as if on a horse.
There are jump rope horses on a stick. Like these ones. They put the stick between the legs and jump. Let's ride horses.
And you can play horses together. Take the jump ropes and throw it like this. (On the chest, ends under the armpits.) one playing horse. The other is a rider. Say "but" for the horse to go. Say "whoa." To stop the horse.
(To the music "I'm going, I'm going on a horse").

Finger gymnastics and onomatopoeia "Horses are jumping"

Here are my helpers
Turn them however you want.
(Show palms, turn them around)

On the white, smooth road
Fingers jump like horses.
(Moving hands forward, moving fingers)

Tsok-tsok-tsok. Tsok-tsok-tsok.
A frisky herd jumps.
(Onomatopoeia)

The horses shout loudly: “Go-go!”
They rode far.
(Onomatopoeia)

During onomatopoeia-clatter, smile, open your mouth and click the tip of your tongue. The mouth is open. The language must be wide. Track. So that the tip of the tongue does not tuck inward, and the lower jaw remains motionless.

A frisky herd jumps. What is the word "taboon"? A tabunok or herd is a company of horses that have come together. Here is a picture of a herd of horses. How many horses are in the herd? Many horses.

Exercise "Where is the horse?"

Place a cube in front of you. Now pick up the horse and put it
on top of the cube, behind the cube, in front of the cube, on the side next to the cube.

Here the horse galloped quickly. And now slowly.

To the music and the words of the song, parents, and then the children, “jump” with a toy plastic horse to each other on the backs, arms, legs.

Didactic game "A horse jumps high or low"

Place a block in front of the horse. Let your horse jump over it. And now put another bar next to it, and another one on top of it. Jump, horse! This is a low fence and the horse jumped low, but this is a high fence and the horse jumped high. Let your horse jump high and now low. How did the horse jump over this fence? Low. And how did the horse jump over this fence? High.

Visual activity "Beautiful horse"

Children, look what the artist forgot to draw on our horses? Mane and tail. Do you know how to draw them? Do you want to learn this? (The teacher shows the drawing method). Let's draw more grass. So that our horse can eat. What kind of pencil will draw the grass? Green pencil.
And now let's stick a saddle on the drawing. This is the saddle the horse has on its back. It is called a saddle because they sit on it. When riding a horse. And we’ll also glue the sun so that our horse is warm and light.

Reading a poem by A. Barto "Horse"

I love my horse
I will comb her hair smoothly,
I stroke the ponytail with a scallop
And I'll go on horseback to visit.

(Reading is accompanied by playing actions: the hair is combed “smoothly”, the tail is smoothed with a comb).

A comb is such a comb without a handle and slightly curved.
- And what does it mean to comb my hair "smoothly"? "Smooth" - how is it? (Children's answers.)
- Listen to what hard word we met - "wool". Let's practice pronouncing it correctly.

Exercise with clothespins "Horse"

Use clothespins to make the horse's tail and legs. Make the mane from ear to back, and legs - two in front and two behind.

Exercise for the development of fine motor skills "Tail and mane"

Pull the threads by the knots and make the horse a beautiful tail and mane.

Here our horse gallops quickly. And now slowly.

Breathing exercise "Blow on the mane and tail"

When a horse gallops fast, its tail and mane flutter. Let's blow on the tail and mane of the horse so that they flutter. Try to blow without puffing out your cheeks.

Don't let your horse
Lollipops and marmalades.
Better give her some
Black bread in the palm of your hand.
She eats slowly
And shake his fluffy mane.

Mobile game "Carousel Horses"

Barely, barely, barely spinning carousels
(slowly walk in a circle, holding on to the hoop)

And then-then-then
(getting a little faster)

All run-run-run
(still speeding up)

And then-then-then all run-run-run
(run)

Hush, hush, don't rush
(slow down)

Stop the carousel. Stop!
(can be repeated on the other side)

Elena Chigrik
Lesson in plasticineography in the second junior group"Horse"

Plasticine class: horse

Target:

Teaching children to draw in technology plasticineography.

Tasks:

1. Teach children to create a drawing on their own using the smear technique.

2. Strengthen the ability to smear lines in different directions.

4. Develop consistency in the work of both hands.

3. To educate in children responsiveness, the need to come to the aid of those who need it.

Getting to know new words: mane, muzzle, hooves, shiny coat.

move lessons: Pay attention to neighing horses.

caregiver: Listen, who is laughing behind the door? Children: horse.

But! - we said horse. And they rushed off without looking back.

The mane curls in the wind. Here is the house. horse, whoa!

consideration horses. caregiver: look how beautiful the horse came to us! And what a long ponytail she has! Show me where ponytail! And the eyes? And what is this horses? Children: Head, legs, mane...

caregiver: Do you know why she jumped to us horse? She wants us to draw her girlfriends- horses. Let's help horse?

Children sit down at the tables, on which in advance spread out:

1. Uncolored pictures horses. 2. Plasticine.

finger game:

look at those fingers (squeeze, unclench fists)

deftly jump like horses(We tap our fingers on the table)

On a log and on a stump

Jump and jump, jump and jump.

caregiver: See what needs to be drawn horse? Children: Mane, tail.

caregiver: what ponytail horses? Children: Long, fluffy.

Show with your finger where horses will we draw a ponytail? What color will we draw the tail? caregiver: And now, together with me, we will begin to draw a ponytail. caregiver: Take a piece plasticine, pinch off a small piece of it. Roll between your fingers. Put on the ponytail, press on the rolled ball with your finger and pull it down. (We do this many times until the tail is horses will not be long and fluffy).

caregiver: And now we will draw a mane horses. Where the mane grows horses?

Children: On the neck. caregiver: Show with your finger where the neck is horses where we will draw the mane? Children show.

caregiver: What color will we draw the mane at horses? Children: Black (brown, white)

caregiver: And now, together with me, we will begin to draw a mane. (Explanation and demonstration, individual help to children). caregiver: Take a piece of black plasticine, pinch off a small piece of it. Roll between your fingers. Put on the neck horses, pressed on the rolled ball with your finger and pulled it down.

caregiver: let's also decorate the face of horses.

And now the torso.

At the end of the work, invites the children to consider their work.

caregiver: What important, proud we have horses turned out! how many girlfriends did ours have horse.

Related publications:

The final integrated lesson on the development of speech in the first junior group "If a horse came to us" MDOU "Kindergarten No. 69" Synopsis of the final integrated lesson in the 1st junior group No. 1 on the development of speech "If a horse came to us."

Synopsis of GCD on plasticineography with children of the second junior group "Algae in the aquarium" Synopsis of the GCD on artistic and aesthetic development with children of the second junior group "Algae in the Aquarium" Objectives: formation in the child.

Objective: To continue to introduce children to Dymkovo painting; To form the ability of children to draw in an unconventional way - with cotton swabs;

Synopsis of GCD on sensory development in the first junior group "Naughty horse" Synopsis of GCD on sensory development in the first junior group Compiled by the teacher of the first category MBDOU DS No. 455, Chelyabinsk Shapovalova.

Synopsis of OD in the second group of early age "Didactic game" Assignments ". "Horse" Elena Osokina Synopsis of OD in the second group of early age " Didactic game"Orders". "Horse" Osokina Elena Synopsis of OD in.

Synopsis on the artistic and aesthetic development of drawing in the younger group "Dymkovo horse toy" Synopsis On the artistic and aesthetic development of drawing in the younger group

Aurika Kovalyk
Finger gymnastics

Two girlfriends.

Two girlfriends on the lawn

(Slap your knees to the rhythm of the text)

Kwa-kva-kva, kva-kva-kva.

(Clap your hands to the rhythm of the text)

Two green frogs:

(clapping on the knees)

Kwa-kva-kva, kva-kva-kva.

(clapping hands).

Qua! (Stomp one foot).

Songs are sung in chorus:

(Put your palms together and slightly open the mouth of the frogs).

Kwa-kva-kva, (clapping hands)

Qua-qua-qua. (Footsteps to the rhythm of the text).

And they interfere with sleep (Wag a finger).

Kwa-kva-kva, kva-kva-kva! (clap your hands).

The house is on the edge.

(Put your palms together over your head.)

There is a lock on the door.

(Close your palms in the "castle").

Behind the door is a table

(Cover with palm right hand left cam).

Palisade around the house.

(Hands in front of you, fingers spread out).

Knock-Knock! Open the door!

(Knock the fist of one palm on the other).

Come on, I'm not evil!

(Hands to the sides, palms up with the back side).

The family is powerful.

In one dense forest

(Swing your arms over your head like trees.)

There lived a powerful family.

(Put your hands together).

They had a huge house

(Put your palms over your head in the form of a roof).

And a roof with a dark pipe.

(Raise middle fingers - pipe).

Smoke from the chimney into the rings.

(“Rings” from all fingers in turn).

Plim, plim, plim!

(Click fingers).

Everyone has a home.

At the fox in the deaf forest,

There is a hole - a safe house.

Snowstorms are not terrible in winter

A squirrel in a hollow on a spruce.

(Bend fingers on both hands:

on the first couplet - on the left hand,

on the second - on the right hand).

Under the bushes prickly hedgehog

He rakes up a bunch of leaves.

From branches, roots, bark

Beavers make huts.

(Strikes alternately with palms and fists).

Raffle.

Girls and boys, where are your fingers?

(Hide your hands behind your back).

Send fingers in the morning

(wiggle fingers).

Visit Aunt Razygra

(clap your hands).

They sat on the bench

(On the thumb, "sit" with each finger, starting with the little finger).

Yes, they looked out the window.

(Fold the "windows" in front of the eyes).

I drank tea, I'll play tea,

(Alternate clapping and showing thumbs).

Palms stroked the sun a little,

(Stroke your palms together, lightly massaging them).

They raised their fingers, they became rays.

(Raise both hands up, spread fingers with effort).

Horses.

We sit on horses. Whoa!

Horses, let's go!

(Put your hands on the table, palms down.)

Let's go! (We knock on the table with our palms, imitating the sound of hooves).

On the grass! (We stroke the table, swiping alternately with the left and right palms towards ourselves).

On the sand! (Rubbing one palm against the other).

By pebbles! (Knock on the table with nails).

On the pavement! (Knocking fists).

Through the swamp! (Massaging movements knock on the cheeks).

Through the swampy swamp! (We tap on the cheeks and smack our lips).

On ice! (Click tongue).

By the snow! (Hit soft palms on the table).

Through the hole! (Make movements with your hands that imitate a jump).

Down the dusty path! (Clap hands on knees.)

Up the hill! (We knock on the table in slow motion, as if it is hard for us to rise).

Downhill! (Knocking at a very fast pace).

Ran far! (Knocking very softly.)

Jumping very close! (Knocking loudly).

Jumped up! (Strongly hit the table with palms).

Fingers.

Here are my helpers

Turn them however you want.

One, two, three, four, five,

They don't fit again.

They knocked, they turned,

And they didn't want to work.

This finger wants to sleep

This finger - jump into bed,

This finger curled up

This finger is already asleep.

And the other one has been sleeping for a long time. (We bend our fingers, starting with the thumb).

Who is making noise with us?

Hush, hush, don't make noise

Don't wake up your fingers! (Whispers).

The clear morning will come

The bright sun will rise, (Louder)

The birds will sing

The fingers will stand up. (Loud).

Wake up, kids!

AT Kindergarten it's time to go! (All raise their hands with open palms.)

Mosquitoes.

Here they come to life, folding into a pinch, becoming "mosquitoes" and with the words:

Dariki-dariki,

mosquitoes flew,

Curled, twisted,

They grabbed the cheek (nose, pen)!

"Bite" the baby for different parts of the body to his great pleasure.

Spider.

And what a wonderful spider is obtained from spread fingers! Fingering with his paws, he moves just like a real one. Suitable for baby:

Tupi-tupi-tupi-that,

I weave a web

I weave a web

Tupi-tupi-tupi-that.

Nyusha (Vasya, Masha.) leg (handles, ears.) braid,

Tupi-tupi-tupi-that!

And "confuses", tickles.

Turtle.

And the hand can become a turtle if you slowly push it out of the fist thumb:

A turtle wears a shell

He hides his head in fear.

And then quickly remove the "head" back into the "shell".

Compote.

We put one hand with the palm up, and with the index finger of the other hand we drive it along the palm in a circular motion, "mixing the compote":

We cook, we cook compote.

You need a lot of fruit. Here:

(We bend fingers alternately.)

Let's chop apples

Cut and boil pears

Squeeze lemon juice

Put the drain and sand.

(We unbend all the fingers and “mix” again.)

We cook, we cook compote,

Let's treat honest people!

Family.

Take the child's hand and press his fingers to the palm one at a time, starting with the big one:

Here is grandfather.

Here is the grandmother.

Here is daddy.

Here's mommy.

Here is my baby.

And here is the whole family!

With these words, grab the fist of the child.

First you need to clench your fist. This is the rabbit house. "Hares" leave the house one by one. And then they come back the same way:

One two Three,

Four five -

The bunnies went out for a walk.

One two Three,

Four five -

Hiding in the house again!

Squirrel.

Let the child stretch out his hands with his palms down and, in time with the rhymes, he either squeezes his fingers into a fist, then opens them like a fan:

Squirrel sits on a cart

She sells nuts.

(The hand turns palm up, fingers, from thumb to little finger, alternately bend.)

fox-sister,

Bear clubfoot,

Mustache cat.

The boy is a finger.

You need to take the child’s thumb in your fist and, shaking it, ask:

Finger boy, where have you been?

And then, bending the fingers away from the child's fist, answer:

I went to the forest with this brother.

I cooked cabbage soup with this brother.

I ate porridge with this brother.

I sang songs with this brother!

Fingers.

The fingers of the left hand, starting with the little finger, alternately bend to the palm with the words:

This finger wants to sleep

This finger went to bed

This finger took a little nap,

This finger is already asleep,

Hush, hush, don't make noise

(Swing the fist with the right hand.)

The red sun will rise

The clear morning will come

The birds will chirp

Fingers will rise!

(Fingers forcefully straighten out with a fan.)

Fingers.

The kid will be interested in a simple rhyme, with which it is easy to remember the names of the fingers. Each named finger is wrapped around the fist of the other hand:

The finger is thick and BIG

I went to the plum garden.

POINTING from the threshold

Showed him the way.

MIDDLE finger is the most accurate.

He knocks plums off the branch.

UNNAMED eats.

A MIZINCHIK-Mr.

Plants bones in the ground.

One puts his hand with the back of his hand down, like a roof. The other or others from below put their index fingers on it. With words:

Cats, mice,

Wolves, hares,

Hide your fingers! Tsap!

The "roof" slams shut, and sluggish fingers get caught.

Option 2.

There were hares on the mountain,

And they shouted: Hide your fingers.

Option 3.

under my roof

The mice gathered

Hare, squirrel, ...., toad.

Elbows.

To the beat of the spoken words, tap on the table with elbows, fists or knuckles of bent fingers.

Ay, tuki, tuki, tuki!

Hammers banged

Hammers banged

Elbows played:

Tuki - current, tuki - current!

So the baby has grown!

Frets - frets.

Frets - frets, (clapping hands).

Grandma had.

Ate a pretzel, (Bend one finger at a time, starting with the thumb).

They drank kiselek.

Taken to the track

Lush cake.

Yes, in addition - from the oven

Poppy rolls!

Don't want rolls?

So fly! E-ge-gay! (Waving your arms imitating the flight of birds, running in a circle).

Bolshak - to chop wood ...

Bolshak - chop wood, (Bend one at a time, starting with the thumb, fingers).

And you - to chop wood,

And you - to heat the oven,

You have to cook porridge.

And the baby - to sing songs. (Bend the last one - little finger).

Sing songs, dance, (Make flashlights with your hands).

To amuse the brothers.

Finger - boy, where have you been ...

(The handles are clenched into fists, the thumbs are up, they rotate: the left one is clockwise, the right one is counterclockwise. Then the thumb is pressed alternately against each finger, starting with the index finger).

Finger - boy, where have you been?

With this brother I went to the forest,

I cooked cabbage soup with this brother,

I ate porridge with this brother,

I sang songs with this brother.

Morning.

Morning has come, the sun has risen. (The palms are crossed, the fingers are spread out, forming the sun).

Hey, brother Fedya, wake up the neighbors! (The fingers are clenched into a fist, the thumb is raised up and makes circular movements).

Get up, big boy!

Get up pointer!

Get up middle!

Get up, Orphan!

And you, baby - Mitroshka! (With the index finger of the left hand, alternately press on the pad of the called finger).

Hello palm! (Click in the middle of the palm).

Everyone woke up and stretched! (Hands up, fingers extended, spread out with effort).

* Repeat the exercise twice, first with the right hand, then with the left.

House on the mountain.

On the mountain we see a house. (Fold the house with the hands).

Lots of greenery around. (Waving movements of the hands).

Here are the trees, here are the bushes (Make "trees" and "bushes" with your hands).

Here are fluffy flowers! (Fingers show a bud - a blooming flower).

All around a fence. (Show a “fence” of fingers in front of you).

Behind the fence is a clean yard. (Stroke the table with your palms).

We open the gate (Show the gate with the hands, the gate opens).

We quickly run to the house. (Fingers "run" on the table).

We knock on the door: "Knock - knock - knock!" (Bang your fists on the table.)

Someone is coming to knock on us. (Put the palm to the right ear, listen).

We came to visit a friend

And the gifts were brought. (Stretch your hands forward, as if presenting something)

Rope.

(Both palms are clenched into a fist, thumbs are raised up. We make circular movements with the thumb, as if we are twisting the rope - first in one direction, then in the other).

If I want, I'll jump Galka and Natalka.

Well, one, well, two in the middle of the path.

Yes, running with the wind, yes on the right leg.

I'm jumping, I'm spinning a new rope.

I ride, I teach Galya and Natalka.

Come on, one, come on, two, the sisters are studying,

Behind the back day - day pigtails jump.

About birds and chicks.

There was a nest with chicks in the tree. The chicks were hungry, loudly asked for food. The mother-bird flew in and began to feed the chicks. Mom gave the chicks one caterpillar each (the thumb alternately touches the other four), two insects each (simultaneous double touch with the other four with the thumb) and three midges (three times touch). The chicks ate and began to clean their beaks. Mom helped them (with the thumb with force to stroke the edges of the remaining fingers alternately).

Greetings.

This team is squirrels, and this team is bunnies (fingers of the left and right hands). This is the captain of the squirrels, and this is the captain of the bunnies (thumbs up).

Each captain greets his team. (We do the exercise first with separate commands, then simultaneously).

Both teams greet each other. (Alternately touching the paired fingers of both hands. First, bunnies and squirrels, standing straight, then tilted. Paired fingers of both hands bend when touched - this is a respectful bow. Thumbs (captains) greet each other (each bunny with its own squirrel).

Kitty.

The kitten is small, mischievous and fluffy, sharpening its claws. (All fingers are bent so that their pads touch the base of the fingers, the palm is in such a pressed position, all fingers “run”).

The kitten has released its claws. (Fingers open, tensely half-bent).

Started scratching. (Fingers quickly "run" in this tense half-bent state).

Ay - yai - yai, kitten, what a naughty you are, you can’t scratch like that. Come on, hide your claws! (After a while, the kitten begins to sharpen its claws again ...

The exercise is performed simultaneously with both hands).

Well, what are you, pussycat? (kitten answers):

"Hey don't stand too close

I'm a tiger cub, not a pussy!"

Dwarf food.

The gnomes began to invite guests. (With the index finger of the right hand, press in turn on the pads of the fingers of the left, then vice versa).

Each guest got a jam. (“Spread” jam on the tip of each finger).

Fingers ate all the treats. (Sequentially, starting with the thumbs, “glue” the fingers of the same name on both hands).

The palm pressed tightly against the palm. (Press palms together).

Guests can't even take spoons! (Raise your shoulders, spread your arms to the sides - be surprised).

Bell.

The bell keeps ringing, he moves his tongue. (The backs of the hands are turned up. The fingers of both hands are crossed, the middle finger of the right hand is lowered down and the child rotates it freely).

The goose stands and cackles, he wants to pinch you.

Details

Note: this lesson is conducted with elements of the methodology of the Japanese professor Makato Shichida. One of characteristic features his techniques are right-brain games that help children express love, a sense of uniqueness and interaction among people.In the class on the Shichida method, you will encounter such elements of learning that are unusual for many of us, such as hugs, games for the development of intuition, imagination, and of course traditional games for the development of memory, logic, attention are also present.

Many people like horses, including me, but this is understandable, because they are very beautiful and graceful animals. If you love them too and want to tell your child about them in a playful way, then I ask for me!

It is very important to play with the child when both you and the baby are in good mood, and stop the game if the child loses interest.

Abstract of the lesson on the topic "Horses" for children from 2 to 3 years old.

We start the lesson with hugs, tell the child how much you love him! Invite to play and be sure to say: “We will play, and you will succeed!”

1. Get to know the horses.

To begin with, let's get acquainted with the figures of horses - carefully, consider what kind of mane, hooves, tail the horse has. And we'll tell you where to find them.

For this part of the lesson, I prepared a sensory box. We've got a whole stable! Here we tinkered with hay, watered and fed the horses. Each horse had its own drink, before giving them a drink, we counted all the horses and took the same number of buckets of water, poured water for each, but poured the food into a common feeder.

At the same time, they worked with breathing - they took hay in their hands and blew on it.

2. We develop intuition.

Since intuition is one of the innate abilities of any baby, we are happy to develop it. Today we were looking for which of the three haystacks the foal hid under - I hid, and the son guessed.

3. Motor development.

We spent time on motor skills: we made a paddock out of sticks.

The base was made from salt dough, and a “fence” was stuck into it.

They also made a horse with a rider. (Motor development again).

4. Search games (we develop attention and memory):

4.1. Find "Whose part is on the left?"

(We determine which horse belongs to the part (leg, tail, mane, etc.) located in the left row of each line).

4.2. Pair search:

We were looking for the shadow of horses, the task is difficult. the silhouettes of the horses are different, but we managed.

4.3. We lay out dominoes.

4.4. We fed the horses again.

We looked at the menu, studied what horses eat.

Then they collected items “food for the horse” around the house (our hay and oats were depicted in the form of a picture on the cards, apples, crackers, carrots and water were real).

I hid all the items in a conspicuous place, for example, on a shelf, on a table - i.e. to be seen with the eyes.

4.5. We develop memory.

We played the game memory grid - a game for memorizing the position of an object. The essence of the game is as follows:

I lay out 2 rows of cards, 3 pieces in a row, one after another, consider each picture, pronounce it, then turn everything over. Next, I name one of the items and ask the child to find a card, the son fulfills my requests, we check if we made a mistake, the card remains unturned, we continue to look for the desired card.

5. Design and imagination:

We assembled a horse from a tangram. On the sheet, I circled the contours of the figures, Azamat folded.

6. Color perception.

6.1. Find each cowboy - a horse, by the color of the scarf and saddle.

6.2. She cut the cards of horses (red, black, gray, brown) into 3 parts vertically. The child folds the whole horse. I played a little, put the horses in the wrong order, suggested that my son fix everything.

7. Puzzles - develop logic and attention.

7.1. Collected a logical series. I posted mine, my son repeated.

7.2. We assembled the puzzle, left 4 elements unassembled, Azamat assembled the whole picture to the end.

8. Finger gymnastics: "The horse was jumping."

Place the child in front of you, touch your palms to his open palms, begin to lightly pat them, saying:

The horse galloped across the field, across the field.

A horse galloped free, free.

The horse was galloping, and the wind was flying,

I wanted to keep up with a fast horse!

Then take a small little finger in your hands and knead your fingers from the tips to the palm:

jumping horse

Along a small river.

Let's move on to warming up the ring fingers:

Run after her

A crowd of sheep.

Next up are the middle fingers.

On the bridge became

horse run,

Following them, we move on to warming up the index:

Frogs are behind her

We decided to jump!

At the very end of the game, the turn comes to the thumbs:

Horse, horse, it's enough to ride,

It's time for everyone to relax!

9. Logarithm: "Horse"

For this part of the lesson, we need here is the song .

Before listening to the song, let's look at the horse figure again. Let's remember what kind of mane a horse has, what hooves, tail.

“Rehearse” the syllable for singing along: “but” (we pronounce onomatopoeia together with the child).

Say: “Now we will go riding a horse”, give the child wooden spoons (well, if you don’t have wooden spoons at home, any others will do).

Singing a song, we throw the child on our knees (we ride a horse) and help rhythmically knock with spoons (hooves click). To the chorus “but-but-but”, we help the baby hit the legs three times with spoons, encourage him to “adjust” the horse.

We go - we go on a horse, But, but, but!

All the guys are glad, glad, But, but, but!

Glad, glad to ride, But, but, but!

Hooves clatter loudly: But, but, but!

(You can watch a video on how to do this gymnastics).

We rolled over and our horses got hungry again:

10. Motor skills and coordination of movements:

We feed mothers with a foal (menu cards), lay out the path to food with chopsticks (you can use lids, beads or beans). First left to right, then right to left.

11. Creativity.

The next day we got busy. We made an application "Horse" from geometric shapes.

Made a mane for a horse.

We also decided to decorate our homemade horse green:

We fantasized a little that she was from a green country, where almost everything is green, including horses, and the people, and hence the riders, are red.

During these two days we learned a lot about horses, it remains to communicate with them live, and we will do it for sure! All good mood, pleasant and interesting games! Thank you for your attention!

Lesson materials are stored by this link.

Synopsis of GCD in middle group speech therapist on the topic "Horses" using the method of hippotherapy

Svetlana Vladimirovna Stoletova, teacher-speech therapist, GKU PC Interdepartmental Center for Assistance to Children Left without Parental Care, Kungur
Synopsis of immediate educational activities speech pathologist
On the topic "Horses" for middle-aged children using the method of hippotherapy.
Description of work: In this material it is proposed to use hippotherapy as one of the forms of rehabilitation of children. Therapeutic riding promotes the development of memory, attention, thinking, has a complex positive effect on the physical status, emotional sphere, enhances the desire to achieve positive results, promotes socialization.

Target:
- Generalization of children's knowledge about the features of the appearance and lifestyle of horses, socialization and the formation of a harmonious relationship with the outside world.

Tasks:
Correctional and educational:
- enrich the active and passive vocabulary on the topic
- to learn to listen carefully and understand the poetic text
- to clarify and expand the knowledge of children about horses, their appearance and meaning
- develop fine motor skills, coordination of movements, articulatory breathing, a sense of rhythm, tempo.
- strengthen the desire to achieve positive results

Correction-developing:
- correct thinking through the exercise: "Collect a picture"
- strengthen the muscles of the body.
Correctional and educational:
- educate cognitive interest in the world around
- to instill love for pets - horses and a friendly attitude towards them.

Equipment:
Toys, box, split pictures, balls, food pictures, skipping rope, rocking horse, stick horse.
Audio recordings, presentation "Horses"

GCD progress:

Content
We start the lesson with hugs, tell the child how much we love him! We invite you to play: - We will play, and you will succeed!

Listen to the sound and guess who is hiding in the box?
(An audio recording of the sound of horse hooves sounds.)
Click, click, click, click!
I am a horse - a gray side!
I will knock with a hoof.
If you want, I will!
Look how beautiful I am.
Nice tail and mane.
Click, click, click, click!
I am a horse - a gray side!

1. Get to know the horses.
Toys come out of the box.
- It's a toy horse. She has a big head, ears, kind eyes, a beautiful long neck. There is a mane. Behind a long tail. The horse has strong fast legs, hooves on its feet. When the horse runs, the hooves click. The horse can ride the children.
Examining and naming the parts of the toy "Horse".
-Show where the horse has a head, side, tail, mane, hooves.
- Tell me what I'm showing

Here is the mother horse. And this is her child - a foal.
- Who is bigger, a horse or a foal? Who is small?
-Where can they be found?
-The house where horses live is called "stable", horse yard
What benefits does a horse bring to people? What are horses doing?
View presentation "Horses".

2. Development of fine motor skills and coordination of movements:
-What do horses eat?
Before the child pictures of food. We feed mother horses with a foal. We select the pictures “food for the horse” (hay, oats, apples, crackers, carrots and water). We lay out the path to food with the help of beans.

3. Finger gymnastics "Horses are jumping"
Here are my helpers
Turn them however you want.
(Show palms, turn them around)

On the white, smooth road
Fingers jump like horses.
(Moving hands forward, moving fingers)

Tsok-tsok-tsok. Tsok-tsok-tsok.
A frisky herd jumps.

The horses shout loudly: “Go-go!”
They rode far.

4. Articulation gymnastics
During onomatopoeia-clatter, smile, open your mouth and click the tip of your tongue. The mouth is open. We show how horses snort - the vibration of the lips.

5. Didactic game "Collect a picture."
The child is given cards of horses (red, black, gray, brown), cut into several parts. The child folds the whole horse.

6. Dynamic pause "Toy horses"
- The guys have a lot of toys-horses, there are rocking horses. Here's how this one. Rocking horse display. They sit on top of it and swing.
-Let's swing on our toes back and forth, as if on a horse.
swift horse
I did exercises in the morning.
Stretched to start
And tapped her hoof.
Tsok! Tsok!
Now jump forward
Sideways, backwards, vice versa.
Skok! Skok!
Running in place and then-
Mahi mane and tail.
Max! Max!
What is the tail and mane
Silky and beautiful!
Oh! Oh!
Horse snorted loudly.
- Frrr! Charging complete!
Isn't it time for refreshment?
Give me hay and water!
(E. Yaryshevskaya)
- There are horses on a stick. Like these ones. They put the stick between the legs and jump. Let's ride on a horse stick.
- And you can play horses together. We take a rope and throw it like this (on the chest, ends under the armpits.) One playing horse. The other is a rider. Say "but" to let the horse go. Say "whoa" to make the horse stop.

We played with horses, and now we will go to visit real horses.
The lesson continues in the horse yard.
The lesson begins with an introduction to the horse, greetings, then the child sits on a horse astride: therapeutic riding.
Reading a poem by A. Barto "Horse"
I love my horse
I will comb her hair smoothly,
I stroke the ponytail with a scallop
And I'll go on horseback to visit.

7. Exercises for therapeutic riding.
"Okay".
The lesson begins with a greeting, you can implement it in this game. It is useful to complete the lesson with the same exercise.
Task:
- establishing emotional contact with the child.
The child sits on the horse, holds on to the edge with his hands and, detaching his hands from the handles of the edge in turn, claps crosswise (on his own or with the help of an adult) on the palms of the instructor and his assistant. We pronounce the poem "Ladushki".
8. Breathing exercises.
"Abdominal Breathing":
Put your hand on the abdominal area. Exhale all the air in short small streams, as if trying to keep a fluff in the air. Take a slow deep breath. The hand gently lowers when exhaling and rises when inhaling. Repeat the exhalation, and at the same time bend your back so that when you inhale the air penetrates deeper into the lungs.
"Comb the horse."
Task:
- development of fine motor skills.
The child sits facing the horse's head. On command, he begins to comb the horse's mane, throwing it from side to side.
"Ball game".
Tasks:
- development of fine motor skills;
- development of gross motor skills;
The child sits facing the horse's head or tail. On command, throws the ball to the instructor walking to his left, then catches it again and throws it to the assistant walking to the right.

Dismounting from a horse.

Organization of the graduation of the NOD.
-Today we talked about horses, got acquainted with them, rode and played with horses. We found out how they differ and how they are similar, where they live. What benefits do they bring to people, what do they eat.
The child is given a coloring book "Horse".