Sections: Working with preschoolers

Purpose: To consolidate the ability to identify and name body parts and characteristic features of a horse. To form the sound expressiveness of speech, the skills of onomatopoeia. Acquaintance with an unconventional drawing technique - drawing with a finger on the croup.

Material. A toy - a horse, a wooden fence, oat grains on trays.

Lesson progress

Classical music for kids "Kid in the village" sounds.

Educator. Guess who came to visit us today.

"Running along the path, legs clattering. Tsk, clack, clack! Who is this?"

Children. Horse.

The teacher examines the horse with the children, show and name parts of the body.

Educator. When a horse runs, it raises its legs high and clatters its hooves. That's it - clicks his tongue. Now you show.

Children repeat after the teacher.

Educator. Horses are strong animals, they can carry people and cargo. Horses live in houses - "stables". Horses walk in the meadow or in the field. Tell me, what do horses like to eat?

Children. Grass, hay.

Educator. That's right, and horses also love to eat oats.

The teacher shows a tray with oat grains and offers to feed the horse.

Educator. While the horse is eating, let's recite a poem.

Children recite a poem "Horse" A. Barto.

Educator. Let's show the horse how we can play.

"Come on guys, we'll be horses.

Spin around, spin around
And they turned into horses!

The teacher recites an excerpt from a poem "Ride us, horse!" N. Mikhailova, and the children imitate the movements of the horse, run at a straight gallop.

"Tsok-tsok, tsok-tsok, tsok-tsok,
I am a horse, gray side,
I will knock with a hoof,
If you want, I'll ride!"

After the game, the horses turn into children.

The teacher invites the children to come to the tables where the trays with oat grains are located.

Educator. Let's draw a fence for a horse with a finger over oat grains. But first, let's stretch our fingers.

finger game"Horses"

"On white, smooth paper,
Fingers jump like horses.
Tsok-tsok, tsok-tsok, a frisky herd is galloping"

Children draw a fence on oat grains with their fingers. The teacher with the horse examines the drawings, asks the children what they drew, for whom, on what they drew. The teacher praises the children for drawings.

Educator. The horse thanks you for such beautiful fences and brought you treats - sweets.

The children and the teacher thank the horse and accompany it home.

Bibliography.

1. Bondarenko T.M. Comprehensive classes in the first junior group kindergarten. A practical guide for educators and methodologists of preschool educational institutions. - Voronezh: Publishing house "Teacher", 2003. - 270s.
2. Education and training in the first junior group of kindergarten. Program and guidelines / Comp. S.N. Teplyuk. - M.: Mosaic Sintez, 2008. - 144 p.
3. Gerbova V.V. Classes on the development of speech in the first junior group of kindergarten. Lesson plans. - 2nd ed., corrected. and additional - M.: Mosaic-synthesis, 2008. - 112p.

“The sources of children's abilities and gifts are at their fingertips. From the fingers, figuratively speaking, the thinnest streams flow, which feed the source of creative thought ”(V. A. Sukhomlinsky)

The life of a child is a game in which he learns the world, learns, develops, grows. Finger gymnastics These are finger games. Finger gymnastics is important for a child from his very birth. From the first weeks of life, when communicating with a child, you need to talk to him, tell nursery rhymes and jokes. They allow you to establish contact with the child and cause him a lot of positive emotions.

The development of motor skills is closely related to sound pronunciation, automation of sounds, intonation, expressiveness of the voice, as well as facial expressions, plasticity, accuracy and coordination of both general and fine motor skills. Finger gymnastics, carried out daily, allows you to turn boring activities into exciting ones, improves the functional state of cortical brain structures, fine motor skills, and speech activity.

Scientists have proven that the movements of the fingers have a positive effect on the development of children's speech.

What happens when a child does finger gymnastics.

1. Performing rhythmic finger movements inductively leads to excitation in the speech centers of the brain and an increase in the coordinated activity of the speech zones, which ultimately stimulates the development of speech.

2. Finger games develop the ability to imitate an adult, teach to listen and understand the meaning of speech, increase the child's speech activity.

3. The kid learns to concentrate and correctly distribute his attention.

4. The child's speech becomes more clear, rhythmic, vivid, control over the movements performed increases.

5. The child's memory develops as he learns to memorize certain hand positions and sequences of movements.

6. The baby develops imagination and fantasy.

7. Fingers gain strength and flexibility, which will further facilitate the mastery of writing skills.

Finger gymnastics "It's raining on the walk." I.V. Nishcheva

It's raining for a walk.	“We walk * on the table with the index and
	middle fingers.
He runs down the alley.	Bend one finger at a time
Drumming on the window	for each line.
Scared a big cat
Washed the umbrellas of passers-by
The rain washed the roofs too.
The city immediately became wet.	Shake your palms as if
	then shake off the water from them.
The rain is over. Tired.	I put my palms on the table.

Finger gymnastics "Helpers".

One two three four,
We washed the dishes
Teapot, cup, ladle, spoon And a big ladle.	We bend the fingers, one at a time, for each name of the dish.
We washed the dishes	One palm slides over the other.
We just broke a cup The bucket also fell apart The nose of the teapot broke off, We broke the spoon a little.	We bend our fingers again.
So we helped mom.	Alternately rhythmically hit the fist on the fist and clap your hands.

Finger gymnastics "A lot of furniture in the apartment."

Finger gymnastics "How many shoes at us".

Alternately hit the table and clap your hands.

For each name of the shoe, we bend the fingers, starting with the large ones, simultaneously on both hands.

Let's count for the first time

How many shoes do we have.

Shoes, slippers, boots

For Natasha and Serezha,

And more boots

For our Valentine

And these boots

For baby Galenka.

Finger gymnastics"I put on a glove."

Finger gymnastics "Compote".

Finger gymnastics "Autumn leaves".

Mobile exercise "Rain".

Finger gymnastics "For raspberries".

Finger gymnastics "For berries".

Finger gymnastics "Horse"

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 are going to ride 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 active and passive vocabulary on this 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 a 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".