Synopsis of an organized educational activity table. Synopsis of OOD compiling a story based on the painting "Reindeer

for conducting an open review of the OOD or for attestation

(writing a summary of the GCD (OOD) for everyday organized educational activities is carried out from writing the topic, goals, tasks, equipment and materials, the course of the GCD (OOD). In the calendar plan, only the name of the GCD (or OOD) topic is written. The abstract is attached in expanded form on electronic media or in paper printout (on sheets A-4, in a book or magazine version.

Compiled by: educator of the GUTO "SRTSN No. 1"

Bavshina Lyudmila Ivanovna

2017

Title page:

Compiled by: full name, position

2nd page of abstract

Educational area:

cognitive development;

speech development;

artistic and aesthetic development;

physical development;

social and communicative development (as part of the OOD)

transfer: socio-communicative, cognitive, speech, artistic and aesthetic, physical)

Classification (Type) OOD: __________________( write down or underline)

- according to the didactic task:

learning new knowledge and skills

consolidation of previously acquired knowledge

creative application of knowledge and skills

combined (combining didactic tasks for learning, repetition and consolidation of knowledge).

single-theme (classical according to the sections of education)

complex (several didactic tasks are solved at the same time (systematization of knowledge, skills and development of creative abilities, etc.). In a complex GCD, tasks of two or more types of activity are solved.

Integrated (on the principle of combining several types of children's activities and various means of speech development). Integration can be thematically.

- according to the form of organization

traditional OOD or GCD;

non-traditional (excursion, competition, theatrical, consultation, role-playing game, travel, quiz, concert, intellectual game - "Connoisseurs are investigating", "Field of Miracles", "What? Where? When?", KVN, etc. )

Forms of GCD or OOD: joint activities of an adult and children

Form of organization of NOD or OOD: (Underline whatever applicable):

Individual (with one child).

Subgroup (individual-collective).

Frontal (general group)

(cognitive development, speech development, drawing, modeling, appliqué, music, physical education) - underline as necessary

Goal: the end result, what we are striving for (noun - development, creation of conditions, formation, education, strengthening, etc.).

Tasks: 1. Educational.

2.Developing.

3. Educational. (See sample writing tasks...)

Tasks to prescribe with a verb in an indefinite form: create, strengthen, educate, implement, etc..

Tasks: Educational tasks (it is written what children will be taught in this lesson). In tasks, do not write the verb "learn"! It is more literate to write - “to promote”, “to form a skill”, “to create conditions”, “to develop”, etc.
2. Educational tasks (it is written that we will consolidate, clarify, not forgetting the development of mental functions and various properties).
3. Educational tasks (what mental, aesthetic, moral and volitional qualities will be formed).
It should be remembered that each new task is written from a new line.

Approximate formulations of the educational tasks of the GCD for the communication of new knowledge:

“Create conditions for children to get knowledge about…”

“Motivate children to self-study…”

“Enabling children, with the help of an adult, to learn about ...”

“To formulate in children the need to correctly use possessive pronouns in their own speech”

Approximate formulations of the educational tasks of the GCD of a training and final nature:

"Updating children's knowledge about ..."

"To expand the knowledge of children0 ... through the organization of independent experimental activities"

“To give an opportunity to put into practice the acquired knowledge about…”

“To consolidate the ability in independent activity ...”

Developmental tasks are usually aimed at the development of higher mental functions (thinking, memory, imagination, attention), general, fine, articulatory motor skills, prosodic components of speech (voice, rhythm, tempo, intonation), speech breathing.

The formulation of developmental tasks should correspond to program tasks and must begin with a verb.

Depending on the extent to which the function that you want to work on is formed in children, the choice of the verb will be made:

If the function is not formed, then the task will begin with the words "form ...", "start work on development ...", etc.

If the function is not sufficiently formed, or it is necessary to consolidate some skill, then the choice will be the following: "continue to form ...", "continue to develop ...", "improve ...", etc.

Educational tasks are aimed, as a rule, at the development of the child's personal qualities, his emotional-volitional sphere.

The formulation of educational tasks should correspond to program tasks and must begin with a verb.

Depending on the extent to which the quality (property) that you want to work on is formed in children, the choice of the verb will be made:

If the quality (property) is not formed, then the task will begin with the words "form ...", "educate ...", etc.

If the quality (property) is not sufficiently formed, or it is necessary to consolidate it, then the choice of the verb will be the following: “continue to form ...”, “continue to educate ...”, “improve ...”, etc.

P preliminary work: (if carried out)with children, the entire volume of frontal and individual work with children (Conversations with children, observation, reading fiction, where they went on an excursion, what they learned, etc.)

Dictionary of new words: (if any) - for speech therapy, defectological, typhlopedagogical OOD, it is mandatory

Educational technologies:______________ (write or underline)

ICT technologies;

health-saving technologies;

design technology

research technology

information and communication technologies;

personality-oriented technologies;

technology portfolio of preschooler and educator

gaming technology

TRIZ technology

technologies of the subject-developing environment

problem learning technologies

Teaching methods: ___________________________ (write or underline)

Practical:

an experience

an exercise

experimentation

modeling

Visual:

observation

demonstration of visual aids

Verbal:

teacher's story

conversation

reading fiction

Gaming:

didactic game

imaginary situation in expanded form

s/r game

Types of children's activities: (Underline whatever applicable)

Age category (1 year - 3 years)

Objective activities and games with composite and dynamic toys;

Experimenting with materials and substances (sand, water, dough, etc.,

Communication with an adult and joint games with peers under the guidance of an adult,

Self-service and actions with household items-tools (spoon, scoop, spatula, etc.,

Perception of the meaning of music, fairy tales, poetry, looking at pictures, physical activity;

for preschool children

Age category (3 years - 8 years)

Game activities, including role-playing, playing with rules and other types of games,

Communicative (communication and interaction with adults and peers,

Cognitive research (research of objects of the surrounding world and experimentation with them,

Perception of fiction and folklore, self-service and elementary household work (indoors and outdoors,

Construction from different materials, including constructors, modules, paper, natural and other materials (constructive-model),

Fine (drawing, modeling, application, applied art),

Musical (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements, playing children's musical instruments)

Motor (mastery of basic movements) form of activity of the child.

Equipment and materials:

Demo material:

Handout:

Duration:

Structure of NOD (OOD):

Introduction- 3 minutes.



II. Main part- 15 minutes.


c) physical education;



III. Final part- 2 minutes.
a) generalization of the educator;


Progress of NOD (OOD):

Abstract writing structure

Title page:

Name of the institution (in full, according to the charter)

Summary of direct educational activities (organized educational activities)

Compiled by: full name, position

Date of event: day, month, year

2nd page of abstract

Level of general education: preschool education

Topic GCD (OOD):_________________________________

The date of the: ____________________

Time spending: ______________________

Age of students: _______________

Educational area: ____________________________ (main direction of development)

Integration of educational areas: _______________________________________________

Classification (Type) GCD or OOD: __________________________________________

NOD or OOD forms: ______________________________________________________________

Form of organization of NOD or OOD: ____________________________________________

Organized educational activities in accordance with the basic type of activity ______________________________________________________

Target: ________________________________________________________________.

Tasks: 1. Educational.

2.Developing.

3. Educational.

Ppreliminary work: ____________________________________________

Dictionary of new words: ____________________________________________________________

Educational technologies: ______________________________________

Teaching methods: _________________________________________________

Types of children's activities: ___________________________________________

Equipment and materials:

Demo material:

Handout: Duration: Structure of GCD (OOD):

I . Introduction- 3 minutes.
a) reading the poem "Autumn" by A.S. Pushkin;
b) watching the autumn sky from the window;
c) verbal didactic game "Think up a word" (selection of adjectives for the words sky, autumn, foliage).
II. Main part- 15 minutes.
a) a conversation about weather phenomena in autumn;
b) looking at weather calendars;
c) physical education;
d) compiling stories about autumn weather;
e) naming autumn signs and sayings about autumn by children;
f) didactic game "From what tree leaf" ... etc.
III. Final part- 2 minutes.
a) generalization of the educator;
b) analysis of the GCD (about what knowledge the children showed).
And finally, the description of the course of the GCD begins.
Progress of NOD (OOD):

The course of the GCD is written in direct speech. Be sure to write all the words that the teacher will say, the expected answers of the children, the generalizations of the teacher. If during the lesson the teacher needs to perform some actions, this is indicated in the summary.

Dzagoeva Irina Yurievna
Job title: senior educator
Educational institution: preschool department of MBOU Odintsovo secondary school No. 3
Locality: Odintsovo, Moscow region
Material name: article
Topic:"How to draw up a summary of the OOD in accordance with the GEF DO"
Publication date: 27.01.2017
Chapter: preschool education

Municipal budgetary educational institution Odintsovo secondary school No. 3 (preschool department)
SCHOOL OF YOUNG TEACHER
“We draw up a summary of organized educational activities in accordance with the Federal State Educational Standard of Education” Prepared by: Senior teacher of the Preschool Department of MBOU Odintsovo secondary school No. 3
Dzagoeva I.Yu.
G. Odintsovo 2016
The abstract is the main document of the educator, without which no organized activity can take place! Most importantly, the abstract should reflect current trends in the development of preschoolers and children.
be methodologically literate.
First of all, it should be noted that there is no clear replacement for the word “occupation” at the moment. In some regions they call
"directly educational

activity"
(GCD), in others -
"organized educational

activity"
(OOD), thirdly -
"educational situation"
(OS). All these definitions are correct, as they reflect a specific educational activity. So, how to make a summary. There are two options for preparing this document, but the title page must always meet the following design requirements: 1. Title page. At the top of the title page, in the center, the name of the educational organization is indicated. The center also indicates the type of organized activity, its topic, for which age group this summary was compiled. In the lower right corner (not quite on the edge of the sheet) it is indicated who compiled the abstract (full name, position, group number - if any). At the bottom of the sheet, in the center, the name of the settlement and the year of writing are written. Further: Option 1 At the beginning of the synopsis, the direction of the program activity and the specific area of ​​implementation of this activity must be indicated. (Type of OOD) 1. The topic of the lesson is written briefly. 2. Goal - the end result, what we are striving for. The program content is what requires execution, the solutions that need to be solved in the lesson are prescribed in detail. 3. The trinity of tasks is observed: teaching (what new teacher will teach children); developing (which cognitive processes will be developed or improved) (or correctional-developing) educating (what socially significant personal qualities will be brought up or knowledge about them will be replenished). 4. Integration of educational areas: the main educational area is indicated first, and other educational areas included in this lesson are indicated in brackets. 5. In the dictionary work, words are indicated that are entered into the active and passive vocabulary of children for the lesson and it is necessary to explain their meaning to the children. Reminder! The words planned for the active and passive dictionaries are specifically listed. It must be remembered that words from the passive dictionary are included in the active one after 2-3 lessons. In classes for the development of speech, the tasks from the sections "Grammatical structure of speech", "Sound culture of speech", "Coherent speech" are necessarily included. 6. The outline summarizes what preliminary work is required in order for the session to be successful and all tasks to be completed. 7. The pedagogical tools and equipment necessary for this lesson are reflected: technical (including computer, methodological, organizational tools. 8. The course of the lesson is described in the logic of the sequence of using these tools, when and which slide will be used, what questions will be asked children what game will be played. (If the game was compiled by the author independently and is not reflected in the teaching aids, both the course of its implementation and the purpose of using it at this stage of the lesson should be indicated).
Stages of work: 1.
Introductory part:
Organizational moment, including: setting a goal that should be achieved by students at this stage of the OOD (what should be done so that their further work is effective); determination of the goals and objectives that the teacher wants to achieve at this stage of the GCD; description of the methods of organizing the work of students at the initial stage and the topic of educational activities (taking into account the real characteristics of the group with which the teacher works). 2.
Main part:
Introduction to new material. Didactic game (game situation) that creates motivation for activity. Children are offered a game during which they remember what will help them get acquainted with a new topic (updating knowledge and skills). The game should be such that in the course of it there are no difficulties in the child's activity. 3.
Final part:
Fixing the material. Reproduction of the new in a typical situation. At this stage, games are held where children use new knowledge or skills. At the end, a game situation is created, which fixes the individual mastering of new material by each child. There is a self-assessment by the child of his activity in the development of new things. **** Repetition and development tasks. (Given in the abstract at the request of the educator) 4.
Summing up the lesson
: a description of the positive actions of students, determining the prospects for the acquired competencies (what they learned new, where the new will come in handy). Option 2 1.
Type of OOD:
classes on communication of new knowledge; classes to consolidate knowledge, skills; classes on generalization and systematization; final; accounting and verification; combined (mixed, combined); complex; integrated
2.

Purpose of OOD
3.
software content,
which includes: 1. Learning tasks (it is written what children will be taught in this lesson). 2. Developmental tasks (it is written that we will consolidate, clarify, not forgetting the development of mental functions and various properties). 3. Educational tasks (what mental, aesthetic, moral and volitional qualities will be formed in this lesson).
4.

Integration of educational areas
5.
vocabulary work
scheduled for every lesson. The words planned for the active and passive dictionaries are specifically listed. It must be remembered that words from the passive dictionary are included in the active one after 2-3 lessons. In classes for the development of speech, the tasks from the sections "Grammatical structure of speech", "Sound culture of speech", "Coherent speech" are necessarily included. It should be remembered that each new task is written from a new line. 6.
Equipment
, which will be used in this DTE (for example: interactive whiteboard, easel, wallboard, cubes, coasters, etc.). The following is indicated
7.
demo material,
where not only all manuals, paintings are listed, but also their authors, quantity, sizes are indicated. eight.
Handout,
it is mandatory to list what material is taken with an indication of the size and quantity. 9.
Previous work as an educator
in preparation for the lesson: what they designed, what they made, what they compiled, studied, wrote, etc. After that, preliminary work with children, the entire volume of frontal and individual work with children (where they went on an excursion, what object they observed, what read to the children what they learned, etc.) 10.
individual work,
with whom (names and surnames of children are indicated) in what part of the lesson is planned to be held. It is advisable not to forget to enter this work in that part of the lesson in the abstract in which you planned. eleven.
Structure
and
methodical methods,
used in class. Parts of the lesson and specific methodological techniques are indicated.
For example:
I. Introduction - 3 minutes. a) reading the poem "Autumn" by A. S. Pushkin; b) watching the autumn sky from the window; c) verbal didactic game "Think up a word" (selection of adjectives for the words sky, autumn, foliage). II. The main part is 15 minutes. a) a conversation about weather phenomena in autumn; b) looking at weather calendars; c) naming autumn signs by children; d) compiling stories about autumn weather; e) naming sayings about autumn by children; d) didactic game "From what tree leaf" ... etc. III. The final part - 2 minutes. a) reading a story about autumn; b) listening to the recording of P. I. Tchaikovsky "September"; c) generalization of the educator; e) analysis of the lesson (about what knowledge the children showed). 12.
Organization of children on educational activities.
The placement of tables, equipment, seating and placement of children is indicated - if necessary, a seating plan is placed. If the placement of children in different parts of the lesson changes, it describes how the transition from one part of the lesson to another is carried out. 13.
Description of the lesson
. The course of the lesson is written in direct speech. Be sure to write down all the words that the teacher will say. If during the lesson the teacher needs to perform some actions, this is indicated in the summary.
So, if we briefly formulate all the requirements, then the structure looks like

summary will be as follows:
1. Type, theme of the OOD with an indication of the age group of children. 2. The purpose of OOD 3. Program content (training, developing, educating tasks). 4. Vocabulary work. 5. Equipment for OOD. 6. Demonstration material.
7. Handout. 8. Previous work of the educator in preparation for OOD. 9. Preliminary work with children (with the whole group, with a subgroup, individually). 10. Individual work with children in OOD (what kind, with whom, in what part of the activity). 11. The structure of the OOD and methodological techniques. 12. Organization of children at OOD. 13. Move OOD (in direct speech). 14. At the end of the final phrases or analysis of the lesson. "Properties of Water". Lesson on cognitive research activities with elements of experimentation
OOD: "Journey with a drop"
Cognitive research activity with elements of experimentation.
Target:
To form an idea of ​​the properties of water
Tasks:
educational tasks. 1. Continue to acquaint children with the properties of water (it has no color, taste or smell). Developing tasks: 1. To develop the cognitive activity of children in the process of experimentation by comparison. 2. Activate children's vocabulary (colorless, tasteless).
educational tasks. 1. Cultivate accuracy in work in the process of experimentation.
preliminary work
1. Conversations on the topics: "Where you can meet water"; “What and who needs water”; 2. Conducting experiments with water. 3. Consideration of illustrations on the theme "Water". 4. Reading fairy tales, poems, stories, proverbs, guessing riddles about water. 5. Observation of indoor plants in a corner of nature, running errands (watering).
Kind of activity:
cognitive research
Form - work:
experimentation
Children's age:
second junior group (3-4 years old)
Methods and techniques:
1. Visual (schemes - symbols indicating the properties of water). 2. Practical (observation, experiment). 3. Verbal (teacher's story, search questions, artistic word).
Integrations of educational areas:
Cognitive - research, social - communicative.
Material for classes:
Water drops made from paper; schemes - symbols indicating the properties of water; glasses of water and straws for a cocktail (according to the number of children).
Lesson progress
Educator: Oh, guys, what happened this morning, I forgot to tell you - I just went into the kindergarten, A droplet came to me (shows a picture of a droplet, Says, I’m a miracle guest, Here I admire from above, I like your Earth, Blue and big Educator: Guys, a droplet asked us a riddle... So that it rains from the sky, So that ears of bread grow, So that ships sail, So that jelly is boiled, So that there is no trouble - You can't live without .... (Water) Educator: - That's right without water, So what are we going to talk about today? (about water).
What is water? (children's answers). What kind of water happens, do you know its properties? Today we will learn the properties of water. And a droplet came to visit us and to her droplet sisters who live in our group. Just couldn't find them. Educator: - Guys, let's show Droplet where the droplet sisters live, what they do with us and what benefits they bring. Children in the group find a drop in a corner of nature: near plants. Flowers need to be watered, they will wither without water, they need water. Near the sink (sink) they find a drop: the assistant teacher needs water to wash the dishes. A droplet is found in the play corner, water is needed to wash toys. At the table, on which there is a decanter of water, they find a drop, water is needed so that we can drink it. A drop is found in the toilet room, water is needed so that the children can wash their hands and face. Educator: Well done guys. - Here is Droplet, how many droplet sisters live in our group, who bring us great benefit. And we promise to take care of them with the guys. Educator: Guys, did we find answers to the questions, what kind of water is there? Maybe in the laboratory we will find answers to our questions? Educator: Let's go to the laboratory and invite Droplet with us. Before starting research, let's remember the rules of behavior in the laboratory: - Do not make noise - this is how we disturb others. - Handle dishes with care. - Listen carefully to the teacher. - After completing the observation, draw a conclusion. Experience No. 1: “Water is a liquid” One is with water, the other is empty. Gently pour water from one to the other. Teacher: What happens to the water? Children: It pours. Educator: Why is she pouring? Water flows because it is liquid. So what is water? (Liquid). Since water is liquid and can flow, it is called a liquid. Conclusion: Water is a liquid (I hang the symbol on the board). Experience No. 2 “Clear water” There are two cups in front of the children: one with water, the other with milk. Children throw coins into both cups. Educator: In which cup is a coin visible? That's right, in a glass of water. Why do you think the coin is visible in this cup? Children: Water is clear, but milk is not. Conclusion: Water is colorless, has no color (I hang the symbol on the board). Experience number 3: "Water has no smell." The teacher invites the children to smell the water. Educator: Children, what does water smell like? It doesn't smell right at all. Pure water is odorless (I hang a symbol). Experience No. 4 "Water has no taste." The teacher invites the children to take a straw for a cocktail and try the water. Educator: Children, tell me, does water have a taste? (Answers of children). That's right, pure water has no taste. The water is tasteless, has no taste (I hang a symbol). And if we put sugar or salt in a glass of water, what will the water taste like? (children perform the experiment themselves). Salty and sweet. Educator: Guys, having done our experiments, did we find out what kind of water is? (Answers of children). That's right, water has no color, no taste and no smell. Well done boys! Educator: Guys, let's please our guest and give her beautiful soap bubbles. Experience No. 5. This experience is called “Salute from soap bubbles” Materials: glasses of water, pipettes with liquid soap, cocktail tubes.
Drop liquid soap from a pipette into a glass of water. Dip the cocktail straw into the glass and blow through the straw. What do you see? (soap bubbles appeared). Educator: Well done guys, thank you! Droplet is very glad that you know so much about water.
Outcome:
Droplets thank everyone for the fact that you know her droplet sisters so well, you know how they help and what benefits they bring to us. (Children are given bubbles with soap bubbles as a gift).

MBDOU "Kindergarten No. 30" Shatursky municipal district, Moscow region

Synopsis OOD in the form of a lesson using ICT technology

on the topic: "Learn by playing"(preparatory group)

Maminova Natalya Alexandrovna

teacher psychologist

Explanatory note to the presentation

"Learn by playing"

Purpose of using the presentation:

• Development of elements of logical thinking and the ability to generalize
• Teaching preschoolers to "work by the rules".

Presentation methods:

- slide show

- definition with the help of the presented slide of the form of work (work one by one, in pairs, all together)

determination with the help of the presented slide of the type of work (dynamic pause, visual gymnastics, finger exercises, game)

- holding the game "The Fourth Extra"

Synopsis of OOD using ICT in the preparatory group on the topic:

"Learn by playing"

Integration of educational areas:

cognitive development, social and communicative development

Direction - developing;

The form of organization is frontal, steam room.

Class type - complex;

Time - 30 minutes;

Educational and methodological support:

• Sharokhina V.L. "Psychological preparation of children for school";
• Artsishevskaya I.L. "Psychological training for future first-graders";
• Rudenko T.A. “Psychological preparation for school. One year before school. From A to Z";
• Tsukerman G.A., Polivanova N.K. "Introduction to School Life".

.Target: preparation of older preschoolers for schooling through the formation of universal prerequisites for educational activities and the necessary skills and abilities.

Tasks:

v Educational:

ü Exercise in the ability to find common things in objects, to name a generalizing word.

ü To form the ability to "work by the rules."

v Developing:

ü Develop mental operations (the ability to classify and generalize).

ü Develop cognitive processes (logical thinking, memory, auditory and visual attention, coherent speech).

ü Develop hand-eye coordination.

ü Develop visual-spatial orientation.

ü Develop self-assessment skills .

ü Develop fantasy and imagination.

ü Develop fine motor skills

v Educational:

ü To educate preschoolers in a positive attitude towards themselves, towards others and towards the school.

ü To cultivate independence, the ability to work in a team, in pairs, the ability to negotiate.

ü To increase the interest of children in developing activities in preparation for schooling by working with multimedia equipment.

At the lesson, technologies are used: health-saving, gaming, information and communication.

Equipment: multimedia equipment, laptop, letter from Dunno; sheets of paper divided into 9 cells; simple pencils, colored pencils, a set of figures for the task "The most unlike", petals of 3 colors (red, yellow, blue).

Throughout the lesson, icons appear on the slides with tasks (according to Zuckerman G.A.), using them the guys determine what type of work awaits them (we work one at a time, work in pairs, work all together).

Lesson progress:

Organizational and motivational part: (3 min.)

The psychologist asks the children to stand in a circle. Draws attention to the projector, to which they will turn throughout the lesson (see slides).

Exercise "Separate into pairs" (1 min.)

Target: setting the mood for work.

Children are given cards with drawn halves of various objects (for example, carrots, cucumbers, apples, etc.). If you find a soul mate with your neighbor, you get a whole item.

At the command of the psychologist, the children look for the second halves of their pictures and stand together. Thus, pairs are formed.

Exercise "Let's say hello" (1 min.)

Target: creating an emotionally positive mood in the group.

Psychologist: “I suggest you say hello, greet each other. We will greet in pairs, as you stand, but in an unusual way. When I clap my hands once, you need to shake hands, when twice - say hello with your backs, when three times - hug. Be careful!" ( children perform)

Psychologist: “Great! Well done!"

Game situation "Letter from a fairy-tale hero" (1 min.)

• introduction of preschoolers to the "school world", a message about the upcoming work, the development of fantasy and imagination.

The teacher-psychologist shows the letter, opens and reads.

“I propose to go to the land of knowledge,

Various tasks await you along the way.

Be able to deal with them

Be bold and don't be shy!

And I will help you along the way

The road of knowledge is worthy to go!”

Psychologist: “Did you guys guess who this letter is from?” ( children's version)

Psychologist: "How did you guess?" ( Dunno is drawn on the envelope)

Psychologist: “That's right, this letter is from Dunno. And he invites you to complete tasks. For each completed task, you will receive a flower from him, on which a letter is written on the back. When you collect all the letters, you will be able to make a word and find out which country of knowledge was mentioned in Dunno's letter.

Main part: (25 min.)

1. The game "Guess the description" (slide 2)(3 min.)

• development of attention, observation, visual memory.

The group work icon and one at a time appear on the screen (the psychologist draws the attention of the children to the icons; asks what they mean; then sums up that in this task we play with the whole group, but the task is performed by one leader whom we have chosen, the rest do not help)

Teacher - psychologist: “The first task that Dunno offers us to do is to check how attentive we all are and know each other well. Mindfulness exercise.

Imagine that you are in a forest and get lost. How can they find you? ( children's version) That's right - according to the description. We are all different. We have different hair color, eyes, height, we dress differently. I suggest you play the game "Guess the description".

Now take a close look at each other. Then we will choose a facilitator who will turn away, and I will describe one child. The facilitator should learn from the description of the child in question.

If the leading child does not guess, he is invited to turn around and look at everyone, find the child who was discussed.

Note: for the completed task, the guys receive a flower with the letter "K" from Dunno.

1. Exercise "The fourth extra" (slide 3,4,5,6,7,8,9)(3 min.)
2. development of elements of logical thinking and the ability to generalize .

Sets of pictures (for example, a pencil, a pen, a pyramid, a notebook) appear in front of the children on the projector screen. Children must guess which of the items will be superfluous, explain their choice.

Note: for the completed task, the guys receive a flower with the letter "L" from Dunno.

2. Kinesiology exercises.(slide 10)(2 minutes.)

The Work Together icon appears on the screen.

Target: activate the activity of the brain, preparing it for the perception of sensory information, improve mental activity, synchronize the work of the hemispheres, promote memorization, increase the stability of attention, and the development of motor skills.

1) "Fist, rib, palm"

The child is shown three positions of the hand on the plane of the table, successively replacing each other. Palm on the plane, palm clenched into a fist, palm edge on the plane of the table, straightened palm on the plane of the table. The child performs the test together with the teacher, then from memory for 8-10 repetitions of the motor program. The test is performed first with the right hand, then with the left, then with both hands together. When mastering the program or in case of difficulties in fulfilling it, the teacher offers the child to help himself with commands (“fist-rib-palm”), spoken aloud or to himself.

2) "We were playing patty..."

Children put their hands on the table: one palm up, the other palm down. Then, under the words of the quatrain, the children change their palms: the one that was down - becomes up, the one that was up - is placed down.

We played patty

Fried pancakes.

So let's fry, turn around,

And we'll start playing again.

3) "Ring"

Alternately and as quickly as possible go through the fingers, connecting the index, middle, etc. into a ring with the thumb. The test is performed in the forward (from the index finger to the little finger) and in the reverse (from the little finger to the index finger) order. At first, the exercise is performed with each hand separately, then together.

Teacher-psychologist: “What do you think Dunno offers us to do?” ( children's version)

3. Visual gymnastics "Let's help the eyes."(slide 11)(1 minute.)

One, two, three, four, five! ( rub your palms warmly)

Let's help the eyes

fall asleep quickly put palms on eyes for 1-2 seconds),

And now they're awake massage the eyes),

Left - turned right ( eye movements to the left - to the right without turning the head)

And smiled! ( open your eyes wide, smile)

1. Game "Pictogram" (slide 12)(5 minutes.)

The one-by-one operation icon appears on the screen ( children respond by raising their hand.

• development of mediated memorization, fine motor skills.

Children are offered a sheet of paper, divided into cells, and simple pencils.

The psychologist reads words and phrases. Children make small sketches for this word or phrase. Then they need to remember all the named words and phrases according to their sketches. Suggested words ( kid, hard work, fun day, forest, winter, gift, favorite toy, night, sad person).

Note: for the completed task, participants receive a flower with the letter "O"

1. Dynamic pause "Ear, mouth, nose ..." (slide 13)(1 minute.)

.

• development of auditory attention of preschoolers, prevention of fatigue, stress relief .

Children stand in a circle.

Teacher-psychologist: “One, two, three, four, five.

We start playing!

You guys don't yawn

And repeat after me.

Do what I say

Not what I show you."

Children show the named parts of the body together with the psychologist, but the teacher sometimes shows them incorrectly. The task of children is to listen and show correctly what the psychologist said, and did not show.

1. The game "Instant construction" (slide 13)(3 min.)

The work together icon appears on the screen .

• development of independence, memory and attention, communication skills with each other, strengthening the ability to work in mini-groups.

The guys should stand around the psychologist, as follows: a few - in front, a few - behind, on the right, and on the left. Children remember their location relative to the psychologist and relative to each other. After the psychologist spins around in place, the guys must remember their location and take the right place. The game is played multiple times.

Note: for the completed task, participants receive a flower with the letter "Sh"

1. Exercise "The most unlike" (slide 14)(3 min.)

The working in pairs icon appears on the screen .

• : development of elements of logical thinking and the ability to generalize. Strengthening the ability to work in pairs, the ability to negotiate.

Psychologist: “Before you are sets of geometric shapes. Divide them into groups

Working in pairs, children need to determine by what signs it is possible to decompose geometric shapes into two groups. Then, they must agree and decide who will be responsible for what criteria they have spread out. ( children perform)

Teacher - psychologist: “A figure is drawn on a separate card. You need to find out of all the shapes the one that will be completely different from the figure on the card. Then explain why you think so. ( the figure should not be similar in shape, color and size)

Note: for the completed task, participants receive a flower with the letter "A"

1. Exercise "Make a word" (slide 15)(2 minutes.)

Children make up a word from the resulting letters.

Get the word - SCHOOL.

1. Reflection "My assessment".(2 minutes.)

Target : the formation of elementary self-esteem skills.

I liked the lesson and everything worked out for me - a red petal;

I liked the lesson, but I did not succeed in all the tasks - a yellow petal;

I didn’t like the lesson and I didn’t succeed - a blue petal.

Final part. (2 minutes.)

Children stand in a circle. The teacher-psychologist says that our lesson is over and it's time to say goodbye. In accordance with the text, the children repeat the movements.

Target : maintaining a positive emotional mood in the group.

Clapped their hands together

(clap hands)

stamped their feet together

Everything we played here

We remember with you

(participants take their hands on their heads and shake them from side to side)

"Goodbye!" - everyone was told

(everyone is waving)

Abstract of the OOD on the development of social and communicative skills and speech of older preschoolers "Let's help Dunno".

Description: The material is aimed at developing the emotional sphere, social and communication skills, coherent speech of children of senior preschool age (5-6 years old) and will be useful to kindergarten teachers and specialists.
Teacher of GBDOU No. 3 of the Vasileostrovsky district of St. Petersburg Maslova Oksana Vasilievna.
Target: Development of the emotional sphere, social and communication skills and coherent speech of children 5-6 years old.
Tasks:
-Clarify with the children the concept of what a mood is and what it depends on.
-To teach children to understand each other by facial expressions, gestures, intonations, body movements, which allow them to better navigate in various situations of communication.
-Develop evidence-based speech, intonation expressiveness of speech.
-Expand vocabulary in the field of feelings and emotions.
-Develop the ability to understand your own mood and the mood of other people, communication skills.
To cultivate an attentive, sensitive, benevolent attitude towards each other, the desire to notice positive qualities of character in friends.
- To cultivate the ability to listen to the opinion of their comrades.
Preliminary work: Reading fiction on the topic; familiarization with didactic aids "Our feelings and emotions", "Lessons of kindness"; didactic games "Find a friend", "What is good and what is bad?" and etc.; games for the development of the emotional sphere "Hand to hand", "Surprise", "Compliments".
Materials for the lesson: Dunno toy, demonstration material "Our feelings and emotions", "Choosing a mood", pictures with a schematic representation of moods, a ball, red and green hoops, small photographs of the children of the group.
Stroke:
Knock on the door. Dunno came to visit the children.
Dunno: Hello guys. I have come to you for help. The fact is that today I looked at my friend Znaika, and he didn’t even want to play with me. Said, "I'm in a bad mood." So I thought, what kind of "mood" is this. Is this some kind of disease? Tell me, what is the mood?
Children: This is when you feel bad, when you don’t want to do anything, when you were offended.
Educator: That's right guys. Mood is the emotional state we are in. Let's tell Dunno what the mood is like.
Children: Sad, sad, funny, funny, calm.
Educator: Right. The mood can be joyful, sunny, when you want to laugh, smile at everyone around.
The teacher points to the pictures.

Or maybe the mood is very sad, gloomy, when tears well up on their own eyes. How can such a mood be defined?
Children choose a pattern.

And sometimes the mood is not very sad, but not joyful either. Calm. What picture shall we designate it with?
Children choose a pattern.

Guys, feel your mood. Designate.
Children indicate their mood by attaching their photo to the diagrams.
Dunno: How can I help a friend improve his mood?
Children: To cheer, to make laugh, to give something, to say a compliment.
Dunno: What is a compliment?
Educator: Dunno, let's play the game "Compliments" together and you will understand everything. The game begins with the words "I like about you ..."
Children stand in a circle, pass the ball to each other and say a compliment.
Educator: Well done boys! So many compliments you said to each other and Dunno!
Dunno, do you understand what a compliment is?
Dunno: Of course! Compliments are pleasant words, words of admiration, praise.
Educator: You see, Dunno, now everyone is in a good mood and everyone has bright feelings!
Stranger: What are feelings?
Educator: But the guys will help you figure it out. Children, take one picture. Sit down at the tables, think about how the hero feels in the picture?
Children take a picture from the album "Our feelings and emotions".

They sit in pairs at tables, discuss, express their opinions to each other. Dunno listens to children.
Dunno: How do you know the girl is happy?
Children: She smiles, she has joyful eyes, she jumps on one leg.
Dunno: Why do you think the boy is angry?
Children: His brows are furrowed, his mouth twisted, his fists clenched.
Educator: What good fellows you are, very attentive and well versed in feelings!
Let's show Dunno how we can portray any feeling. Read a familiar poem with different feelings.
Children read the poem "Our Tanya is crying loudly ..." cheerfully, sadly, angrily, etc.
Educator: Well done! Now look at me and guess what I want to tell you?
The teacher puts his finger to his lips.
Children: You said: "Quiet, please be quiet, shut up."
The teacher waves his hand towards himself.
Children: You show: "Come to me, come."
The teacher hugs the child. Asks what this gesture means.
Children: It means: "I'm glad to see you, I like you."
Educator: That's right, I show how well, warmly I treat you.
You see, Dunno, you can understand each other without words, by the movements of the face, hands and body.
Play with us the game "Guess the feeling".
Dunno calls the child and names the feeling that he must portray. The rest of the children guess.
Educator: Guys, you are so great! So well learned to understand each other!
And what do you think, are all feelings "useful", are there any feelings "harmful"?
Children There are!
Educator: Correctly. It is useful to experience bright, joyful feelings, and it is very harmful to get angry, to experience black, bad feelings.
Take the picture and try to determine the "harmful" feeling is depicted here or "useful" ?.

Children make their choice. Pictures depicting sadness, fear, resentment are placed in a red hoop; in green - with the image of joy, fun, curiosity, etc.
Educator: Well done boys!
Let's now advise Dunno, how can he return a good mood to his friend Znayka?
Children: It is necessary to cheer him up, joke, treat him with candy, praise him!
Dunno: Okay guys. I will now go to Znaika and try to cheer him up. Thank you very much and goodbye!
Children: Goodbye!

The synopsis of the OOD was developed in accordance with the Federal State Educational Standard.

Topic: "Fairytale Journey" (integration of the content of the educational area "Cognitive- development”, “Social and communicative- development", "Speech- development”, “Physical development”).

Target . Creating conditions for the development of cognitive– research activitieschildren through familiarization with certain types of tissues and their properties.

Tasks:

1. create conditions for teaching children to find possible ways to solve a problem situation during experimental activities (cognitive development);
2. create conditions for children to express their opinions (social and communicative development);
3. provide conditions for independent choice of materials (social and communicative development);
4. to promote the development of logical thinking, observation, attention, the ability to identify several properties of tissues using modeling schemes (cognitive development);
5. create conditions for encouraging children to speech activity (speech development);
6. to promote the development of interaction skills of children with adults and peers (socio-communicative development);

Organization of children's activities:

• communication between a child and an adult;
• gaming activity;
• research activity (research practice).

Type of, the form and methods used in OOD:formative, correspond to the age and individual characteristics of children.

Type of - combined

Method - verbal, practical, research, play, visual.

The form - frontal and individual.

Type of children's activity: communicative, motor, game, health-saving.

Dictionary activation: words denoting the properties of fabrics, translucent, not translucent, wrinkled, not wrinkled, wet, not wet, smooth, rough, etc.

Materials and equipment:paper plane, fabric samples: chintz, raincoat 5x10 cm, the same fabrics on cardboard ½A4(according to the number of children),cardboard envelopes with cut out contours of umbrellas, a set for experimentation for 2 children: a flat plate, a paper napkin, pipettes, water in glasses.

The course of organized - educational activities:

Stage of educational activity	Workspace organization	Adult activities	Children activities	Psychological and pedagogical conditions / tasks
Introductory part (organizational moment)		V. I am very glad to see you. How beautiful and elegant you are today. Look, we have guests. Say hello to them. Guys, smile at the guests, and now smile at each other. Are you in a good mood?	Children stand in a circle. Children's answers.	Creating conditions for psychological comfort in the group: ensuring the interest and emotionality of children
Introduction (motivational moment)	Unbeknownst to the children in the group, an airplane with a letter appears.The adult does not pay attention to him at first.	The teacher asks the children: Do you guys like to travel? Q. Would you like to be in a fairy tale? And how can we get there?	Children's answers.	Conditions for the manifestation of search activity Conditions for the development of independence and initiative Conditions for children to express their thoughts.
		Educator: Where could an airplane with a letter come from here? caregiver Do you want to know what is written here?	Children independently discover a new object, gather around it, turn to an adult with questions. children's assumptions.
Main part Problem situation:	(Adult reads the letter).	Educator: Children, we are informed thatone fairy-tale hero needs the help of smart and brave guys like you. Tell me, do you like fairy tales? Then let's go on a fabulous journey together.	Children close their eyes, clap their hands and read the rhyme:"The way to a fairy tale": one two three four five. Here we are again in a fairy tale! (ordinal count up to 5).	Conditions for development, speech activity. Conditions for fixing an ordinal account.
	The presentation turns on, where the cartoon character greets the children.	Educator: - Let's go to the computer, who will meet us? Did you recognize him? Quite right, this is our familiar cartoon character - Luntik! You want to help him, then let's listen to him ...	Children pay attention to the sound signal of the computer. View video slide.(children's answers)	Conditions for supporting speech activity. Conditions for children to express their thoughts.
	Recording of the announcer's voice: “Once an unusual baby was born on the moon, but it so happened that he ended up on earth and met many interesting friends there. But what happened to him next, we will now find out.”	Educator: - What happened to Luntik? Why is he so confused and wet? Indeed, Luntik got caught in the rain. He can get sick and catch a cold. Educator: How can we help our friend?	Children listen carefully to the recording and make various assumptions. (discussion of the current situation). Children's answers. Children offer their help.
art word There is a thing in the bag. The one that comes in handy in the rain. We'll get it, We won't get wet. Nothing that it's raining Everyone has their...	Umbrella riddle	Educator: That's right, we can give him a thing that will cover Luntik from the rain. If you answer correctly, the picture will appear on the slide - the correct answer.	Children's answers.	Conditions for the interaction of children with adults. Conditions for the development of research activities. Conditions for children to express their thoughts.
		Educator: That's right, an umbrella saves you from the rain. What is the most important thing in an umbrella? That's right, the most important thing is that it protects from the rain.	Together with an adult, children come to the conclusion that an umbrella should be made of fabric that does not let water through. Answers and guesses of children.
	Research Attributes	Educator: Let's go to the tables. Look, each of you has pieces of cloth. Take them in hand, we will explore together and name their properties.	Answers in the course of research activities of children. Individual work at the table.	Conditions for the manifestation of search activity. Conditions for the development of cognitive activity Conditions for children to express their thoughts.
	Fabric research starts with chintz (table conversation)	Educator: Is this fabric transparent to light?(Illuminated - not translucent) Does this fabric wrinkle or not?(wrinkles - does not wrinkle) What does this fabric feel like?(Smooth, slippery, rough)	Answers and research actions of children.
	(desk work)	Children, together with the teacher, discuss ways to check. The adult invites the children themselves to test tissue samples using simulation schemes. Educator: So, guys, the fabric that transmits light, is wrinkled and slightly rough to the touch, is called chintz. And another fabric, opaque, dense, not wrinkled, smooth, is called raincoat. Educator: How to find out from what fabric a waterproof umbrella will turn out? Educator: OK, I need to check the fabric.
				Conditions for children to express their thoughts.
Experiment “Which fabric does not get wet?”	An adult invites children to conduct an experiment with water and check the tissues for permeability. on the tables are attributes for research by the number of children.	Educator: What results did you get? That's right, you can make an umbrella from the rain out of raincoat fabric. A chintz umbrella will protect from the sun's rays. But who would need such an umbrella?	Children, together with an adult, come to the conclusion about the permeability of the tissue.	Conditions for the interaction of children with adults.
	Picture: Vupsen and Upsen friends of Luntik appeared.	Educator: They say that they love the rain very much and do not need a waterproof umbrella at all. They want to bask in the sun and relax, and the sun bakes so hot! Can we help them? What fabric can we make sun umbrellas out of?	Children's answers. Children name the properties of tissues.
Physical education: The first drops fell The children got umbrellas. The rain beat harder The birds disappeared among the branches. The rain poured like a bucket, the kids got scared. In May lightning flashes. Thunder breaks the sky. And then from the clouds the sun will again look at us through the window!	During physical education, an adult pays attention to the posture of children.	Educator: We have done a very difficult job together. But we have one more task before us: to make umbrellas for fairy-tale characters. Before that, you need to get some rest. Educator: Let's loosen up. And Luntik knows that the best rest is a game. Do you want to play?	The children agree to play, stand in a circle and repeat the verse in chorus: “Rain”, performing movements along the text with the teacher.	Conditions for the improvement of children and physical activity: Duration depending on the degree of fatigue of children.
Artistic and productive activity.		AT: And now look how we will make umbrellas for our friends. To do this, take a suitable fabric, insert it into a cardboard envelope. It turns out here is such a wonderful umbrella.	Children's answers.	Conditions for the interaction of children with adults. Conditions for the development of independence. Conditions for children to express their thoughts. Conditions for the manifestation of cognitive activity.
	An adult directs the children's eyes to the slide, while he removes the plane with umbrellas.	Educator: what beautiful umbrellas we got. I propose to put their umbrellas in a mail plane and send them to Luntik and his friends. Close your eyes and count to 3.	Children come to their workplaces and get to work, justifying the choice of material. Children close their eyes and count to 3.
		Educator: Do you want to know if our fabulous friends liked your umbrellas?	Children's answers. Children look at video slides and say goodbye to cartoon characters.
		Educator: Luntik and his friends thank you for your help and say: “Goodbye!”
The path from the fairy tale: "Five, four, three, two, one"!		Educator: And now it's time for us to go back to kindergarten. Let's clap our hands five times and we'll immediately return to our group. Do not forget that now we are going back from the fairy tale, which means that we will have a reverse count.	Children count from five to one.	Conditions for fixing the reverse account.
Reflection: the result of GCD. Evaluation of children's activities.		Educator: Tell me, did you like our trip to a fairy tale? What did you learn new? What did we do in the fairy tale? Educator: Quite right, we helped Luntik, and our fabulous friends. Now Luntik is not afraid of rain. Today you were active, attentive. I am proud of you!	Children's answers.	Conditions for children to express their thoughts. Conditions for fixing new material. Conditions for the development and stimulation of speech activity.