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Traffic light school Transport and roadways For children 4-5 years old

Tires rustle on the asphalt. Different cars are driving. There are passenger cars, small in size, they rush very fast, even a bird can’t keep up!

But this is a truck, It is powerful, strong as a bull!

What is this, a bicycle? No doors, no cabin! Dashingly rushes, rumbles, rushes along the street. It rushes faster than all the cars, it's called a motorcycle!

The house is on wheels! People can ride in it! There are large windows on the sides, a roof on top so you don't get wet! The house is called a bus, It has its own route!

Here is a trolleybus - it has a mustache, it rides under the wires.

Ding-ding-ding! What's that ringing? A carriage is rolling along the rails! Such a carriage, remember! It's called a tram!

People should not walk where cars are moving! Because it’s very easy to get caught under the wheels!

On the street, such a place is called a roadway. And people are strictly prohibited from walking on the roadway!

On the topic: methodological developments, presentations and notes

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Summary of an educational lesson for children 4 - 5 years old Topic: History of objects. Moidodyr's family. Summary of an educational lesson for children 4 - 5 years old Topic: History of objects. Moidodyr's family.

Program objectives of the lesson: - Continue to consolidate children’s ideas about the purpose and functions of household items. - Develop attention, logical thinking...

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Presentation for parents on the topic: Age characteristics of children 4-5 years old according to the Federal State Educational Standard of the Moscow Preschool Educational Institution “D/S No. 10 of a combined type”, Ukhta, Komi Republic, teacher Semyashkina S.A.

The age of 4-5 years is a period of relative calm, which passes without sudden jumps or crises. At the same time, the rate of child development does not decrease. Changes are taking place in all areas of his life.

Physical development Children of middle preschool age are very active, they have a constant need to move. This is due to some physiological characteristics of their body:

the process of ossification of the spine is still ongoing, the spine is quite flexible and can be deformed during prolonged static postures; Large muscle groups are developing, so regular, feasible exercise is necessary.

Also during this period, the following physical abilities of children are improved: endurance increases; coordination improves; movements become more precise and confident; speed and agility improve. At the same time, you need to know that muscle development occurs unevenly. The heart rhythm is easily disrupted. Therefore, children get tired quickly and periodically need rest.

Tip No. 1 Provide your child with opportunities for active physical activity. Do not allow him to become overtired (pale appearance, shortness of breath, loss of coordination). Change your load and type of activity in a timely manner. Do not allow strength exercises.

Psychological development The thinking of the average preschooler moves to a new level - imaginative thinking appears. Cognition occurs on the basis of practical actions. Children can compare objects by shape, find similar ones, and group according to essential characteristics.

Tip No. 2 Offer your child geometric figures, puzzles, mosaics, Lego and other manufacturers to play with. At 4-5 years old, a child becomes very inquisitive. He develops a need for intellectual communication. He tries to comprehend the phenomena that surround him, asks a lot of questions to adults. Tip #3 Recommendations! Don't brush your child off if he pesters you with questions. Try to explain the topic of interest to him in an accessible form. In middle preschool age, memory capacity increases. Children can remember about 7-8 names of objects. Random memorization appears; they can learn small poems by heart. In the process of mastering speech and listening to literary works, children develop figurative and verbal memory.

Tip #4 Read fairy tales to your children. Ask them to retell what they heard. In middle preschoolers, attention improves and becomes more stable. Children are able to concentrate on one activity for 15-20 minutes. Imagination is actively developing. The child fantasizes a lot, invents imaginary friends, and creates a fairy-tale world around himself. He dreams of his own superpowers and great recognition of his merits. Thanks to a developed imagination, a child can understand something that he himself has not seen, but which he will be told about in detail and clearly. Due to his violent imagination, he may develop fears. Tip #5 Don't ignore children's fears. Discuss with your child what scares him. Look for information on how you can get rid of fears and, if necessary, contact specialists.

The predominant activity remains play. Its content changes and its forms become more complex. Role-playing games appear. The content of the game focuses on playing out relationships between people. Children may have conflicts when assigning roles. Tip No. 6 From the age of 4, children should be offered games appropriate to their gender.

At this age, children actively and with pleasure master various types of creative activities. They really like to draw. Children actively develop fine motor skills. Tip No. 7 Draw with your children, do artistic modeling, teach them to sing and dance. Try to get them interested in these activities, rather than force them. Offer the simplest ideas for crafts. Praise for work done. Some crafts can be given to someone close to you so that the child sees the significance of his work.

Speech abilities are actively developing. Vocabulary increases. Sound pronunciation improves. Children are able to express their thoughts clearly. They can describe their feelings, tell what an object looks like, or retell a short story. Children develop coherent speech and a grammatical sense. They learn to coordinate words and use prepositions. Tip No. 8 If a child still has problems with sound pronunciation, do not ignore this problem - contact a speech therapist.

Social behavior The average preschooler is not yet aware of the rules of behavior and various social norms; he is impulsive. At the same time, he already has a general idea of ​​how to behave correctly in society. He understands well what a bad deed means. Moreover, the child is able to identify signs of bad behavior not only in his peers, but also in himself. He is very worried if he does mischief, because he understands that it is bad. Therefore, adults can regulate his behavior. Basic ethical concepts are just beginning to emerge. During this process, the child pays more attention not to the moral teachings of adults, but copies their actions and behavior patterns. He is ready to listen to the advice of his parents.

Tip #9 Never do anything in front of your children that you forbid them to do. Your demands must be reasonable and tactful. Be consistent and patient. Children already know how to control most of their emotions. They develop emotional responsiveness. They are able to understand the feelings of other people and empathize. The child becomes more assiduous, flexible and calm. He can perform simple household duties, but he is quickly distracted, loses interest in work and does not always finish the job he has started. Tip No. 10 If a child does not finish the task he started, do not scold him, but offer to finish everything together, get him interested in some kind of encouragement.

Children aged 4-5 years have an increased need to communicate and find friends. In addition, from communication in activities (during a game or a walk), which prevails in early preschool age, they move on to personal communication. Independence increases, the child is able to take initiative. During this period, the recognition of others becomes important for him. He tries to gain their respect, to hear approval of his actions. At this age, children are very touchy and react emotionally to criticism. Tip No. 11 Praise your child and hug him more often. Say that you are proud of him, happy with his behavior or action.

Gender consciousness is strengthening. Children are not only well aware of their gender identity, but also learn to behave accordingly. Their ideas about gender are also expanding (male - boy, youth, man, son, old man, etc.). They learn to distinguish between male and female professions, to understand the specifics of behavior and communication with people of different sexes. The average preschooler can analyze his well-being and begins to pay attention to his health. If he feels unwell, he is able to tell an adult about it and explain what the problem is. Information according to the Federal State Educational Standard about the age characteristics of children is one of the ways to implement active cooperation between the family and the preschool institution. Thanks to such pedagogical support, parents will be able to properly build their relationship with their child, which will contribute to the formation of high self-esteem in the preschooler. The child will become more confident, master skills and abilities useful for later life.

THANK YOU FOR YOUR ATTENTION

Playing with objects may already have some kind of plot content; it is increasingly becoming figurative and role-playing. In it, the child imagines himself as anyone and anything and acts accordingly. But at this age, it is enough for a child to play for 10-15 minutes, then he wants to switch to something else.

Children, when playing with peers, learn to feel and protect their personal boundaries and perceive their presence in other people. The child is forced to learn to take into account the desires and feelings of his play partners, otherwise he risks being left alone and bored. Many new words appear. The child actively masters speech, inventing non-existent words, giving already known words their own special personal meaning.

Mathematics A child aged 3 to 4 years can be able to: 1. The child can count to three and show the corresponding number of fingers on his hand. 2. The child can be able to master the concepts: one - many, big - small, high - low, etc. 3. The child can know the primary colors (red, yellow, green, blue, white, black). 4. The child can know basic geometric shapes (circle, square, triangle). 5. The child can be able to compare objects by size, color, shape. Be able to compare the number of objects. 6. A child can be able to match an object with a given characteristic.

Logical thinking - Development of Thinking, Memory, Attention A child aged 3 to 4 years can be able to: 1. A child can be able to put together a cut picture from 2-4 parts. 2. The child can be able to find and explain inconsistencies in drawings. 3. The child may be able to find an extra object and explain why he made such a choice. 4. The child can be able to find similarities and differences between objects. 5. A child can be able to remember 2-3 pictures.

6. A child can be able to remember 3-4 words that an adult repeated several times. 7. A child can be able to remember and repeat movements that an adult has shown 1-2 times, 8. A child can be able to remember any detail or feature of an object. 9. A child can be able to complete a task within 5 minutes without being distracted. 10. The child can find paired objects. Be able to select the right one from a group of objects. 11. A child can be able to pay attention to the properties and characteristics of objects, find similarities and differences between objects.

Development of Speech A child aged 3 to 4 years can be able to: 1. A child can be able not only to visually perceive images, but also to describe what he sees. 2. The child easily forms simple sentences and gradually moves on to complex ones (5-6 words). 3. The child can be able to separate objects into groups: furniture, dishes, clothes, etc. 4. A child can be able to name one characteristic of each object.

5. The child can know the names of the basic actions of people and animals (lying, sitting, running, etc.) 6. The child can be able to repeat rhymes and songs after an adult. 7. The child can know his first and last name. 8. A child can be able to control the strength of his voice, speak loudly - quietly.

The world around us A child aged 3 to 4 years can be able to: 1. The child can know the names and be able to show domestic (cow, goat, horse, cat, dog, etc.) and wild (wolf, hare, fox, etc.) d.) animals. 2. A child can know the names of 3-4 birds (sparrow, swallow, crow), 3-4 fish (whale, catfish, shark) and 3-4 insects (grasshopper, butterfly, bee). 3. The child can know the names of the main plants: 3-4 trees (birch, oak, apple tree) and 3-4 flowers (chamomile, tulip, rose).

4. A child can know what vegetables, fruits, berries, and mushrooms are. 5. The child can have an idea of ​​the materials from which surrounding objects are made. 6. A child can know the parts of the day - morning, afternoon, evening, night. 7. A child can be able to name natural phenomena - rain, snow, wind.

Household skills A child aged 3 to 4 years can be able to: 1. The child can be able to put clothes on independently (without fasteners). 2. The child may be able to cut paper with scissors. 3. The child may be able to use pencils, markers, pens, etc. Be able to draw circles, dots, lines. 4. The child can trace and color pictures. 5. The child can know the basic rules of hygiene.

It is important for you, as his parents, to: Analyze with your child conflict situations in kindergarten or on the playground. Teach him to respect his own and others’ personal boundaries. To do this, it is important to be an example for him, that is, to treat him and your family members with respect. Handle your child's feelings with care. Empathize with his grief, understand his anger, share his joy, feel his fatigue. It is important not to suppress his emotions, but to teach him how to properly deal with his own emotional reactions.

It is important for you as his parents to: Continue to actively develop coordination of movements (learn to jump, stand on one leg, play with a ball), fine motor skills (this is facilitated by modeling classes, various lacing, folding pyramids). It is advisable that the child have a sports corner at home where he can practice physical exercises.

It is important for you as his parents to: Realize that his speech patterns and vocabulary will be formed mainly from the speech that he hears in the family. Reading age-appropriate children's books together is incredibly beneficial. This will expand the child’s vocabulary, help develop his imaginative thinking, and create emotional closeness and warmth in your relationship. Talk to your child more, discuss the day's events with him, ask him about what happened to him, and answer his questions patiently.

Presentations for speech development of children 3-4 years old

How to choose or create a presentation for the development of speech in 3-4 year old children? Which presentations really help develop speech, and which are ineffective?

Presentations for speech development of children 3-4 years old:

how to choose or create a presentation for the development of speech in 3-4 year old children?

We talked about presentations on speech development for infants and young children in the previous article: “What presentations really develop a child’s speech?”

Today in this article we will continue to talk about presentations. For children aged 3 to 7 years, presentations are used to solve a variety of problems. In this article we will look at presentations on developing a child’s vocabulary and familiarizing children with the world around them. Namely, those presentations that introduce children to the first concepts. (“Dress - sundress-skirt-blouse”, “clothing”, “shoes”, “headdress”, “tool”, “transport” and other first concepts about the world around us).

In order to correctly create a presentation for the development of a child’s speech and thinking, enriching and activating his vocabulary, you must first of all know how the child masters these words. What stages does a child’s vocabulary go through in its development? And taking into account these patterns, make presentations.

In this article you will find:

• patterns of development of speech and thinking of a child in preschool age and how to take them into account when preparing presentations,
• practical advice on how to make a presentation on speech development for a child and what other types of exercises and games will help you.

What patterns of child speech development do you need to know to make a presentation?

What are “general words” or “generic concepts”?

One of the important tasks of children’s speech development is to teach the child to use generalizing words in speech, that is, words - concepts.

“Generalized words” (or “generic concepts”) include words known to us all that denote a certain class of objects: vegetables, fruits, mushrooms, transport, furniture, flowers, clothing, hats, tools, toys, dishes, trees, shrubs, herbs and others.

The generic concept does not appear in the child immediately. Each word goes through successive steps in its development - stages.

Stages of mastering generalizing words in the speech of preschool children

To introduce generalizing words into a child’s speech, you need to know the stages of mastering them.

In the development of speech of preschool children there is three steps in children’s mastery of generalizing words:

First step. Early and junior preschool age (2-4 years).

The child masters specific concepts.

What's happened "species concept"? For example, these are words such as “dress” - “sundress” - “skirt” - “blouse” - “T-shirt”. All T-shirts are different in color, size, style, decor, but all these items are called in one word - “T-shirt”. This means that all T-shirts (unlike jumpers, T-shirts, blouses and other items of clothing) have the same characteristics that distinguish them from other items. Kids learn to identify such signs of a group of objects themselves and accurately name the objects around them: “Mom, where are my trousers? Give me a glass, please (To ask this and accurately name an object, the baby needs to learn to distinguish a glass from a glass or cup)

The second step is middle preschool age (4-5 years).

The child successfully masters generic concepts and can name the main features by which he classified an object into a given class of objects.

The baby can classify an object as a fruit or a vegetable, accurately use words such as “transport”, “tool”, “headdress” and other similar words in speech.

At this age, the baby is able to identify the main feature of a group of objects (how are all fruits similar to each other and why are they all so different in appearance - called with one word “is this a fruit”?).

In solving this problem, the development of speech is very closely intertwined with the development of the child’s thinking. After all, he needs to distinguish main signs (for which all these items are called “fruit”) from insignificant signs , in which they all differ.

For example, carrots are orange and oranges are orange. But carrots are a vegetable, and oranges are a fruit. That is, color is an insignificant feature here, unimportant for classifying an object as a vegetable or fruit. And it is important for the child to understand this in order to correctly attribute this or that object to a generalizing concept.

Third step – senior preschool age (5-7 years)

Differentiation of generic concepts (division into subgroups).

At this age, a new stage in the development of children’s speech is observed - the differentiation of concepts, that is, the division of a large group of objects into subgroups according to some criterion. The basis for division may be different.

For example:

Example 1. Clothes can be divided into women's, men's and children's (by age). Or for summer, winter and demi-season (according to the season). Or for holiday, work and everyday (as intended).

Example 2. Transport can be divided into: water, air, land and underground (based on where this type of transport moves)

Example 3. We divide the dishes into tableware (for lunch), teaware (for tea drinking) and kitchenware (items needed for preparing food and storing food).

Our main task is not to tell the child how to “correctly” divide into groups and make him remember it, but to make sure that he discovers these groups himself! I thought - I guessed - I tried - I experimented - and I understood and came up with a classification!

That is, we do not set a classification system (division into groups) - the child comes up with a classification system himself

How to make a presentation on speech development so that it really helps

development of speech and thinking of a 3-4 year old child?

The educational task of presentations for the development of speech of a three-year-old child

Let's now look, by age, how to make sure that we don't tell the baby everything, but he himself is as active as possible in our speech games, exercises and activities. So that he does not repeat after us, but is an active discoverer of the world around him.

In this article I will talk about the ages of 3 - 4 years, and in the continuation of the series of articles - about the ages of 4-5 years, and 5-7 years.

At the age of 3-4 years, we create presentations that we use in speech games and playful communicative situations that help the baby master specific concepts. Teach the child to compare, name the different and common in similar objects (“cup - glass - glass”, “dress - sundress - robe”, “chair - armchair - stool - sofa” and others)

Why is it difficult for a small child to accurately name an object in a picture or in life (without confusing it with similar objects)?

Let's look at this with an example.

Our apartments have stools, chairs, armchairs, sofas. And they are all very similar to each other and are all needed in order to sit on them. At this age, the child learns to accurately name these objects and distinguish them from each other, name similarities and differences. It should not be that all these objects are called in the family by the same word “chair” or are not called at all.

Using this example specifically, let us look at what are the distinctive features of these objects that need to be examined, discussed and named together with the child.

Stool (stool). It is needed to sit. Any stool always has: legs (so that they rest on the floor) and a seat (we sit on it).

Chair. Why can't a chair be called a stool? Why does it have a different name and is it a different item? Because the chair has one more detail - what is it called the back! And what is it for? And who and what else has a back? (for a person, for a dog, for a sofa) And no matter what the chair is - wooden, plastic, with a hard or soft seat - it always has legs, a seat and a back. And this is what makes it different from all other pieces of furniture.

Armchair. What is the difference between a chair and a stool? We look at a picture, a toy or a real object at home. ABOUT! It turns out that in addition to the seat, back and legs, it has one more detail - it’s called “armrests”! Interesting name - what does it sound like? “Under-elbows = under elbows!” And any chair made of any material, any color and size always has them! (we name this part, press it - are they hard or soft? What material are they made of?) These are the essential, main features of the chair. Chairs can be different - wicker, plastic, leather, computer, but they always have these main features!

The easiest way to find out these signs with your child is by building an apartment for toys. And let one of the characters get confused all the time and call everything incorrectly, and you and your baby will correct him. And at the same time, together with your children, discuss the main differences between objects and learn to separate the main features from the secondary ones. And explain to our “Dunno” how pieces of furniture differ from each other and how they are similar to each other.

Typical mistakes in presentations on speech development for children 3-4 years old

Mistake 1 in presentations on speech development for children 3-4 years old: ineffective way of creating a presentation

We can already see what a great mental task a child at 2-3 years old performs when he needs to, while visiting, in a store, or at his grandmother’s, just accurately name a new unfamiliar object. After all, to name it, you need to analyze what it is? And highlight the main features, eliminating all the secondary ones.

Is this taught by presentations in which frames are shown at a fast pace and pieces of furniture are named? No. The baby must mechanically remember the names of the pictures. No mental task is set before him! Accordingly, such presentations and video presentations do not make any contribution to mental development and speech development. It's just a waste of time. And how many such presentations are there on the Internet! And what a shame - that they could have been done differently! How?

How to do it right: an effective way to create a presentation

Best shown on one slide for children 3-4 years old different chairs - with different seats, from different materials (wooden, metal, wicker, with a soft seat, toy, chairs from illustrations to fairy tales, for example, to “The Three Bears”).

Stay on this slide with your child and look at the different chairs:

• Discuss how they differ?
• How are these objects similar to each other?
• We discussed it and went around the apartment to look if we had chairs?
• We remember, does grandma have chairs - what kind?
• When we visit, we will definitely look at them and name all the details, knock on the seat and back (what is soft? and what is hard?)
• We look for different chairs at a party and in the home photo archive, in the IKEA catalog and in the nearest store (along the way we pay attention to them, examine their parts, name the materials from which they are made).
• We draw or design our own chairs for the three bears. Designer chairs are very interesting - you can also consider them.

The next slide shows different chairs: straw, plastic garden, wicker rattan, soft, wooden for the garden, leather, computer, for the smallest children. And again we stop at the slide with the child and compare all the chairs. What is a chair? The child himself draws a conclusion - how all the chairs are similar to each other. He discovers the world for himself, and does not repeat the words of the announcer like a parrot.

The best thing to do is in the game - you need to buy a chair for Winnie the Pooh in his new house. The child is given a task - help Winnie the Pooh and choose from all the chairs what will be comfortable for him. In the game, we go to a “furniture store” and look at all the chairs that are “sold in the store.” Winnie the Pooh is fat and needs a big, wide chair. Our hero is a clumsy, awkward toy, so we choose a stable chair with thick legs (“leg”, “chair”, “back”, “armrests”, “wide - narrow”, “hard - soft”, “big - small”, “strong - fragile” - we say all this together with the child in discussion).

We choose a chair for a toy in accordance with its purpose. Winnie the Pooh will relax on the chair, talk with friends, play, read - so a chair for work will not suit us, we need a chair for relaxation. We can guess from the pictures what this or that chair is intended for and when and where it can be used.

So, while looking at chairs for Winnie the Pooh in a toy store, we discuss it with the baby in the game. how they are all similar and how they differ and highlight the main features of this item.

You can, of course, “buy” chairs in our toy store (on the presentation slide) for other characters that your baby loves. Change this game situation taking into account the interests of your baby, and everything will definitely work out!

Error 2 in presentations on speech development for children 3-4 years old

Very often, children at this age are given very complex phenomena in presentations to memorize, for example: “straight - curved - broken line.” Or: “right angle – obtuse angle – acute angle.”

The kid simply remembers the pictures of the presentation and repeats them perfectly, it’s very easy for him - just remember and repeat! And you don't have to think for yourself!

And if, after the presentation, a line of a slightly different configuration is drawn on the ground for the same child, he will no longer be able to name what kind of line it is. I also often meet children who memorized all the names of the planets during the presentation. But if you give them other photos depicting the planets of the Solar System, then they cannot name them (except for the Earth). What does this mean? The child simply remembered specific pictures of the presentation - this is called “learned helplessness” in pedagogy.

Until a child himself learns to compare the simplest objects and tell himself how they are similar and how they differ, he will never in his life be able to explain for himself how a broken line differs from a curve, or a right angle from an obtuse angle, or Jupiter from Mercury.

What is more important to us? So that the baby can think for himself, have his own opinion, be able to distinguish the main from the secondary, or so that he remembers and repeats other people’s thoughts? For me it’s the first. And you choose for yourself!

Are such presentations needed on all subjects around us?

Of course not! It is enough to show your child the algorithm for identifying the main signs in the game, he will quickly understand it and start asking you about new items. And he will also correct your mistakes!

How many presentation slides for discussion and games can you show your child at one time?

At a time, you can show your child from 1 to 3-4 such pictures - slides (depending on the child’s interest and perseverance). You need to finish when the child asks: “Give me more,” that is, at the peak of interest. The lesson lasts no more than 10-15 minutes, including examination of objects in the room, motor exercises and all tasks.

What else can help a baby learn to accurately name objects?

Always accurately name all the objects around you and help your kids name them correctly, pay attention to this.

For example: a 3-year-old child is able to distinguish and correctly name “shorts - leggings - trousers - jeans”; “beret – cap – Panama hat – cap – earflaps – helmet”; “shoes – sandals – boots – boots”, “cup – glass – glass”).

If the baby incorrectly names an object, then do not ignore the mistake, but look at the object together with the baby, compare it with similar objects and discuss the similarities and differences, name it yourself correctly (“Look carefully - are these shorts? What kind of shorts? - we gesture to the object - short. And here are these long trouser legs. What are these? Yes, trousers").

If this article was useful to you, I would be grateful for your comments and questions. Let's discuss. Do you use presentations to develop children’s speech? Which? I would also be glad if you, after playing with your children based on the materials in this article, share what you did.

The presentation is intended for children of primary preschool age. Introduces wild animals and their young. The presentation is accompanied by funny poems about these animals. The goals of creating this presentation are, first of all, to get acquainted with some of the wild animals that live here in Russia, and to cultivate a love for animals.

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Slide captions:

Wild animals for children 3-4 years old Completed by: Tsybikzhapova E.B. Teacher of the second junior group of MBDOU No. 2 “Bulzhamuur”, Ulan-Ude, Republic of Buryatia

Hare and little bunny

Life is hard for a bunny: both in the forest and on the lawn, in the snow and in the wind. There is nowhere for him to hide. He is afraid of everyone in the world, he doesn’t even go to bed. He dozes off a little, and then he needs to run away again.

Wolf and cubs

Day and night he prowls the forest, Day and night he searches for prey. The wolf walks and wanders silently, Gray ears stick up

Bear and cub

He walks through rubble and ravines with a master's step. The bear loves sweet honey and picks raspberries from the branches.

Polar bear

Fox and cubs

The little fox knows: All her beauty is in her fur coat. There is no red fur coat in the forest, There is no more cunning beast in the forest.

Squirrel and baby squirrels

Winter is still far away, But not for fun. The squirrel drags into the bins Berries, nuts... The little animal knows: You need to stock up on time.

Hedgehog and hedgehogs

The gray hedgehog is covered in needles, as if he is not an animal, but a Christmas tree. Even though the forest is prickly and silent, the hedgehog is kind, not evil.

Thank you for your attention!!!

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