Our children are growing up.
   What are our children like? We can say smart, businesslike, purposeful, hardworking, knowledgeable, understanding a lot and knowing a lot. And it is true.
It can be said stubborn, proud, easily offended, resentful, naughty, capricious, hard-to-manage, prone to rash acts, always in conflict with adults. And this is also true.
Because they are very different, constantly changing, every day opening with some new facets of their unstable, just emerging characters. Not everyone is happy with this rapidly growing shift. She kind of brings us back our past mistakes, wrong views, hasty judgments. Ill-conceived methods, because children are the product of our upbringing, and they become parents faster than some of our ideas about them change. But not only educators are responsible for these mistakes. Youth itself is no less responsible for its present and future. And we make high demands on her, as we transfer to her what has already been done.
   How to understand our growing children? How to lead them from today to tomorrow?
   One of the most important features of adolescence is the development of self-awareness, the discovery of one's own "I". An adolescent's interest in himself is activated by the processes of puberty and the associated psychophysiological changes.
   In early adolescence, the sphere of communication and activity is rapidly being rebuilt and expanded. For a child, parents are usually the authority. Getting older, the child gradually restructures relationships based on dependence on adults. In adolescence, the assessment of their personal qualities, abilities and relationships prevails. "What am I good for?" And "How do I look?"
   There are two ways to evaluate yourself. The first is the desire to stand out, If I did not save in a difficult situation, then I am not a coward. If you take on a difficult task, then I'm capable. BUT there can be dangerous mischief and hooliganism, as there is a great desire to gain popularity among peers.
   The second way of self-esteem is to compare the opinions of others about yourself.
At the age of 14-15, a teenager begins to perceive and comprehend his emotions. Interest in their own feelings and moods is great.
   Simultaneously with the consciousness of their uniqueness, uniqueness. dissimilarity to others comes a feeling of loneliness. A teenager needs communication, but it becomes selective, often solitary, silent, trying to hear his inner voice.
   Exaggeration of its uniqueness very often gives rise to shyness among high school students, the fear of seeming ridiculous.
Youthful age is a transition from a carefree childhood to a responsible, complex adult life. Dreams of the future are central to youthful experiences. Great faith in personal immortality. And endless life has no concrete price.
“Childhood” with two or three years of youth is the most complete, the most elegant, our most part of life, and almost the most important, it imperceptibly determines the whole future. These are the words of A.I. Herzen. And one cannot disagree with them.

Attached Files

Round table parent meeting

Prepared by:

Rusova Svetlana Evgenievnaeducator

trans-Volga, 2016

Abstract of the parent meeting in the form of a round table

“Creating conditions for enhancing the gaming activities of children in the family”

(middle group)

Goal: to help increase the pedagogical competence of parents on the problem of activation of the game activities of younger preschoolers in the family.

Tasks:

1. Promote the development of active interest of parents in the play activities of children.

2. To bring parents to the conclusion about the leading role of playing activities in preschool age.

3. Systematize the knowledge of parents about the organization of the gaming environment in the family.

Form of carrying out:round table

The participants: educators, parents

Preliminary work:diagnostics of game activities in conjunction with a kindergarten psychologist, uh tour for parents in a group (game centers), parental survey(Annex 1) creating individual invitations(Appendix 2) making memo for parents(appendix 3) , informational message “Role-playing game in the family” (Appendix 4) lecture-conversation “Let's play with children” (Appendix 5), master-class for parents “Games with a child in the kitchen”(Appendix 6). An exhibition of books and magazines on the theme “Gaming Activities of Preschoolers”. The design of the stand “Children play”. Production of the newspaper "Role-playing games" (Appendix 7). Creating a computer presentation. Room decoration, musical accompaniment.

Equipment:

Tables arranged in a circle; on the tables are blanks for business cards, felt-tip pens, "Memo for parents" on the topic;

Multimedia equipment;

Musical toy;

Toy exhibition;

Soft toy - the sun;

Record player;

Chips of red, yellow, blue for the game.

Event progress

1. Introductory part

- Good evening, dear parents! We are pleased to meet you at our round table. We bring to your attention the following topic for discussion: "Creating conditions for enhancing the gaming activities of children in the family."

In recent years, the game has ceased to be taken seriously, and as a result, children have poor playing skills. One of the reasons that children do not play is the underestimation of this activity by adults. The main argument of adults: the game is a useless activity that is not useful in the future (as opposed to writing and counting).

Leading domestic psychologists L.S. Vygotsky and D. B. Elkonin convince us that the game is necessary for the preschooler, since this is the type of activity in which the child is most prepared for school, as it develops mental processes that promote development cognitive processes and cognitive abilities.

Today we will discuss these pressing issues. We will talk about the results of the questionnaire, share with each other the experience of arranging a children's corner and filling it, and at the end you will find a “spicy dish”.

Psychological workout "Smile"

But first, I would like to know: are you in a good mood? How to give it to other people without words at a meeting? How to say without words about your good mood? Of course, a smile. A smile can warm you, show your friendliness and improve your mood. And so that we all want to smile now, I will introduce you to this cute bunny. (The bunny sings a cheerful couplet).

2. “We will be familiar”

Filling Business Cards

In order for our conversation to be sincere and frank, so that you get to know each other better, let's get to know each other. I suggest you fill out a business card on which write your name and draw a picture that matches your mood (sun, cloud, etc.)

3. Analysis of the results of micro-research(Annex 1). Discussion.

Rep: In preparation for our meeting, I conducted a survey of parents. And today I would like to invite you to discuss some issues in more detail. All questions are presented on the slide.

Let's start with the first question: “What are the conditions in the family for your child’s games?” (statements of parents, exchange of experience on arranging a game corner, place and time for games, a set of toys, matching their child's age)

Rep: How and what do our children play at home? What does it depend on? First of all, let's talk with you about the game corner. It is good when housing conditions permit and the baby has a separate room. But if there is no separate room, do you need a separate play area for the child?

(parent's answers)

A child of the first half of an early age from birth to 2 years old exists in close conjunction with a close adult, his independent studies are very short-lived, he constantly attracts an adult to them. At the same time, the expanding possibilities of walking and speech separate him from the adult and lead to the development of home space. What happens with this?

(parent's answers)

Yes, of course, it turns out that the child is everywhere, his toys move with the child to where the adult is, and you can observe such a picture - for example, in the living room, the kid played with one — threw it, played with the other — threw it, and the whole room is littered with toys, and an adult and a child bump into them and stumble over them. And after 2 years, the time comes when the child should have a play corner - a place where he can play or engage in any activity.

What, in your opinion, can or should be in the play area of \u200b\u200bthe child?

(parent's answers)

First of all, a children's table with a smooth surface without drawings measuring 50 by 70 cm, as well as a high chair. Is it possible to “give” a desk to a baby at this age?

(parent's answers)

Of course, this does not need to be done. The desk is high, it is impossible to approach it from different angles and do something, just standing behind it. At best, a desk becomes the equivalent of a shelf on which toys are stacked.

What else can be in the play area of \u200b\u200bthe child?

(parent's answers)

Mandatory elements of the game corner - an open low rack or bookcase of 2 -3 shelves, accessible by the height of the baby’s hand, several large plastic or cardboard containers (containers) for game material.

If the corner occupies part of the room, can you somehow indicate the boundaries of the site?

(parent's answers)

It is advisable to provide a 70 by 70 cm mat in this place, where the child will be able to arrange toy furniture, erect a building from cubes and leave it there for a while without interference to others.

In the course of the joint discussion, we determined what kind of children's corner should be. Thus, now you can bring the corner of your baby in proper form, because It is important for its full development. It is also equally important to create conditional situations for the development of gaming activities.

Let's move on to the second question: “Who is in your family and how often does he buy toys?” What is the principle of choosing a toy? ”

(Exchange of family experience in choosing toys. Discussion of several points of view of parents).

Rep: So, the space of the game corner is indicated. How to fill it? Let's talk about toys. You have memos on the tables that describe different types of toys. For convenience, I numbered them. I propose to read in turn, and we will discuss all together.

1. Toys that reflect real life - dolls, animal figures, furniture, dishes, household items, strollers, etc.

Why does the child need these toys?

(parent's answers)

Of course, playing these toys, the baby displays the real world. Psychologists believe that a toy is an important component of any culture. Society transfers to the child in a special "convoluted form" - through a toy, as a cultural tool, the basic spiritual guidelines, the direction of movement of society.

2. Technical toys - various types of vehicles, designers.

Can we attribute these toys to the previous group as plot-display?

(parents' answers).

- Of course, especially transport. Nevertheless, I still divided them into different subgroups. Why?

(parents' answers).

- Absolutely, dolls, prams are played mainly by girls, vehicles and constructor are mainly boys. I said “mostly”, because you can watch how girls in the group can drive the car with pleasure, and the boys sometimes with enthusiasm play with the dishes - “eat” at the table, and also ride strollers with dolls sitting in them.

3. Toys - fun: funny figures of animals, animals, little men. For example: A bunny playing a drum, a galloping cockerel, a crawling and buzzing bug.

What is the purpose of these toys?

(parent's answers)

- That's right, to amuse the children, to cause laughter, empathy, joy, to instill a sense of humor.

4. Sports and motor toys: balls, skittles, ring throws, various wheelchairs, hoops, jump ropes, bicycles.

What do these toys develop?

(parent's answers)

These toys contribute to the development of motor activity of children, the development of coordination of movements, orientation in space.

5. Didactic toys - multi-colored inserts, cubes with slots, pyramids, nesting dolls, mosaics, puzzles, lotto, etc.

What do children learn by playing them?

(parent's answers)

- Children learn to distinguish color, shape, get acquainted with the size of objects, classes with these toys instill in children concentration, perseverance, determination, the ability to bring things to the end, and also contributes to the development of fine motor skills of hands.

6. Musical toys - rattles, bells, bells, pipes, metalophones, toys representing the piano, balalaikas and other musical instruments.

What can musical toys develop in a child?

Which toy is very important for young children? An important role among musical toys is assigned to the pipe, primarily because exercises with the pipe contribute to the development of speech breathing, which is very important for the development of speech in children at this age. Musical toys also contribute to the development of high-pitch hearing.

7. Theatrical toys - bi-bobo dolls, finger theater, table theater.

Do children need these toys?

(parent's answers)

Of course, these toys develop speech, imagination, teach a child to take on a role.

8. Military toys: swords, pistols, machine guns and others.

Tell us about your attitude to these toys.

(parent's answers)

All over the world there is no unequivocal attitude to these toys. Some see only a negative impact on children, others see proponents of positive influence. On the one hand, we want to raise defenders of the Motherland from boys, on the other hand, how to do it correctly so as not to raise overly aggressive members of society.

9 . Toys for the development of creative imagination and self-expression: pencils, paints, plasticine, various sets for manual labor, colored paper, glue, etc.

What should be guided by the parent when purchasing these toys for a child 3-4 years old?

(parent's answers)

Of course, first of all, according to age. Plasticine, pencils, gouache paints - a must! After 3 years - scissors with rounded ends, colored paper, pieces of fabric, needlework kits, etc.

What should parents be guided in choosing toys for the baby?

(parent's answers)

Any toy should be:

1. aesthetic;

2. safe (in terms of paint, material quality);

3. develop;

4. entertain the child.

Based on the analysis of your profiles, we can conclude that most often parents acquire plot - display toys and didactic ones. Now, after a joint discussion of the types of toys, you yourself can determine which toys you have a lot of and which are not at all, and diversify the composition of the toys that your child has.

Let's move on to the discussion of the following question: “Which of the family members and how often does he play with the child?”

65% of parents answered that at home mother plays with the child; 15% - dad, 20% - brother or sister.

After analyzing your answers to this question, we saw that you mostly play with children when you have free time. Some of you think that it takes a lot of time to play, it is better if the child sits at the TV, computer, listens to the tales in the recording, especially since in the game he can break, tear, stain, etc.

4. Game task

I offer an unusual task: remember your family evenings and give them self-esteem. If you act, as it is said, then put up a red chip, not always yellow, never blue.
-Every evening I spend time playing with children
-Tell about my games in childhood
-If the toy broke, I repair it with the child
-Buying a child a toy, explain how to play with it, show different options for the game
-I listen to the child’s stories about games and toys in kindergarten
-Do not punish the child with a game, a toy, i.e. I do not deprive him of a game or toy
-Often I give my child a game, a toy

Generalization:
If your table has more red chips, then the game is always present in your house. Play with your child on an equal footing. Your baby is active, inquisitive, likes to play with you, because the game is the most interesting thing in the life of a child.

Consider the last two questions of the questionnaire: "What games does the child most often play?" and “Does the child use household items in the game?”

The results of your answers are presented on the slide (slide 1). Next, I want to bring to your attention a presentation that tells about various types of games, as well as substitute items (household items) that children use in their game, about their meaning.

Despite the variety of games, they can be divided into two large groups. Some games are created by the children themselves under the guidance of the educator - these are creative games; others are created in advance, have ready-made content and certain rules - these are games with rules. In turn, games with rules are divided into mobile and didactic games.

Pedagogy distinguishes between creative, mobile, didactic games. (slide 2)

І. Creative games include games in which the child shows his invention, initiative, independence. The creative manifestations of children in games are diverse: from inventing the plot and content of the game, searching for ways to realize the plan, to reincarnation in the roles given by the literary work. Depending on the nature of children's creativity, on the game material used in games, creative games are divided into directorial, role-playing, theatrical, games with building material (slide 3).

It should be noted that in traditional pedagogy, directorial games did not stand out as a special kind of game activity, but were considered in the mainstream of role-playing games. In recent years, there has been a tendency to isolate directorial games due to the fact that studies have emerged that characterize them as an independent variety of role-playing games. The main difference between directorial games is that they are mostly individual games, in them the child controls the imaginary situation as a whole, and acts simultaneously for all participants.

II. Outdoor games are classified according to the degree of mobility (games of small, medium, high mobility), according to the prevailing movements (games with jumps, with dashes, etc.), by the objects that are used in the game (games with a ball, with ribbons, with hoops, etc. .) - slide 4

ІІІ. Traditionally, all didactic games can be divided into three main types: games with objects (toys, natural material), desktop-printed and word games. (slide 5)

Games with items. In games with objects, toys and real objects are used. Playing with them, children learn to compare, establish the similarity and difference of objects. The value of these games is that with their help children get acquainted with the properties of objects: color, size, shape, quality. In games, problems for comparison, classification, and establishing a sequence in solving problems are solved. (slide 6)

Board and print games are an interesting activity for children. They are diverse in type: paired pictures, lotto, dominoes. Various and developing tasks that are solved when using them. (slide 7)

Word games are built on the words and actions of the players. In such games, children learn, relying on existing ideas about objects, to deepen knowledge about them, since in these games it is required to use previously acquired knowledge in new connections, in new circumstances. Children independently solve different mental tasks; Describe objects, highlighting characteristic features; guess according to the description; find signs of similarity and difference; group objects according to various signs, properties, find algorithms in judgments, etc. (slide 8)

The most important condition for the formation of a creative game is the introduction of substitute objects into the game. The more indefinite the function of an object, the freer the child ascribes to it one or another meaning. These are objects - substitutes stimulate the creative imagination of children, it is with them that a large number of original actions are performed. The basic requirement for the subject is the deputy: convenience in performing game actions,proportionality with other game material.(slide 9)

(Parents' statements on this issue, optional - additions, generalization of answers)

5. "Spicy dish"

And now we’ll play a little more. I ask everyone to take part. For you, we have prepared a “spicy dish”, i.e. hot question from pepperbox. (In the list of papers with pedagogical situations.)

If you get a pepper shaker with a question, this does not mean that you must answer it. If you do not know the answer or do not want to speak out, then you can transfer the pepperbox further in a circle. Those who wish can supplement the answer. (Music sounds, the pepper shaker moves in a circle. The music stops, the one in whose hands the pepper shaker was in charge answers.)

Pedagogical situations:

Situation 1:

My daughter plays all the time, she constantly talks to herself, made a cash register, cut paper money, transfers them from place to place. Does this help her development?

Vos-l: And what, in your opinion, is the role of the game in the development of the child?

Situation 2:

On the site is a children's hubbub. A new boy, who first got to kindergarten, is curiously examining a child who is playing: some drive sand, others load it into a car, and others build a sand city.

Do you also probably want to play along with them? - the teacher addresses the child.

He looks at the teacher in surprise and answers indifferently:

Not ... I’ll shoot them now!

He deftly throws up a toy gun brought from home and aiming towards the players.

Why do you want to shoot them? - the teacher again turns to the boy.

And so, not at all, I'm a robber.

He would only have to shoot and play war, ”the mother complains to the educator in the evening, he bought him a new saber again.

For such games, he seems to have no shortcomings in toys, the teacher asks.

Yes, of course, mother agrees. He demands to have to buy.

Have you tried to switch it to other games, more calm?

Why? ”The woman wonders. Let him play what he wants.

Questions

“What significance do you think the roles that the child takes in the moral formation of the individual?”,
“What do you think is the educational value of games?”
"How would you behave in this situation?"

(Saying, at will - addition, generalization of answers)

Situation 3:

"Does the child not play at all?"

(Saying, at will - addition, generalization of answers)

Carer: If your child is not playing, try to create the conditions necessary for him at home. Give him the opportunity to play. To do this, create conditions for him to get vivid impressions about the available phenomena of life around him, read to him, observe others around him, ask questions, and choose the appropriate toys. Intervene in the child’s game not intrusively, encourage him to act on a certain plot, pay attention to what he is doing. We recommend using a number of tricks: play along with the child, his toys, playing a series of actions, and then name the role. For example, "I am a doctor." If you play together, then by all means the child will develop game activity.

We often hear from parents that a child has so many toys, and he does not play with them.

6. The final part.

The meeting is drawing to a close. I would like to thank you for participating, for taking the time to come to our round table meeting.

Let us play together with our children as often as possible. Remember, the game is an excellent source of strengthening the child’s physical, spiritual and emotional well-being. The joint play of a child with an adult is not only the main means of developing a small person, but also a tool that promotes mutual understanding between different generations. Discover the world with your child!

And now I invite everyone to a tea party in the group.

Practical significance: recommendations forsystematization of parents' knowledge about the organization of the gaming environment in a family setting. This work contributed to increasing the pedagogical competence of parents on the problem of activation of the game activity of younger preschool children in the family; the development of an active interest of parents in the play activities of children. Parents came to the conclusion that the game has a leading role in preschool age.

Used Books:

1. Zvereva O. L., Krotova T. V. Parent meetings in the DOE. - M .: Iris Press, 2006.

2. Chirkova S.V. Parent meetings in kindergarten. - M .: VAKO, 2011.

3.Kasatkina E.I. Game in the life of a preschooler / E.I. Kasatkina. - Bustard, 2010.

4. Federal Law “On Education in the Russian Federation of December 29, 2012

5. Order of the Ministry of Education and Science of the Russian Federation “On Approval of the Federal State Educational Standard for Preschool Education” No. 1155 of 11/17/2013.

6. T.N. Zenin. M. 2008. Parent meetings in kindergarten. / Teaching aid. Issue 2.

Annex 1.

Questionnaire for parents

1. What conditions are created in the family for the child’s games? (availability of a game corner, place and time for games, a set of toys, matching their child's age) __________________________________________________________________

2. Who and how often buys toys? What is the principle of choosing a toy? ___________________________________________________

____________________________________________________________________________________________________________________________________

3. Which family members most often play with the child? What causes difficulties?

__________________________________________________________________

____________________________________________________________________________________________________________________________________

4. What games does the child play most often?

I do not know, I do not pay attention _________________
Playing with toys (dolls, cars, etc.) _______________
Playing board games ____________________
Own option ________________________________________________

____________________________________________________________________________________________________________________________________

5. Does the child use household items in the game? (boxes, sticks, rags, lids, pans, etc.) How do you feel about this? __________________________________________________________________________________________________________________________

Appendix 2

Meeting invitation.

Dear Moms and Dads!

we invite you to a parent meeting

to be held in the form

The Round Table.

We invite, we invite,

Let's play together with you,

We learn a lot.

About games and toys,

Boys and girls!

Looking forward to the meeting!

Educators.

Appendix 4.

Announcement

"The role-playing game in the family"

The role-playing game is an obligatory program of any kindergarten and an important stage in the development of a preschooler. The positive impact of role-playing games on personality formation has long been proven. After all, many children are brought up at home, outside the garden. In such cases, it is the parents who must make up for the problems of upbringing - to organize the role-playing game in the family. Otherwise, the child will not receive much that matters to him.

With the help of role-playing games, the child learns the world of human relations and how he knows them depends on the parents. And a special role is played by the father, who knows how to convey everyday experience and to cultivate morality in a simple form. Both mom and grandmother should not be left out.

In the development of role-playing games, there is nothing complicated. The child should play as much as he needs.

In order to properly organize the game, you must remember three rules:

1) The game is a creative process, you should not drive a child into some kind of framework.

2) The game should not be based on coercion, it is a free manifestation of the will of the child.

3) The game should change and have its own development.

Do not be afraid of repetitions: if the child “has become a cook”, the second day he fry pancakes - it’s not scary, he just remembers and trains the skill. Encourage him.

If the game becomes cruel and evil, intervene in such a situation,

need to be careful. Remember how well you explained to him the concepts of good and evil, good and bad? Take a closer look, maybe this is just a "monster", and it is not evil at all. If the child consciously plays an evil game, let him talk out, maybe this is aggression and she needs a way out. Try to interest the child in a new game.

Love your children! Play with them!

Indeed, in a preschool age, a child has only one opportunity to be an adult - in a plot-role-playing game.

Appendix 5

Talk lecture

“Let's play with the children”

The game is the leading activity of a younger preschooler, in which his personality is formed. The child’s game reflects the various events that he received in kindergarten or in the family when communicating with different people. The game allows the baby to get acquainted with many properties and qualities of the objects surrounding him; to imitate adult family members in actions, speech, facial expressions, gestures and labor activities. When playing, the kid, as it were, puts himself in the position of that adult whom he imitates. In the role of an adult, he tries to carry out his activity behavior. Repeating many times the same simple story (for example, feeding a doll), the child fixes the forms of behavior and relations between relatives, acquires the first labor skills. In the playing role, he imitates not only actions, but also the relationships, feelings, experiences of adults. Without such an experience, it is impossible to form moral concepts.

All this happens if the game of the younger preschooler is under the supervision of an adult. If you do not manage the baby’s game from an early age, then the four-year-old child will lack the ability to play both independently and with a partner. Games of such children often come down to aimlessly rolling a car or rocking a doll. Finding no other use for toys, children quickly quit the game, demanding new toys. In the younger preschool age, the game becomes in that case a means of development and education if it is built on the meaningful communication of adults (parents, grandmothers, etc.) with the child. In games with loved ones, and then in the child’s independent play, his moral experience gained in kindergarten and family is realized.

When playing with your daughter or son, remember that you cannot suppress the baby’s initiative, play on equal terms with him, carefully guide the course of the game.

An important pedagogical condition contributing to the moral education of children is the selection of toys. The toy pushes the baby on the topic of the game, gives rise to gaming connections, life situations, raises questions, thoughts. Sometimes a simple shoe box is more important for a child than an expensive car. You can act with it in different ways: carry building material (for example, cubes); turn a bear into a bed for a sick person or a stroller for his walk, use it as a suitcase for doll clothes, etc. There should be different toys in the game farm without dividing them into “boys” and “girls”.

Important and figurative, and motor, and didactic (educational) toys. The more varied the types of toys a baby has, the more varied his play. But a variety of toys does not mean their abundance. It is enough to have 2 to 3 toys of the same kind. When the baby has a lot of the same toys (dolls that differ only in size, cars of different brands),

When it comes to toys, adults usually complain about the lack of space. But observations show that even with a separate children's room, children do not have a play area. Toys are usually randomly stored in boxes, boxes, knots. If the toys of the younger preschooler are not in his field of vision, he cannot start the game, create a game situation, since he still cannot plan the game. Having a permanent place to store toys does not mean that the baby can only play here. He seeks to play where the older family members are. Needing constant help, support, encouragement, a place to play, he chooses his grandmother’s room in which to play, the kitchen if his mother is there, etc. Changing the playing environment in children causes new play associations, affects the choice of themes, enriches gaming and moral experience.

Do not limit the playing space of the child, do not forbid to transfer because, after playing enough, your child refuses to clean them. The more time adults give their baby, the better the relationship between them.

Appendix 6

Master class for parents “Games with a child in the kitchen”

The whole family spends a lot of time in the kitchen, especially women. Do you think it is possible for a child to find something to do there? What can a child do with the following materials?

1. "Egg shell"

Crush the shell into pieces that the child can easily take with his fingers. Put a thin layer of plasticine on the cardboard - this is the background, and then invite the child to lay out a pattern or drawing from the shell.

2. “Dough”

Sculpt anything you want.

3. "Pasta"

Spread fancy patterns on a table or sheet of paper, while studying shapes and colors.

4. "Semolina and beans"

Mix a certain amount, suggest choosing beans from semolina.

5. "Peas"

Pour peas from one cup to another.

6. Hercules

Pour the cereal into a bowl and bury small toys in it. Let him find.

7. "Various small cereals"

Invite the child to draw a large picture. For very young people, pour cereal from a bowl into a bowl with a spoon.

8. "Whisk for whipping"

Pour in a bowl of water, a little shampoo and put in the sink. Put the child on a chair to the sink and let him whip the soap suds.Slide 2

A.S. Makarenko emphasized that "the game is important in human life, it is a preparation for work and should be gradually replaced by labor"

Role-playing games for children 4-45 years old 7. "Mail" Roles: postman, cameraman, mail visitor 1. "Home, family" Roles: mom, dad, children, grandmother, grandfather. 2. "Kindergarten" Roles: educator, junior educator, speech therapist, manager, cook, music director, physical education manager, nurse, doctor, children, parents. 3. “Hospital” Roles: doctor, nurse, receptionist, nurse, patients. 4. “Shop” Roles: sellers, cashier, buyers, driver, cleaner. 5. “Hairdressing salon” Roles: hairdressers - a hairdresser, a male foreman, a cashier, a cleaner, clients. 6. "Builder" Roles: builder, bricklayer, driver, loader.

Tips for parents: what literature to read to children: K.I. Chukovsky "Aibolit" S.V. Mikhalkov "Uncle Styopa" S.Ya. Marshak "The Ball" I. Sun "Let's play builders" K.D. Ushinsky “Know how to wait” Ya. Scored “Yasochka caught a cold” E. Uspensky “Played in the hospital” V. Mayakovsky “Who should I be? "B. Voronko" The Tale of Unusual Purchases "by S. Zhupanin" I am a Librarian "S. Marshak" Circus "

Mysteries He is driving all the time, Carries all that is needed, he, Who is it? Tell me Maybe ... (driver). Bricks, concrete, sand, The house will be built on time. He is in an orange helmet, It’s dangerous at a construction site! (builder) Sells any product, Vegetables and fruits, various products. At the checkout, the numbers are typed. The check does not forget to give! (seller) Bravely fights with fire, Any difficulty in no way. A hose, water will help him, Save buildings from fire. (fireman) To be beautiful, neat, Keep your hair in order, Hair cuts, hairstyles, Master of scissors and combs! (hairdresser) Letters, telegrams, Newspapers and magazines. He knows the city, every home, These are children ... (postman) Heals, prescribes medicine, Will you always be healthy! So that they do not torment the disease, Do not forget about ... (doctors)

The child has a passion for the game, and it must be satisfied. A.S. Makarenko

Preview:

MEMORY FOR PARENTS

Types of toys.

1. Toys that reflect real life - dolls, animal figures, furniture, household items, strollers, etc.

2. Technical toys - various modes of transport, various types of constructor.

3. Toys are fun. Funny figures of animals, animals, men. For example, a bunny playing a drum, or a galloping cockerel.

4. Sports and motor toys: balls, skittles, ring throws, various wheelchairs, hoops, jump ropes, bicycles.

5. Didactic toys - multi-colored inserts, cubes with slots, pyramids, nesting dolls, mosaics, puzzles, lotto, etc.

6. Musical toys - rattles, bells, bells, pipes, representing the piano, balalaikas and other musical instruments.

7. Theater toys - bi - ba - bo dolls, finger theater, table theater.

8. Military toys: swords, pistols, machine guns, etc.

9. Toys for the development of creative imagination and self-expression: pencils, paints, plasticine, various sets for manual labor, threads, colored paper, glue, etc.

What does the child learn in the game?

1. Emotionally get used to, grow into the complex social world of adults.

2. Relive the life situations of other people as their own.

3. Realize your real place among other people.

4. Make a discovery for yourself: the desires and aspirations of other people do not always coincide with mine.

5. Respect yourself and believe in yourself.

6. Hope in your own strength when faced with problems.

7. Freely express your feelings.

8. Talk to yourself, intuitively know yourself.

9. Relive your anger, envy, anxiety and anxiety.

10. Make a choice.

Advice for adults

1. Practice is important for the game. Play with children as often as possible!

2. Salute the manifestation of any feelings, but not any behavior.

4. Pay special attention to non-playing children.

5. Playing with a child will teach us:

To speak with the child in his language;
To overcome a sense of superiority over the child, his authoritarian position (and therefore self-centeredness);
Revive in yourself children's traits: spontaneity, sincerity, freshness of emotions;
Discover the way of learning through imitation of patterns, through emotional feeling, experience.

LOVE

YOUR CHILD AS IT IS!

Appendix 3

Parent club

"MOTHER'S SCHOOL"

Why does a child need a game?

Home\u003e Abstract

Parent meeting summary
"The game is not fun"

Goal: raise the level of pedagogical culture of parents Preliminary work:1. Competition No. 1 “game corner in the family” (Visiting other families to get acquainted with game corners, photos of game corners, a story about the game corner) 2. Competition No. 2 “Skillful hands” (Production of a game, toys with children) 3. Poems and puzzles about toys (Learning poems, puzzles with children, you can write together) 4. In the group, issue invitations for children with parents 5. Design posters “a game is a spark that kindles a spark of inquisitiveness and curiosity” 6. Exhibition of books, magazines on the theme of "gaming" 7. Tape recording with questions:
Do you like to play?
What games do you play at home?
Do you have any favorite toys? What kind? How do you play with them?
Do adults play with you? Who!
How to protect toys?

The course of the meeting.
(The song “Where childhood goes” sounds by musicians A. Zatsepin, lyrics by L. Derbenev)

1. Introduction.For the childhood of our children to be happy, the main, main place in their life should be played by the game. In childhood, the child has a need for a game. And it must be satisfied not because the matter is time, the fun is the hour, but because when playing, the child learns and learns life. “The game permeates the whole life of the child. This is the norm even when the baby is doing a serious job. He has a passion, and it must be satisfied. Moreover, one should soak his whole life with this game. His whole life is a game. "
A. S. Makarenko Let's talk about the game today. 2. Discussion "Do I need to lead the games of children?"a. listening to tape b. questions to parents: Do you think it is necessary to lead the game of the child? c. Generalization by the educator: If you do not play, do not lead the baby’s game at an early age, then he will not have the ability to play both independently and with other children. At a young age, the game becomes a means of development and education if it is built on meaningful communication with to adults. When playing with a daughter or son, remember that you can’t suppress the baby’s initiative. Play with him on an equal footing. When playing, watch your speech: the even, calm tone of an equal partner in the game instills in the child the confidence that he is understood, his thoughts are shared, they want to play with him. Therefore, you have to take it as a rule: several times a day to join the baby’s game, this encourages the child to new actions. 3. Work with memosa. The task: underline the points that you have already completed b. Generalization by the educator “What is a good toy?” First of all, this toy is safe, appropriate for the age of the child. The more diverse the toys. All the more interesting is the game of kids. But diversity does not mean their abundance. Before making the next purchase, it’s nice to ask the baby how he will play with it. If a child accounts for 90% of the game and only a toy accounts for 10%, then this is a good toy. An empty cardboard box that you can climb into can become a great toy for the baby. It can be a ship, a fortress, or a rocket. Such a toy stimulates both imagination and imagination. It can be used as it is. And you can cut holes in it - portholes, paint. Homemade toys are of great educational value. 4. Stories of parents from the experience of family educationa. Family-in-Family Games b. "Leisure in the family" 5. Game taskI offer an unusual task: remember your family evenings and give them self-esteem. If you do as you say, then put up a red chip, not always yellow, never blue. 1. Every evening I spend time playing with children 2. I talk about my games in childhood 3. If the toy breaks down, I repair it with the child 4. Having bought a toy for a child, I explain how to play with it, showing different options for the game5. I listen to the child’s stories about games and toys in kindergarten6. I do not punish the child with a game, a toy, i.e. I do not deprive him for the duration of a game or toy 7. I often give my child a game, a toy Generalization:
If your table has more red chips, then the game is always present in your house. Play with your child on an equal footing. Your baby is active, inquisitive, likes to play with you, because the game is the most interesting thing in the life of a child. 6. Excursion to the game libraryThe teacher talks about their favorite games and toys for children, answers questions from parents 7. Parent meeting decision1. actively participate in the games of children 2. take an active part in the manufacture of games, toys, their repair 3. organize family tours for children 4. take an active part in kindergarten life

Synopsis of the Parent Meeting "Family Traditions"
Abstract
The overwhelming majority of parents are not professional educators. They do not have special knowledge in the field of upbringing and education of children, and often experience difficulties in establishing contacts with children.
Synopsis of the parent meeting "How to interact with the child in a conflict situation?"
Abstract
The WORD is the subtlest touch to the heart; it can become both a tender, fragrant flower, and living water, which returns faith in good, with a sharp knife, picking the delicate fabric of the soul, and with red-hot iron, and lumps of dirt with the Word
Synopsis and introspection of one test session. Summary and introspection of leisure activities
Abstract
Outline plans for the organization of gaming activities (one group), labor activities (one), their analysis, as well as an outline plan for working with parents.
Playing with the imagination. Desired transformation. Winning appearance. Unrealistic ideas about defects and virtues. Complex of appearance. “Fashion victims.” Ideals of female appeal. Illusory ideals.
Book
entertaining classifications and tests, philosophical parables and real life stories make this book not only useful in solving everyday problems, but also very interesting to read.
Game of Association 15 Visual and Sound 23
Story
There are books that are born, like trees in a forest among countless others like themselves. Others can be likened to trees grown in the most unexpected places - among the plains, in a dry valley, on a rock.

Municipal budgetary state preschool institution

Kindergarten No. 74 of the Kalinin District of St. Petersburg

Consultation for parents

“How to organize a home play area for children”

Prepared by a tutor

Sidorova Alla Igorevna

St. Petersburg

2012

Dear adults: mothers and fathers, grandparents! If you want your child to be active, active, successfully develop, try to create appropriate conditions for him. It is necessary to think about the fact that the child has his own corner in the house, a place where he can play calmly, do his own business without causing inconvenience to all other family members.

It is very important that the child has the opportunity to place his toys, objects for playing in the space allotted to him, understanding, feeling that he does not bother anyone.

The place for the corner of the child should be well lit so as not to spoil the baby’s eyesight, be convenient for the child’s approach to the storage areas for the game material.

There should be a sufficient, but not excessive number of toys in the play area. Buy toys for children aimed at the full development of the child.

Games, toys of various contents.

For instance:

Toys are fun
Desktop - Printed Games,
Different types of constructor,
Building kits,
Toys to beat buildings (sets of animals, small toys),
Cars, transformers (without quantitative search),
Dolls (without quantification) and clothes for the doll,
Children's dishes
Folk toys
Musical
Educational (puzzles, puzzles, mosaics, Nikitin’s cubes, “Fold the pattern”, “Fold the square”, “Tangram”),
Theater for children,
Toys - homemade,
Material for artistic creation: plasticine, colored paper, cardboard, paints, pencils, felt-tip pens, brushes for drawing and glue, children's scissors (safe), glue stick, etc.

In order to choose the right toys, you should consider: age, level of development, interests of the child. When choosing a toy, you must clearly understand what benefits they can bring for the development of your baby.

Excessive abundance of toys scatters interest in them, so there should not be a large number of toys in the playing area. Excess toys lead to confusion. The child is bored with the same toys, and as a result, he does not play them, but only manipulates them or scatters them.

Toys must be replaced periodically, i.e. clean some and get others (preferably a change of one kind).

For example: a week we played the Transport blocks, a week later we got the Beasts blocks, or we exchanged 2-3 cars with new or long-forgotten ones.

Change of toys leads to the fact that:

Firstly, the child receives versatile development from the game, and does not perform learned actions,
secondly, the child manages to miss the cleaned toy and when it appears in his corner after some time, perceives it as a beloved, native. The toy evokes positive emotions in the child (joy, delight).

It is necessary to ensure that after the game the child cleaned the toys in their places, he tidied his own corner. Sometimes parents themselves accustom their children to sloppiness, to disorder.

For example: a child plays, and his urgent name is to dress for a walk, lunch or swim, not giving him time to clean up the game material. A child develops such a quality as negligence, not frugality to things.

It is necessary to warn the child a few minutes before the upcoming event that it is time to collect toys, because we ... (let's go to dinner, go for a walk). Rate the cleaning result. If the game is interrupted due to emergency cases, then you need to aim the child at further cleaning after the event or to carry out joint cleaning, but not take on all the work.

It happens that children play one game for several hours or days, and it is important that the building or the environment created by the child for the game is in its place in order, and not destroyed. This educates children in orderliness, thrift, forms the ability to maintain order, directs the child to further work, project activities, the ability to complete the job. Therefore, the space reserved for games should be free for the child, and not be forced by extraneous household objects.

Often, parents are forced to clean the environment created by the child, the building, or they themselves clean it only because they see this as a mess, try to create the perfect order in the room. The child is very worried, because his plan for the further game is destroyed and if this happens all the time, then he does not have a desire for this type of activity, his interest in creation disappears. In such cases, there are moods, aggression, bitterness. Here you need to think about what is more important: the ideal order or mental balance of the child, his creative development.

It is advisable to carry out a general cleaning together with the children, wash the toys, wipe the shelves, put the toys in place, select toys for repair or for young children (as a gift). Such joint work fosters industriousness in the child, a desire to help adults, to feel adult and significant in the labor process.

The play area for the child is his microclimate, where he receives new impressions every day, forms his skills, habits, acquires new skills - he learns the world.

Children who play little develop poorly!

Through the game, the child enters the world of adults.

Create a microclimate for your child comfortable, cozy, affordable.

Childhood time passes quickly. Play more often with your child! Create conditions for harmonious development for your child.

Be your child a friend, mentor, partner.

Questionnaire for parents

Does the child have a place in the house for games? (well no)
Permanent or temporary place for games? (emphasize)
Where and how are toys stored? .................................................. ................

…………………………………………………………………………….

Does the child independently clean the toys? (always, sometimes, never)
Do you clean toys for a child? (always, rarely)
Do you often help your child clean up play material? (always, rarely, never)
Do you arrange spring cleaning with your child? (never, always, sometimes)
Is there a change in game material? (monthly, never, rarely, otherwise) ……………………………………………………………………… ..
How often does a child break toys? .................................................
What are you guided by when choosing a toy? (just liked, the child asks, not expensive, advised otherwise) ...........................

……………………………………………………………………………….

11. Do you fix toys? (never, always, sometimes)

12. How often do you play with your child? (rarely, daily, never play, otherwise) ……………………………………………………

13. Does the child know how to occupy himself? ……………………………………

Thank you for participating in the survey!

Used Books

Zagik L.V., Kulikova T.A., Markova T.A. and others. To the teacher about working with the family: a manual for the kindergarten teacher. Ed. Vinogradova N.F.

Moscow Enlightenment 1989

http://www.missus.ru article “We organize a children's corner”

http://krasa.uz "How to equip a children's corner in the apartment"

Meeting parent club « Celebrating the holiday is fun »№1.

Theme: “We meet the holiday fun.”

Intand.

Enrichment of emotional and motor development of children; Familiarization of parents with the games that can be offered to children at a family holiday; development of skills of positive interaction of parents and children during the organization of the holiday.

Equipment:

Costumes, props for games, prizes, musical accompaniment.

Class progress

I. Introductory part

Leading. Today's meeting of the parent club is dedicated to the special days of our lives - holidays. Holidays of courseEveryone loves, and especially children. We will talk about how to organize holidays for children in the family today, as well as play games that can be offered to children at a family holiday.

Each family has its own traditions and should have their own family holidays. They unite, unite the family, provide an opportunity to show love and care for each other, to make their home unusually cozy and beautiful. You can arrange a holiday for children and just for any occasion, because the expectation of a holiday for a child is life on the eve of a small miracle. Therefore, it is important that he be remembered as a happy and joyful day. In the preparation of such holidays there is no limit to the imagination, creativity of both children and adults. The main thing that should be at every holiday is that spiritual joy that we especially generously give to each other these days.

The holiday can not be imagined without a fun feast, without a variety of games and entertainment. But if every family knows how to set the festive table, then not everyone remembers interesting children's games and entertainments.

I suggest you celebrate the group’s birthday with fun games, surprise moments, and, of course, tea drinking.

II. Playing games

Game "Dictionary of polite words."

It was invented by someone simply and wisely -

When meeting greet: "Good morning!"

"Good morning!" - to the sun and birds.

"Good morning!" - smiling faces.

And everyone becomes kind, gullible ...

May good morning last until evening.

N. Krasilnikov

So guess the polite words.

The old stump will turn green when he hears: good ... ( day) !

A polite and developed boy speaks at a meeting ... (Hello)!

Even a block of ice will melt from the word warm ... (thanks).

When scolding for pranks, we say sorry ... (pleaseluista).

If we can’t eat anymore, we’ll tell mom ... (thanks).

Both in France and in Denmark they say goodbye ... (bye).

I wish you all strong love ... (health).

Game "Animal Greetings."

Conducted by parents.

Very right, very wise,

May laziness not be a hindrance

In the morning, tell everyone "good ...(morning)",

Well, in the afternoon say "good ... (day)".

And there’s nothing to puzzle here

You just have to be very kind.

In the evening we will say "good ... (evening)",

We wish for the night: “good ... (nights). "

Leading . Do you guys think animals greet each other? I think yes. How greet, for example, pigs?

Children. Oink oink!

Leading . How do dogs greet each other?

Children . WOF WOF!

Leading th. What about roosters?

Children . Ku-ka-re-ku!

Leading. Cuckoos?

Children. Ku-ku!

Leading . And the frogs?

Children . Qua qua!

Leading. Crows

Children. Car-car!

Leading. But wolves?

Children. Oooh!

The game "Funny mushroom pickers."

Conducted by parents.

Children are divided into two teams: “mushrooms” and “mushroom pickers”. "Mushroom pickers" in pairs sit on a bench, "mushrooms" scatter around the site and squat down. Led by the leading children, “mushrooms” perform the counting.

Between spruce soft paws

Rain cap, cap, cap.

(Children clap their hands.)

Where the bitch has long withered -

Gray moss, moss, moss.

(Children rub their hands.)

Where the leaf adhered to the leaf,

Mushroom, mushroom, mushroom has grown.

(The children rise.)

Leading. Who found him, friends?

« Mushroom neitherto and. "

It's me, me, me!

"Mushroom pickers" catch "mushrooms" in pairs, holding hands, as ifshchaya them in the basket.

Game "Word on the palm."

Conducted by parents.

All participants stand in a circle, hold hands, pronounce the count

We will find words everywhere:

Both in heaven and in water

On the floor, on the ceiling

On the nose and on the arm.

Have you heard that?

It doesn’t matter, we play the word.

On whom the counter ended, “searches” for words in heaven, on earth, in a closet, in soup, etc., “passes” the word to a neighbor, that one - to its neighbor, etc.

The game "Here is such a parsley."

Conducted by parents.

The presenter speaks the text, and the children after each line in chorus pronounce certain words in a given rhythm and accompany them! their gestures, which shows the leader.

Leading. A rattle began to play.

Children (clap their hands).

Hop! Hop! Hop!

Leading. Suddenly flooded Marfushka.

Children (stomp).

Top! Top! Top!

Leading. And the frog croaked.

Children (portray frogs).

Kwa! Kwa! Kwa!

Leading. The talker answered her.

Children (nod their heads).

Yes! Yes! Yes!

Leading. There was a clapper.

Children (depict hammers).

Tuk! Tuk! Tuk!

Leading. The cuckoo echoes us in response.

Children (clasp their hands).Ku! Ku! Ku!

Leading. The gun lit up loudly.

Children (punch on the chest).Bah! Bah! Bah!

Leading. And the old woman gasped.

Children (clutching their heads).

Oh! Oh! Oh!

Leading. Heifed also.

Children (horns show).

Leading. A scumbag squealed with her.

Children (show the spots).

Oink! Oink! Oink!

Leading. The trinket rang.

Children (knocking on his knees).

Bryak! Bryak! Bryak!

Leading. The jumper jumped.

Children (jump).

Jump! Jump! Jump!

Leading. Here is such a parsley.

Children (clap over their heads).

All! All! All!

T.Lipatnikov

Interlude "Hello!"

Clowns appear - Toffee and Klepa.

The game "Who slams louder?"

Spend clowns.

Who can clap loudly?

All boys or girls?

To find out who is right among us

We are clapping now.

Do not spare the fingers

Dear boys!

And now, friendlier, louder

Let the girls pat!

Together. And now for the winners

Let the parents pat!

The game "Magic Box" Spend the clowns.

A beautiful large box is transmitted to the music in a circle. When the music is turned off, a child with a box opens and takes out a smaller box. The game continues. In the smallest last box is a prize.

The game "Riddles in a suitcase"

Spend clowns. All "guesses" are given to children.

Do not let hands touch

But they deftly beat with their feet. (Ball.)

Amazing baby!

Just left the diaper.

Can swim and dive

Like his own mother. (Duckling.)

Tail with patterns, boots with spurs.

Sings songs, time counts. (Cockerel.)

He happens to be a clover,

With rice, meat and millet,