Our children are growing up.
What are they like, our children? We can say that they are smart, businesslike, purposeful, hardworking, knowledgeable, understanding a lot and can do a lot. And it is true.
One might say - stubborn, proud, easily wounded, touchy, disobedient, capricious, difficult to control, prone to rash actions, always in conflict with adults. And there is truth in this too.
Because they are very different, constantly changing, opening up every day with some new facets of their unstable, newly emerging characters. Not everything suits us in this rapidly growing shift. It seems to return to us our past mistakes, wrong views, hasty judgments, ill-considered methods - after all, children are a product of our upbringing, and they become parents faster than some of our ideas about them change. But not only teachers are responsible for these mistakes. Youth itself is no less responsible for its present and future. And we make high demands on her, since we pass on 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 age - development self-awareness, the discovery of one’s own “I”. A teenager’s interest in himself is activated by the processes of puberty and the psychophysiological changes associated with them.
In early adolescence, the sphere of communication and activity is quickly restructured and expanded. For a child, parents are usually the authority figure. As the child gets older, he gradually rebuilds relationships based on dependence on adults.B adolescence- assessment of one’s personal qualities, abilities and relationships prevails. "What am I good for?" and "What do I look like?"
There are two ways to self-assess. The first is the desire to stand out. If I didn’t give up in a difficult situation, then I’m not a coward. If I take on a difficult task, it means I am capable. BUT there can be dangerous mischief and hooliganism here, since 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 own feelings and great mood.
Simultaneously with the consciousness of one’s uniqueness and originality. Being different from others comes with a feeling of loneliness. The teenager feels the need for communication, but it becomes selective, often secluded, silent, trying to hear his inner voice.
Exaggerating one's uniqueness very often gives rise to shyness and fear of appearing funny in high school students.
Adolescence is a transition from carefree childhood to the responsible, complex life of an adult. Dreams about the future are central to adolescent experiences. Great belief in personal immortality. And endless life has no specific price.
“Childhood” with two or three years of youth is the fullest, most graceful, most part of our life, and almost the most important, it imperceptibly determines the entire future. These are the words of A.I. Herzen. And one cannot but agree with them.

Attached files

Parent meeting in the form of a round table

Prepared by:

Rusova Svetlana Evgenievna, teacher

Zavolzhye, 2016

Abstract parent meeting round table

“Creating conditions for the activation play activity children in the family"

(middle group)

Target: contribute to increasing the pedagogical competence of parents on the problem of activating the play activity of younger preschoolers in a family environment.

Tasks:

1. To promote the development of parents’ active interest in children’s play activities.

2. Bring parents to the conclusion about the leading role of gaming activities in preschool age.

3. Systematize parents’ knowledge about the organization of the play environment in a family setting.

Form: round table

Participants: teachers, parents

Preliminary work:diagnostics of gaming activity together with a psychologist kindergarten , uh excursion for parents to a group (game centers), parent survey(Annex 1) , creation of individual invitations(Appendix 2) , making a memo for parents(Appendix 3) , information message “Plot-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). Exhibition of books and magazines on the topic “Game activities of preschoolers.” Design of the “Children Play” stand. Production of the newspaper “Plot-role-playing games”(Appendix 7). Creating a Computer Presentation. Hall decoration, musical accompaniment.

Equipment:

Tables arranged in a circle; on the tables there are blanks for business cards, felt-tip pens, “Memos for parents” on the topic;

Multimedia equipment;

Musical toy;

Toy Exhibition;

Soft toy - sun;

Record player;

Chips red, yellow, of blue color for Game.

Progress of the event

1. Introductory part

– Good evening, dear parents! We are glad to meet you for our round table. We bring to your attention the following topic for discussion: “Creating conditions for enhancing the play activities of children in the family.”

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

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

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

Psychological warm-up “Smile”

But first I would like to know: are you in a good mood? How to give it to other people without words when they meet? How to communicate yours without words good mood? Of course, with a smile. A smile can warm you with its warmth, show your friendliness and improve your mood. And so that we all want to smile now, I’ll introduce you to this cute bunny. (The bunny sings a cheerful couplet).

2. “Let’s get to know each other”

Filling out 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, write your name on it and draw a picture that matches your mood (sun, cloud, etc.)

3. Analysis of microstudy results(Annex 1). Discussion.

Vos-l: 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 conditions are created in the family for your child to play?” (parents’ statements, exchange of experience on arranging a play corner, place and time for games, a set of toys, their suitability for the child’s age)

Question: How and what do our children play at home? What does this depend on? First of all, let's talk to you about the gaming corner. It’s good when living conditions allow and the baby has a separate room. But if there is no separate room, do you need a separate play area for the child?

(parents' answers)

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

(parents' 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 the following picture - for example, in the living room the baby played with one and threw it away, played with the other and threw it away, and the whole room is littered with toys, and an adult and a child stumble upon them and trip over them. And now, after 2 years, the time comes when the child should have a play corner - a place where he can play or engage in some activity.

What do you think could or should be in a child’s play corner?

(parents' answers)

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

(parents' answers)

Of course, you don't need to do this. The desk is high, it is impossible to approach it from different sides and do something just standing behind it. At best, the desk becomes the equivalent of a shelf on which toys are stored.

What else could be in a child’s play corner?

(parents' answers)

Mandatory elements of the play corner are an open low rack or a shelf of 2-3 shelves, accessible to the height of the baby’s hand, several large plastic or cardboard containers (containers) for playing material.

If the corner occupies part of the room, is it possible to somehow mark the boundaries of the area?

(parents' answers)

It is advisable to provide a 70 by 70 cm rug in this place, where the child can arrange toy furniture, build a building from cubes and leave it there for some time without disturbing others.

During a joint discussion, we determined what exactly the children's corner should be. Thus, now you can bring your baby's corner into proper shape, because... this is important for its full development. It is also equally important to create conditional situations for the development of gaming activity.

Let's move on to the second question:“Who in your family buys toys and how often? What principle is used to select a toy?

(Sharing family experience on choosing toys. Discussion of several points of view of parents).

Voss: So, the space of the playing corner is designated. What should I fill it with? Let's talk about toys. There are notices on your desks that describe different types toys. For convenience, I numbered them. I suggest reading it one by one, and we will discuss everything together.

1. Display toys real life– dolls, animal figurines, furniture, dishes, household items, strollers, etc.

Why does a child need these toys?

(parents' answers)

Of course, by playing with these toys, the baby reflects the real world. Psychologists believe that a toy is an important component of any culture. Society conveys to the child in a special “folded form” - through a toy, as a cultural tool, the main spiritual guidelines, the direction of movement of society.

2. Technical toys – different kinds transport, designers.

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

(parents' answers).

– Of course, especially transport. However, I still divided them into different subgroups. Why?

(parents' answers).

– Absolutely right, mostly girls play with dolls and strollers, mostly boys play with transport and construction sets. I said “mostly” because you can see how in a group girls can happily push a car, and boys sometimes enthusiastically play with dishes - “eat” at the table, and also push strollers with dolls sitting in them.

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

What is the purpose of these toys?

(parents' answers)

– Absolutely right, to amuse children, cause laughter, empathy, joy, and cultivate a sense of humor.

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

What do these toys develop?

(parents' answers)

These toys promote development motor activity children, development of coordination of movements, orientation in space.

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

What do children learn by playing them?

(parents' answers)

– Children learn to distinguish color, shape, get acquainted with the size of objects, activities with these toys instill in children concentration, perseverance, determination, the ability to complete a task, and also promotes development fine motor skills hands

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

What can musical toys develop in a child?

Which toy is very important for young children? The pipe plays an important role among musical toys, primarily because exercises with the pipe promote the development of speech breathing, which is very important for the development of speech in children at this age. Also, musical toys contribute to the development of pitch hearing.

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

Do children need these toys?

(parents' answers)

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

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

Tell us about your attitude towards these toys.

(parents' answers)

All over the world there is no unambiguous attitude towards these toys. Some see only a negative impact on children, while others are supporters of a positive impact. On the one hand, we want to raise boys to be defenders of the Motherland, on the other hand, how to do this 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 a parent be guided by when purchasing these toys for a 3-4 year old child?

(parents' answers)

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

What should parents be guided by when choosing toys for their baby?

(parents' answers)

Any toy should be:

1. aesthetic;

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

3. develop;

4. entertain the child.

Based on the analysis of your questionnaires, we can conclude that most often parents purchase plot-based and educational toys. Now, after a joint discussion of the types of toys, you yourself can determine which toys you have a lot of and which ones you don’t have at all and diversify the composition of toys that your child has.

Let's move on to discussing the next question: “Which family member plays with the child and how often?”

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

Having analyzed your answers to this question, we saw that you mostly play with children when you have free time. Some of you think that playing games takes a lot of time; it is better to let the child sit in front of the TV screen, computer, listen to recorded fairy tales, especially since in the game he can break something, tear it, get dirty, etc.

4. Game-task

I propose an unusual task: remember your family evenings and give them self-assessment. If you do as told, then you place a red chip, not always yellow, never blue.
-Every evening I spend time playing with the children
-Talking about my games as a child
-If a toy is broken, I repair it together with the child
-Having bought a toy for a child, I explain how to play with it and show different options for the game.
-I listen to the child’s stories about games and toys in kindergarten
-I don’t punish a child with games, toys, etc. I don’t deprive him of games or toys for a while
-I often give my child a game or toy.

Summary:
If there are more red chips on your table, then the game is always present in your house. You play as equals with your child. Your baby is active, inquisitive, loves to play with you, because play is the most interesting thing in a child’s life.

Let's consider the last two questions of the questionnaire: “What games does the child most often play?” and “Does the child use household items in play?”

The results of your answers are presented on the slide (slide 1). Next, I would like to present to your attention a presentation that talks about different types of games, as well as substitute objects (household items) that children use in their play, and their meaning.

Despite all the variety of games, they can be divided into two large groups. Some games are created by the children themselves under the guidance of a teacher - 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, active, and didactic games. (slide 2)

I. Creative games include games in which the child shows his creativity, initiative, and independence. The creative manifestations of children in games are varied: from inventing the plot and content of the game, searching for ways to implement the plan, to impersonating the roles given by the literary work. Depending on the nature of children’s creativity, on the gaming material used in the games, creative games are divided into director’s games, role-playing games, theatrical games, and games with building materials (slide 3).

It should be noted that in traditional pedagogy, director's games were not distinguished as a special type of play activity, but were considered in line with the plot- role playing games. In recent years, there has been a tendency to isolate director's games due to the fact that studies have appeared that characterize them as an independent type of plot-role-playing games. The main difference between director's games is that these are predominantly individual games, in which the child controls the imaginary situation as a whole, acting simultaneously for all participants.

II. Outdoor games are classified according to the degree of mobility (games of low, medium, high mobility), by the predominant movements (games with jumping, running, etc.), by the objects used in the game (games with a ball, with ribbons, with hoops, etc. .) - slide 4

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

Games with objects. Playing with objects uses toys and real objects. By playing with them, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects: color, size, shape, quality. The games solve problems involving comparison, classification, and establishing sequence in solving problems. (slide 6)

Printed board games – interesting activity for children. They are varied in type: paired pictures, lotto, dominoes. The developmental tasks that are solved when using them are also different. (slide 7)

Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them, since in these games they require the use of previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental problems; describe objects, highlighting characteristic features; guess from the description; find signs of similarities and differences; group objects according to various characteristics, properties, find algorithms in judgments, etc. (slide 8)

The most important condition for the formation creative play is the introduction of substitute items into the game. The more uncertain the function of an object, the freer child assigns this or that meaning to it. These substitute objects stimulate the creative imagination of children; it is with them that a large number of original actions are performed. The main requirement for a substitute item: convenience in performing game actions,proportionality with other gaming material.(slide 9)

(Parents' statement this issue, optional additions, generalization of answers)

5. “Spicy dish”

Now we'll play a little more. I ask everyone to take part. We have prepared a “spicy dish” for you, i.e. hot question from the pepper shaker. (In the pepperbox there are pieces of paper with pedagogical situations.)

Just because you get a pepper shaker with a question doesn't mean you have to answer it. If you don’t know the answer or don’t want to speak up, you can pass the pepper shaker further around the circle. Anyone can add to the answer. (Music sounds, the pepper shaker moves in a circle. The music stops, the one in whose hands the pepper shaker is answered.)

Pedagogical situations:

Situation 1:

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

Voss: What, in your opinion, is the role of play in a child’s development?

Situation 2:

There is a children's hubbub at the site. A new boy, entering kindergarten for the first time, looks with curiosity at the children playing: some bring sand, others load it into a car, others are building a sand city.

You probably also want to play with them? – the teacher addresses the child.

He looks at the teacher in surprise and answers indifferently:

No..., I'll shoot them now!

He deftly throws up the toy machine gun he brought from home and aims it towards the players.

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

And so, no problem, I’m a robber.

He should only shoot and play at war,” his mother complains to the teacher in the evening; she bought him a new saber again.

“He seems to have no shortage of toys for such games,” the teacher asks.

Yes, of course, the mother agrees. It requires you to buy it.

Have you tried switching it to other, calmer games?

Why? - the woman is perplexed. Let him play whatever he wants.

Questions

• “What significance, in your opinion, do the roles that a child takes on have in the moral development of an individual?”
• “What do you think is the educational value of games?”
• “How would you behave in this situation?”

(Statement, optional addition, generalization of answers)

Situation 3:

“The child doesn’t play at all?”

(Statement, optional addition, generalization of answers)

Educator: If your child does not play, try to create the conditions necessary for this at home. Give him a chance to play. To do this, create conditions for him to receive vivid impressions of the available phenomena of life around him, read to him, observe his surroundings with him, ask questions, select appropriate toys. Intervene in your child’s play without intrusiveness, encourage him to act according to a certain plot, pay attention to what he does. We recommend using a number of techniques: play with the child and his toys, reproducing a series of actions, and then name the role. For example, “I am a doctor.” If you play together, the child will certainly develop play activity.

We often hear from parents that their child has so many toys, but he doesn’t play with them.

6. Final part.

The meeting is coming to an end. I would like to express my gratitude to you for your participation and for taking the time to come to our round table meeting.

Let's play with our children as often as possible. Remember, play is an excellent source of strengthening a child’s physical, spiritual and emotional well-being. Cooperative play a child with an adult is not only the main means of development little man, 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: The work developed recommendations forsystematization of parents' knowledge about the organization of the play environment in the family. This work contributed to increasing the pedagogical competence of parents on the problem of activating the play activity of younger preschoolers in a family setting; development of parents' active interest in children's play activities. Parents came to the conclusion that play plays a leading role in preschool age.

Used Books:

1. Zvereva O.L., Krotova T.V. Parent meetings at preschool educational institutions. – M.: Iris-press, 2006.

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

3.Kasatkina E.I. Play in the life of a preschooler / E.I. Kasatkina. – Bustard, 2010.

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

5. Order of the Ministry of Education and Science of the Russian Federation “On approval of the Federal State Educational Standard preschool education» No. 1155 dated November 17, 2013

6. T.N. Zenina. M. 2008. Parent meetings in kindergarten. / Educational and methodological manual. Issue 2.

Annex 1.

Questionnaire for parents

1. What conditions are created in the family for the child to play? (availability of a play corner, place and time for games, set of toys, appropriate for the child’s age) ___________________________________________________________________

2. Who buys toys and how often? By what principle is the choice of toy carried out? ___________________________________________________

____________________________________________________________________________________________________________________________________

3. Which family member plays with the child most often? What causes difficulties?

__________________________________________________________________

____________________________________________________________________________________________________________________________________

4. What games does the child most often play?

• I don’t know, I don’t pay attention_________________
• Plays with toys (dolls, cars, etc.)_______________
• Plays board games ____________________
• Your option ________________________________________________

____________________________________________________________________________________________________________________________________

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

Appendix 2.

Invitation to a meeting.

Dear moms and dads!

We invite you to a parent meeting,

which will be carried out in the form

"Round Table".

We invite, we invite,

We'll play with you,

We will learn a lot of new things.

About games and toys,

Boys and girls!

Looking forward to the meeting!

Educators.

Appendix 4.

Announcement

“Plot-role-playing game in the family”

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

With the help of role-playing play, a child learns about the world of human relationships, and how he learns about them depends on his parents. And a special role is played in this by the father, who knows how to convey everyday experience and cultivate morality in a simple form. Both mother and grandmother should not remain on the sidelines.

There is nothing difficult in mastering role-playing games. The child should play as much as he needs.

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

1) Game - creative process, you shouldn’t force your child into some kind of framework.

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

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

Don’t be afraid of repetitions: if a child “who has become a chef” fries pancakes for the second day, it’s not scary, he just remembers and practices the skill he has learned. Encourage him.

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

need to be careful. Remember, did you explain to him the concepts of good and evil, good and bad? Take a closer look, maybe it’s just a “monster”, and it’s not evil at all. If a child deliberately plays an evil game, let him speak out, maybe this is aggression and it needs a way out. Try to interest your child in a new game.

Love your children! Play with them!

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

Appendix 5

Lecture-conversation

"Let's play with the children"

Game is the leading activity junior preschooler, in which his personality is formed. The child’s play reflects various events he received in kindergarten or in the family, when communicating with different people. The game allows the child to become familiar with many properties and qualities of the objects around him; imitate adult family members in actions, speech, facial expressions, gestures and work activities. When playing, the baby seems to put himself in the position of the adult he is imitating. In the role of an adult, he tries to carry out his activities and behavior. By repeatedly repeating the same simple plot (for example, feeding a doll), the child consolidates forms of behavior and relationships between loved ones, and acquires the first work skills. IN playing role he imitates not only the actions, but also the attitudes, feelings, and experiences of adults. Without such experience it is impossible to form moral concepts.

All this happens if the play of a younger preschooler is under the supervision of an adult. If you don’t guide your baby’s play with early years, then a four-year-old child will lack the ability to play both independently and with a partner. The games of such children often boil down to aimlessly driving a car or rocking a doll. Finding no other use for toys, children quickly give up playing and demand new toys. In early preschool age, play becomes a means of development and education if it is built on meaningful communication between adults (parents, grandmothers, etc.) and the child. In games with loved ones, and then in the child’s independent play, his moral experience accumulated in kindergarten and family is realized.

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

Important pedagogical condition, promoting moral education children is the selection of toys. The toy prompts the child to the theme of the game, creates playful connections, life situations, raises questions and reflections. Sometimes simple box What's underneath a child's shoes is more important than an expensive car. You can use it in different ways: transport building material (for example, cubes); turn a sick bear into a bed or a stroller for his walk, use it as a suitcase for doll clothes, etc. The play household should have different toys without dividing them into “boys” and “girls.”

Figurative, motor, and didactic (educational) toys are important. The more diverse the types of toys a child has, the more varied his games. But a variety of toys does not mean their abundance. It is enough to have 2 - 3 toys of the same type. When a child has a lot of identical toys (dolls that differ only in size, cars of different brands),

When the conversation turns to where to store toys, adults usually complain about the lack of space. But observations show that even if there is a separate children's room, children are not allocated a play corner. Toys are usually stored chaotically in drawers, boxes, and units. If the toys of a younger preschooler are not in his field of vision, he cannot start a game or create a game situation, since he does not yet know how to plan a game. Having a permanent place to store toys does not mean that the baby can only play here. He strives 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 play environment in children evokes new play associations, influences the choice of topic, enriches gaming and moral experience.

Do not limit your child’s play space, do not forbid them to be moved because, having played enough, your child refuses to put them away. The more time adults devote to their baby, the better the relationship between them.

Appendix 6

Master class for parents “Games with children in the kitchen”

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

1. "Egg Shell"

Crush the shell into pieces that a child can easily pick up with their fingers. Apply a thin layer of plasticine to the cardboard - this is the background, and then invite the child to lay out a pattern or design from the shell.

2. "Dough"

Sculpt whatever you want.

3. "Pasta"

Lay out fancy patterns on a table or sheet of paper, studying shapes and colors along the way.

4. "Semolina and beans"

Mix a certain amount, offer to choose beans from semolina.

5. "Peas"

Transfer the peas from one cup to another.

6. "Hercules"

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

7. "Various small grains"

Invite the child to draw pictures with grains. For very small children, use a spoon to pour the cereal from a bowl into a bowl.

8. "Whisk for whipping"

Pour water into a bowl, some shampoo and place in the sink. Place your child on a chair near the sink and let him stir up the soap suds. Slide 2

A.S. Makarenko emphasized that “play is important in a person’s life, it is preparation for work and should be gradually replaced by work”

Role-playing games for children 4-45 years old 7. “Mail” Roles: postman, operator, post office visitor 1. “Home, family” Roles: mom, dad, children, grandparents. 2. “Kindergarten” Roles: teacher, junior teacher, speech therapist, manager, cook, music director, physical education director, nurse, doctor, children, parents. 3. “Hospital” Roles: doctor, nurse, receptionist, nurse, patients. 4. “Store” Roles: sellers, cashier, customers, driver, cleaner. 5. "Hairdresser" Roles: hairdressers - ladies' master, male master, cashier, cleaning lady, clients. 6. “Builder” Roles: builder, mason, driver, loader.

Advice for parents: what literature to read to children: K.I. Chukovsky "Aibolit" S.V. Mikhalkov “Uncle Styopa” S.Ya. Marshak “Ball” I. Solnyshko “Let’s Play Builders” K.D. Ushinsky “Know how to wait” Y. Zabil “Yasochka caught a cold” E. Uspensky “We played in the hospital” V. Mayakovsky “Who should we be? "B. Voronko "A Tale of Unusual Purchases" S. Zhupanina "I am a Librarian" S. Marshak "Circus"

Riddles He is driving all the time, Carrying everything you need, he, Who is it? Tell? Maybe... (driver). Bricks, concrete, sand, the house will be built on time. He’s wearing an orange helmet, It’s dangerous at a construction site! (builder) Sells any product, Vegetables and fruits, various products. The numbers are dialed at the cash register; the check does not forget to give! (seller) Bravely fights fire, no difficulty at all. A hose and water will help him save buildings from fire. (firefighter) To be beautiful, neat, keep your hair in order, do haircuts, hairstyles, Master of scissors and combs! (hairdresser) Letters, telegrams, Newspapers and magazines. Knows the city, every house, These are children... (postman) Treats, prescribes medicine, You will always be healthy! So that illnesses do not torment you, do not forget about... (doctors)

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

Preview:

REMINDER TO PARENTS

Types of toys.

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

2. Technical toys - various types of transport, various types of construction sets.

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

4. Sports and motor toys: balls, skittles, ring throws, various gurneys, 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 a piano, balalaikas and other musical instruments.

7. Theatrical 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 a child learn through play?

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

2. Experience other people's life situations as your 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. Rely on your own strength when faced with problems.

7. Freely express your feelings.

8. Talk to yourself, intuitively know yourself.

9. Experience your anger, envy, anxiety and worry.

10. Make a choice.

Advice for adults

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

2. Welcome all feelings, but not all behavior.

4. Pay attention Special attention on non-playing children.

5. Playing with a child will teach us:

• Talk to the child in his language;
• Overcome the feeling of superiority over the child, your authoritarian position (and therefore egocentrism);
• Revive childish traits in yourself: spontaneity, sincerity, freshness of emotions;
• Discover a way of learning through imitation of models, through emotional feeling, experience.

LOVE

YOUR CHILD AS HE IS!

Appendix 3

Parents Club

"MOM'S SCHOOL"

Why does a child need a game?

Home > Abstract

Parent meeting summary
"Game is not fun"

Target: to increase level pedagogical culture parents Preliminary work: 1. Competition No. 1 “play corner in the family” (Visiting other families to get acquainted with the play corners, photographs of the play corners, a story about the play corner)2. Competition No. 2 “Skillful Hands” (Making games, toys together with children)3. Poems and riddles about toys (Learning poems and riddles with children, you can compose them together)4. In the group, arrange invitations for parents with the children5. Design posters “game is the spark that ignites the flame of inquisitiveness and curiosity”6. Exhibition of books and magazines on the topic “Game activity”7. Tape recording with questions:
Do you like to play?
What games do you play at home?
Do you have any favorite toys? Which? How do you play with them?
Do adults play with you? Who?
How do you take care of your toys?

Progress of the meeting.
(The song “Where does childhood go” sounds, music by A. Zatsepin, lyrics by L. Derbenev)

1. Introduction. In order for our children to have a happy childhood, play should occupy the main place in their lives. IN childhood the child has a need to play. And it must be satisfied not because work takes time, fun takes an hour, but because by playing, the child learns and experiences life. “Play permeates the whole life of a child. This is the norm even when the baby is doing something serious. He has a passion and it must be satisfied. Moreover, his entire life should be imbued with this game. His whole life is a game."
A. S. Makarenko Let's talk about the game today. 2. Discussion “Is it necessary to supervise children’s games?” a. listening to a tape recordingb. Questions for parents: Do you think it is necessary to supervise a child’s play?c. Generalization by the teacher: If you don’t play, don’t guide your baby’s play. early age, then he will not develop the ability to play both independently and with other children. At a young age, play becomes a means of development and education if it is built on meaningful communication with an adult. When playing with your daughter or son, remember that you cannot suppress the baby’s initiative. Play with him as equals. When playing, watch your speech: the even, calm tone of an equal playing partner instills in the child confidence that he is understood, his thoughts are shared, and they want to play with him. Therefore, you need to make it a rule: to get involved in your baby’s play several times a day, this encourages the child to take new actions. 3. Working with reminders a. Exercise: Underline the points that you have already completed b. Generalization by the teacher “What is good toy“First of all, this is a safe toy, appropriate for the child’s age. The more diverse the toys. Them more interesting game kids. But variety does not mean abundance. Before making your next purchase, it’s a good idea to ask your baby how he will play with it. If 90% of the play comes from the child and only 10% from the toy, then it is a good toy. An empty one can be a wonderful toy for a baby. cardboard box, which you can climb into. It can be a ship, a fortress, and a rocket. This toy stimulates both fantasy and imagination. It can be used as it is. Or you can cut holes in it - portholes, paint it. Homemade toys have great educational value. 4. Stories from parents from the experience of family education a. “Family games in the family” b. "Leisure in the family" 5. Game-task I propose an unusual task: remember your family evenings and give them self-assessment. If you do as told, then you place a red chip, not always yellow, never blue.1. Every evening I spend time playing with the children2. I talk about my games as a child3. If a toy is broken, I repair it together with the child4. Having bought a toy for a child, I explain how to play with it and show different options for playing5. I listen to a child’s stories about games and toys in kindergarten6. I don’t punish a child with games, toys, etc. I don’t deprive him of games or toys7. I often give my child a game or toy. Summary:
If there are more red chips on your table, then the game is always present in your house. You play as equals with your child. Your baby is active, inquisitive, loves to play with you, because play is the most interesting thing in a child’s life. 6. Excursion to the game library The teacher talks about the children’s favorite games and toys and answers parents’ questions 7. Decision of the parent meeting 1. take an active part in children’s games2. take an active part in the manufacture of games, toys, and their repair3. organize family excursions based on children’s interests4. take an active part in the life of the kindergarten

1. Summary of the parent meeting "Family Traditions"

   Abstract

   The majority of parents do not professional educators. They do not have special knowledge in the field of raising and educating children and often experience difficulties in establishing contacts with children.

2. Summary of the parent meeting “How to interact with a child in a conflict situation?”

   Abstract

   THE WORD is the subtlest touch to the heart; it can become a tender, fragrant flower, and living water, restoring faith in goodness, a sharp knife, picking at the delicate fabric of the soul, and a red-hot iron, and lumps of dirt. A word can

3. Summary and self-analysis of one credit lesson. Summary and self-analysis of a leisure activity

   Abstract

   Plans and outlines for organizing play activities (one group), work activities (one group), their analysis, as well as an outline plan for working with parents.

4. Playing with imagination Desired transformation Unattractive appearance Unrealistic ideas about defects and advantages Complex appearance “Victims of fashion” Ideals of female attractiveness 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 exciting to read.

5. Association game 15 Visual and audio 23

   Story

   There are books that are born like trees in a forest among countless others of their own kind. Others can be likened to trees that grew in the most unexpected places - in the middle of a plain, in a dry valley, on a rock.

Municipal budgetary state preschool institution

Kindergarten No. 74 in Kalininsky district of St. Petersburg

Consultation for parents

“How to organize a home play corner for children”

Prepared by the teacher

Sidorova Alla Igorevna

Saint Petersburg

2012

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

It is very important that the child has the opportunity to place his toys and objects for play in the place allotted to him, understanding and feeling that he is not bothering anyone.

The place for the child's corner should be well lit, so as not to spoil the baby's vision, and be convenient for the child to approach the places where play material is stored.

The play corner should have a sufficient, but not excessive number of toys. Buy toys for children aimed at the comprehensive development of the child.

Games, toys of various contents.

For example:

1. Toys are fun
2. Board and printed games,
3. Different types of constructor
4. Construction kits,
5. Toys for playing with buildings (animal sets, small toys),
6. Cars, transformers (without quantitative search),
7. Dolls (without quantitative enumeration) and clothes for the doll,
8. Children's dishes,
9. Folk toys,
10. Musical,
11. Educational (puzzles, puzzles, mosaics, Nikitin cubes, “Fold the pattern”, “Fold the square”, “Tangram”),
12. Theater for children,
13. Homemade toys,
14. Materials for artistic creativity: plasticine, colored paper, cardboard, paints, pencils, felt-tip pens, paint and glue brushes, children's scissors (safe), glue stick, etc.

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

An excessive abundance of toys dissipates interest in them, so there should be no a large number of toys. Too many toys lead to clutter. The child gets bored with the same toys, and as a result he does not play with them, but only manipulates them or throws them around.

Toys need to be changed periodically, i.e. remove some and take out others (preferably changing one type).

For example: for a week we played with “Transport” cubes, a week later we took out “Animals” cubes, or exchanged 2-3 cars for new ones or long-forgotten ones.

Changing toys leads to:

1. Firstly, the child receives diversified development from the game, and does not perform memorized actions,
2. secondly, the child manages to miss the put away toy and when it appears in his corner after a while, he perceives it as a favorite, dear one. The toy evokes positive emotions (joy, delight) in the child.

It is necessary to ensure that after playing the child puts the toys back in their places and tidies up his own corner. Sometimes parents themselves teach their children to be sloppy and disorderly.

For example: a child is playing, and he is urgently called upon to get dressed for a walk, lunch or swim, without giving him time to clean up the play material. The child develops such a quality as negligence, lack of thriftiness with 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 for lunch, go for a walk). Evaluate the cleaning result. If the game is interrupted due to emergencies, then you need to direct the child to further cleaning after the event or do a joint cleaning, but not take on all the work.

It happens that children play one game for several hours or days, and here it is important that the building or environment created by the child for the game is in its place in order, and not destroyed. This instills neatness and thrift in children, develops the skill of maintaining order, and sets the child up for further work. project activities, the ability to get things done. Therefore, the space allocated for games should be free for the child, and not crowded with foreign household objects.

Often parents force them to clean the environment or building created by their child, or they clean it themselves only because they see it as a mess and try to create perfect order in the room. The child is very worried because... his plan for further play is destroyed and if this happens constantly, then he does not have the desire to this species activity, interest in creation disappears. In such cases, whims, aggression, and anger appear. Here you need to think about what is more important: ideal order or the child’s peace of mind, his creative development.

It is advisable to carry out general cleaning together with children, wash toys, wipe shelves, put toys in their places, select toys for repair or for children younger age(For a present). Such joint work instills in the child a hard work ethic, a desire to help adults, and to feel like an adult and significant in the work process.

A play corner for a child is his microclimate, where he receives new impressions every day, develops his skills, habits, acquires new skills - learns about the world.

Children who don't play much develop poorly!

Through play, the child enters the world of adults.

Create a microclimate for your child that is comfortable, cozy, and accessible.

The time of childhood passes quickly. Play more often with your child! Create conditions for your child’s harmonious development.

Be your child's friend, mentor, partner.

Questionnaire for parents

1. Does the child have a place to play in the house? (Not really)
2. Permanent or temporary place to play? (emphasize)
3. Where and how are toys stored? ........................................................ ................

…………………………………………………………………………….

1. Does the child clean up toys independently? (always, sometimes, never)
2. Do you clean up your child's toys? (always, rarely)
3. How often do you help your child put away play materials? (always, rarely, never)
4. Do you do spring cleaning together with your child? (never, always, sometimes)
5. Is there a change in game material? (monthly, never, rarely, other)…………………………………………………………………………………..
6. Does your child often break toys? ...................................................
7. What guides you when choosing a toy? (I just liked it, the child asks for it, it’s not expensive, they recommended it, something else) ………………………

……………………………………………………………………………….

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

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

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. etc. To the teacher about working with the family: a manual for kindergarten teachers. Ed. Vinogradova N.F.

Moscow Enlightenment 1989

http://www.missus.ruarticle “Organizing a children's corner”

http://krasa.uz“How to arrange a children's corner in an apartment”

Meeting parent club « Let's celebrate the holiday with joy" No. 1.

Topic: “Let's celebrate the holiday with joy.”

CelAnd.

Enriching the emotional and motor development of children; introducing parents to games that can be offered to children at a family holiday; developing skills for positive interaction between parents and children when organizing a holiday.

Equipment:

Costumes, props for games, prizes, music.

Progress of the lesson

I. Introductory part

Leading. Today's meeting of the parents' club is dedicated to special days our life - holidays. Holidays, Certainly, everyone loves it, especially children. Today we will talk to you about how to organize holidays for children in the family, and also play games that can be offered to children at a family holiday.

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

A holiday cannot be imagined without a cheerful feast, without a variety of games and entertainment. But if you cover festive table Every family knows how to do this, but not everyone remembers interesting children's games and entertainment.

I invite you to celebrate the group’s birthday today with fun games, surprise moments and, of course, tea.

II. Hosting games

Game "Dictionary of Polite Words".

Invented by someone simply and wisely -

When meeting, greet: “Good morning!”

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

"Good morning!" - smiling faces.

And everyone becomes kind, trusting...

Let Good morning lasts until evening.

N. Krasilnikov

So, guess the polite words.

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

The boy is polite and developed and says when we meet... (Hello)!

Even a block of ice will melt from a warm word... (Thank you).

When people scold us for pranks, we say sorry... (pleaseluista).

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

In both France and Denmark they say goodbye... (Goodbye).

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

Game "Animal Greetings".

Conducted by parents.

Very correct, very wise,

Let laziness not be a hindrance,

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

Well, during the day, say “good...(day)".

And there’s nothing to rack your brains about here,

You just have to be very kind.

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

Let's wish you good night: “good...(nights)".

Leading . Guys, do you think animals greet each other? I think yes. How do pigs, for example, say hello?

Children. Oink-oink!

Leading . How do dogs greet each other?

Children . Bow-wow!

Presenters y. And the roosters?

Children . Ku-ka-re-ku!

Leading. Cuckoos?

Children. Cuckoo!

Leading . What about frogs?

Children . Kwa-kwa!

Leading. Crows?

Children. Kar-kar!

Leading. Well, what about the wolves?

Children. Woohoo!

Game "Merry Mushroom Pickers".

Conducted by parents.

Children are divided into two teams: “mushrooms” and “mushroom pickers”. The “mushroom pickers” sit in pairs on a bench, the “mushroom pickers” scatter around the area and squat down. Led by the leader, the “mushroom” children perform a little counting rhyme.

Between soft spruce paws

Rain drip, drip, drip.

(Children clap their hands.)

Where the twig has long since dried up -

Gray moss, moss, moss.

(Children rub their hands.)

Where the leaf stuck to the leaf,

Mushroom, mushroom, mushroom grew.

(Children rise.)

Leading. Who found it, friends?

« Mushroom neitherto and".

It's me, me, me!

“Mushroom pickers” catch “mushrooms” in pairs, holding hands, as if putting them in the basket.

Game "Word on the Palm".

Conducted by parents.

All participants stand in a circle, hold hands, say a rhyme

We will find words everywhere:

Both in the sky and in the water,

On the floor, on the ceiling,

On the nose and on the hand.

Haven't you heard this?

No problem, let's play word games.

Whoever the counting ends on, “looks” for words in the sky, on earth, in the closet, in soup, etc., “passes” the word to his neighbor, who gives it to his neighbor, etc.

The game “This is such parsley.”

Conducted by parents.

The presenter says the text, and after each line the children pronounce certain words in chorus in a given rhythm and accompany them! their gestures, which are shown by the presenter.

Leading. The rattle started playing.

Children (clap their hands).

Clap! Clap! Clap!

Leading. Suddenly Marfushka stomped.

Children (stomping).

Top! Top! Top!

Leading. And the frog croaked.

Children (depict baby frogs).

Kwa! Kwa! Kwa!

Leading. The chatterbox answered her.

Children (nod their head).

Yes! Yes! Yes!

Leading. The beater began to sound.

Children (depict hammers).

Knock! Knock! Knock!

Leading. The cuckoo echoes our response.

Children (cup their hands like a mouthpiece). Ku! Ku! Ku!

Leading. The cannon fired loudly.

Children (they hit their chest with their fists). Bang! Bang! Bang!

Leading. And the old woman groaned.

Children (grab their heads).

Oh! Oh! Oh!

Leading. The heifer also mooed.

Children (show horns).

Leading. The pig squealed with her.

Children (show spots).

Oink! Oink! Oink!

Leading. The trinket rang.

Children (knocking on knees).

Blink! Blink! Blink!

Leading. The little jumper jumped up and down.

Children (jump).

Jump! Jump! Jump!

Leading. This is parsley.

Children (clapping above their heads).

All! All! All!

T.Lipatnikov

Interlude "Hello!"

Clowns appear - Toffee and Klepa.

The game "Who will clap louder?"

Conducted by clowns.

Who can clap loudly?

Are they all boys or girls?

To find out which of us is right,

We'll clap now.

Don't spare your fingers

Dear boys!

And now more friendly, louder

Let the girls clap!

Together. And now for the winners

Let the parents clap!

Game "Magic Box" Conducted by clowns.

Beautiful music is passed around in a circle to the music big box. When the music is turned off, the child who had the box opens and takes out a smaller box. Game continues. The smallest last box contains a prize.

Game "Riddles in a suitcase"

Conducted by clowns. All the “answers” ​​are given to children.

They don’t let you touch with your hands,

But they kick deftly. (Ball.)

Amazing child!

Just got out of diapers.

Can swim and dive

Like his own mother. (Duckling.)

A tail with patterns, boots with spurs.

Sings songs, counts time. (Cockerel.)

It comes with oatmeal,

With rice, meat and millet,

It's sweet with cherries.

First they put him in the oven.

How will he get out of there?

Then they put it on a dish.

Well, now call the guys,

They will eat everything one piece at a time.(Pie.)

Treats for children and parents.

III. Final part. Tea party