Goals and objectives of the conversation in the first junior group according to the Federal State Educational Standard
An organized conversation with a group of children or individually on a specific topic is called a conversation.
In the first junior group, the mission of this type of work is:
- speech development of children (according to experts, speech acquisition by children aged 1.5–3 years occurs easier and faster when children are included in dialogue - this is how a passive vocabulary is accumulated, which gradually turns into an active one),
- expanding ideas about the world around (for children of the first junior group this is, for example, dividing animals into wild and domestic, basic rules of behavior in public places, etc.),
- nurturing cultural and hygienic skills (in the first weeks of visiting kindergarten, conversations on the topic of hygiene are spent most of the time working with children).
Education of cultural and hygienic skills is one of the most important goals of conversations in the first junior group
The objectives of conducting conversations in the first junior group are:
- development of the topic of educational material (for example, when working on the topic “Getting Acquainted”, children in a conversation in the form of the game “Snowball”, saying their name and repeating the names of their comrades, remember the names of the guys in the group),
- development of guesswork (for example, in a conversation on the topic “Pets”, to start a conversation about a cow, the teacher shows the cow with his fingers, pronounces the sound “mu”, and the children guess who they are talking about),
- assistance in remembering norms and rules of behavior (group and individual conversations on the topic of cultural and hygienic skills (CHS), in particular, how to hold a spoon, wipe your hands, use the potty, etc.),
- stimulating observation (regardless of the topic and methods of work, the entire educational process in the first junior group is accompanied by clarity, which is necessarily discussed in a group conversation at the level of questions “What is shown in the picture?”, “What are the children doing?”, if in the illustration shows the procedure for performing hygiene procedures after returning from a walk).
Summary of the conversation in junior group 1 on the topic: Friendship
Summary of the conversation in junior group 1 on the topic “How to become a friend”
Author: Chernikova Dina Nikolaevna, teacher of MBDOU kindergarten No. 1 in the village of Staroye Melkovo, Tver region, Konakovsky district. Description of the material: I offer you a summary of a conversation about friendship for children of the 1st junior group (2-3 years old) on the topic “How to become a friend.” This material will be useful to teachers of the younger group. This is a summary of a conversation aimed at developing in children an idea of what it means to be friends.
Summary of the conversation in the 1st junior group. Topic: “How to become a friend”
Goal: to form in children an idea of what it means to be friends, to be friendly towards each other, and the ability to work in a team.
Vocabulary work: friendship. Methodological techniques: surprise moment, watching a cartoon, conversation-dialogue, summing up. Material: Luntik toy, cartoon disk, books on the topic. Progress of the conversation: (Children are sitting in front of the TV) 1. Watching the cartoon “How to become a friend” (from the “Luntik” series). 2. Surprise moment. Educator: Guys, look, Luntik has come to visit us. (Children greet Luntik). 3. Conversation on the content of the cartoon. Educator: Why didn’t Luntik want to be friends with the caterpillars? Children: The caterpillars deceived him. Educator: Who called Luntik your friend? Children: Kuzya the grasshopper. Educator: For which Kuzya said to Luntik: “Thank you, friend.” Children: Luntik helped him, gave him his hand. Sedentary game “Help a friend” (children need to lend a “helping hand” to a friend) Educator: Who else did Luntik become friends with? Children: With a little bee. Educator: Who can tell me what kind of word friendship is, what does it mean? (children's answers). Right. Friendship is when children play together and do not quarrel, when children want to be together. Friendship is the smiles of friends. This means that friends are people with whom we find it easy and interesting. Educator: I have selected similar words for you to the word “Friend”: friendship, friends, girlfriend, buddy, buddy, buddy, friendly, be friends. That's how many words I came up with! - Guys, who can you call a friend? (children's answers). That's right, good friend. He never offends, shares toys, helps with everything. - Can an adult be a friend: mother, father, grandfather, grandmother, brother, sister? (children's answers). Of course they can, because they love us very much, teach us good things, and take care of us. - What do you think, can animals, for example, a dog, be friends? (children’s answers). Yes maybe. She plays with us, protects us from evil people. Taking care of them warms us. This means that not only children, but also adults, animals, and favorite toys can be friends. Only friends are waiting for us in the group. Educator: There are so many books about friendship! Now, I will show you books about friendship. (The teacher shows and pronounces the names of the books). Game “Who is friends with whom?” 1. Green crocodile Gena and (Cheburashka) 2. Good doctor Aibolit and (animals) 3. Trusting Pinocchio and (Malvina) 4. Funny bear Winnie the Pooh and (Piglet) 5. Which two friends were lying on the sand and singing a song about the sun ? Name them (Lion cub and turtle.) 6. Who lived happily and happily in the little house? Name them (Mouse-norushka, Frog-frog, Little fox-sister, Top-gray barrel, Teddy bear) 4. Summary Teacher: Guys! Now you are just learning to be friends. And for friendship to be strong, you need to not offend your friends and everyone around you. He who fervently believes in friendship, who feels his shoulder next to him, will never fall, will not be lost in any trouble. Good luck, dear guys! Try to help each other. Be friends with each other. Good friends to you.
We recommend watching:
Games for developing breathing during a winter walk with younger preschoolers Summary of educational activities in the first junior group on the topic “Butterflies” using ICT Summary of educational activities in the 1st junior group on the formation of a holistic picture of the world Synopsis of an educational and game lesson in the 1st junior group
Similar articles:
Summary of a lesson on speech development and modeling in junior group 1
Summary of educational activities on cognitive and speech development in the 1st junior group
Summary of an art lesson in junior group 1
Summary of an integrated lesson in the 1st junior group on the topic “Walk”
Methodological techniques for organizing a conversation
The main technique in working with younger preschoolers is play. In addition, when conducting a conversation, the teacher uses:
- explanations, riddles, poems, fairy tales to introduce the topic of conversation, as well as consolidate the material,
- pictures to accompany conversations on any topic (conversations on the topic of CGN are illustrated with drawings with diagrams of performing certain actions, for example, the procedure for washing, dressing),
- games (usually in this way the teacher combines a conversation - a verbal technique - with physical education, a game element of the lesson, or with a walk - part of the regime),
- drawings, applications to consolidate acquired knowledge on the topic (for example, after the final conversation on the topic “Winter”, children make an application of the winter symbol - a snowman, using cotton pads and felt-tip pens to indicate the eyes, mouth and nose).
Practical ways of interacting with children help kids better grasp the material of the conversation
Card files of different types of conversations for the first junior group
The Federal State Educational Standard defines the types of conversations practiced in kindergarten with children aged 1.5–3 years. This classification is determined by the principle underlying it. At the same time, for this age category, conversations are not separately determined based on the content of the material, based on the educational and practical experience of children, that is, cognitive ones - these components, in fact, are present in every (!) conversation.
Table: card index of conversations by type in the first junior group
Author - Vasylishin N.A., teacher of kindergarten, school-gymnasium No. 60, Lugansk.
| Principle | View | Goals relevant for the first junior group | Example (topic, tasks) | Contents, techniques |
| For didactic purposes | Introductory |
| “Spring” Get acquainted with the sign of spring - a drop. | The teacher reads a poem to the children: I open the buds into green leaves. I water the trees. Full of movement My name is spring! The teacher asks what time of year it is and what signs of spring the kids know. The children answer. Then the teacher introduces the kids to the poem:
The teacher talks about the drop, accompanying the material with a video or pictures. |
| Final |
| "Transport"
| The teacher shows a toy train, car, plane and asks them to name these objects in one word. Then the teacher asks what these types of transport are needed for. Focusing on the fact that transport helps people travel, the teacher invites the kids to take a ride in a taxi, train and plane using the vehicles of the same name. | |
| By number of participants | Group | Presentation of a block of information to the entire group of children. | "Family"
| — Guys, what do you think the word “family” means? - This is mom, dad, me, sister/brother, grandmother, etc. - That's right, these are people who love each other. A family can be big, or it can be small, just mother and child. But the main thing is that there is love in the family.
|
| Individual |
| “How to wash your hands correctly” Explain how to properly hold soap, wash your hands, and dry them. | The teacher asks a question about why you need to wash your hands. Then he tells the procedure for performing the procedure, commenting on the process of soaping hands like this: “First, let’s stroke the soap on all sides, then put it in a soap dish and stroke our palms, one another, now we’ll make a “hedgehog” by crossing our fingers.” After which the adult shows how to dry your hands. | |
| By time | Morning |
| "How I spent my weekend"
| The teacher asks the kids one by one about how they spent their weekend, talks about their weekend and offers to play the outdoor game “Bubble” (children hold hands, push the boundaries of the circle in which they stand, then the bubble “bursts”, the kids open their hands and sit down). |
| “What I saw on the way to kindergarten” Activate vocabulary on the topic. | The teacher asks the kids to tell about what they saw on the way to kindergarten (lots of cars, a yard, children, buses, etc.). | |||
| Situational (this type also includes evening conversation, which, as a rule, arises as a result of a precedent after dinner, sleep or a walk. | The goals are similar to an individual conversation, but it is carried out with the whole group or in mini-groups. | “How to get acquainted correctly” Teach children (usually shy ones who have difficulty starting to communicate with other children) to introduce themselves correctly when meeting others. | The teacher invites the kids to listen to the poem:
Then the teacher and children discuss whether the boar introduced himself correctly and determine the order of introduction: say your name, ask the name of the interlocutor and end the introduction with the words: “Nice to meet you!” | |
| By the nature of educational activity | On speech development |
| "Favorite toy"
| The teacher asks why the bear lying on the floor is sad. The children answer: because his paw came off. The teacher asks what needs to be done to make him happy again. The kids answer: sew on the paw. The teacher reads a poem by A. Barto and, putting on a white robe, sews on the paw. Then the guys find a place for the bear on the shelf in the group and agree not to harm the toys. |
| Getting to know the world around you | Expanding children's understanding of the world around them. | “Winter” Systematize knowledge about winter, identifying typical weather conditions, precipitation, and wintering features of birds and animals. | The teacher reads a poem about winter to the kids. For example, I. Surikova: White, fluffy snow swirls in the air and quietly falls to the ground and lies down. And in the morning the Field turned white with snow, as if it were covered with a shroud. The teacher asks what time of year we are talking about. Asking questions:
Next, the teacher talks about how animals adapt to winter (hibernate, change coats, etc.), as well as about human work in winter. | |
| In physical education |
| "My health"
| The teacher asks riddles related to healthy lifestyle:
Then the teacher explains what health is and asks the kids what helps to maintain it. | |
| For artistic and aesthetic development (in music and drawing classes) |
| “How to listen to music” Introduce the children to the rules of behavior when listening to music (sit quietly, don’t spin around, don’t disturb your friends). | The teacher tells a fairy tale about “Old Raven.” “A long time ago, in a forest there lived a Raven who loved music very much. But now he grew old, became deaf, and could hardly hear his favorite music of birds, sea, and forest. And then sparrows settled on his tree, chirping so much that they drowned out other sounds. Raven began to feel sad. And then his friend Tit decided to help him: she asked the sparrows not to make noise. The birds listened to it and were surprised at what beautiful music of nature reached them. And Raven began to recover, and although he could not hear better, all sounds died down near his tree, because there one could hear the music of nature.” After listening to a fairy tale, children answer the question: how to behave when listening to music. | |
| According to KGN (in some sources these conversations are called conversations on valeology) |
| “Learning to hold a spoon correctly” Continuation of work on teaching kids to hold a spoon correctly. | The doll Katya “comes” to the group, who constantly gets her dress dirty because she cannot bring a spoon with soup to her mouth without spilling it. The children “calm down” the guest by repeating for her the nursery rhyme “Okay, okay.” Then the teacher invites the kids to arm themselves with magic spoons and show Katya how to eat the soup. At the end, Katya thanks the guys for the lesson. |
This is interesting. The type of conversations is also distinguished depending on the person organizing this type of work. In the first junior group, this can be a group or individual conversation with a psychologist (for example, if children in a group constantly fight and bite), that is, a conversation on a narrow specialization, which also has a precedent nature.
Conversations in mini-groups and individually are also aimed at eliminating gaps in children’s knowledge
Author's files of conversations in the first junior group
You can view the file of ethical conversations in the first junior group here
An example of a file cabinet of situational conversations with children aged 1, 5–3 years can be seen in the publication of O. V. Usacheva, teacher at MBDOU Kindergarten No. 111, Sochi, can be seen here
The file of conversations on valeology is cross-cutting in nature, that is, they are partially repeated from year to year, so it is more convenient for the teacher to compile a general block of conversations on universal topics. In other words, topics such as “We love porridge” about the importance of a balanced diet, “Our workers” about people of different professions, etc., in an age-appropriate interpretation, will be relevant in both the first junior and middle or senior groups. The teacher selects the topics he needs and makes adjustments based on the level of development of the children. An example of a general file of conversations on valeology with children in a preschool educational institution, compiled by S.I. Mashneva, teacher at MDOBU kindergarten 126, Sochi, can be seen here
Health Day for children of the 1st junior group
teacher of the highest qualification category Pryakhina Elena Nikolaevna, municipal budgetary preschool educational institution, child development center - kindergarten No. 9 “Forget-Me-not” in the city of Dubna, Moscow region.
Activity:
1. Conversations: “I love vitamins, I want to be healthy,” “Friends of Moidodyr.” 2. Looking at photographs about a healthy lifestyle. 3. Reading fiction: Sergei Mikhalkov “About a girl who ate poorly”, “Walk”. 4. Outdoor game “Do as I do.”
Conversation on the topic: “I love vitamins, I want to be healthy” with children of the first junior group
Target:
Reinforce in children the names of some vegetables, fruits, berries, and food products; expand children’s understanding of how healthy many foods are and how important it is to eat right; continue to improve children’s speech and ability to answer questions; teach children the ability to conduct a dialogue with the teacher. Visual material: dummies of fruits and vegetables.
Progress of the conversation:
The teacher asks the kids:
— Guys, do you like vitamins? What vitamins do you like? (children's answers) Who gives you vitamins? (most likely, the children will name one of the family members, a teacher or a nurse) Where is mom (or others)
) do they buy them? Listen, analyze and summarize the children’s answers.
Next, the teacher informs the children that vitamins are not only sold at the pharmacy in beautiful packaging, but are also found in the foods we eat.
The teacher draws the children’s attention to dummies of fruits and vegetables:
- Look, kids, what do I have? (children's answers) Do you know how many vitamins they contain! Here you go, raise your hands, those kids who love carrots. Well done! Please clap your hands for those little ones who love lemon. Well done! Please, those who love oranges, stomp your feet. Well done!
Oranges help with colds and sore throats! Well, it’s better to eat lemon, even though it is very sour. Eat more oranges, drink delicious carrot juice, and then you will definitely be very slim and tall. There are no healthier products -
Delicious vegetables and fruits.
- But you know guys, vitamins are found not only in vegetables and fruits, but also in other foods. It is very healthy to eat porridge with butter, honey, fish contains many vitamins, you should definitely eat meat. Berries are also rich in vitamins. What berries do you know? (children's answers)
If you want to be healthy, eat right. Eat more vitamins
And don’t know about diseases.
- You see, kids, how many benefits vitamins have! Therefore, eat the vitamins that are bought for you at the pharmacy. But, and most importantly, eat well so as not to get sick, grow healthy and smart!
Conversation on the topic: “Friends of Moidodyr” with children of the 1st junior group
Target:
Continue to develop cultural and hygienic skills in children; expand children’s understanding of how important it is to keep their body, hands, face, etc. clean; continue to teach children to listen carefully to the teacher’s story, to involve children in conversation while looking at the illustrations; teach the ability to conduct a dialogue with the teacher, listen and understand the question asked.
Visual material: illustration “Moidodyr”, screen “Lessons of Moidodyr”, envelope with a letter-poem.
“A letter to all children on one very important matter”
My dear children! I am writing you a letter: I ask you to wash your hands and face more often.
It doesn’t matter what kind of water: Boiled, spring, From a river, or from a well, Or just rain! You must wash yourself in the morning, evening and afternoon - before every meal, before bed and after sleep! Rub with a sponge and washcloth, be patient - it doesn’t matter! And ink and jam Soap and water will wash away.
My dear children! I really, really ask you: Wash more often, wash more often - I can’t stand being dirty. I won’t shake hands with dirty people. I won't go visit them! I wash myself very often. Goodbye! Moidodyr.
(Y. Tuvim)
Reading fiction: Sergei Mikhalkov “About a girl who ate poorly”, “Walk” with children of the 1st junior group
Target:
To develop in children the ability to listen to new poems, to follow the development of the plot in the work; Explain to children the actions of the characters and the consequences of these actions.
Progress of the lesson:
— Kids, today we talked a lot about health, about how important it is to eat well and eat vitamins. And now I want to read you the poem “About a girl who ate poorly.” The teacher shows the children an illustration and reads a poem.
"About a girl who didn't eat well"
Julia doesn't eat well and doesn't listen to anyone. - Eat an egg, Yulechka! - I don’t want to, mommy! - Eat a sandwich with sausage! — Julia covers her mouth. - Soup? - No... - Cutlet? - No... - Yulechka’s lunch is getting cold.
- What’s wrong with you, Yulechka? - Nothing, mommy! - Take a sip, girl, swallow another piece! Have pity on us, Yulechka! - I can’t, mommy! Mom and grandmother are in tears - Julia is melting before our eyes! A children's doctor appeared - Gleb Sergeevich Pugach.
He looks sternly and angrily: “Yulia has no appetite?” I just see that she is certainly not sick! And I’ll tell you, girl: Everyone eats - both animals and birds, From hares to kittens Everyone in the world wants to eat. With a crunch, the Horse chews oats. The yard dog is gnawing on a bone. Sparrows peck at grain, Wherever they can get it, In the morning the Elephant has breakfast - He loves fruit.
Brown Bear licks honey. The Mole is having dinner in the hole. The monkey eats a banana. Boar is looking for acorns. The clever Swift catches a midge. Swiss cheese Loves the Mouse... The doctor, Gleb Sergeevich Pugach, said goodbye to Yulia. And Julia said loudly:
- Feed me, mommy!
— Kids, what was the name of the girl in the poem? Did Julia behave well? What did she do wrong? Who spoke sternly to her? Who did they tell her about? (the teacher listens to the children’s answers, corrects and supplements them, generalizes, draws a conclusion)
- You know, guys, in order to be healthy, you need to not only eat well, but also walk, because while walking we harden ourselves, it’s especially useful to harden ourselves in the summer. Now I’ll read to you about the guys who went for a walk. The teacher reads a poem.
"Walk"
We came to the river to spend Sunday, but we couldn’t find a free place near the river! They sit here and sit there: Sunbathe and eat, Relax as they want, Hundreds of adults and children! We walked along the bank and found a clearing.
But in the sunny clearing, here and there - empty cans And, as if to spite us, even broken glass! We walked along the bank and found a new place. But they sat here before us too; They also drank, they also ate, they lit a fire, they burned paper - they littered and left! Of course, we passed by... - Hey, guys! - Dima shouted.
- This is a great place! Spring water! Wonderful view! Beautiful beach! Unpack your luggage! We swam, sunbathed, lit a fire, played football - had as much fun as we could! They drank kvass, ate canned food, sang choir songs...
We rested and left! And we remained in the clearing By the extinguished fire: Two bottles we broke, Two sodden bagels - In a word, a mountain of garbage! We came to the river to spend Monday, just a clean place
You won't find it near the river!
-Where did the guys go for a walk? What did they see on the river? Do you think it's good to do this? How did the guys relax? What were they doing? Did they do well when they left the river? The teacher listens to the children’s answers, corrects and supplements them, summarizes them, and draws a conclusion:
- Please remember, kids, that when you relax with your parents on the river, keep it clean and tidy. Take care of our nature! Don't pollute it! Our health depends on the purity of nature.
Structure and timing of the conversation
According to the Federal State Educational Standard, a conversation with children aged 1.5–3 years is based on:
- 1–2 introductory questions from the audience,
- explanations of the material by the teacher,
- conducting a game or dialogue to reinforce the material.
All these types of work take 5–7 minutes and make up three stages of work, respectively:
- introductory (about 1 minute),
- main (about 3 minutes),
- final (up to 3 minutes).
The conversation has a three-part structure
Planning conversations in the first junior group
Conversations with children 1.5–3 years old are held 1–2 times a day, with the exception of situational or individual types that are precedent in nature and periodically repeated (for example, a conversation about polite words, table manners). When drawing up a conversation plan, the teacher is guided by the general theme of educational activities, trying to include different types of conversations in the list.
Table: example of planning conversations in the first junior group for September (fragment)
Author - Kuzmina N.S., teacher at MBDOU d/s No. 60 “Zainka”, Tambov.
| date | Name | Target |
| Topic: “Autumn. Natural phenomena" | ||
| Second week | "About Autumn" | To form a generalized idea of autumn, including knowledge about autumn phenomena in inanimate nature (precipitation, air temperature, soil and water conditions), about the state of plants in autumn and its causes, about the characteristics of animal life. |
| "A miracle is near you" |
| |
| “How to dress in autumn” | Give children knowledge that in the fall it gets cold outside, so you need to dress warmly so as not to get sick. | |
| "Rain" |
| |
| "Leaf Fall" | To form a generalized idea of autumn, the state of plants in autumn and its causes. | |
| Topic: “Vegetable garden. Vegetables" | ||
| Third week | "About people's work in autumn" |
|
| "About vegetables" |
| |
| "Gifts of Autumn" | Talk about vegetables and their health benefits. | |
| "How to behave at the table" |
| |
| "Magic Words" | Formation of politeness in children (thank you for help, say goodbye and hello). | |
Planning allows you to correlate conversation topics with dates
Topics of conversations with children in the first junior group
Elena Borisova
Topics of conversations with children in the first junior group
1. Conversation on the topic : “How to wash your hands correctly” Goal: to improve Ph.D., improve the simplest skills of behavior while washing.
2. Conversation on the topic “Sit correctly at the table” Goal: developing basic table behavior skills.
3. Conversation on the topic “Magic words” Goal: developing politeness in children (thank you for help, say goodbye and hello)
4. Conversation on the topic “I am good”
Goal: formation of elementary ideas about what is good and what is bad.
5. Conversation on the topic : “Golden Autumn” Goal: developing the ability to notice changes in nature. It gets colder and the leaves change color.
6. Conversation on the topic “Insects” Goal: expanding ideas about insects (3-4 species characteristic of the area)
7. Conversation on the topic “Tableware - tea and tableware” Goal: developing the ability to classify objects.
8. Conversation on the topic : “Parts of the day. What do we do in the morning, afternoon, evening, night” Goal: developing the ability to name the parts of the day.
9. Conversation on the topic “Our clothes” Goal: developing the ability to distinguish and name the details and parts of clothing (dresses have sleeves, coats have buttons)
10. Conversation on the topic “My family” Goal: To consolidate knowledge about family members, the ability to name their names.
11. Conversation on the topic “Dangerous things” Purpose: getting to know the sources of danger at home.
12. Conversation on the topic “My days off”
.Tasks: Activate children’s vocabulary (weekends, at home, went, played, fun, friendly, interesting, worked, taught to answer the teacher’s questions.
13. Conversation on the topic “What I saw on the way to kindergarten”
.Tasks: Continue work to activate and expand children’s vocabulary, clarify the names of familiar objects and phenomena.
14. Conversation on the topic “Clothing”
.Objectives: To tell children about the seasons, to help them understand the relationship between weather changes and people’s clothing.
15. Conversation on the topic “Hats”
Objectives: Enrich children's understanding of their immediate surroundings, activate their vocabulary, teach them to name items of clothing
(hats)
.
16. Conversation on the topic “Our clothes”
.Tasks:Teach children to understand generalizing words: clothes, hats. Clarify the names and purposes of items, features of their use.
17. Conversation on the topic “Clothing, hats”
Objectives: To consolidate
children’s understanding of generalizing words , to teach them to distinguish and name the qualitative characteristics of hats and clothing (color, shape, size)
.
18. Conversation “How the kids met the wolf”
.Objectives: To instill in children a sense of caution, to introduce them to the rules of behavior when meeting strangers.
19. Conversation “Appearance and intentions”
, reading an excerpt from the fairy tale
“The Three Little Pigs.”
Tasks: Continue to introduce children to the rules of conduct when meeting strangers. Cultivate a sense of caution when communicating with strangers.
20. Conversation “Table behavior”
.Tasks: To develop cultural and hygienic skills in children, to introduce them to table manners, to teach them to eat carefully, and to use a napkin.
21. Conversation “Appearance and intentions”
, watching an excerpt from a cartoon based on A. Pushkin’s fairy tale
“The Tale of the Dead Princess and the Seven Knights.”
Tasks: Continue to acquaint children with the rules of communication with strangers, instill caution and prudence
22. Conversation “Table behavior”
.Tasks: To develop cultural and hygienic skills in children, continue to familiarize them with table manners, and teach them to apply them in practice. Learn to use a napkin and hold a spoon correctly.
23. Conversation on the topic “Puppet theater”
Objectives: To introduce children to the activities of puppet theater and the features of this type of art. Talk about the rules of behavior in the theater.
24. Conversation “Table behavior”
.Objectives: To develop self-service skills and cultural and hygienic skills, teach children to take their places at the table in an organized manner, eat independently and carefully, and hold a spoon correctly.
25. Conversation on the topic “Clean hands”
.Objectives: Tell children why it is important to wash their hands thoroughly after a walk, visiting the toilet, and before eating. Offer to show how to wash your hands correctly.
26. Conversation “Table behavior”
.Tasks: To develop cultural and hygienic skills in children, continue to familiarize them with the rules of behavior at the table, teach them to eat carefully, and use a napkin correctly.
27. Conversation “Let’s be polite”
.Objectives: Teach children to use polite words and expressions, discuss in what situations they should be used, what their meaning is.
28. Conversation on the topic “Me and my health”
.Objectives: Tell children that health is one of the main values of life. Form basic ideas about how to take care of your health.
29. Conversation on the topic “In the world of kind words”
.Objectives: Teach children to use polite words and expressions in various situations, show with examples the meaning of polite words. Enrich your vocabulary.
30. Conversation on the topic “Don’t jump from high objects”
Objectives: To form basic ideas about how to take care of health.
31. Conversation on the topic “Never spoil books”
Objectives: To teach how to treat books with care. Instill accuracy and thrift.
32. Conversation with children on the topic “Vegetables”
.Goal: to expand the understanding of the benefits of vegetables, to enrich the vocabulary with verbs and adjectives.
Recommendations for conducting a conversation in the first junior group
- Sufficient provision of visibility . A conversation without illustrative material turns into a verbal technique in its pure form, which for children 1.5–3 years old does not give clear ideas. Moreover, over time, this practice will teach the children to talk about things about which they have no figurative idea.
- Patience. If the teacher knows for sure that the children’s experience allows them to answer the question posed, it is not worth giving the answer for the kids in the name of maintaining timekeeping. It is better to ask leading questions so that the children have the opportunity to experience a situation of success by answering correctly.
- Less is more. Do not overload the conversation with long monologues and a large amount of information. This will cause nothing but fatigue in children. Do not forget that children aged 1.5–3 years cannot live without games.
- Inclusion of everyone, not just active ones. Often the teacher involves only initiative children in the work. Meanwhile, a shy child can be drawn into a conversation with encouragement, even if he repeated the answer given by another child: “Well done! You noticed it too!” It is important not to be distracted in conversation by naughty children. They need to be placed closer to you and ask questions more often, making sure to note the key points in their statements.
Shy children should also be included in the conversation along with active ones.
- Conversations (especially situational ones) on the topic of KGN should not be started with reproaches, like: “Just look at your noses!” - and long maxims about how no one has headscarves, the pupils do not know how to blow their noses, use a washbasin, etc. The first reaction of the kids will be to squint their eyes towards their noses in order to see the object of the adult’s dissatisfaction, but the teacher’s only goal was to lead the children to that you need to wear handkerchiefs. When asked the final question: “So what should you bring tomorrow?” the guys will list everything they want, but they may never get to the scarves. Therefore, it is more appropriate to start with the introduction of the guest - Petrushka, with whom the toys do not want to be friends, because he does not know how to use a handkerchief. And then tell you step by step how to avoid ending up in a similar situation for the kids themselves.
