How to make physical education more interesting and accessible for children? It is known: a positive emotional attitude contributes to faster assimilation of any material. The inclusion of riddles, counting rhymes, and sayings in physical education classes contributes to the development of interest in imitative exercises, as well as the desire to imagine and show in motion what you heard: it turns out that a riddle can not only be guessed, but also shown!
Imaginative play movements develop the ability to improvise, hearing, attention, thinking, creative imagination and memory. They reveal images that children can understand and develop the ability to creatively convey the character and habits of the depicted animal. In addition, by practicing such movements, children develop strength, dexterity, coordination of movements , learn to navigate in space, and acquire the skill of moving at a given pace and rhythm.
Taking into account all of the above, the teacher needs to take a creative approach to organizing classes, learn imitative movements in advance, prepare pictures depicting animals, talk about the habits of animals, where (in which countries) they live, select phonograms (low rhythmic music, recordings of noise effects, including onomatopoeia) that children must imitate, for example, the croaking of frogs, the meowing of a cat, the growling of a bear, etc.
We offer several options for riddle exercises, where funny imitative exercises serve as the answers.
Riddle next to the charger
1. Lightly run on your toes, arms to the sides, smoothly raise them high up and lower them down.
It flutters and dances over the flower, waving its patterned fan. All four petals of the flower were moving, I wanted to pick it, - It fluttered and flew away. (Butterfly)
2. Walking on the outside of your feet. Hands are spread wide apart. The steps are slow and clumsy.
Who, having forgotten his worries, Sleeps in his den? In the summer he wanders without a path near the pines and birches, and in the winter he sleeps in a den, hiding his nose from the frost? (Bear)
3. Sit down, straighten your back, heels slightly raised above the floor, hands on your knees. Move forward on your toes without losing your balance.
I swam in the water, but remained dry. He walks importantly across the meadow, comes out of the water dry, wears red shoes, gives soft featherbeds. (Goose)
4. Running or walking with high knees. Side or straight canter.
I knock and knock with my hooves And I gallop and gallop across the field, My mane curls in the wind... Who is it? (Horse)
5. Sit on the pet with emphasis on your knees and palms. Lean forward, bending your elbows (movements that imitate a cat crawling under a fence).
The muzzle is mustachioed, the fur coat is striped, He washes himself often, but he doesn’t know how to handle water. (Cat)
6. Lie on the floor. Crawl with support on your hands, try to keep your legs together.
In the rivers of Africa lives an evil, green steamboat. No matter who swims towards him, he will swallow everyone... (Crocodile)
7. Walking with high knees, arms high up, then down.
This is an old friend of ours, He lives on the roof of a house, He flies to hunt for frogs, to the swamp. (Stork)
8. Walking on your heels with rhythmic movements of your arms to the sides.
Yellow lumps, as light as cotton wool, running after the quack. Who is this? (Chicks)
9. Fast, rapid running; arms spread wide apart, fingers spread out.
A bird flies from above and there are plenty of chickens below. (Hawk)
10. Sit on the floor, knees to the sides, heels slightly raised above the floor, hands in front. Jump forward slowly.
A frog jumps, Not a mouth, but a trap, Both a mosquito and a fly fall into the trap. (Frog)
11. Lie on your back. Raise yourself slightly and move backwards using your arms and legs.
People live under water and walk backwards. (Cancer)
12. Jumping on two legs while moving forward. The arms are bent in front of the chest, the hands are down.
Jump-jump, jump-jump, Long ear - white side. (Hare)
13. Lean forward, move your arms back, make movements that imitate pecking grains.
Chick-chirp, Jump to the grains, Peck, don’t be shy! Who is this? (Sparrow)
14. Get down on your knees. Move forward with support on your knees and elbows.
He made a hole, dug a hole, the sun is shining, but he doesn’t even know. (Mole)
15. Easy running on your toes. Arms to the sides, hands “tremble” slightly.
It chirps with its wings from evening to night. (Dragonfly)
16. Sit down a little. Small jumps forward on two legs.
He lives in a hollow and chews nuts. Jumping along the branches, but not a bird, Red, not a fox. (Squirrel)
17. Lie on the floor on your stomach, hands resting on the floor, knees bent. Bend over and stretch your toes towards your head without straightening your elbows.
It has wings, but doesn’t fly, No legs, but you can’t catch up. Parents and children have all their clothes made of coins. (Fish)
18. Walk quickly on your toes with small mincing steps.
A little ball rummages around under the bench, lives in a hole, gnaws on crusts, has short legs, is afraid of the cat. (Mouse)
19. Jump forward, crossing your arms at the top like horns.
Who wears a forest on their head? (Deer)
20. Walking on toes, legs straight, arms raised up, hands connected. Try to keep your arms outstretched behind your ears and do not lower your chin.
He walks with his head raised, Not because he is an important count, Not because he has a proud disposition, But because he... (giraffe).
21. Large circular movements with your arms in front of you.
She flaps her wings, but she doesn’t move. (Mill)
22. Easy running around the hall. Join your hands at the top.
There are no clouds on the horizon, But an umbrella opened in the sky, A few minutes later It descended... (parachute).
23. Sit on the floor, clasp your bent knees with your hands, lower your head - group. Rolls back, onto your back and return to the starting position.
Mixed with sour cream, Cold on the window, Round side, ruddy side, Rolled... (bun).
24. Join your hands at the top, elbows to the sides. Stretch up on your toes.
If we don’t leave him at home, then we won’t melt in the rain. (Umbrella)
As children master the technique of performing movements, they can take turns asking riddles themselves. Such fun and amusing “riddles with exercises” can be used in morning exercises, during physical education, during musical and physical education activities.
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Friday, February 05, 2016 09:22 + to quote book
Imitation is of great importance in the development of a child’s personality. Through imitation and interaction, he discovers the world around him. The baby not only copies other people’s behavior, but also learns to perceive himself in this world. Imitation games are an important part of communication and the beginning of interaction between adults and children. When playing the game, use your acting skills, try to expressively pronounce the poems with appropriate intonations and facial expressions. The games that we present below are suitable for two- to three-year-old babies and older children; for example, they can be used to organize fun physical education sessions. At the initial stage, help your child perform movements in accordance with the poetic text. ✔ Sunny (Child and you squat) In the morning the sun rises: Higher, higher, higher. (slowly rise from your haunches, stretching your arms high up) In the evening, when you get tired, - Lower, lower, lower. (squat down again, lowering your hands) ✔ Birds - chanterelles There are birds on the tree, (raise your hand up) Under the tree - chanterelles. (squat down) There are leaves on the tree, (raise your hand up) Under the tree there are mushrooms. (squat down) ✔ Up - down Up - to the sky, (arms up, stretch, stand on tiptoes) Down - to the grass. (squat) Up - to the sky, Down - to the grass. And now we’re spinning (we’re spinning) And we fell down. (“we fall” on the floor) ✔ Driver (Tell the poem to the child, supplementing it with appropriate actions, let the child repeat after you). The hedgehog knocked on the cab: (knock on the table with your fist) “Hey, driver, how are you? Do you want apples and candy? Would you like a bagel for lunch? Why are you snorting, sniffling, (snorting, sniffling) Aren’t you looking at me?” (we bring rings of index fingers and thumbs to our eyes) And the driver said sternly: (make a serious face) “I only look at the road. You see, I'm driving a tram. (thumbs up) Don’t distract me!” (wag your finger) ✔ Gymnastics for arms and legs Clap! Once again, once again, We'll clap now. (clap) And then quickly, quickly, clap, clap more cheerfully! (clap a little faster) Finger on finger - knock and knock, (knock the index fingers of both hands against each other) Clap, clap, clap! (clap) Finger on finger - knock and knock, Stomp, stomp, stomp! (stomp) ✔ Two birds Once upon a time there lived 2 birds - (show two hands) tit sisters. They sat closely, They were warm. (clench your hands into fists, sticking out 2 thumbs) Look, one of them took off, flew and sang. (raise your right hand up and move your fingers) Look, the second one flew, and also sang a song. (raise your left hand up and move your fingers) The sun warmed them. That's how fun it became! (move your hands from side to side) ✔ Andrei the Sparrow, the sparrow, sat in the swamp (we sway from side to side) And he ate a lot of frogs: “Am-am-am-am.” (bend over, open your mouth wide and say “am”). And my stomach didn't hurt! (we stroke our tummy with our palm) ✔ Bunny Bunny Bunny, (jump with our hands folded, imitating a bunny) Little Bunny, (squat down) Long ears, (put palms and ears to your head) Fast legs! (run) Bunny Bunny, (jump with your arms crossed, imitating a bunny) Little Bunny, (squat down) You’re afraid of children, Coward Bunny. (wrap your arms around yourself, feigning fear, and “tremble”) ✔ Teddy Bear Teddy bear, clumsy bear, Teddy bear is walking through the forest. (we waddle) The bear wants sweet berries, (we stroke our belly, lick our lips) But he can’t find them. (we look around, shrug) Suddenly I saw a lot of berries and growled quietly. (pretend to be eating berries) The children approached the bear, (walking in place) The bear gave them berries. (we stretch our hands forward, palms up) ✔ Exercise (When telling a poem, we depict animals). The little frog jumps: “Kva-kva-kva!” A duckling swims: “Quack-quack-quack!” Everyone around is trying hard, playing sports! The fast tit: “Tyur-lu-lyu,” - frolics in the air: “Tyur-lu-lyu!” Everyone around is trying hard, playing sports! The little goat jumps: “Me-me-me!” And behind him the lamb: “Be-be-be!” Everyone around is trying hard, playing sports! Here we are on exercises, one-two-three, In the morning on the site, one-two-three! You see, we try, we play sports! ✔ Bunny song A bunny jumps along the path, For some reason he cries bitterly. (jump) What’s the bunny’s problem? Who offended you and when? (shake head) “The red-tailed fox Stole the mittens. (spread your arms to the sides) The bunny’s paws are freezing, Help me, kids!” (Rub hand in hand, as if warming up) We will take a ball and knitting needles and knit mittens for the bunny. (we move our fists up and down, imitating knitting) As soon as the paws become warmer, the Bunny will stop crying! (jump) ✔ Jump and jump (Tell the child a poem, encouraging him to perform the appropriate actions: jump, run, squat, clap). Jump and hop - the children are dancing, Jump and hop, hop and hop! Jump and jump - the children are dancing, Jump - right up to the ceiling! Our children ran, Faster and faster, Our children danced, More merrily, more merrily! Clap and clap - the children are dancing, Clap and clap - they started dancing, Clap and clap - the children are dancing, That's how much fun we have! Our children ran, Faster and faster, Our children danced, More merrily, more merrily! Our children squat, They squat together in a row, Our children squat, That’s how much fun we have! Our children ran, faster and faster! Our children danced, more merrily, more merrily! Jump and jump - the children are dancing - Jump and jump, jump and jump! Jump and jump - the children are dancing, Jump - right up to the ceiling! ✔ The bear cubs lived in the thicket The bear cubs lived in the thicket, They turned their heads - (we turn our heads in all directions) Like this, like this, They turned their heads. (hands on the belt, turn our heads left and right) The cubs were looking for honey, Together they rocked the tree - (we pretend to be rocking the tree) Like this, like this, Together they rocked the tree. (legs shoulder-width apart, arms up, torso tilted left and right) We waddled, (we waddle) And we drank water from the river. Like this, like this And they drank water from the river. (we walk like cubs, bend forward) And then they danced, (free dance) They raised their paws higher! Like this, like this, they raised their paws higher! ✔ Small birds Oh, the birds were flying, Small birds. Everyone was flying, everyone was flying, flapping their wings. Everyone was flying, everyone was flying, flapping their wings (we walk around the room, waving our arms). They sat down on the path and ate the grains. “Kluk-kluk-kluk, kluk-kluk-kluk. How I love grains! Kluk-kluk-kluk, kluk-kluk-kluk. How I love grains!” (we squat and “peck the grains” - knock with our fingers) ✔ Knock-knock “Knock-knock, knock-knock!” - (arms are bent, fists are clenched, we pretend to be a steam locomotive with our movements) So the wheels are knocking. “Toki-tok, toki-tok!” - (knock one fist on the other) This is how a hammer knocks. “Tuki-tok, tuk-tok!” - (stomp on the floor) That’s how the heel clicks. ✔ Monkeys Early in the morning in the clearing (clap our hands) This is how the monkeys frolic: With their right leg - stomp, stomp! Left foot - stomp, stomp! Hands up, up, up! Who will rise the highest? (stand on your toes and stretch up)
Series of messages “GAMES FOR CHILDREN”:
Part 1 - 10 original ideas for an autumn walk Part 2 - GAMES TO EXPAND A CHILD’S VOCABULARY ... Part 12 - 16 BEST GAMES OF OUR CHILDHOOD THAT WE LOST Part 13 - Role-playing games for children Part 14 - Games with texts of poems for imitation and interaction for children 2-3 years old.
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An active game with a hero character
It is known that children love to play outdoor games, which are active and meaningful activities for them. The content of outdoor games, as a rule, is educational material that expands the child’s horizons. To achieve greater interest in children and encourage them to take part in such games, the teacher needs to create a joyful, relaxed atmosphere in the classroom and come up with funny stories.
Often, for sports events or leisure activities, an active game with a hero-character is necessary. It’s not difficult to come up with such a game yourself based on riddles, poems, sayings. In its course, you may need large bright toys (Bear, Fox, Dog), inflatable or made of artificial fur, as well as animal masks.
TECHNOLOGY OF SIMULATION MODELING IN THE EDUCATIONAL PROCESS OF PRECEPTION OWE
1. Modeling in the mathematical development of children
Dienesh logic blocks
– a set of three-dimensional geometric shapes that differ in shape, color, size, thickness)
Cuisinaire sticks
– a set of counting sticks of different colors and different lengths. Sticks of the same length are painted the same color and represent the same number. The longer the stick, the greater the value of the number it expresses.
Simulation method
in mathematics it is often found in the form of
"number chains"
.
Simulation method
in mathematics it is often found in the form of
"number chains"
.
Widely used models
in the formation of temporary representations:
a model of parts of the day
, week, year.
For example, a model
of parts of the day may consist of plot pictures reflecting human activity in different periods of the day.
For orientation in space, “room” model
.
Model
consists of a room layout and furniture items. First, the child examines the layout, remembers the location of the furniture, and then plays and tells where different objects and things are located.
Model “Number houses”
and
“Numerical ladder”
are also used in the work when forming mathematical concepts.
2. Modeling in the section “Acquaintance with fiction” and “Speech development”
Using supporting diagrams, students can be trained to compose creative and descriptive stories, stories based on a plot picture.
Also, when using diagrams, you can learn to compose various sentences.
Memorizing poems, proverbs, sayings.
Retelling fairy tales and works of art.
When pronouncing pure phrases, you can use various symbols.
Creative fairy tale based on silhouette images
.
3. Modeling in environmental education of children
Observing animals and plants, the teacher and the children examine the object, and on this basis, identify the signs and properties of living organisms. To build a plan for examining natural objects, you can use symbol cards.
You can use model
, reflecting general characteristics.
It is possible to identify the functions of living organisms: breathing, moving, and designate them with schematic models
.
Using pictures- models
You can designate selected features
(color, shape, number of parts, etc.)
Model diagrams
can denote different habitats of living beings
(ground, air, etc.)
.
Using pictures- models
can indicate the living conditions and needs of living organisms. Observing animals and plants, the teacher and the children examine the object, and on this basis, identify the signs and properties of living organisms. To build a plan for examining natural objects, you can use symbol cards. It is possible to identify the functions of living organisms: breathing, moving, and designate them with schematic models.
Teddy Bear
A large toy (Teddy Bear) is placed in the center of the room. Children stand in a circle holding hands. The catch children (one or two) sit next to Mishka.
Option for younger age groups
Children:
The clumsy bear walks through the forest, collects cones, sings songs. The cone bounced right into the bear's forehead, Bear got angry and kicked - stomp!
Children walk in a circle holding hands. They stop, lightly hit their forehead with their palm, spread their arms to the sides, spread their fingers, shift from foot to foot, then stomp one foot on the floor and run around the hall. Children-catchers catch “cones”, i.e. other children, and put them “in baskets” (placed on gymnastic benches).
Option for older groups
Children:
He is big and club-footed. They say he sucks his paw. He can roar loudly - R-R-R - And his name is... (bear).
Children, holding hands, walk in a circle, stop, point at the “formidable” Bear, and move back, forming a large circle.
"Bear" catches children. To help him cope with this faster, he is given an inflatable toy - a mace.
Game - inventing for senior and preparatory groups
Game - inventing for senior preschool age based on the Russian folk tale “Zayushkina’s Hut”
Author : Yulia Aleksandrovna Badyarova Description of work : this work is intended for kindergarten teachers. For work in senior and preparatory school groups. It is advisable to work in the afternoon with a small subgroup of children. Relevance : the development of creative abilities, imagination, imaginative thinking in preschool age, the ability to correlate one’s own desires with the desires of other children in the game - all this becomes the key to good learning in the future. You can solve the problem by making the game's story more complex. A game of inventing or a game of fantasy can bring the skill of plotting to a higher level. However, at preschool age, children are not yet able to develop a plot on their own; they need the help of an adult, support from the subject and an already existing plot known to children. Goal : to teach children to combine various events, to coordinate individual plans in the overall plot. Objectives : to train children to independently develop a fantasy game (with partial support on objects). Increase children's knowledge about the world around them. To develop children’s ability to build new sequential events, while focusing on their play partners. Improve the skill of collective play. Venue : group room or music hall. Time : 10-15 minutes Form of work : subgroup of 10-12 people Equipment : bunny in a traditional Russian costume, balalaika, bag with a clay jug, sunflower (artificial flower), red patent leather boots, tablecloth. Wooden spoons according to the number of children (a couple of spoons for each child), an audio recording of Russian folk music (an ensemble with a solo balalaika), an audio recording of a balalaika with changing rhythm and tempo. Educator : Hello guys, today I was going to kindergarten and heard someone crying near the road, it was Bunny, I started asking him where he was from and how he got here. And Bunny answered me that he doesn’t remember. Guys, look at the Bunny carefully, maybe one of you will recognize him. The group includes a Bunny with a bag and a balalaika in his hands. Bunny Where they play together and count skillfully There you can boldly appear in a fairy tale Guys, I came to you from a fairy tale, but I don’t remember which one. Help me, maybe someone has seen me before or read a fairy tale about me or met me in a cartoon? (from the proposed options, Bunny chooses the fairy tale “Zayushkina’s Hut”). I remember something about a fox, I think she kicked me out of the house, but do you remember? But I don’t want to go back to the evil fox, guys, come up with a new fairy tale for me, kind and cheerful, and so that you are in a good mood, I’ll play you a song on the balalaika. A good fairy tale and I are inseparable, Well, the songs in the fairy tale go to heaven! Can you imagine how boring it would be, If there were no songs or miracles. Dance more cheerfully, repeat after the teacher (an audio recording of Russian folk music sounds). Bunny : Well done, the guys danced well, now I’m in a good mood. It's time to compose a new fairy tale, and to make it easier for you to come up with a little bag, I have a lot of interesting things in it: boots, a sunflower, a jug, a tablecloth. Educator : Guys, it’s time for us to send Bunny to a new fairy tale. Don't forget to use the objects brought by the Bunny in your fairy tale. So the bunny sits on a stump and cries……. Children begin to compose a new fairy tale, the development of the plot is easier to carry out along a chain, where the very first child should be the one who has the most developed imagination, thinking and good speech activity. Children can combine the proposed items to choose from (one at a time, several at once, or no items). As the storyline progresses, Bunny or the teacher can make some adjustments to the fairy tale Bunny : thank you guys for the new fairy tale, I really liked it. And in gratitude, I will teach you to play the Russian folk instrument “spoons”. And to make learning more fun, I’ll play along with you on the balalaika. The children are given wooden spoons and begin to play to the music. Children hold spoons in different hands and repeat rhythmic movements after the teacher. As the music speeds up, the children change the rhythm. Bunny I was very happy about our meeting, But the time has come to go back, But the fairy tale does not leave you. The fairy tale will meet you on the way And the fairy tale, my friend, take care!!!!
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