Developmental activities for children 2, 3, 4 years old, notes, tasks

The mission of developmental classes in the first and second junior groups

Development is an important component of the goals of any educational course practiced with kindergarten students. Moreover, certain aspects of development are an obligatory part not only of direct educational activities (DEA), but also of routine moments and entertainment. Therefore, considering the goals and objectives of development classes in such a broad sense, it is appropriate to talk about the mission of this area as a whole in a preschool educational institution (DOU). The goals and objectives of development classes are determined by strategies for changing the psychological and pedagogical characteristics of children of the first and second junior groups.

Developmental goals are determined by the age characteristics of children 1.5–4 years old

Goals of development classes with children 1.5–3 years old

The essence of development classes in the first junior group is determined by the development of three fundamental life acquisitions for children 1.5–3 years old - upright walking, speech and object interaction. This:

learning to manipulate various objects, understanding their purpose (during games);
formation of the ability to understand and use speech in communication (expanding the passive vocabulary, gradually transforming it into active);
nurturing a collective spirit (even taking into account the fact that children of the first junior group act and play not together, but side by side, they see that all types of work are performed simultaneously and the tasks are the same for everyone).

Goals of development classes with children 3–4 years old

In the second junior group, the strategy for achieving the goals set in the last academic year continues. At the same time, the emphasis, due to the fact that at 3–4 years old children master an extensive complex of sounds and grammar of the language, is placed on the development of speech:

including children in dialogue (with adults, with each other);
stimulation of curiosity as a means of understanding the world (due to their age, children constantly ask the question “why”, which adults should never ignore);
understanding the benefits of group games (fun, interesting, new).

The objectives of developmental classes depend on the educational field within which they are considered.

If in the first group the main indicators of development are the development of upright walking, speech and subject interaction, then in the second the emphasis is on the development of communication skills and the ability to work not side by side, but together

Table: main tasks of developmental classes in the first and second junior groups

Educational area	Tasks for the first junior group	Tasks for the second junior group
Cognition	Obtaining primary knowledge about yourself (gender, name), as well as about your family members (names, degree of relationship); acquaintance with the objects of the surrounding reality (kindergarten, canteen, first-aid post); developing the ability to explain the purpose of familiar objects (color, shape, material); familiarization with numbers up to 5 and elementary geometric shapes (circle, square, triangle); stimulating curiosity (for example, in relation to searching for pictures of the first spring flowers after looking at a bouquet of snowdrops in a group).	Expanding knowledge about yourself (full name, age, address); enriching ideas about the world around (familiarity with the concepts of planet, country, city); developing the ability to describe objects according to a set of sensory qualities; mastering the concepts of more, less, equally; learning to count to 5; enriching ideas about geometric shapes; broadening their horizons (by introducing elements of a heuristic approach into the lesson, when kids, for example, themselves select cards with birds from a set of pictures with images of animals).
Social and communicative direction	Accustoming oneself to maintaining neatness independently (through mastering table manners and washing); involvement in maintaining order (for example, children help the teacher put away toys); highlighting the advantages of playing with peers (for example, you can play with a friend’s favorite car if you take turns rolling it); developing the ability to guess the mood based on characteristic external signs (for example, the girl’s smile in the picture means she’s in a good mood).	Continuing to work on introducing neatness and helping to maintain cleanliness in the room (children help wipe off dust, take out or put away equipment for cleaning the group); expanding the range of types of games, including the beginning of mastering games with rules (for example, outdoor games “Catch-up” or “Hide and Seek”); active use of partner games (children understand that playing together, and not just next to each other, is more interesting, which is also facilitated by the level of speech development).
Speech development	Encouraging the child to engage in verbal interaction (for example, when the teacher “does not understand” what the child is trying to convey to him, provoking him to make a statement); work on mastering sound pronunciation (vowels, “p”, “b”, “m”, “f”, “v”, “t”, “d”, “n”, “k”, “g”, “x” , "th"); enrichment of passive vocabulary by topic (for example, by showing children pictures with images of the signs of the seasons, the teacher ensures that children combine the words “winter”, “snow”, “New Year” or “autumn” and “leaf fall” into separate blocks) .	Mastering the scale (normally, by the age of 4, a child should pronounce all sounds except “l” and “r”), as well as grammatical norms of the language (word agreement in sentences, ways of forming the plural; enriching speech with words-names of baby animals (chicken, kitten, etc.); development of the ability to answer questions in detail.
Physical development	Learning to coordinate body parts when performing exercises with one type of physical activity (running only or jumping only).	Continuation of work on training coordination of movements, but in exercises with 1-2 changes of actions (from walking to running or from walking to squats, and then to jumping).
Artistic and aesthetic development	Learning to use pencils, felt-tip pens, paints and hold writing objects correctly; familiarization with plastic materials (plasticine, clay), rolling them into “sausages”, “balls”, “flat cakes”; developing the correct posture while working.	Mastering simple types of appliqué (for example, creating a snowman figure or blank circles); the use of color in accordance with the image of the depicted object (for example, children paint the sun yellow, the sky blue); mastering non-traditional drawing techniques (with fingers, cotton swabs); developing the skill of creating simple figures from plastic materials (making a mushroom from a “ball” and a “sausage”).

This is interesting. In the second younger group, the adult becomes a role model for the child, and the desire to copy his actions conflicts with the real capabilities of the little person. The resolution of this internal conflict is facilitated by role-playing games, in which the baby can play the role of a doctor, teacher, mother or father.

Role-playing games help children try on the role of an adult

Open lesson for children 3 years old

Municipal educational institution of additional education for children

"Center for Children's (Youth) Technical Creativity"

Scenario of a festive event for the younger age group of the Lopotushki-Topotushki

Age of students: 3 years

Author compiler:

Vnuchkova Alisa Andreevna,

additional teacher

education

Kyshtym

2017

Goals and objectives:

strengthen children’s knowledge acquired in class, demonstrate what they have learned and what we can do to parents, work together, develop children’s activity through various games.

Spring train.

Progress of the lesson:

Teacher: Hello guys, today we have all gathered together with our parents, let’s take our parents to their chairs and go on a train to an interesting land of spring wonders..

(children accompany their parents to the prepared places, return to the “playground”, form a train and start the game)

All together: Chuh-chuh chuh chuh….(we move in a circle one after another)….. TUTUUUUUU (we stop at the “Station” table)

Teacher: so we arrived at the first station, and it’s called “Otvechalkino”.

Assignment: On the table in front of the children there are pictures with the seasons, you need to name each one and tell why this or that particular season of the year is in this picture.

Pictures were prepared in advance - seasons and additionally clothes and accessories on small cards that were folded into a bag.

Teacher: Tell me when we met, what time of year was it? ( Autumn)

Let's find a picture of autumn, describe it. (describe the picture)

What do we wear in the fall?

Let's think about what time of year comes after autumn?

Guys, do you like Winter? (guys - Yeah)

With what ? (find a picture of Winter, look at it and tell us what we see and what we like to play)

What do we wear in winter? (answer)

What great fellows you all are! Okay, so who do we meet after cold Aunt Winter? (spring)

Right! Do you love spring?

Find a picture of Spring, Tell me what you see. What do we wear in spring?

And what time of year do we meet after spring? (Summer)

Of course it’s summer, well, I don’t think anyone likes summer at all! ("Nooo, we love summer")

Why do you love summer? What do you wear in the summer?

How much do you know, what great guys you all are, let’s play a game (I take out a bag of cards and invite each child to pull out one card, name what they pulled out and when they would wear or use the item depicted on it).

The game can be repeated several times.

Teacher: Well, we say goodbye to this station and the train takes us to the next station CHUH OH OH CHUH TUTUUUUUUU….. (we move holding each other, imitating a train, we stop at a table with a sign “Nakhodilkino”)

So we arrived at the Nakhodilkino station (cards with different insects are laid out on the table, the “Beetle” cards are more numerous than the others - according to the number of children)

So guys, what awaits us at this station? Let's take a look (we suggest looking at the table), who do we have here? (children answer who they see: a bee, a ladybug, a wasp, etc. and a lot of bugs) Take one bug card at a time and tell us a rhyme we know:

(we stand so that all the parents can see the children and recite the poem loudly, accompanying movements along the text)

I found myself a bug

On a big daisy

I don't want to hold it in my hand

Let it lie in your pocket!!!

Applause! Give the bugs that we found on the chamomile to our parents and quickly return, the train is ready to go to the next station. (we line up and go to the Utyatkino station, there is a toy duckling on the table, waiting for the guys).

Teacher: So who is waiting here? (Duckling).

Game: in front of the children there are chairs (benches) of different colors (red, blue, yellow), the teacher names the task where the duckling needs to be helped to get there and the child helps (for example: on a blue chair or under a red chair). The game can be repeated several times and the children can be asked to give each other a task.

We say goodbye to the duckling and head to the next station, Samodelkino.

We invite parents to our table (on which mats for work and boards for plasticine are laid out) and I will tell you and show you what we will do today.

I take out the blanks for the “Ladybug on a Daisy” craft, distribute them to each pair (parent and child), and explain the work. Blanks: a cut out chamomile with a leaf, and a walnut blank - the basis of a ladybug.

The task is to roll balls from plasticine into the middle of a flower (orange), roll out dots for a cow (black), and glue everything together.

It takes about 10-15 minutes to make a craft. After finishing the work, I invite everyone to show each other the resulting crafts, express my gratitude to the children and parents for the work done, and say goodbye.

Estimated time for the entire lesson is 35-45 minutes.

Types of development activities in younger groups

According to the Federal State Educational Standard (FSES), children aged 1.5–4 years old are provided with educational activities aimed at developing:

intelligence;
emotional-volitional sphere;
attention;
speeches;
basic movements;
creative abilities;
cultural and hygienic skills (CHS);
moral and patriotic feelings.

In classes at preschool educational institutions, children learn colors and shapes in a fun way, and also develop creative abilities.

These development vectors in working with children aged 1.5–3 years are implemented in classes on:

familiarization with the environment (once a week);
speech development (once a week);
formation of elementary mathematical concepts (FEMP) (1 time per week);
physical education (2 times a week);
fine arts, which includes drawing, modeling and design (once a week);
music (2 times a week).

This is interesting. This distribution of hours complies with the requirements of the Federal State Educational Standard and the “From birth to school” program, adopted as the basis in most kindergartens in the country.

In the second junior group, 1 hour of design time is added to the list of activities. Otherwise the timing will be identical. However, for pupils aged 3–4 years, the following hours may be included in the educational process:

choreography (1 or 2 hours);
with a speech therapist (usually these are group lessons, individual lessons begin in the middle, when the entire scale has already been formed);
English language;
environmental education.

This is interesting. The last two courses in the “From Birth to School” program are included in the elective part, which allows you to organize circle work in these areas.

Developmental tasks for all types of classes are the same; depending on the nature of the educational activity, only the emphasis in the work changes

Montessori classes to develop a sense of order for children 2-3 years old

Such exercises help the child understand the principles by which our world exists; mainly here we work on sorting and classification.

Find a pair - Montessori classes for 2-3 years old

The principle of pair selection can be very widely used in working with children:

Invite your child to sort his own socks and gloves.
Print out images of animals and offer to compare the picture with existing toy models (the same can be done with your favorite cars, flowers, building models, etc.)
Offer to find paired cards (colors, images, textures),
Use special Montessori materials for 2 years and older

Sorting – complicated Montessori games for children from 2 years old

When the baby has mastered pairs, you can move on to a more complex option - sorting.

Sort cards of different shades by color (you can cut pictures from magazines, scraps, colored cardboard, or you can buy a ready-made Montessori set),
Remember Cinderella and offer to sort out different types of cereals. First, it is better to take larger grains: beans, chickpeas. Children's breakfast cereals with their cereals, pillows and rings can also be convenient,
Sort out the box with grandma's buttons by shape, color or number of holes (you definitely have one!)
Ask your child to put the cutlery in its place,
Offer to clean up the kitchen and put all the cylinders and balls in one direction, and the cubes and parallelepipeds in the other,
Rewind the salad: cucumbers to cucumbers, tomatoes to tomatoes, and so on

Establishing Montessori Sequences for a Child 3 Years and Under

Lay out cards with simple stories and ask your child to remember the correct sequence of events.
Use Montessori cylinders to help your child master the concepts of less-more and lower-higher,
Learn simple self-care steps, breaking them down into steps. This way you can learn how to brush your teeth, take a shower, care for animals, and get ready for kindergarten.

Methods and techniques for the development of younger preschoolers

When developing development activities, the teacher actively turns to a collection of techniques (tools) within the framework of the methods used in the work.

Table: techniques for development classes with children 1.5–4 years old

Method	Techniques	When and what can it be used for?	Example (group)
Visibility	Showing an object	When introducing the topic in all types of classes.	Pictures illustrating the theme “Pets”, which show adults and their cubs (the first younger group). Posters with images of numbers (first and second minor).
	Sample Show	When practicing a practical skill. As a rule, in art classes.	Before giving the task to the children of the second junior group to draw a dandelion with cotton swabs, the teacher shows pictures drawn using this technique.
	Showing methods of action	In order for children to remember the order of movements in an outdoor game or the course of action when creating “balls” from plasticine, the teacher himself shows the process of execution.	In the first junior group, this technique is also actively used when conducting role-playing games: children do not have the experience necessary for them, therefore, in order to show how a cashier in a store or a doctor behaves, the teacher depicts these concepts in the form of a riddle that the kids will ask to your classmates.
	Use of technical training aids (TSO)	Multimedia projectors; laptops.	For example, in the first junior group, when teaching children how to wash their hands correctly, you can watch the “Octopus” series of a cartoon about kids.
Speech methods	Story	Typically used to motivate children before a particular activity.	For example, to introduce children of the second younger group to the topic “Elementary Figures: Square,” before laying out a square from counting sticks, I tell the story of how the evil Baba Yaga wanted to harm the good Tsar Square and broke his figurine on the table. Children help Square by stacking “him” on the tables.
	Conversation (full use is possible only from the second junior group, when the children already have a little experience and a rather large vocabulary).	It is usually used at the beginning of a lesson to motivate children.	For example, we start the topic about family with children aged 3–4 years by answering the questions: What are the names of your moms and dads? How do you understand what a patronymic is? and so on.
	Rhymes (poems, riddles), proverbs.	Riddles and poems are used for motivation, and pure sayings for practicing sound pronunciation.	For example, before considering the topic “Triangle” in the first junior group with our students, with the help of riddles, we repeat the already learned figures - a circle and a square: Three peaks, Three corners, Three sides - Who am I? (Triangle). All four sides are the same length. I'm glad to introduce him to you. And his name is... (Square).
Practical methods (designed to solve organizational issues in lesson planning)	Scheduling tasks	It is very important that the tasks are logical and competent: presentation of new material, its connection with what is already known, practice, consolidation.
	Formulation of the problem	The new task should logically continue the work started earlier. For example, consideration of the topic “Birds in autumn” in the second junior group is a continuation of the topic “Birds” started in the first junior group.
	Analysis of work results	Monitoring is necessary to build a strategy for the development of children and compile lesson notes.
	Control and correction	An appointment is necessary in order to start working with a specialist on time. For example, if a baby does not simply miss a sound without pronouncing it, but replaces it, that is, in his mind one sound has been replaced by another, and the situation itself will not change.
	Determining the causes of deficiencies and developing a project to correct them	If children's mistakes are not corrected, learning new material will be difficult. If you do not track the time at which sounds appear, you may miss the moment when a complex sound is replaced. And this, in turn, significantly reduces the likelihood that a sound that the baby cannot pronounce will appear.
Informative-receptive method (the teacher presents an information block, and the children try to comprehend it)	Observation	Children on a walk observe seasonal changes and discuss them.
	Excursions	This technique is not practiced in all preschool educational institutions. Involves observation and discussion of presented objects.
Heuristic	Children independently search for information on a particular issue. In the first younger group it is not used, and in the second only if parents are included in the educational process. For example, using the task to create a family tree project.
Games (the main activity for children)	Didactic; movable; role-playing (theatrical), finger-acting.	In didactic games, children enrich their life experience, for example, they receive information about the division of animals into domestic and wild. Mobile ones expand motor experience, for example, kids learn to switch from running to walking and vice versa. In theatrical games, children try on different roles and highlight fundamental features in them: facial expressions, gestures, words in speech, etc. Finger exercises help train fine motor skills, which speeds up the process of speech development. You can see examples of different games for younger preschoolers here.
Method of practical tasks (most often they are a form of reflection on a particular topic)	Drawings; applications; crafts.	For example, familiarization with the number “1” in the first junior group can be summarized by appliqué or painting the template with paints and fingers or traditionally with a brush.

Video: kids talking about hand washing in the “Octopus” series

Design of a subject-development environment in the group

An important component of the group of visual techniques is the subject-development environment, the design of which for children 1.5–4 years old has a playful orientation. At the same time, the content of each of the zones for younger preschoolers does not differ significantly.

This is interesting. Materials can be either factory-made or home-made.

Table: varieties and content of subject development zones for younger preschoolers

Purpose of the corner	What is included
Sports	Balls of different sizes, including hedgehog balls for finger exercises; skittles; jump ropes; mats for exercises and exercises after sleep.
For creative activity	Sheets of writing and colored paper; pencils, paints, felt-tip pens; a solid basis for an exhibition of children's work. For children 3–4 years old, the list is supplemented with glue and scissors.
Game	Dolls (for the games “Mothers and Daughters”, “In the Store”); toys (divided into boys’ toys, for example, “In the car”, for girls – hairdressing accessories, general – animals, gurneys, etc.); board games (for example, lotto “Animals”, “Birds”); puzzles with 4 or 6 pieces (the second youngest has 8 pieces); pyramids; materials for construction.
Musical	Audio and video materials on the topics “Seasons”, “Toys”, “Family”, etc.; TSO (TV, multimedia projector and tape recorder).
Speech	Thematic pictures; materials for speech games (for example, pictures of two halves for composing and naming whole images); poster with the alphabet.
Book (often located together with the speech development zone)	4–6 books with fairy tales, collections of children's rhymes, etc. according to the program (Russian folk tales, works by K. Chukovsky “Fedorino Grief”, “Moidodyr”, “Aibolit”, poems by S. Mikhalkov, A. Barto, etc.).
Mathematical	Sets of counting sticks; cubes with images of animals, letters, numbers.
Experimental Activity Zone	Exhibitions made from natural materials of unusual shapes or interestingly designed (chestnuts, acorns, ikebana trees made of autumn leaves). For children 3–4 years old, observation tools, such as a magnifying glass, can be added.
Corner for construction from the designer	Designers made from multi-colored parts.
Wildlife Zone	Houseplants; small watering cans.
Labor education corner	Approved from the second junior group. It includes: cleaning aprons; children's duty schedule; brooms, dustpans.

In the second junior group, the subject-development environment is supplemented, but does not change completely

Methodology for conducting development classes in junior groups of preschool educational institutions

Since there are developmental goals in every lesson in kindergarten, it is possible to identify, and therefore trace, the general line of implementation of this area of work with children using the daily planning of children’s activities.

Table: example of daily planning in the first junior group (fragment)

Author	Krasikova O. Yu., teacher of the combined type MBDOU No. 106, Angarsk, Irkutsk region.
First week of September
date	Morning	Walk	Evening
Monday	Meet the group. During the appointment, pay special attention to children who have a hard time parting with their parents, are capricious and cry for a long time. Outdoor game (F/n) “Fingers say hello.” Goal: development of speech, memory and fine motor skills. Offer the children a game with a dog that barks. Play out a scene with a dog, then sing a song about a dog. Learn to remember the location of toys in a group and put them in their place.	Watching the wind, how the wind blows, trees sway, leaves fall to the ground. P/i "Moth". Goals: step over piles of sand, developing the ability to overcome a small obstacle on the way; learn to wipe your feet. Remote material: cars, dolls, scoops, buckets. Help children get involved in the game, create a plot for the game “Doll Tanya is coming to visit.” Show how to make Easter cakes for a doll.	Introducing children to the doll corner. Goals: review the available dolls with the children, calling them by name; show the children how and what we will feed them, after asking the children where the doll will sit and what it will eat from. During meals, ensure that children are seated correctly at the table. Learn correctly, hold a spoon and a mug, eat and drink without spilling. Conversations with parents about the behavior of children at home in order to identify the best experience of family education.
Tuesday	Greet children kindly and welcomingly. Pay special attention to children who have a hard time parting with their parents. Teach children to wash their hands before eating, roll up their sleeves, and wipe them dry with a personal towel. Introducing children to the construction corner.	Bird watching. What are they, shape, color, big and small. P/i "On the path." Purpose: to train children in walking in a limited area. Games for assignments (let's collect pebbles from the site).	Introducing children to the book corner. Viewing and reading the fairy tale “Ryaba Hen”. Goal: teach children to listen. Conversations with parents about how the child spent the day. Continue to teach children to remember the location of toys in the group room and put them in their place.
Quote from: https://nsportal.ru/detskii-sad/vospitatelnaya-rabota/2016/03/18/kalendarnoe-planirovanie-dlya-detey-rannego-vozrasta

A daily plan helps distribute development tasks between different activities

Table: example of daily planning in the second junior group (fragment)

Author	Pinchuk L.V., teacher at MBDOU D/s “Rodnichok”, Tambov.
Day of the week	Mode	Joint activities of adults and children, taking into account the integration of educational areas			Organization of a developmental environment for children’s independent activities (activity centers, all group rooms)
		Group, subgroup	Individual	Educational activities in special moments
Last week of September
Monday	Morning: reception of children; games; communication; morning exercises; preparation for breakfast; breakfast; activities after breakfast; preparation for OOD.	Outdoor game “Yellow (red) leaf, fly to me.” Game situation “Leaves in the garden.” Goals: introduce children to each other; learn to call peers by name; develop a sense of self-confidence.	Individual task for a child: “Bring a lot of leaves (one leaf).”	Plot game situation “Misha got his feet wet.” Goals: to develop children's spoken language and communication skills; make you want to help. Watching how autumn leaves fall (slowly in calm weather, quickly in windy weather), note the richness of the leaves' shades.		Didactic games: "Magic bag"; “Recognize and name vegetables.” Goal: enrich children's vocabulary and sensory experience.
	Organized educational activities	Drawing "Beautiful stairs." Goals: teach children to draw lines from top to bottom, draw them straight, without stopping; learn how to put paint on a brush, dip the entire bristles into the paint; remove excess paint from the edge of the jar; rinse the brush in water, dry the brush on a napkin; continue to introduce flowers.
		Music according to the music director's plan
	Preparing for a walk. Walk: games; observations; work; individual work; physical education and health work.	Game situation “Let’s help collect leaves.” Goals: to develop children’s coherent speech; cultivate a desire to help adults. Observing the work of a janitor. Goals: enrich children's vocabulary; make you want to help. Outdoor game "Let's Harvest"	“Pick up a leaf.” Conversation with children “What has autumn brought us?”	Examination of “Buds, flowers in a flowerbed.” Labor assignment. Goal: to help adults remove dried plants from a flowerbed or bed.		Children running along paths with fallen leaves, listening to their rustling. Invite children to choose one sheet they like.
	Work before bed	Developmental game situation “Vegetables, fruits, berries” (using the poem by Y. Tuvim “Vegetables”, the fairy tale by K. Ushinsky “Know how to wait”). Goals: show children that some vegetables are visible, they show off in the beds, others need to be looked for in the foliage; Invite children to examine vegetables: stroke (smooth turnip, rough cucumber), press (hard), taste.
	Evening: games; leisure; communication and activities based on interests; preparation for dinner.	Outdoor game “Sun and Rain”; Didactic game “Let’s collect a beautiful bouquet of leaves.”	With Polina B., Dima E. - conversation on the toy “Ball”, “Doll”.	Help situation “The mushrooms have scattered.” Goal: to develop interest in the actions of adults, the desire to help.		Looking at pictures on the topic “Where things grow” in a corner of nature.
	Walk	Labor assignment “Acorns and cones.” Goals: Read also: Calendar planning on the topic furniture in the preparatory group calendar and thematic planning (preparatory group) on the topic teach how to collect natural materials; maintain children's interest in figurative actions and comparisons: a cone looks like a hedgehog, an acorn has a hat like a person.
Tuesday	Morning: reception of children; games; communication; morning exercises; preparation for breakfast; breakfast; activities after breakfast; preparation for OOD.	Situation dramatization “Leaflets”. Goal: invite children to depict leaves flying in the wind. Didactic games: “Such a leaf”; “Leaflet, fly to me”; “Collect yellow leaves.” Goals: form color perception; encourage children to participate in joint activities; develop interest in natural objects and leaf fall.	Didactic game with children “What did Mishutka bring us?” Goal: to consolidate the names of familiar vegetables and fruits.	A game with folk collapsible toys “Collect mushrooms into a basket.” Goals: form game actions; learn to interact with adults and peers.		Didactic game “Find and name the vegetables in the picture.” Goal: to consolidate children’s knowledge about vegetables, their shape, size, color.
	Organized educational activities	FEMP "Quantity". Goal: to strengthen children’s ability to distinguish the number of objects using the words one, many, few.
		Motor activity according to the plan of the physical education instructor
	Preparing for a walk. Walk: games; observations; work; individual work; physical education and health work.	Observation “What grew in the garden?” Outdoor games: “Rain and leaves”; “The locomotive is taking us to the autumn forest.” Observation "Mushroom".	Teach pure sayings with children.	Labor assignment: help adults remove dried plants from a flowerbed or bed, put them in a cart and take them to a certain place.		Didactic game “Weave a wreath.” Goal: learn to make colorful paths from leaves.
	Work before bed	Hand washing with fun: Let's roll up our sleeves, open the tap - water. We took soap in our hands to wash away the germs. Wash your fingers and palms! Look at your palms, little ones. And we have palms! Clean palms!
	Evening: games; leisure; communication; activities of interest; preparing for meals; afternoon snack; dinner.	Conversation with children about the rules of behavior in the forest. Pantomime "Autumn Leaves".	Individual task for a child: “Take one toy (many toys).”	Children's stories "How we went to the forest." Goals: create the need to share your impressions; cultivate respect for the narrator.		Drawing from a stencil “What grows in the garden?”
	Walk	Low mobility game “Falling Leaves”. Objectives: consolidate knowledge about the color and size of autumn leaves; learn to move around the site, following the instructions given in a playful way; to specify the concept of “leaf fall”. Reading of the poem “Falling Leaves” by V. Mirovich.
Quote from: https://infourok.ru/plan-na-kazhdiy-den-vo-vtoroy-mladshey-gruppe-1764067.html

Daily planning helps track the dynamics of development goals

Lesson time plan

For children aged 1.5–4 years, any educational activity lasts 15 minutes. The teacher divides this time into 4 stages of working with the topic:

Introduction to learning the material, as well as motivating kids and updating the knowledge, skills and abilities that kids already have - up to 2 minutes.
The stage of presenting new information in conjunction with what children already know, as well as conducting physical education - up to 7 minutes.
Reinforcement of material in practical tasks - up to 4 minutes.
The summing up stage, including a positive assessment by the teacher of the activities of all children - up to 2 minutes.

Table: example of a lesson summary “Animals and their young” in the first junior group (fragment)

Author	Medvetskaya O., teacher of MBDOU D/s "Romashka", town. Ust-Abakan, Republic of Khakassia.
Introduction	Children stand in a semicircle, the teacher reads a poem. We will classify as domestic animals those with whom we live in close contact...>
Presentation of the material	<… Didactic game “Find the shadow”. Children match the shadow to the animals depicted on the presentation slides. Didactic game “Whose baby?” Children name the baby horse, cow, dog, etc. Finger gymnastics “Puppy”...> <... Didactic game “Who lives where?”. Q: Guys, do you think domestic animals could survive in the forest on their own? (No). Why? (There is no one to look after them). What danger awaits them? (They may be attacked by wild animals.) How does a person care for pets? (Feeds animals, prepares food for them, looks after them, builds houses)…>
Consolidation	<… Drawing “Kitten”. V.: Guys, let's draw a kitten. Only we will draw it in an unusual way, using the palm and the “dipping” method: a folded palm is the kitten’s body, fist-head, fingers-ears, eyes, nose, edge of the hand-paw, tail.
Summarizing	V.: Our lesson has come to an end. Today we learned a lot of new and interesting things about pets. Animals need to be given affection, care and love.
Quote from: https://www.maam.ru/detskijsad/konspekt-razvivayuschego-zanjatija-v-pervoi-mladshei-grupe-domashnie-zhivotnye-i-ih-det-nyshi.html

Different types of games are used in development classes: didactic, mobile, finger and theatrical

Table: example of lesson notes “Visiting the cat” in the second junior group (fragment)

Author	Chekanova N. G., teacher at MBDOU D/s No. 1, Ozyorsk, Chelyabinsk region.
Introduction	The teacher invites the children to sit on the chairs, draws the children’s attention to the table, around which there are chairs, and toys sit on the chairs. V.: This is a house in which a cat and kitten live. Today is the little kitten's birthday. They are preparing to receive guests. The cat is setting the table, let's help her.
Presentation of the material	Q: What should you put on the table first? Children: Tablecloth. Q: What will we put in the middle and along the edges of the table? Children: Samovar, kettle, cups and saucers...> <... Knock on the door. V.: And here the guests have arrived. (The teacher goes to the door and brings in the duck and duckling). Guys, who is this? Children: Mother duck and little son duckling...> <... V.: It’s the kitten’s birthday, which means there will be a treat: fragrant tea and cookies. And now the animals invite you to play the game “Errands”...> <... V.: And now, guys, the animals will ask you riddles, and you will guess them according to the description. Duckling: It has a bottom and a handle. They drink tea from it. What is this? (Cup). Kitten: He has two arms and a nose. Water for tea is boiled in it, and it is pot-bellied. (Samovar)…> <… V.: And now the children will tell you their riddles. The teacher calls on those who want to ask a riddle. Helps children by whispering in their ears so that no one can hear. Everyone is heard.
Consolidation	V.: And now the animals want to play another game with you, “Whose voice is that?” Toys are played out - the voices of animals and their cubs - a rough, thin, soft voice.
Summarizing	The teacher thanks the kids for their work.
Quote via: https://nsportal.ru/detskiy-sad/razvitie-rechi/2014/10/26/seriya-zanyatiy-dlya-2-mladshey-gruppy

Video: lesson on speech development on the topic “Hen and Chicks” in the first junior group

Video: FEMP lesson on the topic “Travel with Kolobok” in the second junior group

Complex lesson for children 3-4 years old lesson plan (junior group)

"Visiting a fairy tale." Classes for children from 3 years old.

Lesson based on the fairy tale by T. Kiryushatova “Broom the Bum”.

Introductory part. The children sat down on the chairs and greeted.

Logorhythmic exercise “The animals sat under the fence.”

Shadow shadow is dark, above the city there is a fence. (clap our hands) The animals sat under the fence and boasted all day. The fox boasted, I am beautiful to the whole world. (folded arms “Fox”) The bunny boasted, go and catch up with A. (folded the arms “Hare”) The hedgehogs boasted, our fur coats are good. (handles with locks) We boasted of fleas, and ours are not bad (the fingers of the right hand are jumping

on the left palm) The bear boasted, I can sing songs. (we rock on a chair) The goat boasted, I’ll gouge out everyone’s eyes. (making “Horns”)

Logorhythmic exercise (to music) “Teddy Bear”.

Surprise moment "Magic bag". The children touch with their hands and try to guess what is in the bag. This is a broom. The teacher and the children decorate the broom with bows, and a fairy tale begins.

Main part. Fairy tale “Broom the Loafer” (ribbons, natural material).

BROOM IS A SLAUGHTER! Tale by Tatiana Kiryushatova

Grandma Lida once had a broom. Broom is a slacker! He didn't like sweeping, but he liked to rest. He also loved to dress up and show off in front of everyone. One day he put on a hat with a butterfly, wrapped himself in multi-colored scarves, stood in the middle of the hut - showing off, admiring himself. - Yes, broom! - Grandma Lida tells him, “you need to sweep the floor in the hut.” “No, no, no,” the broom answers. - This is not for me! Let someone else sweep the floor. But I don’t like sweeping at all, I like to relax, and also to dress up and show off in front of everyone. - Ah well! - Grandma Lida got angry. – I don’t need such a broom. Get out there! Look for another mistress. - Well, I’ll find it!

A broom came out of the hut, walked, showed off, admired itself. His neighbor, grandma Nadya, saw him and said: “Oh, what a broom.” Come to my hut. I just need to sweep the crumbs from under the table. “No, no, no,” the broom answers. - This is not for me! Let someone else sweep up the crumbs. But I don’t like sweeping at all, I like to relax, and also to dress up and show off in front of everyone. “Oh, right,” Grandma Nadya was surprised. - Well, I don’t need such a broom.

The broom is walking down the street further. He walks, shows off, admires himself. Grandfather Kolya looked out of the window: “Oh, what a broom!” Come to my hut, I just need to sweep up the cobwebs behind the stove and disperse the spiders. “No, no, no,” the broom answers. - This is not for me! Let someone else disperse the spiders. But I don’t like sweeping at all, I like to relax, and also to dress up and show off in front of everyone. “Oh, right,” Grandfather Kolya was surprised. - Well, I don’t need such a broom.

The broom moved on. He walked and walked and reached the forest. I walked past the fir trees to the edge of the forest, to a large wooden hut. And in the hut there is a bear - Uncle Misha making jam from fir cones. - Oh, what a broom! - says the bear. “I just need to sweep away the foliage from the threshold.” It was blown by the wind.

“No, no, no,” the broom answers. - This is not for me! Let someone else sweep away the foliage. And I don’t like sweeping at all, but I like to relax, and also to dress up and show off in front of everyone. – What kind of nonsense! - the bear got angry. “Now I’ll break you, break you into small pieces, and throw you in the oven!”

The broom got scared and ran away. He ran and ran and ran straight into Grandma Lida’s hut. He caught his breath a little and said: “Forgive me, Grandma Lida.” Let me sweep the floor for you!

I swept the floor with a broom, swept away all the specks, swept away all the specks of dust, swept away the cobwebs behind the stove, scattered the spiders. Grandma Lida looks at him and can’t stop looking at him! - Oh, yes, a broom! And not at all a slacker! In a word – well done!

Children and their teacher make brooms. Learning a carol:

I sow, weed, sow, Happy New Year! Let rye and wheat be born, Let happiness settle in the house!

We sow, we sow, we sow, Happy New Year. You, master little man, take out a piglet for us for nuts, for fun for you.

I sow, winnow, sow, I wish you good bread. The owner will come and bring his belongings! The first belonging is a measure of life, With a measure of life the Goat will be full, The other belonging is a measure of buckwheat, A measure of buckwheat - for dumplings for us. The third possession is a sieve of oats, a sieve of oats, and sausage on top. Be healthy! Happy Saints! Happy holiday, owners!

Fun game “How we used to celebrate the New Year.”

Children are invited to draw memorable characters in the sand.

Outdoor game “The goat walked along the road.”

Monitoring the development of younger preschoolers in kindergarten

To assess the level of development of the child, monitoring is carried out in kindergarten twice a year (in January and May in the first junior group, and in September and May in the second), which includes an assessment of the child’s activity in all areas. The algorithm was established by the Federal State Educational Standard, compiled as part of the work of the preschool educational institution under the program “From Birth to School” and implies the analysis of such areas as:

cognition;
social and communicative development;
speech development;
artistic and aesthetic development;
physical development.

Diagnostics shows a successful or erroneous vector for achieving the child’s development goals

You can familiarize yourself with the diagnostic cards for the first junior group in the publication of teacher N. N. Lokuneva. Monitoring schemes for the second junior group are presented in the work of teacher E. P. Kozhina.

The specificity of the goals and objectives of educational activities in the first and second junior groups is determined by the developmental characteristics of children of this age. Children actively explore the world, learn to interact with peers and adults, and all this happens against the backdrop of active speech development. It is these areas that are the priority when developing classes for children aged 1.5–4 years.