Children's project why do animals need languages. Project "Why do people and animals need language" (senior group). Beasts: language is a musical instrument
Elena Parshakova
Project "Why do people and animals need language" (senior group)
Project« Why do people and animals need language»
(senior group)
Developed and conducted: Parshakova E. O.
caregiver group number 12
Perm, 2016
Duration project: 2 weeks (short).
Members project: children senior group, parents, educators.
Relevance of the problem: Language is a means of communication. With help language people can communicate with each other, transmit their thoughts. However, language It is not only a means of communication. It helps a person to determine the taste of food and digest it. And some animal language even serves as bait and catching prey.
Therefore, children want to know why do animals and people need language.
Target project: create in group conditions for the development of elementary natural-scientific ideas about man and animal world.
Tasks:
Develop interest and curiosity in the process of observation and search.
Continue to form the skills of mental actions, analysis, synthesis in the process of understanding the natural picture of the world, and also contribute to the development of speech.
Learn to explain the observed and record the results in the observation map.
Familiarize yourself with the rules of care language, oral cavity.
To cultivate interest, love for nature, the desire to know, to reveal its secrets.
Stages of work:
1. Define the problem project. Arouse the interest of children and parents in the topic project
2. Make a plan and work on it with children and parents
3. Collect the necessary information on this topic and combine it into a whole (make a lapbook)
4. Summing up, analysis
Object-spatial environment
1. Creativity Center
Place the most diverse material and visual means in the iso-corner to develop the creative abilities of children.
2. Book center
Poetry; riddles, proverbs and sayings about language.
Place encyclopedias for children
Place illustrations of various types animal language
baby books "Interesting about language»
3. Physical education corner
Place all the necessary attributes for outdoor games.
Choose the rules of care tongue and mouth.
4. Corner of experimentation
Select experiments and place the necessary equipment for their implementation.
Working with parents
Conversation with parents "Introduction to project» ,
Homework for kids and parents
Assistance in replenishing the book corner and creating a lepbook
Estimated result:
1) Children should get elementary ideas about language and know its main functions.
2) Children should have the simplest ideas about activities aimed at maintaining health.
Related publications:
"What is the nose for?" - abstract of an open lesson in valeology for senior preschool age"What is the nose for?" Synopsis of an open lesson in valeology for senior preschool age. Educator: Bryushinina T. M. Educator:.
Synopsis of integrated activities in the senior group "Why do we need a nose"“Why do we need a nose” Program content: Expand children's knowledge about the sense organ (smell). Explain why cleanliness is important.
Summary of GCD in the preparatory group "Why do we need a language" Summary of GCD in the preparatory group "Why do we need a language." Purpose: to give children primary knowledge about the language. Tasks: to form a presentation.
Abstract of the lesson on valeology "Why do we need a nose" for children with disabilities of the sixth group Purpose: To determine the role of the sense organs in the perception of the world around us: to help children understand why we call the sense organs our good ones.
Summary of the lesson in the second junior group "Why do people need clothes""Why do people need clothes" Purpose: To give children an idea of why people need clothes. Note that at different times of the year a person changes.
Summary of the lesson "Why do we need a nose?" Conversation on the topic "Noses are needed not only for beauty." Purpose: to give children the information necessary to improve health, to promote consolidation.
Pedagogical project in the nomination "The world around us" "What is the language for?" Municipal budgetary preschool educational institution kindergarten No. 23 of the municipality Ust - Labinsky district Pedagogical.
Municipal budgetary preschool educational institution kindergarten No. 9
Project
"Language - friend or foe?"
Completed:
caregiver
Belyakova A.P.
Children 5-6 years old
g.o.g. Vyksa r.p. Bl - Sandy
2016
Project type - cognitive - research.
Project duration- medium term.
Object of study- Language
Project participants- children of the senior group, educator, parents.
Project implementation period– 1 month (18.01.16 - 15.02.16)
“All organs of the body get tired someday, but not the tongue.”
Konrad Adenauer
Relevance
If the ideas of most children about the role of the organism in general correspond to reality, then children understand the significance and role of the organism in human life one-sidedly, underestimating the entire importance of the internal organs and not imagining the whole variety of their functions. In a lesson on the topic "Which organ is the most important?" it was about language. The question arose: "You can live without language, is it so important?". Children wanted to learn everything about the language of man and animals.
Hypotheses
- Is language a friend?
- Is language the enemy?
What do we know?
- Humans and animals have language.
- The color of the tongues are pink and red.
- The tongues are oval in shape.
- With the help of language, people talk, eat.
- Animals need a tongue to eat and lick their lips.
What do we want to know?
- Does everyone have the same languages?
- What languages are in shape and color.
- Why else do humans and animals need language.
- What can be determined using language.
- What is useful for the language, what is harmful.
- If it is an important organ, how to take care of it.
How can you find out?
- On TV.
- In the Internet.
- Ask the teacher.
- Read in a book.
- Ask your parents, grandparents.
- Friends can tell.
Objective of the project:
Creation of conditions for the development of elementary natural-scientific ideas about man and the animal world.
Project objectives:
1. To develop cognitive interest and curiosity in the process of observation, search and practical experimentation.
2. To form the skills of mental actions, analysis, synthesis in the process of knowing the natural picture of the world, contributing to the development of speech.
3. To develop independence in resolving problem situations in research activities.
4. To form the ability to explain the observed and fix the results using available methods.
5. Lead the children to the conclusion that the tongue performs many different functions: it determines the taste of food in a person, participates in the formation of speech, helps digest food; in animals it serves as bait, catching prey, warning.
6. Introduce the rules for caring for the tongue, oral cavity.
7. To cultivate interest, love for nature, the desire to learn, to reveal its secrets.
Expected Result:
1. Children will receive primary ideas about the language, learn its main functions.
2. Children will have the simplest ideas about activities aimed at maintaining health
3. Cognitive interest and curiosity will develop in the process of observation, search and practical experimentation.
4. Skills of mental actions, analysis, synthesis will be formed in the process of understanding the natural picture of the world, contributing to the development of speech.
5. Independence will develop in resolving problem situations in research activities.
6. Skills will be formed to explain the observed and fix the results using available methods.
Forms and methods of project implementation:
Conversations.
GCD
Reading fiction.
Solving riddles.
Observations.
Game activity.
Productive activities of children.
Conducting experiments.
Hometasks.
Stages of project implementation
Stage 1: Preparatory.
Determination of the topic (problem of the project). Arouse the interest of children and parents in the topic of the project.
Drawing up a project plan.
Collection of information, literature, additional material.
Working with children and parents.
Replenish the experimenting area with the necessary materials.
Compiling messages on the topic "Languages of animals" and preparing children.
Viewing pictures and films via the Internet "All about the language"
Examining the illustrations
Making a Language Layout
Stage 2: Main.
Conversations:
“What is language? »
"Nose and Tongue"
Target:
Why do animals need language? »
"My favorite animal".
Goals: to cultivate interest, love for nature, the desire to learn, to reveal its secrets.
"Language is the enemy" ("Velcro Tongue").
"Which organ is the most important?"
Target: form the simplest ideas about activities aimed at maintaining health.
How to take care of the organs of the speech apparatus.
Target: to acquaint with the rules of care of the tongue, oral cavity.
"What does not love and loves our tongue?"
Why does a dog stick out its tongue? »
Goals: to form the ability to explain the observed and fix the results using available methods.
Directly - educational activities:
Speech development: "How we speak."
Target: explain to children how speech is formed in a person. To acquaint children with the process of speech formation and with the significance of different organs in the formation of sounds.
Speech development: "Cheerful tongue."
Target: continue to form the ability to observe and introspection; develop logical thinking.
Cognitive development: "What are microbes?"
Target: to give children the simplest ideas about microorganisms.
Cognitive development: "What is Language for?"
Target: give children a basic knowledge of the language.
“Artistic and aesthetic development” modeling “Animals with different types of languages.
Target: To cultivate interest, love for nature, the desire to learn, to reveal its secrets. Improve the ability to consider drawings, choose the best.
Reading fiction:
S. Mikhalkov "Sashina porridge"
N. Nosov "Dreamers".
V. Dragunsky "The secret becomes clear."
Goals: to introduce children to new works, to form the ability to listen carefully, to answer questions in detail on the content.
"Interesting about language". A bit of history.
Riddles about language.
Proverbs and sayings about language.
Acquaintance with encyclopedic material.
Goals: bring children to the conclusion that the tongue performs many different functions: it determines the taste of food in a person, participates in the formation of speech, helps digest food; in animals it serves as bait, catching prey, warning.
Guessing riddles about language:
He is always at work when we speak
And rests when we are silent.
Behind the bone wall
nightingale lives.
Always in your mouth, never swallow
If it weren't for him,
Wouldn't say anything.
There is a board in the swamp.
A plate lies in the sea,
Doesn't dry out, doesn't get wet.
wet calf
Lives in a garden.
Skok yes skok -
There is an animal behind bars.
Whatever you know
He told about everything.
Game activity:
Didactic game "Harmful and useful products."
Didactic game "Tongue and nose replace each other."
Didactic game "Guess the taste."
Didactic game "Help the sickness"
Didactic game "Magic bag"
Didactic game "Let's teach Dunno how to care for the language."
Element of the role-playing game "At the doctor's appointment".
Board - printed game "Sour, salty, bitter, sweet."
Word game "Guess who we will describe."
Word game "What would happen if ..."
Goals: development of cognitive interest, figurative, creative, logical thinking, auditory perception, memory, speech.
Productive activity:
Drawing according to proverbs about language.
Sketching icons "What is harmful, what is useful for the speech apparatus."
Drawing symbols "What is the language for animals."
Experiences:
"Language is a friend"
Experience No. 1 "Different to taste."
Target: To give an idea that different parts of the surface of the tongue perceive products in different ways.
Conclusion: Most taste buds are located on the tip of the tongue; in order to feel the taste of the product less, it must be placed as far as possible on the tongue.
Experience No. 2 "The difference between the language of a person and the language of a cat."
Target: show children how human and cat languages work.
Conclusion:
The language of a cat and a person is different, so a cat can lap up milk and a person is better off drinking it from a cup.
Experience No. 3 "Tongue - labor worker."
Target: show children how sometimes we do not understand people who have speech problems.
Conclusion: When children do not pronounce words well, we do not understand them, we need to do exercises for the language.
"Language is the enemy"
Experience No. 1 "How the microbe gets into the mouth."
Target: to give an idea of how microbes and bacteria affect the tongue, to acquaint with the diseases of the tongue.
Conclusion:
- Do not lick toys
- Don't put anything in your mouth
- Don't stick your fingers in your mouth
- Wash hands after toilet, street, walk
- brush your tongue
Experience No. 2 "Velcro"
Target: show the children what happens to the tongue in the cold when the tongue comes into contact with iron.
Conclusion:
- in winter you can not lick the fence, iron, because the tongue is wet, there is saliva in the mouth;
- you have to be careful;
- germs can get into the mouth;
Interaction with parents
Creation of children's albums together with parents: "Woodpecker Language",
“Why does an anteater need a tongue?”,
"Why does a snake need a tongue?",
"Why does a chameleon need a tongue?",
"Cayman Turtle"
“Why does a cat have a tongue?».
- Offer to pick up a proverb or saying about the language and draw a picture for it.
- Homework for parents and children (watching pets, learning proverbs and sayings about the language, draw a picture for them).
Result:
1. Children received primary ideas about the language, learned its main functions.
2. Children have the simplest ideas about activities aimed at maintaining health
3. Developed cognitive interest and curiosity in the process of observation, search and practical experimentation.
4. The skills of mental actions, analysis, synthesis in the process of understanding the natural picture of the world, which contribute to the development of speech, have been formed.
5. Formed independence in resolving problem situations in research activities.
6. Skills have been formed to explain the observed and fix the results using available methods.
Stage 3-Final:
1. Exhibition of children's drawings.
2. Making the folder of the shift "Articulatory gymnastics"
3. Designing the “A bit from the history of the language” folder
Bibliography:
1.Veraksa N.E., Veraksa A.N. Project activity. A manual for teachers of preschool institutions, - M: MOSAIC-SYNTHESIS, 2010.
2. Project method in the organization of cognitive research activities in kindergarten / comp. N.V. Nishcheva. - St. Petersburg, : PUBLISHING HOUSE "CHILDHOOD-PRESS" LLC, - 2013.
3. Project activity of senior preschoolers / compiled by V.N. Zhuravlev. - Volgograd: Teacher, 2011.
The animal world is amazing and incredibly interesting. Watching the habits of animals is a fascinating experience. Can they talk? How do animals communicate with each other? Do representatives of different subspecies understand each other?
Animal: the boundaries of the concept
Depending on the criteria taken as a basis, various interpretations of the word "animal" are given. In a narrow sense, In a broader concept - all four-legged. From a scientific point of view, animals are all who can move, and those who have a nucleus in their cells. But what can be said about those species that lead an immobile lifestyle. Or, conversely, about microorganisms that are constantly on the move? If we talk about how animals communicate with each other, then attention should be paid mainly to mammals, however, birds and fish also have their own languages.
Animal language
Language is a complex sign system. And this is not surprising. If we talk about human language, then it is fundamentally different from other sign systems in that it serves for the lingual expression of thoughts. Speaking about how animals communicate with each other, it can be noted that in science there is a separate term for this process - “the language of animals”.
Four-legged individuals convey information to their opponent not only with the help of sounds. They have a well-developed body language and facial expressions. Animals certainly have more channels of communication than humans. If you compare how animals and people communicate, then you can find many differences. A person basically puts his intentions, expressions of will, desires, feelings and thoughts into speech. That is, the main burden goes to verbal communication.
Animals, on the contrary, actively use non-verbal ones. They have much more of them than humans. In addition to the non-verbal means inherent in humans (poses, gestures, facial expressions), they use (mainly with the help of the tail and ears). Smell plays a big role in communication. Thus, language as a system of phonemes and lexemes is absent in animals. The way animals communicate with each other is like symbols. Their language is rather the signals they use to convey information to their kindred.
Fish language
The sounds made by a person in the process of communication are articulate speech. This is the ability of the speech apparatus to create phonemes of different ways of formation: fricative, stop, trembling, sonorous. This is not the case for any animal species. However, the language of sounds is inherent in many animals. Even some fish are able to emit them to inform others about the danger or attack.
For example, a stingray hoots, a catfish can grunt, a flounder makes a bell ringing, a toad fish buzzes, a scyena sings. The sound is born in them with the vibration of the gills, the grinding of teeth, the contraction of the bladder. There are fish that use the external environment to deliberately create sounds. So, a fox shark hits the water with its tail while hunting, freshwater predators emerge in pursuit of prey.
bird language
The singing and chirping of birds is not unconscious. Birds have many signals that they use in different situations.
Birds make different sounds, for example, when nesting and migrating, when they see enemies and search for relatives. They are emphasized in the works of oral folk art, where the hero, who understands birds, is part of nature. The auditory apparatus in birds is better developed than in other animals. They are more sensitive than people to perceive sounds, are able to hear shorter and faster phonemes. Birds actively use such abilities given by nature. For example, pigeons hear at a distance of several hundred meters.
In the language set of birds of each species there are several songs that they receive with genes and learn in a flock. The ability of some birds to imitate and memorize is known. So, science knows the case when the African gray parrot Alex learned a hundred words and talked. He was also able to formulate a question, which scientists have been unable to achieve with primates. Lyrebird from Australia is able to imitate not only birds, but also other animals, as well as sounds artificially created by man. Thus, the vocal abilities of birds are great, but, it must be said, little has been studied. Birds also use non-verbal means. If you carefully observe how animals communicate with each other, their language of movement will also be noticeable. For example, fluffy feathers indicate readiness for a fight, a large open beak is a sign of alarm, its clicking is a threat.
Pet language: cats
Each owner, observing the behavior of their pets, noticed that they also know how to talk. In the lessons of natural history and the world around us, we study how animals communicate with each other (grade 5). For example, cats can purr differently if they ask for food when they are resting. They meow next to a person, but are silent or hiss alone with relatives, using body language to communicate.
It is especially interesting to observe the position of their ears: vertically raised means attention, relaxed and stretched forward - calmness, directed back and pressed - a threat, constant movement of the ears - concentration. The tail of furry creatures is an important signaling device for others. If it is raised, then the cat is happy. When the tail is raised and fluffed, the animal is ready to attack. Omitted - a sign of concentration. Rapid movements of the tail - the cat is nervous.
Pet language: dogs
Illustrating how animals communicate with each other, we can say that it is also diverse.
They can not only bark, but also growl, howl. In this case, the barking of dogs is different. For example, a quiet and rare bark speaks of attracting attention, a loud and lingering one means danger, the presence of a stranger. The dog growls, defending itself, or guarding prey. If she howls, then she is lonely and sad. Sometimes she squeals when someone hurts her.
Rabbits demonstrate how animals communicate with each other using non-verbal means of communication. They rarely make sounds: mainly when they are very excited and frightened. However, their body language is well developed. Their long ears, capable of spinning in different directions, serve as a source of information for them. Just like cats and dogs, rabbits use scent to communicate with each other. These animals have special glands that produce smelling enzymes with which they delimit their territory.
The language of wild animals
The behavior and how animals communicate in the wild is similar to the habits of domestic animals. After all, many things are passed down through the genes. It is known that protecting themselves and guarding their territory, wild animals scream loudly and viciously. But the system of their linguistic signs is not limited to this. Wild animals communicate a lot. Their communication is complex and interesting. The most intelligent animals on the planet are world-famous - dolphins. Their intellectual capabilities are not fully understood. They are known to have a complex language system.
In addition to twitter, which is available to human hearing, they communicate with ultrasound for orientation in space. These amazing animals are actively in contact in the pack. When communicating, they call the names of the interlocutor, emitting an instantaneous unique whistle. Definitely, the natural world is peculiar and fascinating. Man has yet to learn how animals communicate with each other. complex and exceptional, inherent in many of our smaller brothers.
"Animals are our smaller brothers" - this is what human morality teaches us. They give us aesthetic pleasure, productive communication, health and much more. However, many people have a question about why animals are needed. Let's think about this together.
Wild animals
All animals in the world do not exist separately on their own, they are part of the natural chain. If there are mice, then they are destroyers of weeds and insects, at the same time they serve as food for larger predators. If there is a leopard, then he hunts antelopes, and the weakest fall into his mouth. This is how natural selection and evolution of species occurs. So why do we need animals of various species on Earth? To eat and be eaten. This is the most important law of nature, proven by Darwin.
Wild animals are useful to man. They study them to know what to take from them. It's no secret that the greatest discoveries were made thanks to animals. What is a zipper? This is a copy of a bird's feather, looking at it, they invented lightning. Where did the idea for the airplane come from? Of course, from birds! Diseases are treated with shark cartilage, perfumes are made from whale ambergris, energy drink pantocrine is taken from deer hooves. Even social laws are studied on the basis of bee hives and anthills. And about the skins, fangs, mustaches, glands and skin, extracting which they kill animals, and there is nothing to say! Man exterminated many species of wild animals, justifies himself before himself by creating a red book. So why do the animals of the wild world need a reasonable person? They are the source of his inspiration, the thread that connects him with the universe. How much joy brings communication with wildlife! Remember the beautiful tigers, whales, dolphins, antelopes, kangaroos! They help us understand who we are on this earth.
Pets
All domestic animals benefit a person: they provide food, skins, wool, work for people, protect them. And they just bring joy! To understand why animals are needed in the house, you need to remember the history. It is very well told in Kipling's fairy tale "The Cat Who Walked By Herself". The dog guards the house, the horse carries the man, the cow gives milk. This list can now be supplemented: pigs - a source of meat, chickens - meat and goat eggs - wool and milk, sheep - wool and meat, cows - meat and milk. It's good that horse breeding has now been revived. There are few horses on the farms, but the best breeds now already have a sufficient number. In addition to all these gifts that we receive from pets, we undoubtedly see something much more.
Communicating with animals, a person becomes kinder, more attentive, more caring. And why do we need animals in a city apartment? The presence of a dog, cat, hamster or aquarium fish makes a child, a teenager, be responsible not only for himself, but also for another (maybe more than one) living creature. And this responsibility lays in the young soul kindness, love, sensitivity to all living things. Is this not enough? Such a person will never be able to offend an animal or another person! Take care and love your animals!
Position: educator
Educational institution: MBDOU kindergarten No. 9
Settlement: rp.Blizhne-Pesochnoe city of Vyksa
Material name: Project
Topic: "Language friend - language enemy"
Description:
The type of the project is cognitive-research. The duration of the project is medium-term. Object of research - Language The participants of the project are children of the senior group, educator, parents. Project implementation period - 1 month (18.01.16 - 15.02.16)Link to publication:
http://site/doshkolnoe/index?nomer_publ=3914Published on 07.06.2016
Text part of the publication
Municipal budgetary preschool educational institution kindergarten No. 9
Project
"Language - friend or foe?"
Completed:
Educator Belyakova A.P. children 5-6 years old Vyksa r.p. Bl - Pesochnoe 2016
Project type
- cognitive - research.
Project duration
- medium term.
Object of study
- Language
Project participants
- children of the senior group, educator, parents.
Project implementation period
– 1 month (18.01.16 - 15.02.16)
“All the organs of the body get tired someday, but not
language."
Konrad Adenauer
Relevance
If the ideas of most children about the role of the organism in general correspond to reality, then children understand the significance and role of the organism in human life one-sidedly, underestimating the entire importance of the internal organs and not imagining the whole variety of their functions. In a lesson on the topic "Which organ is the most important?" it was about language. The question arose: "You can live without language, is it so important?". Children wanted to learn everything about the language of man and animals.
Hypotheses
Is language a friend? Language is the enemy?
What do we know?
Humans and animals have language. The color of the tongues are pink and red. The tongues are oval in shape. With the help of language, people talk, eat. Animals need a tongue to eat and lick their lips.
What do we want to know?
Do all have the same languages. What languages are in shape and color. What else do humans and animals need language for? What can be determined using language. What is useful for the language, what is harmful. If it is an important organ, how to protect it.
How can you find out?
On TV. On the Internet. Ask the teacher. Read in a book. Ask your parents, grandparents. Friends can tell.
Objective of the project:
Creation of conditions for the development of elementary natural-scientific ideas about man and the animal world.
Project objectives:
1. To develop cognitive interest and curiosity in the process of observation, search and practical experimentation. 2. To form the skills of mental actions, analysis, synthesis in the process of knowing the natural picture of the world, contributing to the development of speech. 3. To develop independence in resolving problem situations in research activities. 4. To form the ability to explain the observed and fix the results using available methods. 5. Lead the children to the conclusion that the tongue performs many different functions: it determines the taste of food in a person, participates in the formation of speech, helps digest food; in animals it serves as bait, catching prey, warning. 6. Introduce the rules for caring for the tongue, oral cavity. 7. To cultivate interest, love for nature, the desire to learn, to reveal its secrets.
Expected Result:
1. Children will receive primary ideas about the language, learn its main functions.
2. Children will have the simplest ideas about activities aimed at maintaining health 3. Cognitive interest and curiosity will develop in the process of observation, search and practical experimentation. 4. Skills of mental actions, analysis, synthesis will be formed in the process of understanding the natural picture of the world, contributing to the development of speech. 5. Independence will develop in resolving problem situations in research activities. 6. Skills will be formed to explain the observed and fix the results using available methods. .
Forms and methods of project implementation:
Conversations. GCD
Reading fiction. Solving riddles. Observations. Game activity. Productive activities of children. Conducting experiments. Hometasks.
Stages of project implementation
Stage 1: Preparatory.
Determination of the topic (problem of the project). Arouse the interest of children and parents in the topic of the project.
Drawing up a project plan. Collection of information, literature, additional material. Working with children and parents. Replenish the experimenting area with the necessary materials. Compiling messages on the topic "Languages of animals" and preparing children. Viewing pictures and films via the Internet “All about language” Examining illustrations Making a language layout
Stage 2: Main.
Conversations:
“What is language? » «Nose and tongue»
Target:
give children a basic knowledge of the language.
Why do animals need language? " "My favorite animal".
Goals:
to cultivate interest, love for nature, the desire to learn, to reveal its secrets. "Language is the enemy" ("Velcro Tongue"). "Which organ is the most important?"
Target:
form the simplest ideas about activities aimed at maintaining health. How to take care of the organs of the speech apparatus.
Target:
to acquaint with the rules of care of the tongue, oral cavity. "What does not love and loves our tongue?" Why does a dog stick out its tongue? »
Goals:
to form the ability to explain the observed and fix the results using available methods.
Directly - educational activities:
Speech development: "How we speak."
Target:
explain to children how speech is formed in a person. To acquaint children with the process of speech formation and with the significance of different organs in the formation of sounds. Speech development: "Cheerful tongue."
Target:
continue to form the ability to observe and introspection; develop logical thinking. Cognitive development: "What are microbes?"
Target:
to give children the simplest ideas about microorganisms. Cognitive development: "What is Language for?"
Target:
give children a basic knowledge of the language. “Artistic and aesthetic development” modeling “Animals with different types of languages.
Target:
To cultivate interest, love for nature, the desire to learn, to reveal its secrets. Improve the ability to consider drawings, choose the best.
Reading fiction:
S. Mikhalkov "Sashina porridge" N. Nosov "Dreamers". V. Dragunsky "The secret becomes clear."
Goals:
to introduce children to new works, to form the ability to listen carefully, to answer questions in detail on the content. "Interesting about language". A bit of history. Riddles about language. Proverbs and sayings about language. Acquaintance with encyclopedic material.
Goals:
bring children to the conclusion that the tongue performs many different functions: it determines the taste of food in a person, participates in the formation of speech, helps digest food; in animals it serves as bait, catching prey, warning.
Guessing riddles about language:
He is always at work when we speak, And he rests when we are silent. Behind the wall, a bone nightingale lives. Always in your mouth, but you won't swallow If it weren't for him, I wouldn't say anything.
There is a board in the swamp. A plate lies in the sea, It does not dry, it does not get wet. A wet calf lives in the garden. Skok yes skok - An animal behind bars. Whatever you know, I told you about everything.
Game activity:
Didactic game "Harmful and useful products." Didactic game "Tongue and nose replace each other." Didactic game "Guess the taste." Didactic game "Help the Sick" Didactic game "Magic Bag" Didactic game "Let's teach Dunno how to care for the language." Element of the role-playing game "At the doctor's appointment". Board - printed game "Sour, salty, bitter, sweet." Word game "Guess who we will describe." Word game "What would happen if ..."
Goals:
development of cognitive interest, figurative, creative, logical thinking, auditory perception, memory, speech.
Productive activity:
Drawing according to proverbs about language. Sketching icons "What is harmful, what is useful for the speech apparatus." Drawing symbols "What is the language for animals."
Experiences:
"Language is a friend"
Experience No. 1 "Different to taste."
Target:
To give an idea that different parts of the surface of the tongue perceive products in different ways.
Conclusion:
Most taste buds are located on the tip of the tongue; in order to feel the taste of the product less, it must be placed as far as possible on the tongue.
Experience No. 2 "The difference between the language of a person and the language of a cat."
Target:
show children how human and cat languages work.
Conclusion:
The language of a cat and a person is different, so a cat can lap up milk and a person is better off drinking it from a cup.
Experience No. 3 "Tongue - labor worker."
Target:
show children how sometimes we do not understand people who have speech problems.
Conclusion:
When children do not pronounce words well, we do not understand them, we need to do exercises for the language.
"Language is the enemy"
Experience No. 1 "How the microbe gets into the mouth."
Target:
to give an idea of how microbes and bacteria affect the tongue, to acquaint with the diseases of the tongue.
Conclusion:
Do not lick toys Do not put anything in your mouth Do not put your fingers in your mouth Wash your hands after using the toilet, street, walking Clean your tongue
Experience No. 2 "Velcro"
Target:
show the children what happens to the tongue in the cold when the tongue comes into contact with iron.
Conclusion:
in winter you can not lick the fence, iron, because the tongue is wet, there is saliva in the mouth; you have to be careful; microbes can get into the mouth;
Interaction with parents
Creation of albums for children together with parents: "The language of the woodpecker", "Why does the anteater need a tongue?", "Why does the snake need a tongue?", "Why does the chameleon have a tongue?", "Caiman turtle",
Why does a cat have a tongue? Offer to pick up a proverb or saying about the language and draw a picture for it. Homework for parents and children (watching pets, learning proverbs and sayings about the language, draw a picture for them).
Result:
1. Children received primary ideas about the language, learned its main functions. 2. Children have the simplest ideas about activities aimed at maintaining health 3. Cognitive interest and curiosity have developed in the process of observation, search and practical experimentation.
4. The skills of mental actions, analysis, synthesis in the process of understanding the natural picture of the world, which contribute to the development of speech, have been formed. 5. Formed independence in resolving problem situations in research activities. 6. Skills have been formed to explain the observed and fix the results using available methods. .
Stage 3-Final:
1. Exhibition of children's drawings. 2. Designing the “Articulation Gymnastics” folder for moving 3. Designing the “A bit from the history of the language” folder for moving
Bibliography:
1.Veraksa N.E., Veraksa A.N. Project activity. A manual for teachers of preschool institutions, - M: MOSAIC-SYNTHESIS, 2010.
2. Project method in the organization of cognitive research activities in kindergarten / comp. N.V. Nishcheva. - St. Petersburg, : PUBLISHING HOUSE "CHILDHOOD-PRESS" LLC, - 2013. 3. Project activity of older preschoolers / compiled by V.N. Zhuravlev. - Volgograd: Teacher, 2011.