Municipal autonomous preschool
“Combined kindergarten No. 106 “Fun”
« Games with sand and water»
Prepared by:
Educator
Khakimova T.F.
Naberezhnye Chelny
June 2015
Consultation for educators
"Games with sand and water."
Games with water and sand are among the most ancient amusements of mankind. And they still bring pleasure to both children and adults. But it's not just entertainment. Exercising with sand and water is very beneficial for health. Pay attention to how children like to touch the sand, sprinkle it with their hands and a scoop, and with what joy they splash in the water. It has a beneficial effect on the psyche, calms, creates a peaceful mood, extinguishes negative emotions. By playing with sand and water, children learn the world, get acquainted with the properties of substances, learn patience and hard work. Playing with water and sand helps develop fine motor skills, coordination of movements, and gives an idea of such concepts as “a lot - a little”, “fast - slow”, “ short-long”, “high Low" When playing in the sand with molds or other objects, you can learn colors, geometric figures and shapes. Thus, playing with sand allows you to:
stabilize the psycho-emotional state;
improve coordination of movements, finger motor skills;
stimulate the development of sensory, tactile-kinesthetic sensitivity;
develop communication skills and speech, spatial orientation;
stimulate cognitive interests and broaden horizons;
diversify ways of cooperation.
A hand that comes into contact with sand gains knowledge and experience - the basis of thinking.
WHAT DO YOU NEED TO WORK WITH SAND?
For working with sand for younger children preschool age You can offer plastic buckets, scoops, spatulas and molds, small toys that are durable and easy to clean, various additional materials: boards, plywood stencils depicting people, animals familiar to children, vehicles.
To organize sand construction in middle group the same materials are used, with an increase in the number of different additional funds: plywood plates of different sizes and shapes, pieces of multi-colored plexiglass, plastic (edges cleaned), natural material (twigs, roots, pebbles, shells, etc.).
For children of older preschool age, offer smaller toys and increase the amount of various additional materials. These can be scraps of plastic hoses and pipes of different diameters, pieces of foam plastic, foam rubber, twine, braid, colored wire (sheathed), various plastic and metal boxes, cans of different shapes and sizes (for molding), etc. Containers used for construction are which are filled with water, polyethylene film, which lines the bottom of the structures. The guys build swimming pools, ponds, lakes, rivers.
When organizing the work, get involved in the construction yourself, explain, show how to work with the material, and help the children develop the plot of the game. Conducting excursions, reading works of art, looking at illustrations, talking about what they saw, looking at pictures, photographs make it possible to introduce children to various types architecture, features of buildings, enrich their knowledge. The development of interest in construction is facilitated by involving children in the making of various crafts, which they use to play with buildings.
SAND PLAY AND TRAINING
As you work, ask the children questions that will help develop their ingenuity and desire for creative exploration: “How to make a bridge out of a slide?” “How can I use a hose to install a water supply and pour water into this pool?”, “What needs to be done to strengthen these parts of the buildings?” (insert rod sticks between them).
While playing, develop children's communication skills. In preschool age groups, continue to teach how to express your thoughts and desires: “Invite me to play! Thank you for your help! Treat the dolls to “gingerbread” and “cakes” made from sand.
The formation of stable motives for active joint activities in children is facilitated by role-playing game"Candy store".
The main task in working with children of middle preschool age is the formation of independence and self-government skills in the process of joint activities with sand (small subgroups of 3-4 people). Teach children to set a goal, find a constructive solution based on existing experience, plan work independently or with the help of an adult, build together, uniting their buildings with a common plot, and achieve the final goal.
Constantly encourage joint construction: “How together you work! What a beautiful city you have built! It would be nice to save the building and continue work this evening, make a pond, a beach, plant a park.” Such proposals serve as a program for creation and teach people to take care of the results of their work.
Children of senior preschool age are united in large subgroups; their buildings are diverse and interesting in content. An effective technique in organizing joint construction is to invite children to take turns choosing foremen who learn to direct general activities towards a common goal. An important educational task in the construction process at senior preschool age is to give each child the opportunity to establish that he can become a leader.
It is unacceptable for children to dig aimlessly in the sand. Bored, they begin to throw sand at each other, roll around, etc. Try to organize the children’s activities so that the children’s active life, interesting and meaningful, is in full swing in the sand.
The theme of sand buildings echoes the theme of classes on designing from building materials and constructors. This makes it possible to teach children how to build structures, making them from different materials.
Children are taught to rake sand into small piles using scoops and shovels, compact them, dig holes in the sand, put sand in small low molds and make pies, gingerbread cookies, cakes and other treats for dolls. You can teach them how to build a dog house. The adult rakes the sand into a pile, compacts it and makes a hole in it with a scoop at its base, and invites the child to place the dog in it.
You can teach children to make a path in the sand by pushing a plank lying flat and lightly pressing it into the sand. After this, together with the kids, the teacher makes bumps and holes on the path, and the construction is played out. Can be used folk nursery rhyme. An adult moves a toy along the path, saying: “Over the bumps, over the bumps, along the level path into the hole - bang!”
Kids are taught the technique of molding, shown how to take a full shape, compact sand in it, tip it over, where it is necessary to knock on it, how to lift it without damaging the Easter cake. This is how children shape cakes, towers, and houses.
You can teach the kids how to build slides. To do this, a pile of sand is poured, compacted, and with the help of a plank, slopes are laid near the slide (similar to the construction of a path). After this, you can build a bench, a gate, a table, a chair, a bridge (a plate is placed on one or two Easter cakes standing next to each other).
To build fences, you need to rake sand from both sides with your hands, compacting it, gradually building the structure in length towards you.
In the middle group, children are strengthened in their ability to form various parts, constructing simple buildings, uniting them with a common content, decorate the buildings. You can teach children to build a tall tower from three shapes of different volumes: at the base there is the largest part, a smaller part is placed on it, and the construction is completed by the smallest one, which is decorated with a flag.
The children continue to independently build different slides (high, low, wide, narrow), fences, fences, corrals, etc. Easter cakes are installed at the same distance, and sticks are inserted between them, either several in a row, or one at a time horizontally, one end is inserted into the side part of the Easter cake, the other - in the adjacent one.
Using cubic shapes, children shape houses and decorate them with colorful windows by pressing pieces of plexiglass into the sand. To make the window hold better, top part it is pressed deeper.
The guys love to dig tunnels in the sand. More often they do this together on both sides until their hands join together inside the heap.
Children in the older group build more complex and larger buildings from sand. The teacher shows how to cut houses, ships, cars, trains, pieces of furniture, etc. from a compacted pile using a spatula or planks.
The guys adapt a variety of materials for molding. Large forms are constructed using wooden frames, hollow cubes, cans without bottoms, and sections of large-diameter plastic pipes (in this case, the form is not turned over, but removed and raised up).
Children build high-rise buildings, palaces, towers, theaters, rocket launch sites, lay railways, construct swimming pools, stadiums, kindergartens, villages. At the same time, buildings are generously decorated with various materials and details: cylindrical high-rise buildings are made with loggias, inserting pieces of plexiglass or plywood in a row from top to bottom at equal distances, television antennas made of colored wire are installed on buildings, wires are laid between the masts of street lamps.
You can also build on the themes of familiar fairy tales and act out fairy-tale plots (“The Frog Princess,” “The Hare’s Hut,” The Snow Queen,” “ The Scarlet Flower" and etc.).
Teach the kids a new technique for working with sand. Sand is poured into a bucket, mixed with water, then children are asked to scoop the resulting “porridge-malasha” into their palms and release it in a stream, while the sand forms patterns. Thanks to this technique, it is possible to build tall palaces, castles, towers and other cone-shaped structures, gradually increasing the building in height and width.
To play with sand, children make their own toys from materials that do not deteriorate from moisture (reels, foam rubber, polystyrene foam, colored oilcloth, wire, etc.). To set up a room for dolls, you can make furniture from milk cartons. Preschoolers make flags and flagpoles, trees, road signs from oilcloth, sticks, spools, etc.
Playing with water is a natural and accessible form of activity for every child. A child often cannot express his feelings and fears in words, and here games with water come to his aid. Playing with water also has a therapeutic effect. The very texture of the water has a pleasant calming effect, provides emotional release, the child can relieve negative emotions and receive a positive charge of energy.
By playing with water, children learn about the world around them, become familiar with the properties of substances, and learn patience and hard work. Also, with the help of water, children can draw (ebru technique), which has a positive effect on expression inner world child. All the knowledge that children gain while playing is absorbed much faster and easier.
By organizing children’s games with water, we solve the following problems:
We promote the physical development of the child (we develop fine motor skills, visual and motor coordination).
We introduce the child to the world around him, including the properties of water. In the process of playing with water and various toys or natural objects, children form ideas about the natural world around them.
Children master spatial concepts (on the surface of the water, over the entire surface, under water, on the left, on the right, in the center).
We expand and enrich lexicon baby.
We help children master basic mathematical concepts: full - empty, far - close. By placing a given number of toys or natural materials in water, correlating one quantity with another, children form quantitative ideas.
Comparing the number of objects on and under water contributes to the development of a child’s visual and effective thinking.
By throwing a given number of objects into the water, children learn to follow the verbal instructions of an adult.
In the process of such games we develop children's tactile sensations. They learn from eyes closed find the corresponding toys, numbers or letters on the surface of the table, on the edge of the bath and lower them into the water, as well as catch the required amount from the water.
In the process of comparison, we form ideas about the value. For example, when launching boats on the water, the child names their size: large boat, medium and small. The pebble is heavier than the leaf, so it sinks, but the leaf is light, so it floats on the water.
We relieve mental stress and aggression.
When organizing games with water, it is good to use artistic words. Remember that in natural environment the child feels comfortable and protected, while he has the opportunity to show his activity and creativity.
Playing with water creates a joyful mood in children, increases vitality, and gives children a lot of pleasant and useful impressions, experiences and knowledge.
LIST OF GAMES:
Game No. 1 “Rain”
Necessary equipment: watering can, plastic toys, sand-water center
Procedure: Place plastic toys in a basin or bathtub, give the child a watering can and offer to play with doll rain. Water the dolls with a watering can, remembering all the poems you know about rain. After the “rain,” give your child a dry towel and ask him to dry all the toys.
The game promotes the development of speech and the establishment of emotional contact between the teacher and the child.
Game No. 2 “Boats”
Necessary equipment: basin, paper, sand-water center
Procedure: Pour some water into the basin. Show your child how to throw small pieces of paper into a basin and blow on them. Ask your child to repeat your actions.
The game promotes the development of fine motor skills and articulation.
Game No. 3 “Swim or sink”
Necessary equipment: basin, various small items, sand-water center
Procedure: Place a bowl of water in front of the child, give him small objects (buttons, pebbles, scraps of fabric, small toys, a tennis ball), etc. Let the baby throw objects into the water one by one and watch them. Talk through the actions your child performs. Explain why some objects sink while others remain on the surface.
In the game, the properties of objects are learned, the foundations of classification are laid, and fine motor skills are developed.
Game No. 4 “Unusual Traces”
Children are invited to make prints of their own hands (palm, fists, fingertips). We talk through the child’s actions. We show the child that touching wet sand leaves marks.
Game No. 5 “Bouncing Ball”
Equipment needed: plastic tennis ball
Procedure: Turn on the water in the tap and throw the ball into the stream of water. It will be interesting for the child to watch the ball jumping in the stream of water without jumping out of it.
The game promotes the development of visual attention and the establishment of emotional contact between an adult and a child.
Game No. 6 “Whipping foam”
Necessary equipment: basin with water, whisk, liquid soap, sand-water center, bunny.
A bunny comes to visit, he wants to show the guys how the foam is whipped. The child pours some liquid soap and use a whisk to whip up the foam. Watches the whipped foam
Game No. 7 “Unusual Traces”
Necessary equipment: Sand-water center, watering can, sand.
Children are invited to make prints of their own hands (palm, fists, fingertips). We talk through the child’s actions. We show the child that touching wet sand leaves marks.
This game promotes the development of tactile sensitivity and fosters a positive attitude towards playing with sand.
Game No. 8 “Tracks”
Necessary equipment: colorful pebbles, sand-water center, wet sand, horse
Children are asked to draw paths with their fingers, and then they lay out multi-colored pebbles (decorate the paths). Next, we suggest picking up the horse and “walking” along the paths (we say tsk-tsk-tsk).
This game promotes the development of the articulatory apparatus, active and passive vocabulary.
Game No. 9 “Water the flowers”
Required equipment: baby watering can, cat toy
Progress: A cat comes to visit and invites the children to water the flowers. Approach a growing flower and explain to your child that in order for flowers to grow well, they need to be watered. Let the child water the flower himself. Sing a song or read a poem.
Let's take a watering can
And we’ll pour water into it.
We will water the flowers with a watering can,
Grow up quickly
Game No. 10 “Let’s get to know each other”
Necessary equipment: Sand-water center, watering can, sand, water.
Procedure: The child is invited to touch the dry sand (do finger exercises in the sand), then take a watering can and together with the child, water the dry sand (pronounce your actions), the sand becomes wet. We show the child that you can make Easter cakes from wet sand, etc. With the help of the game, we develop the skill of practical experimentation and teach ways to examine material.
Already in “The State,” he insists on educating children “through play.” This idea is developed more fully in “The Law,” noting that, according to their mental makeup, three-year-old, four-year-old and five-year-old children need games and fun. For children of this age, fun comes naturally when they get together. Therefore, he recommended that wet nurses bring children to playgrounds and carefully observe the children's games.
Plato believed that in play a child intuitively reveals his attitude towards certain activities and demonstrates his intentions to become outstanding in any field of activity. “For example, whoever wants to become a good farmer or house builder must already in the games: first, cultivate the land, second, build some kind of children’s buildings.” Having noticed children’s preferences for certain games, the teacher must provide the child with specific knowledge about this type of activity and provide the necessary tools.
But Plato considered the most important thing in the process of guiding children’s games with natural materials to be the introduction “into the soul of a playing child of love for what, having grown up, he should become an expert in and achieve perfection.”
But these ideas, although so attractive at first glance, suffer from inconsistency. They take so little into account the child’s personal inclinations; they impose with such straightforwardness whatever the adults around him want, and even under the pretext of the child’s personal intention to “become something outstanding.”
Y.A. Komensky also drew attention to the fact that all children “willingly build houses and erect walls from clay, sawdust, wood, stones,” love to pour water, pour sand, and sculpt from clay. Justifying the reason for this, the Czech teacher in his work “Mother’s School” noted that children willingly engage in these activities, since they cannot remain idle. And these games with natural materials are very useful because they develop “vigilance of mind”, “mobility in all members”, independence, initiative and activity of children.
Adults should not interfere with these children's games, but rather create appropriate conditions. Let them be those ants who are always busy: rolling, carrying, dragging, folding, bending, breaking, moving something. The role of an adult, according to Y.A. Komensky, is only to observe children’s games, so that everything that happens on the playground occurs intelligently and to be included in the children’s game, suggesting new options for play, new actions, new materials.
John Locke also assigned a large role to children's games in education. His statements about children's games and toys are of practical interest today. In his work “Thoughts on Education,” he urged educators to maintain a joyful mood, activity, independence, identification and development of abilities inherent in nature, which in childhood are most manifested in play. Parents and educators should not prohibit, but organize children’s games and thereby contribute to the formation of valuable moral qualities.
All games and entertainment for children, wrote J. Locke, should be aimed at developing good and good habits. This is best facilitated by playing with natural materials. They not only give children pleasure, but also contribute to the formation of a positive character as an energetic and hardworking person.
Robert Owen only proclaimed children's play with natural materials as an educational tool, but did not reveal the real ways to use this tool either in theory or in practice.
It only emphasizes the need for a play area that can also serve as a meeting place for children aged five to ten years after school. A canopy can be made here, under which bad weather children will be able to find something to do. This idea was also supported by the American educator John Dewey. He believed that play was the best way to develop young children. In his works “School and Society”, “School and Child”, “School of the Future”, he tries to reveal the essence of children's play and comes to the conclusion that the basis of games with natural materials is the “constructive instinct”, which is realized in the process of “giving materials tangible forms."
J. Dewey categorically objected to the idea that children should be carefully protected from real objects and real actions. He believed that playing with a variety of materials: wood, sand, clay, stones, yarn, iron, etc., gives the child an opportunity to use materials in a real way instead of engaging in exercises with the gifts of Friedrich Froebel, which are only remote from reality. symbolic meaning. Such games evoke vividness of feelings and accuracy of observations; they require a clear vision of the results to be achieved, as well as spontaneity and ingenuity in the creation of buildings.
I assessed games with natural materials from a slightly different perspective. French teacher Polina Kergomar.
She considered it legitimate to introduce games into the work plan of mother schools, and developed the content and methodology for managing them. Among games, she assigned a special role to games with natural materials: water, pebbles, mosses, sticks. ". It seems to me that if he were taken away from our Parisian boys, they would start a revolution. A child who has sand plays independently, he digs wells, builds gardens, mountains, loads carts.” P. Kergomar emphasized the educational and educational value of games with natural materials. On the one hand, they give the child knowledge about the properties of water, sand, stones, etc., and on the other hand, they stimulate the development of activity, initiative, ingenuity, and emotions.
Throwing a cork, a leaf or a piece of paper into the stream, the child watches his boat with cries of joy or fear. The teacher emphasized the need for the leadership role of the educator. He should provide the child with a variety of natural materials for games, suggest themes, provide shovels, buckets, wheelbarrows, boxes, jars, etc.
The Italian teacher Maria Montessori also did not deny the role of natural material in the development of children.
But she considered the child’s activities with clay, sand, water, and stones not a game, but. Children make vases, dishes, bricks, houses, and decorate them with stones and glass. “How they rejoice when a whole house, the result of their own labors, grows next to the plot on which they, also with their own care, plant their garden.” These activities exercise the child's hand, develop attention, teach children to create useful things and appreciate the objects around them. But the amazing fact is that, solving the problems of sensory development of children. M. Montessori developed all kinds of teaching aids for the development of the external senses, and completely ignored the value of natural material in this process. For this, M. Montessori’s method was criticized by E.I. Tikheeva, L.K. Shleger, N.K. Krupskaya and other teachers.
The Belgian teacher Ovid Decroli tried to avoid this in his theory and practice. He drew attention to the fact that the formation of ideas in children, the development of their external senses should be associated with real objects and phenomena of the surrounding world. To implement this provision, O. Dekroli created a system of games that ensure the diversified development of children. He noted that a child almost unconsciously makes comparisons and comparisons in play.
The game forces you to remember, draw conclusions and make judgments, make discoveries, rather than absorb knowledge presented by a teacher or a book. While giving the child greater freedom in games and actions, O. Dekroli still warned that the teacher should always be close to the playing child in order to actively help in all difficulties, answer questions, satisfy interests and needs, and capture requests.
Thus, we see that a whole galaxy of foreign teachers, without even specifically dealing with the problem of play, noted that natural material serves as a means for more rapid and effective development of children.
Russian teachers K. D. Ushinsky, E. N. Vodovozova, A. S. Simanovich, L. K. Shleger and others also clearly noted the positive role of games with natural materials in the education and training of preschool children.
In their works, they dwelt in detail on the importance of creating conditions for children to play with natural materials, both on the kindergarten site and in its premises, as well as developing a variety of content for these games.
Direct study of teachers’ work plans and observation of children’s games at the site in one of the preschool educational institutions in Minsk made it possible to determine the themes of the games used:
- with sand: “Pancakes for a doll.” “Mouse holes”, “Mountain road for cars”, “Let’s transport the sand on a dump truck”, “Let’s prepare a treat” (younger group), “Building a city for little people”, “Our city”, “Garage” (cf. gr.), “Let's build a castle”, “Fairy-tale city”, “Cosmodrome”, “Anthill”. “We’ll build what you want”, “Underground tunnels”, “Roads” (art. gr.);
- with water: “Bathing a doll”, “Catching a fish”, “Washing” (younger group), “Cheerful stream”, “Catch up”, “Boats”, “Drowning - not drowning” (middle group), “ What kind of water there is”, “What sinks, what floats” (art. gr.);
- : “Snowballs”, “Snow Woman”, “Hit the Target”, “Snow Pies” (junior group), “Snow Fortress”, “Snow Fight”, “Tower”, “Who will throw further” (middle group .), “Let's make and decorate a snow woman”, “Ice mosaic”, “Drawings in the snow”, figurines of dogs, cats, bear cubs, etc. (art. gr.).
An analysis of the themes and content of games with natural materials showed that the games are of the same type, they lack the dynamics of increasing the complexity of the content, and there is a complete lack of environmental orientation of games with natural materials. Among the methods used in the process of guiding games with natural materials, teachers named: demonstration, repetition, exercise, story, conversation, observation of older children.
Despite the low level of interest among educators in the issue of organizing games with natural materials in preschool institutions, all teachers noted the great pedagogical significance of this type of games. They most often noted that these games contribute to: sensory development of children; developing children's interest in nature, developing cognitive activity, observation, curiosity, developing constructive skills, labor activity, expanding children's horizons, emotional development of children; physical development, development of imagination, fantasy, creativity. However, not a single teacher noted the possibility of using games with natural materials in the process of environmental education of preschoolers. Although, by organizing games with water, sand, clay, etc., we can introduce children to the properties of natural materials as a habitat for plants and animals.
When playing, for example, with water, the children notice that water is denser than air, so moving in it requires more effort than in air. After this, it is easy for them to understand the need to cover the entire surface of the body with mucus in fish and fat in penguins, seals, walruses, etc. Children also clearly understand the importance of streamlining the body shape of water-dwelling creatures. Smooth objects that have an elongated shape, cutting dense water with a narrow part, easily move through the water column and its surface. This knowledge is the basis for children to understand the adaptability of animals to their environment.
For example, why do all fast-swimming animals have a streamlined body, covered with scales, smooth skin, and their limbs turned into fins, flippers, or have swimming membranes? Games with water can also be used to familiarize preschoolers with the problems of water pollution. To do this, you can organize the game “Soap Bubbles” and demonstrate that the resulting soap film on the surface of the water interferes with gas exchange. In nature, such water pollution has a detrimental effect on the inhabitants of rivers, lakes, and seas.
These games enter a child's life early. Having barely learned to walk, the baby reaches for a shovel, a scoop, strives to dig snow, sand, and loves playing with water. But without special training, children do not acquire the necessary skills, and games with natural materials can be monotonous and lacking in content. Meanwhile, they contain great opportunities for developing the child’s thinking, will and perseverance. These possibilities are largely determined by the nature of the natural material. It is very diverse and has different properties, dictating different methods of its use as a building material.
The child learns many of the properties of natural materials through sensory means. Methods of sensory cognition, the ability to identify certain properties and qualities of objects develop in the process of meaningful, interesting activity, primarily in play. However, this happens provided that the teacher consistently teaches children, developing in them an analyzing perception of objects, forming examination actions, and achieving the assimilation of the correct verbal designations of signs.
Games with water are already carried out in younger group. These can be games in the group room and in the kindergarten area. Basins with water, various vessels (jars, jugs, glasses), funnels, toys and objects (floating and sinking) are used. Kids pour water from vessel to vessel, bathe dolls, and get involved in simple experiments, getting acquainted with the properties of objects (floating and drowning). In the kindergarten area, children gather near a puddle, a spring stream, launch boats made of paper, bark, wood, throw various objects to find out which ones float and which ones drown.
As a result, in younger age children are led to understand that water flows. Children aged 4-5 years old acquire the idea that water spreads, does not have its own shape, some objects float in it, while others sink, and that it is transparent. IN senior preschool age children can explain why not all objects float, not all water is transparent, tell that water changes its state depending on the air temperature.
Games with snow require mastering the methods of its transformation. The simplest technique is modeling. The teacher suggests kids make lumps - snowballs, a bunny with ears, a carrot to feed him, etc. In the presence of children, the teacher sculpts a snowman, then everyone together makes his eyes, mouth, ears, hair from pebbles, twigs, dry twigs. Gathered around the snowman, the children are happy that the snow is sticky, and the snowman turned out nice! This is how kids learn ideas about the properties of snow. A children 4-6 years old master new trick construction from snow - modeling from rolled clods. This is how human figures (Father Frost, Snow Maiden) and fortresses are made. By rolling the clods, children come to understand another property of wet snow - heaviness. Structures made from lumps of snow can be given greater strength if you pour water on them (children do this together with the teacher), and seal the holes between the lumps with snow dough (snow is mixed with water in a bucket).
It is advisable to time the construction of a snow fortress to coincide with Maslenitsa. This will provide an opportunity to introduce preschoolers to the ancient Russian tradition: the day of seeing off Maslenitsa is celebrated with the game “Taking the Snow Town.”
Preschoolers are introduced to construction techniques using compacted snow. To do this, snow is collected in a certain place on the kindergarten site for a certain period of time. Packed and dense, it is an excellent material for sculpting. For kids The teacher shows how using a sharp spatula you can cut out a figurine of an animal or a person. Preschoolers older They do this themselves with the participation of adults (parents can be involved). To interest children in snow sculpture and architecture, it is useful to introduce them to the Vyugovey holiday, which last years is held internationally, including in Moscow.
You can cut bricks from compacted snow (older children do this themselves) and use them to build buildings, fences, etc.
Senior preschoolers participate in the construction of the slide. You can place boxes at its base, and use boards to compact the surface. Combining a variety of materials stimulates the development of initiative, ingenuity, and creativity.
In urban preschool institutions conditions are not always created for sand games: there is little sand, its condition is poor (dirty, dry), sandboxes are cramped, there are no appropriate toys, etc. Basically, sand games take place on sandy beaches, along the banks of rivers.
Children enthusiastically build castles and fortresses, dig canals and deep wells, create parks and gardens with sand sculptures. Sand is a short-lived building material: the sun warmed up a little, the wind blew: castles, palaces fell into disrepair, sculptures, fences, ditches crumbled! What about little creators? They're back to work! This is where perseverance, will, creativity, and ingenuity develop.
Throughout preschool age, a child learns several techniques for building with sand. Some of them are close to snow handling techniques. The teacher teaches kids sculpt from wet sand. In addition to providing treats for guests, you can offer to build a fence around the house built by the teacher in the same way, and make borders for a sand bed. Kids enjoy mastering sand molding techniques. It is only important to choose molds that can easily fit in the child’s palm, add small buckets, and provide a place where the “Kupper Easter cakes” will be placed. By involving children in comparing Easter cakes by shape, size, and height, the teacher enriches their sensory experience and teaches them to correctly name the signs.
IN senior group children learn to build by digging (well, river, canal, tunnel, ditch). They transform a pile of compacted sand into an object for a specific purpose (house, fortress, palace). Children unite in joint games, building not individual objects, but entire complexes (park, river pier).
Fantasy is manifested in the combination of building materials. For example, when building a dam in a stream, stones, clay, and planks are used; When constructing a park, along with sand, stones, dry branches (as trees), etc. are used.
In games with sand and snow, the child gets ideas about the properties, compares, generalizes: you can only build from wet sand and snow, sand and snow are fragile building materials.
According to the majority of outstanding teachers, familiarization with nature plays a huge role in mental, aesthetic and moral development, and sensory education is the main means of raising children and their comprehensive development. The teacher’s task is not only to notice the children’s impressions, but also to consolidate and develop them. A properly organized walk fully satisfies children’s needs for independent action when getting acquainted with their surroundings, in new vivid impressions, in free active movements in the game.
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"Games with natural materials"
(with water, sand, natural material)
(senior preschool age)
“There is nothing useless in nature,” wrote the philosopher Michel Montaigne. One cannot but agree with the statement of this innovator of his time, advocating a humane and attentive attitude towards children. It is noteworthy that almost all outstanding philosophers and teachers of the past attached great importance nature as a means of raising children. So, Ya.A. Comenius saw in nature a source of knowledge, a means for the development of the mind, feelings, and will. K.D. Ushinsky called for “introducing children into nature” in order to inform them of everything accessible and useful for their mental
and verbal development. According to the majority of outstanding teachers, familiarization with nature plays a huge role in mental, aesthetic and moral development, and sensory education is the main means of raising children and their comprehensive development.
Games with water.
All children are very attracted to playing with water.
In summer, on a warm sunny day, you can organize
playing with water in the fresh air.
Tasks: train children to perform simple actions with water; to consolidate children's knowledge that water has no shape and takes the shape of the vessel into which it is poured; promote the manifestation of positive emotions from playing actions with water; develop dexterity and eye; Give children the pleasure of playing with water.
Fishing.
Throw plastic fish with a metal center into a basin
with water, who is faster or who catches more fish with a magnetic fishing rod. During the game, explain to the children why fish are attracted to the magnetic fishing rod.
Long voyage.
Make paper boats with your children and then launch them into the water in a basin. Show your child how to blow on it so that the boat starts moving. Organize a competition to see whose boat will sail farthest.
Pour water into different vessels.
The teacher invites the children to look at various vessels and name their shape. Then the players take water from the basin into one of the vessels, and gradually pour it from one vessel to another. Each time it is noted that the water took the shape of the vessel into which it was poured. Then the children exchange vessels and the game continues.
Who is faster.
The teacher invites the children to pour water from cups into 4 plates. Then use foam sponges to pour water from one plate to another. At the teacher’s signal, the children begin to act. The one who completes the task faster wins.
Educational games with sand.
For any child, playing with sand not only brings great pleasure, but also provides an opportunity to better understand the world around them. inanimate nature: study for yourself the properties of such a universal building material as sand. Construction on sand develops a child's imagination, imagination, perception, and fine motor skills. Drawing and writing on wet sand will instill interest in reading and counting. Construction games give children great pleasure, foster a love of technology, and develop constructive abilities and mental activity.
Sand construction.
Combining different types By building roads, tunnels, bridges, sand slides, you can build a track along which a toy car driven by an experienced driver will drive. You can create an entire city with squares, gardens, houses and garages. As in any city, there will be crossroads, bridges, and underground passages. To make the game even more interesting, you can make planar images of houses, traffic lights, trees, people from thick cardboard in advance and attach sticks to them. Children will stick these models into the sand. If you have a set of small “Wild Animals” toys, then you can organize a real zoo in the sandbox, enclosing it with a bulk fence made with the help of your palms. Bricks and a thin plank - a crossbar for a gate - are useful for construction. Using the “Pets” toy set, invite children to build a farm or poultry yard, plant a garden, make vegetable beds, or plant a flower bed. A cow and a sheep will graze in the meadow, a horse will stand near the house, waiting for its owner, and a watchdog will sit in the booth.
Playing with wet sand, children can make buildings according to their own plans, show their imagination in the most different games. You can offer to build a “Palace for your favorite fairy-tale hero, and then decorate it with shells, flowers and patterns. You can also organize a competition “whose palace is better.”
Lay out and print on sand.
A child can create images, as well as decorate his buildings or “baked goods” made of sand using pebbles, acorns, seeds, shells, cones or other natural materials. Show the children how they can lay out patterns, geometric shapes, outlines of various objects in the sand, such as an airplane, a sun, a flower, or a whole picture with a house, paths and trees. Using the same method, you can depict a letter or even a short word.
You can create images on sand using printing. To squeeze out contour or three-dimensional images on sand, you must first use a spatula to level the wet sand, and then press the molds into the sand, and then carefully remove them, to imprint different images on it. For printing, you can use forms without a bottom, which are used by chefs to cut out cookies of various configurations from dough. You can use regular sand molds, preferably of different sizes and shapes.
School on the sand.
By playing with sand and drawing on it with children, you can realize another important task– teach children literacy and numeracy in a playful way.
Walk on the pebbles.
Draw different geometric shapes mixed together. Explain that these are “pebbles” that he needs to use to cross the “river.” Invite your child to move to the other side of the river, stepping only on round pebbles, and another time on square ones.
Find and show the shapes.
Draw various figures on the sand, and invite the child to show the figures, count, etc.
Treasure
Discreetly bury a small toy in the sand. Invite your child to find it using your clue. You can start your search from anywhere. But at the same time, the adult indicates the route. For example: “take 2 steps forward, 3 steps left, etc.
Games with natural materials
In addition to games with sand and water, they play with homemade toys made by children together with the teacher from bark, cones, acorns, grass, sticks, and clay. These can be boats, ships, birds, animals, various furniture.
In order to interest the children, the teacher makes several identical toys and gives them to the children, for example, chickens or ducklings, dolls, chairs; tells what materials they are made of; introduces children to these materials and invites them to try to make the same toy.
Children love these toys and have fun playing with them. So, around the chickens, goslings and ducklings they play a game of “poultry house”: they build fences, feeders, a pond out of sticks, lead the birds to the feeders, to the pond and back. With dolls made of grass (plantain stems), they play “ kindergarten", and the furniture for the game is made from the stems of the same plant.
You can also make from natural materials musical instruments: collect seeds from cherries, watermelon, peach, and then use plastic bottles or other containers to make noisemakers, depending on the filling of the bottle there will be a different sound.
Jewelry (beads, bracelets) can be made from berries using a needle and thread; wreaths are woven on the head from wild flowers.
When playing with clay, adding a little water and drying it in the sun, you can make clay children's dishes, small jugs, basins.
In the summer, collecting various flowers and leaves dried in the sun, they make herbariums and paintings from dried flowers and herbs.
Games with “living stones” promote the development of imagination and coherent speech. When playing outside with your children, collect pebbles of different shapes and sizes together. In the future, you can draw plants, animals, and fairy-tale characters on them. Also used as forms of houses, cars, animals. Each time you can use different pebbles to make up stories. In addition, you can draw numbers or letters on the stones and use them as teaching material when teaching your child to count and read.
Games with children to make souvenirs and crafts from natural materials brought from the sea are interesting for both children and adults. Show children how different seashells one from the other. Mussel shell flaps can make wonderful butterfly wings or body elements for crafts.
From an empty snail shell you can make a wonderful toy snail, which you can put on a shelf, or you can give it to your grandparents or friends. In order to make a souvenir snail, you need to take plasticine and sculpt a snail figurine. She will have a head with horns on a long neck, legs and a tail. The snail's eyes should be made from small plant seeds, shell fragments or dark plasticine. Place an empty shell on a snail's back and it will come to life.
Playing with children to make crafts from natural materials not only provides an opportunity to occupy time, but also awakens the child’s imagination. You can make a turtle from a flat or oval shell. To do this, you need to sculpt a plasticine figurine of a turtle and select a suitable “shell”. Two white shells will become wings, a shell will become the body, a large dark mussel will serve as a stand and the result will be a wonderful butterfly. After you have done a few simple crafts, you can start making more complex ones.
Use other natural materials, combine, give free rein to your imagination and let children feel the beauty of creativity.
The development of games with natural materials cannot be carried out using the same once and for all established techniques and methods. It should be carried out in a variety of ways, using techniques that take into account the development of each child.
The teacher’s task is not only to notice the children’s impressions, but also to consolidate and develop them. A properly organized walk fully satisfies children’s needs for independent action when getting to know their surroundings, for new vivid impressions, and for free active movements in play.
I wish you success!
Summer games with water and sand for preschoolers
Summer fun with sand and water for preschool children
Author: Irina Vladimirovna Korelova, teacher-psychologist, preschool educational institution No. 5 “Firefly” in the city of Nyandoma, Arkhangelsk region.Description of the article:
Dear colleagues, I bring to your attention an article about summer games with sand and water. The material is intended for teachers, parents and specialists working with children of primary and secondary preschool age.
Summer time is in full swing, favorite time years of our dear children. How much joy it brings! Children have a lot of free time, increased curiosity, activity and a great desire to do something interesting. And we, parents and teachers, really want the summer health period to bring children health, good rest and a huge charge of positive emotions. In this case, playing with sand and water comes to the rescue. They do not require special investments, but the benefits from them are enormous: these games can be played outdoors in sunny weather, and indoors in rainy weather.
M. Ershova
Sandbox, sandbox,
All the kids are in the sand.
I want to build a house
Fun game.
River sand, small -
Good for Easter cakes.
The little white cook bowed down
Above your mold.
But Andryusha and Vasenka -
Guys, anywhere.
They are transported in red cars
Sand here and there.
There are collisions -
But it doesn't matter.
Quarrel - for a moment,
And friendship is forever.
Big real
Work is in full swing here.
And hardworking people
They grow in the sandbox.
Playing with sand and water not only gives children pleasure, but also develops them, introduces them to the world around them, has a beneficial effect on the psyche of children, relieves tension, extinguishes negative emotions, and trains patience. Taking part in sand and water play requires a wide range of equipment.
Sand play equipment:
Clean sand for the sandbox. This is an important point; it is advisable that the sandbox be closed with a lid and animals do not go into it. It should not be too large or too small. Most of the sandbox is filled with sand. It is better if it is moisturized.
Toys small size, it is possible from under kinders, it is good if the composition includes human characters, houses, animals, cars, plants, bridges, gates, natural objects: buckets, cups, scoops, watering cans, rakes, sticks, leaves, molds, strainers, pebbles, cardboards, objects made of different materials (wood, metal, plastic, paper) and much more.
Equipment for water games:
Water containers: cups, bottles, basins, pools, objects made of different materials, sponges, spoons, rubber toys, balls, balls and much more. It will be fun if you and your children make boats from nut or coconut shells.
However, for a full game, one equipment is not enough. In order for games to be interesting and educational, you need an idea, an experiment or a plot. Here are some games you can use when working with children.
Sand games:
Since today we are talking about primary and secondary preschool age, it is better to wait a little with complex plots and start with getting to know sand and water.
1. To begin with, children are invited to touch the sand, pass it through their fingers, blow it off their palm, examine the grains of sand, grab the sand in their fists and release it from their hands like water.
2.Touch the dry sand, and then the wet one, after watering it from a small watering can. Pay attention to the fact that dry sand falls out of your hand, but wet sand does not; dry sand is light, and wet sand is dark.
Game "Fingerprints"
Goal: obtaining the first sensory experience.
1.On a flat surface of sand, an adult and a child leave traces of their hands, fingers, feet, and knees. During the game, you can compare the fingerprints of an adult and a child, and put the child’s hand into the adult’s fingerprint.
2.On a flat surface, an adult and a child leave prints of different objects: a bucket, a shovel, a stick, a leaf, etc. When there are a lot of prints, the child must guess which object this or that print belongs to.
3. Create all sorts of bizarre patterns on the surface of the sand using the prints of palms, fists, knuckles, feet and try to find the similarity of the resulting patterns with any objects in the surrounding world (a flower, the sun, a blade of grass, a tree, etc.);
Game "Find the toy"
Goal: development of tactile sensations
1. The adult shows the toys that he will use in the game. Then he asks the child to turn away and hides the toys in the sand. The child turns and looks for all the toys.
2. An adult shows toys to a child, hides them, and then asks them to find a specific toy by feeling the toys under the sand. In this game you can use toys - geometric shapes.
3. The adult and the child change roles.
Game "I draw on the sand"
Goal: development of gross and fine motor skills, development of speech.
1. The child draws a sun, a cloud, a house, a man with his fingers or a stick. All the drawings can be combined into one plot and come up with a small story.
2. “Sand paintings” competition, in which you are allowed to decorate your works with pebbles, sticks, leaves and other waste materials.
Game "Drink the sand"
Goal: developing interest in working with sand and experiments.
Dry sand absorbs water well, my kids really like this game. We conduct it both on the street and in the office. Invite the children to pour out a large slide of dry sand, use their fist to make a depression at the top of the slide, and carefully pour water into it in a thin stream. Another depression forms in the hill, the water in it looks like a lake, which is gradually absorbed into the shores.
Game "Little Chef"
Goal: development of tactile-kinesthetic sensations, fine and gross motor skills.
Moisten the sand with a watering can. Invite your child to fashion various “baked goods” from wet sand: pies, bagels, pastries, cakes. Baked goods can be decorated. Let the children treat dolls and toy animals. You can use molds for this game.
Game "Strainer"
Goal: familiarization with concepts quickly - slowly, development of intelligence.
To play this game you will need dry sand.
1. Invite your child to pour sand into a strainer and let him see how it pours out. Children can do this endlessly.
2. Invite your child to mix the sand with toys, pebbles, twigs, and then remove everything that is in the sand using a strainer. Fill a strainer with sand and toys and lift it, the sand will spill out, but the toys will remain. You can talk about this topic (why the sand ran away, but the toys remained)
3. Suggest pouring dry sand through a strainer, and then moistened sand. Talk about why dry sand ran through the strainer, but wet sand did not.
4.Similar games can be played with a funnel. You can take 2 funnels: one large, the other small, and experiment to see which funnel the sand will “run out” of faster.
Game "Tunnel"
Goal: development of gross and fine motor skills.
Children build a slide from wet sand, compact it, and then dig on both sides so that an entrance and exit are formed. Children can carry small cars or trains through the tunnel. By the way, for a train you can do “ railway"from sticks.
Game “Today is our holiday”
Goal: creating an emotionally positive atmosphere, learning to build a small plot.
Children use dolls, animal figurines, and various little things for the holiday in the game. Try playing this game with them: children and animals gathered for a holiday. Some children gather toy friends for the holiday, put them in cars and take them to the holiday. Some of the children are busy preparing the place for the holiday: they decorate it, bake pies, put them on plates, then welcome guests and treat them to “baked goods.” At this time, you can sing songs, laugh, and if there is music, even dance.
Game "Caterpillar"
Goal: development of fine and gross motor skills.
We make lumps from wet sand, like balls, and place them one after another, so you get a caterpillar. On the first lump you can make eyes and a mouth.
Water games
Game "Boats"
Goal: development of breathing
1.You need a basin of water. Nut shells can serve as boats; you can even make a sail for this ship. Children are invited to launch their boat and blow on it so that it floats like on the sea, while at the same time working on their breathing.
2. Let the boats out different materials: pieces of foam, wood chips, blades of grass, feathers. You can blow and make a whirlpool with your hands while playing.
Game "Fisherman"
Goal: development of color perception, the ability to act at the request of an adult.
1.Offer the children a basin of water, a set for catching fish (rod and fish) and let them try to catch their goldfish. You can even make a wish for your catch.
2. Place various light toys in the basin so that they float on the surface, and let them be caught with a net or strainer.
3. Throw balls into the water different color and ask them to catch the balls at your command, for example: “Catch the red ball; red and yellow ball; catch 2 balls”, etc.
Game "Squirters"
Goal: development of accuracy and gross motor skills.
1. In this game you will need a target and a bottle with a hole in the cap. Children need to hit the target with a stream of water by pressing the bottle.
2.Take a plastic bag and make small holes in it. Fill it with water and start squeezing. Children will love watching little streams of water run out of it. The same can be done with a plastic bottle.
Games - experiments
During the child’s experimental activities, we artificially create situations that the child resolves through experimentation, during which he learns to analyze and make some small conclusions, which, in turn, stimulates the development of speech.
1. Give the children a small bottle with a narrow and a wide neck and ask them to put it in the water, let them watch how the water flows into it, where it happens faster and where it happens slower.
2. The game “Drowning or not drowning.” You will need a bowl of water. Give your child a box of different objects and encourage them to throw them into the water one at a time. Discuss why some objects sink while others remain on the surface.
3. Invite the children to throw pebbles into a bowl almost filled with water. Ask them the question: “Will water flow out of a bowl if you throw stones in it?”
4. Another interesting experiment: give your child 2 bowls, pour water into one of them, and leave the second empty. Invite your child to use a sponge to “transfer” water from one bowl to another. Another option: use a wooden spoon instead of a sponge.
To summarize the article, we can say with complete confidence that playing with water and sand has significant influence to preserve the emotional well-being of the child. They help create good mood, increase vitality, relieve tension, aggression, and internal discomfort in children, and also help to accumulate life experience and develop the child’s cognitive sphere. Dear colleagues, parents, I hope that the proposed games will be useful to you when working with children.