Methodological development on the topic: Organization of games with natural material. Games with natural material

Project "Magic Sand"

DEPARTMENT OF EDUCATION OF THE PUROVSKY DISTRICT ADMINISTRATION MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION "KINDERGARTEN "NEZDYSHKO" P. PUROVSKY DISTRICT

Yamalo-Nenets Autonomous Okrug, Purovsky district, Purovsk settlement,

Prepared by: Educator Iskenderova A.N. Purovsk, 2015

Due to their age, all children love games with sand and water, the interest of children in these games, their development depends on how much the educator, firstly, taught the child to isolate materials and their properties by sensory means, and secondly, he managed to bring to consciousness children the possibility of using these materials and, thirdly, found their use in specific children's activities.

The development of games begins with the creation of appropriate conditions that meet both hygienic and pedagogical requirements. The sand used by children needs constant care. It is periodically cleaned, changed, watered, mixed well. Since children are very fond of playing with sand and water at any time of the year, these materials should be in sufficient quantities not only in courtyards, boulevards, but also indoors. Interest in playing with water is supported by the addition of new toys from different materials, with different properties, sometimes unexpected for children.

It is experimentation that is the leading activity in young children.

Type of project: educational research

Project duration: long term

Subject of study: inanimate nature (sand, water)

Project participants: pupils of the younger group (3-4 years old, teacher)

The purpose of the project: to acquaint children with the properties of inanimate nature: sand, water and the formation of cognitive experience and practical skills of children in research activities.

Project objectives:

stimulate the need for knowledge of the world
energize children's creativity
reveal to children the properties of inanimate nature
create conditions for experimental activities of children
develop curiosity in the process of observation and in practical experimentation
teach children to draw conclusions based on experiments
foster respect for natural resources

Forms of project work with children:

Reading and looking at fiction (rhymes).
Carrying out games with sand, water.
Replenishment of the subject-developing environment of the group;
Experimental - experimental activity

Project stages:

Stage I - PREPARATORY

Definition of the purpose and objectives of the project
Material selection
Revealing children's knowledge about objects of inanimate nature (about sand, water)
Development of advice for parents

Sand properties: dry, wet, pouring, sculpting;
Turns into: wet sand, dry sand;
Conversations;
observations;
Experiences;

Purpose: to highlight the properties of sand: flowability, friability, wet can be molded; Learn how to paint with sand.

Material: sand, plastic glasses, water cans, molds, magnifiers, album sheets, glue sticks.

The teacher offers to consider the sand: what color, pour into glasses, pour out, touch to the touch (loose, dry). What is sand made of? We can see the grains of sand through a special device called a magnifying glass. The magic glass is built into the magnifying glass, it turns all small objects into large ones. (considering). Sand grains are small, round, do not stick to each other. Is it possible to sculpt with dry sand? Why? What needs to be done so that we can sculpt with sand? Children pour sand from watering cans.

Can wet sand be poured in a trickle? But it can take any shape until it dries. (children mold with molds). Why is this happening? When the sand gets wet, the air between the sand grains disappears, they stick together, as if holding each other by the handles. (you can once again examine dry and wet sand through a magnifying glass). On a flat surface of wet sand, you can draw with a stick (shows).

Purpose: to consolidate ideas about the properties of sand (flowability, friability, you can sculpt from wet, show that sand passes water; develop curiosity and constructive skills).

Material: sand center, shovels, rakes, water cans, pebbles.

What is this? (dog, car, duck). All toys have their own house. Doggy lives (in a kennel, a car ... (in a garage, a duck ... (in a pond, lake). Let's build a sand house for each toy. What is the best sand to build with? How to make it wet? (Children pour sand). Why did the sand get wet? Where does the water go? Children build a kennel and a garage

"Sand Can Move"

Take a handful of dry sand and release it in a trickle so that it falls in one place. Gradually, a cone is formed at the point of fall, growing in height and occupying an increasing area at the base. If you pour sand for a long time, then alloys appear in one place or another. The movement of sand is like a current.

EXPERIENCE #4 "Wet Sand"

Target. Introduce children to the properties of wet sand.

Materials. Wet sand, sand molds.

Take wet sand in the palm of your hand and try to pour it in a trickle, but it will fall in pieces from the palm of your hand. Fill molds for sand with wet sand and turn it over. The sand will keep the shape of the mold.

Wet sand cannot be poured in a stream from the palm of your hand; the backwater can take any desired shape until it dries. When the sand gets wet, the air between the edges of the sand grains disappears, the wet edges stick together.

Games;

A game "Magic Footprints in the Sand"

A game "Guess what's hidden in the sand"

A game "Homemade Waterfall"

Purpose: development of hand motor skills

Content: For this game, you will need any toys with which you can pour water: a watering can, a small bowl, a small jug or a simple plastic glass. The kid collects water in a container and, pouring it out, creates a noisy waterfall with splashes. Pay attention to the crumbs that the higher the waterfall, the louder it "noises". And if you tint the water, then the waterfall will turn out to be multi-colored.

Pouring dry sand through a funnel

Purpose: To introduce children to the properties of dry and wet sand.

Shows how sand is poured through a funnel, how it is poured from a bucket into a mold. Then he waters part of the sand, mixes it with a scoop and shows that wet sand cannot be poured, but it can be molded from it, giving it a different shape. The teacher shows the children how to fill the mold, press the sand with your fingers or a shovel, tip the mold on board the sandbox, decorate "pie" , "cake" .

Sieve games

Purpose: Development of tactile sensations. Introduction to the properties of sand. Content. The teacher shows how to sift sand through a sieve. The game will become more interesting if, while sifting through the sand, the child finds small toy figures. (for example, from "Kinder Surprise" )

A game "Minks for a mouse"

Purpose: acquaintance with the properties of sand, development of coordination of movements

A game "Fences"

Purpose: acquaintance with the properties of sand, development of coordination of movements

A game "Ducks swim"

Purpose: to give an idea of what the objects "float" , about the numerical definition "one" , "a lot of" .

And now, Kolya, put a stick on you, twist it, and so on to other children.

There was one duck, and now how many?

After the teacher suggests taking the toys out of the water and wiping them with a cloth. They are wet, wipe the toys, now they are dry.

Put the toys back. Let's pour out the water from the basin. Here's how it pours.

A game "Water Takes Shape"

Purpose: to give an idea of floating and sinking objects, of heavy and light objects. Conclude that light objects float and heavy objects sink.

A game "Hot-Cold"

Purpose: To give an idea of cold, warm and hot water.

I will add hot water, it will become warm. Children make sure that the water is warm. Now the doll is put back in the basin, she bathes with pleasure.

Vocabulary activation: cold, warm, hot.

A game "I bake, bake, bake"

Purpose: acquaintance with the properties of sand, development of coordination of movements, motor skills of hands.

Content: Child "bakes" from sand buns, pies, cakes. To do this, the baby can use a variety of molds, pouring sand into them, ramming them with his hand or a scoop. Pies can "bake" and hands, shifting wet sand from one palm to another. Then baby "treats" pies dolls

A game "Find the Ball" .

Objectives: acquaintance with the quality of objects - size, shape.

Content: The teacher digs a small ball into the sand and asks the baby to find it. First, you can bury the ball in front of the baby, then so that he cannot see the actions of an adult. Gradually complicating the task, the teacher buries two objects, such as a ball and a cube, then asks to find one of them. You can bury objects of the same shape, but different sizes.

Stage III - FINAL

Expected result:

By the end of the project activity, children should know that:

Water is a liquid, it pours and drips, it can change color and taste, it is transparent, odorless, it can be warm, cold and hot. Water is the source of life.
The sand is free-flowing, wet, dry, molded when wet.
To form the ability to observe, pronounce, name, compare, draw the simplest conclusions.

Playing with natural material is a natural and accessible form of activity for every child. Therefore, we, adults, can use natural material in developmental and educational activities.
The transfer of traditional teaching activities to nature gives a greater upbringing and educational effect than standard forms of education.
. Firstly, the desire of the child to learn something new, to experiment and work independently increases significantly.
. Secondly, with the help of natural material, tactile sensitivity is powerfully developed as the basis of "manual intelligence". Contacting fingers with sand, water or clay, nerve endings send signals to the brain and begin to stimulate its work.
. Thirdly, in games with natural materials, all cognitive functions (perception, attention, memory, thinking), as well as speech and motor skills, develop more harmoniously and intensively.
. Fourthly, the subject-play activity is being improved, which further contributes to the development of the role-playing game and the child's communication skills.
. Fifthly, sand, water, etc. are able to “ground” negative energy, which is especially important when working with “special” children.

Games with natural material as a means of developing preschool children

According to most prominent educators, familiarization with nature plays a huge role in mental, aesthetic and moral development, and sensory education is the main means of educating children and their comprehensive development. Sensory education is a very important component, because knowledge about nature, creatures, plants will be learned better when the child is offered not only to look at an object of living or inanimate nature, but also to touch it, stroke it, that is, examine it. Nature, as an inexhaustible source of forms, colors, sounds, can be widely used by most modern teachers and child psychologists.

The game fills the entire living space of the child, and he turns any business into a game, whether it is cleaning toys, bathing, eating. Children's play is life itself. In their games, the child feels comfortable. The game helps to express their feelings, because at preschool age, especially at a younger age, children experience a lack of verbal means. From this point of view, toys for a child are words, and the game itself is speech, a story. The main motive of the game is not getting the result, but the process of the game itself. Favorite games with water and sand serve as evidence of this: for hours a child can pour water and pour sand, as well as games with snow. These games clearly bring inner peace and joy, they are full of freedom, independence, scope for endless experimentation. Sand and water games are widely used by psychologists in their work with preschoolers. But the same sand and water can be used for the formation and development of spatial and quantitative representations, counting operations, the development of fine motor skills, and the development of speech. In the process of acquaintance with various natural materials and their properties, the development of memory, attention, perception, thinking, and speech is carried out. Children learn to compare objects and phenomena, identify signs of similarities and differences, classify objects by shape, color, size. In the process of such games, the sensory experience of preschoolers expands, their life experience is enriched. Playing with natural materials - snow, water, sand, clay, grass, sticks, shells, cones, chestnuts, acorns, rose hips, maple seeds, linden, ears of corn, leaves, roots, bark, moss, etc. are excellent raw materials for crafts and games with them.

Games with natural material for children are not only unusual for them, but they develop children's artistic abilities, aesthetic tastes, fantasy, creative imagination, memory, thinking, attention, development of fine motor skills, etc. During the game, children acquire knowledge through independent search, research activity. Thanks to natural factors, the content of role-playing games becomes much richer. Children develop the ability to interact with others, to bring the work started to the end.

Types of games with natural material used in the educational process with preschool children

sand games

Pedagogical management of games with natural materials should be aimed at organizing the conditions necessary for the development of children's orientation activities and various game activities. So, for playing with sand, you should use a variety of plastic and wooden spatulas, molds, funnels, sieves, buckets, animal figures, dolls. Children can pass dry sand through funnels, fill them with jars, bubbles. The presence of wet sand allows you to diversify the usual mold of pies by building courtyards, canals, and laying roads. Children enthusiastically build castles and fortresses, dig canals and deep wells, lay out parks and gardens. Acting in this way with sand, the child learns its properties (viscosity, density, etc.) and at the same time plays in an exciting way. With the appropriate toys, children act with them in a variety of ways. In the course of the construction-plot game with sand “Zoo”, in addition to fences, a fence, a cash desk, children build a road for small trucks and cars, a garage. On trucks they bring food to animals, and on cars they ride sightseers, this game will appear again and again if the toys are gradually updated. And although the buildings are quickly destroyed, children are building new cages, aviaries, ponds, etc.

water games

Water always brings joy, makes pastime more fun and exciting. In the summer there is a wonderful opportunity to make games for children more diverse. The sun, fresh greenery, soft grass create excellent conditions for relaxation and play.

Water games are already held in the younger group. These can be games in the group room and on the kindergarten site. 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, get involved in simple experiments, getting acquainted with the properties of objects (swim - drown). At the kindergarten site, kids gather near a puddle, a spring stream, float boats made of paper, bark, wood, throw various objects to find out which ones float and which ones sink. As a result, at an early age, children are led to understand that water flows. Children 4-5 years old learn the idea that water spreads, does not have its own shape, some objects float in it, while others sink, that it is transparent.

Thus, a rich assortment of toys creates conditions for a variety of children's actions and the accumulation of sensory impressions in them. But this is still not enough for a child to be able to consciously generalize the qualities of materials and be able to act correctly with toys. It is necessary, as in the younger groups, the participation of the teacher's children in the games. During the game, he names, clarifies, and sometimes changes the state of materials, their properties; proves the sequence of game actions.

For example, the teacher invites the children to pour sand, reminding them that when it is wet, it is good to play with it, asks: “What can be done from wet sand?” “That's right,” he confirms, “you can make a courtyard out of sand and walk in it with dolls. Make the pile bigger and pack the sand tighter. When the sand is well slapped, the walls of the patio are beautiful and strong.” While watering the sand, the teacher asks the children questions: “Why is water not visible in the sand? Where did she go? right there, the teacher can, together with the children, water the earth in some place of the site and observe how the water will be absorbed. With the help of a teacher, children come to the conclusion that the sand is loose and therefore easily passes water, and the earth is dense, and therefore water is not immediately absorbed into it. So gradually, children master different ways of perceiving the signs of materials and identifying them in each individual case.

Creative activity requires constant guidance. If in the simplest games the educator could confine himself to clarifying the children's ideas about the properties of materials, showing construction techniques, then when moving to plot-building games, both the nature of the display and the form of organizing a joint game become more complicated. Construction-plot games suggest that children have more advanced and diverse skills. Even when building a simple house of sand or snow, the child must act with a shovel in different ways (raking, pouring, etc.), it is necessary that he knows how to navigate the location of his building among the buildings of other children, build with them in a limited space.

snow games

Snow games have their own specifics. During walks in the cold winter, the teacher must ensure that the children do not overcool. He can offer the guys to collect snow in molds for colored ice or make a snow slide. Playing with snow requires learning how to transform it. The easiest technique is sculpting. The teacher invites the kids to fashion lumps - snowballs, a bunny with ears, a carrot to feed him, etc. In the presence of the children, the teacher sculpts a snowman, then all together from pebbles, knots, dry twigs make his eyes, mouth, ears, hair. Gathered around the snowman, the children rejoice that the snow is sticky, the snowman turned out to be glorious! This is how kids learn about the properties of snow. And children 4-6 years old are mastering a new method of building from snow - modeling from knurled clods, this is how human figures (Santa Claus, Snegurochka), fortresses do. Rolling clods, children come to understand another property of wet snow - gravity. Structures made of snow clods can be given greater strength if they are poured with water (the children do this together with the teacher), the holes between the clods are closed with snow dough (snow is mixed with water in a bucket).

It is advisable to coincide with the construction of a snow fortress to coincide with Shrovetide. This will provide an opportunity to introduce preschoolers to the ancient Russian tradition: the day of seeing off Shrovetide is celebrated with the game “Taking the Snow Town”. Preschoolers are introduced to the techniques of building from packed snow. To do this, snow is collected in a certain place on the kindergarten site for a certain period of time. Compressed, dense, it is an excellent material for sculpture. The teacher shows the kids how, with the help of a sharp spatula, you can cut out the figure of an animal, a person. Older preschoolers do it themselves with the participation of adults (parents can be involved).

Bricks can be cut out of the packed snow (the older children do it themselves) and used to build buildings, fences, etc. Older preschoolers participate in the construction of the slide. Boxes can be placed at its base, and boards can be used to compact the surface. The combination of various materials stimulates the development of initiative, ingenuity, and creativity.

With the construction of any building of sand and snow, children continue to learn how to play together. For example, a teacher, in the presence of children, builds a house in one of the collected snow banks. They watch the actions of the teacher with interest, try to help: they ram the walls of the house with shovels, form windows, doors. The teacher supports the initiative of the children and asks them to make houses for their dolls in the same snow bank and play together. The houses made by the children form a whole street. Children organize a joint game: dolls visit each other, look at the animals in the zoo, etc. Such buildings are good because everyone can play on their own and at the same time, if they want, join the general game. The game "Building houses" (both from sand and from snow) can continue in various ways: building shops, garages, a cinema, a kindergarten. To maintain interest in the game, the teacher can use multi-colored flags, ice floes, cones, etc. The combination of the old (re-building houses) with the new (animals, birds, cars are added to the dolls) contributes to the emergence of new game ideas, helps unite children.

Leading games with natural materials, the teacher has to not only think about what to play with the children, but also make sure that the children do not cool down if they play for a long time in a stationary state, do not overwork when working with snow; did not overheat; playing with water and sand. In order for such games to be successful, the teacher must know the properties of natural materials, their variability under certain conditions, master the necessary methods of work, for example, preparing snow for the construction of slides, ice paths, snow shafts, making colored pieces of ice; master the technique of creating sculptures from snow, etc.

Games with plant material

In addition to games with sand, water and snow, in the middle group they play with homemade toys made by children together with the teacher from bark, cones, acorns, grass, sticks, clay. It can be boats, boats, birds, animals, various furniture.

In the summer, a table with shelves or a box with compartments for materials should be equipped on the site near the sandboxes. In order to interest the children, the teacher makes several identical toys and gives them to the children, for example, chickens or ducklings, dolls, high chairs; tells what materials they are made of; introduces children to these materials and offers to try to make the same toy.

Children love these toys and it is interesting to play with them. So, around the chickens, goslings and ducklings, they deploy the game of "poultry": they build fences, feeders, a pond from sticks, lead the birds to the feeders, to the pond and back. With dolls made of grass (plantain stalks), they play "kindergarten", and the furniture for the game is made from the stalks of the same plant.

Making toys involves the help of a teacher. And he should also not miss the opportunity to show the child the benefits of working together.

Thus, with a child of 4-5 years of age, you can play a variety of building games. They give children great pleasure, bring up love for technology, develop constructive abilities, mental activity.

You can also make musical instruments from natural materials: collect bones from cherries and cherries, watermelon, peaches, and then use plastic bottles or other containers to make noisemakers, depending on the filling of the bottle there will be a different sound.

From the fruits of rowan berries, using a needle and thread, you can make jewelry (beads, bracelet). Dandelions are used in spring, field flowers in summer, wreaths are woven on the head from gilded leaves in autumn.

Playing with clay, pebbles and shells

When playing with clay, adding a little water and drying in the sun, you can make earthenware for children, small jugs, basins.

In the summer, collecting various flowers and leaves dried in the sun, herbariums and paintings are made from dried flowers and herbs.

Games with "living stones" contribute to the development of imagination and coherent speech. When playing outdoors with your children, gather together pebbles of different shapes and sizes. In the future, you can draw plants, animals, fairy-tale characters on them. Also use as forms of houses, cars, animals. Each time you can use different stones to make up stories. In addition, numbers or letters can be drawn on the stones and used as didactic material when teaching a child to count and read.

Games with children on making souvenirs and crafts from natural materials brought from the sea are interesting for both children and adults. Such an activity will brighten up the cold winter evenings and fill them with memories of a wonderful summer vacation. Show the children how seashells differ from one another. Mussels have an elongated shell, similar to a rounded triangle. Mussel shells can make wonderful butterfly wings or body elements for crafts. Games with children to create crafts from natural materials are not only an exciting activity, but also unobtrusive learning. The child learns that donax molluscs, which have oval-shaped shells, are called sea butterflies. And the top, bitumen, cardium have a long shape and resemble a spindle from a fairy tale. Snails live in "houses" that are surprisingly varied in color and shape of spirally twisted shells.

From an empty snail shell, you can make a wonderful toy snail that 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. Snail eyes must be made from small plant seeds, fragments of shells or dark-colored plasticine. Attach an empty shell to a snail's back and it will come to life.

Games with children on making crafts from natural materials not only provide an opportunity to take time, but also awaken the child's imagination. From a flat or oval shell, you can make a turtle. To do this, you need to fashion a plasticine figurine of a turtle and choose a suitable "shell". Two white donax shells will become wings, a zebra shell will serve as a body, a large dark mussel will serve as a stand and the result will be a wonderful butterfly. A zebra shell or other spindle-shaped shell should be glued to the stand. "Wings" thickly smear with glue and attach on both sides of the body. The head of a butterfly can be made from plasticine, the antennae from thin wires, and the eyes from small dark seeds.

After you make a few simple crafts, you can start making more complex ones. Use other natural materials, combine, let your imagination run wild and let children feel the beauty of creativity.

Thus, tactile interaction with the environment begins already at an early age and continues throughout life, being an important condition and means of the mental development of the child, as well as the well-being of the emotional sphere. The natural environment is that unique place where the baby gets the first experience of creative work and where play, visual activity and spontaneity are closely related to each other. K.D. Ushinsky also wrote: “children do not like toys that are motionless, finished, well-made, which they cannot change at will ... the best toy for a child is the one that he can force to change in the most diverse way ... for children the best toy is a pile of sand."

Autumn is a fertile time for organizing work with natural material, do not pass by intricately curved branches, roots, twigs, tree mushrooms, and various plants. Teach the children to admire this beauty and diversity, to observe, to find similarities with living or fabulous creatures.

Making crafts from natural materials is an exciting activity. The methodology for organizing the work of preschool children with natural material is based on the principles: systematicity, consistency, accessibility, etc. The quality of craftsmanship depends on:

1) from competent methodological guidance on the part of the educator (adult);

2) the level of mental development of the child, the development of ideas, memory, imagination (the ability to analyze a sample, plan the stages of work on a toy, adequately evaluate the result of one's work, etc.);

3) the degree of formation in children of specific practical skills and abilities to work with material and tools;

4) the development in the child of such qualities as perseverance, determination, attentiveness, diligence, curiosity, mutual assistance, etc.

It is very important that at each stage of work the child acts actively, with a good mood. To do this, it is necessary to take into account its capabilities at the initial stage of organizing work in the senior group, as well as their further expansion and change. It develops interest and love for nature, respect for it, artistic taste, creative imagination and design abilities, skill, ingenuity, diligence, perseverance and patience. Working with natural material, the child gets acquainted with its properties, he develops small muscles of the hands, coordination of movements, etc. The guys really like to look at the finished work done by their peers - everyone wants to learn how to make the same toys, and if you dream up a little, you can come up with and something of your own. More often organize walks, excursions, during which not only observe, but also collect natural material. Learn to collect material so as not to damage nature: birch bark and bark are carefully removed from fallen trees, dry twigs, cones, seeds, leaves.

Involve children in the collection of natural material from a young age. These are cones, seeds (linden, maple, ash), roots, curved twigs, leaves, dried flower petals, etc.

Store natural material in boxes with lids. If the boxes are large, they are divided inside into cells and used to store small material. Appropriate markings are pasted on the lid so that the child can quickly find everything he needs.

When making crafts, I advise the following:

do not use plasticine when fastening parts, since such crafts are not durable, they quickly lose their appearance;
not to stain natural material, our task is to teach children to emphasize its natural beauty. It is much better to cover crafts with a colorless varnish to make them more durable and beautiful;
do not use other material for decoration, such as paper, foam rubber, polystyrene, etc. From this, the craft loses its natural charm;
do not use the material that can cause injury to the child or threaten his health (burdock, poisonous plants, etc.).

To work with natural material, you will need a lining board, PVA glue, a napkin, a brush, a pointed stick (stack), scissors.

When making crafts from cones, acorns, nutshells, twigs, etc., children of primary preschool age develop an interest in natural material, examine it with children, feel it, pay attention to its beauty, ask what it looks like, encourage the baby to fantasize, naming images. Work on the manufacture of toys from natural materials is carried out by children more successfully if they have the opportunity to engage in it in other activities.

So, for example, natural material (various seeds, nut shells, moss, acorns, their cups, etc.) can be used in modeling classes. Children love to make applications from pumpkin seeds, dried leaves. In these classes, they get acquainted with a new technique for gluing an application: they apply glue not on a part, but on the place where it will be applied. With pleasure they impose mosaic patterns from seeds on boards covered with plasticine. Such exercises train the hand, develop creativity.

Preschool children are distinguished by great susceptibility and impressionability, works of fiction affect the mind and feelings of the child, enriching them, developing artistic taste, and contributing to the development of the emotional sphere. Works about nature with a vivid, figurative description of the surrounding phenomena awaken children's imagination, bring up artistic taste, aesthetic feelings, and love for their native nature.

Everything that a child creates must find practical application. So children use their crafts as gifts, in various games. decorate their play areas. Subject compositions can be used for table theater ("Three Bears", "Turnip", "Mashenka and the Bear").

Crafts from tree leaves are recommended to be made closer to autumn, as we find many beautiful leaves under trees and bushes. Collect them with children, look at them, admire the beauty of their color and shape. Invite the children to sort them: in a small box, collect small ones, in a large one - large ones.

From the leaves you can create wonderful compositions. To do this, you need ordinary plywood boards of various sizes and shapes or cardboard figures. On black or red patterns depicting dishes, you can create Khokhloma patterns with the help of leaves. In combination with leaves, rowan berries, various flowers or their petals are good. Leaves can be used whole and can be cut into desired shapes.

Temporary compositions on boards, cardboard boxes are good, when the elements are simply laid out. You can also make applications on paper, burlap, matting. In this case, you need to know that during long-term storage, the leaves may become deformed because they are not dry enough. They must be dried between newspaper sheets under pressure. You can speed up the drying process by ironing the leaves with a hot iron.

Elegant beautiful souvenirs can be made from small sea and river pebbles, shells. Collecting this natural material is a great pleasure for children. Invite the children to select pebbles of unusually colored, original shape, and different sizes. It is better to immediately lay them out in boxes, sorting by size and color. It is important to teach children to glue pebbles. To do this, you need PVA glue. It should be noted that the glue must be thick enough. The place of gluing is smeared with glue, then the parts are connected and the glue is allowed to harden.

It is necessary to warn the guys that during work you should not rush, you need to be patient. Tell me some gluing techniques that speed up the process of making crafts. For example, if you need to glue legs and a tail to a turtle, you can immediately design, assemble a turtle by spreading small pebbles and placing a large flat one (shell) on top, then carefully, trying not to move the small ones, remove the large one, apply glue to the pebbles, put a shell on them and leave the craft for a while so that the parts stick together.

Can be glued differently. To make a crocodile, it is important to first pick up the necessary pebbles, arrange them on the plank in the right order, i.e. assemble the craft (a sheet of paper is first placed on the board), and then, starting from the head of the crocodile, glue the pebbles, pressing them against each other, trying not to move the already glued ones. When the craft is dry, it is lifted, the paper, which is usually glued, is torn off from it, and the souvenir is ready.

To make crafts more expressive and decorative, they are decorated with tiny pebbles, from which you can make eyes, noses, scales for fish, teeth for animals, feathers for birds, intricate patterns on the wings of butterflies, etc.

To introduce children to working with plant material in the manufacture of, for example, dragonflies, we need seeds (lionfish) of ash, maple; apple or robin seeds; dry branch of any tree; plasticine. Since we need a sufficient amount of material, we can involve parents in the work. Inviting them to collect some of the same lionfish seeds when walking with a child, or when eating an apple at home, leave the seeds, rinse them and dry them.

Before starting work, the teacher asks the children a riddle about the dragonfly and shows the toy he made - the dragonfly. Then he offers to carefully examine it and say what it is made of. Draws the attention of children to the fact that the dragonfly has an oblong abdomen, thin transparent wings, large bulging eyes.

After examining the toy-sample, the educator shows how the toy is created, together with the children specifies the sequence of work. From plasticine, you need to fashion an oblong abdomen and a rounded head, make eyes from the seeds of an apple or dawn and place them at the top of the head. Make a dragonfly tail from a dry twig and attach it to the back of the abdomen. Dragonfly wings - insert ash lionfish in pairs into the side parts of the abdomen, make mustaches and paws from thin wire.

After the teacher makes the toy and clarifies the sequence of work, each child creates a craft. When presenting the work, together with the teacher, the children make a small lake: a sheet of white paper is taken and, together with the children, is painted in blue, blue, light blue colors. The educator exposes children's crafts to the made lake.

Thus, when performing work with natural materials, it is necessary to adhere to the following algorithm:

1. Introductory conversation of the educator about the material (for example, about the ash tree) with which to work. The story should be accompanied by a demonstration of this material: children can be allowed to touch, feel the surface of the ash seeds, examine the shape, pay attention to the color.

2. Report the theme and show the sample of the toy.

3. Sample analysis and demonstration of toy creation techniques. Here it is desirable to use the ability of children to analyze the sample, to encourage them to make suggestions about the sequence of the task. The teacher corrects the answers of the children, directing their attention to the peculiarities of working with this material.

4. Making toys. In the process of labor, the educator monitors the work of children, monitors their compliance with safety rules when using tools, provides the necessary assistance to those who find it difficult, encourages the children to independently search for ways to improve the design of the toy, its decoration, promotes the manifestation of friendly relations between children in the course of performing tasks.

5. Analysis of the finished toy (the attention of the child is directed to its external characteristic features: color, shape, size, parts and details, to the material from which the toy is made and from what it can still be made), during which the ability to evaluate the results of their work and the work of their comrades.

6. Cleaning of workplaces, tools and remaining materials.

Conclusion

Working with natural material contains great opportunities for bringing the child closer to his native nature, cultivating a careful, caring attitude towards it and developing the first labor skills.

In order for children not to be guests in a nature workshop, but to become masters in it, let's think about what their meetings with nature in this workshop are - fun, filling free time or interesting things. Making toys, crafts from natural material is laborious, exciting and very enjoyable. In order for children to be willing to do it, it is necessary to develop their imagination, good feelings, and with the mastery of skills, dexterity in work will also come.

Natural material itself is a pantry for fantasy and imagination. And if you combine it with manual dexterity, then everything can be revived, as if given a second life.

Working with natural material will help to introduce small why-bearers into a home natural workshop (or kindergarten workshop), where an unusual smell of frozen nature is preserved: Christmas tree cones smell delicately of resin, straw gleams with its sunlight, shells shimmer with mother-of-pearl. Each natural material that is now in boxes or on shelves in your natural workshop awakens a child’s memories of a warm sea wave that ran ashore and brought beautiful shells with it, or of the summer coolness of the forest, or memories of inexhaustible warmth and a special smell. steppe dust, mixed with the delicate smell of wheat in the places where you brought the straw.

But our task is for the children not only to see this workshop, but once they enter it, they will never part with it again. How to do it? Adult and children's deft hands can revive them, as well as a fantasy that will lead you to an amazing country where you can know and experience one of the most beautiful feelings - the joy of creation, creative success.

Playing with natural materials helps them develop imagination, a sense of form and color, accuracy, hard work, and instills a love of beauty. In the game with natural material, the child learns the world around him, masters the norms of behavior, learns to act with objects.

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Municipal Autonomous Preschool Educational Institution No. 79

Organization of children's games with natural material

Zdvizhkova Oksana Gennadievna

Educator MADOU No. 79

"Kindergarten of a combined type"

Kemerovo

Kemerovo 2016

Introduction …………………………..3

Creating conditions for organizing games with natural material…..6

2. Methodology for conducting games with natural material ………………………... 9

Conclusion…………………………………………………………………….18

Literature………………………………………………………………..……19

Appendix 1…………………………………………………………………….20

Appendix 2……………………………………………………………………….33

Introduction

It is necessary to introduce children to the world of beauty as early as possible: draw their attention to the beauty of flowers, fruits of various plants, autumn leaves, the bizarre shape and color of sea shells and inhabitants of the underwater kingdom, the beauty of snowflakes, the tenderness of sand. In each plant, one can notice the originality of appearance: the shape of the leaves, their colors, surfaces, etc., since in playing with natural material all this must be taken into account. It is necessary at every lesson, during excursions into nature, to remind children that they should treat nature in a businesslike manner, conserve water, protect a flower, shrub, any plant from senseless destruction.

Relevance

In our time, there is a need to take care of strengthening the connection of the child with nature and culture, work and art. Now children are moving further and further away from nature, forgetting its beauty and value. Playing with natural materials helps them develop imagination, a sense of form and color, accuracy, hard work, and instills a love of beauty.In the game with natural material, the child learns the world around him, masters the norms of behavior, learns to act with objects. Children love to play with the material at hand. Natural factors are close and interesting to children. Zanitoiling with the game with natural material, the child is involved in the observation of natural phenomena, gets closer acquainted with the plant world, learns to take care of the environment.

Playing with natural material introduces children to the wonderful world of wildlife, as if from the outside, helps to penetrate into its inner world, often hidden from a rational modern person. Nature is a wonderful workshop. Nature gives the child the opportunity to develop his own creative abilities, he joins the aesthetic perception.

Playing with natural material enters a child's life early. The child, having just learned to walk, reaches for the shovel, tries to dig snow, sand, loves to play with water, picks up cones, sticks, leaves.

K.D. Ushinsky called for "introducing children into nature" in order to tell them everything that was accessible and useful for their mental and verbal development. According to most prominent educators, familiarization with nature plays a huge role in mental, aesthetic and moral development, and sensory education is the main means of educating children and their comprehensive development. Experts believe that not a single didactic material can be compared with nature in terms of the diversity and strength of the developmental impact on the child. Objects and phenomena of nature visually appear before children.

Thus, the child directly, with the help of the senses, perceives the variety of properties of natural objects: shape, size, sounds, shades, spatial arrangement. He forms specific initial and vivid ideas about nature, which later help him to see and understand the connections and relationships of natural phenomena, to learn new concepts.

Target: creation of conditions for the development of a personality capable of artistic creativity and self-realization of the child's personality through the creative embodiment in the work of their own unique features and individuality.

Tasks:

1. To consolidate and expand knowledge and skills.

2. Expand horizons, speech of children.

3. Develop imaginative thinking and imagination.

4. lay the foundationsenvironmental education.

5. Form ideas in childrenon the properties of natural materials.

6. P develop in children an aesthetic perception of the world around them.

7. Expand, develop the visual organs and touch.

8. Promote consolidationability to plan your work.

9. To develop artistic taste and creativity in children.

10. Educate respect for work and people of work.

11. To form communication skills, self-esteem, self-control, patience.

12. Contribute psycho-emotional state of the child.

Creation of conditions for organizing games with natural material

The room should be a spacious, bright room that meets sanitary and hygienic standards. The room is easily ventilated, with available lighting, for practical and theoretical classes. There must be an appropriate material base. Cleanliness and order in it, properly organized places for playing with natural material, are of great educational importance.

All this disciplines children, promotes a culture of work and creative activity. In the group, the room equipment includes a set of shelves, racks, tools and fixtures necessary for organizing games with natural material, storing and displaying visual aids. The management of games with natural materials also involves the creation of conditions that meet both hygienic and pedagogical requirements.

Children really like to conduct various experiments with natural materials. To do this, you need to organize a corner of cognitive and practical activities, where there will be objects for children's experimentation. These can be various measuring instruments (watches, compasses, scales, measuring cups, spoons, rulers), natural materials (sand, cones, acorns, chestnuts, shells, stones and much more). The more and more diverse the natural material, the more interesting and fruitful the games will be.

There are many special tables for playing with water and sand, they are available in a variety of designs, but their general advantages are clear. However, educational games can be played without a special table. Just in boxes or basins. The sand itself also needs to be processed. Before working with sand, it must be sieved and then calcined in a conventional home oven. Another option that simplifies the whole process is to buy a special already processed sand for (chinchillas), which is sold in pet stores. There should be plenty of sand. After all the preliminary procedures, the sand is poured into a prepared box, in which it will be convenient for the child to play. If the conditions in the game room do not allow placing a sandbox in it, a simple small finger pool would be a worthy option. The sand used by children should be periodically cleaned, changed, watered, mixed well. It is better if children play standing behind the sand stalls or sitting near the boxes mounted on stands. The color scheme should be soft (in blue, green, cream).

The basic principle of the design of the gaming room is nothing superfluous. It is desirable that a sink or sink be located near the play area. The floor should be covered with carpet, and directly under the table with the sandbox covered with oilcloth or protective film. In the hot season, this part where the sandbox stands should be shaded. In the summer, a table with shelves or a box with compartments for materials should be equipped on the site near the sandboxes.

For games with water on the site, the most hygienic and pedagogical requirements are met by water pools such as a fountain with a surface cemented inside and a drain for water. Such pools contribute to the emergence of collective games. In addition to pools, special baths, inflatable containers equipped with high stands are used. The water in them needs to be changed daily (the water temperature should be + 18G - + 20 °). The teacher needs to monitor the duration of the game (no more than 5-8 minutes) and the condition of the children's clothes. These can be games in the "brook" or "river" with equipment and attributes prepared in advance

In older groups, snow is widely used for children's games. It gives the child the greatest opportunities for the manifestation of creativity, imagination. Modeling is at the heart of snow construction. The plasticity of the material allows any idea to be realized, but it is more difficult to build from snow than from ready-made forms. Therefore, it is necessary to acquaint children with the different properties of snow, water, ice. Freezing water freezes and forms ice. You can't take it with a shovel. From the ice block, you can break off pieces, cut or gouge the excess with a sharp shovel. It is good to make boats, car body, wheels out of ice. These buildings are stronger than snow. Children freeze water in molds, watch how ice is formed. They decorate their plots, Christmas tree, trees with multi-colored ice floes.

2. Methodology for conducting games with natural material

For the first time, the child pays attention to the fact that a cake is obtained from a wet sand, and a slide from a dry one; that trees grow from the ground, and on their branches there are leaves and acorns; if you pour water out of the watering can, a puddle forms, which quickly disappears. How important it is that these small discoveries happen every day, so that it becomes a need to find, notice, be surprised and rejoice, and most importantly, to acquire a child’s own unique experience of communicating with the natural world. Being in a natural environment, natural material encourages the child to spontaneous activity. The first contacts of the child with the outside world occur on daily walks. This is the time of the most incredible discoveries, because for the baby everything happens for the first time.

It is very important to play games together with the child, prompting him how to act with game materials, and sometimes playing on the “hand in hand” principle. Such a preliminary stage of joint action includes the child's observation of the adult's ways of acting, actions by imitation and according to the model proposed by the adult, and finally, independent actions that already reflect the child's own plan.

A necessary condition for the success of work to enrich the children's gaming experience is the observance of a certain sequence in the game:

Playing actions by the teacher in front of children;

Joint performance of game actions by the teacher and the child;

Performing game actions by children to imitate the actions of the teacher; according to the model offered by adults;

By verbal instruction;

Accompaniment by the child of the actions performed by speech.

Assistance in development should be a teacher to pay great attention to the management of these games, since they contain great opportunities for the development of children's mental abilities, for improving their creative activity, as well as role-playing games.

The teacher should draw the attention of children to the fact that each of the materials under certain conditions can change its properties. For example, liquid water can become solid (ice); it can also shimmer, murmur, seethe, be light, transparent or cloudy; sand is dry, loose and damp, heavy; snow - loose, viscous, crumbly, etc.

Natural materials should be regularly used both in individual and subgroup developmental play sessions.

Pedagogical management of games with natural materials should be aimed at organizing the conditions necessary for the development of children's orientation activities with various game activities.

In summer, sand is a convenient and interesting material for games. To interest the children, the teacher can build a sand house before the start of the walk, and then invite the children to buildone more building.

So, for playing with sand, you should use a variety of plastic and wooden spatulas, molds, funnels, sieves, buckets, animal figures, dolls. Children can pass dry sand through funnels, fill them with jars, bubbles. The presence of wet sand makes it possible to diversify the usual molding of pies by constructing courtyards, canals, and laying roads.

For example, the teacher invites the children to pour sand, reminding them that when it is wet, it is good to play with it, asks: “What can be done from wet sand?” He confirms that you can make a palace or a road out of sand and walk in it with dolls or cars. While watering the sand, the teacher asks the children questions: “Why is water not visible in the sand? Where did she go?

Immediately, the teacher can, together with the children, water the earth in some place of the site and observe how the water will be absorbed. With the help of a teacher, children come to the conclusion that the sand is loose and therefore easily passes water, and the earth is dense, and therefore water is not immediately absorbed into it.

So gradually, children master different ways of perceiving the signs of materials and identifying them in each individual case.

Acting with sand, the child learns its properties (viscosity, density, etc.) and at the same time plays in an exciting way.

So, playing with sand and other materials involves the performance of various game actions in accordance with the stages of development of the child.

With the appropriate toys, children also act in a variety of ways in playing with water: they wash some objects, let others float, and pour water into others and pour it out. In games with water, children arrange piers, launch towing steamers with cargo barges attached to them, passenger steamers, sailing and motor boats on the water. The teacher shows them how best to move these toys through the water.

Playing with sand and water evokes unique tactile sensations, delivers extraordinary pleasure and is a healing method of sand therapy. Working with sand and water makes it easy to create new images and does not require any skills.

A rich assortment of toys creates conditions for a variety of children's activities and the accumulation of sensory impressions. But this is not enough for a child to be able to consciously generalize the qualities of materials and be able to act correctly with toys. It is necessary to participate in the games of the children of the educator. During the game, he names, clarifies, and sometimes changes the state of materials, their properties; proves the sequence of game actions.

Construction-plot games suggest that children have more advanced and diverse skills. Even when building a simple house out of sand or snow, the child must act with a shovel in different ways (raking, pouring, etc.). It is necessary that he be able to navigate the location of his building among the buildings of other children, build together with them in a limited space.

With the construction of any building of sand and snow, children continue to learn how to play together. The teacher supports the initiative of the children and asks them to make houses for their dolls in the same snow bank and play together. The houses made by the children form a whole street. Such buildings are good because everyone can play on their own and at the same time, if they want, join the general game. To maintain interest in the game, the teacher can use multi-colored flags, ice floes, cones, etc. The combination of the old (re-building houses) with the new (animals, birds, cars are added to the dolls) contributes to the emergence of new game ideas, helps to unite children.

In order to interest the children, the teacher makes several identical toys and gives them to the children, for example, chickens or ducklings, dolls, high chairs; tells what materials they are made of; introduces children to these materials and offers to try to make the same toy.

Knowledge of the natural material will help the child in each case to determine which feature will play a major role in the successful completion of the task.

In order for the games to run successfully, purposeful guidance from the educator is necessary.

And you can also organize a small theatrical performance simply using a set of figurines of fairy-tale characters, this will contribute to the development of speech.

Building from snow must begin with the preparation of shafts. On the site in a specially designated place, the teacher shows the children the methods of raking, compacting, knocking down snow with a shovel. When the ramparts are packed, he teaches the pupils to turn them into snow buildings. You need to start with the simplest - houses. The teacher begins the explanation with a demonstration of snow processing techniques, recalls how you can cut through a window with a shovel, make an entrance. After the house is ready, the building game unfolds. As the children master the skills necessary for work, the teacher shows them how to make sculptural images. When creating sculptural images: people, animals, their individual parts are molded from snow moistened with water. For strength, the finished building should be poured with water, you can paint it.

Along with large buildings made of snow, they mold various figures on the tables (snowmen, hares, bears, etc.). Such games are held on windless days, with a slight frost, since in cold weather, children, being motionless during games, can become cold.

Near the table in boxes on a stand are various small items and toys for playing with snow (animals and dolls made of rubber and celluloid, cars, shovels, scoops, wooden spoons, flags, colored ice), as well as various silhouettes on stands, painted with oil paint performed by the educator.

Playing with stones of various shapes, children reinforce tactile sensations: smooth, rough, sharp, rounded. Playing with stones contributes to the development of imagination and coherent speech. Playing with children on the street, they collect pebbles of various shapes and sizes. In the future, you can draw plants, animals, fairy-tale characters on them. Also use as forms of houses, cars, animals. Each time you can use different stones to make up stories. In addition, numbers or letters can be drawn on the stones and used as didactic material when teaching a child to count and read. Nature is rich in material that children can use in play.

Preschoolers also need to be taught to use natural material in games (to make various crafts, counting material, toys from snow, sand, natural material (acorns, chestnuts, cones, straw, birch bark, etc.). Children often bring acorns from a walk in the forest , cones, twigs, and from an excursion to the reservoir - beautiful pebbles, shells. Children examine the collected material for a long time, sort it out, feel it, examine it. This helps to memorize the shape, colors, properties of each type of material. For example, children learn that nuts are round, brown, with a bumpy surface; acorns are oval, shiny, yellowish-brown, cattail is cylindrical, with a soft velvety surface, brown.

In addition to games with sand, water, snow and clay, games are played with home-made toys made by children together with a teacher from bark, cones, acorns, grass, sticks, and clay. It can be boats, boats, birds, animals, various furniture.

Children build fences, feeders, a pond from sticks, lead birds to the feeders, to the pond and back. With dolls made of grass (plantain stalks), they play "HOUSE", and the furniture for the game is made from the stalks of the same plant.

Every season is rich in its gifts, from beautiful green blades of grass and flower petals to the rich fruits of autumn and dry, seemingly inconspicuous plants that we consider weeds.

The beauty of nature becomes a participant in children's games: children collect flowers, leaves and weave wreaths from them, make bouquets. If they find a large leaf of burdock, it immediately turns into an umbrella that protects them from the sun, burdock fruits are used to make interesting crafts and toys.

From the fruits of mountain ash with a needle and thread, you can make jewelry: beads, a bracelet, from dandelions, autumn leaves - wreaths on your head. In games with such natural material, children repeat color, explore various materials in a tactile way. Fixing color, shape occurs in the joint production of a herbarium and a picture of dried flowers and herbs.

Making toys requires deft actions from the child, and if at first he often damages the toy with an inaccurate movement of the hand, then later, in the process of systematic work, the hand acquires confidence, accuracy, and the fingers become flexible. All this is important for preparing the hand for writing, for learning activities at school. Making toys contributes to the development of sensorimotor skills - consistency in the work of the eye and hand, improvement of coordination of movements, flexibility, accuracy in performing actions. In the process of making toys, a system of special skills and abilities is gradually formed.

Making toys involves the help of a teacher. And he should also not miss the opportunity to show the child the benefits of working together. When organizing work on the manufacture of toys from natural materials, it is necessary to take into account the level of knowledge and practical skills of children. It is very important to use fiction in this case. Preschool children are distinguished by great susceptibility and impressionability, works of fiction affect the mind and feelings of the child, enriching them, developing artistic taste, and contributing to the development of the emotional sphere. Works about nature with a vivid, figurative description of the surrounding phenomena awaken children's imagination, bring up artistic taste, aesthetic feelings, love for native nature.

Leading games with natural materials, the educator has to not only think about what to play with the children, but also make sure that the children do not cool down by acting with snow, if they play for a long time in a stationary state, do not overwork, do not overheat; playing with water and sand.

The basic principles of games with natural materials: combining elements of games and labor, the transition from creative games to games with natural materials, the gradual complication of learning tasks and game conditions, increasing the child's creative activity, the formation of verbal and non-verbal communication in game activities, the unity of teaching and educational influences . The psychological impact of the game: the development of basic psychological processes, aesthetic, the formation of a sense of love for nature. After all, for children it is both a game, and work, and learning. Formation in the game of the initial forms of self-esteem, self-control, organization, interpersonal relationships between peers.

Games with natural material have an unlimited range of influence on the development of a child's personality. They provide the sensory experience of the child, develop analyzers, sensory abilities. Ways of sensory cognition, the ability to highlight certain qualities of objects develop in the process of meaningful interesting activity, primarily in the game. Thinking, logical operations, the ability to generalize, draw conclusions develop. Observation and interest in natural factors develop.

During the game, children acquire knowledge through independent search, research activities.

Thanks to natural factors, the content of role-playing games becomes much richer. Children develop the ability to interact with others, to bring the work started to the end.

The best moral qualities are formed, such as diligence, independence, initiative, self-confidence.

Speech develops because the hand plays a special role in these games. The hand, as a tactile organ, complements the complex of sensations and makes the idea of materials and their properties more complete.

While playing with natural material, the skills to use toys-tools are improved: a scoop, a bucket, a net, etc. Artistic abilities, aesthetic tastes, fantasy, creative imagination develop.

Conclusion

Every natural material that is now in boxes or on the shelves in your nature workshop awakens a child's memories of a warm sea wave that ran ashore and brought shells with it, or of summer coolness.

The development of games with natural materials cannot be carried out by the same once and for all established methods and techniques. It should be carried out in a variety of ways, using techniques that take into account the development of each child.

But our task is for the children not only to see this workshop, but once they enter it, they never part with it again.

Fairy-tale heroes can be revived by adult and children's dexterous hands, as well as fantasy, which will lead you to an amazing country where you can know and experience one of the most beautiful feelings - the joy of creation, creativity.

During the game and after its completion, it is important that children experience emotional pleasure, their vitality rises, which contributes to raising their mood.

Bibliography

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natural materials for the development of young children [Text] / O.V.Barsukova// Young scientist. -2012. - No. 5. - S. 375-377.
Gulyants, E.K., Bazik, I.Ya. What can be done from natural material [Text]: guidelines / E.K. Gulyants, Ya.I. Bazik.- M.: Enlightenment, 1991.- 175p.
Kozhokhin, S.K. We grow and develop with the help of art [Text]: methodological guide / S.K. Kozhokhin.- St. Petersburg: Speech, 2006.-101p.
Nechaeva, V.G., Korzakova, E.I. Building games in kindergarten [Text]: a manual for educators / V.G. Nechaeva, E.I. Korzakov. – M.: Enlightenment, 1966.-98s.
Rogers, F. 80 fun games for your baby [Text]: manual / F. Rogers.-Minsk: Papurri, 2009.-128p.
Samorukova, P.G. Methods of familiarization with nature in kindergarten [Text]: methodological guide / P.G. Samorukov. – M.: Enlightenment, 1991.-132p.
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Annex 1

Games made from natural material are an exciting activity. The methodology for organizing the work of preschool children with natural material is based on the principles: systematic, consistent, accessible, etc. The quality depends on:

1) from competent methodological guidance on the part of the educator (adult);

3) the degree of formation in children of specific practical skills and abilities to work with material and tools;

4) the development in the child of such qualities as perseverance, determination, attentiveness, diligence, curiosity, mutual assistance, etc.

Games with natural material.

sand games

We study the properties of sand and “bake Easter cakes” Playing with sand is a great pleasure for any child. Offer the kid tools: a scoop, a bucket, molds of different colors, volumes and configurations, a rake, a funnel and a small sieve, as well as plastic jars and bottles, and he will dig in the sandbox for hours, pouring sand into the molds and pouring it back. Pay attention to the child that the sand can be dry and wet. Dry sand crumbles - nothing can be built from it, but it can be poured in a thin stream or sifted through a sieve. Show your child how dry sand can measure the volume of different molds and even bottles with a narrow neck, pouring sand into it through a funnel. Show how it takes longer for the sand to pour out through the narrow neck of the bottle than through the wide one. Tell your child that the hourglass is based on this principle. In ancient times, when there were no other clocks, it was sand clocks that helped people measure time.

Older children can be given a magnifying glass to explore the sand. After pouring a little sand on a white sheet of paper, carefully examine the grains of sand under a magnifying glass with your child. Pay attention to the child that they are of different shapes and sizes. Tell your child how sand is formed. Sand grains are tiny pebbles, which are obtained by rubbing and hitting each other with large stones.

Quite different games can be offered to children with wet sand. First of all, pay attention to the child that the properties of wet sand are completely different than those of dry sand. Firstly, wet sand is of a different color (it is darker), and secondly, it is heavy and no longer crumbles, but you can “bake pies and Easter cakes” from it. To do this, put wet sand with a scoop into a bucket or mold and ram it with the back of the scoop. Then they turn the mold over, holding the sand, put it on a hard surface, knock on its bottom with a scoop and carefully remove the mold. "Pie" is ready. You can invite your child to bake a lot of "pies" of different sizes and shapes, and then count them. If it is too big for our doll, it can be cut.

You can organize a game in the "Bakery". Fulfilling the requests of buyers, the seller will sell loaves, halves and even quarters of a bread loaf. Thus, the child will get acquainted in the game with new mathematical concepts for him. Another time, take a set of toy dishes with you for a walk, with which the baby can play the "Dining Room".

The young chef will prepare three-course meals for his dolls. Here the sand will act not only as flour and dough, but also as cereals, salt and sugar. To prepare the first and second courses, the cook will need water, and grass, flowers and leaves will be useful for salads.

Maybe the child organizes another game - "Guests", in which one doll will invite another to a festive dinner. The task of an adult is to suggest a topic for a new game to the child, and the kid will already apply his own imagination. When showing your child to play with sand, warn your child that it is not safe to play with him: you need to be careful and make sure that the sand does not accidentally get into your eyes.

sand building

Going for a walk with the children, take with you not only a bucket and a spatula, but also a typewriter. Another building material will come in handy: bars, planks. The car can be bigfor example, a dump truck, the child will load sand into it and send it to a toy construction site, and maybe a small one, then the child will build roads and bridges for it in wet sand. Show the kids how to build a bridge. To do this, with the help of a bucket, make two small stones or two sandy hills at a short distance from each other, and throw a plank between them - a car or a doll can pass through such a bridge. Under the bridge, a train may well pass or a boat sail. So that the car can drive onto and off the bridge, sprinkle sand on the "pillars" of the bridge on the two outer sides.

In well-moistened sand, a tunnel can be made without the use of additional building material. To do this, pour the sand in a slide, and through its base parallel to the surface of the earth with a shovel or hand, make a through hole. If the hole is not made through, then you get a good garage for a small car or a house for your favorite toy. If there are a lot of toys, it makes sense to build a large house in which several apartments will turn out at once.

Combining different types of buildings - 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 a whole city with squares, squares, houses and garages. As in any city, there will be crossroads, bridges, underground passages. To make the game even more interesting, you can pre-make planar images of houses, traffic lights, trees, people from thick cardboard and attach sticks with pointed ends to them. The child will stick these models into the sand, and his city will become completely real.

Toddlers can be encouraged to buildplaygroundfor dolls, making a flower bed, a bench, paths on it. For this, the natural material at hand is also useful: cones, pebbles, acorns, twigs, leaves, flowers. If you have a set of small toys"Wild animals", then you can organize a real zoo in the sandbox, enclosing it with a bulk fence made with the help of palms. Suitable for building bricks and a thin plank - a crossbar for the gate. You can use in construction and a mold buried in the sand flush with the ground and filled with water. You will get a good pond for waterfowl or a pool for a polar bear.

Using a set of toys"Pets",invite the children to build a farm or poultry yard, plant a garden, make beds for vegetables, break a flower bed. A cow and sheep will graze in the meadow, a horse will stand near the house, waiting for the owner, and a watchdog will sit in the booth. The house can be done like this: separate the excess parts of the sand from the sand hill and, smoothing the remaining sand with plywood, give it the desired shape. The fence is formed from sand with palms in the form of a shaft or is made with the help of matches (sticks) stuck in the sand. Of these, you can depict a window and a door in the house. Playing with wet sand, the child can make buildings according to his own design, or he can use the plan that you offer him, drawing it right here on the sand or giving the child a real drawing in his hands. The kid can show his imagination in a variety of games. Suggest to him: "Build a palace for your favorite fairy tale character, and then decorate it with shells, flowers and patterns." You can have a competition

"Whose palace is better"

You can build a palace and even a sand castle with high towers and spiers in a very unusual way. To do this, you need to collect half a bucket of sand, and then pour water there, bringing the building mixture to the consistency of semolina. Dripping large drops or pouring wet sand on your building, you can build it up in the form of a tower. A building mix of sand and water can be placed in a plastic bag with a corner cut off and squeezed out through the hole.

The last method is reminiscent of decorating a cake with cream using a culinary syringe. The same method is used to decorate a ready-made building or a birthday cake for a doll. There is another original way of modeling from wet sand. It can be compared to the work of a sculptor. Dry sand is poured in a high hill, a depression is made on top and water flows in a trickle there. Then the dry sand is raked off, leaving a workpiece of well-moistened sand inside. Further, with the help of a scoop or plank, acting as a cutter, it is necessary to remove excess layers of sand in order to create a real work of applied art.

"Water Games"

Water games are one of the favorite pastimes for children. And no wonder, because playing with water is useful not only for the development of tactile sensations and for fine motor skills. Water develops various receptors, soothes, gives positive emotions. And what could be better than the happy face of a child! And it doesn’t matter anymore that you have only puddles around you, a dirty bathroom, etc. What can you play with water?

"Playing with a jet of water"

Substitute the palm of the child under the jet, study the fall of water, spray it. You can, for example, offer him to fill a glass with water first, and then a tablespoon. Moreover, the jet of water can be both warm and cold, both strong and thin.

"Waterfall"

For this game, you will need any toys with which you can pour water: a watering can, a small bowl, a small jug or a simple plastic glass. The kid collects water in a container and, pouring it out, creates a noisy waterfall with splashes. Pay attention to the crumbs that the higher the waterfall, the louder it "noises".

"Water takes shape»

For this game you will need: an inflatable ball, a rubber glove, a plastic bag, a plastic cup. The kid fills the balloon, glove or bag with water using a plastic cup. Adults should pay attention to the fact that water takes the form of the object into which it was poured.

"Water Coloring"

Color the water with watercolors. It's best to start with one color. In one bottle (plastic, transparent) make a concentrated solution, and then pour this solution in different quantities into other bottles. Spilling a concentrated solution into containers, add water and look with the baby where the water turned out darker, where it is lighter. Drowning - not sinking.

Take objects from different materials: metal, wood, plastic, rubber, fabric, paper, washcloth. Lowering various objects in turn, the child observes whether they are immersed in water and what happens to them.

"Little Fisherman"

Small objects are thrown into the pool or basin. These will be the fish. The kid is given a "rod" - a ladle with a long handle, with which he will catch fish. You can also fish with a "net" - a colander or sieve is suitable for this. Dissolve or not dissolve

“What else can dissolve in water besides paints?”

Let the baby pour different liquids into the water (warm or cold) with a spoon. Juice, milk, kefir, syrup, honey, jam or even a few drops of sunflower oil. And if you pour different powders into the water? Sugar, salt, flour, starch, instant or insoluble coffee. What if you throw solid objects into the water? A piece of soap or sugar or something else. What happens to water? Does its color change? Transparency? Does what we throw into water dissolve immediately, after stirring, or after a while?

"From place to place"

We place small plastic balls in water. The task of the baby is to catch all the balls with a long-handled strainer and transfer them to an empty plastic bowl that floats nearby.

"Bubbles"

You should teach your baby to blow bubbles into the water. An adult must first show the child how to do this, so that he tries to do the same, and then observes the bubbles. This can become an element of teaching the baby to dive and swim if the parents do not have the opportunity to spend classes with the child in the pool. At first, you can simply blow air through your mouth, lowering your head into the water, then try to do it through a tube or hose. Such games give the baby an incomparable pleasure.

"Fly, flow"

For this fun, you need a funnel, a plastic glass and various plastic containers with a narrow neck. With the help of a glass, the baby pours water into bottles through a funnel. You can simply pour water through the funnel, lifting it high.

"Squeeze out the washcloth"

The adult gives the child a sponge and asks him to fill the bowl with water, which he holds in his hands. But this must be done only with the help of a sponge, collecting water and then squeezing it into a bowl.

"Playing with soap"

A small piece of baby soap is released into the bathroom with the baby sitting there - let him try to catch him.

« Lots and lots of foam

An adult pours some baby foam into the pool where the baby is. Using a whisk or your own hands, the baby whips the foam. Focus Fill a plastic cup with water, then cover it with a piece of paper. Pressing the cup with your hand, turn the cup upside down. Now, carefully sliding over the paper, you can take your hand away. The trick is that the water does not spill out.

"Catch the ice"

An adult dips 5-10 small pieces of ice into a bowl of warm water. We observe them, talk about the properties of water.

"Squirt"

Make a few holes in the cork of a plastic bottle, fill the bottle with water and give the resulting spray to the baby. You can spray at a distance - then the main goal will be to release the longest jet. And you can shoot from a spray gun at a target, thereby developing accuracy.

"Learning to Measure"

To play, you will need a small bowl or jug, as well as a ladle. An adult asks to fill a bowl with water using a ladle. For comparison, it is better to take a bowl and a jug of different capacities.

"Through the sieve"

Place a bowl of water in front of the child, let the child pour water from a glass into a sieve. Explain to him why the water is leaking. In the game, the child learns the purpose of objects and the properties of matter.

"Treasure Hunt"

Give your child some toys to look at and feel, then put them in the pool. Blindfold the baby and invite him to guess which toy he found with his hand in the water.

"Bathing the Doll"

You will need: sponge, soap, mug (or jug) and towel. Have your child bathe the doll with a sponge and soap. Then ask to dry the doll and put on clean clothes.

"Wash your nose, wash your feet"

Sometimes it can be difficult to stop a merry child and get him to wash. Try to draw his attention to something: let the child wash each part of the body in turn. As you do this, quickly name individual parts of the body, especially those that are far apart (for example, the nose, and then the knees). This will add dynamism to the game and reduce the bath time, making the child wash faster. For a change, you can sing some kind of calm song * or while the child is washing, let him try to compose a rhyme about each part of the body. Here's how this one: We are not bored with a washcloth, I rub my hands with soap, I rub my feet with soap - I wash myself.

"Bathroom Books"

Very interesting books with emerging pictures, in which the pictures change color in warm water. Watering the flowers Take a watering can with water for a walk. Find a flower bed and explain to the child that in order for the flowers to grow well, they must be watered. Let the baby water the flower bed himself. Pay attention to how the earth darkens when watering. You can water grass, trees, shrubs, while telling how plants drink water. Examine the droplets of water left on the leaves, notice that the trickles of water from the watering can look like rain. Sing a song or read a poem. Let's take a watering can and pour water into it. We will water the flowers with a watering can, Grow up quickly! The game promotes the development of imagination, motor skills. The child studies the properties and purpose of objects, gets acquainted with the plant world.

"Games with cones and sticks"

We collect cones in a plastic bucket and arrange a competition for the most accurate shooter. We choose a tree to aim at and from a certain distance we throw cones at it. When we have a lot of people, we play a different game. At the far end of the lot, we dug five small holes, three paces each. A boundary line was drawn from the pits at some distance. Players line up behind this line, each is given 10 cones. Their task is to hit each hole twice and not miss. And if you miss, you leave the race, give way to the next one. jugglers

So, let's start with one bump. We take it and throw it from one hand to another. The height of the throw should be slightly above eye level. It is necessary to throw the bump so that the hand (which is currently throwing the bump) is closer to the middle of the body, and to catch the bump so that the hand (which catches the bump) is slightly to the side (as if on the outside of the body). They caught a bump and, before throwing it with the other hand, you need to make a semicircular movement with the brush. That is, not just tossing from hand to hand, but as if smoothly moving (for this you need to make semicircular movements). Townships

Figures line up from the cones, they should be of different heights. Of course, figures are a strong word. In fact, we are making turrets - one bigger, the other smaller ... All the figures stand on one straight line at some distance from each other. Players, that is, we, collect many, many cones-shells and from a certain distance we try to break the constructed figures with one blow.

"Builders"

Cones are an excellent developing and building material. You can lay out a path with cones, make a fence for a garden bed out of cones.

"From Mountain to Mountain"

The playground has a high slide. Now we go to this site for a walk exclusively in a bag. And it has bumps. Our favorite pastime is rolling cones down the mountain. The essence of the game is as follows: the players climb the mountain, take a cone in their hand and, at the command of the leader (To the start! Attention! March!) Roll their cones down the mountain. The winner is the participant whose bump reaches the ground faster. The game seems to be simple, but requires a certain dexterity from the participants. It is necessary not only to push the bump with force, but also to correctly calculate the trajectory of its movement. It happens that the bumps of two players are linked together and slow down each other's movement. And sometimes, a not very experienced player throws a bump, then it does not roll, but flies, and therefore the result is not counted.

"Playing with clay, pebbles and shells"

When playing with clay, adding a little water and drying in the sun, you can make earthenware for children, small jugs, basins.

In the summer, collecting various flowers and leaves dried in the sun, herbariums and paintings are made from dried flowers and herbs.

Annex 2

Didactic games

Exercises for the development of tactile sensitivity and complex coordinated movements of the fingers and hands.

1. "Come on, guess"

The child lowers his hands into a vessel filled with some kind of homogeneous filler (water, sand, various cereals, pellets, any small objects). 5 - 10 minutes, as it were, mixes the contents. Then he is offered a vessel with a different filler texture. After several tests, the child, with his eyes closed, lowers his hand into the proposed vessel and tries to guess its contents without feeling its individual elements with his fingers.

2. "Artists"

Take a bright tray. Spread the sand over the tray in a thin, even layer. Run your child's finger across the sand. Get a bright contrasting line. Let the kid draw some chaotic lines himself. Then try to draw some objects together (fence, rain, waves), letters, etc.

3. "Dreamers"

Pick up stones of different colors and sizes. First, lay out the drawing yourself, then ask the baby to do the same on their own. After the child learns to complete the task without your help, invite him to come up with his own versions of the drawings. From the pebbles, you can lay out a tumbler, a butterfly, a snowman, balls, beads, etc.

4. "Bump"

Give the child a bump. The child rolls the bump between the palms, saying:

"At the pine, at the fir, the Christmas tree

Very sharp needles.

But even stronger than the spruce forest,

The juniper will prick you."

5. "Dough"

Pour 1 kg of peas or beans into the pan. The child puts his hands in there and depicts how the dough is kneaded, saying:

"Knead, knead the dough,

There is room in the oven.

Will-will be from the oven

Buns and rolls."

6. "Reading poetry"

Pour dry peas into a mug. For each stressed syllable, the child transfers the peas one by one to another mug. First with one hand, then with both hands at the same time, alternately with the thumb and middle fingers, thumb and ring finger, thumb and little finger. Any quatrains are chosen.

7. "Picking berries"

Pour the peas on a saucer. The child takes a pea with his thumb and forefinger and holds it with his other fingers (as when picking berries), then he takes the next pea, then another and another - so he picks up a whole handful. You can do this with one or two hands.

8. "Skiers"

We put two walnut shells or pebbles on the table. This is skiing. Index and middle fingers stand in them like legs. We move on "skis", taking a step for each stressed syllable:

"We are skiing, we are racing down the mountain,

We love the fun of the cold winter."

You can try to do the same with both hands at the same time.

9. "Magic Straw"

The child collects sticks or straws with the same fingers of different hands (pads): two forefingers, two middle ones, etc.

We build a "log house" from sticks or straw. The higher and smoother the frame, the better.

10. "Remember"

We take a rope, string cones. The child, sorting through the cones with his fingers, names the month of the year in order for each cone. You can make similar devices from beans or a pod of peanuts, etc.

11. "Nut"

The child rolls a walnut between his palms and says:

"I roll my nut,

To become rounder than everyone."

The child holds two walnuts in one hand and rotates them one around the other

12. Alphabet

Gather a basket of cones with your child. He must lay out letters from cones (stones, walnut shells), then put them into words.

13. "How Plants Drink Water"

Cut off about 2-3 cm from the bottom of the celery stalk and show the child the small holes in it. Explain to your child that celery draws water through these holes in the same way that we drink water through a straw.

Add any food coloring to a jar of water and put a stalk of celery into the resulting solution. After a few hours, the upper leaves of the plant will take on the same color as the water. Cut the stem in half and show the child how the colored water flows in it, as if through the veins.

14. "Leaf prints"

Place the sheet under the paper and show the child how to rub it with a pencil. The main thing is not to move the sheet and paper. After a while, outlines will appear and veins will be visible. Do this work with different leaves and try to compare the resulting prints with the existing leaves.

15. "Cup Full of Beans"

Take a clean plastic container (baby bath, basin, etc.) and partially fill it with beans. It is better to take large beans. Provide an adequate supply of non-breakable cups of various sizes. Holding the cup over a plastic container, show your child how to transfer the beans from the small cup to the large one, noting how many times the small cup must be filled and emptied until the large one is full to the brim. Then demonstrate what happens if you pour beans from a large bowl into a small one. You can also just dip your hands in the beans and pick at them for no particular purpose - this is also very cool!

16. "Mosaic of ice cream sticks"

Place popsicle sticks side by side as if building a raft. Glue them on one side with sticky tape. With the help of felt-tip pens on the reverse side, you can draw some kind of pattern or pattern that covers all or most of the surface of the sticks (you can stick a picture from a magazine). Remove the sticky tape and hand the sticks to the child. The child must put them together to get the original drawing.

17. "Sand Letters"

On a card or paper, squeeze the glue in the shape of a particular letter. Or apply glue with a brush. Invite the child to sprinkle fresh glue with sand (or salt, rice). Leave the glue to dry. Then shake off any excess sand, salt or rice. By adding paints of different colors to individual handfuls of sand, salt or rice, you can create a multi-colored alphabet.

18. "Sound Matches"

Take empty film containers. Put the same amount of each item (or substance) in two containers. For example, put salt in two containers, rice in two, popcorn in two, and so on. Buttons, beans, gravel, sand and small coins will also work. Give one container of each type to your child, and keep one for yourself.

Shake any container and ask the child to find a container that makes the same sound. Do the same in reverse.

19. "Straw rhymes"

Cut several straws into small pieces (2.5 -5 cm). Remove the cap from the bottle and show your child how to put the straws one by one into the bottle. All the straws as he throws them inside. Once the child has mastered this skill, make the task more difficult by making a small hole in the lid, large enough to fit a straw.

20. "Cereal necklace"

Give your child a piece of yarn, string, or fishing line long enough to slip the finished necklace over their head, and have them string the grains onto the string. Have your child count the number of beads on the necklace.

21. "Estimates"

Place a jar of dry beans on the floor. Each participant must grab a handful of beans from a jar and hold them in an outstretched fist. Then, without counting the beans either in their own hand or in the hands of the other players, each player makes a guess about the number of beans in the hands of all the other players combined.

You can guess whether this number is even or odd.

After that, one of the participants counts all the beans, checking whose answer was correct (or closest to the correct one), or who guessed an even or odd number.

22. "Measuring with chopsticks"

Show the children how to determine the size of objects using a stick. How many sticks is the length of the table, bench? Invite the children to first estimate the length of a variety of objects by eye, and then measure with chopsticks and check the correctness of the guess. Do not forget that if the stick is longer, fewer sticks will be needed, respectively, the length in the sticks will be different.

23. "Domino and pipe"

Show the children how to arrange the dominoes so that they are next to each other, not one behind the other. Demonstrate to your child how to use a straw or a cone to blow off the knuckles one by one.

24. "Lost in the Sand"

Pour sand, beans into a small basin (bowl). The more sand, the more fun the game. Collect various small items in pairs (spoons, paper clips, buttons, coins, pencils, etc.). Bury one object at a time in the sand. Give the children one object at a time, ask them to touch and then find a pair of each object in the sand.

Depending on the age and skill level of the child, you can hide one item at a time, several pieces, or all at once.

For older children, bury treasures in the sand. (Magnetic letters that stick to the fridge are great for this game.)

Games bring great joy to kids, develop the simplest constructive skills and activate cognitive activity. The speech of children is enriched with various parts of speech, grammatical concepts are formed, the pronunciation of sounds is fixed, the skills of auditory perception of speech and non-speech sounds develop.

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THE ROLE OF GAMES WITH SAND AND WATER FOR THE COMPREHENSIVE DEVELOPMENT OF CHILDREN.

Playing with sand, water, snow and other materials are among the favorite games for kids. They teach the child to navigate in the surrounding reality, contribute to the knowledge of the properties and qualities of materials, the development of fine art.

These games should be based on the child's desire to actively explore natural material. At the same time, in order for the baby’s game to acquire cognitive meaning and not be
the nature of monotonous and destructive activity, adults must constantly take care of enriching children's ideas about the various qualities and properties of natural materials.

The kindergarten education program defines the range of information and understanding that children should receive. So, kids ^ know that sand is loose, that it can be both dry and wet; that water can flow, it happens, warm and cold; in water, some objects float, others sink; that snow is cold, melts, snow can be molded; that each of these materials under certain conditions can be transformed from one state to another, for example, water can be: liquid, solid (ice) and | vaporous, it can shimmer, murmur, seethe, it can be cloudy and transparent; that sand is dry, crumbly and | raw, heavy, etc.

Giving children the opportunity to build from sand, bathe their favorite toys in water creates favorable conditions for sensory education, for improving sensations and perceptions, which are the first steps in understanding the world around us. Even the simplest play actions of a child with natural materials can take on a meaningful character and be educationally valuable with skillful guidance from adults.

Of course, even without adult guidance, children can gain some experience. For example, when playing with sand, the baby distinguishes between its humidity and dryness by touch, determines by color what sand can be used to make pies and build buildings, etc. But to the specific question “What kind of sand do you play with?” children, as a rule, answer: “Good”, “Strong”, “Red”, “No pebbles”, etc.

From the answers of the kids it is clear that the experience acquired spontaneously does not reflect the state of the material, its essential features. There are almost no definitions of such qualities as dry, wet, wet, heavy in the vocabulary of the players. After all, the adult did not fix the attention of the child on them.

Without the guiding role of an adult, children cannot perform their intended play actions. So, children love to mold pies, but most of them do not know how to do this: they pick up molds that are not full, they don’t know how to overturn the mold, you need to knock on it; they forget that before knocking over the mold with sand, you need to gently pat the sand so that it fits snugly into the mold; they overturn the mold, spreading their fingers, so the sand spills out.

Not getting the desired result, the children get distracted, start throwing sand at each other, take away toys from each other, etc.

Games with sand and water are usually long in time, but monotonous: molding pies, ice cream; bathing dolls. At the same time, the movements that the child performs with his hands are often uncoordinated - it is difficult for him to hold an object with one hand and perform any actions with the other. Sometimes the baby cannot determine the sequence in which actions should be performed: where to start, how to finish. Of great importance for streamlining the child's actions with natural material is the development of his visual and visual-motor perception. Therefore, at the first stage of working with children, adults must solve the following tasks: to teach the child to determine the properties of materials by sensory means, to bring to the mind of the child the possibility of using them.

When organizing games with natural material, it is necessary to create appropriate conditions that meet both hygienic and pedagogical requirements.

The sand used by children is periodically cleaned, changed, watered, mixed well (especially the cleanliness of the sand has to be taken care of during the period when children get acquainted with such a property as flowability). Sand courts and sand-water tables are the most convenient for playing with sand. Children play standing or sitting at tables. In the hot season, it is advisable to have a canopy over the sandbox or install sun umbrellas.

During the game, you need to monitor the condition of their clothes. Water temperature can be from +18 to +20; the duration of the game should not exceed 5-7 minutes.

Familiarization of children with the properties of materials through the simplest play actions is facilitated by the successful selection of toys. For activities related to molding pies, pouring sand, it is better to use various plastic molds, funnels, sieves, buckets, spatulas, animal figures, dolls, cars. For kids, metal molds are unacceptable: they can cut themselves on sharp edges. Do not give babies too many molds at once. If for each child there are 2-3 molds and a scoop and a bucket, the children's games will be quite varied and interesting.

Playing with water also requires a variety of toys made of various materials. These can be light, floating plastic toys (pupas, fishes, boats) and rubber (pupas, ducks, fishes). Good toys made from tree bark. Jars, polyethylene bubbles, funnels, watering cans, pebbles, shells, etc. are also used. The set of toys must be constantly replenished and updated.

By performing certain actions described above, the child gets acquainted with the material, learns its properties and at the same time plays in an exciting way. Adults encourage children to play activities, activate their mental activity. The word of an adult organizes the child's sensory experience without replacing it. This contributes to the development of generalized concepts by children, the activation of the dictionary. The kids use the knowledge gained in subsequent games.

Water games are interesting. First you need to accustom the child to water: offer to put your hands in it, feel how pleasant it is. During the game, the teacher invites everyone to look at their hands in the water. By repeatedly taking their hands out of the water and lowering them again, the children notice that the water is warm.

Then the teacher pours water from one jar to another, and the children watch his actions and listen to how it makes noise. Next, the teacher teaches the kids to bathe the dolls. You should draw the attention of children to the observance of certain rules: before playing, put on aprons, wrap up sleeves; after the game, wipe your hands dry; use toys for their intended purpose, etc.

This period of the child's initial acquaintance with the properties of natural materials should be regarded as an important stage in the process of sensory education. By purposeful selection of toys and objects, an adult creates the conditions for a variety of actions of children, for the accumulation of sensory representations. However, this is still not enough to form a conscious attitude to the materials in the child.

A further task of pedagogical leadership is to educate children in the ability to act correctly and consistently with toys. Effective results here are given by the joint game of an adult with children. During the game, he names the state of materials and their properties, shows the sequence of actions with different toys.

The teacher approaches the children, takes molds, a spatula and asks: “Do you want to make pies?” Children respond positively, some immediately try to act, but they do not succeed. The teacher says that the sand is dry, it can be collected in cups, molds, poured, poured through a funnel, strainer, but you can’t make a pie. The teacher takes a watering can with water and, in front of the children, waters and mixes the sand, then invites the children to try pouring it. Kids try to pour sand from cups into another container (through a funnel), but their attempts end in failure.

Playing together with an adult, his remarks and explanations along the way, gradually affect children's development. The child's sense perceptions are reinforced. This is reflected in his statements: “Vodichka shines, shimmers and murmurs”; “She is bright, transparent”; “She is alive, you can’t hold her in your hand”; “You can see a ball, elephants in it”; “You can bathe a doll in it”; "The chrysalis does not sink - it is light"; “This ball will sink - it is heavy”, etc. The coordination of movements is improved; the actions of the baby become ordered; the content of the game is enriched.

Children's awareness of the properties of natural materials, mastering the skills of working with them requires a different number of exercises. To establish such qualities of water as warm, cold, clean, any child only needs one game with warm and cold water (the game "Bathing Dolls"). Distinguishing between floating and sinking toys requires a lot of repetition, moreover, with the concepts of “floating - light”children master more easily than the concepts of "sinking-heavy".

Much faster, younger preschoolers begin to navigate the distinction between the qualities of sand and master the appropriate vocabulary. When organizing and directing games, the teacher must take into account the individual capabilities of children. For kids who do not fully own a shovel, the teacher helps to learn a variety of actions with this toy: shows how to pour sand into a mold,

How to fill it in correctly, etc. For children who have mastered these operations, he offers simple plots for playing with sand: baking bread, pies, buns, making sweets, ice cream for dolls. Then the teacher, together with the children, can build a yard for a hen with chickens, a garden for dolls, etc. Silhouettes of pets cut from plywood (on stands) are very convenient for such games.

At the beginning of the year, children do not carry out voluminous buildings and play in a small space. So far, they are mastering the ability to rake sand and build ramparts from it, compact sand, dig holes, dig grooves, etc.

Such games lead younger preschoolers to more complex construction plot buildings (building houses for dolls, garages for cars, etc.), however, the task of the teacher is not so much to teach kids how to perform complex buildings, but to instill them cooperative play skills.

For example, just like in games with building materials, children, playing nearby, build a house for dolls for themselves. Built in one line, the houses form a street. This makes it possible to play with toys: kids roll cars along the street.

During the game, you need to show the children how to rake wet sand into even piles, tamp it down, choose it from the inside so that the houses do not collapse; how to make windows, doors.

Thus, with systematic pedagogical guidance, young children can play meaningful games with natural material. Games bring great joy to kids, develop the simplest constructive skills and activate cognitive activity. The speech of children is enriched with various parts of speech, grammatical concepts are formed, the pronunciation of sounds is fixed, the skills of auditory perception of speech and non-speech sounds develop.

Already in The State, he insists on bringing up children "by means of play." This idea is developed more fully in the Law, noting that, according to their spiritual make-up, three-year-old, four-year-old and five-year-old children need games and amusements. For children of this age, fun comes naturally when they get together. Therefore, he recommended that wet nurses take the children to the playgrounds and carefully observe the children's games.

Plato believed that in the game the child intuitively reveals his attitude to certain activities and demonstrates the intention to become outstanding in any field of activity. “For example, who wants to become a good farmer or house builder, he must already in the games: the first is to cultivate the land, the second is to build some kind of children's buildings.” Having noticed the children's preferences for certain games, the educator must provide the child with specific knowledge about this type of activity, give the necessary tools.

But the most important thing in the process of directing children's games with natural materials, Plato considered introducing "in the soul of a playing child, love for what, having grown up, he should become an expert and achieve perfection."

But these ideas, at first sight so attractive, suffer from inconsistency. They so little take into account the personal inclinations of the child, they impose with such straightforwardness whatever pleases the adults around him, and even under the pretext of the child’s personal intention “to become something outstanding”

Ya.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, sculpt from clay. Substantiating the reason for this, the Czech teacher in his work “Mother's School” noted that children are willing to do these things, since they cannot remain idle. And these games with natural materials are very useful, because they develop "alertness of mind", "mobility in all members", independence, initiative and activity of children.

Adults should not interfere with these games of children, but rather create the appropriate conditions. Let them be those ants who are always busy: they roll something, carry it, drag it, fold it, bend it, break it, shift it. The role of an adult, according to Ya.A. Komensky, is only to observe the children's games, so that everything that happens on the playground happens reasonably and is included in the children's game, prompting new game options, new actions, new materials.

John Locke also assigned a large role to children's games in the upbringing. His statements about children's games and toys are of practical interest even today. In the 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 the game. 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 useful habits. This is best facilitated by playing with natural materials. They give children not only pleasure, but also contribute to the formation of the positive character of an energetic and hardworking person.

Robert Owen only proclaimed the game of children with natural materials as an educational tool, but does not reveal the real ways to use this tool either in theory or in practice.

It only highlights the need for a playground that can also be a meeting place for children aged five to ten after school hours. A canopy can also be made right there, under which, in bad weather, children can find something to do. This idea was supported by the American teacher John Dewey. He believed that the development of young children is best promoted by the game. 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 games with natural materials are based on the "building instinct", which is realized in the process of "giving materials tangible forms.

J. Dewey categorically objected to the fact that children should be carefully guarded 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 a reason to use materials in a real way, instead of doing exercises with the gifts of Friedrich Fröbel, which have only a distance from reality. symbolic meaning. Such games evoke liveliness of feelings and accuracy of observations; they require a clear idea of the results to be achieved, as well as immediacy and ingenuity in the creation of buildings.

French pedagogue Polina Kergomar assessed games with natural materials from a somewhat different standpoint.

She considered it legitimate to introduce games into the work plan of mother schools, and developed the content and methodology for managing them. Among the games, she assigned a special role to games with natural materials: water, pebbles, mosses, sticks. ". It seems to me that if it were taken away from our Parisian boys, they would start a revolution. A child who has sand plays on his own, 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 piece of paper or a piece of paper into the brook, 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 material for games, suggest topics, 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, stones not a game, but. Children mold vases, dishes, bricks, houses, decorate them with pebbles and glass. “How they rejoice when a whole house, the result of their own labors, grows next to the site on which they, also with their own cares, 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 striking is the fact that by solving the problem of sensory development of children. M. Montessori developed all kinds of didactic aids for the development of external sense organs, and completely ignored the value of natural material in this process. For this, the Montessori method was criticized by E.I. Tikheeva, L.K. Schleger, N.K. Krupskaya and other teachers.

The Belgian educator Ovid Decroly 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 sense organs should be associated with real objects and phenomena of the surrounding world. To implement this provision, O. Decroly created a system of games that ensure the versatile development of children. He noted that the child in the game almost unconsciously makes comparisons, comparisons.

The game makes you remember, draw conclusions and make judgments, make discoveries, and not acquire the knowledge presented by a teacher or a book. Giving the child greater freedom in games, in actions, O. Dekroli nevertheless warned that the teacher should always be next to the playing child in order to actively help in all difficulties, answer questions, satisfy interests and needs, and catch 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 the faster and more effective development of children.

Russian teachers K. D. Ushinsky, E. N. Vodovozova, A. S. Simanovich, L. K. Shleger and others also unequivocally noted the positive role of games with natural materials in the upbringing and education of preschoolers.

In their works, they dwelled in detail on the importance of creating conditions for children to play with natural materials, both on the site of the kindergarten and in its premises, as well as developing a variety of content for these games.

A direct study of the work plans of teachers and observation of children's games at the site in one of the preschool educational institutions in Minsk made it possible to determine the subject of the games used:

with sand: "Pancakes for a doll." "Minks for mice", "Mountain road for cars", "We will transport sand on a dump truck", "Let's prepare a treat" (Jr. gr.), "Building a city for little men", "Our city", "Garage" (cf. gr.), “Let's build a castle”, “Fairytale city”, “Cosmodrome”, “Anthill”. “Let's build what you want”, “Underground tunnels”, “Roads” (Art. gr.);
with water: “We bathe the doll”, “We catch a fish”, “Washing” (jr. gr.), “Merry brook”, “Catch up”, “Ships”, “Sinking - not sinking” (cf. gr.), “ What kind of water happens”, “What sinks, what floats” (St. gr.);
: "Snowballs", "Snowwoman", "Hit the target", "Snow pies" (Jr. gr.), "Snow fortress", "Snow fight", "Tower", "Who will throw further" (cf. gr. .), “Blinding and decorating a snowman”, “Ice mosaic”, “Drawings in the snow”, figures of dogs, cats, cubs, etc. (st. 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 content complication, and there is no ecological orientation of games with natural materials. Among the methods used in the process of managing games with natural materials, teachers named: display, repetition, exercise, story, conversation, observation of older children.

Despite the low level of interest of educators in the organization of 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: the sensory development of children; the development of children's interest in nature, the development of cognitive activity, observation, curiosity, the formation of skills for constructive, labor activity, the expansion of the horizons of children, the emotional development of children; physical development, the 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 guys notice that water is denser than air, so movement in it requires more effort than through air. After that, it is easy for them to realize the need to cover the entire surface of the body with mucus in fish and fat in penguins, seals, walruses, etc. Also visually, children learn the importance of the streamlined body shape of the inhabitants of the water. Smooth objects, having an elongated shape, dissecting dense water with a narrow part, easily move through the water column and but its surface. This knowledge is the basis for children's understanding of 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 have turned into fins, flippers, or have swimming membranes? Water games can also be used to educate preschoolers about the problems of water pollution. To do this, you can organize the game "Soap Bubbles" and demonstrate that the formed soap film on the surface of the water prevents gas exchange. In nature, such water pollution adversely affects the inhabitants of rivers, lakes, seas.