One step, two steps. Practical course of mathematics for preschoolers. Guidelines. Peterson L., Kholina N.P. Overview of the course L. G. Peterson "Player" (from work experience) Classes for children according to the Peterson program

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1 The program for the preparation of preschoolers in mathematics L.G. Peterson, N.P. Kholina “A step, two steps personality of the child, humanization and humanitarization of mathematical education ( scientific director Doctor of Physical and Mathematical Sciences, Professor G.V. Dorofeev). The main goal of the mathematics course for schoolchildren is the comprehensive development of the child: the development of his motivational sphere, intellectual and creative forces, personality traits. Often, preparing children for school comes down to teaching them to count, read, and write. Meanwhile, the greatest difficulty in primary school not those children who show intellectual passivity, who lack the desire and habit of thinking, the desire to learn something new, experience it. At the same time, the development of fantasy, imagination, creativity. Thus, the main objectives of this course of mathematics for preschoolers are: 1) Formation of learning motivation, focused on the satisfaction of cognitive interests, the joy of creativity. 2) Development of figurative thinking (sensations, perceptions, ideas). 3) Formation of methods of mental actions (analysis, synthesis, comparison, generalization, classification, analogy). 4) Development of variability of thinking, creative abilities, fantasy, imagination, constructive skills. 5) Increase the amount of attention and memory. 6) The development of speech, the ability to justify one's judgments, to build the simplest conclusions. 7) Developing the ability to purposefully control volitional efforts, establish the right relationships with peers and adults, and see oneself through the eyes of others. 8) Formation of general educational skills and abilities (the ability to think and plan actions, implement a decision, guess about the results and check them, strictly obey the given rules and algorithms, etc.). 9) fostering interest in the subject and the learning process in general. These tasks are solved in the process of familiarizing children with different areas of mathematical reality: with quantity and counting, measuring and comparing quantities, spatial and temporal orientations, that is, with those mathematical concepts that underlie the content of the elementary mathematics course and determine the depth and quality of assimilation school curriculum. new material is introduced on the basis of the principle of activity, that is, it is not given to children in finished form, but is comprehended by them through independent analysis, comparison, and identification of essential features. Mathematics should enter the lives of children not as a theory, but as a "discovery" of regular connections and relationships in the world around them. And the teacher leads the children to these discoveries by organizing and directing them. learning activities for example, children are invited to roll two objects through the gate. As a result of their own objective actions, they establish that the ball is rolling because it is “round”, without corners, and the corners prevent the cube from rolling. Thus, children learn to recognize geometric figures, get acquainted with their names, identify essential features. The form of classes should be mobile, varied and change depending on the tasks.

2 Age features children determined saturation educational material game tasks. However, the use of a large number of games does not mean a decrease in the level of mathematical content. On the contrary, many topics traditional for preschool education have been transferred to an earlier period, and the range of issues under consideration has been significantly expanded in the direction of the formation of fundamental mathematical ideas in children. It should be emphasized that we are not talking about changing the requirements of the standard program for the mathematical preparation of preschoolers, but about changing the mechanism for achieving these goals. One of such mechanisms is the minimax principle, which was formed in didactics based on the ideas of L.V. Vygotsky, A.N. Leontieva, L.V. Zankova and others. It means such an organization of work with children, when knowledge is given to the maximum possible (in the zone of their proximal development), and the requirements for the elimination of knowledge are presented according to the minimum, the necessary passage of the next stage of education and a certain state standard. In other words, the success of learning is achieved not by facilitating tasks to the level of the weakest children, but by developing in each child the desire and ability to overcome difficulties. Using the minimax principle allows all children to reach the level of required learning outcomes without overloading, without slowing down development more capable children. Thus, the issue of level differentiation of preschool education is solved: each child moves forward at his own pace. In preschool age, emotions play perhaps the most important role in personality development. Therefore, it is of paramount importance individual approach, creating for each child a situation of success, an atmosphere of goodwill, where all children, regardless of their abilities, “feel at home”. The principle of comfort is a necessary component of working with children, since failure to comply with this requirement adversely affects their health and mental development. An important feature of this program is that it is an organic part general course mathematics, ensuring its continuity at all stages. The direct continuation of the program in elementary school is the program for elementary school 1 4 L.G. Peterson, and high school program for 5 9 grades G.V. Dorofeeva, G.K. Muravina and L.G. Peterson. Thus, this program implements the following didactic principles: 1) the principle of activity ensures the comprehensive development of children; 2) the minimax principle provides an individual development path for each child; 3) the principle of comfort ensures the normal psycho-physiological state of children; 4) the principle of continuity ensures successive links between all levels of education. Calendar-thematic planning of classes in mathematics "One-step, two-step" (1 lesson per week, 28 lessons in total) Plan. Fact. Quantity Theme of the lesson hours 1 1 Numbers Numbers Numbers Number 6. Number Number 6. Number 6

3 6 1 Number 6. Digit Measurement of length. 8 1 Length measurement. 9 1 Length measurement Number 7. Number Number 7. Number Number 7. Number Number 7. Number Heavier, lighter. Weight comparison Weight measurement Number 8. Number Number 8. Number Number 8. Number Volume. Comparison by volume Measurement of volume Number 9. Digit Number 9. Digit Number 9. Digit Area. Area measurement Number 0. Number Number 0. Number Number 10. Number Ball.Cube.Parallepiped. Explanatory note The course of speech development and literacy for preschoolers is the initial link of the continuous course "Literacy" - Russian language - reading - literature for grades 1-11 within the framework of educational program"School 2100". The overall goal of the program is to prepare a functionally literate personality in the course of preschool and school developmental education as an indicator of quality education, to ensure that the student is ready for further development. One way to achieve this goals - creation continuous courses. In relation to teaching the Russian language, continuity is understood as the presence of a sequential chain of learning tasks throughout the entire process of mastering the language, turning into each other and ensuring the student's constant advancement in each of the successive time periods. Continuity is on the border of "childish garden-school» provides continuity in training. The pre-school course for the development of speech and preparation for literacy is designed to provide high-quality preparation of children for education in elementary school according to the Educational Program "School 2100". The development of a preschooler is carried out along four main lines that determine his readiness for schooling: 1) the line of formation of arbitrary behavior; 2) the line of mastering the means and standards cognitive activity; 3) the line of transition from egocentrism to the ability to see the world from the point of view of other people; 4) the line of motivational readiness. A feature of the program is the use of elements of speech therapy for children preschool age, the purpose of which is to prevent errors in reading and writing. The purpose of the course is the comprehensive development of the child's personality, his value ideas about the world around him, his outlook, intellect, and personal qualities.

4 Learning objectives: 1) formation of learning motivation and interest in the learning process itself; 2) the development of visual-figurative and the formation of verbal-logical thinking, the ability to draw conclusions, justify one's judgments; 3) formation of methods of mental actions: analysis, synthesis, comparison, generalization, exclusion, modeling, design; 4) development of memory, attention, creativity, imagination, variability of thinking; 5) development of general educational skills: the ability to work in a team, interact, bring the work started to the end; work carefully, with concentration, plan and control their actions; 6) development of communication skills with adults, with peers, the ability to see the world through the eyes of another person; 7) development of speaking, listening and reading skills; 8) development of interest and attention to the word, to one's own speech and the speech of others; 9) enrichment of active, passive, potential vocabulary: development of the grammatical structure of speech, coherent speech skills based on the speech experience of a native speaker child; development of the ability to operate with language units: sound, syllable, word, phrase, sentence; 10) expansion of ideas about the world around, the phenomena of reality based on the life experience of the child. The solution of these problems is carried out in the process of teaching literacy and teaching writing. Classes are conducted according to the textbook by R.N. Buneev, E.V. Buneev, T.R. Pronina "Our prescriptions". Thematic planning of classes in teaching literacy and teaching writing, developing speech and preparing for teaching writing (1 lesson per week, 28 lessons in total). Plan. Occupation fact Calendar-thematic planning to prepare for teaching literacy and writing Number of hours "On the way to the ABC" "Our copy-books" 1 1 Sounds and letters Writing straight and oblique lines Words. Sounds. Sound a s a Sounds oh, uh o, e Sounds and, s s, and, a, o, e Sound y. vowel sounds and letters. y y 10 1 Sounds m, m. Consonant sounds. Syllables. Hard and m M soft consonants Sounds n, n. Consonant sounds and letters. Syllables. nn 12 1 Sounds p, p. p P 13 1 Sounds t, t. Vowel sounds and letters (a, o, u, i, s, tt

5 e). consonant sounds and letters (m, n, p, t) 14 1 Sounds k, k kk 15 1 Sounds x, x. sounds KX, kx xx 16 1 Sounds f, f th Syllables with the letter f. ff 17 1 Sounds ye, yo, yu, ya. Syllables. e, u, i 18 1 Sounds l, l. differentiation sounds l, d ll 19 1 Sounds v, v, f, f. Differentiation of sounds v, v, f f v, f. Voiced and deaf consonants Sounds h, sch. Differentiation of sounds. h, u 21 1 Sounds b b. Differentiation of sounds b b, p p, b-p Sounds d and d.; dr. dr. e, t 23 1 Sounds s, ss 24 1 Sound c. Differentiation ts-s sounds, ts-ch Sounds g and g. Differentiation of sounds g-k, g-k Sounds z and z. Differentiation of sounds s-z, s-z. whistling consonant sounds. tss gg. zz 27 1 Sounds w w Hissing consonant sounds. w, w 28 1 Sounds r, r. p p

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Many people focus on the study of mathematics. modern schools development, various productive methods of teaching this exact science. One of them is the Peterson teaching method.

Just about complex

The author of this world-famous methodology for teaching mathematics is Ludmila Gergievna Peterson, Doctor of Pedagogical Sciences, Professor, Director of the Center for Systemic-Activity Pedagogy "School 2000 ...", laureate of the Prize of the President of the Russian Federation in the field of education.

The Peterson technique is built on the principle of a “layer cake”. Its essence is that knowledge is taught to children in a simple and accessible form, and the child, as it were, “layers” new information on existing knowledge. Important feature methodology is that it is close to the real needs of the child. Perhaps that is why children studying according to the Peterson method know much more than their peers and are ahead of them in development by about 1 - 2 years. Moreover, training by this method can begin as early as the age of three. Even topics that are difficult to master are given to children in a simple, accessible form, which most often takes place in an interesting game form.

educational moment

Unlike the traditional school teaching methodology, where the teacher explains and the student learns, the methodology
learning Peterson suggests that each child acquires new knowledge independently. To do this, he is given certain tasks, which he still does not know how to solve. In order to cope with the task, the child must offer some kind of solution, version, hypothesis, explain and test it. Truth is born as a result of joint discussion, creative work that educates a person, while knowledge is assimilated much deeper. Moreover, the depth of study and the level of perception of the information received are changing each time. Thus, if a child has not learned something in the first year of study according to the Peterson method, he has every chance of mastering this knowledge next year, although the task will become somewhat more complicated. It is possible to put aside material that is too difficult to study for some time, in order to then master it at a new stage of its development.

Realistic learning

Another one distinguishing feature Peterson's methodology lies in the fact that it is as close as possible to the real world, which is especially important at an early stage of development of children of primary preschool age. The point is that complex abstract concepts and formulas for toddlers are too difficult to master, especially in terms of their practical application in life.

lesson game

Lessons on the Peterson method are reminiscent of exciting game, what
increases interest in the learning process and greatly facilitates it, causes positive emotions and interest. Children who study according to the Peterson method always have a large numerical trickle before their eyes. When it is necessary, suppose, to add two numbers - 3 and 1, he puts his finger on the number 1 and takes three steps forward. If you need to subtract 2 from 5, he puts his finger on the number five and takes two steps back. That's the whole game logic!

visibility

During the written lessons in the lessons according to the Peterson method, colorful bright notebooks and educational and visual aids and toys are used, at a glance which not only children, but also adults will want to play with their children. Moreover, the methodology is designed in such a way that it is not necessary to attend special circles and early development schools for classes. It is quite possible to teach children according to the Peterson method at home.

Complementary Resources for this Organizational Handbook individual work with children are contained in notebooks with a printed basis "Igralochka", part 1, by the same authors.
Educational and methodical manual "Player" part 1 is focused on the development of thinking, creative abilities of children, their cognitive activity and interest in mathematics.
A continuation for children 4-5 years old is the educational and methodological manual "Player" part 2, for children 5-7 years old educational and methodical manual ...

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Educational and methodical manual "Player" part 1 on the development of mathematical representations of children 3-4 years old is a continuation of the teaching manual "Player" part 1 for children 3-4 years old and the next link in the continuous course of mathematics "School 2000 ...". Contains short description concepts, programs and conducting classes with children in accordance with the new requirements for organizing classes according to the didactic system of the activity method "School 2000 ..." (Prize of the President of the Russian Federation in the field of education for 2002).

In kindergarten, one of the areas of work is teaching counting skills. Often, educators use the manual L. G. Peterson "". Training according to this technique can be started from 3 years to seven. The content of the educational program becomes more complex with age. This allowance includes practical advice and demo material.

study of the properties of objects and numbers;
patterns;
numbers;
quantities;
space-time representations.

Children in kindergarten

AT younger age with them they study only numbers, and in the senior they study simple arithmetic operations with them. All classes should be carried out taking into account the leading activity of the child in the preschool period - the game. But lessons should be held regularly so that the knowledge gained is systematized.

For children 4-5 years old

This part of the manual is not aimed at memorization and memorization, but at educating children in the ability to independently draw conclusions, reason and prove their point of view. There is no need to impose mathematics on him, teachers should try to motivate him.

Important! The book should not be given completely at once: you need to cut off the sheets as you complete the tasks and put them in a separate folder. And at the end school year it can be given to the parents of the pupil.

This tutorial covers the following topics:

"Repetition";
"Earlier, later";
"Comparison in height";
"Number and number 4";
"Square";
"Cube";
"Up, down";
"Width comparison";
"Number and number 5";
"Oval";
"Inside Outside";
"In front, behind, between";
"Pair";
"Rectangle";
"Number series";
"Rhythm";
"Number and number 6";
"Ordinal account";
"Comparison by length";
"Number and number 7";
"Numbers and Numbers 1-7";
"Comparison by thickness";
"Higher lower";
"Plan";
"Number and figure 8";
"Cylinder";
"Cone";
"Prism and Pyramid".

Important! After studying all the topics in the second part of the "Toy", tasks for repeating all the material are collected.

In each section, several exercises are proposed for practicing and consolidating:

comparison;
draw figures;
connect the dots;
find an extra item and explain why;
paint over the desired number or a suitable figure;
passage of the labyrinth;
making proposals.

Exercise has a positive effect on development fine motor skills and speech development. All topics are illustrated, because when working with preschoolers you need to use visual material. It is important that the teacher does not give the children ready-made answers, but helps them find the answer to the questions on their own. At the age of 4-5 years, teachers form an interest in the study of mathematics.

boy doing math

For the middle group 5-6 years old

In Peterson's book "Mathematics for Preschoolers" for the middle group, children begin to be introduced to simple arithmetic operations and the expansion of existing knowledge. In this guide for the middle group, the following sections are studied in detail:

properties of objects;
comparison;
addition;
work on spatial representations ON, OVER, UNDER;
work on the concepts of "right", "left";
subtraction;
work on the concepts of "between", "in the middle", "inside", "outside";
one-many;
study of numbers and numbers.

AT middle group more time is allocated to each topic, because these are the first steps for children to school.

Important! Classes should not be too long. It is necessary to arrange physical minutes and a change of activity.

Preschoolers are offered to perform the following types of exercises:

search for similar features and differences;
search for similar shapes and color them;
search for extra items;
work with tables.

For almost every exercise, the child must give a detailed answer. Thus, it happens. Each topic is given several lessons, because the material becomes more complicated. Therefore, the use of Peterson's book on mathematics for children of 5-6 years old makes it possible to implement an integrated approach to learning.

For preschoolers 6-7 years old

AT preparatory group Most of the classes are devoted to the development of arithmetic operations. New topics include the following:

area measurement;
length measurement;
mass measurement;
watch.

Didactic games

Peterson's book "Preparing for School Years 6-7" offers handouts so that preschoolers can apply knowledge in practice and better master the knowledge gained.

The advantage of this technique is that this is not a textbook on mathematics for kindergarten, but workbook. And you can study in notebooks “One is a step, two is a step ...” at home. The tasks are age-appropriate and progressively more difficult. It is desirable to conduct lessons in a playful way so that children do not lose interest in learning a new subject for them.

Peterson preschool education: how to conduct classes

The learning process for this manual should be based on the following methodological principles:

Creating a favorable psychological environment is one of the main principles in teaching. A comfortable environment has a beneficial effect on the general condition of the child.
The activity approach - a preschooler learns the world not by getting ready-made answers, but as a result of an independent search. The adult is more of an observer.
Individual approach - the educator creates situations in which each child in the group feels part of the team.
Integrity - the learning process is not limited to kindergarten. One of the tasks of the teacher is to convey to parents the importance of continuing the educational process during other activities.
Variation - the use of tasks with several answers.
Creativity - here it is important not only to encourage the creative activity of the child, but also to work together with adults.
Continuity.

There are 3 types of situations in the lesson:

"discoveries" of new knowledge;
workout;
final.

A feature of the first type of classes is the implementation of educational goals with the study of new mathematical topics. Children are left with the opportunity to think and find the answer on their own. At the beginning of the lesson, the teacher introduces new topic speaks of its meaning. Then he creates a difficult situation, as a result of which there is a "discovery" of new knowledge.

To do this, the teacher offers the student to perform an action using new knowledge. Thanks to this, the adult leads the preschooler to the realization that he is not yet ready to perform new skills. Solution of practical exercises on a new topic and its consolidation. In this lesson the main objective teacher in this type of class - to involve the child in the educational process.

Didactic material

The teacher, asking leading questions, encourages the child to choose a way to solve a difficult situation. As a result of the successful application of new knowledge in practice, it is imperative to praise the child. At the end, the teacher pronounces the solution algorithm, without going beyond the game method.

Then he creates various situations to use a new skill. Or organize a little self-examination. When summarizing the results, the educator pronounces the conditions due to which it was possible to achieve the result.

A training session can be carried out in a playful way. The purpose of such lessons is to consolidate the acquired knowledge. But it does not take place in the form of standard memorization. The child independently finds difficulties that prevent him from learning a new topic and coping with them. During the debriefing, the educator should pay attention to what helped him to emerge as a winner.

Important! Final classes are conducted with the participation of two teachers. One of them organizes the educational process, and the second writes down the results. The purpose of such lessons is to systematize the acquired knowledge and check how much the child has mastered it.

The value of the book in preparing for school

The value of Peterson's classes can hardly be overestimated if they were carried out taking into account all the recommendations. Its advantage is that it is suitable for individual work with children. It is easier for the educator to create advanced planning for effective math learning.

Mathematics lesson at preschool educational institution

When using this technique, preschoolers do not lose interest in learning. This is due to the fact that in the classroom they use game methods, introduce fairy tale characters. Many studies have proven the effectiveness of teaching in this way. Children are taught to think independently, to look for solutions.

Also, the use of Peterson's book contributes to the development of creative thinking. Although many in the study of mathematics miss this component. The selected tasks will allow teachers to explain even complex tasks to the child as clearly as possible. As a result of classes according to this educational method, children learn to cope with tasks on their own. And an adult can only suggest a direction in solving a problem.

Situation type: discovery of new knowledge.
Topic:"The world of amazing flowers."

Target: the formation in preschoolers of the ability to draw up and read schemes of "successive actions" using the example of a picture scheme for planting flowers.

Tasks.
Educational:
Expand:
- basic knowledge about natural world(on the example of the world of flowers);
- knowledge about the conditions necessary for the growth and development of plants;
To consolidate ideas about ecological connections in nature: the dependence of living nature on inanimate. Developing:
to promote the development of personality traits: observation, responsiveness, independence, diligence. Educational:
contribute to the formation
- ecological culture of children of senior preschool age; - installation of a positive attitude to the natural world, to work in nature;
create conditions for:
- development of respect for nature;
- manifestations of independence in labor activity (labor in nature).

Preliminary work.
Conversation "Why do plants need water, sun, earth."
Observation of the growth of onions in the ground, water.
Examination of flowering plants.
Reading and retelling Russian folk tale"Tops and Roots".
Watching an animated film based on the story of V. Kataev "Flower-Semitsvetik".
Memorization of sowing verses, sentences.

Materials for the lesson.
Demo material:
cards with the image of the sun, water, soil, air: size: 13 × 13;
cards with the image of an empty pot, a pot of earth, a flower bulb with germinated sprouts, a scoop for creating a recess in the ground, a pot of earth and a planted bulb, a watering can with water: size: 13 × 13;
arrows - 5 pcs.

Handout:
pots, scoops, watering cans with water according to the number of children;
flower bulbs according to the number of children;
a container with a large amount of land;
aprons for each child.

Equipment:
magnetic board: size: 120×100 cm;
tables 2 pcs. (squared) or one round table;
oilcloth for table covering;
chairs according to the number of children;
costume for Fairy of Flowers;
fabulous flower "Flower-seven-flower";
green flooring (artificial) for flower beds - 2 pcs.;
artificial wild flowers - 12 pcs.:
chamomile - 4 pcs.;
poppy - 4 pcs;
cornflower - 2 pcs.;
bell - 2 pcs.
artificial garden flowers - 12 pcs.:
rose - 2 pcs.;
narcissus - 2 pcs.;
tulip - 4 pcs.;
iris - 2 pcs.;
lily - 2 pcs.
Flower basket - 2 pcs.

Necessary materials:
a letter from the Fairy of Flowers;
audio recordings:
· V. Dashkevich, sl. Y. Kim “Come visit us” from the movie “There on unknown paths” (without words);
P.I. Tchaikovsky's "Snowdrop" from the cycle "The Seasons";
P.I. Tchaikovsky's "Waltz of the Flowers" from the ballet "The Nutcracker";
P.I. Tchaikovsky's Dance of the Dragee Fairy from The Nutcracker.
Screensaver-picture "Flower City" for projection on the screen.

Course progress.
1. Introduction to the game situation.
The children enter the group room.
Guys, we have guests! Let's say hello to them. They are happy to see you and smile at you! Show that you are happy with them too. Get to know them.
Come to me!
- Today a mysterious letter arrived in our kindergarten!

The teacher reads the letter.
"Dear Guys! I beg you to help me in one very difficult but useful matter. Spring has long come into its own, and I do not have time to cope with planting flowers. Hope you can help me!
I live in Flower City. I am waiting for you! Fairy of Flowers.

Guys, do you like flowers?! ( Yes.), (Of course we love flowers!), (Very much!).
- Tell poems about flowers that you know!
Children read poems about flowers that they have learned in advance.

Do you want to help the Flower Fairy? ( We want.), (Of course.), (We love to help.).
Who is the Flower Fairy? ( Sorceress.), (Storyteller.), (Beautiful girl.).
- Do you think we can help her? ( Yes.).
- Why? (We have already helped many.), (We will try and we will be able to help.).
- What should be done for this? ( We must all plant flowers together.), (It is necessary that each of us plant a flower.).
- How can we get to the Flower Fairy? (FROM with the help of magic words.), (With the help of magic items: a flying carpet, a magic wand, a magic flower, a pipe.).
- In our group, in a corner of nature, there is a magical plant Flower-Semitsvetik. Can he help us get to the Flower Fairy? (Of course it will help.).
- I think it's time for us to rush to the aid of the Flower Fairy! How can we use the possibilities of the Seven-flower Flower? (Let's take one petal, say magic words and move on to the Flower City.)

To the music of V. Dashkevich, Y. Kim “Come visit us”, children pronounce the words: “Fly. Fly, petal. Through the west to the east. Through the north, through the south, come back, making a circle. As soon as you touch the ground, to be in our opinion. We want us to be in the city of flowers.”

2. Actualization in the game situation.
A picture appears on the screen - the splash screen of the flower city. The music of P.I. Tchaikovsky's Waltz of the Flowers from The Nutcracker.
- What do we see in the flower city? (Flowers.)
- What are the flowers (Garden.), (Field.).
- Let's meet the inhabitants of the flower city! Select garden flowers from the basket, name them and place them on a green meadow.

The guys take from the first basket, in which there are both garden and wild flowers, only garden flowers, they name and place them on the proposed green flooring.

In a vase on a green flooring, only garden flowers are collected.
- You know a lot of garden flowers. I really want to make sure that you know the wild flowers well. Choose wild flowers from the second basket and place them on another green meadow!

The guys take from the second basket, in which there are both garden and wild flowers, only wild flowers, they name and place them on the proposed green flooring.

In a vase on a green flooring, only wild flowers are collected.
- You know a lot of colors! I think you can say a lot beautiful words about flowers! (Multi-colored.), (Graceful.), (Beautiful.), (Beautiful.), (Fragrant.), (Unusual.), (Bright.), (Fragrant.), (Multi-colored.).
- Well done! What wonderful words you said about flowers!
(Flowers need soil.), (The soil in which the roots are located provides the flowers with nutrients.)

The child takes a card with the image of a pot of soil and attaches it to the board.
What can't flowers grow without? (Without water.), (Water waters the plants, washes them.)
- Choose, ... .. (child's name), the desired card and attach it to the board.

The child takes a card with the image of water and attaches it to the board.
What can't flowers grow without? (No sun.), (The sun warms the plants, gives them heat.)

The child takes a card with the image of the sun and attaches it to the board.
What can't flowers grow without? (Flowers need air.), (All living things need air to breathe!)
- Take... (name of the child), the desired card and attach it to the board.

The child takes a card with the image of air and attaches it to the board.
What can't flowers grow without? (Flowers need care.), (My grandmother says that without love for them, they grow poorly and dry.).
- Of course, plants need: care, care and love, which contribute to the growth, flowering and beauty of plants!
- Let's pretend we're plants!

Psycho-gymnastics "I am a plant."
Against the background of the music of P. I. Tchaikovsky "Snowdrop" from the cycle "The Seasons" the text sounds. Children perform the indicated movements.

Text	Children's movements
Imagine that you are a baby plant. They put you in the ground. You are still very small. Very weak, fragile, defenseless.	Children squat down, bending their heads to their knees, portraying themselves as a small plant.
- But someone's kind hands are watering you, wiping the dust, loosening the ground so that your roots breathe. You start growing.	The teacher approaches the children and strokes each on the head. The children begin to rise slowly, depicting the growth of a flower.
- Your petals have grown. The stem has become strong, you reach for the light.	Children stand up to their full height, stretching their arms up.
- It's so good for you to live with other beautiful flowers.	The children sway, pretending to be flowers, and smile.

- Did you enjoy being plants? (Yes.), (I liked it.).
- Why? ( We were looked after!), (We were taken care of!).

3. Difficulty in a game situation
The music of P.I. Tchaikovsky "Dance of the Dragee Fairy" from the ballet "The Nutcracker".
- Listen, someone is coming. I'll go and see! Just be quiet!
The teacher comes out and puts on the outfit of the Fairy of Flowers. Returns.
- Hello guys! I am the Flower Fairy. Why did you come to my city? (We have come to help you plant flowers.).
- Do you know how to plant flowers? (Not.).
- What are we facing? (There was a problem!).
- Why don't you know? (We don’t know how), (I only saw how my parents planted parsley in the country.), (We didn’t try it.), (All flowers are different: some are planted with seeds, others with bulbs).

4. Discovery of new knowledge
- Can you learn how to plant flowers? (…… (Yes!).
- What is required for boarding? (The soil).
Where should we put soil? (In a flower pot).
- ... .. (child's name), select a card and attach it to the board.
The child attaches a card with an empty pot on the board.

What do you think we will do next?
(Fill in the soil.)
- Why? ( Plants need soil.), (For the flower to feed.), (Nutritious substances in the soil.)
- ...... (child's name), select the desired card and attach it on the board.
The child attaches a card with the image of a pot of earth on the board.

I have sprouted tulip and daffodil bulbs. Let's take a look at them! Where are the roots, where are the tops? (The tops are green leaves, and the roots are at the bottom, thin, like threads.)
- You see that the first sprouts have appeared. How will we plant a tulip (narcissus) bulb with roots or tops? (Roots.)
- Why? (All flowers have roots in the ground.)
The teacher attaches an “arrow” to the board as a designation of the next action to be taken when planting flowers.

- ...... (child's name), select the desired card.
The child chooses a card with the image of an onion and attaches it to the board.

What needs to be done so that the bulb is comfortable in the ground.
(We need to make a recess.), (Dig a hole with a scoop.)
- Well done. Such a hole is called a hole.

The teacher attaches an “arrow” to the board as a designation of the next action to be taken when planting flowers.
- ... (child's name), please select the desired card and attach it on the board.
The child chooses a card with the image of an owl in the ground and attaches it to the board.
- What are we going to do next?

The teacher attaches an “arrow” to the board as a designation of the next action to be taken when planting flowers.
(Let's cover with earth.), (Let's cover the roots of the bulb with earth).
- Well done! Choose the right card ... (child's name), please!
The child chooses a card with the image of an onion in a pot and attaches it to the board.
- Have you done everything to make our tulips grow? (Not all.)
- What else needs to be done!

The teacher attaches an “arrow” to the board as a designation of the next action to be taken when planting flowers. (Water.)
- What happens if you don't water the flowers? (Dies.)
- Why? (Flowers need water!), (This is their food.), (They grow from water.)
- Who wants to find the right card? Good, …. (child's name), go pick a card.
The child chooses a card with the image of a watering can and attaches it to the board.
- Let's repeat all our actions when planting flowers.

The fairy leads with a pointer along the drawing scheme built on the board, and the children pronounce the algorithm for planting flowers.
- ... .. (child's name), name the first action when planting flowers. (Prepare pots.).
- Further, …. (child's name), what are we going to do? (Pour soil.).
What is our next action... (child's name)? (Sprout bulbs or seeds until the first sprouts appear.).
- Explain, .... (child's name), looking at the diagram of how we proceed. ( It is necessary to make a recess.), (Dig a hole with a scoop, which is called a hole.).
- Good. Then, …. (child's name), explain your action. ( We will cover with earth, cover the roots of the bulb.).
- And the last action, .... (child's name)? (Be sure to water.

).
- With what difficulty did we meet in the lesson? (We did not know how to plant flowers.).
- What do you tell me now? (We figured out how to plant flowers!).
- Just understood?
The teacher leads with a pointer along the drawing scheme built on the board.
(We made a picture diagram "How to plant flowers?").
- Why do we need a drawing scheme? (Explain to others.), (If you forgot, look at her and quickly remember everything.).
- What is indicated in the diagram? (The procedure for planting flowers.), (We know how to proceed when planting flowers).
- So, we can plant flowers!

5. Inclusion of new knowledge in the knowledge system
"Now let's go to the table and get to work!" Let's wear aprons. Each of you has everything you need for planting flowers.
- Get to work.
Children start planting flowers. The music of P.I. Tchaikovsky "Waltz of the Flowers". The teacher corrects the activities of the children, drawing their attention to the pattern of planting flowers on the board.
- Well done! You did everything according to the scheme. To make our flowers grow faster, we will tell you the sowing sentence.

Sowing sentence.
Oh, you, my onion,
You, do not be afraid that the earth!
Lie down in the hole you are at the bottom!
Nothing dark in there.
To the light, to the sun from the earth
You sprout, hurry up!
Like early spring
Let the sprouts sprout with us.
Come out of the darkness to the sun:
"Hello sun, it's us!"

What else do flowers need? (Warm.), (Sun.).
- Let's all put pots with planted flowers on the windowsill together.
Children, together with the Flower Fairy, put the pots on the windowsill.
- You helped me a lot! I am grateful to you and I give you a magic box with a surprise! It can only be opened in the kindergarten group. It's time for us to say goodbye. All the best!
The music of P.I. Tchaikovsky "Dance of the Dragee Fairy". The fairy leaves (takes off her outfit). Returns as a teacher.
- Guys, we need to go back to kindergarten!
To the music of V. Dashkevich, Y. Kim "Come visit us" children say the magic words: “Fly. Fly, petal. Through the west to the east. Through the north, through the south, come back, making a circle. As soon as you touch the ground, to be in our opinion. We want us to be in kindergarten, in our group, " tear off the petal and return to the group.

6. Outcome.
- Guys, where were we today? (In the Flower City.).
- Why did we go there? (In order to help the Fairy with planting flowers).
- What helped us cope with planting flowers? (We made a diagram that you could look at and see how to plant flowers correctly.), (We poured soil into pots, made a hole, planted a germinated tulip bulb with roots down, sprinkled it with soil, watered it and put it on the windowsill in the sun.).
- This is very important and useful knowledge. Where can they be useful to you? (We can plant flowers in the country, with a grandmother in the village.), (Teach other children or adults how to plant flowers according to the scheme.).
- Why did you succeed? (Because we learned how to draw and read a diagram.), (We were smart, attentive, diligent, quick-witted.).
- You really were friendly today and together they made and read the scheme for planting flowers.
- Let's see what the Flower Fairy put in the box!
- Oh, yes, here are daffodil bulbs that we can plant on the site of our kindergarten! Hey, the Flower Fairy! Great, there are also medals for all the children! This means that you all worked very well! The teacher rewards pupils with medals and praises.
- Say goodbye to our guests and ask them if they liked our flower planting scheme?
Children communicate with adult listeners and say goodbye.

Title: The scenario of the educational situation in the technology of the activity approach L. G. Peterson in senior group kindergarten
Nomination: Kindergarten, Lesson notes, GCD, ecology, senior group
The authors:
Dodonova Svetlana Valentinovna, caregiver MDOU No. 61,Yaroslavl,
1 qualification category
Borisova Natalya Yurievna, senior teacher MDOU No. 61, Yaroslavl, 1 qualification category
Curator:
Teknejan Tatyana Valentinovna, deputy director of scientific and methodological work Head of School No. 115, Yaroslavl, highest qualification category