Nature and man-made world: didactic games for children, flashcards for download. educational video for children about animate and inanimate nature.
From this article you will learn how to introduce the baby to the outside world, how to explain what animate and inanimate nature is, what a man-made world is and how they differ, what educational and educational games will help you.
Today I am pleased to introduce another reader of the site "Rodnaya Path" and a participant in the competition. This is not only a mother of many children, but also a student of a pedagogical college and a kindergarten teacher by profession. Marina has prepared a game for the readers of Native Path to introduce children to the world around them.
I give the floor to Marina: “My name is Smirnova Marina Anatolyevna. I have been on the site “Rodnaya Path” not so long ago - about a year. I live in with. Chastozerie. I have three children, a student of the 4th year of the Pedagogical College. Work in kindergarten educator. I am fond of beading, drawing (both with pencils and paints), plasticineography, modular origami, sewing simple toys for classes from felt, doing various crafts, etc. Recently, I started making didactic games for children.” And today Marina Anatolyevna shares with us two games and cards for them.
In didactic games, not only children's ideas about the world around them and the need for careful attitude to it are clarified, but they also develop: coherent speech, cognitive interest, the ability to analyze, compare, generalize, group objects, children's attention.
In didactic games, children learn that the objects around them are different.
Some objects are made by human hands (man-made world), while other objects are created by nature (natural world).
The natural world is also very diverse. There is living nature and there is inanimate nature.
To the natural world include the stars and the moon, forests and mountains, grass and trees, birds and insects. These are the objects that exist outside of man, he did not make them with his own hands or with the help of machines and tools.
To the man-made world include our clothes and shoes, houses and vehicles, tools and hats and much more, shops and other buildings around us, stadiums and roads.
How to explain to children how the natural world differs from the man-made world and how living and inanimate nature differ from each other?
It explains very well to children what nature is and how animate and inanimate nature differs, in my favorite program for children around the world “Shishkin's school. Natural History". Watch this educational fun show for kids with your kids. Play the game with the characters and discuss their answers and mistakes.
What kingdoms does the natural world consist of?
Children will learn about this from the program"Shishkina School" on the topic "Kingdoms of Nature", and together with the animals - the heroes of the program - will guess riddles about the inhabitants of these kingdoms
And now, when your baby has learned what nature is, how to distinguish the natural world from the man-made world, how to distinguish between animate and inanimate nature, let's play a didactic game and consolidate and clarify children's ideas about the world around them. And Marina's games and cards will help us with this.
Create a playful situation with toys. Two toys (dolls) quarreled and cannot separate the pictures in any way. Ask the children: “How can we reconcile our dolls? How can these pictures be shared between Katya and Masha?” The children discuss how they can help the toys.
Draw the children's attention to the cards - tips, remember what they mean. The duckling is the world of wildlife. And mountains are the world of inanimate nature. The child helps the dolls to correctly separate the pictures.
The task of the children is to correctly divide all the pictures into two groups.
Doll Masha and Katya each take their pictures and thank the children for their help, praise them for being very quick-witted and inquisitive.
In this game, children will learn to distinguish objects of the natural world from objects made by human hands, classify pictures, reason and draw conclusions, describe objects.
For the game you will need pictures depicting objects of the natural and man-made world (anthill, mirror, bell flower; electric lamp, etc.).
A group of children are playing. You can also play in a pair of "adult and child".
Each child receives from an adult a set of pictures depicting various objects of the man-made world. An adult shows a picture of an object of nature.
For example, an anthill is the home of ants. Children are looking for objects of the man-made world, similar to an anthill, among their pictures. For example, a pair for an anthill can be a modern house, a birdhouse, a stable, a poultry house made by human hands. Or perhaps your child will find another pair and be able to prove that it fits, because. similar to the original picture in some way.
It is necessary not only to guess and find the right picture, but also to prove that this picture fits like a pair of the picture shown by an adult.
Examples of such pairs in cards for the game:
At school, they often ask such a project: to make a model of our galaxy. ? Exactly! Try to make it from simple improvised materials, such as cardboard. A fascinating process not only improves labor skills, but also introduces the child to the basics of astronomy. He should pay attention to recognize the planets and arrange them in the right places. The Star World set will help to understand this issue.
It will be interesting to create a dynamic model - it simultaneously illustrates the location of astronomical bodies and demonstrates their movement. As in reality, cardboard planets revolve in orbits around the Sun and around their own axis. Use this manual as a visual aid for school or kindergarten - the original craft is of great interest to children!
What you need to prepare for crafts:
Additionally, you will need paint. To make the planets look more realistic, print the template on a color printer.
STEP 1. Cut out 9 circles of different diameters from cardboard and color each of them. Use rich colors that are associated with space - black, dark blue, purple.
STEP 2. After the paint has dried, lay the circles on top of each other and fasten in the center. We used part of a sushi stick; a toothpick or any other rod is also suitable for this.
STEP 3. Cut out stars from decorative tape or colored paper and stick them on the base. Experiment with sizes and shapes!
STEP 4. Cut out the printed images of the planets and stick them on cardboard circles of the appropriate size.
STEP 5. Secure them to the base with studs. The hat is stuck into the base of the circle, and the planet is placed on the needle. Stick the rings of Saturn on thin cardboard and connect with their owner with needles.
Maria Didenko
GCD lesson in the preparatory group for the school around the world "With Your Hands"
Target: teach children to do difficult things do it yourself using knowledge about the world around.
Tasks:
1. Educational: to promote the manifestation of the necessary preparation for the school of qualities: arbitrary behavior, associative-figurative and logical thinking, imagination, cognitive activity.
2. Educational: improve hand-eye coordination; develop fine motor skills of hands in a variety of activities.
3. Educational: to cultivate interest in finding solutions to the problems facing children.
4. Health-saving: to consolidate the ability to correctly use various objects, monitor the landing of children at desktops.
Methods and techniques: conversation, consideration of materials, setting a problem, physical minute, experimental activity, summing up.
Previous work: the study of materials and their properties.
Materials and equipment: cards depicting materials and their properties, Professor Donut toy, 10 * 15 glass, aluminum foil, cardboard, two-color colored tape, origami diagrams, sheets of white and colored paper, scissors.
B: Good morning, children!
D: Hello!
V .: Today our professor Donut has an important exercise: the girl Katya and her brother Sasha sent him a letter. Here is what they wrote in letter:
“Hello Professor Donut! Soon our dad has a holiday - Defender of the Fatherland Day, and our dad is a military man! We know that our dad loves unusual sculptures and has long dreamed of hanging a mirror in the living room ... And dad also loves it when we give him gifts made do it yourself. Professor, please help us with such unusual gifts! Your friends Katya and Sasha.
V .: Guys, let's try together with Professor Donut to find the right materials for such gifts?
Q: Where do you think you should start?
D .: Children's answers.
W.: Yes! First, we need to select the materials from which it will be possible to make gifts. do it yourself. To do this, let's remember what exactly we need to do?
D: Sculpture and mirror.
AT. (hangs a sculpture on the board): Guys, do you remember what the sculpture should be like?
D. is unusual.
B. Writes next to pic. sculptures a question mark and the second row hangs an image of a mirror.
Q: I have objects on the table, what are these objects and what are they made of?
D. one by one they come up, take the object they like, and tell the children what this object is made of? What is the name of the material?
V .: Well, we have studied the properties of all these materials, and today we will repeat.
Task 1. Take any object you like and the material from which it is made and describe his: its properties and qualities, as well as think and tell what objects can be made from this material.
According to this scheme, children describe 5 materials: metal, plastic, glass, wood.
In the course of the story, the teacher puts the children on the board Pictures:
1. Metal - sinking, silver or gray color, durable - dishes, construction tools, appliances, machines, decorations.
2. Plastic - does not sink, not transparent (different colors, not very strong, not quite fragile - toys, containers, flower pots.
3. glass - sinking, transparent, fragile - vase, plate, window, mirror.
4. Wood - does not sink, beige, but it can be of other shades, durable - dishes, furniture, music. tools, paper.
Q. Guys, are there any materials in our list of materials from which we can make our gifts?
D.: Yes! Mirror.
V .: well done, how observant you are! There are interesting and safe ways to make a mirror do it yourself! I will talk about this later. Do you have material for sculpture?
D. suggest that the teacher leads the children to the fact that we ourselves do not have the opportunity to melt a sculpture out of metal or plastic or glass. And it is also unsafe for children to cut it out of wood.
V .: Guys, Professor Donut wants to give us hint: among our materials there is one from which another important material is obtained, guess riddle:
Glue the ship, soldier,
Locomotive, car, sword.
Help you guys
Multicolored.
Children: Paper
Q: What material is paper made from?
D: Wood!
Q: So you answered the question correctly. Children, what can be done from paper?
B. Listens to the children's answers.
V .: you said everything correctly, but you forgot to name something, listen poem:
simple piece of paper,
But in experienced hands
He can turn around
Firebird in the clouds.
He can become an animal
fancy flower,
funny toy,
Mustachioed moth…
V .: Guys, you can make origami out of paper! This is an ancient art of folding various paper figures. What do you think, can such a paper figurine be called a paper sculpture?
Q: Can you do it? do it yourself?
V .: That is, such a gift is suitable for Katya and Sasha's dad?
Fizminutka: It's time for us to rest,
Stretch and breathe. (Deep breath in and out.)
Turned their heads,
And all the tiredness is gone!
One, two, three, four, five,
The neck needs to be stretched. (Rotation of the head in one direction and the other.)
They got up straight. Bent over.
One - forward, and two - back.
Stretched. Straightened up.
We repeat everything. (Tilts forward and backward.)
And then we sit down.
This is important, we know.
We stretch our knees
We exercise our legs. (Squats.)
Q: So let's talk about it again. What is our goal?
D: Help the children make a mirror and a paper sculpture as a gift.
W.: Yes! What materials will we make them from?
D: Glass mirror, paper origami.
V .: So, our little inquisitive minds, I suggest you divide into two commands: one team is trying to make a mirror, the second is trying to make an origami paper sculpture.
D. They are divided into two teams, they may not be equal, if everyone wants to make a mirror, downloaded everything together to make a mirror, then origami.
V .: If your main material is glass, then come up with a name with this word. Second team, what is your material? (Paper). Come up with a name with this word.
Experiment 1
Q: In the manufacture of silver mirrors, on an industrial scale, a solution of silver is used, on which a protective layer of copper or special bonding chemicals is then applied, and only then two layers of a protective paint and varnish coating. But at home, we will try to use a solid base - cardboard, something that gives reflection - foil, and glass for a greater reflection effect and to protect fragile foil.
B. Leads the children to the table, they become a semicircle so that the other team can see everything.
Q: Which of these items is more dangerous?
D: glass.
V .: yes, so we don’t touch it yet. We need to take the cardboard and stick the foil on it with the smoothest and brightest side.
V. She speaks, and the children help in turn. Every child takes part.
V .: Done, now we carefully put glass on top. How can we fix it?
D: Paste.
V .: Then traces of glue will be visible, and not our reflection. Let's make a frame. Let's take a color scotch: we have it in two colors, choose any, you can mix it up and carefully glue it along the strip.
D. perform under the supervision of an educator, c. Corrects all actions.
V .: our mirror is ready! Does it look like a mirror? let's go after lessons we will each look into it. Team «….» take a seat, you've done a good job.
Fizminutka: The sea is worried - time! (We walk in place.)
The sea is worried - two! (Tilts of the body to the left-to the right.)
The sea is worried - three! (Torso turns left and right.)
Marine figure, freeze! (Sit down.)
Experiment 2
Q: Second team «….» , get out. What will we make origami from?
D: paper.
W.: Yes! Since Katya and Sasha's dad is a military man, I suggest that he create a paper sculpture - a fighter. Do you agree?
B. Shows the diagram, the children take turns working with paper according to the diagram, the teacher corrects each step.
Q: Look what we got! I think it's great. Do you want to learn how to make such fighters?
B: After lessons we will once again consider the diagram and make origami. Guys let's sum it up.
D. everyone goes to the teacher.
Q: What was our task today? How did we start to carry it out (how did we find the necessary materials? What materials did we remember today? What other materials did we use when working on gifts, list them? We fulfilled the request of Katya and Sasha? I liked how you worked together today, were not afraid difficult task, even remembered a suitable saying, you know what?
D .: patience and work - they will grind everything.
V: That's right. Thanks for the great work.
Objective of the project: get acquainted with the principle of creating a collective project, involve each participant in an active cognitive and creative process.
The formation of a creative personality is one of the important tasks of pedagogical theory and practice at the present stage. The most effective means is the project activity of children.
It's no secret that preschool children are explorers by nature. An unquenchable thirst for new experiences, curiosity, a constant desire to experiment, independently seek new information about the world are traditionally considered the most important features of children's behavior. Research, search activity is the natural state of the child, he is tuned to the knowledge of the world. To explore, to discover, to study means to take a step into the unknown and the unknown.
“Looking at the beautiful and hearing about the beautiful, a person improves,” the ancient Greeks said. Therefore, we must surround the child with beauty - with everything beautiful that we can! Nature can give us everything we need to raise children. How many wonderful sensations and impressions you can get from communicating with nature! How many colors, shapes, sounds, transformations can be seen and heard in it!
The theme of the developed project was chosen taking into account the age characteristics of young children and the amount of information that they can perceive. This children's research project is focused on children gaining experience of their own experimental research activities, children's awareness of their interests, the formation of skills to implement them, the acquisition and application of new knowledge by children in life.
The project “The world around you with your own hands” consists of mini-projects dedicated to the seasons: “Golden Autumn”, “Oh, winter-winter ...”, “Spring-red”, “Red summer”.
We started working on this project with an excursion to the Winter Garden.
On walks with children, they watched nature: they examined plants, compared the leaves of different trees. An indispensable assistant in our walks was a magnifying glass, in which we examined everything in a row, from a blade of grass to an ant. Of course, they collected natural material: leaves, sticks, branches. We dried multi-colored leaves and prepared for the autumn project “Golden Autumn”. Children together with their parents participated in excursions and prepared materials based on the results of these excursions, participated in the manufacture of joint crafts for creative exhibitions.
In the classroom for artistic work, they learned to work with scissors. The children cut open a plastic bag, from which we then formed a lake.
Wild animals “settled” in our autumn forest, mushrooms “grew” that the children made themselves, tits and sparrows, also made by themselves, “arrived”. A snow-white swan was made by a mother with her daughter.
We used the finished project “Golden Autumn” in our classes on the world around us.
As soon as the first snow fell, work began on the next mini-project “Oh, winter-winter ...”.
Decided to do an experiment. They took a glass, filled it with snow together with the children and put it on the window and waited. After a while, the snow in the glass began to fill with water (melt!). What was the surprise of the children when they suddenly discovered that snow is “made” of water and therefore can melt. And besides, the water is dirty. So you can't eat snow!
This simple experiment aroused such curiosity in the children that they became actively interested in the nature of things. After a long and heated discussion about the properties of snow, they decided: to make snowdrifts from cotton wool, and loose snow from foam. Styrofoam was crushed and branches were covered with it. There were trees covered with snow. From plasticine they made snowmen, bunnies, huts. It turned out a winter landscape.
Parents became active participants in the educational process. Interaction with the family made it possible to achieve the greatest results in working with preschoolers.
The mini-project “Red Summer” was depicted as a village courtyard where domestic animals live. We compared domestic animals with wild ones: where they live, what they eat, how they prepare for winter, what role they play in people's lives.
During the year, we examined all the seasons: characteristic features, features. Children observed nature and embodied their knowledge gained at the same time in projects.
In the process of working on this project, the children were engaged in productive activities aimed at the development of coherent speech, based on the means of developing fine motor skills: modeling, application, drawing. And the children experienced a variety of feelings: they rejoiced at the beautiful image that they created themselves, they were upset if something did not work out. But most importantly; creating a collective project, children acquired various knowledge; clarified and deepened ideas about the world around. In the process of work, they began to understand the properties of objects, memorize their characteristic features and details.
In the course of work, children acquired knowledge and skills that contribute to the assimilation of specific information about plants, animals, natural phenomena by children, and allows them to instill in them environmental skills and respect for the environment, the natural world. The children formed the skills of research activities, developed cognitive activity, independence, creativity, communication.
All this contributes not only to the knowledge of the beautiful in nature, but also in oneself, the assertion of human dignity, kindness, empathy for all living things, interest in the world around us, natural phenomena; understanding of the uniqueness of the living, practical skills of humane treatment with them.
Using the project method in working with preschoolers helps to increase the child's self-esteem. By participating in the project, the child feels significant in a group of peers, sees his contribution to the common cause, rejoices in his success.
The project was implemented in a playful way with the inclusion of children in various types of creative and practically significant activities, in direct contact with various objects of the surrounding society (excursions, games in the social environment, practically useful deeds). In the future, work on this project will be complicated and continued.
During this time, we all got to know the world, made discoveries, were surprised, disappointed, made mistakes, corrected them, gained communication experience. But each of us walked the path of discovery of the unfamiliar, previously unknown, and together we did one thing: we studied and taught each other. Despite my teaching experience, every time I am convinced that repetition is impossible. Each child is unique, and what we do as teachers, we cannot and will not be able to carry out what we have already done with previous children. All that's left is experience and knowledge. Why repeat? Will come new fairy tale, new game, a new discovery of a wonderful world in bright, lively colors to open the way to the heart of a little inquisitive, tireless explorer.
To form children's ideas about the phenomena and objects of the world around them, about their relationship in nature
Continue to form children's knowledge and ideas about the seasons; about seasonal changes in nature.
Teach children to acquire new information through experimentation.
To form the ability of children to draw conclusions and conclusions, and then, based on the accumulated experience, to implement them in independent creative activity.
Enrich children's vocabulary.
(Slide number 5) Development.
Develop cognitive processes (memory, attention, imagination).
To develop the ability to reflect their observations and knowledge in creative activity.
Develop fine motor skills of hands in the course of the implementation of creative ideas.
To develop the labor and independent skills of children, a sense of teamwork and responsibility for the work performed.
(Slide number 6) Education.
Raise activity, desire to participate in the process of the entire implementation of the project.
To cultivate interest in the world around us, the desire to learn something new.
Cultivate a humane, respectful attitude towards the environment.
(Slide number 7) Project participants: educators and children of the second younger group, parents.
(Slide number 8) Project implementation timeline: long-term (one year)
Stages of project implementation:
(Slide number 9) Problem.
While walking with children on the site, the children examined plants, observed the life of insects. An indispensable assistant in our walks was a magnifying glass, once brought by one of the children. In it, they examined everything in a row, from a blade of grass to an ant. In the evening, going home already, the children vied with each other to tell their parents about their impressions. And in order to preserve these vivid childhood impressions of what is happening around, we decided at the parent meeting, together with the parents, to develop the project “The world around us with our own hands”.
I stage. Preparatory.
1. Development of a long-term plan for each mini-project.
2. A selection of the necessary methodological and fiction.
II stage. Project implementation.
(Slide number 10) One morning, the fairy-tale character Mouse appeared in the group - Surprised, who immediately became friends with the children. He told them about the amazing world of nature and offered to make a piece of this amazing beauty with his own hands in his group. The children willingly agreed, they settled him in a corner of nature and experimentation. Our hero participated in all conversations and experiments, he brought tasks and amazing stories to the children, listened attentively to the children's stories about their impressions from excursions with their parents, from walks and observations. This hero became not just a toy for the children, but a real friend with whom one could consult, turn to him with a request, share the joy of new discoveries.
Implementing the mini-project "Golden Autumn", in the course of conversations and reading fiction: stories, poems, children learned about the first autumn changes in nature, about changes in the lives of people, animals and birds, insects at this time of the year, made a variety of observations, during which they got acquainted with the new names of plants and garden flowers. (Slide number 11). They also collected natural material: leaves, sticks, branches, dried colorful leaves for crafts. (Slide number 12; 13). In the drawing and appliqué classes, they tried using an unconventional method, using straws, ink and dry leaves, to depict an autumn tree. From natural material they made all kinds of caterpillars, turtles, little men (Slide No. 14). Children, together with their parents, participated in excursions and prepared materials based on the results of these excursions, in the form of small crafts, from which we designed the exhibition “Golden Autumn Has Come to Us” (Slide No. 15). The final event was a small presentation of these works, where children and their parents shared their impressions and joy from working together.
(Slide number 16). As soon as the first snow fell, work began on the next mini-project “Crystal Winter”. Throughout the winter, we watched natural phenomena: how snow falls, frosty patterns on glass, frost on trees; for the behavior of the birds that arrived at the kindergarten sites, they tried to feed them, hung feeders together with their parents in their own area. (Slide number 17). During the experimental activities, various experiments were carried out with water and snow: they took glasses, filled them with snow together with the children and put them on the window, waited. After a while, the snow in the glass began to fill with water (melt!). What was the surprise of the children when they suddenly discovered that snow is “made” of water and therefore can melt. And besides, the water is dirty. That means you can't eat snow! This simple experiment aroused such curiosity in the children that they actively began to be interested in the nature of things: they painted snow in different colors, made colored ice floes, and then laid out various shapes and patterns from them. After a long and heated discussion about the properties of snow, we decided to make snowmen and a hedgehog during a walk with our parents (Slide No. 18). In the art classes, we made several works on the winter theme (Slide No. 19). At home, the children and their parents completed several works - models of winter areas, and then told about what they had done. The final event was a literary evening of poems and riddles on the topic: “Ah, this winter is winter ...”
(Slide number 20). We started work on the project “Spring Motifs” in early March. Branches were brought into the group, put them in the water and began to observe them. Gradually, the buds on the branches began to swell, and the children learned that with the onset of spring, buds swell on the trees and leaves appear from them. The sun is already starting to warm, the snow is melting, icicles are appearing on the roofs of houses. On the walk, we watched with pleasure the first flowers of sea buckthorn and lilac that had blossomed, learned about medicinal plants in our area: we felt and smelled mint, looked at the mother and stepmother, watched the first birds that returned home and settled in the birdhouse on the site. Children told their parents and their friend Mouse - Surprised about their impressions of observations. In the art classes, they embodied these impressions in their works “The First Leaves”, “A Bouquet for Mom”, “Flower Meadow”, “Spring in the Forest”. (Slide number 21). It was decided to finish the project with a competition of joint works of children and parents on the theme: "Spring motives". (Slide number 22) Children and parents made their landscapes from plasticine, and the jury determined the best child-parent work. The competition ended with a friendly and cheerful tea party, where the parents expressed great gratitude to the organizers of this project, as they began to communicate more with their children, understand them, and learned about their interests, skills and abilities in creative activities.
Before embarking on the implementation of the summer mini-project, we thought for a long time what would interest the children, how they could be captivated. Then one of the children asked the question “How do you get a cucumber?”. We had to tell for a long time how and from what this very cucumber is obtained. In order for the children to understand all this, we decided that they should be convinced of this from their own experience, growing their own crops. (Slide number 23). Having named our mini-project “What summer has brought us…”, having developed a plan for its implementation, we set to work. On the site of the kindergarten, together with their parents, they set up a vegetable garden, where they planted seedlings of vegetables. (Slide number 24). All summer the children raised them, cared for them, watched them grow. And how much joy it was when the first small fruits appeared from the flowers. Children looked at them with delight and waited for these crumbs to turn into real fruits. After harvesting, we decided to revive our cucumbers and tomatoes, zucchini and pumpkins. (Slide number 25) Exhibition of creative crafts "What summer brought us ..." became the final event of this mini-project.
(Slide number 26). Expected results.
In the course of the work, children acquired knowledge and skills that contribute to the assimilation of specific information about plants, animals, natural phenomena by children, allow them to instill in them environmental skills and respect for the environment, the natural world. The children developed the skills of research activities, cognitive activity, independence, creativity, communication. Parents became active participants in the educational process. Interaction with the family made it possible to achieve the greatest results in working with preschoolers.
Evaluation of the effectiveness of the project.
During the year, we examined all the seasons: characteristic features, features. Children observed nature and embodied their knowledge gained at the same time in projects. In the process of working on this project, the children were engaged in productive activities aimed at the development of coherent speech, based on the means of developing fine motor skills: modeling, application, drawing. And the children experienced a variety of feelings: they rejoiced at the beautiful image that they created themselves, they were upset if something did not work out. But most importantly; creating a collective project, children acquired various knowledge; clarified and deepened ideas about the world around. In the process of work, they began to understand the properties of objects, memorize their characteristic features and details. Using the project method in working with preschoolers helps to increase the child's self-esteem. By participating in the project, the child feels significant in a group of peers, sees his contribution to the common cause, rejoices in his success. During this time, we all got to know the world, made discoveries, were surprised, disappointed, made mistakes, corrected them, gained communication experience. But each of us walked the path of discovery of the unfamiliar, previously unknown, and together we did one thing: we studied and taught each other. Working with children, every time I am convinced that repetition is impossible. Each child is unique, and what we do as teachers, we cannot and will not be able to carry out what we have already done with previous children. All that's left is experience and knowledge. Why repeat? A new fairy tale will come, a new game, a new discovery of a wonderful world in bright, lively colors to open the way to the heart of a little inquisitive, tireless researcher.
(Slide number 27). Prospects for the implementation of the project. The project can be used by educators, methodologists of preschool education, who implement the upbringing and development of children under the Childhood program.
