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Cooperative activities for preschoolers


Cooperative Play Ideas for Kids

When it comes to playing, there are 6 main stages that occur as a child grows up, and their play becomes a lot more advanced. These involve children being able to cooperate with others and work together in class and on the playground.

Today, we’ll be having a brief look at some cooperative play ideas for kids as well as the different stages to look out for.

What is Cooperative Play?

Cooperative play is defined as being an organised form of activity that involves the equal distribution of efforts and responsibilities among the children to reach a common goal. Knowing the cooperative play definition, many people see these activities as being incredibly important in development through childhood.

It’s good for children to spend time working with others, so they develop important social skills as they move through nursery and school.

Some examples of cooperative play games could include building dens and putting on performances using a stage with props. These things encourage children to share ideas, work together and come up with stories. This can also incorporate independent learning which is another key part of early childhood development.

Playing is a great tool for helping kids learn at such a young age. It combines fun and education which young pupils need to pay attention to and go away learning something new. It develops their physical, mental, social and emotional skills which are vital at this point.

Through this type of play as well, roles like leader and follower are clearer to see amongst the class. It allows those who suit a certain role to build upon it, whilst giving them a chance to experience the other role and understand what it involves. This is a key part of cooperative play child development during nursery and school.

These games can involve as few as two children up to bigger groups of five or more. It’s all about encouraging kids to have fun together and improve their cooperation skills.

Cooperative Play Examples

Here are a few cooperative play examples you could encourage kids to try at your school:

  • Treasure Hunt
  • Puzzles
  • Building Dens
  • Relay Races
  • Team Games
  • Making Up a Dance
  • Board Games

These are all activities that encourage children to play together and cooperate on a specific task. They will begin to learn how to interact with others, follow instructions and prepare themselves for the next stages of education.

6 Stages of Play

Children will encounter six different stages of play leading up to cooperative activities with others. Each stage will help with the development of certain skills and overall lead to a child who can take part in social activities without causing any problems. Below are the different stages a child will go through (keep in mind: these different stages don’t necessarily happen in the order given):

  • Unoccupied Play – The child is mainly exploring their environment. No rules or structure to it, it’s mostly random exploration. The learning is done through personal interaction with the objects/people they will encounter.
  • Onlooker Play – Taking a more of a spectator role, the child will watch other children playing and interacting with objects BUT not interact with them. Social interaction is learnt through observation.
  • Solitary Play – Children will choose to bring their own toys near other children but not interact with others. Practically, they will play by themselves but feel the feeling of the company.
  • Parallel Play – Linking closely to Solitary Play, children will still be playing in proximity with others and not interacting with each other. However, they will be given the same type of toys in
  • Parallel Play, e.g. building blocks, to create a sense of common ground.
  • Associative Play – Slowly introducing social interaction, children are put in groups for a mutual activity that has no common goal to work towards. This might be painting, building, throwing and catching a ball or messing around with sensory materials.
  • Cooperative play – At this point, this is where children start to work together towards a common goal, such as creating something. This can also be known as collaborative play. A good example is an art project. Some children may collect the supplies and design what the project will be whilst the other half may be the ones who carry out the instructions.

These 6 stages of play are crucial in the development of kids and will lead to a stronger sense of social skills. Incorporating these stages into daily activity will help the process go a lot quicker and more efficiently.

Benefits of Cooperative Play

The cooperative play offers a number of benefits to those who fully engage with the activities that are presented to them. Some of these benefits include:

  • Improvement of physical, social, mental and emotional skills
  • Listening and speaking skills are built upon
  • Teamwork
  • Leadership
  • Make use of different skills
  • Sharing of ideas/responsibilities
  • Problem-solving
  • Work together to reach a common goal
  • Concept of everyone being “winners”

A key thing to keep in mind when it comes to these types of cooperative play is how everyone is a “winner”. Cooperative play doesn’t have a way to effectively “win” the challenge set for them. However, children will like the aspect of competition and try and turn it into one. Through this, many kids who fail the task set for them may think of themselves as “losers”.

The reason I bring this point up is that the task requires teamwork, and instead of trying to win something, they are trying to solve a problem and must work together. The difference being, you can’t lose at the task, so try and discourage the mentality that some of the kids may have whilst carry out this activity. With this, children learn that it’s not always about winning and losing, but working as a team.

Playing Cooperatively in Early Years

There’s no doubt that cooperative skills are important in the later years, but I would argue that it’s equally important during the Early Years. Early Years is when the mind is developing at the most effective rate and so teaching children the importance of cooperation through play is a great method to allow the learning to be absorbed into their minds. Have a look at some more outdoor play ideas for EYFS if you would like to find some more activities for your nursery.

Using simple activities can be easily incorporated into the mindset of the pupils with no problem. It’s good to teach them at this age as well because cooperative play teaches important concepts like sharing, abiding by rules and patience. Teaching these things through a game at such a young age will also benefit the pupils in the future.

Communication Skills on the Playground

Cooperation requires a strong sense of communication for it to be effectively carried out. During the Early Years, this can be hard for young kids as communication is a skill that is built upon through previous experiences. Through performing cooperative tasks, communicating becomes a lot easier between the pupils.

A stronger understanding of how to approach people in difficult situations or how to resolve conflict can be taught through these simple activities. Keep in mind that children need to encounter these types of problems during play to develop. They will help build a general knowledge of effective communication and improve their basic understanding.

Of course, other activities may offer this benefit of developing communication, but cooperative activities put the pupils in situations that apply to everyday life and therefore the learning a lot quicker. They can relate to the situations given to them through this mean compared to just normal games.

How Do You Promote Cooperative Play?

Here are a few ideas you can use to promote cooperative play with your own children or with school and nursery pupils.

  • Encourage taking turns – Children should learn to share toys and games with others, ensuring everyone gets a fair turn using a piece of equipment.
  • Do chores and tasks at home – Get children involved in simple jobs with parents or siblings like tidying up or setting the table for a meal
  • Be an example of compassion – Children learn from the behaviour of adults, if you practise kindness and empathy in front of them, they are more likely to take on these qualities.
  • Promote free play – Having the freedom to engage in unstructured play is a great way for kids to interact with others and make their own fun.
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Cooperative Play Activities

Creating activities at first can be a bit of a challenge for someone who doesn’t know what to do. But here are a few different cooperative play activities for toddlers and children that we recommend that you try and incorporate into your teaching somehow.

A great place to start with cooperative games is with building blocks. Set a task to groups of pupils to construct a building from blocks. Sounds easy but there’s a twist. Half the group are the suppliers of the blocks, and the other half is the actual builders. By doing this, you are encouraging the kids to take turns and cooperate with each other to get the job done efficiently and effectively with no problems.

Another great activity to get pupils involved with is running a pretend shop. As this is a role-play based activity, kids can also work on their imaginative thinking, alongside social and logical thinking. Give each child a different role in the game and leave them working together to run the pretend shop for a while. The roles in these cooperative games should intertwine with one another, causing social interactions to occur. There are loads of outdoor play activities for kids which you could incorporate into break times at your school or nursery.

Remember, cooperative playground activities are a great method for improving not just social skills, but a wide range of skills. Try your best to incorporate the activities daily and try to get full engagement from everyone. If you have any other questions about cooperative play ideas for children or you want any more information then get in contact with us today!

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30 Best Cooperative Games And Activities For Toddlers And Preschoolers

Does your toddler cry and throw a tantrum after every game?

Are you frightened of starting a game with your child because you are worried that it will end in lots and lots of tears?

Do you believe that your toddler is not a good sport or a sore loser? And does that embarrass you?

Then you must understand that the fault is not with your child but with the game that your child is playing

Why do children throw tantrums when they lose at games?

 

  1. They are too young for competition

    Children are not ready for competition until they are at least 8 years old. In the early years children are just beginning to develop their sense of self. They are trying to estimate their own worth and estimate their own ability. This is a time when they should be loved and valued only for who they are and not what they do. In a competitive game children feel that they are being evaluated and measured based on their ability to perform and win and that can severely damage their sense of self and self-esteem. Losing in a game is a threat to their self-esteem and they are too young to handle the stress of winning and losing.

  2. They cannot tolerate unfairness

    Around the age of 5 children become focused on fairness. They trust their parents and other authority figures and cannot imagine that an adult will ever be unfair or wrong. Unfortunately – most commonly available games like ludo and snakes and ladders are unfair. They are based on luck and do not involve the child’s skill. Young children cannot understand luck and gambling and when they lose – they think it is extremely unfair. When they are playing the game with a parent – they feel that the parent is being unfair and this shakes them up to their core.

 

What are cooperative games?

Cooperative games have the following features –

  1. Cooperative games are those that focus on the importance of play and fun. In contrast to competitive games they do not compel you to worry about winning or losing.
  2. They create opportunities for children to work together and rejoice when they reach a common goal.
  3. The best cooperative games give children a chance to appreciate each other instead of beating each other.
  4. Toddlers can take break from proving their superiority to build their self-esteem because in the best cooperative games everyone wins – there are no losers.
  5. When children play cooperative games – it gives them the chance to discover that sharing, caring and cooperating helps them build friendly relationships and feel good about themselves regardless of their skills.

30 best cooperative games for toddlers and preschoolers

 

Things to remember while playing cooperative games
  1. Do not play for too long
  2. Make sure you are not serious. Be silly and fun.

 

List of 30 Cooperative Games and activities

  1. Build a tower together

    Discuss how high the tower should be. What are the best bricks to place at the bottom and why. How making a large base is important for the stability of the tower and so on and so forth.

  2. Play a matching game

    For example match the animals with their places in a farm picture. Discuss why the cow and the goat need to be in a grassland and why the ducks need to be in the pond. What they eat – how they move and how that determines where they live.

  3. Build a jigsaw puzzle

    Begin by looking carefully at the picture. Then help each other pick out pieces that go with a certain person or a certain object in the picture. Discuss how putting together the corners of the jigsaw – followed by the straight edges can help build the picture more easily. The jigsaw can be left on a table in the house and can be completed over a period of days – teaching persistence and continuity.

  4. Make paper boats

    Set a timer and as group work towards making as many paper boats as possible before the timer goes off. The game will require everyone to do a certain folding step in order to move the assembly line along as fast as possible.

  5. Play follow the leader

    Start by being the leader yourself. Give 1 instruction like “Touch your toes”. Follow it up by giving 2 instructions – “Touch your toes and clap thrice.” Follow it up with 3 instructions – “Touch your toes – clap thrice – jump twice” Keep adding more instructions. Give instructions faster and faster to follow. Then allow your child to give your child to be the leader. Be silly. Pretend you forgot. Do the wrong things sometimes.

  6. Put on a T-shirt while it is in the air

    Take some over sized T-shirts. Throw them up in the air. Try to slip them on before they hit the floor.

  7. Blow bubbles

    Take some soap water and a bubble blower. Blow more and more bubbles. Blow bigger and bigger bubbles. Have one person blowing the bubbles and catch as many as you can with your kid.

  8. Keep balloons up in the air

    Blow up two or three balloons. Throw them all up in the air. Keep hitting them to keep them afloat. Between the two of you don’t allow the balloons to reach the ground.

  9. Play train – train

    Hold on to each other and from a train. Make a chuk chuk sound and go to various destinations in the house to pick up and drop things. You lead first. And then let your child lead.

  10. Gardening

    Buy some seeds. Get some potting soil and a pot. Dig up the soil and plant the seeds. Water them. Look at pictures of how the seeds will look like when they become plants. Talk about farming and how farmers grow our food. Also how we should not waste food because it is so difficult to grow.

  11. Fill the bucket

    Keep a bucket full of water at one end of the lawn and an empty bucket at the other end of the lawn. Carry mugs of water from the full bucket to fill the empty bucket. For older children soak a sponge in water and have them wring it out into the empty bucket to fill it.

  12. Shadow games

    This game can be played on a sunny day when shadows form outside. Or at night with a light. Do silly dances and see what they look like as shadows. Make animal shapes with the fingers and have fun. Try different actions and see how small body parts can be made big and big body parts can be shrunk.

  13. Float and sink

    Collect objects from all over the house and gather them in the balcony or the lawn. Take a large bowl of water guess if each object will float or sink. Then put them in the water and see if your guess was right. Then take a pair of tongs used to make rotis and fish out the objects. Repeat the guessing game – this time your child may make more accurate guesses.

  14. Complete the picture

    Place a blackboard at one end of the lawn. Each player gets a chalk piece. Each person runs to the blackboard one by one and draws one body part. The game can be extended by adding clothes and hat shoes etc. The sillier the picture – the better it is.

  15. Puppet dance

    Make finger puppets by rolling a small piece of paper or a band-aid round your finger and drawing a face and hair on it. Play music and do a silly dance. Have the puppets do individual and group dances.

  16. Talk about the nice things you can do with different parts of your body

    Talk about the hands – demonstrate how you can clap, wave and help with the hands. Talk about the mouth. List out the nice things you can say with the mouth. Talk about the feet – how you can run around and help with the feet. Make lists of these nice things on a board.

  17. Have conversations to count your blessings

    Talk about what you can share and whom you can share with. Talk about how you can be kind and who needs kindness. Talk about what you can do to be helpful. Allow your child to come up with ideas.

  18. Throw the dice to complete the face

    Draw a large face – just a circle is enough. Then make all the parts of the face on different pieces of paper. Give each part a number. Start rolling one player at a time – both dices together. Add up the number that comes from the sum of the two dices and place the part on the circle. 5 for mouth 4 for hair 2 for right eye and so one. Do this until the face is complete.

  19. Where do you want to go

    Make a list of places on a blackboard. Have a map available. Sit in the circle and roll the ball. Whoever gets the ball gets to choose a place to go to. You can read out the places for very young children who cannot read. Then help the child to find her/his chosen place on the map and allow her/him to put a sticker or a sticking bindi on the place to mark it.

  20. Volunteer as a family

    Whether it is a clean-up drive to clean the neighborhood or an initiative to sell cards door to door to collect money for charity or just volunteering at a common charitable kitchen – volunteer with your child. It shows them how powerful each one of us is when we work together.

  21. Bake or cook together

    One of the best things to do together is to cook together because it gives us so many opportunities to cooperate. Give your child simple repetitive tasks that she/he can perfect with practice. Form an assembly line for something like cutlets. Children can be given the task of dipping the cutlet in egg wash or coating the cutlet with breadcrumbs.

  22. Arrange a cupboard together

    Involve your child when you are classifying toys or stationery. You can enlist your child’s cooperation in finding scattered blocks or scattered sketch pens. You can also have your child pair up socks or classify photographs.

  23. Pay compliments

    If there are three people – play a game where each person has to say something nice about the other people in the game. Have 3 bowls on the table – one for each person and start filling these up with the slips with the compliments written on them. The aim should be to fill each bowl.

  24. Get to know each other better

    Have a bowl full of chits with things like – favorite color, favorite movie, Favorite book favorite flower etc. written out. Have each person write out her/his favorites on a piece of paper and keep it with themselves. Then begin the game and have the others guess what they think is the favorite of the other people playing the game. After that each person corrects the other based on what they had written earlier. It helps each person know the other members of the family know each other better.

  25. Getting ready for a trip

    Pack a suitcase. First take a board and draw pictures of or write names of things you would need on a trip. Then take suitcase and start packing. Teach your child how to fold and arrange.

  26. Plan a picnic

    Plan a picnic. It could just be to the park in the complex. Pack the picnic hamper with everything you may need and then go down and do everything you planned in the park.

  27. Ask riddles

    Ask questions like – “What is round and gives light.” “What is green like grass but found on trees”. “What is a white food that is not sweet” Be open to answers and also allow your child to make up and ask such questions..

  28. Rhyming words

    Start with a word like stitch or bridge or station. Think up lots of rhyming words and make a list. Turn the words into a silly song at the end of the game. Sing the song often and turn it into an anthem until the next time..

  29. Story building

    Start a story – say one line out a aloud “In a small there lived a brown puppy”. Ask your child to continue the story with the next line. You add the following line. Let an absurd funny story emerge. Do not correct the story for logical sequence of events or reality. Let it be hilarious.

  30. Follow the leader’s instructions

    Play a game in which you call out instructions like “crawl like a cat”, “bark like a dog”, “jump like a monkey”, “roll like a ball”, “spread like a tree”, “be straight like a pole” and so on. Do the actions yourself as well and be as silly as possible. Then allow your child to call out instructions

Advantages of playing cooperative games

  1. Teaches cooperation

    Cooperation is a learned by watching others cooperate. When a child sees how cooperating with others allows everyone to reach a desired goal – it encourages the child to learn how to cooperate and to cooperate in every walk of life.

  2. Helps children fit into the outside world

    Children are born thinking they are the center of the world. An essential part of fitting into the outside world is to understand how our words and actions affect others. When a child plays a competitive game she/he understands that it is important to establish oneself as supreme at all costs. A cooperative game on the other hand teaches children about others – their needs – their wants – what makes them happy and what doesn’t – their feelings and their reactions. All these help the child to settle into the outside world more easily.

  3. Children learn that caring builds friendly relationships

  4. Cooperative games build vocabulary

  5. Cooperative games build problem solving skills

  6. Listening skills are built

    When children play cooperative games they are open to listening and considering the other person’s ideas and point of view because there is no loss of face involved

  7. Builds self-esteem

    When children contribute, they feel valued, accepted involved needed and this helps build self-esteem.

Children learn from their experiences and behave the way they feel. When they feel wanted and worthwhile in a team effort they contribute and cooperate more. And this leads to them feeling valued and accepted,   which builds their self-esteem, increases their overall happiness and leads to them valuing and accepting others.

Games and activities are a great way to bond with your child. If you are a loving affectionate parent who avoids playing games with your child because you hate the tantrums that happen every time the child loses in the game. Then it is best to play the above 30 cooperative games to build a relationship of love and happiness.

 

bonding

About The Author
Dr. Debmita Dutta

Dr Debmita Dutta MBBS, MD is a practicing doctor with 20 years of clinical experience and a Parenting and Wellness Consultant in Bangalore. She conducts Prenatal Classes and Parenting Workshops at schools and corporates. Her workshops and consultations are aimed at hand holding parents through their parenting journey. Contact - 9611739400 and [email protected]

Joint activities of the educator and children | Pedagogical experience

Author: Solovieva Elena Petrovna

Organization: Kindergarten No. 2 of the compensating type of the Kirovsky District

Settlement: St.

Before considering in detail the concept of “joint activity of a teacher and children”, it is necessary to clarify the meaning of the concept of “activity”. Activity can be defined as a specific type of human activity aimed at the knowledge and creative transformation of the surrounding world, including oneself and the conditions of one's existence. It is activity that acts as the basis for the formation of personality. In the content of activity, the following components are usually distinguished as the most important: cognitive, emotional, volitional.

In activities that are creative and independent in nature, people and their psyche not only manifest themselves, but are also created, formed, and developed.

Activity development scheme:

- joint activity with an adult

- joint activity with peers

- independent activity

The optimal form of organizing cooperation is joint partnership activity between an adult and a child.

Joint activity is a subject - subject relations.

Joint activity - the relationship of two phenomena, the interaction and mutual relations of which are highly dynamic and procedural. (E.V. Shorokhova)

Joint activities are implemented through the organization of various types of children's activities. At the same time, the joint activity of an adult and a child is not only a stage in the development of any type of activity, but also a special system of relationships and interaction. The essential features of the joint activities of adults and children are not leadership, but the presence of a partner position and a partner form of organization.

The concept of "partnership" is revealed by researchers in different ways, but always in conjunction with the problem of personal development. In the course of joint activities, there is an exchange of information, actions, planning and implementation of common activities.

What does it mean to partner with children? (according to N.A. Korotkova):

- Involvement of the educator in the activities on an equal basis with children.

- Voluntary involvement of children in activities (without mental and disciplinary coercion.)

- Free communication and movement of children during activities (subject to the organization of the working space.)

- Open temporary end of the lesson (everyone works at their own pace.)

Partner position helps the child develop activity, independence, ability to make decisions, trying to do something without fear that it will turn out wrong, causes a desire for achievement, favors emotional comfort.

Significant is the assertion of V. A. Sukhomlinsky that pedagogical interaction is aimed at the development of the child and not only. In the very pedagogical interaction lies the need and possibility of self-development of the teacher. As a result, the interaction gives a holistic development (self-development) of all the subjects participating in it.

Thus, the cooperation of adults and children against the background of joint activities, their commonwealth in real and live contacts with each other - this is the environment where the qualities of the developing personality of the child arise.

Unfortunately, modern preschoolers have a number of features that further prove the need for joint activities of children and educators .

3. There is a narrowing of the level of development of the plot-role-playing game of preschoolers, which leads to underdevelopment of the motivational-need sphere of the child, as well as his will and arbitrariness.
4. Underdevelopment of fine motor skills of the hand of older preschoolers, lack of graphic skills.
5. Insufficient social competence of preschool children, their helplessness in relations with peers, inability to resolve the simplest conflicts.
6. A large number of children with speech development disorders

7. The reluctance of a significant part of today's preschoolers to learn about the world around them causes serious concern.
8. Low level of communicative competence.

9. There are more and more children with emotional problems, who are in a state of affective tension due to a constant feeling of insecurity, lack of support in a close environment and therefore helplessness.

The above requirement of the Federal State Educational Standard is familiar to all modern teachers working with preschool children. However, when organizing joint activities with children, teachers make a number of mistakes that turn this activity into a “formally joint” one. For example:

- in the process of observation during a walk, the teacher himself comments on what he saw, the children silently listen to the story of the teacher;

- all actions with materials in the process of experimental activity are carried out by an adult, children only observe;

- the questions asked by the educator are of the "closed" type - they require the answer "yes" or "no";

- no joint discussion;

- conclusions based on the results of experiments are made by an adult;

- the educator poses a problem for the children and himself offers an option on how to solve it;

- at all stages of the game, children act on the instructions of the teacher, children's initiative and independence are absent, etc.

This once again proves that the activity of the educator with children should not only be formally joint, but partner, it was the cooperation of an adult and a child. Educators must solve educational problems in joint partnership activities with children and create conditions for free independent activity of preschoolers. The joint partnership activity of the educator and the child is the best form of cooperation.

Consider the main components of joint activities - cooperation:

1. Common goal. Joint assignment.

2. Common motive. Always combines the efforts of partners. Leads them to cooperation.

3. Joint action. Aimed at achieving a common goal. First, it is necessary to understand the goal, distribute independent and joint actions, determine the sequence of these actions, clarify and correct them.

4. Overall result. The final stage of joint activity, which unites all participants. It allows you to evaluate individual and joint actions based on the result.

What requirements a teacher must comply with, what qualities will help to competently organize partner activities:

  • The presence of a partner position of an adult and a partner form of organization of activities.
  • The teacher-partner is distinguished by a special style of relationships, interaction with children.
  • He respects the opinion of children, knows how to listen and hear his pupils, prefers dialogue in communication with them, gives children freedom of choice (choice of a partner, materials, methods of action).
  • The teacher-partner does not forget that the child is a full-fledged participant in educational relations.

Partner forms of organizing activities with children are different:

1) Holding a round table.

Usually the teacher highlights the children's concerns, conflict situations or the desire to simply organize preparations for the holiday, for example:

  • Florists' workshop (making flowers for mothers)
  • “Boys and girls. What are they?
  • “Me and my family” (or “Family Traditions”)
  • “Learning to learn poetry quickly and cheerfully” (with the help of mnemotables, logarithmic exercises, finger games, etc.)
  • round tables in which teachers, children and their parents are involved in activities

2) A series of joint activities under the slogan “Who can or wants to help me? (assistant teacher)

3) Activities such as “Who can teach me...?”

4) Quest games:

  • “In search of a treat” (dedicated to the city day)
  • “Autumn Journey”
  • Easter Games
  • “I know the rules of the road”
  • “Green Light” (dedicated to Earth Day)
  • “Let's save nature together”

Properly organized joint activity with an adult contributes to the achievement of targets for the development of a preschooler:

  • The child begins to be interested in surrounding objects and actively act with them
  • emotionally involved in activities with toys and other items
  • seeks to persevere in achieving the result of his actions
  • strives to show independence in everyday and play behavior
  • begins to show a negative attitude towards rudeness, greed.
  • tries to follow the rules of elementary politeness (on his own or when prompted, he says “thank you”, “hello”, “goodbye”, “good night” (in the family, in the group))
  • has primary ideas about the elementary rules of behavior in kindergarten, at home, on the street and tries to follow them
  • tries to "own" speech included in communication
  • can handle questions and requests
  • speech becomes a necessary means of communication with other children
  • strives to communicate with adults and actively imitates them in movements and actions
  • there are games in which the child imitates the actions of an adult
  • responds emotionally to a game offered by an adult, accepts a game task
  • begins to show interest in peers; observe their actions and imitate them
  • knows how to play next to peers without disturbing them
  • shows interest in playing together in small groups
  • shows interest in the surrounding world of nature, participates with interest in seasonal observations
  • begins to show interest in poetry, songs and fairy tales, looking at pictures, tends to move to the music; responds emotionally to various works of culture and art.
  • sympathetically follows the actions of the heroes of the puppet theater; shows a desire to participate in theatrical and role-playing games.
  • begins to show interest in productive activities (drawing, modeling, designing, appliqué).

References:

  1. Zhestkova, Barkan, Luzay: Joint activities of children, teachers and parents in kindergarten. From work experience
  2. FROM BIRTH TO SCHOOL. Innovative program of preschool education. / Ed. NOT. Veraksy, T.S. Komarova, E. M. Dorofeeva. — Fifth edition (innovative), corrected. and additional — M.: MOSAIC-SINTEZ, 2019.
Published: 08/04/2020

Formation of joint activities in children of senior preschool age

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  • Formation of joint activities in children of senior preschool age
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