Social development activities for 4 year olds

13 Social Skills Activities for Preschoolers + Milestones

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The foundation for a person’s social behaviour is laid during the early years, which makes preschool a crucial time to ensure your children are learning social skills.

In this article I’ll explain briefly:

• why social skills are important
• examples of social skills for preschoolers
• the stages of social development
• social milestones by age
• 13 social skills activities for kids

Developing social skills in preschoolers is vital in order for them to be able to interact with others successfully and form healthy relationships throughout life.

As children grow, they learn about social roles, values and behaviours from the world around them.

Parents, siblings, extended family, peers and teachers all have a role to play in moulding children’s social skills.

Healthy socializing involves three general things – generosity, helpfulness and taking turns.

Generosity

Generosity is about sharing with family as well as friends. Children must also learn to respect others’ rights and possessions.

Helpfulness

Learning to be friendly, considerate and helpful must be balanced with not being overly submissive and stifling the development of their own personalities.

Taking Turns

This is one of the most important skills to learn. It is the basis of courtesy and thoughtfulness and is relevant at almost every level of life.

Children must allow others to have their turn but also have the self-confidence to insist on getting their own turn, without trying to dominate activities and conversations. The example parents set is important.

The social and emotional development of a child is an important aspect of their growth, just as much as intellectual or physical development, which we tend to pay more attention to.

Children need to build a set of prosocial skills in order to navigate communicating with others and building relationships.

Here are some examples of social skills, as shared by Marike de Witt in her book “The Young Child in Context: A psycho-social perspective“.

These social skills, as well as the

• Cooperating
• Being helpful
• Compromising
• Giving
• Sharing
• Taking turns
• Negotiating
• Showing sympathy
• Having empathy
• Imitating
• Protecting
• Assuming responsibility
• Respecting others’ views
• Showing attachment

Antisocial behaviours prevent children from communicating effectively. These are a few examples:

• Selfishness
• Telling lies
• Aggression
• Egocentrism
• Taking others’ possessions
• Bossiness
• Destructiveness
• Prejudice

In order to help children build social skills, it is necessary to first understand the social stages and milestones they will progress through so you can support them at their stage of maturity.

For example, there is no need to worry that your 2-year-old won’t share his toys as this is normal at his age. He is not yet mature enough to understand the concept of sharing.

De Witt divides social development into three main stages: the Infancy, Childhood and Youthful periods.

This stage begins at birth and ends at the first signs of speech. During this stage, infants learn to tell the difference between their own bodies and the environment around them.

Social development is strongly influenced by the mother-child relationship because the way a mother cares for her child will either convey tenderness or anxiety .

The childhood period begins when a child uses clear speech and lasts up until the need for playmates of the same age emerges.

By following the example set by the parents, a child begins to classify his own behaviour as good or bad. He also realizes the difference between enemies and friends.

During this stage, children acquire language as well as cultural customs, such as hygiene, toilet or eating practices.

This period begins when children prefer to play with others of the same age. More complex skills of interpersonal behaviour are learnt, such as cooperation, competition and compromise.

Here is a table of common milestones that occur at various ages as a child matures. It is a summary of the milestones in the book “The Young Child in Context: A psycho-social perspective“.

12 Months

• Shows affection for people she knows
• Likes to be around loved ones – to always hear or see them
• Passes an object or toy to an adult when asked, and sometimes even spontaneously
• Waves goodbye
• Begins to play games such as hide-and-seek

18 Months

• Plays alone happily but likes to be near a familiar adult or older sibling
• Likes other children but does not play with them
• Shows affection for family members, pets and dolls
• Begins to imitate people
• Repeats actions and expressions that receive a positive reaction

2 Years

• Likes people but is still egocentric
• Follows caregivers around the house and demands constant attention
• Imitates domestic activities
• May take turns but has difficulty sharing toys or adult attention
• Throws tantrums in order to be understood
• Happily plays near other children, but not yet with them (parallel play)
• Sometimes hits or bites children to get a reaction
• Can role play e. g. put a doll to sleep or wash the dishes

3 Years

• Begins to behave unselfishly
• Shows affection for younger siblings
• Likes helping with domestic activities such as shopping or cleaning
• Begins to share with others
• Enjoys playing alone and with other children
• Begins to show a preference for certain friends
• Begins to show sympathy when someone is upset
• Engages in make-believe play with dolls and toys and enjoys pretending to be someone else
• Still sees most things from their own perspective
• Talks about self, family and possessions
• Shows empathy with characters in stories
• Can wait for you to finish before talking
• Sometimes has an imaginary friend

4 Years

• Really enjoys the company of friends and can play in a group
• Often has a best friend
• Is strong willed
• Begins to form a sense of humour
• Understands taking turns and sharing
• Shows concern and sympathy towards younger siblings and friends
• Engages in dramatic make-believe play
• Becomes competitive
• Social skills develop such as – saying please and thank you (if taught), greeting people, talking to them, and showing respect towards others in the home

5 Years

• Behaves in a more controlled and sensible way
• Cooperates with companions and understands the need for rules and fair play
• Has a definite sense of humour
• Shows tenderness towards and is protective of younger children and pets
• Enjoys competitive games
• Enjoys fantasy games
• Chooses own friends (usually of the same sex)
• Begins to learn the value of compromise and negotiation

As you can see, sharing is a struggle for very young children. The advice is usually to divert and redirect attention when dealing with toddlers [source].

The most important activity your children can engage in, in order to develop their social skills, is play.

When preschool children play together they learn together.

Here are some reasons play is important for your child’s social development.

1. It teaches cooperation and how to take turns
2. Children are able to try different roles and personalities
3. Play teaches children to verbalize their needs
4. Kids learn to lead and follow
5. It provides a broad base for the use of social language skills
6. Children learn to respect others’ rights and possessions
7. They develop an awareness of themselves as a member of a group
8. Through play, they understand their own culture and values
9. They gain knowledge about society’s rules and about group responsibility
10. Play develops a positive self-image and self-concept
11. It teaches how to participate in a group
12. It promotes gender-role identification
13. Children develop common goals and interests as they play together
14. They learn to see others’ perspectives
15. Children experience delight when playing

If you are wondering what activities would be most effective to help a child develop positive social skills, the answer is that you don’t really need a list of specific activities to “teach” them about socializing.

Rather, it is about giving them enough opportunities to play and interact and encouraging certain types of games and activities that involve interaction and cooperation.

You can discuss or play social skills games around topics like feelings and how to cope with conflict, but it will only be through experiencing these feelings and conflicts that your children will really learn these lessons and understand these concepts in a meaningful way.

Here are some simple social development activities for 3-5-year-olds.

1.

Invite friends over for a playdate and take your children to play with friends as often as you can. Playing with siblings is also good interaction.

The more opportunities your child has to mix with others, the more they will practise socializing.

Don’t leave your young child alone with a friend if he is not yet comfortable. Give him time to build trust.

2.

Play group games that involve taking turns and following rules.

Children will learn with time that social interaction is fun and that in order for the game to work, they need to consider each other and all be active participants.

Also, encourage musical games such as musical chairs where there are rules to follow and children have to compete while still considering each other and being comfortable with losing sometimes (e.g. if your friend gets to a chair before you).

This takes maturity to understand.

3.

Board games are an excellent activity for older preschool children. These should have multiple players (even if you start with 2), rules and an objective (e.g. in Snakes and Ladders the objective is to reach the end first).

It can be a complex task for a child to learn to follow rules and keep the game positive while competing with friends or family members.

Younger children can start with simple card games or very basic board games.

4.

Fantasy, or dress-up play, is an important part of learning to socialize. During this kind of play, children make sense of their world and the people around them by role-playing.

This is how they “practise” being an adult, behaving and interacting as an adult would. They also act out their own social customs and norms.

Fantasy play is a great social learning activity for children playing with one or more friends, as well as for smaller children playing alone.

Even though the child is alone, the activity revolves around pretending to interact with others, which is a great way to safely act out an interaction.

Provide opportunities at home by having a dress-up section in your child’s room. Provide different themed clothes and props and change them frequently to encourage new ideas.

5.

When children play with blocks together, they initially play alongside each other, building their own structures.

With time and maturity, they begin to share blocks, take an interest in each other’s structures and finally end up building something together.

This is one of those activities where you will see this progression clearly.

By the time children are building together, they are learning to share, listen to each other’s ideas, problem-solve, organize, share opinions, negotiate, compromise and work towards a common goal.

6.

Sensory play is a fun activity that children love to do together. Whether they are playing with water, mud or sand, there is much sharing, negotiating and cooperation. It also often leads to fantasy play.

7.

When children are involved in creative activities such as drawing, painting, cutting, pasting or moulding playdough, they are often deep in conversation at the same time.

These activities usually happen around a table where the children are sitting calmly and are fully engaged with their playmates.

Some of the most intriguing and complex socializing I have witnessed has been around an art table.

8.

Reading to a child is my absolute favourite activity and one with so many benefits. Stories are all about people and animals and their relationships and interactions.

Read to your child daily and she will constantly be listening to how characters socialize, deal with problems, show emotions and generally interact.

You may find it hard to explain to a young child what empathy is, for example, but you can certainly teach the message with a story and let your child experience this trait on her own through listening.

9.

Along with reading, discussions are another way to teach your children social skills.

Use every opportunity possible to discuss how your children feel, to talk about their friendships and even discuss the characters in the stories and how they handled certain situations.

When your children experience conflict with a friend, discussing possible solutions or how they can handle it is a far more educational experience than immediately intervening.

In my experience teaching in the classroom, the children who had lovely manners were taught at home as toddlers. Those who hadn’t been taught seldom spontaneously said please or thank you without being constantly prompted and reminded.

It is too late to teach a 3 or 4-year-old manners and courtesy. Start as early as possible.

11.

The best socializing and learning occurs naturally – when children are playing freely with each other.

You may choose to present and encourage certain activities, such as an art project, but know that any time spent playing with others is time they are learning valuable social skills.

Try not to let screen time or too many planned activities get in the way of real play and socializing.

…and don’t forget these two important points:

12.

A child’s primary relationship – with his parents – is the basis for all future socializing.

The relationship should be warm and close. Your child should feel love, security, acceptance, trust and self-esteem.

13.

Children learn about socially acceptable behaviour by watching their parents. They learn more from watching you than from listening to you. 

I hope you enjoyed these ideas and activities for developing social skills in preschoolers.

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Fun Social-Emotional Activities for Preschoolers

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Looking to develop your children’s social skills, or their ability to manage their feelings? Fun social-emotional activities for preschoolers can be carried out at home or school to support their learning in this area.

Social-emotional development is the process of learning skills that we need in order to make and maintain relationships, feel good about ourselves and function within society. Many of these skills are learned during play.

These skills include communication, cooperation, recognizing and managing emotions, and controlling behaviour.

A child’s social and emotional skills are an important aspect of their holistic development.

The short answer is that it’s different for every child. As with all other areas of learning different children will progress at different times.

On the whole, most children are interested in other people and even young babies will watch people’s faces with great interest.

As they get older, toddlers become especially interested in other children and their play, but only begin to play co-operatively as preschoolers.  

Prior to this, children may play next to each other or in the same area but be very much absorbed by their own play.

As social-emotional learning progresses, children learn to play co-operatively and then begin to develop a narrative for their play, sharing ideas and negotiating over what comes next.

When it comes to emotional development, to a certain extent this will be built upon a child’s natural temperament. 

Even from the earliest stage babies have their own unique competencies and individual traits.

Some of these can be picked up by professionals using tools such as the Newborn Behavioural Observation System (Nugent et al 2007), but most parents are able to make their own observations about their child’s preferences and ‘temperament’.

Temperament is a set of inborn traits that organize the child’s approach to the world; they are part of the development of personality. Temperament is not necessarily good or bad in and of itself.

For example, being energetic is neither a good nor bad thing by itself, but could be seen as either good or bad depending on how it is channelled.

Working with children’s temperaments is important when developing emotional skills, some children have ‘bigger’ emotions or ‘deeper’ feelings than others, and these may be harder for children to manage.

It might take these deep-feeling children longer to develop strategies to manage their behaviour as a result of these emotions, but these children are also likely to become passionate and empathetic so it is important not to stifle their feelings, and instead work at finding strategies for expressing them appropriately.

Here are some simple but fun activities you can do with young children to build these skills.

Ball games are a relatively simple way for younger children to build relationships. Co-operatively rolling a ball back and forth is a rudimentary way of initiating play and turn-taking.

Older children can play in a larger group and say each other’s names before rolling the ball, practising initiating play verbally.

Roleplay is a great way for children to experiment with social behaviour, rules and expectations.

Children often enjoy acting out what they know, such as cooking and eating dinner together, but also experimenting with risky social scenarios such as games of cops and robbers.

Roleplay is a safe space for children to develop social skills, though to begin with they may need guidance through the narrative. After a while though, children will begin to develop imaginative scenarios that allow them to work on their social-emotional skills through play.

This post contains affiliate links for educational products that I personally recommend. If you purchase through one of them, I earn a commission at no extra cost to you. Read the terms and conditions for more details.

Reading has a huge range of benefits, including social-emotional benefits.

Reading a story with emotional content, and discussing it with your child gives them the opportunity to develop empathy, as well as tools to use in their own experiences of emotions.

You might ask; “Why did the character get angry? What makes you get angry?”

This little box set of life skills stories is a gem of a find and will make a valuable addition to your library.

Similar to stories and role play, using puppets to act out social situations and emotions is a good way to develop children’s recognition and understanding of emotions as well as explore ways of managing social scenarios and feelings.

Buy a set of puppets or make your own DIY puppets.

An important part of social-emotional development is the ability to recognize, understand and respond to appropriate boundaries and behavioural expectations.

Helping your child to listen carefully to instructions and change their behaviour in response to this will improve their social and emotional skills as well as listening, attention and focus.

Games like Simon Says and Red light, green light allow children to practice listening carefully, following instructions and changing their behaviour in line with expectations.

Here are some more listening games to play.

Games that can be played as a family are an ideal way for children to experience turn-taking, as well as winning and losing and the emotions that are involved in both.

With so many educational games on the market for preschoolers, children can work on a whole host of skills through playing games.

Encourage children to follow the rules, take turns, and keep play friendly even when they are frustrated.

Purchase educational games like Tic Tac Toe and Dominoes or play popular card games such as Rummy and Memory Card Games (get your own cards by downloading the FREE set of printables at the end of the post).

Encouraging an active lifestyle through playing sports is valuable in and of itself but sports also offer fantastic opportunities for social-emotional development.

Sports that are played as a team such as football or basketball are especially encouraging for social development. 

In playing as a team, children begin to understand that their actions have an effect on others and that humans rely on each other.

Team sports are also by nature competitive; as teams, there is often a level of conflict whether a difference of opinion on tactics or losing a game. By learning to deal with these situations children develop resilience and learn to manage their emotions and behaviour.

Team sports also place value on fair play and good sportsmanship which are expressions of social-emotional development. The focus on playing fairly teaches children to respect the Rule of Law and authorities like the coach or referee. 

Using these fun social-emotional activities for preschoolers at home or at school will help to develop their skills.

Here are more feelings activities for preschoolers that introduce specific emotions.

Remember, just as with other areas of development different children will develop different skills at different stages but if you are worried about your child’s social-emotional development then do talk to an educator or health professional.

Get FREE access to Printable Puzzles, Stories, Activity Packs and more!

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Abstracts of classes in the middle group (4-5 years). The program for the development of the social and personal sphere of a preschool child “I can! I know! I will!"

Abstracts of classes in the middle group (4–5 years).

Program for the development of the social and personal sphere of a preschool child

“I can! I know! I will!"

Educational area in which the program can be used: "Socialization", integration with the areas "Communication", "Health", "Safety", "Cognition". The program is designed for preschoolers 3-7 years old and their parents.

The purpose of this program is to develop in children a caring attitude towards their health, to improve the socio-psychological culture of the child, and to increase the socio-psychological competence of his parents.

Systematic work on this program makes it easier for the child to adapt in a group of peers, helps to increase self-esteem, reduce anxiety, the emergence of cohesion in the children's team, introduces the skills of self-regulation.

In the classes conducted according to the program, children get to know their bodies, get a holistic view of health and ways to maintain it, learn about the emotional life of a person, learn to manage their emotions, receive information about the desires of other children and adults, learn to communicate their experiences .

Conducting classes throughout the preschool period contributes to the development of a feeling of sympathy towards peers; the development of the ability to understand and appreciate the individuality of other children, the development of a sense of empathy, the ability to interact with each other in play, work, educational and other activities.

With the help of this program, we want to introduce the child into the complex world of human relationships with a formed careful attitude to their health.

Session 1

Topic “What am I?”

Purpose: team building, formation of adequate self-esteem.

Tasks:

– to promote the child's awareness of himself, his abilities and abilities;

- give children the opportunity to express their opinions and ideas.

Lesson progress. The teacher reminds about the rules of the lesson (we sit in a circle, only the one who has a ball or a toy speaks).

Name and Movement Activity

Each child is asked to say their name and show some movement (clap their hands, stamp their feet, sit down, raise their hands, etc.).

Didactic game "My portrait"

To teach children to distinguish the individual features of their appearance and gender: a boy or a girl, what color is their hair, what is he wearing. Children take turns talking about themselves.

Hare offers children a game.

The final game "Guess who it is"

The hare tells about one of the children without giving a name: what he (she) is, what he can do well, what color his hair, eyes, what he is wearing. After listening to the story, the children guess who it was about. The one who guesses first comes up to the child indicated in the description, takes him by the hand to the Hare, and they, holding hands, walk to the singing of the other children.

Stand up children, stand in a circle,

Stand in a circle, stand in a circle.

You are my friend and I am your friend,

Good, good friend.

All the children clap their hands at the words “la-la-la”.

Summary of the lesson: Educator: today in the lesson we learned to talk about ourselves. We learned a lot of interesting and good things about each other.

Session 2

Topic “I am growing up”

Purpose: to promote the ability to realize that the child is getting older every year.

Objectives:

– help children understand their own individuality in the world around them;

- to help children understand that every year they become more and more mature.

Lesson progress. A hare comes to the children's class and brings an album with photographs. He tells the children that he brought the album, but he cannot find out who is in the photographs.

The children and the teacher look at the photographs together and determine who is depicted in them.

Then the Hare says that the children in the photo are small, but now they have grown up and will continue to grow.

Exercise "Who is first, who is next"

Children are offered various pictures of children, where they are shown at different ages. Arrange the photos as the children grow.

Artistic word. A. Barto's poem “I am growing”

But I didn't know that I was growing

All the time, every hour.

I sat on a chair -

But I'm growing,

I'm growing, stepping into the classroom.

I grow when I look out the window,

I grow when I sit in the cinema,

When it’s light,

When it’s dark,

I grow,

I grow anyway…

We are standing on the bridge105 90.05

He doesn't grow,

But I grow...

I grow up in the rain

And in the cold,

I already outgrew my mother

.

Child and Adult Exercise

The teacher asks the children to talk about how they differ from adults.

The game "The tallest"

The teacher says that all children in a group of different heights compare two children by height. Choose the tallest and shortest child.

Summary of the lesson: The teacher says that all children grow up, and today the tallest in the group, and in a month someone else will be the tallest.

Session 3

Topic “What kind of food is healthier”

Goal: to form children's responsibility for their health.

Tasks:

– teach children about proper nutrition;

- introduce useful products;

- introduce the culture of food.

Lesson progress.

The Tale of the Hare with a Sweet Tooth

In the forest, in a hollow, there lived a Hare with his family. Belka's mother cooked delicious food, but the Hare did not want to eat anything except sweets.

“I don't want porridge, but I want sweets,” he shouted to the whole forest in the morning.

“I don't want soup and a cutlet, but I want a chocolate bar,” he shouted during the day.

“I don't want a carrot, but I want a cake,” he shouted in the evening.

And this happened every day. Belka's mother did not know what to do with such a son. And then one day…

The teacher asks the children what happened to the Hare. Listens to the children's answers and continues the story.

And then one morning the Hare couldn't get out of bed, his stomach ached, his head was spinning. "What happened to me?" he thought.

What happened to the Hare? (He got sick) Right. Why did he get sick? (Because you can't eat only sweets)

Food should be not only tasty, but also healthy, because healthy foods supply the body with energy so that you can move, play and grow. There are a lot of useful products, these are: ……… (children help) That's right. Sweets and sweets are delicious, but not very healthy. They can be eaten, but very little.

What product game

Children are given red and green circles. If the teacher names a useful product, the children raise a green card, if not, a red one.

Bunny, now you understand why you got sick? (Yes, I understand)

We even know the poem, but not about the Hare, but about the cat.

Artistic word. M. Karim's poem "My cat"

My gray cat

Not growing at all.

And even the mustache doesn't grow.

He doesn't eat soup

He doesn't eat porridge -

Try it, grow up here!

In the morning this cat

Sucks candies,

He gnaws chocolate later,

And that's why

To my cat

Not to be a real cat.

Summary of the lesson: The teacher, together with the children, concludes that in order to feel good, you need to eat a variety of healthy foods.

Session 4

Topic “Joy, sadness”

Purpose: formation of the ability to correctly assess one's mood and the state of another person by external signs, to introduce techniques to improve mood.

Tasks:

- to introduce facial expressions, gestures, gait, voice in emotional manifestations of joy and sadness;

Discuss situations when a person is happy and sad.

Lesson progress.

Exercise "What mood". The children take turns saying in a circle what mood they are in and why.

There are different moods: sad, cheerful, bad and good.

The hare tells the children that he was in a good mood yesterday.

Question. When is a good mood? (Children's answers)

The hare continues: "Today I'm in a sad mood. "

Question. And when is there a sad mood? (Children's answers)

What should be done to change the sad mood? (Children's answers)

Exercise "Sad forest". Half of the children are depicting sad trees, and the other half are depicting birds that are trying to cheer up sad trees.

After the game, the results are summed up, and it is discussed how to cheer up a sad person.

Didactic game "Mood". As we already know, the mood is different. Hand out cards depicting people and animals with different moods. First you need to choose the cards of all the sad people and animals, and then all the funny ones.

Final exercise “Show the mood”. The teacher asks to show a sad and cheerful mood with the help of facial expressions and gestures.

Educator: everyone has a sad joyful mood, but the mood can be controlled with the help of various games and exercises.

Lesson 5

Topic “How to take care of yourself”

Purpose: the formation of personal hygiene skills in children.

Tasks:

- to develop personal hygiene skills;

- to fix the purpose of personal hygiene items.

Lesson progress. The Hare came to visit us and brought a new fairy tale.

Tale of soap, towel, washcloth

There is such a wonderful country - Healthy. Only healthy people and animals live in this country, because they know how to take care of themselves. This country has a lot of very different soaps: from the smallest one for a mouse to the largest one for giants; there are a lot of shampoos - whole rivers, and they all smell differently: strawberries, flowers, apples. And the fish are like washcloths. And the glades in this country are like fluffy, soft towels. The forest is like many combs, big and small, long and short. And then one day a dirty boy came to this country. He did not know what kind of country it was and was very surprised that the rivers smelled so delicious. He really wanted to jump into the river, which smelled of strawberries. Fish like furry washcloths swam around him and brushed him with their fins and tails. When he came ashore, he was surprised at how clean he became. Underfoot was a soft, fluffy clearing. He wanted to rest in this clearing. He lay down, and when he got up, he noticed that he had become dry. The castle was visible behind the forest, but there was no path, and the boy went straight through the forest. As he walked through the forest, comb trees combed his hair, and he came out to the castle clean and combed. At the castle, the Cleaning Princess gave him a comb, a toothbrush, soap, strawberry-scented shampoo, and a soft, fluffy towel. And after that the boy was always clean and tidy.

In order for all children to be always clean and healthy, they need washing supplies.

Exercise "What for what"

"I am washing" - show pictures with items that will be needed when washing.

"I'm taking a shower", "I'm brushing my teeth" - the child should show pictures with the corresponding items.

Exercise “Where we were, we won’t say, but we’ll show what we did” (Children show some movement with gestures, others guess)

Summary of the lesson: To be always clean and tidy, you must follow and follow certain rules.

Artistic word. An excerpt from K. Chukovsky's fairy tale "Moydodyr" (at the choice of the educator).

Lesson 6

Topic "Insult, anger"

Purpose: formation of the ability to cope with one's feelings.

Tasks:

– to introduce facial expressions and gestures of emotional manifestations of anger, resentment;

- teach children ways to overcome negative emotions.

Lesson progress. The hare comes to the guys, he is in a bad mood.

– What happened, Bunny?

– My mother got angry with me yesterday, and I got angry with my mother.

– What happened?

– It was not too late, I wanted to watch TV, but my mother turned it off.

– Why?

- I don't know.

– Didn't you ask your mother why she didn't want you to watch TV?

– No, I was offended by her.

- Let's guys help the Bunny. Why do you think mom didn't let me watch TV?

The teacher listens to the children's answers, then the conversation continues depending on what the children offer.

Generalization. We must try not to quarrel with each other, with mom and other people. We must try to understand the other person and not be offended by him.

Volcano exercise. The teacher says that when a person gets angry, he can throw out his negative emotions like a volcano.

Children join hands in a circle, squat down, pretend to be a volcano. Further, imitating a volcanic eruption, they slowly get up, raise their hands up, making a hum (from a very quiet to a very loud "woo-woo").

Final exercise “Don't hold a grudge, tell it as soon as possible”

The teacher tells the children that in order not to feel resentment, you need to tell the offender or someone else about it.

The children all repeat the rule together: "Don't hold a grudge, tell it as soon as possible." You can ask the children, maybe someone wants to talk about some kind of offense right now?

Bunny: I will try not to be offended by my mother, I will not upset her and spoil her mood.

Lesson 7

Topic "Where diseases come from"

Purpose: to develop children's health skills.

Tasks:

– to give elementary ideas about microbes as pathogens;

- introduce the rules of how to behave in case of illness.

Lesson progress. The teacher tells that the world around us is full of very small creatures called "germs". There are a lot of microbes, they are all different. Some of them cause diseases, these are disease-causing microbes; and there are useful ones, with the help of which milk factories produce kefir, yogurt, etc. from milk. Microbes are very small, they surround us everywhere, and they cannot be seen with the naked eye. To do this, people came up with a special device called a microscope. It enlarges the image of any objects several hundred times (they examine a microscope with children).

Harmful microbes, once in the body, begin to multiply and cause disease. But only a doctor can correctly diagnose and prescribe treatment.

What to do in case of illness:

- go to bed, wrap yourself in a blanket;

- drink warm tea with raspberries, fruit drinks;

- gargle;

- ventilate the room more often;

- call a doctor, do not take any medications on your own.

Lesson total: the teacher with the children concludes: we are surrounded by microbes, they can be dangerous, but subject to certain rules, we can protect ourselves from them.

Lesson 8

Topic “How I hear, see”

Purpose: the formation of children's knowledge about the organs of hearing, vision.

Tasks:

- to give children an idea of ​​the role of sight, hearing;

- introduce the rules for the care of ears and eyes.

Lesson progress. A hare appears. His eyes and ears are closed.

“I don’t see anyone, I don’t hear anyone!”

– Bunny, what are you doing?

“I don’t see anyone, I don’t hear anyone!”

But imagine that you actually stop seeing and hearing. What will happen? (Listens to the children's answers)

Yes, when you don't see or hear anything, it's very difficult to live.

Exercise “Checking your hearing”. The teacher whispers the words, who heard, raises his hand and calls the word.

The game "Boastful". Pointing to their ears, the children should tell about them. “My ears are small, cute, I love them. They help me."

The teacher invites the children to talk about the eyes.

Exercise "Mirror". The teacher invites the children to take a mirror, look into it and answer the question: "What do you see in the mirror?"

After listening to the children's answers, the teacher explains to the children that they see all this because they have eyes.

The hare shows the children pictures of various objects that can be dangerous for both eyes and ears.

To have a good ear, you need to remember the rules:

– do not pick your ears;

- protect your ears from strong winds;

- do not listen to loud music;

- Keep water out of your ears.

To have good eyesight:

- do not look at books lying down;

- do not sit close to the TV;

- wash your face daily;

- not three eyes with dirty hands.

Summary of the lesson: in order for the ears and eyes to be healthy, it is necessary to follow the rules for caring for them and take care of the organs of hearing and vision.

Lesson 9

Topic “Be careful at home”

Purpose: to teach children responsibility for their own safety.

Tasks:

- to give children an idea of ​​the dangers that await them at home;

- to teach the correct behavior in a given situation.

Lesson progress. The teacher tells the children that many different dangers can lie in wait for them at home.

The Hare appears and brings with him pictures of dangerous objects.

1. First aid kit. What is a first aid kit for? (Children's answers)

How dangerous is a first aid kit? (Children's answers)

– You can't open a first-aid kit without permission, so medicines are kept away from children.

2. Stove. Questions to children (by analogy). (Children's answers)

- Do not come close to the switched on stove, remove dishes from the stove, turn on the stove without adults.

3. Cabinet with knives. Questions for children. (Children's answers)

- Do not take knives without permission.

4. Water faucet. Questions for children. (Children's answers)

- You can't turn on the tap too much when you're at home alone. The child must know the hot water faucet.

5. Open window. Questions for children. (Children's answers)

- Do not go to an open window, climb on a chair or window sill.

6. Balcony. Questions for children. (Children's answers)

- Do not lean down.

That's how many dangers await us at home, but if you follow all the rules and be careful, then nothing will happen.

The hare remembers all the rules again. And if the trouble still happened, what to do? - Be sure to tell your parents.

If no one is at home:

– dial the phone number 03;

- identify yourself;

- give the address.

Game exercise "Ambulance". Children are divided into two teams, one team calls the ambulance, the other team calls the ambulance. During the activity, children learn to say their name and address.

Summary of the lesson: today in the lesson we learned how to behave with dangerous objects. If we follow all the rules, trouble will not happen to us.

Artistic word. M. Lazarev's poem "Stop and Think"

If I'm careful,

I won't hurt my skin,

Hammering a nail,

And I won't get scalded with boiling water.

No matter what I do, never

I won't hurt myself.

Author: Berseneva Ekaterina Yurievna

teacher-psychologist MADOU No. 326

Yekaterinburg, Sverdlovsk region

Educational games and exercises for children 1-3 years old - Correctional and developmental work - Office of the teacher-psychologist Korolkova O.A. - Expert advice

Home/Advice from specialists/Office of a teacher-psychologist/Correctional and developmental work/Developing games for children 1-3 years old 11 educational games for children from 1 to 3 years old cubes and puzzles. In the first three years, a child's intellect develops at an incredible rate. Every second, a million new neural connections are made in the brain of a young child. They create a foundation that nourishes the ability to learn, influences character and becomes a springboard for future professional ups and downs. Educational games help in this, in which the parent should take a direct part. The exchange of signals, interest and help, approving smiles, praise and hugs activate the parts of the baby's brain responsible for communication skills. Without them, success is impossible. Before you overwhelm your child with toys, remember that a large number of them reduces the interest, and therefore the quality of the game itself. The attention of the child is scattered, he cannot concentrate. When the choice is limited to 3-4 options, then the child approaches the game creatively and plays longer. Remember, when purchasing a game, you must clearly understand the purpose for which it is. If you want to learn colors, then the toy should be with primary colors, since the child has not yet mastered the shades, etc. And don't forget to play with your children. Having taught a child to play in early childhood, in the future he will be able to play independently. A childhood child must lose! 1. Pyramid (from 8 months old) From the simplest (4-5 large parts with primary colors) to pyramids - turrets, allowing you to study both shades of colors, counting, as well as basic shapes. Up to a year, the child disassembles, gnaws, scatters the details of the pyramid. But the parent specifies the colors, "big ring - small". In a year and a half we learn to assemble a pyramid. At this age, it is recommended to use rings of the same color, and turrets-cones. At two years old, pyramids teaching the basics of counting within five are useful. By the age of three, we are approaching pyramids with shades and figures of different shapes. 2. Cubes (from 10 months old) Until the age of one, the child makes cubes in a row, then on top of each other, experiments with falling towers. Up to a year, soft cubes and plastic or wooden cubes with rounded corners are used. Children over one year old can be offered cubes with pictures and multi-colored faces. Start with sets of 6 cubes and gradually increase their number. Blocks with numbers and letters can be entered by the age of three. 3. Finger maze. (from 1 year old) The game allows you to develop thinking, fine motor skills, forms a grasp of an object with your fingers, learns to concentrate, studies colors. 4. Sorters (from 1 year old) The game can be of any form and with different content. Improves memory, trains the eye, develops fine motor skills, teaches to classify by color, shape, generalize, forms elements of logical thinking. As the child gets older, the details are smaller and the number of them increases. By the age of three, you can introduce sorters for numbers, letters, animals, vegetables, fruits, etc. 5. Boards - inserts and mosaics (from 1 year old) With their help you will develop motor skills, attention, hand-eye coordination, spatial thinking in a child. Teach children more-smaller concepts, colors, shapes, etc. You need to start with the simplest ones with a minimum number of details and on one topic. Mosaics with large details. 6. Puzzles (from 1.5 years) Excellent simulators, memory, concentration, fine motor skills, the development of the integrity of the subject, the ability to make decisions. At the age of one and a half, we start with a puzzle with two large pieces. By the age of three, the number of parts increases to six. 7. Matryoshka dolls (from 1.5 years old) The game teaches to perform direct and reverse actions (disassemble - assemble), thereby developing thinking, attention, fine motor skills. Game with the first skills of role-playing games - "Daughters - mothers". From a year and a half we start with 3-4 nesting dolls, by the age of three the number increases to 6. 8. Laces (from 1.5 years old) Active development of fine motor skills, hand-eye coordination, orientation in space. Laces contribute to the active development of the baby's speech and brain activity. 9. Body boards. (from 1.5 years old) Developed on the basis of Maria Mantessori's boards, they develop perseverance, attentiveness, fine motor skills, form basic skills (buttoning, unzipping, turning lights on and off, etc. Parents need to approach the choice bodyboard carefully so that it is not just a toy, but develops social everyday skills.Often parents make bodyboards themselves when they know exactly what they would like to teach their child.0005 10. Fishing (from 1 year) Develop hand-eye coordination, concentration. Learn more Guided reading assessment Ways to practice vocabulary Social emotional learning definition Importance of sight words Colors and kids Teaching child to read and write Social skills questions for kids Cardinal number list Free fairy tales Difference duck and goose Red and blue song