Project activities in the preparatory group "A"
For 2015-2016 academic year
"Soon to School"
caregiver
Saitova Z.Sh.
g.o. Saransk 2015
Implementation period : long-term (September - May).
Project type : psychological and pedagogical.
Children's age : preparatory group
Project participants:educators, children of the preparatory group, parents, music director.
Project relevance:
Going to school is a new stage in a child's life. Many children with trepidation and anxiety and excitement cross the threshold of the school. After all, their personality began to occupy a more significant social position - a schoolboy. This solemn event is sometimes overshadowed by anxiety, fear of the unknown. In order to avoid negative emotions among first graders and help them adapt to school, information about the school and the way it is presented by parents and kindergarten teachers play an important role.
The attitude of the child to school is formed before he goes to it. Many parents try to create an emotionally attractive image of the school: “You will be an excellent student,” “You will make new friends,” “Teachers love smart people like you.” Adults believe that by doing so they instill in the child an interested attitude towards school. In reality, a child tuned in to a joyful exciting activity, having experienced even minor, negative emotions (resentment, jealousy, envy, annoyance), can lose interest in learning for a long time. The school provides plenty of reasons for such emotions: failures against the background of seeming general success, difficulties in finding friends among classmates, a discrepancy between the teacher's assessment and the usual parental praise, etc.
Theoretical analysis of pedagogical literature and practice data convinced me to carry out purposeful work to form a positive attitude towards school in children of the preparatory group using a variety of forms and methods of work, through the creation of a subject-developing environment, through pedagogical education of parents. Going to school is a major milestone in every child's life. And it's no secret that many children experience difficulties during the period of adaptation to school, a new daily routine, a team, a teacher. It is not easy for parents either. Over the summer, the child grew up, he needs to buy a satchel, shoes, clothes, textbooks.
But with all due respect to parental efforts, we can say with confidence that the future student has much more worries than mom and dad: he discovers a whole new world for himself. What is to study? Is it fun or boring? Difficult or easy? First of all, it is responsibility. Now the child must forget the word “I want” for the sake of the word “must”. In the first grade, he begins his social and working life.
The initial period of education is associated with the restructuring of the child's lifestyle and activities. The main problems that he will have to face at school are:
Change of daily routine and nutrition,
Changing the air regime (staying indoors for a longer time than in kindergarten),
Unusually high noise level at recess,
Increased time spent without movement, sitting at the table;
Changing the style of communication with adults (the teacher is often not focused on guardianship, praise and protection);
The need for complete self-service in dressing and undressing;
The need to organize your workplace at your desk;
Requirements to respond correctly to calls from lesson to lesson, follow the rules of conduct in the lesson, restrain and arbitrarily control motor, speech and emotional reactions;
The need to establish contacts with unfamiliar peers;
Possible failure in activities;
Increasing the amount of intellectual load.
Entering school is a qualitatively new stage in the development of a child, associated with a change in the social situation and personal transformations, which L.S. Vygotsky called the crisis of seven years.
The adaptation period at school takes from a month to six months. All life situations associated with entering school, their experiences require the child to revise, and sometimes seriously correct the picture of the world he has created.
The main thing that a child needs is a positive motivation for learning. Most future first graders want to go to school, but they have a certain idea that can be formulated something like this: a real student is a happy owner of a briefcase and a school uniform, a diligent follower of school rules, he listens to the teacher, raises his hand and gets grades.
Moreover, the “grade” and “five” for the future first-grader are almost the same. The child is sure that he will be a good student, because. saw that his mother had bought everything he needed for school. Such children's hopes are fraught with great danger: the child perceives school as another game, which may not be so attractive at all if it does not eventually turn into an educational collaboration with a teacher and peers.
The attitude of the child to school is formed before he goes to it. And here information about the school and the way it is presented by parents and educators of the preschool educational institution plays an important role. Many parents try to create an attractive image of the school: “you will be an excellent student”, “you will have friends”, “teachers love smart people like you”.
Adults believe that by doing so they instill in the child an interested attitude towards school. In reality, a future student, tuned in to a joyful exciting activity, can lose interest in learning for a long time, having experienced even minor negative emotions. The school provides plenty of reasons for experiencing such emotions:
Failures against the backdrop of seeming universal success,
Difficulties in finding friends among classmates,
The discrepancy between the assessment of the teacher and the usual parental praise, etc.
Sometimes parents and educators use the image of the school as a deterrent, without thinking about the consequences: “for such behavior at school they will immediately write you down as hooligans”, “you can’t connect two words, how will you answer in class.” Such parting words are unlikely to inspire a child.
Thus, an exclusively positive or, on the contrary, negative image of the school will not be useful. It is important to set the child up for daily work and inspire him that he can do everything if he tries.
In psychological and pedagogical research, the issues of special and general psychological readiness of the child for school are considered. According to scientists, one of the sides of psychological readiness is the personal readiness of a preschooler for the upcoming learning, which is expressed in the motives of learning, the attitude of children to school, the teacher, school duties and the position of the student, in the ability to consciously control their behavior.
And the high level of intellectual development of children does not always coincide with their personal readiness for school. A preschooler may not have a positive attitude towards a new way of life, changes in conditions, rules, requirements, which is an indicator of their attitude towards school. School teachers also note this discrepancy.
In the literature on this issue, a number of authors emphasize the need to cultivate a positive attitude towards school as a condition for successful learning in the future. Yes, and practice today is aimed mainly at the intellectual preparation of children for school, little attention is paid to the formation of the internal position of the student. It is no coincidence that the issues of preparing children for school, continuity in work are among the main topics for discussion by specialists, practitioners of preschool institutions and schools. To solve them, various forms of work with children and interaction with parents are offered.
Taking into account the fact that recently the project method has been preferred in the practice of preschool education, preparing children for school on the basis of this method seems to be the most effective.
Objective of the project: to form ideas about the school and a positive attitude towards school life.
Project objectives:
For kids:
1. Formation of learning motivation and interest in the learning process itself
2. Promote the development of creative abilities, cognitive motivation, intellectual qualities of children;
3. Development of communication skills in interaction with peers and a teacher, arbitrariness of behavior;
For parents:
Expanding the range of knowledge about school readiness among parents of children in the preparatory group.
Expected Result:
Favorable course of the adaptation school period.
Formation of motivational readiness for school in children;
Increasing parental competence in preparing children for school;
Reducing the level of situational anxiety among parents about the upcoming transition of children to school.
The implementation of the "Soon to School" project provides for compliance with the followingpedagogical principles:
Purposefulness of the process of educating a positive attitude towards school;
Evidence-based combination of different types of activities (games, labor, classes);
Unity of the content of forms and methods of work;
Personally-oriented approach in the process of educating a positive attitude towards school;
Cooperation of children, teachers and parents;
Availability;
Systematics and sequences.
Illustrative and printed-visual material:
1. Selection of subject pictures "School supplies".
2. Selection of illustrative material on the topic “School. Past and Future".
3. Photo materials on the topic "Our graduates", "Chronicles of the family album".
4. Paintings by artists:
5. B. Kustodiev. School in Moscow Russia. 1912.
6. F. Reshetnikov. Again a deuce. 1951.
Used Books:
A.K. Bondarenko, Didactic games in kindergarten, M - Enlightenment, 1991.
G. Educator of a preschool educational institution, No. 5/2007, M - Creative Center Sphere.
G. Handbook of the senior preschool teacher
No. 2/2008, No. 9/2008, No. 9/2011, M - ICFER Resources
Project Implementation Plan
Theme and form of the event, participants |
||
Month, Educational areas | Work with children | Working with parents |
September | Selection psychological and pedagogical literature and desktop - printed games on school topics. Diagnostics. | Assistance to parents in the selection of illustrated and video material. |
October Speech development | Conversation: “What do I expect from school”, “On the rules of conduct at school”. | |
cognitive development | GCD "Drawing" - "School portfolio". | |
Speech development cognitive development | Reading fiction: E. Moshkovskaya "We play school." | Folder-slider "First difficulties, or how children adapt to school." |
Socio-communicative development Speech development | Didactic games: "This is me, this is me, these are all my friends!", "And we will go to school." | |
November Socio-communicative development cognitive development | Excursion to the school. | |
Speech developmentcognitive development | NOD "Speech development" - "School. School supplies. | Consultation "Left-handed child". |
Speech development cognitive development | Reading fiction: V. Berestov "Counting". | |
Speech developmentcognitive development | Theatrical game: "Petrushka goes to school." | |
December Speech development | Situational conversation “Why do we need to study?”, “Remember what we were like in the younger group” | Memo for parents: “We prepare a hand for a letter” |
Speech development cognitive development | Reading fiction: V. Voronkov "Girlfriends". | |
cognitive development Speech development | NOD "Journey to the Land of Mathematics". | |
Physical development | Outdoor games: “Collect a briefcase soon”, “Lesson - change”. | Questionnaire for parents "How do you prepare your child for school?" |
January Artistic and aesthetic development cognitive development | GCD "Application" "Bookmark for the book" Mouse "" (gifts for students in grade 1) | |
Speech development cognitive development | Reading fiction: a clever fairy tale by M. A. Panfilova from the cycle "Forest Tales" - "Greed", "Magic Apple", "Birthday Gifts". | |
February Speech development cognitive development | Didactic games: “What is the subject for”, “First grader”. | Making visual information in the parent corner "Advice to parents of future first graders". |
Artistic and aesthetic development Cognitive development Speech development | Theatrical game: "Dunno goes to school." | |
Speech developmentcognitive development | Reading proverbs and sayings about school. | |
Socio-communicative development Speech development | Conversation: “My favorite toy” (Why you can’t take toys to school) | |
March Speech developmentcognitive development | Riddles: about the school, school supplies. | Consultation "How modern parents understand the "readiness of the child for school"" |
Physical development Speech development | Self-massage of fingers and hands "Our cheerful pencil" (with a ribbed pencil). Finger gymnastics "To school" | |
Speech development cognitive development | Reading fiction: a clever fairy tale by M. A. Panfilova from the cycle "Forest Tales" - "Funny Fears", "Collecting a Portfolio",V. Golovkin "Unlucky", V. Dragunsky "Deniska's stories". | |
Speech development | Theatrical game: "Malvina teaches Pinocchio." | Making visual information in the parent corner: "Daily routine for a first grader" |
April Speech development | Game - fantasy "When I am a student ..." | |
Socio-communicative development Speech development | Plot - role-playing games: "Stationery store", "School lesson". | |
Speech development Cognitive development | Reading fiction: a clever fairy tale by M. A. Panfilova from the cycle “Forest Tales” - “Squirrel Dream”, “Lady Accuracy”. | Help parents in the selection of illustrated material for the manufacture of the wall newspaper "Good luck!". |
Speech development | Theatrical game: "Dunno collects a briefcase" | |
May Artistic and aesthetic development | Master class "Application" - "Invitation card to the prom." | Parent meeting "What a child of 6-7 years old should know when entering school." |
Artistic and aesthetic developmentSpeech development | Songs, poems about kindergarten. Dances, farewell waltz. | |
Diagnostics | ||
Elena Gafarova
Educational project in the preparatory group "Soon we will go to school"
Relevance:
Preparing for school is a difficult period in the life of a preschooler. Entering school and the initial period of education cause a restructuring of the child's lifestyle and activities. The little man is in a state of expectation: something very significant and attractive is coming, but as yet uncertain. The whole way of life of the child changes radically (mode, change of communication with adults and peers, increase in the amount of intellectual load).
The attitude of the child to school is formed before he goes to it. And here information about the school and the way it is presented by parents and educators of the preschool educational institution plays an important role. Many parents try to create an emotionally attractive image of the school: “You will be an excellent student,” “You will make new friends,” “Teachers love smart people like you.” Adults believe that by doing so they instill in the child an interested attitude towards school. In reality, a child tuned in to a joyful exciting activity, having experienced even minor, negative emotions (resentment, jealousy, envy, annoyance), can lose interest in learning for a long time.
Practice today is aimed mainly at the intellectual preparation of children for school and pays little attention to the formation of the "internal position of the student." Parents play an important role in preparing children for school.
An analysis of the literature and practice data convinced us to carry out purposeful work to educate a positive attitude towards school in children of the preparatory group using a variety of forms and methods of work, through the creation of a subject-developing environment, through pedagogical education of parents, interaction with primary school teachers.
Thus, all this work can be reflected in the long-term project “We will go to school soon”. Carrying out purposeful work in the preschool educational institution to educate a positive attitude towards school in children of the preparatory group contributes to an increase in the social and cognitive activity of children, the purposeful formation of integrative qualities in them, necessary for the successful inclusion of children in school life.
Novelty:
The teachers of the preschool educational institution are faced with the task of preparing not only children of the preparatory group for school, but also preparing parents for the new social role of “parents of a first grader”.
Problem:
Individual and group conversations with children about school and future learning activities showed that the children are aware of the importance of learning at school. But they do not have enough knowledge about how learning takes place in the classroom. Some children do not know what classrooms and rooms are in the school building.
The results of the test "Does the child know the school rules or what is the school?" showed that preschoolers know the school rules, but some children may find it difficult to adapt to new school conditions, since children cannot give a clear explanation of what students do during breaks, holidays, what grades are given for knowledge. Most preschoolers don't know how many years they have to go to school.
Project type:
information-practice-oriented, group.
Implementation period
: long-term, from 01.09.2014-29.05.2015
Project participants:
children of the preparatory group for school, educators, parents, music director, art activity specialist, teacher-psychologist.
Target:
increasing the level of motivational readiness of children to study at school in children of senior preschool age.
Project implementation tasks:
For kids:
To form the personal readiness of children for school, the "internal position of the student";
Create conditions for the primary adaptation of children to the conditions of schooling;
To develop the competences of future first-graders: (social-communicative, informational);
Cultivate a positive attitude towards peers and teaching.
For parents:
To interest parents in the relevance of this topic, making them like-minded people in the implementation of this project;
Creation of conditions facilitating school adaptation;
Enrich the subject-spatial environment with didactic, methodological materials on the topic of the project;
Enrich the subject-spatial environment to familiarize pupils with the school (didactic and plot-role-playing games);
Expected Result:
For kids:
Awareness by a preschooler of the inevitability and importance of his admission to school;
Facilitating the process of socio-psychological adaptation to school;
Formation of a positive image of the school in the perception of the future first-grader;
A friendly attitude towards the school and the teacher, a friendly attitude towards peers.
For parents:
Awareness about the most important psychological characteristics of a child's readiness for school;
Possession of practical knowledge about helping children prepare for school;
Increasing parental competence in matters of pre-school preparation.
Activities:
1. Perception of fiction and folklore.
2. Communicative.
3. Game.
4. Cognitive research.
5. Fine.
6. Musical.
7. Motor.
Mechanisms for tracking results: questionnaires, surveys, observation, testing.
Project product:
For kids:
Album of drawings "What I know about school";
Creative essays "School where I will study";
Creation of the album "What is useful to me at school."
For parents:
The results of the survey "Soon to school";
Joint compositions with children "The school where I will study."
Planning for parenting:
Questionnaire "How do you prepare your child for school?", "How to help learn."
Parent meetings "Preparing children for school", "How children are ready for school"
Consultations "Psychological readiness of children for schooling", "How to choose a school?", "Skills of a first-grader", "Compliance with the daily routine of a first-grader during the summer holidays and at school during the period of adaptation".
Conversation with parents "We develop the volitional qualities of the future student"
Presentations "First time, first grade", "Developing fine motor skills"
Enrichment of the subject-developing environment in the group, making attributes for the s / r game "School", sheathing schoolgirl dolls, making doll desks, a selection of illustrations about the school, didactic games, desktop-printed games.
Round table "Early learning to read - a need, a necessity or a tribute to fashion?
Meeting with primary school teachers "Parents of first graders".
Photo exhibition "Our fathers and mothers were also first-graders"
Folder-slider "If the child is afraid to go to school."
Memos to the parent corner "Advice to parents of future first graders", "How to instill a love of reading."
Information stand “How modern parents understand “child readiness for school”.
Stages of project implementation:
The first stage is the search
Cognitive - research activities:
Excursion "Introduction of future first-graders to the school", the school library, "What premises can be in the school?"
(Socio-communicative development, cognitive development)
Tests “What do I know about school?”, “Do I want to go to school?
Conversations: “What is a school”, “Who works in a school”, “How is a school different from a kindergarten”, “Will I be able to study at school?” (Cognitive development, speech development)
Reading S. Marshak "First of September", E. Moshkovskaya "We play school", A. Barto "To school", In Dragunsky "Where it is seen, where it is heard".
Evening of riddles "Soon to school." (Cognitive development, speech development)
Communication activities:
Examination of pictures about school life, ABCs, notebooks.
(Speech development, cognitive development)
Second stage - Main
Game activity:
Role-playing games: “School”, “I am a teacher”, “School life”, “School library”, “Physical education lesson”, “Math lesson”, “School supplies store”;
D / games: “Collect a portfolio to school”, “What will we take to school”, “First grader”
Board - printed school-themed games: "Soon to school", "Decipher the words", "Syllabic houses", "Number houses", "Logic train", "Easy counting", etc.
Puppet theater "How Pinocchio went to school"
Playing out the situations “School uniform”, “It’s hard for me!”, “What to do if I got a deuce”.
(Socio-communicative development)
Communication activities:
Conversations: “What kind of first grader will I be?”, “Profession teacher”, “School rules”, “What do they do at school during lessons and breaks”, “What can not be done at school”, “What subjects are helpers at school?” (Cognitive development, speech development).
Making up stories: “Why do I want to go to school?”, “What will my first day at school be like?” (fantasy story) (Speech development)
Motor activity:
P / games: “Game break”, “I am an athlete!”, “A signal sounds!”, “Find!”
The study of mobile and sedentary games for school changes. (Physical development)
Perception of fiction and folklore:
Reading V. Dragunsky “Where is it seen, where is it heard”, “Enchanted letter”, “Amazing day”, A. Barto “To school”, G. Shalaeva “Big book of rules of conduct”, Yu. Koval "Zero class", A. Aleksin "First day", V. Voronkova "Girlfriends go to school".
Acquaintance with proverbs and sayings about teaching, friendship and work. (Cognitive development, speech development)
Cognitive activity:
Viewing presentations: "September 1 - Knowledge Day", "Rules of conduct for educated children at school."
Watching cartoons: “Vovka in the Thirtieth Kingdom”, “Like a camel and a donkey went to school”, “Cheburashka goes to school”, “A kid who could count to 10”. (Socio-communicative development, cognitive development)
Drawing "What I saw at school", "School supplies", "Drawing about the school for kids", "I'm at school."
Modeling: “School supplies”, “This is my teacher”, “We are schoolchildren”.
Collective application: "School building". (Artistic and aesthetic development)
Musical activities:
Learning songs and dances about school and kindergarten (Artistic and aesthetic development)
Third stage - Final
Visual activity:
Exhibition of children's drawings "What I know about school"
Communication activities:
Creation of a collection of creative essays "The school where I will study."
Musical activities:
Final event: graduation party "Goodbye, kindergarten!"
Eh, for a long time I was going to tell a little about another children's writer, whose poems and fairy tales I (and it should be noted, not only me) really like.
But, after the next viewing of the cartoon "And my mother will forgive me" by my son, I finally decided to do it. Maybe there are more admirers of this poem and the cartoon of the same name!?
Emma Moszkowska occupies a special place in children's literature. And although during her lifetime she was not fully favored by the rays of glory, at present her work is finally beginning to be recognized and many consider her to be a peculiar, original children's poetess.
Her first poems were published in 1961 in the magazines Murzilka, Leader and Pioneer. After the first publications, Samuil Marshak noticed her: “Emma Moshkovskaya is one of the most gifted young poets writing for children. She has the main thing that a children's poet needs: genuine, and not feigned gaiety, the ability to play with children without getting along with them. K. Chukovsky also held the same high opinion of her work. The first collection of her poems was published in 1962. Five years later, she is accepted into the Writers' Union. In total, she released more than 20 poetry collections, which also included fairy tales written by her.
Her poems are written in such a childish language that it seems as if they were invented by a small child, and not by an adult poetess.
Let's start with our favorite: 
I offended my mother
Now never ever
Let's not leave the house together
We will never go with her.
She won't wave out the window
And I don't wave to her
She won't say anything
And I won't tell her...
I take the bag by the shoulders,
I'll find a piece of bread,
Find me a stick stronger,
I'll go, go to the taiga!
I will follow the trail
I will look for pydy
And through the wild river
Build bridges go!
And I'll be the chief boss,
And if I'm with a beard,
And be always sad
And so silent...
And now it will be a winter evening,
And many years will pass,
And here's a jet plane
Mom will take the ticket.
And on my birthday
That plane will fly
And mom will come out of there,
And my mother will forgive me.
there is a cartoon
There are also cartoons
"Day of Riddles" (m\f, 1987), lyricist
"Cunning old women" (m\f, 1980), screenwriter
Checkered Chicken (m \ f, 1978), screenwriter
"Clown" (m\f, 1977), screenwriter
"Goat and his grief" (m\f, 1976), screenwriter
"Why does a lion have a big mane?" (m\f, 1976), screenwriter
Hippo (m\f, 1975), screenwriter
“And Mom Will Forgive Me” (m \ f, 1975), based on a poem by E. Moshkovskaya
"Goat and Donkey" (m\f, 1974), screenwriter
"Poems and Tales", "Give a Crocodile", "Dreams of Summer", "Happy Island", "One Hundred Children - Kindergarten", "Grandfather Tree", "Good News", "I Sing", "Zhadina", " A book for a friend”, “We play school”, “Clean song”, “Walk with father”, “We play in the store”, “Who is the kindest”, “Cheerful wind”, “The sun washes”, “Polite word” , “Once upon a time there was a Gray Goat in the world”, “The house was built for everyone”, “Forward looking”, “Shadow and day”, “I will draw the sun”, “How frogs learned to croak”, “Fun Shop”, “Gifts in the park ”, “Where the sun sets”, “The finch has warmed up”, “The earth is spinning!”, “I love it when it’s morning”, “Listen, it’s raining!”, “Isn’t it time for a lesson?”, “Uncle Shar”.
You probably know all these books: 
The dog walked along the alley and chewed a large bun ... - we bought this little book one of the first. The flip book, by the way, is still alive. Really like. Simple and fun. Each time we discuss the act of a puppy who did not want to share his bun. 
"Grandfather Tree"
Grandpa Tree
good hands -
Large
Green
good hands...
Some kind of bird
It fusses in the hands.
Some kind of bird
Sits on the shoulders.
Grandfather Tree - glorious such -
The squirrel shakes with a huge hand ...
Beetle rushed,
And sat down
And rocked
And admired everything
and admired everything.
Dragonflies rushed
And they rocked too.
And the midges rushed
And the midges swayed.
And all the whistlers
In a fluffy bed
Laughing, swinging,
Rocked, whistled!
Grandpa picked up the bee tree
And he put his hands on his palms ...
Grandpa Tree has good hands -
Large
Green
good hands...
There must be a hundred of them...
Or one hundred and twenty-five...
To rock everyone!
To rock everyone!
polite word 
Http://funforkids.ru/diafilm/179/01.jpg - here you can watch a filmstrip
Fairy tale in verses by Emma Moszkowska.
“Nothing is given to us so easily and is not valued so dearly as human communication.” And HUMAN communication presupposes politeness. This fairy tale will help the little man to consolidate the knowledge received from his parents in this difficult science.
“Oh, what words!
And aren't we
Have they been forgotten?
GOOD…
PLEASE LET…
Moths have already eaten them!
But please…
SORRY…
I could have saved them!”
Save, remember, use.
Age: 3 - 6 years.
The theater is opening!
Getting ready to start!
Tickets offered
For a kind word.
The box office opened at 3:00.
A mass of people gathered
Even the hedgehog is old
Dragged a little alive...
Come on
Hedgehog, hedgehog!
you a ticket
In what row?
Closer to me:
See bad,
Well, thank you!
Well, I'll go.
Sheep says:
- Me - one place!
Here is my THANKS -
Good word.
Duck:
- Quack!
First row!
For me and for the guys! -
And got a duck
GOOD MORNING.
And deer:
- Good afternoon!
If only you are not lazy,
Dear cashier,
I would really ask
Me, wife and daughter
In the second row
Give me the best seats
Here is mine
PLEASE! -
Yard Dog says:
- Look what you brought!
Here is my ZDORO'VO -
Polite word.
Polite word?
Do you have another?
I see
In your mouth
HELLO.
And HEALTHY, drop it! Drop it!
Threw! Threw!
- Please! Please!
Us tickets -
Eight! Eight!
Please eight
Goats, Moose,
GRATITUDE
We bring you.
And suddenly
Pushed back
old women,
Starikov,
Petukhov,
Badgers...
Suddenly, Clubfoot burst in,
Squeezing tails and paws,
He hit an elderly hare ...
Cashier, give me a ticket!
- Your polite word?
- I do not have that.
- Oh, you don't have one?
Don't get a ticket.
- I got a ticket!
- No and no.
- I got a ticket!
No and no,
don't knock is my answer.
Don't growl is my advice.
Don't knock, don't roar
Goodbye, hello.
The cashier did not give anything!
The clubfoot sobbed,
And he left with tears
And came to the furry mother.
Mom smacked lightly
clubfoot son
And took it out of the dresser
Something very polite...
unfolded,
And shook
And sneezed
And sighed:
Ah, what words!
And aren't we
Have they been forgotten?
GOOD...
PLEASE LET...
moths have already eaten them!
But please...
SORRY...
I could save them!
Poor PLEASE
What is left of him?
This word
Golden.
This word
I'll patch up! -
lively
put
Two patches...
Everything is good!
One-two!
all words
washed well,
Teddy bear issued:
Goodbye,
Before HORSE
And even BEFORE TUMBLING,
RESPECT YOU SO MUCH...
And a dozen in reserve.
On, dear son,
And always carry it with you!
The theater is opening!
Everything is ready to start!
Tickets offered
For a kind word!
Here is the second call!
Teddy bear from all legs
Runs to the checkout...
GOODBYE! HELLO!
GOOD NIGHT! AND DAWN!
GREAT DAWN
And the cashier gives tickets -
Not one, but three!
HAPPY NEW YEAR!
HOUSEWARMING!
ALLOW YOU TO HUG!
And the cashier gives tickets -
Not one, but five.
HAPPY BIRTHDAY!
I INVITE YOU TO ME!
And the cashier from admiration
Stayed on my head!
And to the cashier / With all my might
I really want to sing:
"Very-very-very-very-
Very polite Bear!
THANKFUL!
I'M SORRY!
Good guy!
- I'm trying.
- What a clever girl!
Here comes the Bear!
And she worries
And glows with happiness!
Hello,
Bear!
You know
bear,
Nice bear your son,
Even we can't believe it!
Why not believe? -
Bear says. -
My son is great!
Goodbye!
I left in my offense
And he said that I would not come out.
I'll never go out
I will live in it all the years!
And offended
I did not see
No flower, no bush...
And offended
I offended
Both puppy and cat...
I ate a pie in anger
And offended I lay down,
And slept in it for two hours,
I open my eyes...
And she's gone somewhere!
But I didn't want to look!
Moshkovskaya herself studied vocals as a child, and subsequently, after graduating from the College. Gnesinykh worked in the Arkhangelsk Philharmonic. This left an imprint on her future work. The characters of the poems do not hide their feelings, they express them loudly and openly.
I'm loud
I sing
about your leg
I sing
about the shoe
I sing
just! 
The children's world that Moshkovskaya depicts in her poems is full of genuine joy, endless happiness and, of course, miracles. Broken toys become unbelievably whole again, broken vases and cups stick together on their own, and mom never gets angry. (Oh, if only it were real) Her children's characters are active, resourceful and inventive. For example, in the poem “There lived a little man in the world,” the hero finds 12 planks and wants to build a house out of them, but there is only enough material for the porch. But he does not despair, and the construction is completed in the most miraculous way. The roof becomes the sky, one of the walls - "curly woods". “It’s good that there weren’t enough boards, but everyone can visit, any owner will be happy.
Moshkovskaya's poems are full of life and energy. Each of them is a kind of poetic discovery.
Around -
snow.
And on the hill -
No!
We saw rooks.
Everyone screams
Like a sailor from a ship:
- Earth!
Gradually, the heroes of her poems grow. New joys and new ones appear in their lives: first friends, first books, school ... The kid grows up, but in his heart he still, like Moshkovskaya herself, remains the same child. And with him remains a bunch of treasures that are more precious than anything in the world of adults: more important than money, knowledge.
