Goals:

Get to know the features appearance and the horse's lifestyle.
Enrich active and passive vocabulary on the topic.
Continue to teach children to distinguish and name the numbers 1 and 2, relate number and quantity, and count a given quantity.
Learn to listen carefully and understand poetic text.
Form stable ideas about color, position in space (on, behind, in front, next to), geometric shapes ah (rectangle, square, triangle), size (high-low, big-small), speed (fast-slow).
Improve the skills of modeling, drawing with colored pencils, gluing, designing.
Learn to find an object that is different from the rest.
Practice onomatopoeia, the ability to coordinate words and movements.
Develop thinking, fine motor skills, coordination of movements, articulatory breathing, sense of rhythm and tempo.

Equipment:

Toy horses, chest, cubes, blocks of building material.
Pictures depicting a herd of horses.
Sheets of paper with a drawn horse without a tail or mane, brown pencils, “saddles” and “suns” cut out of colored paper, glue.
Clothespins, silhouettes of horses without legs and tail, cut out of thick cardboard.
Plastic plates with numbers 1 and 2 stuck on. Horseshoes cut out of cardboard.
Dense silhouette of horses with threads inserted into holes (mane and tail).
Salt dough, toy hammers.
Horseshoes with holes cut out of thick paper, plastic bolts from a construction set.
Pictures of horseshoes with one different from the others.
A building made of rectangles, squares and a triangle drawn on white cardboard. These are the same geometric shapes cut out of colored cardboard.
Audio recordings: “We’re riding a horse,” “Tsok-tsok,” “Look at the horse.”

Progress of the lesson:

Greeting “How are you?”

How are you? - Like this!
(The thumbs of both hands are up, the rest are in a fist)

Are you swimming? - Like this!
(Hands depict the movement of a swimmer)

How are you going? - Like this!
(Walking in place)

How are you running? - Like this!
(Bend your arms at the elbows, move along the body)

Are you looking into the distance? - Like this!
(Alternately place palms to forehead)

Are you waving after me? - Like this!
(Energetic movements of the hands)

How do you take it? - Like this!
(Grasping movements with palm)

How do you give? - Like this!
(Put your open palm forward)

Do you sleep at night? - Like this!
(Palms under your head)

How are you threatening? -Like this!
(Shake your index finger, the rest of your fingers form a fist)

Are you naughty? - Like this!
(Clap the fists of both hands on the puffy cheeks)

Surprise moment "Who's in the chest?"

Listen to the sound and guess who was hiding in the chest?
(Audio recording of horse hooves sounds).
Clack, clack, clack, clack!
I am a horse - gray side!
I'll knock my hoof.
If you want, I'll give you a ride!
Look how beautiful I am.
Both the tail and the mane are good.
Clack, clack, clack, clack!
I am a horse - gray side!

Examining and naming parts of the “Horse” toy

Show where the horse's head, side, tail, mane, and hooves are. Name what I'm showing. (The teacher encourages the children to independently name the parts of the toy considered).
Here is the mother horse. And this is her child - a foal. Who is big, a horse or a foal? Who's little?

Construction of the “Stable”

The house where horses live is called a “stable”. Build a stable of colorful geometric shapes. Attach colored shapes to their image.
Show the blue shape. This is a triangle. How many triangles? One triangle.
Show the shapes yellow color. These are squares. How many squares? Two squares.
Show the red shapes. These are rectangles. How many rectangles? Two rectangles. Make a pointer out of your finger and show them a triangle, squares, and a rectangle.

Reading the English nursery rhyme “The Blacksmith” translated by S. Ya. Marshak.

To prevent the horse's hooves from breaking on the hard road, horseshoes were invented. Horseshoes are horse shoes that are nailed to the horse's hooves. To shoe means to nail a horseshoe.

Hey blacksmith
Well done,
My stallion limped.
You shoe him again.
- Why not shoe it!
Here's a nail
Here's a horseshoe.
One, two -
And you're done!

Didactic exercise “How many horseshoes?”

How many horseshoes do you have? three horseshoes. What is the number on this plate? The number 1 means you need to put one horseshoe in this plate. What's the number on the other plate? Number 2. How many horseshoes should you put on the plate with the number 2? Two horseshoes. So we laid out all three horseshoes. One horseshoe and two horseshoes are three horseshoes.

Game “Insert a nail into a horseshoe”

Children insert nails (plastic screws from a construction set) into a silhouette image of a horseshoe made of thick cardboard with holes.

Modeling "Horseshoe"

Children use salted dough to make a sausage by straight rolling. They bend it into a horseshoe shape, put nails on top (plastic screws from a construction set), which are driven in with a toy hammer.

Didactic exercise “What’s extra?”

In the picture, all the horseshoes are the same, except for one. Find this horseshoe. Not like everyone else. How is it different from other horseshoes? One horseshoe of a different color..
Next, children are offered another option, where one horseshoe is upside down.

Dynamic pause “Toy Horses”

The kids have a lot of horse toys, and there are rocking horses. Like this one. Show of a puppet rocking horse. They sit on top of her and swing.
Let's rock back and forth on our toes, as if we were riding a horse.
There are jumping horses on a stick. Like these ones. They put the stick between the legs and jump. Let's ride stick horses.
Or you can play horses together. Take your jump ropes and throw it like this. (On the chest, ends under the arms.) one playing horse. The other is the rider. Say “but” to make the horse go. Say "whoa." To make the horse stop.
(To the music “Riding, Riding on a Horse”).

Finger gymnastics and onomatopoeia “Horses are galloping”

Here are my helpers,
Turn them however you want.
(Show your palms, twirl them)

Along the white, smooth road
Fingers gallop like horses.
(Move your hands forward by moving your fingers)

Clack-clack-clack. Clack-clack-clack.
A frisky herd gallops.
(Onomatopoeia)

The horses shout loudly: “I-go-go!”
We galloped far.
(Onomatopoeia)

During onomatopoeic clicking, smile, open your mouth and click the tip of your tongue. The mouth is open. The language should be broad. Track. So that the tip of the tongue does not tuck inward, and the lower jaw remains motionless.

A frisky herd gallops. What kind of word is “herd”? A herd or herd is a group of horses that have gathered together. Here is a picture of a herd of horses. How many horses are there in the herd? Many horses.

Exercise “Where is the horse?”

Place a cube in front of you. Now take the horse in your hands and place it
on top of the cube, behind the cube, in front of the cube, on the side next to the cube.

The horse galloped quickly. Now slowly.

To the music and lyrics of the song, parents, and then children, “jump” a plastic toy horse on each other’s backs, arms, and legs.

Didactic game “Does the horse jump high or low?”

Place a block in front of the horse. Let your horse jump over it. Now place another block next to it, and another one on top of it. Jump, horse! This is a low fence and the horse was jumping low, and this is a high fence and the horse was jumping high. Let your horse jump high, and now low. How did the horse jump over this fence? Low. How did the horse jump over this fence? High.

Visual activity “Beautiful horse”

Children, look what the artist forgot to draw for our horses? Mane and tail. Do you know how to draw them? Do you want to learn this? (The teacher shows how to draw). Let's draw some more grass. So that our horse can eat. What pencil will we use to draw grass? Green pencil.
Now let's glue the saddle onto the drawing. This is the saddle the horse has on its back. It is called a saddle because people sit on it. When riding a horse. We’ll also stick a sun on it to make our horse warm and bright.

Reading the poem “Horse” by A. Barto

I love my horse
I'll comb her fur smoothly,
I'll comb my tail
And I’ll go on horseback to visit.

(Reading is accompanied game actions: the fur is combed “smoothly”, the tail is smoothed with a comb).

A comb is a comb without a handle and slightly curved.
- What do you mean I’ll comb my hair “smoothly”? “Smooth” - how is that? (Children's answers.)
- Listen, what a difficult word we came across - “fur”. Let's practice pronouncing it correctly.

Exercise with clothespins “Horse”

Use clothespins to make the horse's tail and legs. Make the mane from the ear to the back, and the legs - two in front and two behind.

Exercise for developing fine motor skills “Tail and Mane”

Pull the threads by the knots and give the horse a beautiful tail and mane.

Our horse is galloping fast. Now slowly.

Breathing exercise “Blow on the mane and tail”

When a horse gallops quickly, its tail and mane flutter. Let's blow on the horse's tail and mane so that it flutters. Try to blow without puffing out your cheeks.

Don't give it to the horse
Lollipops and gummies.
Better give her some
Black bread in the palm.
She will eat slowly
And shakes his fluffy mane.

Outdoor game "Carousel Horses"

The carousels were barely spinning
(we walk slowly in a circle, holding the hoop)

And then-then-then
(we speed up a little)

Everybody run-run-run
(we're still speeding up)

And then-then-then everyone runs, runs, runs
(run)

Hush, hush, don't rush
(slow down)

Stop the carousel. Stop!
(can be repeated in the other direction)

Tatyana Yurina
Finger games "Pets"

Cat and mouse

The cat sings a song ( Fingers of the right hand(cat) "walking" on the table.

He's going hunting.

He releases his claws and places the fists of both hands on the table.

The gray mouse is scared. Slowly straightening fingers, show like a cat

releases claws.

Then fingers gather into a fist again.

When performing movements, raise your hands above the table.

Kitty sneaks more quietly, Fingers of the right hand(cat) slowly "walking" on the table.

He hears every rustle in the house.

Come on, mouse, don't yawn, Left hand fingers(mouse) fast "run away".

Run away quickly.

Funny horses

In an open field without looking back ( Fingers rest both hands on the table with pads,

Fast horses are racing. Quickly sort through and knock them on the table (horses

Clack - clack - clack, clack-clack-clack - Click your tongue.

A frisky herd gallops. Iterate quickly fingers and move them around

Table (horses are galloping)

Like our cat Medium, nameless and large right hand fingers

Connect with pads (cat's nose). Little finger and index finger

Point your finger up (ears)

Bedroom in a basket. Place your palms together to form a bowl (basket).

Like a cat's fur, smoothly stroke with the palm of your left hand

Soft, not hard. right hand (cat).

And on every paw Fingers both hands clenched into a fist (cat's paws).

Slowly unclenching his fists, spread your fingers

to the sides (the cat puts out its claws).

A cat walks on the floor, Palms of both hands (cat) slowly

"step over" on the table (the cat is sneaking)

Cat, cat, cat - (Stroke with your palm in a circular motion

Warm tummy, By tummy.

Come close to us. Make inviting movements with the hands of both hands.

Here is a bowl of sour cream, put your palms together in the form of a bowl (Bowl).

Here's a plate of milk. Place your hands on the table, palms up, and press

edges to each other (plate).

Well, lap it up with your tongue! Palms (plate) bring it to your face and lick it off with your tongue.)

Look, guys (Clench both hands into fists. Little fingers and index fingers

I have goats. straighten your fingers(horns).

They pinch fresh grass, Medium, nameless and large fingers of both hands

Fold with a pinch (muzzles). Taking away the big ones fingers

"pinch" (goats are nibbling grass).

They jump over the ditch. Fists with straightened little fingers and index fingers

With your fingers alternately carry from one knee

To another (goats are jumping).

And of course, brothers, they love, with their index fingers fingers and the little fingers of one hand

"horns" lightly hit the little finger and index finger of the other hand (goats are butting).

Good dog

Ta-ra-ra, ta-ra-ra- (Palms squeeze like a hut (kennel).

Near home kennel.

From it there is a cheerful dog. The palm of the right hand is on the rib (the dog’s muzzle, large

Finger pointing up (ear).

Sticked out his sensitive nose. Move your palm left and right.

He immediately recognizes his friends, The palm of his right hand is on the rib (the muzzle of a dog, large

Finger pointing up (ear).

"Bow-wow!"- barks joyfully, alternately lowers and raises the little finger (the dog barks)

The dog wags its tail - The elbow is on the table, the hand is relaxed (dog's tail)

Wave your hand in the air (the dog wags its tail).

Come guests into the house! Make inviting movements with your hands.)

My horse

The path ran smooth, ( With your fingers

A horse gallops along it.

Clack-clack-clack, cluck-clack-clack - Clack your tongue.

Through the field into the woods. With your fingers drum on the table with both hands.

My horse has a mane. The palm of my right hand is on the rib. (horse face)

Thumb pointing upward (horse ear).

The hand of the other hand rests on top of it (mane,

Large fingers crossed(horse ears).

It flutters beautifully in the wind. Move fingers of the left hand(mane sways in the wind).

The horse will shout: “Igo-go-go!” With your fingers knock on the table with both hands.

And he will rush away.

Publications on the topic:

Didactic games for the formation of concepts “Wild and domestic animals” 1 “Who am I talking about” Purpose: To clarify and activate lexicon. Teach children to determine the prepositional case form of nouns.

Didactic games and tasks on the topic “Pets”. Didactic game “Who lives where?” Pigs live in a pigsty. Cows live in.

Summary of a game-activity in the senior group of compensatory orientation for children with special needs “Pets and birds” Summary of the game-lesson in senior group compensatory orientation for children with special needs. Theme: "Pets and birds." Tasks: 1. Formation.

Dear colleagues, I present to your attention a thematic folder. For a very long time I studied what a lapbook is and whether we teachers need it at all.

Finger games Exercises to develop fine motor skills for children from O to 2 years old 1. “Magpie-white-sided” First, the adult runs his finger over the child’s palm.

“The sources of children’s abilities and gifts are at their fingertips. From the fingers, figuratively speaking, come the finest streams that feed the source of creative thought" (V. A. Sukhomlinsky)

A child’s life is a game in which he explores the world, learns, develops, and grows. Finger gymnastics- these are games with fingers. Finger gymnastics is important for a child from birth. Already from the first weeks of life, when communicating with a child, you need to talk to him, tell nursery rhymes and jokes. They allow you to establish contact with the child and evoke a lot of positive emotions in him.

The development of motor skills is closely related to sound pronunciation, automation of sounds, the formation of intonation, expressiveness of the voice, as well as facial expressions, plasticity, accuracy and coordination of both general and fine motor skills. Finger gymnastics, carried out daily, allows you to transform boring activities into exciting ones, helps to improve functional state cortical brain structures, fine motor skills, as well as speech activity.

Scientists have proven that finger movements have a positive effect on the development of children's speech.

What happens when a child does finger gymnastics?

1. Performing rhythmic movements with the fingers inductively leads to excitation in the speech centers of the brain and increased coordinated activity of speech zones, which ultimately stimulates the development of speech.

2. Finger games develop the ability to imitate an adult, teach them to listen and understand the meaning of speech, and increase the child’s speech activity.

3. The baby learns to concentrate and distribute his attention correctly.

4. The child’s speech becomes clearer, more rhythmic, and brighter, and control over the movements performed increases.

5.The child’s memory develops, as he learns to remember certain hand positions and sequences of movements.

6.The baby develops imagination and fantasy.

7.Fingers gain strength and flexibility, which will make it easier to master writing skills in the future.

Finger gymnastics “It started to rain” on walk." I.V.Nishcheva

It started to rain for a walk.	“We walk* on the table with our index finger and
	middle fingers.
He runs down the alley.	Bend one finger at a time
Drumming on the window	for each line.
Scared the big cat
Washed the umbrellas of passers-by,
The rain also washed out the roofs.
The city immediately became wet.	Shake your palms as if
	then shake off the water from them.
The rain has stopped. Tired.	We put our palms on the table.

Finger gymnastics “Helpers”.

One two three four,
We washed the dishes:
Teapot, cup, ladle, spoon And a big ladle.	We bend our fingers, one at a time, for each name of the dish.
We washed the dishes	One palm slides over the other.
We just broke the cup, The ladle also fell apart, The teapot's nose is broken, We broke the spoon a little.	We bend our fingers again.
This is how we helped mom.	Alternately rhythmically hit fist on fist and clap your hands.

Finger gymnastics “Lots of furniture in the apartment.”

Finger gymnastics “How many shoes at us".

We alternately hit the table and clap our hands.

For each shoe name, bend your fingers, starting with the big ones, on both hands at the same time.

Let's count for the first time,

How many shoes do we have?

Shoes, slippers, boots

For Natasha and Seryozha,

Yes, even boots

For our Valentine,

And these boots

For baby Galenka.

Finger gymnastics“I’m putting on a glove.”

Finger gymnastics “Compote”.

Finger gymnastics “Autumn leaves”.

Mobile exercise “Rain”.

Finger gymnastics “For raspberries”.

Finger gymnastics “For the berries”.

Finger gymnastics “Horse”

Finger gymnastics is one of the easiest and at the same time effective ways Help your child train fine motor skills and develop speech skills. Psychologists, pediatricians and neurologists advise performing exercises to improve coordination of movements for children who are lagging behind in mental and physical development: after all, with their help, speech centers are activated, and general stimulation is also stimulated. intellectual development. But even if your child is completely healthy, finger games will serve him well great entertainment, will introduce you to the names of new objects, animals, seasons, natural phenomena, etc. Therefore, today we present to your attention finger exercises on the topic “Pets”.

The set of exercises “Pets” are short poems accompanied by rhythmic movements of the hands and fingers. As a rule, children easily remember these funny nursery rhymes and are happy to repeat after adults. But you shouldn’t abuse the kids’ attention and spend more than five minutes. It is better to invite your child to do it several times a day if you and your baby want to practice fine motor skills.

Lamb, Lively calves, Bull, Cat coming out, Cubs

Lamb
Wanted it early in the morning
Two sheep butting heads.
(palms of both hands are down, elbows are apart different sides)
Sticking out your horns,
(the index and little fingers of both hands are bent into a ring and protrude forward, depicting the horns of a lamb, the remaining fingers are pressed to the palms)
They started a fight.
They butted heads for a long time,
(butt with horns, lightly hitting the bent index and little fingers of one hand against the index and little fingers of the other hand)
Everyone was clinging to each other.
But by lunchtime, suddenly tired,
They separated, raising their horns.

Lively calves
The vigorous calf grew up,
(on the right hand, all fingers are bent and pressed against the palm, except the little finger and index finger)
The other calf too.
(bend all fingers on the left hand except the little finger and index finger)
They butted heads every day.
Who will help separate them?
(extended fingers on both hands “butt”)

Goby
A bull walked
(show your horns: to do this, press your fists to your head with your index fingers pointed forward)
Along the fence
(place your palms in front of your chest with your fingers spread, palms vertical),
I saw a washbasin -
(relax your palms so that they hang helplessly down)
Start the story over again.
(spread your arms to the sides, repeat the nursery rhyme several times)

A cat will come out
The cat will go out into the garden,
(the fist is clenched, the middle and index fingers “walk” along the table)
The whole people will be alarmed.
(spread your arms to the sides and shrug your shoulders)
Both the rooster and the hen
(thumb and index fingers are connected - “beak”, the rest are bent - “comb”)
From a village street.
(then attach the middle, ring, and little fingers to the thumb - a small “comb”)
They will invite the cat to visit,

They will give the cat a treat.
(show hands - palms up)

Cubs
The cubs live in this house.
Their mothers call - they immediately run.
(when naming young domestic animals, extend the fingers on the hand, starting with the thumb)
The foal is fast,
Fluffy kitten
The calf is vigorous,
Playful puppy
Horned kid,
All the guys ran away.
(all fingers form a fist again)

Pets, Kid, Little Goat, Cat, Cat, Horse

Pets
Dad bought me postcards
(children imitate movements - rhythmically “lay out cards on the table”)
What I see, I asked you to tell me.
(alternately connect fingers)
I see a pig with piglets.
(“look through binoculars”)
I see a cow with calves
(“look through binoculars”)
And I see a cat with kittens,
(“look through binoculars”)
And I see a goat with kids,
(“look through binoculars”)
And I see a sheep with lambs.
(“look through binoculars”)
The pets I see
(“look through binoculars”)
I will always give you something to drink, feed, and never offend.
(“pour water”, “give a bowl of food”, stroke)

Kid
A baby goat lies on the grass.
“Me-me-me!” - the kid screams.
(show the goat)
His legs are crooked
(stomp our feet)
His horns are blunt.
(show horns)
He didn't give me milk
He didn't give me a piece of cheese.
Hasn't given anything yet.
(we spread our arms in different directions, shrugging our shoulders)
He's not greedy, just small.
(show how small the kid is)

Kozonka
Horned cape,
The goat is butted.
(put the “horns” to the head)
She ran away behind the fence,
I danced all day.
(we dance merrily)
Goat legs stomp stomp!
(stomp our feet)
Goat horns clap clap!
(clap our hands above our heads)

cat
White, fluffy cat
He washes his tummy with his tongue.
(the child strokes right palm left palm)
Washes ears, washes paws,
(the child strokes his right palm with his left palm)
And on the paws there are scratches.
(the child clasps his index, middle, ring and little fingers in turn and pulls his hands in different directions twice)

Cat
One two three four!
(sliding strikes with palms against each other)
There were cats in our house
(alternately push one hand forward, then the other)
The cats were playing with a ball
(join fingers)
The cats lapped milk
(bring the palms of the “saucer” to the face and imitate lapping with the tongue)
The cats sharpened their claws,
(knees scratch easily)
We caught little gray mice.
(clap hands)

horse
I love my horse
I'll comb her fur smoothly,
(stroke hands)
I'll comb my tail
(stroke each finger)
And I’ll go on horseback to visit.
(knocking fingers on the table)

Mouse, “Meow, woof, moo, and others”, Shepherd and sheep, Piglets

Mouse
One day a mouse came out
(fingers of both hands “run” across the table)
See what time it is.
(turn hands palms up and down)
One two three four
(clench fist)
The mouse pulled the weights.
(throw fingers out of fists)
Suddenly there was a terrible ringing sound,
(connect fingers, lightly pressing tips on each other)
The mouse ran away.
(hides hands behind back)

Meow, woof, mu, and others
We grazed near the pines all day
Two girlfriends - Me and Mu,
(show horns, turn head)
Meow warmed his side in the sun,
(raise the thumb and little finger of one hand up, press the rest to the palm - “cat”)
Be bothered him all day.
(use the index and middle fingers of the other hand to imitate the horns of a sheep and lightly butt the “cat”)
Quack swam nearby in the river,
(press your thumb to the rest - “duckling”, disconnect and attach your fingers to the thumb, while simulating how a duckling dives)
Kukareku sang songs,
(connect the thumb and forefinger, straighten the rest and place them wide apart - “cockerel”; imitate with your fingers how a rooster crows)
Woof was lying on the porch,
(place the palm of the right hand on the rib, raise the thumb up - “ear”, lower the little finger then raise it - “the dog barks”)
Oinking under a bush of sniffles.
(put your palms to the top of your head - “pig ears”)
Now, my friend, remind me,
Call them by name
Those who on this hot afternoon
It caught our eye.
(name the animals in question)

Shepherd and sheep
Sheep have rings on their fur coats
Those sheep are grazing by the river.
(make “rings” from your fingers one by one)
They are grazed by two shaggy dogs,
That wag their shaggy tails.
(use the fingers of both hands to depict “dogs”. Wave your hands like tails)
And the shepherd on the hill near the tree
(use your hands to depict a “mountain”, then a “tree”)
He plays the flute intricately.
Nimble fingers run quickly.
(“play the pipe”)
Dandelions are blooming in the meadow.
(use your hands to depict a “flower”)
The bell sways in the wind.
(shake your hands)
We hear a wonderful melody.
(press your right hand to your right ear, listen)

Piglets
This fat piglet was wagging his tail all day long,
(show little finger)
This fat pig was scratching his back against the fence.
(show the nameless one)

La-la-la-la, lu-lu-lya, I love piglets!

This fat pig was picking the ground with his nose,
(show average)
This fat pig drew something himself.
(show index)
La-la-la-la, lu-lu-lya, I love piglets!
(clench and unclench your fists)
This fat pig is lazy and impudent,
(show big)
He wanted to sleep in the middle and pushed all the brothers out of the way.
(we clench our hand into a fist, we press our thumb inward)

The cat went to the market, The fish, The fish from the lake, The fish swam, The dog

The cat went to Torzhok
The cat went to market,
(show “ears” above your head)
The cat bought a pie.
(clap your left palm on top of your right, then change hands)
The cat went to the street,
(show “ears” above your head)
The cat bought a bun.
(clap your left palm on top with your right fist, then change hands)
Should I eat it myself?
(child shrugs)
Or should I take it to the bunny?
(right hand clenched into a fist. The index and middle fingers show the ears. Fingers can be bent)
I'll bite myself
(child shrugs)
Yes, and I’ll take it to the bunny.
(the right hand is clenched into a fist. The index and middle fingers point to the ears)

Fish
The fish swims in the water,
(children depict with their palms folded together how a fish swims)
The fish have fun playing.
Fish, fish, mischief,
(they shake a finger)
We want to catch you.
(slowly bring palms together)
The fish arched its back
(again depict how the fish swims)
I took a bread crumb.
(make a grasping movement with both hands)
The fish waved its tail
("floating" again)
The fish quickly swam away.

Fish from the lake
The fish lives in the lake
A fish swims in the lake.
(palms are connected and make smooth movements)
The tail will suddenly hit,
(separate your palms and hit your knees)
And we will hear - splash, splash!
(put your palms together at the base and clap your hands)

The fish were swimming
The fish swam and dived
In clean, warm water.
(the fingers of both hands are folded in a pinch. The hands move in a wave from the shoulder, depicting diving fish)
They will shrink
(fingers clasp tightly)
They will unclench
(fingers fan out)
They will bury themselves in the sand.
(fingers clench tightly and seem to be buried in sand)

Dog
The fingers went out for a walk,
(fingers run across the table)
They began to dance merrily.
Like this, like this
(thumbs out from fist)
They began to dance merrily.
Fingers played
(fingers gather into a pinch that opens and closes)
They saw the dog.
(fingers of the left hand are connected and straightened. The fingers of the right hand are gathered into a pinch, the index finger is bent ("dog"))
She barks loudly
Fingers are scared.
(doggy figure. The thumb is jumping)
Fingers ran together
Everyone clenched into a fist.
(left hand clenches into a fist)
And the dog walks
Can't find his fingers.
(the left hand is clenched into a fist, the right - the “dog” moves around the left)
Fists were knocking.
(they knock one fist on the other)
The dog was scared.
(fingers run across the table)
Well, fingers again
They began to dance together.
They danced, they danced,
Oh, how quickly we got tired!
(put hands down)
We'll rest a little
(palms folded under the head - “sleeping”)
And we'll start dancing again.

Finger games:

Hare:

1. Bunny

The little bunny got up early
(the fingertips of one hand form the muzzle, and the straightened index and middle fingers form the ears)
He went out into the clearing.
I walked along the edge of the forest to the forest (we walk with our fingers on the table)
And he found a big head of cabbage (fist of the other hand)
Became a bunny with a crunch
Nibble on a head of cabbage:
Crunch-crunch, crunch-crunch... (make biting movements with several fingers)
Ate it, fell under a bush
And fell asleep. Awoke…
Stretched sweetly (with effort we spread all our fingers)
And I got home -

took a long time to puff! (with two fingers we show how the hare moves on the table)

2. Hare and deer

The deer (put your hands with spread fingers to your head - antlers)
House (use your hands to depict a roof over your head)
Big. (spread your arms to the sides, showing how big)
He looks out his window.
(one hand at chest level horizontally, the second elbow on this hand, we support our head with our palm)
A bunny runs through the forest (imitate running with your fingers)
There's a knock on his door:
“Knock, knock, open the door, (imitate knocking on the door)
There in the forest (with a fist with a bent thumb, we wave over our shoulder, pointing back)
Hunter (simulate aiming with a gun)
Angry (make a scary face)
- Hurry up, (simulate opening the door)
Give me your paw. (extend hand for handshake)

3. House for bunnies

Knock, knock, knock,
there is a knock somewhere.
The hammers are knocking
They are building a house for the rabbits.
(knock fists together)
With a roof like this (palms above your head)
With walls like these (palms near cheeks)
With windows like these (palms in front of your face)
With a door like this (one palm in front of the face)
And with such a lock (handles clasped)

4. Bunny

Our little bunny stretched
One-two, one-two,
He stretched to the right, to the left,
One-two, one-two.
He spread his paws to the sides,
One-two, one-two.
And suddenly I found a flower
One-two, one-two.

5. Bunny

Option 1.

Initial position. Extend the index and middle fingers upward, press the little and ring fingers to the palm with the thumb.
Hold your fingers in this position for a count of 5-10. Perform the exercise first with each hand in turn, then with both hands at the same time.

Who's jumping on the lawn?
This is a long-eared bunny!

Option 2.

Starting position (see option 1). Bend and straighten your index and middle fingers (down and up) for a one-two count.

The little gray bunny sits and wiggles his ears.
One-two, one-two. And he moves his ears!

6. The bunny is hiding under a pine tree.

Initial position. The left hand is a “bunny”. The right hand - a straightened palm covers the “bunny” on top - this is a “pine”. Then change the position of your hands. The right hand is “bunny”, the left hand is “pine”. Change the position of your hands 3-4 times.

This bunny is under the pine tree
This bunny is under the other one.

7. Bunny and drum.

Initial position. The index and middle fingers are raised up.
The thumb taps the ring and little fingers.

They gave the hare a drum.
He hit: there-there-there!

Horse:

1. We're going - we're riding a horse

Parents, humming a song, bounce their babies on their laps (we're riding a horse) and help rhythmically knock the spoons (clattering hooves). To the chorus “but-but-but”, parents help the kids hit their legs with spoons three times and encourage them to “pull up” the horse.

We're going, we're riding a horse,
But but but!
All the guys are happy, happy,
But but but!
We're glad, we're glad to take a ride,
But but but!
Hoofs clatter loudly:
But but but!

Before the song, show the kids a toy - a horse. Look carefully at the horse's mane, hooves, and tail. “Rehearse” the syllable to sing along with: “but.” Tell the kids: “Now we are going to ride a horse,” give them wooden spoons.

2. The horse galloped.

Place the baby in front of you, touch his open palms with your palms (if you stroke them, the baby’s fingers will open), begin to lightly pat them, saying:
The horse galloped
Across the field, across the field.
The horse galloped
In freedom, in freedom.
The horse galloped
And the wind flew
Behind a fast horse
I wanted to keep up!

Then take a small little finger in your hands and stretch your fingers from the tips to the palm:
The horse galloped
Along a small river.
Let's move on to warming up the ring fingers:
They ran after her
A crowd of sheep.
Next up are the middle fingers:
Along the bridge
Horse run
Following them, we move on to warming up the index fingers:
There are little frogs behind her
We decided to jump!
At the very end of the game, the turn comes to the thumbs:
Horse, horse,
Enough to jump
Everyone comes together
It's time to rest!

Cat:

Option 1.

Clench your two palms into fists at the same time and place them on the table, then simultaneously straighten your fingers and press your palms to the table. Repeat 3-5 times.

Fist - palm.
I walk like a cat.

Option 2 (complicated).

When performing the exercise, your hands are placed on the table.
Alternately changing positions on the count of “one-two”.

“One”: left hand - fist, right hand - palm.
“Two”: the left hand is a palm, the right hand is a fist.

Repeat several times.

Goat:

Initial position. Straighten your index finger and little finger. Middle and ring finger - press your thumb to your palm. First, perform the exercise with each hand in turn.

I see the goat has sharp horns.
I'll run away from her along the path.

Then you can perform the exercise with both hands, depicting a goat and a goat:

The horned goat is coming,
A butted goat is coming.
The goat hurries towards her.
He orders to give way.

Goby:

A bull walked (show the horns - to do this, press your fists to your head with your index fingers extended from them).

Along the fence -

I saw a bast (relax your palms so that they hang limply),

Start the story over again.Spread your arms to the sides.

Cockerel:

The cockerel is coming -

The index and middle fingers “walk” along the table like legs.

Sideways comb

The index finger touches the thumb - it turns out to be a “beak”. The remaining fingers are slightly rounded and raised upward like a fan - this is a “comb”.

red beard,

Bone head.

Two goats:

Press on both handles thumbs middle and unnamed.
Once upon a time to visit someone
A little goat walked across the bridge,
We hold our hands horizontally, bringing our hands together.
And another one was walking towards me,
He was returning home.
On the first syllable of each line, we join our hands in a swing.
Two horned stupid brothers
They began to butt heads on the bridge,
Not wanting to give in
And skip the other one.
The goats fought for a long time,
They ran and jostled.
With a running head-on - bang!
When we hear the word "boom" we clap our hands.
And from the bridge into the water - splash!
We drop our hands on our knees.