The theme of the lesson in the dow on research activities. Lesson on cognitive research activities in the senior group "Magic pantry" outline of the lesson (senior group) on the topic

Summary of the lesson in the preparatory group for cognitive development "How to distinguish sugar from salt without tasting them."

Purpose: to introduce children to substances (salt, sugar) and their properties.

Tasks:

1. Expand and deepen children's ideas about the world around them through acquaintance with the properties of sugar and salt (smell, taste, color, crystal shape, solubility).

2. To develop the observation of children, their ability to analyze, compare, generalize, establish cause-and-effect relationships and draw conclusions.

3. Cultivate perseverance, respect for one's health, interest and the ability to work in groups, a team.

Types of children's activities: play, communication, cognitive research.

Vocabulary work: crystals, stems, sugar cane, root crop (tops, roots, particles.

Preliminary work:

1. Consideration of encyclopedias, illustrations.

2. Didactic game "Properties of objects", "Adventures of little men"

3. Conducting research, experiments.

Methods and techniques: Visual: presentation, diagrams, verbal: questions, teacher's story, child's story, positive motivation, art word, practical actions: conducting experiments.

Equipment: Black cardboard, magnifiers, 2 cups of water, measuring spoons, straws - all according to the number of children. Containers for sugar and salt. Salt, sugar.

1Progress of educational activities:

Guys, guests have come to us, let's say hello to them.

Guys, what a wonderful day today. I would like to know how you entered the group:

Who came in a good mood - smile.

Raise your hands if you like talking to guys!

Who does not like to quarrel, clap your hands!

If you try to respect people, know how to listen to the answers - shake hands.

Last night I received an amazing letter by e-mail, it is addressed to you: the children of the older group of the Aquarelle kindergarten. Now I will read it:

“Hello, dear guys! Professor Lyuboznaikin is writing to you. It became known to me that in your kindergarten there are smart and inquisitive children who love to make different discoveries. Therefore, I invite you to take part in a scientific conference. We scientists need your help! Help to find the answer to a very important question: "How to distinguish sugar from salt without tasting the substance?". Please send us the results of your observations and research to the Scientific Research Institute immediately. Professor Luboznaikin. Here is the letter guys. Ready to take part in the conference? What scientific question do you need to research? (...)

I invite you to the laboratory of interesting research. Who knows what a laboratory is? (children answer)

That's right, this is where scientists express their assumptions and conduct experiments. But before we start the research, name the rules of conduct in the laboratory.

Children: You can not make noise and interfere with each other. Listen patiently to the opinions of others, etc.

That's right, and I want to give you a master's cap and a laboratory assistant's diary, in which you will enter the results of experiments and write down conclusions. Come to our science lab. (we pass from group to class).

Let's start our study with an observation. Of course, you saw that each of you on the table has an Observation Ring, a magnifying glass, black velvet paper and two cups / saucers, one of which contains salt and the other contains sugar.

The first assistant of our smart smart head is the hand. What are we going to do now? (Let's touch the substance and say how it feels to the touch).

What did your hands feel, what did the 1st substance feel like, the 2nd? (hard, slightly prickly/smooth)

Open the journal of the laboratory assistant, write down schematically what conclusion you made.

Eyes:

Salt and sugar are very small particles, it is very difficult for us to see them. What will help us? (Magnifying glass, because it enlarges objects several times)

How do substances differ in appearance? What can we say about the color of these substances? Form? Size?

(By color: 1st substance is white, 2nd with a yellow, creamy tint

in the form:

We can conclude that sugar and salt are different in form.

Nose:

Children, do you think sugar and salt have a smell? Try to sniff them carefully. Why be careful? That's right, because these are bulk substances and, when determining the smell, they should not be brought close to the nose. What can you say about the smell? Do they smell the same?

What does the yellowish substance smell like (sugar? Caramel, vanilla)

What does white matter smell like (salt? Nothing.

We can say that these substances are different in smell. One substance smells like caramel and vanilla, while the other is odorless.

Conclusion: sugar and salt have different smells.

Ear:

Try rubbing substances between your fingers, what sound do you hear?

Conclusion: both substances make a crisp, rustling sound.

Once, Timur asked me: what is sugar made of? Are you guys interested in learning the story of how they learned to make sugar, where did it come from?

(the teacher invites the children to pay attention to the monitor screen)

Presentation display.

Where did sugar come from? The one that we habitually put in a cup of tea every day? His homeland is hot tropical countries. In those places on earth where there are no cold winters, tall grass grows with sweetish stems - sugar cane. 2000 years ago in India, juice was squeezed out of sugar cane, sweet syrup was boiled until crystals formed. The result was brown sugar.

Travelers who came to India took sugar cane with them. So gradually the reed moved to other warm countries. For a long time, sugar was obtained only from this southern plant. Therefore, it was very expensive, especially in the northern countries, where sugar cane did not want to grow, no matter how hard they tried. We decided to find a replacement for the capricious stranger. They tried to get sugar from sweet plants, from pumpkins, from plums. But the white beet won. From white beet roots, sugar turned out no worse than overseas - cane.

Beets are grown in the fields in all regions of our country. With the advent of autumn, people harvest with the help of machines.

What part of beets do you think is used to make sugar? (children answer)

The harvester separates the tops from the roots and the roots are taken to the sugar factory. There, the beets are washed and cut into shavings. Then it is placed in cauldrons of water and boiled. Water becomes sweet syrup. Then it is cleaned and filtered. The resulting syrup is boiled until crystals are obtained. This is sugar!

Tell me, how does salt get on our tables, who knows where it comes from, maybe. Is it also obtained from vegetables? (….) Showing a presentation about salt.

All the salt on our planet in one way or another comes from the world's oceans, dry seas and salt lakes. After all, in the oceans, the seas, the water is salty.

Salt is extracted from salt mines, springs, salt lakes and from the sea.

In the salt mines, the tunnels and corridors sparkle as if they were made of ice. The miners cut blocks, which are then broken into pieces, loaded into trolleys and transported upstairs on special trains.

Salt is mined in another way. On the seashore, special shallow pools are built - salt presses.

Sea water is let into them through a special channel.

The hot sun heats the water, and it quickly evaporates, and the salt brought by it remains in the pool.

Guys, tell me, can we EXPERIENCELY determine where the salt and sugar are?

Please answer the question, with the help of what substance do sugar and salt become invisible? (this substance is WATER). For the next experiment with salt and sugar, we also need water.

Experience number 1. "Float or sink"

Experience number 2 "Let's add fire."

3. Final part. Summarizing.

Tell me, did we manage to answer the question of Professor Lyuboznaikin: “How to distinguish sugar from salt without tasting the substance?”

What have we learned in our lab today? (children answer using their notes)

Educator. We are waiting for many more interesting discoveries. Today it was a pleasure for me to visit our laboratory with you again and conduct research. I thank you for the work you have done.

Municipal preschool educational budgetary institution kindergarten No. 5 "Romashka", Beloretsk

Synopsis of directly educational activities on experimental work in the senior group

Topic: “Salt and its properties. Drawing with salt "

Prepared by: Gazizova T.D.

2018

Subject : “Salt and its properties. Drawing with salt "

Target : to promote the cognitive and research activities of children through elementary experimentation: the ability to conduct experiments, express their assumptions, demonstrate the result with the help of actions and words; develop a holistic perception, the ability to reproduce a holistic image of an object, develop imagination, creativity, cultivate interest in an unconventional type of drawing-drawing with salt and with pva glue.

Class type : integrated.

Equipment : a letter from aliens in a beautiful unusual envelope, a photo drawing of an alien, 1 glass of clean water, 1 glass of salt water, a pack of salt, a teaspoon, a lighter, PVA glue according to the number of children, 1 egg, a jar of salt, a sequence plan drawing with salt, colored cardboard boxes of dark, purple color, graphite pencils according to the number of children.

Course progress.

Children stand in a circle.

Educator:

“All the children gathered in a circle,

You are my friend and I am your friend.

Let's hold hands together

And we smile at each other.Close your eyes)

One, two, three - magic come soon! "(open your eyes)

Guys, look around. Have you guessed where we are now?

Yes, we are in our magical laboratory. Sit back in your seats and we'll start experimenting. (knock on the door, pass the letter to the teacher)

Oh guys, look, we got a letter(showing a letter with an unusual envelope ). Let's see who is it from?

Letter : “Dear Earthlings! We are asking you. We heard that you have delicious food on Earth, and all this is because they add to foodsalt when cooking. We were interested in this substance, the so-called "salt", what properties it has, and what else can be done with it unusual? And we would like to know more about it…”

Educator:

So we were puzzled ... Guys, we first need to find out what salt is and what properties it has.

What is salt? ( children's answers )

Correctly. Salt is the only mineral stone used by man for food, in a "natural" form - without processing. In nature, salt occurs in the form of the mineral halite - rock salt. (showing a picture )

To learn more about salt and answer the letter of aliens, we will conduct experiments.

Experiences.

№1. What color is the salt? (white color ).

№2.-Does it have an odor? Smell.No smell.

№3.-What does it taste like? (salty, bitter, sour )

№4.-Let's blow on the salt and see what happens?particles of salt scatter - loose salt.

№5.-Pour some water into a jar of salt, where did it go? (water soaked in salt)

№6.-And if you pour a lot of water, what now? (salt dissolved)

№7.-And now we take a drop of salt water on a spoon and heat it up on fire. (a drop of salt water on a spoon, a lighter ).Remember guys that we always conduct experiments only with adults.

Here, the water evaporated, but the salt remained. This means that salt dissolves in water, but does not evaporate.

№8.- We take a raw egg, 2 glasses of water, in the first glass there is clean water, and in the second it is very, very salty.
1. Put a raw egg in a glass of clean water - the egg will sink to the bottom of the glass.
2. Dip the egg into a glass of salt water - the egg will float on the surface of the water.
Salt increases the density of water. The more salt in the water, the more difficult it is to drown in it. In the famous Dead Sea, the water is so salty that a person without any effort can lie on its surface without fear of drowning.

Physical education:

Get up quickly, smile

Higher, higher, pull up.

Come on, straighten your shoulders

Raise, lower

Turned left, turned right

They touched their hands with their knees.

Sit down, get up, sit down, get up

And they ran on the spot.

Anchoring

Now let's play the game "Tell the word"

Didactic game "Tell me a word"

White salt... colors .

Salt has no... smell.

Salt to taste... Salty.

If you inflate on salt, then particles of saltscatter meaning salt... loose

Salt in water... dissolves , but not … . evaporates .

Salt makes water...denser.

Here, guys, we have found out many properties of salt, I will definitely write an answer to the letter of aliens. And now the most interesting thing, we will draw a space landscape with salt and pva glue as a keepsake, and also send it by letter.

Drawing according to the plan. space landscape .

Pour on top, not necessarily trying to get on the glue. When shaking off, the salt will still remain on the lines of the drawing..

Gently shake off excess by tilting the sheet and lightly tapping it from the back. We remove excess salt from the table in a bucket.

We take watercolor paints, a brush and start the creative process

Outcome.

- What did you learn in the lab today?about the properties of salt)

How did we learn about the properties of salt?conducted experiments )

Guys, salt is necessary for all people. If the food is unsalted, it is completely tasteless, fresh. Salt is good for humans if used in moderation.

Thank you all for your attention!

Abstract of the lesson on research activities

in the senior group.

Subject: Water and sunflower oil.

Target: Improving children's understanding of the various properties of water,learn about the properties of oils

Tasks:

Development of children's interests, curiosity and cognitive motivation;

the formation of cognitive actions, the formation of consciousness;

Develop observation, the ability to compare, contrast, draw conclusions;

Continue learning to read diagrams;

To develop the curiosity of children, to support manifestations of independence in the knowledge of the world around them.

Developing:

Develop communication skills.

To promote the formation of social partnership, the desire to act together with peers, enjoying joint activities.

Educational:

Cultivate curiosity and interest in the world around.

Equipment: aprons according to the number of children, glue, glue plates, brushes, napkins, pipettes, dissolved food coloring.

Demo material:

Illustrations of plants, Euler circles, a diagram of the properties of water, two dark-colored bottles with sunflower oil and water, the numbers “1”, “2” on the bottles.

Handout: work cards for research sheet A4 divided into 8 columns and 3 horizontal stripes, the first column is not filled out; 2 columns - the picture "tongue" is blackened out, 3 - the "nose" is crossed out with red lines, 4 - an empty glass, 5 - drawings of a triangle, a square, 6 - a rainbow, 7 - a glass with a piece of sugar, 8 - a hand; chips of red and green color, disposable cups, spoons, salt, brushes, a set of pictures of a sunflower and drops of water.

Preliminary work:

A conversation about water.

Examination of illustrations and paintings depicting sunflowers.

Solving riddles.

Experimental activity with water, comparison of stone with wood

During the comparison of stone with wood, the children filled out a study sheet. Wood and stone were compared on such grounds as buoyancy, weight, combustibility, heating, use in construction. The following study sheets were compiled.

Excursion to the kitchen, acquaintance with the cook, with the work of cooks.

GCD progress:

1. Conversation of the teacher with the children about the time of year.

2.Motivation.

A phone call asking to help the chef identify which bottle of oil is in.

3. Conversation.

Teacher: What is oil? Why does a cook need oil? What is butter made from and what is it called?

4. Didactic game "Form a new word."

The teacher shows a picture, the children name the plant and form a word with the question "What?".

Pumpkin - pumpkin, walnut - walnut, olives - olive, tomato - tomato,corn - corn, sunflower - sunflower, mustard - mustard, flax - linen, burdock - burdock, cotton - cotton, grapes - grape,cucumber - cucumber.

Place on a magnetic board those plants from which oil is made.

5.Research activity.

We will conduct research. It is necessary to put on aprons, we take places at the table. You have sheets for research, we will stick red circles if there is no given property, green circles if the substance has this property.

Let's remember the properties of water: transparency, colorlessness, no smell, no taste, no form, solvent.

Let's move on to research.

6.Practical activity.

The contents of 1 bottle are poured into cups and experimental activities are carried out.

Children sniff the contents, taste, add salt or sugar, drip dye.

After the study, the children at the tables stick the chips in the first line: red - this property is not there, green - this property is there.

For example: 2nd column - “language” is crossed out with red lines, the contents of the first bottle have no taste - a green chip.

7. Fizminutka.

Two sisters - two hands

Cutting, building, digging,

Tear weeds in the garden

And wash each other.

Two hands knead the dough -

Left and right

Sea and river water

They rake while swimming.

8. Continue experimenting with 2 bottles.

Define transparency.

Does the substance have a color?

Is there a smell;

Does sugar dissolve in our case;

Whether there is a trace on the hands.

9. Conclusion.

We read, children, what we got on the sheets.

Which bottle of water? Why?

We glue the sunflower to the line, a drop of water to the water according to the signs.

We check the teacher's checklist.

10. Working with Euler circles.

In the red circle we place signs of water, in blue - oils.

What common? What feature will we place at the intersection?

(see sheet)

Summary of the lesson.

What did you learn new? What else would you like to know?

In the next lesson, we will talk about how butter is made.

And now we need to give the butter to the kitchen so that they cook dinner for us.

Lesson on research activities in the senior group "Tricks of Koshchei"

Lesson progress:

Guys, look how many guests came to us today, let's tell about ourselves.
We are all friendly guys.
We are preschoolers.
We don't offend anyone.
How to take care, we know.
We will not leave anyone in trouble.
We will not take away, but we will ask.
May everyone be well
It will be joyfully light.
1 slide:
Sad music sounds. (Ivan Tsarevich enters).
- Look, someone is coming towards us. Yes, this is Ivan Tsarevich.
-Hello guys!
-What happened? Why are you so upset?
-Koschei stole my sword and sent me a very strange letter.
-Guys, let's listen to the message of Koshchei the Immortal:
I cut your sword into pieces,
Cast spells.
Find your sword
If you pass all the tasks.
So I decided to turn to you guys for help. Help me, please, to return the sword, to disenchant the spell.
- Guys, can we help?
-Of course we'll help you.
-Let's look at the task.
2 slide:
1 task. There are various items in the bowl. We need to lift iron objects without hands.
-To complete this task, what item do we need?
-Magnet.
-Magnet! And what is it?

Magnets are pieces of iron or steel that have the ability to attract metal objects.
- Yes, so interesting, but where did he come from?
-Listen, Ivan Tsarevich, Misha will tell you about it.
In the old days there was a shepherd; his name was Magnis. Magnis lost a sheep. He went to the mountains to look. I came to one place where there are only bare stones. He walked on these stones and feels that his boots are sticking to these stones. He touched it with his hand - the stones are dry and do not stick to his hands.
I went again - again the boots stick. He sat down, took off his shoes, took his boot in his hands and began to touch the stones with it.
If it touches the skin and the sole - they do not stick, but as it touches with nails, it sticks.
Magnis had a stick with an iron tip. He touched a stone with a tree - it does not stick; touched with iron - it stuck so that it was necessary to tear it off.
Magnis examined the stone - he sees that it looks like iron, and brought pieces of stone home. Since then, this stone has been recognized and called it a magnet.
- Thank you for an interesting story. This is the first time I hear about such a stone. There are no such stones in my realm-state. I really want your magnet to help me.
-Well, guys, let's move on to Koshchei's tasks. To complete his tasks, we need to go to the laboratory. Who works in the lab? (Scientists, laboratory assistants, researchers)
How should one work in a laboratory? (Be careful, don't rush, listen carefully, don't push and be quiet.)
- We invite you, Ivan Tsarevich, to the laboratory. Guys, we need to put on bathrobes. (Children put on bathrobes).
- And now look again at the task of Koshchei. What do we need to do?
-How can we complete this task?
Let's hold a magnet over objects.
-We do it. What happened?


- With the help of a magnetic field, a magnet attracts iron objects.
3 slide:
- Oh, what you guys, well done! Look your magic stone really helped me.
-Completed 1 task, and one part of the sword appeared.
4 slide:
2 task. Koschey hid iron objects in the groats. We must find them without hands.
What will help us again?
-Magnet.
-How will we complete this task?
-Let's hold a magnet over the cereal.
-We do it. What happened?
-Iron objects are attracted to the magnet.
Why are iron objects attracted to a magnet?
-Magnetic forces pass through the grain.
5 slide:
-Completed this task of Koshchei and got another part of the sword.
-Look, look! And another part of the sword was found. How you made me happy, but I see that you are already a little tired. I invite you to stand in a circle. Let's play a little and relax.
Fizminutka:

If work is arguing, clap like that.
If work is arguing, clap like that.

If the work is arguing, click so.
If work is arguing, we will smile at each other.
If the work is arguing, click so.

If work is arguing, stomp like that.
If work is arguing, we will smile at each other.
If work is arguing, stomp like that.

If the work is arguing, say: good!
If work is arguing, we will smile at each other.
If the work is arguing, say: good!
Let's go to the lab and continue.
6 slide:
3 task from Koshchei. There is a paperclip at the bottom of a glass of water. You have to take it out without getting your hands wet.
-How will we complete this task? What do we do?
- We draw a magnet along the cup and raise the paper clip above the water.
Why were we able to lift?
-Magnetic forces pass through both glass and water.
7 slide:
-Having completed the task of Koshchei, we got another part of the sword.
8 slide:
4 task. Koschey bewitched a butterfly. Only you and I can undo it.
-On the table each has a cardboard field with flowers and a butterfly on a magnet. It is necessary to help the butterfly fly from one flower to another flower. How to do it without hands? Try.
-How did you complete this task?
They brought a magnet under the cardboard and moved it towards the flower.
Were we able to complete the task? What can you say about magnetic force?
-Magnetic force also passes through the cardboard.
9 slide:
-Completed the task and got another part of the sword.
10 slide:
5 task. Make a magnet out of a nail. How will we do it?
- Rub the nail with a magnet.
-Try lifting the paperclip.
-What happened? The nail lifted the paperclip.
-Why? What have we created?
-Magnetic field can be created artificially.
11 slide:
-Completed this task and got the last part of the sword.
-Yes, you found parts of the sword, but you could not connect it.
- Do not worry, Ivan Tsarevich. Let's remember which item helped to cope with witchcraft?
-Magnet.
-What do we know about him?
-Magnet attracts iron objects.
Magnetic forces pass through cardboard, cereals, glass and water.
The magnetic field can be created artificially.
12 slide:
-Here we have disenchanted the sword.
- Thanks guys for the help. I learned a lot of useful and interesting things from you. It’s hard for me to live without a sword, what kind of prince will I be then. And I want to thank you for your help. I have a chest of gold. I give it to you.
- Good luck to you, Ivan Tsarevich!

Presentation on the topic: Koshchei's Tricks

Rafikova Irina Khalilovna,

educator

MBDOU DS KV No. 7 "Forget-Me-Not"

city ​​of Megion

Program tasks :

Target: introducing children to the difference of the wind through the search for activities.

educational tasks.

To acquaint children with such a natural phenomenon as the wind, its properties and role in human life.

Teach children to observe, conduct experiments and draw their own conclusions.

educational task

Cultivate interest in experimental activities, love for nature.

development tasks.

Continue to develop logical thinking, imagination. Activate the dictionary (wind, breeze, windmill, prickly, gentle, snowstorm, blizzard, blizzard).

STUDY PROCESS

Educator: Do you guys want to listen to a fairy tale?

Children: Yes.

caregiver: In a certain kingdom, in a certain state, they lived - there were three brothers. The elder brother is Windy, the middle brother is Wind, and the younger brother is Wind. Once a dispute broke out among them: who of them is the most necessary and important. The older brother stepped forward and began to prove.

I drive flocks of clouds

I wave the blue sea

Everywhere I wind in the open.

Educator: Guys, strong wind is bad, why do you think?

Children: Destroys houses, howls, overturns cars, uproots trees.

Educator: Strong wind is good, why do you think?

Children: Disperses clouds, drives large ships, the windmill spins.

Educator: Guys, what other word can be called Windy?

Children: Hurricane, snowstorm, blizzard, blizzard, tornado, blizzard.

Educator: Well, now we will turn into a windmill and prove that a strong wind is good, and sometimes bad.

Experience (Sea)

Draw water into a deep container, launch ships. The children are blowing hard.

Educator: Guys, what is the conclusion?

Children: A strong wind is a very strong air movement and it is dangerous.

Educator: Now listen to what happened next. Then the middle brother came out and began to prove that he was the most important and necessary.

Veyu, howling fortune telling

Fluffy snow I circle

I walk in the field, not a horse,

I fly in the wild, but not a bird.

Educator: You want to play with the wind.

caregiver: I have a transforming game, it can turn you into anyone. Stand up freely.

Chiki-chiki-chikalochka

Turner game

turn around yourself

And turn into trees

Imitation game "Tree"

Children: Our feet are roots

Our torso trunk

Our hands are branches

Our fingers are leaves.

(Children sway like trees in the wind)

Children turn into trees

Educator: A light breeze blew and flowers rustled on the trees. (fingers move, the wind intensifies - twigs sway). (children move their hands).

The weather has completely deteriorated, a strong wind sways the branches of trees, bends their trunks (Children swing their arms, bow from side to side).

But then the wind died down and the sun came out. The trees are resting from the storm.

Educator: Let the trees become children. We watched the wind while walking. Can we create artificial wind here indoors?

Children: It's not a strong air movement.

The fan experience

We turn on the fan. The air starts moving. Wind is the movement of air.

Educator: And finally it was the turn of the younger brother. Then he began to prove that he was the most necessary and important.

In front of you I am a windmill

Restless windmill

Along the roadsides

I run like a kid.

caregiver: Guys, now we will meet with the younger brother. I suggest you wave your hands at yourself. What did you feel?

Children: breeze.

Educator: And here are sheets of paper for you, and I propose to wave these sheets at yourself. Are you comfortable? Nicely? What needs to be done?

Children are waving a fan

Educator: Lay a sheet of paper vertically in front of you. We bend the edge and smooth the fold. - Let's wave a fan at ourselves and how did you feel?

Children: Air movement, coolness, freshness, pleasant feeling.

Educator: What is a breeze?

Children: This is a weak air movement.

Educator: Guys, let's give our fans to our guests, let them also be pleased.

caregiver: These three brothers are arguing to this day and cannot decide which of them is important and necessary. What do you think?

Children: Children's answers.

Educator: Each of the brothers is important and needed in nature. And in parting, listen to these beautiful words:

Good thing the sun is shining!

Good thing the wind is blowing!

It's good that this forest has grown right up to the sky

It's good that this river has very blue water.

And we are always friendly.

Used Books

1.V.N., Volochkova N.V. Stepanova. Abstracts of classes in the senior group of kindergarten. cognitive development. Educational and methodological manual for educators and methodologists of preschool educational institutions. - Voronezh: TC "Teacher", 2004.

2. ABC of physical minutes for preschoolers: Practical development of physical minutes, game exercises, gymnastic complexes and outdoor games. M.: VAKO, 2005

3. Veraksa N.E., Galimov O.R. Cognitive and research activities of preschoolers. For work with children 4-7 years old.-M.: MOZAYKA-SINTEZ, 2012

"Certificate of publication in the media" Series A No. 0002165 date of sending a registered parcel September 6, 2013. Receipt No. (postal ID) 62502663120236

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