Analysis of the didactic game family. Analysis of the didactic game. Assignments for independent work of students

2nd junior group

Didactic game “Wonderful bag”

Didactic task. Teach children to distinguish and name objects based on their characteristic features. Activate vocabulary: fork, comb, scissors, ribbon, doll, ball; eat, comb, cut, tie, play, roll (carry); big - small, names of colors (red, blue, etc.), sharp, soft - hard, fluffy, narrow - wide, round.

Game rules. Guess a familiar object by touch.

Game actions. Feeling an object.

Progress of the game. The teacher shows the children a beautiful bag.

Children, look what a beautiful bag it is. What colour is he? This bag is not simple, but wonderful. Different miracles always happen to him, different objects appear in him from somewhere. Now we'll see what lies there.

The teacher takes out the objects one at a time, and the children name them. Then he puts them back into the bag and offers to play, identifying the object by touch.

• - Who wants to be the first to recognize an object by touch? (The teacher calls the first child at will). Place your hand in the wonderful bag, take the item, but do not pull your hands out of the bag. What did you take?
• - I took the comb.
• - Take the item out of the bag so everyone can see. You,..., guessed correctly. What color is the comb? What is it for? What does a comb have?

Thus, the teacher calls all the children until the items run out.

The wonderful little bag liked playing with you, and he decided to give you these items as a souvenir. The teacher transfers the children to independent play.

Didactic game “Paired pictures”.

Didactic task: nurturing children’s ability to compare objects, find signs of similarity and difference, cultivate attention and concentration, activate vocabulary, consolidate the concepts of “different”, “same”, “pair”.

Game rules. Show and name the same picture

Game action. Finding the cards you need.

Material: A set of paired pictures depicting objects: dishes, berries, toys, mushrooms, a landscape sheet with two identical pictures, two laces.

Progress of the game. The teacher shows the children a beautiful box where the game is and invites them to play. Then they look at the pictures and the children name them. After this, the teacher takes two identical pictures and, showing one of them, asks:

• - What is this?
• “Mushroom,” the children answer.
• - Is there also a mushroom in this picture? Look carefully and name what kind of mushrooms they are. How can you tell about them?

The teacher is in no hurry to answer the question himself. Children guess and say:

• - They are identical.
• - Yes, they are the same, paired, two fungi - a pair, which means paired. Today we will play with paired pictures. (Holds both pictures of mushrooms in his hand.) Listen to how we will play. I’ll put pictures on this table, and I’ll give you one picture too. Whoever I name will find the same picture on the table and find a match for it. The one who makes no mistakes and names the item loudly wins.

To avoid losing interest in the game, the teacher offers other options:

• 1. takes pictures from the box of the same objects, but with slight differences, asks the children to find, look carefully and say what pictures they are (the same or different, similar or not). When answering the teacher’s questions, children name the distinctive features of the object shown in the picture and compare the objects with each other. The game ends when all pairs have been matched.
• 2. All pictures are distributed to children. Children describe their pictures, paying attention to the name of the object, its color, shape, parts. Whoever has the second picture strings the picture onto strings. The game ends when all pairs have been matched.

Didactic game “Who drives what?”

Didactic task: clarify children’s existing knowledge about the professions of people whose work is related to special vehicles; expand ideas about the importance of transport in human life; develop horizons and cognitive interest; to promote a sense of respect for people of different professions, to enrich children’s speech with words and names of vehicles.

Game task: choose transport for the animals.

Game rules: choose a vehicle so that the animals want to ride on it (in accordance with the professions of the animals).

Progress of the game: The teacher brings pictures: a bunny, a dog, a bear, a fox - and shows them to the children. Informs children that each hero is in a hurry to work and is waiting for his transport. All cards with images of transport (ambulance, fire truck, Khleb car, ship) are laid out at the exhibition. The teacher shows a card with a picture of a bear in the “shape” of a fireman (fox, hare, dog) and invites the children to determine what each hero will ride on. Children make guesses and attach a card with images of heroes to one or another car. Children “put” the heroes in the type of transport that corresponds to their profession: the fox bakes bread, the dog is an ambulance doctor, the hare is a ship captain, the bear is a fireman. If the children identify the transport incorrectly, then the hero refuses to get into it.

Next, the teacher invites the children to match the pictures with the objects and say what profession they belong to (a robe, a syringe - a doctor, a parachute - a pilot), etc. Then he asks the children to help him figure out a vehicle that is unfamiliar to him (a concrete mixer, a garbage truck, etc.). ), and asks to name the professions of workers of different types of transport (tractor driver, crane operator, machinist, etc.).

Analysis of conducted didactic games.

D/i “Wonderful bag”.

• 1. The main task of vocabulary work in the game: activation of children's vocabulary.
• 2. Assessing children's vocabulary. The game used objects familiar to children; children learned to name the characteristics of an object and its purpose. As a result, children began to more actively use the name of the characteristics of an object in their speech, some words from the passive vocabulary moved into the active one.
• 3. The children quickly learned the rules of the game. In order to make the game more difficult: I put several items in the bag. The called child, putting his hand into the bag and groping for one of the objects, named it. The bag opened if the children recognized the object from the description.
• 4. The role of play actions (feeling an object) is the fulfillment of the task; game rules (guess a familiar object by touch) are aimed at implementing the game content.
• 5. Before starting the game, I used the technique of looking at the “magic” bag, trying to make the children want to play. The gaming mood remained throughout the entire game. The game also used techniques: looking at objects, asking questions, praising, feeling.
• 6. Interest in the game increased, since at the end of the game the children began to play with objects (to the hairdresser).

D/i “Paired pictures”.

• 1. The main task of vocabulary work in the game: consolidation and activation of the dictionary.
• 2. Assessing the content of the dictionary. For the game, pictures were used depicting objects surrounding the children: toys, berries, mushrooms, dishes.
• 3. The role of game actions (searching for the necessary cards) is to complete the task; game rules serve the function of training and organization.
• 4. The following techniques were used in the game: moment of mystery (a beautiful box with the game), examination, comparison, questions, explanation
• 5. The individual characteristics of the children were taken into account (shy and undecided children).
• 6. Making the game more difficult. The teacher, having distributed the pictures to the children, asks them to be attentive and answer who has the same picture. The difficulty lies in the fact that among the cards there may be very similar, but not the same, for example: cups that are the same in shape, but different in color, i.e. they have faint signs of difference that children do not immediately notice. The game is played with a small group of children and everyone could clearly see the pictures.
• 7. Monitored that the assigned tasks were completed in the game.
• 8. I didn’t take into account the number of children in the group at the moment and the number of pictures, so the children were a little tired.

Didactic game “Who drives what”

• 1. The main task in the didactic game is to enrich children’s speech with words-names of vehicles.
• 2. Assessing the content of the dictionary. After conducting the d/i, the children experienced a transition of words from the passive to the active vocabulary of children.
• 3. The role of game actions (choose transport). The child must name each vehicle for the chosen character and justify why they made that choice.
• 4. Game rules (select the necessary pictures with vehicles for animals) are aimed at implementing the game content, guiding the behavior and cognitive activity of children. The children conscientiously followed the rules of the game, played together, and completed the task correctly.
• 5. During the game, I used techniques: questions to all children and individually, praise. Made the game more difficult with the introduction of new pictures with objects related to a particular profession. At the end of the game, I used a dramatization technique - an alarm call from a cat about a fire.
• 6. During the game, the names of cars are clarified, the dictionary is activated, speech develops, children draw conclusions about why a person needs this or that type of transport, what professions people work for them. In this way, children consolidate their knowledge and expand their horizons.

Preview:

MDOU "Kindergarten No. 69"

Analysis of the organization of the didactic game in the first junior group No. 1

Teachers: Osipova V.V.

Rozhkova O.A.

g.o. Saransk.

Date 04/06/2017

Conducted by: Rozhkova O.A.

Analyzed by: Osipova V.V.

Didactic game "Zooloto".

Target: Teach children to recognize animals in pictures by their appearance.

Game description:

The game was played in a group, at tables, with five children: Zoya Kulagina, Liza Lyapina, Egor Buyankin, Timur Semyonov and Karina Deryabina. The box with the game "Zooloto" was taken out by the teacher from the "wonderful bag", which was a surprise for the children. Olga Alexandrovna invited the children to sit at the tables so that it would be comfortable and not disturb each other during the game. Very mysteriously, with a sigh, she opened the box. The children were waiting to see what they were about to see. The teacher carefully, slowly, pulled out the pictures and laid them out on the table. She suggested looking at them carefully. The children, seeing the animals in the pictures, perked up and began vying with each other to name all the animals they knew. When all the pictures and cards were examined, Olga Alexandrovna suggested starting the game and distributed one card to each of the children, leaving individual pictures for herself. From a variety of pictures, she chose a picture with a picture of a cat and asked: “Whoever has a cat on the card, look carefully, I will give my picture to him.” The children do not find what they need and the game continues and continues until all the cards are covered with pictures. At the end of the game, Olga Alexandrovna praised the children for their attentiveness and speed in action. She offered to put the cards in the box and assured that they would definitely play this game again.

Theoretical and methodological foundations

organizing children's play activities

preschool age

1. Observation and analysis of play activities of preschool children.

1.1. Observation and analysis of role-playing games of preschoolers

1.2. Observation and analysis of preschool children's construction play

1.3. Observation and analysis of theatrical play of preschool children

1.4. Observation and analysis of the director's play of preschoolers

1.5. Observation and analysis of the didactic game of preschoolers

1.6. Observation and analysis of active play of preschoolers

Observation and analysis of preschooler play activities

Observation and analysis of a preschooler’s role-playing game.

Protocol for observing the role-playing play of older children.

The plot of the game: “vegetable shop”.

Date of observation: 09/03/16

Game duration: 20 minutes.

Progress of the game:

Kira approached Natasha: Kira, listen, they brought them to my store, will you come to me to buy a lot of apples?

Natasha: Kira, I don’t want to buy apples, can I be a seller?

Kira: Yes Natasha, and then who will I be? I don't want to be a buyer either.

Natasha: Kira, let’s be the manager of the store, someone needs to order fruit.

Kira: Okay, I agree.

I saw the girls playing Dasha: Kira, I also want to play with you?

Kira: We don’t have a buyer, will you buy fruit from us?

Dasha: yes, I’m just going home to pick up my daughter.

Dasha leaves, takes the doll, dresses up her daughter, and takes the bag.

Dasha: Our daughter has run out of vegetables, we need to cook cabbage soup, you’re not capricious, I’ll buy you something tasty in the store.

At this time, Kira and Natasha are setting up, laying out soft tables on them, vegetables and fruits, stocking up with beautiful bags, scales, and a cash register.

Kira: Natasha, who will be our cashier?

Artem approaches the girls: I want to play too?

Kira: Artem, we need to get the goods, will you be the driver?

Artem: Yes, I’ll go and start the car. Artyom took a chair and a ring thrower, built a body out of the builder, sat down and growled, then stood up and began loading the body with potatoes (the substitute was cubes from the designer)

A teacher joined them to help the girls develop the plot.

Nina Konstantinovna: Can I be a cashier, I really want to play with you?

The girls agree with pleasure.

Nina Konstantinovna: The girls need to pack bags with fresh vegetables; they brought us a new delivery of potatoes.

Artem: Who will unload the potatoes? Who will unload them?

Kira: It’s a man’s job to hire a loader.

Kira approaches Gena: Gena, listen, you’re still playing alone, let’s go play with us?

Gena: what should I do?

Kira: Am I taking you to work, unloading goods into the store?

Gena laughed and approached Artem.

Gena: Artem, will you help me?

Artem: of course, I’ll help, I always help my friends.

Gena and Artem approach the teacher and ask.

Artem: where to unload the goods? We brought vegetables here, cabbage, potatoes, cucumbers, but we don’t know where to unload them.

Nina Konstantinovna: To the warehouse, it will be here, points to different sizes of boxes.

Boys sort vegetables and fruits into boxes.

Kira: takes apples and treats them to the boys.

Artem and Gena pretend to eat apples with pleasure.

Gena: give me more apples and I’ll treat my friends.

Kira: I can’t treat you anymore, if you want more, go to the seller, she will sell it to you, go and pay the money to the cashier.

Dasha: examines vegetables, approaches Natasha (seller)

Dasha: We’ve run out of vegetables at home, please weigh the potatoes for me.

Natasha smiles and puts cubes into the bag.

Natasha: How many kilograms should you put on, two or three?

Dasha: Put it down, my daughter and I will fry the whole package at home in a frying pan.

Natasha lays the package on the scales, Dasha hands the package, smiles, you are charged 40 rubles, you need to pay at the cash register, we have a cashier there

Dasha: here, please take it.

Dasha extends her hands and hands candy wrappers to the cashier.

Kira approaches Natasha and Dasha, takes the package from Dasha and speaks in a harmful voice.

Kira: I don’t like playing you Natasha with Dasha and Dasha, but I’m bored.

Educator: Where is the head? I need to check the documents to see if the driver brought all the vegetables.

The conflict between the girls stops, Kira runs to check the boxes. He counts on a calculator and writes on a piece of paper with a pencil.

Nastya approaches Kira and asks to take her into the game.

Nastya: Kira, let me help, I want it too.

Kira: I can handle it myself, I don’t need help. And you’re not playing with us at all!

The teacher invites Kira to accept Nastya, explaining that the store needs packers, otherwise it is very difficult for the seller to work alone and sell goods and pack vegetables.

Kira persistently refuses Nastya and explains to her that she can cope without her help.

Nastya is very offended, comes up to Dasha and says.

Nastya: Dasha, can I be your daughter and we can go to the store together?

Dasha happily agrees, puts a scarf on Nastya, and takes the bag.

Dasha: We’re late, my daughter takes Nastya’s hand and leads her to the store.

Dasha: Hello, I need to buy apples for my daughter. She's pale, maybe I don't have enough vitamin?

Nastya: Mom, buy me bananas, well, buy them. Nastya persistently and capriciously asks to be bought bananas.

Dasha: be patient, we don’t have enough money, when we come home I’ll take some more money.

Kira: hello, don’t worry, we’ll give you a loan, what does your daughter want? Kira smiles and looks at Nastya friendly.

Kira: Natasha, write down the bananas for the customers.

Natasha: you owe 5 rubles, I’ll write it down in your notebook

Natasha takes a notebook and writes something with a pencil.

At this time, Artem collected lotto in a wicker basket.

Artem: I brought cucumbers, where they need to be unloaded.

Here all the children come up, take part in the game and begin to place lotto (cucumbers) with other vegetables.

Kira: let’s continue the game after class, huh?

Natasha: there’s not much time there, we’ll go for a walk.

Educator: It’s okay guys, we’ll finish the game later.

Gena: Everything will be broken for us anyway.

Analysis of plot-role-playing game.

The concept of the game, setting game goals and objectives.

1.How does the idea of ​​the game come about?

2. Is the idea of ​​the game discussed with a partner?

3. How sustainable is the game concept? Does the child see the perspective of the game?

4. Is the concept static or develops as the game progresses? How often is there improvisation in the game?

5. Is he able to formulate a game goal? Verbalize the game task and offer it to other children.

1.What constitutes the main content of the game (action with objects, everyday or social relationships between people).

2.How diverse is the content of the game? How often are games with the same content repeated? What is the ratio of objective everyday games that reflect social relations.

Game plot

1.How diverse are the game’s plots? Indicate their name and quantity. (from a conversation with a teacher.

2. what is the stability of the plot of the game, how much does the child follow one plot.

3. How many events does the child combine into one plot?

4. How developed the plot is. Does he represent the flower of events or at the same time the child is a participant in several events included in the plot.

5.How the ability to jointly build and creatively develop the plot of the game is demonstrated. What are the sources of the game's plots?

Fulfilling the role and interaction of children in the game.

1.Whether the role being performed is indicated by a word and when (during the game or before the game).

2.What means does he use to interact with his playing partner (role-playing speech, objective actions).

3. What are the distinctive features of role-playing dialogue (direction towards a toy, real or imaginary partner).

4. Does and how does it convey the characteristic features of the characters?

5. How does he participate in the distribution of roles? Who manages the distribution of roles. What roles does he most often play - main or secondary? How do you feel about the need to perform secondary roles?

6.What does the child prefer: play alone or join a play group? Describe this association: number. Stability and nature of relationships.

7.Does the child have favorite roles? And how many roles it can play in different games.

Game actions and game items.

1. Does the child use substitute play objects and which ones? On what basis does he select substitute items and transform them for use in the game.

2. Does verbal designation provide substitute objects, and how easily does it do so?

3.Who is the initiator of the choice of a substitute item, the child himself or an adult. Does he offer his replacement option to his partner?

4. Does he use figurative toys in play and how often? Does the child have favorite toys?

5. Characteristics of game actions: the degree of generality, breadth of diversity, adequacy, consistency of one’s actions with the actions of a game partner. What is the role of words in the implementation of game actions.

6. How does he perceive an imaginary situation, does he understand its conventions, does he play with imaginary objects.

Game rules.

1. Do the rules serve as game regulators? Does the child understand the rules?

2. How does the child correlate the fulfillment of the rules with the role he has taken on?

3.Does he monitor other children’s compliance with the rules? How does he react to violation of the rules by his playing partners?

4. How do you feel about your playing partner’s comments regarding his compliance with the rules?

Achieving game results

1. How does the original idea relate to its implementation in the game?

2. Does the child correlate his plan with the achieved result?

3 by what means the implementation of the plan is achieved.

Features of conflicts in the game

1.What do conflicts most often occur about (distribution of roles, implementation of rules, etc.)

2.What are the ways to resolve conflicts?

Game environment

1. Does the game environment prepare in advance or pick up items as the game progresses?

2. Does it use a gaming environment?

The role of an adult in guiding the game

1. Does the child turn to an adult during play and for what reason?

2. Does the adult offer to take part in the game?

With the proposal of the child Kira, the desire to reproduce the world of adults gives rise to the child’s need for partner interaction, which is realized in longer communication with other children. Imitation of relationships between adults in their social life is intensified due to the expansion of children’s ideas about the world around them and the further development of gaming skills. Complicating game plans. There is a need for a chain of roles (Store manager, cashier, salesperson, loader, driver), coordination of role actions (the loader unloads the goods brought by the driver, the jealous woman checks the availability of goods, customers are waiting for new products), the ability to agree on a game, determine role behavior according to turns plot (while the loader is unloading the goods, the buyer decides in different ways what to do: stay at home at this time and dress his daughter for the store. The manager counts the goods brought, etc.

Real relationships are connected with the organization of the game; they determine the children - the leaders, the organizers of the game, Kira and Natasha (agree on the start of the game; distribute roles, accept or not accept others into the game).

In play, children show increased interest, initiative and independence; They play with enthusiasm, introducing something new every time.

When playing roles, children widely use not only knowledge about professions, but also develop children’s imagination using substitute objects; potato cubes, lotto - cucumbers, candy wrappers - money, ring throw - steering wheel, chair - car. The child’s actions with substitute objects are based on the known qualities of the real object from which the “portrait” is copied and used by the child in his world-building work. The child feels like an omnipotent creator of his own world, in which nothing is impossible for him. The more objects and toys a child has at hand that can be used in accordance with his own ideas (cubes, spools, bottles, pebbles, etc.), the more favorable conditions his imagination will develop.

The sources of the plot game are the teacher’s conversation with the children about professions and the reading of poetry.

Expanded children's understanding (through stories, reading a book, looking at illustrations, playing a didactic game;

I was interested in: “What are you playing?”;
- suggested new game actions;
- offered new roles;
- brought in additional equipment or offered to make it together with the children;
- suggested new game situations;

Involved timid, shy children in the game (by direct proposal “Take it to play”, by introducing a new role);

Prevented or eliminated conflicts that arose (over toys, over roles, over following rules);

What means does he use to interact with his playing partner (role-playing speech, objective actions).

Speech etiquette skills (address, introduction, greeting, request, apology, congratulations, farewell, etc.);

Ability to communicate in pairs or groups of 3-5 people;

The ability to communicate to plan joint actions, achieve results and discuss them, participate in the discussion of a specific topic.

Non-verbal skills (non-verbal) - appropriate use of facial expressions and gestures.

Target: the following tasks:

Development of gaming activities

Observation and analysis of preschool children's construction play.

Protocol for observing the construction play of older children.

The plot of the game: “Houses on our street.”

Observation date: 09.24.2016

Game duration: 20 minutes.

After breakfast, Mark (5 years old 6m) comes up to Artem (5 years old), Roma (6 years old 8 years old), Natasha (6 years old), Polina (6 years old 1 year old) and asks.

Will you be building today? “Take me to your game, I’ll give you the cubes” Artem Roma is building a house for Natasha. Children portray construction workers. Mark delivers the material. Roma is building a house, and Natasha is building a fence around the house. Roma rebuilds the house several times and tries to make it beautiful. He walks away, looks, and then changes something. Natasha made a fence and wanted to help Roma, but Roma noticed that his hedge turned out to be ugly. “I’m building a beautiful house, but the fence is bad. Make a gate. And you can put up flags, you’ll see, it will be good.” At a distance, the girls set up a dining room. “The canteen manager,” Polya, calls on the phone: “Please bring some compote.”
Construction workers ask for food.
Fields. We'll bring you soup and compote now.
Teacher. You don’t have to carry it, let the workers come to you for lunch during their breaks.
The girls begin to build tables from large building materials, chairs, and arrange the dishes: “Oh, soon the workers will come for lunch, but we’re not ready yet!”

Artem: approaches the girls and says, “Don’t worry, I’ll help you build a dining room.” Mark approached Artem, holding out large cubes and suggesting, “Let’s build a dining room out of these cubes?”

The boys began to build an enclosed space; they built chairs and tables in it.

Artem “We did a better job, put the dishes on our table. Our workers will come now.”

Polya and Natasha begin to put down plates and cups.

At first, Mark looked closely and provided the necessary material. Gradually he became not only an assistant, but also an equal participant in the playing group. Together with the children I discussed what would be best to build. Roma suggested that Mark build a Cinema “Mark, build a cinema. so that we don’t get bored after work, let’s go watch cartoons.” Mark often defended his proposal. The two-way influence on the part of the teacher and the children had a significant impact on Mark.

Mark laid bricks evenly on top of each other, placed cubes on them, a cylinder on the cubes, and a cone on the cylinder.

Natasha approached Mark and offered him her help, “Mark, let’s build a fence like Roma’s, she’s healthy.”

Mark agreed with Natasha.
Construction games occupy a much larger place in the lives of children in the older group than in the younger group. This is due to the fact that the experience of children in the sixth year of life is wider and more diverse. The need to express one’s impressions about the environment, about buildings, transport, the work of adults, about various phenomena in the life of a family and kindergarten determines the nature and content of the game.
Children 5-7 years old are much more independent than children 4 years old. The range of their information about the phenomena of life, about building materials and their properties is wider and more complete than that of children of the younger group. They have richer sensory experiences; it is mainly obtained at the previous age level and is replenished every day in the process of the child’s individual development.
Children of this age have wider motor capabilities - greater freedom and speed of movement, greater accuracy of movements, their dexterity; With appropriate exercises, significant development of the fine muscles of children's hands is achieved, which creates the prerequisites for the independent production of some things and toys necessary for play.
In the process of upbringing and learning, children develop qualities that open up new opportunities for managing construction play and allow them to set new educational tasks: developing intelligence, the ability to actively attract and combine ideas about buildings, transport, and various labor processes. The ability for more accurate perception, finer differentiation of shape and size creates the opportunity to rely more on the visual perception of the finished building, drawing, photograph, which can, under certain conditions, help the teacher in the development of children’s construction activities.

Considering the issue of pedagogical guidance of construction games in the senior group, one cannot help but recall the prerequisites that ensure the success of this guidance. The most important of these prerequisites is the accumulation of the first experience of construction play in children, for whom this game is a new activity.
Without the ability to build, children do not achieve results, and this prevents them from developing a positive attitude towards building play. The most effective ways to accumulate first construction experience is a joint game between the teacher and the child, during which he shows how to make this or that building, draws attention to the successful constructions of children who know how to build well, recommends the simplest building material at the beginning of the work, and then As you master it, it offers more complex ones. This is helped by the creative atmosphere in which children entering kindergarten for the first time find themselves. Some children, at first timidly, and then more and more boldly, join the games of “experienced builders”

Analysis of a construction game.

Amount of children five children took part in the game

Name of the game " Houses on our street"

Educator Cherepenina Nina Konstantinovna

Construction games belong to the group of creative games. They are to some extent similar to role-playing games and are considered by some researchers as its variety. For example, in programs for preschool institutions they are classified in the section of role-playing games. And, indeed, they have one source - the surrounding life, and children unite on the basis of common interests, joint activities, and both types of games are collective in nature.

However, there are significant differences between construction-constructive and plot-role-playing games: in the plot-role-playing game, primarily various phenomena are reflected and relationships between people are mastered, and in construction-constructive play, the main thing is the constructive creativity of children and the development of interest in technology.

It is important for the educator to take into account the relationship between games with building materials and other types of games (role-playing, theatrical, moving, didactic). Thus, construction often arises in the process of role-playing game and is caused by it. It kind of sets the goal for the construction game. For example, the children decided to play sailors, so the need arose to build a ship. However, a construction game can also arise as an independent game, and one or another game develops on its basis. For example, children build a dining room and then play cooks and visitors.

Observation and analysis of the theatrical play of the senior group.

Protocol for observing the theatrical play of children in the senior group

The name of the game is "Little Red Riding Hood"

Game duration: 25 minutes

Danil K came to the group in the morning and told the children how he was in Nizhny at the puppet theater at the performance of “Little Red Riding Hood” over the weekend.

All the guys started asking Educator for her to read the fairy tale “Little Red Riding Hood”

Educator suggested to the children, “Let’s show you a performance based on the fairy tale Little Red Riding Hood.” Remember, swami, we showed our mothers a fairy tale at the spring festival?

The children agreed with great desire and began to agree among themselves who would play Little Red Riding Hood.

Sasha Yu “I want to play Little Red Riding Hood”, Vika B began to shout down and push Sasha “I want too”

Educator“Girls, don’t swear, we will choose the characters of the fairy tale according to the counting rhyme, so it won’t be offensive to anyone, do the guys agree?”

The children agree and the teacher chooses the characters

Sasha Yu – Little Red Riding Hood

Alyosha K – Gray Wolf

Masha R – mother of Little Red Riding Hood

Julia P and Anya B - Flowers

Vika B – Grandma

Dima Ch and Egor S – lumberjacks

Progress of the game:

Educator"I will be the announcer"

Sasha Yu “who is the announcer?”

Educator"the announcer tells a fairy tale from the author"

Educator introduces attributes to the theatrical play of grandma's house, fir trees representing a forest, and includes calm, quiet music and birdsong.
Educator:

A girl lives in the forest

And he dances and sings.

Everyone loves her and is waiting for her

The name is Little Red Riding Hood

She lives here alone with her mother.

She loves her grandmother.

Sit back, viewer.

And look carefully

This is a saying, not a fairy tale

The fairy tale will be ahead.

Music is playing. Masha R: Mom bakes pies, Sasha Yu: Little Red Riding Hood tries on a cap and shows off in front of the mirror.

Kr. Cap: Mommy, can you go for a walk?

Should I pick some flowers?

Mom: Well, of course, take a walk,

Make sure you don't get lost.

I need to go see grandma

Treat you to some pies.

Kr. Riding Hood: I won't go far.

You call and I will come.

Masha R: Mom brings the pies to the oven. Mom's dance. Mom takes the already baked pies from the oven and collects the basket.

Mom: Where do you go, fidget?

Show yourself to me.

Kr. Riding Hood: What, my mommy?

Should I go to grandma's?

Mom: Get ready to hit the road

And take a basket with you.

Pies with cabbage

They turned out delicious.

Greetings to grandma.

Be careful, my light.

Mom and Little Red Riding Hood leave the stage.

Storytellers appear. .

Educator:

So she went on her way

In a scary forest all alone?

And the forest is not at all scary

There are a lot of miracles in it.

No. Flowers dance in it,

and the moon and the stars.

It's easy and simple.

DanceKr. Hats and flowers.

Flowers leave the stage, Little Red Riding Hood collects flowers. Suddenly a wolf appears and hides behind a tree. The announcer looks out from behind the screen.

Educator:

Be careful, beware

The wolf is coming

Run, save yourself.

The wolf attacks Little Red Riding Hood. She runs away from him and hides behind a tree.

Alyosha K: Wolf, where are you in a hurry, girl?

Kr. Cap: To Grandma's at the edge of the forest.

Wolf: Where does grandma live?

Kr. Riding Hood: Over there, there are geese walking

Wolf: What's in your basket?

Kr. Cap: There are pies with potatoes.

Wolf: So you're going the wrong way

The road is safer.

Kr. Riding Hood: Thank you, Wolf, for your advice.

Wolf: Goodbye, be careful.

Little Red Riding Hood leaves, and the wolf walks along the road and dances. Storytellers appear.

Educator:

Oh, how cunning is the insidious wolf

so deceived the poor thing.

And I went the other way

I'm scared for grandma.

The wolf approaches the grandmother's house.

Wolf: Oh, that’s where grandma lives

The village is not bad.

Oh, someone seems to be coming

Now I'll scare them away.

Dance of village girls. The girls run away, the wolf knocks on the house.

Wolf: Well, it's time to eat

Grandmother: Who came there, tell me?

Wolf: Your granddaughter has come to you. Open it quickly.

Grandmother: Pull the rope on the door and open these doors.

The screen slides apart, the wolf attacks the grandmother and eats her. Storytellers appear.

Oh, how poor

Caught in the Wolf's mouth

And probably Riding Hood

Risks being caught in the mouth.

Oh oh oh

Music plays and Little Red Riding Hood appears. He approaches the door and knocks.

Wolf: Who came there?

Kr. Sh.: Oh, it’s me, grandma.

Your granddaughter.

Wolf: Hurry up, pull it, there’s a lace there

And pressing the handle.

Kr. Sh.: Well, hello, my grandmother.

I came to visit you.

Wolf: How glad I am to see you

Did you bring me the bones? (Ouch)

Kr. Sh.: I brought you pies

Another greeting from mom.

Wolf: Well, I don’t eat pies, after all.

Place them next to the Panama hat.

Kr. Sh.: Grandma, your eyes are so huge

Wolf: So that I can see you better, that’s why they’re big

Kr. Sh.: And the ears, grandma, and the nose

After all, before there were fewer

Wolf: To better hear your question

And remember what was forgotten.

Kr. Sh.: And the teeth, my grandmother,

How huge!

Wolf: And this is to eat you

Kr. Sh.: oh, mom, help me!

The wolf pounces on the girl and runs behind the screen behind her. He comes out and sits in the house. The screen closes.

Educator:

Poor thing, she was not saved

Now grandma is not alone.

Oh, do you hear, somewhere in the forest

They knock and knock to no avail.

You need to call them for help

let them teach the wolf a lesson.

Lumberjacks appear.

Lumberjacks:

1: Do you hear screaming in the forest?

2: Maybe we saw a fox.

1: What if someone needs help there?

2: Let's run quickly.

1: I'll take the axe.

They run to grandma's house. The screen opens.

1: Oh, brothers, it’s a wolf!

2: Pot-bellied, ate someone.

1: catch him quickly. Hey wolf! It's time for you to work.

The wolf and the woodcutters run away behind the screen. The storytellers come out.

Educator:

Hurray, grandma is saved!

And our heroine.

And the wolf was left without a tail

I even cried out of grief.

Good is always stronger than evil

And even fairer.

And let every wolf remember

he will be punished for his evil.

The final dance of all the heroes without the wolf. Children dance with red and white flowers.

Analysis of theatrical play.

Amount of children 7 children took part in a theatrical game

Name of the game Fairy tale by Sh Pero “Little Red Riding Hood”

Teacher (full name)

Continue to develop interest in theatrical play by actively involving children in play activities. Encourage children to try themselves in different roles.

To complicate the play material by setting children more and more promising (from the point of view of drama) artistic tasks: “You were eaten by a wolf, and then the woodcutters saved you and you are healthy and unharmed” “This role has not been revealed to anyone”, changing the tactics of working on the play.

Create an atmosphere of creativity and trust, giving each child the opportunity to speak out about the preparation for the performance and the process of the game. Teach children to create creative groups to prepare for the performance, using all available opportunities. Learn to build a line of behavior in a role using attributes of costume details made with your own hands. Encourage improvisation and the ability to feel free in a role. To cultivate artistic qualities in children, to reveal creative potential, involving children in theatrical performances. Provide children with the opportunity to perform in front of their peers.

Theatrical activity will not appear by itself. The leading role in this belongs to the teacher and the entire teaching staff. It is necessary that the teacher himself be able not only to read expressively or tell something, be able to look and see, listen and hear, but also be ready for any “transformation”, i.e. he himself has mastered the basics of acting, as well as the basics of directing skills . This is what leads to an increase in his creative potential and helps organize children’s theatrical activities.

Observation and analysis of the director's play of a preschooler.

Protocol for observing the director's play of older children

The name of the game is “Chicken Ryaba”

Game duration: 10 minutes

Progress of the game

In the afternoon, Marina A from the younger group came to the group and asked to help the children of the older group cut out the characters from the fairy tale “Ryaba Hen”: a grandfather, a woman, a hen, a mouse, a white egg and a golden egg. The teacher showed the pictures and asked to stick the cards on cardboard and cut them out.

Julia P and Vika B willingly agreed to help.

Yulia P and Vika B – fulfilled the teacher’s request

YulyaP suggests to the teacher “let’s show the kids the fairy tale The Roasted Hen?”

Teacher “Well done Julia, you offered to show the kids a fairy tale. Let's call them and show them"

Teacher “Vika, put on your chicken hat. Say: “Hello children. I am a chicken. I invited you to visit. I want to take you to the clearing of fairy tales and tell you a very interesting fairy tale!”

Victoria repeated all the words of the teacher, wearing a chicken hat.

Vika “offered to stand behind the chicken (behind herself) and go to the fairy meadow (carpet in the group room)

Then Julia came up and helped the kids sit down more comfortably. She placed a screen on the table and asked the children to listen carefully to the story.

Vika and Yulia tell the children the fairy tale “Ryaba Hen”.

As the plot of the fairy tale develops, all the acting characters of the fairy tale are sequentially put on the table - figurines that the girls themselves helped make for the tabletop puppet theater.

Julia suggested that the kids look at the figures and asked the children, “Who came to visit you?

The girls invited the kids to choose and show the fairy tale character they liked best and name him.

When telling a fairy tale, the girls changed the intonation of their voices and facial expressions changed.

Yulia P “Guys, tell me what the chicken likes to peck?”

The kids were silent.

Vika B took out two bowls, one with beans and the other with peas, took the chicken and imitated how the chicken pecked the beans, voicing the chicken “Ko! Ko! Ko!”

Vika B “Chicken Ryaba loves beans and peas”

Julia “Well, the fairy tale is over, and we say goodbye to you”

The girls smile and go to their group in good moods.

Director's play, which emerges in older preschool age, bears little resemblance to its first form that we observed in children. But its essence remains the same. It still involves coming up with a plot that unites different objects, it is also presented objectively, and the child also plays all the roles in it. True, the plots become more complex, the objective environment sometimes only serves as a trigger, often giving way to the children’s own literary creativity, and roles are sometimes difficult to identify, since the child always accompanies his actions with speech, and sometimes replaces all actions with it. The director's play of older preschoolers can take place without many objects, but as a child's communication with one particular toy. The dialogue between a child and a toy is based on his own experience of communicating with people.

Analysis of watching the director's play.

Amount of children Vika Brunova (5l 9m) Yulia Plechikova (7)

Name of the game "Chicken Ryaba"

Educator Romashova Marina Afinogentovna, Cherepenina Nina Konstantinovna

It would seem that, carrying such a positive impulse, director's play should be widely used in working with children. However, raising children by such means is slow and not always successfully implemented in practice. Often the director's game turns into an optional, auxiliary event that can only entertain. Teachers point out these mistakes. In this regard, the problem, from my point of view, is the need to realize that this type of children's activity, such as director's play, creates the most favorable conditions for the development of communicative and speech activity in children of senior preschool age and lays the foundation for the formation of the necessary communicative abilities.

The system of work of a teacher with children of senior preschool age to teach directing skills

The problem of developing director's games is associated with the creation of pedagogical conditions:

Organization of a development environment;

Creating an emotionally positive tone of communication;

Provide direction for directing games, facilitating the development of relationships with peers within the game.

However, in order to use the game as a means of developing the communicative abilities of preschoolers, it is necessary to carry out: an individual approach, observation of children, and carry out special work on drawing up the plot of the game.

During the director's play, the child should under no circumstances be disturbed, pressure should be applied, the child should be compared with other children, his manifestations should be judged, or his feelings and emotions should be ignored. It is necessary to provide children with freedom and the opportunity to show inner activity. Therefore, it is necessary to create an individual space, provide them with space and time.

Target: The goal of our work is to develop the communication skills of older preschoolers: to reconstruct the child’s full contacts with peers, as well as to identify possible solutions the following tasks:

1. Development of interest in other people, the desire to understand them, the need for communication

2. Development of children's communication skills, knowledge about norms and rules of behavior;

3. Development of gaming skills, skills of adequate behavior, imagination and creativity;

4. Formation in children of a positive attitude towards others, correct self-esteem and balanced emotional states.

Having analyzed the experience of working with children of senior preschool age, the conclusion was made: director’s games can be used as a means of developing communication abilities, since it is in the game that you can help the child establish contact with the outside world, as well as with peers and adults.

Director's games are a type of independent story games. Unlike role-playing games, in which the child tries on roles for himself, in director's play the characters are exclusively toys. The child himself remains in the position of a director who controls and directs the actions of the toy-artists, but does not participate in the game as an actor. Such games are not only very entertaining, but also useful. “Voicing” the characters and commenting on the plot, the preschooler uses different means of verbal and nonverbal expressiveness. The predominant means of expression in these games are intonation and facial expressions; pantomime is limited, since the child acts with a stationary figure or toy. The types of director's games are determined in accordance with the variety of theaters used in kindergarten: tabletop, flat and three-dimensional, puppet (bibabo, finger, puppets), etc.

The main feature of communication is that emotional processes come to the fore. Therefore, in conversation with the child and during play, emphasis is placed on developing children’s emotional responsiveness. In a communication situation, based on vivid emotional experiences, the child develops a desire and need for cooperation, and new relationships arise with the world around him. This stage represents a built system.

In order to set up children for joint constructive and productive activities to create an object-based play environment, for the development of director's games, a friendly atmosphere in the group, an emotionally liberated, positive tone, interested the children, using the technique of a surprise moment (Galina Aleksandrovna, upon arriving in the group, greeted children in a friendly tone, smile). The children immediately had a desire to communicate. Galina Aleksandrovna attracted the children’s attention with her “Theatrical Board Game” crafts, which contained a variety of multifunctional materials. During the activity, any successes of children were assessed positively, the principles of equality and cooperation with children were observed. Sincere interest, the child's trust, and tactful assistance helped to carry out our plans. Next, we made “universal layouts” for acting out plots and implementing the plans of director’s games. We created a game problem situation.

Observation and analysis of the didactic game of preschoolers.

Protocol for observing the didactic play of children in the senior group

The name of the game is "Magic Belt"

Game duration: 20 minutes

Progress of the game

Roma Buyarakov brought a new game from home.

Educator “Roma, I’m wondering what kind of box you have?”

Roma B “This game is called “Magic Belt,” my mother bought it for me, but I’m bored at home alone, playing it isn’t even a little interesting.”

Educator “Roma, let’s now try to play your game with a group of guys?”

Children examine the game, the teacher introduces the children to the rules of the game.

Educator “Let’s play with the “magic belt” using the “geometric shapes” set. We arrange the figures in the belt in any order. We conceive a figure (for example, a circle). The presenter, if desired, places a mark in the middle of the belt. Asking questions"

Roma B “Let's choose a driver, who wants to be the leader?”

The children start arguing, everyone wants to be the leader.

Angelina Me, “let’s choose a presenter again using a little counting rhyme?”

All the children agree and stand in a circle. Roma begins the counting rhyme.

The car was walking through a dark forest,

Out of some interest.

Inte, inte, interest

Come out with the letter s,

The letter c didn't fit.

The cross girl came out,

And behind the girl is beauty

A young guy came out.

Roma B “Anya B came out, so she will be the driver”

Sasha Yu “I won’t play your stupid game, play it yourself, I won’t”

Sasha leaves in tears because she was not chosen as the driver

Educator “Sasha should not be angry with the guys, we must follow the rules of the game”

Anya places the magic belt on the mat and lays out the geometric shapes in the belt, placing a mark in the middle of the belt. A mark in the form of a flower is glued to the back of the hidden figure. This is so that Anya does not deceive other children, so that the children know for sure that Anya wished for the same figure.

Roma B: -Is this figure located to the right of the mark? Anya B: - No

Angelina Me: - Is this a plane figure? Anya B: - Yes

Dima Ch: -Is this a small figure? Anya B: -No

Artem M: -Is this a big circle? Anya B – Yes Artem, you guessed right

Teacher: “And now Artem will be the driver, he will guess the type of transport and you will guess.”

Artem takes the magic belt and exchanges the figure cards for transport cards, the children already know the rules.

Roma B: - Is this ground transport? Artem - No

Anya B: - Is this air transport? Artem - Yes

Angelina Me: - Is this a helicopter? Artem –No

Dima Ch: -Is the screw located horizontally? Artem – I didn’t answer because I didn’t understand.

Artem M: - Dima, repeat your question in a different way, I can’t answer.

Dima Ch: - Is this an airplane? Artem - Yes Dima guessed right now Dima water

Roma B: -Nina. I didn't even know that the game could be so interesting

A didactic game, as an independent gaming activity, is based on awareness of this process. Independent play activity is carried out only if children show interest in the game, its rules and actions, if these rules have been learned by them.

The teacher should take care of complicating the games and expanding their variety. If children’s interest in the game wanes (and this applies more to board and printed games), it is necessary to come up with more complex rules with them.

Educator: “Guys, let’s complicate the rules of the game?”

Roma B “of course, let’s do it, otherwise I’m tired of playing the same game”

Educator “Guys, I suggest we play funny games” (newspaper message). We randomly arrange the pictures in the “belt”, you guys name any four numbers (from 1 to 10). For example, let’s come up with something.”

We agree:

First number (2) – Who,

Second number (5) - With whom,

Third number (6) - What we flew on,

Fourth number (8) – Which way.

Educator “Now guys, let’s look at the “magic belt”

(see Figure 3): Let's number the pockets, we get an amazing message in the newspaper:

“The watch with the sparrow on the wolf flew into the dump truck.”

All the children laugh and ask to play more. The teacher suggests coming up with another interesting game next time.

Analysis of viewing a didactic game

Amount of children 5 children

Name of the game "magic belt"»

Educator Cherepenina Nina Konstantinovna

Observation and analysis of preschooler’s active play

Protocol for observing the active play of children in the senior group

The name of the game is "Gardeners"

Game duration: 20 minutes

Progress of the game

The outdoor game is played in the afternoon during a walk.

The teacher calls the children.

Barker:

Who's coming to play?

Gather together people!

Come to me quickly

And invite your friends with you!

Then he invites the children to split into two teams. It turned out to be three teams of 6 people: 1 team “daisy” 2 team “buttercup” 3 team “dandelion”. All children participated . The teacher explains the rules.
Rules: start the game at the teacher’s signal; do not run if the previous player has not yet touched; arrange items neatly.

Children line up in 2-3 columns of 6 people behind a line on one side of the site. Those standing first in the columns hold in their hands 5 small circles cut out of cardboard or made of willow twigs. The second children have buckets with small cubes or pebbles in their hands, the third have buckets of sand, the fourth have watering cans, the fifth have empty buckets, the sixth have no equipment. At a distance of 5–6 m from the line behind which the children stand, another line is drawn. At the teacher’s signal, those standing in the column are the first to run to the second line, lay out circles behind it - as if making holes - at a distance of a step from one another. Then, quickly returning to the end of their column, they touch those standing second with their hands as they go. The second players run behind the line and place a cube or pebble in each circle (“plant potatoes”). Those standing third run and pour a handful of sand into each circle (“fertilize the plantings”). The fourth players run up with watering cans and make imitation movements, as if watering each planting. The fifth run with buckets, “harvest” (put cubes in buckets) and return to the end of the column. And finally, the latter quickly collect the mugs. The column that “plants vegetables” and “harvests” the fastest wins.

Older children acted faster than children 1 year younger.

During the game, the teacher encouraged the children, helped the younger ones, and gave advice.

Analysis of outdoor games

Amount of children 18 children took part in the game

Name of the game "gardeners"

Educator Cherepenina Nina Konstantinovna

Salybaeva Angela Ramazanovna,

teacher,

MBDOU TsRR d/s "Tanyusha"

Surgut district, Fedorovsky village

The leading activity of preschool children is play. A didactic game is a verbose, complex, pedagogical phenomenon: it is both a gaming method of teaching preschool children, and a form of teaching children, and With independent play activity, and a means of comprehensive education of the child.
Didactic games promote:
- development of cognitive and mental abilities: obtaining new knowledge, generalizing and consolidating it, expanding their existing ideas about objects and natural phenomena, plants, animals; development of memory, attention, observation; developing the ability to express one’s judgments and draw conclusions.
- development of children's speech: replenishment and activation of vocabulary.
- social and moral development of a preschool child: in such a game, knowledge of the relationships between children, adults, objects of living and inanimate nature occurs, in it the child shows a sensitive attitude towards peers, learns to be fair, to give in if necessary, learns to sympathize, etc.
The structure of the didactic game form basic and additional components. TO main components include: didactic task, game actions, game rules, result and didactic material. TO additional components: plot and role.
Conducting didactic games includes: 1. Familiarize children with the content of the game, use didactic material in it (showing objects, pictures, a short conversation, during which the children’s knowledge and ideas are clarified). 2.Explanation of the course and rules of the game, while strictly following these rules. 3. Showing game actions. 4. Defining the role of an adult in the game, his participation as a player, fan or referee (the teacher directs the actions of the players with advice, questions, reminders). 5. Summing up the game is a crucial moment in its management. Based on the results of the game, one can judge its effectiveness and whether it will be used by children in independent play activities. Analysis of the game allows us to identify individual abilities in the behavior and character of children. This means properly organizing individual work with them.

Education in the form of a didactic game is based on the child’s desire to enter an imaginary situation and act according to its laws, that is, it corresponds to the age characteristics of a preschooler.

Types of didactic games:

1. Games with objects (toys).

2. Printed board games.

3.Word games.

Didactic games – differ in educational content, cognitive activity of children, game actions and rules, organization and relationships of children, and the role of the teacher.

Games with objects - are based on the direct perception of children, correspond to the child’s desire to act with objects and thus get acquainted with them. IN In games with objects, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects, size, and color. When introducing children to nature in such games, I use natural materials (plant seeds, leaves, pebbles, various flowers, pine cones, twigs, vegetables, fruits, etc. - which arouses keen interest and an active desire in children to play. Examples of such games: “Don’t make a mistake”, “Describe this object”, “What is it?”, “What comes first, what comes next”, etc.
Board - printed games -This An interesting activity for children to get acquainted with the surrounding world, the world of animals and plants, phenomena of living and inanimate nature. They are varied in type: “lotto”, “dominoes”, paired pictures.” With the help of board and printed games, you can successfully develop speech skills, mathematical abilities, logic, attention, learn to model life patterns and make decisions, and develop self-control skills.

Word games is an effective method of nurturing independent thinking and speech development in children. They built on the words and actions of the players, children independently solve various mental problems: they describe objects, highlighting their characteristic features, guess them from the description, find similarities and differences between these objects and natural phenomena.

IN In the process of games, children clarify, consolidate, and expand their ideas about natural objects and its seasonal changes.

Didactic games - travel - are one of the effective ways to enhance the cognitive activity of children.

Didactic game in experimental activities - contributes to the formation of children's cognitive interest in the environment, develops basic mental processes, observation, and thinking.

The joint activities of parents and teachers - individual counseling of parents, information stands, moving folders, thematic exhibitions with the proposed material - gives a more effective result in working with children.
To develop children’s knowledge about the world around them, systematize them, and cultivate a humane attitude towards nature, I use the following didactic games:

Material used:

Games with objects
"What it is?"
Goal: to clarify children’s ideas about inanimate objects.
Material: natural - sand, stones, earth, water, snow.
Progress of the game. Children are offered pictures and, depending on what is drawn on it, they need to arrange the natural material accordingly and answer what is it? And what is it? (Big, heavy, light, small, dry, wet, loose). What can you do with it?
“Who eats what?”
Target. Strengthen children's ideas about animal food.
Progress of the game. Children take out from the bag: carrots, cabbage, raspberries, cones, grain, oats, etc. They name it and remember what animal eats this food.
"Children on a Branch"
Target . To consolidate children's knowledge about the leaves and fruits of trees and shrubs, to teach them to select them according to their belonging to the same plant.
Progress of the game. Children look at the leaves of trees and shrubs and name them. At the teacher’s suggestion: “Children, find your branches” - the children select the corresponding fruit for each leaf. This game can be played with dried leaves and fruits throughout the year. The children themselves can prepare the material for the game.
“Find what I’ll show you”
Didactic task. Find an item by similarity.
Equipment. Place identical sets of vegetables and fruits on two trays. Cover one (for the teacher) with a napkin.
Progress of the game. The teacher briefly shows one of the objects hidden under the napkin and removes it again, then asks the children: “Find the same one on another tray and remember what it’s called.” Children take turns completing the task until all the fruits and vegetables hidden under the napkin are named.
“What first - what then?”
Target. To consolidate children's knowledge about the development and growth of animals.
Progress of the game. Children are presented with objects: an egg, a chicken, a model of a chicken; kitten, cat; puppy, dog. Children need to place these items in the correct order.
Printed board games
"It is when?"
Target. Clarify children's ideas about seasonal phenomena in nature.
Progress of the game. Each of the children has object pictures depicting snowfall, rain, a sunny day, cloudy weather, hail is falling, the wind is blowing, icicles are hanging, etc. and story pictures with images of different seasons. Children need to correctly arrange the pictures they have.
"Magic Train"
Target. To consolidate and systematize children’s ideas about trees and shrubs.
Material. Two trains cut out of cardboard (each train has 4 cars with 5 windows); two sets of cards with pictures of plants.
Progress of the game: On the table in front of the children there is a “train” and cards with pictures of animals. Educator. In front of you is a train and passengers. They need to be placed in the carriages (in the first - bushes, in the second - flowers, etc.) so that one passenger is visible in each window. The first one to place the animals correctly in the carriages will be the winner.
Similarly, this game can be played to consolidate ideas about various groups of plants (forests, gardens, meadows, vegetable gardens).
"Four Pictures"
Target. Strengthen children's ideas about the surrounding nature, develop attention and observation.
Progress of the game. The game consists of 24 pictures depicting birds, butterflies, and animals. The presenter shuffles the cards and distributes them equally to the game participants (from 3 to 6 people). Each player must pick up 4 cards that are identical in content. The player who begins the game, having examined his cards, passes one of them to the person sitting on the left. If he needs a card, he keeps it for himself, and any unnecessary one also passes on to the neighbor on the left, etc. Having picked up the cards, each player places them face down in front of them. When all possible sets have been selected, the game ends. Participants in the game turn over the collected cards and lay them out four at a time so that everyone can see them. The one with the most correctly selected cards wins.
Word games
“When does this happen?”
Target. Clarify and deepen children's knowledge about the seasons.
Progress of the game.
The teacher reads alternately short texts in poetry or prose about the seasons, and the children guess.
“Find something to tell me about”
Didactic task. Find objects using the listed characteristics.
Equipment. Vegetables and fruits are laid out along the edge of the table so that the distinctive features of the objects are clearly visible to all children.
Progress of the game. The teacher describes in detail one of the objects lying on the table, that is, names the shape of vegetables and fruits, their color and taste. Then the teacher asks one of the children: “Show it on the table, and then name what I told you about.” If the child has completed the task, the teacher describes another object, and another child completes the task. The game continues until all children guess the item from the description.

“Guess who it is?”
Target. Strengthen children's understanding of the characteristic features of wild and domestic animals.
Progress of the game. The teacher describes the animal (its appearance, habits, habitat...) the children must guess who they are talking about.
“When does this happen?”
Target. Clarify children's ideas about seasonal phenomena.
Progress of the game. Children are offered leaves of different plants with different colors, cones, a herbarium of flowering plants, etc. depending on the time of year. Children need to name the time of year when there are such leaves, branches, flowers.
Outdoor games
“What do we take in the basket?”
Goal: to consolidate in children the knowledge of what crops are harvested in the field, in the garden, in the garden, in the forest.
Learn to distinguish fruits based on where they are grown.
To form an idea of ​​the role of people in conservation of nature.
Materials: Medallions with images of vegetables, fruits, cereals, melons, mushrooms, berries, as well as baskets.
Progress of the game. Some children have medallions depicting various gifts of nature. Others have medallions in the form of baskets.
Children - fruits, disperse around the room to cheerful music, with movements and facial expressions they depict a clumsy watermelon, tender strawberries, a mushroom hiding in the grass, etc.
Children - baskets must pick up fruits in both hands. Necessary condition: each child must bring fruits that grow in one place (vegetables from the garden, etc.). The one who fulfills this condition wins.
Tops - roots
Did. task: teach children to make a whole from parts.
Materials: two hoops, pictures of vegetables.
Game progress: option 1. Take two hoops: red, blue. Place them so that the hoops intersect. In the red hoop you need to put vegetables whose roots are used for food, and in the blue hoop you need to put those whose tops are used.
The child comes to the table, chooses a vegetable, shows it to the children and puts it in the right circle, explaining why he put the vegetable there. (in the area where the hoops intersect there should be vegetables whose tops and roots are used: onions, parsley, etc.
Option 2. On the table are the tops and roots of plants - vegetables. Children are divided into two groups: tops and roots. Children of the first group take the tops, the second - the roots. At the signal, everyone runs in all directions. On the signal “One, two, three – find your pair!”, you need
Ball game "Air, earth, water"
Did. task: to consolidate children's knowledge about natural objects. Develop auditory attention, thinking, and intelligence.
Materials: ball.
Progress of the game: Option 1. The teacher throws the ball to the child and names an object of nature, for example, “magpie.” The child must answer “air” and throw the ball back. To the word “dolphin” the child responds “water”, to the word “wolf” - “earth”, etc.
Option2. The teacher calls the word “air”; the child who catches the ball must name the bird. For the word “earth” - an animal that lives on the earth; for the word “water” - the inhabitant of rivers, seas, lakes and oceans.
Nature and man.
Did. task: to consolidate and systematize children’s knowledge about what is created by man and what nature gives to man.
Materials: ball.
Progress of the game: the teacher conducts a conversation with the children, during which he clarifies their knowledge that the objects around us are either made by human hands or exist in nature, and people use them; for example, forests, coal, oil, gas exist in nature, but houses and factories are created by humans.
"What is made by man"? asks the teacher and throws the ball.
“What is created by nature”? asks the teacher and throws the ball.
Children catch the ball and answer the question. Those who cannot remember miss their turn.
Choose what you need.
Did. task: to consolidate knowledge about nature. Develop thinking and cognitive activity.
Materials: subject pictures.
Progress of the game: object pictures are scattered on the table. The teacher names some property or sign, and the children must choose as many objects as possible that have this property.
For example: “green” - these can be pictures of a leaf, cucumber, cabbage, grasshopper. Or: “wet” - water, dew, cloud, fog, frost, etc.
Where are the snowflakes?
Did. task: to consolidate knowledge about the various states of water. Develop memory and cognitive activity.
Materials: cards depicting different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.
Game progress: option 1 . Children dance in a circle around cards laid out in a circle. The cards depict different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.
While moving in a circle, the following words are said:
So summer has come. The sun shone brighter.
It's getting hotter, where should we look for a snowflake?
With the last word everyone stops. Those in front of whom the required pictures are located must raise them and explain their choice. The movement continues with the words:
Finally, winter has come: Cold, blizzard, cold.
Go out for a walk. Where should we look for a snowflake?
The desired pictures are selected again and the choice is explained.
Option 2 . There are 4 hoops depicting the four seasons. Children must distribute their cards to the hoops, explaining their choice. Some cards may correspond to several seasons.
The conclusion is drawn from the answers to the questions:
- At what time of year can water in nature be in a solid state? (Winter, early spring, late autumn).
The birds have arrived.
Did. task: to clarify the idea of ​​​​birds.
Progress of the game: the teacher names only the birds, but if he suddenly makes a mistake, then the children must stomp or clap. For example. Birds arrived: pigeons, tits, flies and swifts.
Children stomp – What’s wrong? (flies)
- Who are these flies? (insects)
- Birds arrived: pigeons, tits, storks, crows, jackdaws, macaroni.
The children are stomping. - birds arrived: pigeons, martens...
The children are stomping. Game continues.
Birds have arrived: Tit pigeons,
Jackdaws and swifts, Lapwings, swifts,
Storks, cuckoos, even scops owls,
Swans, starlings. Well done to all of you.
Result: the teacher, together with the children, identifies migratory and wintering birds.
When does this happen?
Did. task: to teach children to distinguish the signs of the seasons. With the help of poetic words, show the beauty of different seasons, the diversity of seasonal phenomena and people's activities.
Materials: for each child, pictures with landscapes of spring, summer, autumn and winter.
Progress of the game: the teacher reads a poem, and the children show a picture depicting the season mentioned in the poem.
Spring. In the clearing, blades of grass appear near the path.
A stream runs from a hillock, and there is snow under the tree.
Summer. And light and wide
Our quiet river. Let's run to swim and splash with the fish...
Autumn. The grass in the meadows withers and turns yellow,
The winter crops are just turning green in the fields. A cloud covers the sky, the sun does not shine,
The wind is howling in the field, the rain is drizzling.
Winter. Under blue skies
Magnificent carpets, Glistening in the sun, the snow lies;
The transparent forest alone turns black, And the spruce turns green through the frost,
And the river glitters under the ice.
Did. task: to clarify children’s knowledge about the flowering time of individual plants (for example, daffodil, tulip - in spring); golden ball, asters - in autumn, etc.; teach them to classify on this basis, develop their memory and intelligence.
Materials: ball.
Progress of the game: children stand in a circle. The teacher or child throws the ball, naming the time of year when the plant grows: spring, summer, autumn. The child names the plant.
What is made of what?
Did. task: to teach children to identify the material from which an object is made.
Materials: wooden cube, aluminum bowl, glass jar, metal bell, key, etc.
Progress of the game: children take different objects out of the bag and name them, indicating what each object is made of.
Guess what.
Did. task: to develop children’s ability to solve riddles, to correlate a verbal image with the image in the picture; clarify children's knowledge about berries.
Materials: pictures for each child with images of berries. Book of riddles.

Progress of the game: on the table in front of each child there are pictures of the answer. The teacher makes a riddle, the children look for and pick up the answer picture.
Edible - inedible.
Did. task: to consolidate knowledge about edible and inedible mushrooms.
Materials: basket, object pictures with images of edible and inedible mushrooms.
Progress of the game: on the table in front of each child there are pictures of the answer. The teacher makes a riddle about mushrooms, the children look for and put a picture of the answer to an edible mushroom in baskets.
Place the planets correctly.
Did. task: to consolidate knowledge about the main planets.
Materials: belt with sewn rays - ribbons of different lengths (9 pieces). Caps with images of planets.
It's so hot on this planet
That it’s dangerous to be there, friends.

What is our hottest planet, and where is it located? (Mercury because it is closest to the sun).
And this planet was shackled by a terrible cold,
The sun's rays did not reach her with warmth.
-What kind of planet is this? (Pluto because it is farthest from the sun and the smallest of all the planets).
A child in a Pluto cap takes hold of the longest ribbon No. 9.
And this planet is dear to us all.
The planet gave us life... (all: Earth)
-In what orbit does planet Earth rotate? Where is our planet from the sun? (On the 3rd).
A child in an “Earth” cap takes hold of ribbon No. 3.
Two planets are close to planet Earth.
My friend, name them quickly. (Venus and Mars).
Children wearing “Venus” and “Mars” hats occupy the 2nd and 4th orbits, respectively.
And this planet is proud of itself
Because it is considered the largest.
-What kind of planet is this? What orbit is it in? (Jupiter, orbit No. 5).
The child in the Jupiter cap takes place No. 5.
The planet is surrounded by rings
And this made her different from everyone else. (Saturn)
Child - Saturn occupies orbit No. 6.
What kind of green planets are they? (Uranus)
A child wearing a matching Neptune cap occupies orbit #8.
All the children took their places and began to revolve around the “Sun”.
The round dance of the planets is spinning. Each has its own size and color.
For each, the path is defined. But only on Earth is the world inhabited by life.
Useful - not useful.
Did. task: to consolidate the concepts of healthy and harmful products.
Materials: cards with images of products.
How to play: Place what is useful on one table, and what is not useful on the other.
Healthy: rolled oats, kefir, onions, carrots, apples, cabbage, sunflower oil, pears, etc.
Unhealthy: chips, fatty meats, chocolates, cakes, Fanta, etc.

Used Books:

A.I. Sorokina “Didactic game in kindergarten”.

A.K. Bondarenko "Didactic games in kindergarten."

“Certificate of publication in the media” Series A No. 0002253, barcode (receipt No.) 62502669050070 Date of dispatch December 12, 2013

We invite preschool teachers of the Tyumen region, Yamal-Nenets Autonomous Okrug and Khanty-Mansi Autonomous Okrug-Yugra to publish their teaching material:
- Pedagogical experience, original programs, teaching aids, presentations for classes, electronic games;
- Personally developed notes and scenarios of educational activities, projects, master classes (including videos), forms of work with families and teachers.

Why is it profitable to publish with us?

a) appropriate for the age of the children;

b) compliance with the didactic task;

c) compliance with methodological requirements.

Method of playing the game:

a) organizing children to play (receiving interest, placing children);

b) the role of the educator;

c) management techniques;

d) use of a learning algorithm;

Scheme of analysis of a physical education lesson

Hygienic conditions for conducting classes.

Correlation of tasks and content of the lesson with the age and physical capabilities of children.

Correspondence between the ways of organizing children and the stages of mastering movements.

Quality of children's motor skills.

Techniques for an individual approach to children when teaching them movements.

Physical activity in the classroom: indicators of the child’s body’s response to the load. Techniques for regulating physical activity.

Activation of children's mental activity during the lesson.

Emotional state of children.

General and motor density of the lesson.

Terminology and quality of teaching exercises by the teacher.

APPENDIX 3

Scheme for analyzing classes to introduce children to nature

Age group.

Organization of the lesson:

a) switching children from play to activity;

b) organizing children in class;

c) equipment: quantity and quality of natural objects, visual materials, their placement, use of TSO, items for caring for plants and animals.

Preliminary work with children, its influence on the mastery of the lesson topic.

Program content:

a) compliance with the objectives of environmental education of children of this age group;

b) accuracy of educational, developmental and educational tasks, connection with everyday work, other methods;

c) the relationship between new and familiar material;

d) cognitive and emotional load.

Methods and techniques of work, their correspondence to the age of the children, the topic of the lesson, and the conditions of the lesson. The appropriateness of the relationship between the materials used.

Start of the lesson:

a) attracting the attention of children;

b) setting a cognitive task for children and ways to solve it.

Progress of the lesson:

a) the role of the teacher (explanation, formulation of questions, nature of assistance to children);

b) a technique for activating attention, memory, and thinking;

c) independent activity of children, taking into account the individual characteristics of their development.

End of class:

Summing up form;

Involving children in generalizations and conclusions;

Tasks for consolidating the material.

Analysis of children's behavior during classes (interest, activity, independence, mastery of practical skills, degree of speech relations, ability to observe, compare); level of knowledge of natural history.

Total duration of the lesson.

Results and proposals.

APPENDIX 4

Scheme of analysis of visual arts classes

Purpose of the lesson:

Development of visual sensitivity, associative-figurative thinking, perception.

Work on the expressiveness of the artistic image;

Training in technical skills;

Development of perception of works of art.

Form, type, type of lesson:

Form - individual;

Frontal;

Joint;

View - lesson-tasks, lesson-exercise, lesson-graphic stories, etc.

Subject, subject, decorative;

Type - by condition;

According to the sample;

By my own design.

Material (objects; visual and illustrative)

Adequacy of the methodology and form of training for the stated goal.

The effectiveness of the techniques used in the lesson, their focus:

To create interest in the topic;

To complete the task;

For each student to fully understand the means and methods of action;

With the goal of creating quality and expressive work;

To stimulate an independent method of action;

For individual assistance, if necessary;

To stimulate independent activity.

Emotional state, mood of children during and after classes.

Qualitative indicator of the effectiveness of the lesson (evaluation of children's work).

Level of self-service skills and self-organization of one’s activities during classes.

APPENDIX 5

Scheme of analysis of classes using the methodology of music education

The program content of the lesson, according to the tasks and content of the lessons in a given age group and the level of development of children; functional content; emotional and aesthetic uplift; educational impact; modern sound.

Organization of classes: hygienic conditions; aesthetic design of the music hall; culture of children's behavior; preparation and quality of visual aids, use of TSO, attributes.

Structure of classes: type, form of delivery, logic and duration of structural parts. The duration of the lesson, the focus on the emotional provision and interest of children.

Training and development techniques:

Define:

a) methodological techniques specific to a given direction, used by the music director in different structural parts of the lesson. Their validity, effectiveness;

b) interaction between the music director and the teacher in different structural parts of the lesson in order to jointly solve the assigned tasks;

The manner in which the music director conducts a lesson: tone of speech, emotionality, expressiveness, accessibility of explanation, professionalism of performance, interaction with the teacher, aesthetic taste in the selection of musical repertoire, the ability to see all children, individualization of education.

General assessment of the lesson: preparedness, importance in the training and development of children’s musicality, wishes for improving the work of the music director.

APPENDIX 6

Scheme of analysis of a lesson on speech development (vocabulary work)

Type of activity (excursion, observation, viewing).

Correct choice of lesson topic. Correspondence of program tasks to the topic of the lesson.

The sequence of implementation of program content during the lesson.

Organizational expressiveness of the lesson (logical harmony of each part and completeness as a whole).

The teacher’s choice of rational teaching methods and techniques that ensure children better assimilate new material.

The duration and quality of the organizational part of the lesson (the presence of various techniques that contributed to the emergence of interest in the content of the lesson: conversation based on the personal experience of children, artistic expression, visuals, games, etc.). What conclusion can be drawn based on this part of the lesson about the interest of children, about the solution of educational tasks in this part?

Did the children understand the purpose of the lesson (the teacher’s explanation of how to achieve this goal)?

Teaching a purposeful observation process (teaching children systematic observation, the sequence of transition from the analysis of one side of an object to the other, from the general to the specific; and vice versa, activating different analyzers in the process of observation).

The teacher’s speech, his role in the lesson.

The presence of techniques that activate the thinking and speech of children (methods of examining an object, a sample of a new word, an explanation of a new word, repetition of new words by children, the teacher during the lesson, lexical exercises, problematic speech situations, etc.)

Children’s ability to express their judgments about an object (object), identify the main features, compare an object with another object, use new words, expressions, etc. in their judgments.

The use of generalizing concepts in children's speech.

The purpose of the final part of the lesson.

Methodological techniques aimed at consolidation (games, artistic expression, questions, etc.).

Solving other problems for the development of children's speech (grammar, coherent speech, education of sound culture of speech).

Draw a conclusion about the level of development of vocabulary work of children of this age.