Didactic games for children: development of speech, sensory, physical development. Do-it-yourself card index with goals. Card index of didactic games "preparatory group" Didactic games 5 6
Didactic games for speech development of children 5 - 6 years old
A distinctive feature of children is that they perceive any information better in games, since the gaming component increases interest in the process, enhances attention and concentration, and repeated repetitions allow even the most absent-minded children to absorb knowledge. The competitive moment is very important for born leaders. During the game, a child’s character, peculiarities of imagination and thinking, activity, emotionality, level of social adaptation and a progressive need for contact and communication are revealed.
Didactic games for speech development - a special form of education for children preschool age, allowing you to enrich, improve, activate and consolidate lexicon in the process of play activity is one of the most important means of harmonious formation and education of a child’s personality.
Depending on the material used, didactic games for speech development are of the following types:
- Games with objects - toys, improvised and natural materials;
- Board games using printed materials;
- Word games.
The development of speech through didactic games occurs due to the replenishment of vocabulary, learning in game form skills in using words (activating vocabulary), improving communication skills. During the period of preschool preparation, the child needs to master a vocabulary that allows him to communicate without problems with peers and adults, to successfully receive school knowledge, understand the material presented (content literary works, wording mathematical problems etc.). Therefore, the main task of preschool education is the maximum development of speech, through didactic games which occurs more efficiently and with better quality.
Didactic games for speech development successfully solve the following problems in preschool education of children:
- Provide quantitative accumulation of vocabulary necessary for full communication;
- Helps in understanding the meanings of words and their correct use with other words;
- Allows you to master the general meanings of words based on identifying common characteristic features of objects, actions or phenomena;
- Improve figurative thinking and its expression by verbal description, thanks to the use of special speech constructions;
- As cognitive abilities develop, didactic games for speech development help expand the objective conceptual content of words;
- Some games with ethical tasks, along with improving vocabulary, teach the inclinations of social ethics and morality;
- Stimulate the imagination, activating and enriching the preschooler’s vocabulary in an entertaining playful way;
- Develop logical and imaginative thinking necessary to solve assigned game problems;
- They not only help expand your vocabulary, but also actively introduce new words into everyday communication.
The vocabulary of a preschooler is significantly inferior in volume to the vocabulary of an adult. The main task of speech development through didactic games is to quantitatively enrich the child’s vocabulary by increasing the volume of accumulated knowledge about the world around him, to activate and teach him to use it competently.
Senior preschool age is a period when children, with the help of didactic games, actively acquire spoken language, mastering vocabulary, phonetics, and grammar. The vocabulary expands, based on in-depth knowledge of the surrounding world. The main task of didactic games for the development of speech at this age, along with further replenishment of the vocabulary, is to teach the child dialogic and monologue speech. In a playful way, special communicative situations should be created in which the child must maintain a conversation, starting and conducting a dialogue. There are game moments in which the adult and the child change places and the child asks questions. During the period of preschool preparation, it is important to teach the child narrative speech, the ability to compose and pronounce monologues - for this, in the form of a game, you can offer to describe specific situations, such as a long journey, a visit to the zoo, a fairytale journey, with a detailed description of the details (objects, properties, qualities, actions and etc.).
Didactic games for speech development contribute to the realization of the characteristic age-related opportunities for the harmonious mental development of preschoolers, preparing them step by step for school life.
Name of the game. Target.
“What grows where?” To update and supplement children’s knowledge about vegetables and fruits, the places where they grow, to activate relevant concepts in speech, to teach them to correctly use prepositions when talking about where vegetables and fruits grow (“in the garden”, “in the garden”).
"Pick a Pair" Teach children to select cards with images of the same fruits, activate the corresponding concepts in children’s speech.
“Call it in one word” Strengthen the use of general words in children’s speech: “vegetables,” “fruits,” “berries,” “flowers.”
"Zoological Lotto" Clarify the names of animals and their young, teach children to correctly pronounce the corresponding words in various forms and phrases.
"Shop" Updating and systematizing children's knowledge about the materials from which various objects are made, activating the vocabulary, and developing thinking.
"Yesterday Today Tomorrow" To form temporary ideas in children, to teach them to understand the words “yesterday”, “today”, “tomorrow”.
“Which branch is the baby from?” Activate the names of trees in speech, develop children's visual perception and memory.
“What to whom?” Teach children to distinguish and name professions and relate them to objects.
“Who will pack their things faster?” Exercise children in differentiating the sounds “s” - “sh”, develop auditory perception.
“What sky?” Teach children to write a description of it, answering the teacher’s questions, and select relative adjectives.
"Guess what's changed" To develop attention, visual perception, speech, and develop in children the ability to talk about changes that have occurred, indicating the various characteristics of toys and their relative positions.
"Paired pictures" Organizing the use of children’s ability to find similarities and differences between objects, explain their essence, put them into pairs, and highlight the principle of grouping to solve a game problem.
“How does he “say”...?” Teach children to regulate the strength and volume of their voice, clearly pronounce individual sounds, and try to imitate the voice of a given animal as accurately as possible.
"Recognize the tree" Teach children to recognize trees by leaves, describe the leaves, indicating their shape and color. Activate in speech the names of trees, concepts associated with their structure (trunk, branches, leaves, roots).
“Who is taller?” Activation in children’s speech of the concepts “above”, “below”, “above”, below”, the formation of the ability to correlate the location of objects, develop observation and attention.
“Who hears what?” Exercise children in distinguishing sounds made by different objects, teach them to select words to designate them, teach them to use assumption constructions in speech (“I think that...”, “It could be...”).
“Call it in one word” Teach children to select generalizing words for the proposed groups of words, explain the principle of choosing a single category.
"Cloth" Teach children to use generalizing concepts in speech, characterize items of clothing and their parts, compare items of clothing according to various parameters (purpose, appearance, accessory).
"Who has whom" To reinforce in children the correct use in speech of the names of baby animals in the plural genitive case.
“When does this happen?” To update children’s knowledge about the parts of the day, about the activities of people at different times of the day, to teach them to answer the teacher’s questions in detail.
“What’s extra?” Teach children to choose among objects those that cannot be included in given groups, to answer questions, explaining their choice.
"Sort out the pictures" Teach children to group pictures according to the purpose of the objects depicted on them, to use generalizing concepts in speech (clothes, shoes, etc.).
"Repeat like me" Teach children to repeat words after the teacher, changing the tempo and volume, develop children's auditory attention, teach them to clearly pronounce polysyllabic words loudly and in a whisper, distinguish words that sound similar, and place emphasis correctly.
"Guess and name" Pin correct pronunciation children of certain sounds in words, teach children to isolate words with a given sound from a group of words, from the speech stream (to develop phonemic hearing), teach them to name only those objects drawn in pictures and those animals whose names contain the sound “z”.
"Sort out the dishes" Teach children to combine objects into groups: kitchen, dining, tea utensils, and consolidate knowledge about their purpose.
"What's in the bag?" Reinforce children’s correct pronunciation of the sound “ts” in words, teach them to highlight words with this sound, and select only objects whose names contain the sound “ts”.
“Where is what?” Learn to characterize the relative position of objects using prepositions in speech (“in”, “on”, “under”, “for”, etc.), form phrases using nouns correctly.
"Our clothes" Invite children to look at the clothes that children and adults now wear, explain their purpose, remember the names of the parts, name the color and material from which they are made.
"Let's pick up toys" To reinforce children’s correct pronunciation of the sound “zh” in words, to teach them to identify words with a given sound from a group of words, from the speech stream (to develop phonemic hearing).
“Whose children?” To consolidate children's knowledge about domestic animals, their cubs, animal voices, and practice correct onomatopoeia.
“Parsley, guess what kind of toy I have” Teach children to describe an object without naming it, thus creating riddles-descriptions, develop dialogical speech, teach them to ask and answer questions, teach them to listen to the sound of words,
“Does this happen or not?” To form the ability to convey in speech the identified inconsistency in judgments, to develop logical thinking.
"Lotto" Systematize children’s knowledge about transport, school, pets, family; activate children's speech, practice correct naming of objects, teach them to use appropriate generalizing words.
“When does this happen?” To consolidate children's knowledge about the seasons and their characteristic features; develop coherent speech, attention, resourcefulness, endurance.
"Say the word" Teach children to continue a sentence, guided by the meaning of the initial phrase, to develop figurative speech and attention.
"It was - it will be" Teach children to correctly construct constructions of the past, present and future tenses, change the form of verbs in accordance with the task.
“What kind of bird?” Teach children to describe birds according to plan, make simple riddles, and recognize familiar birds by description.
“Who needs what for work?” To update and supplement children’s ideas about tools, tools used by people in everyday life, necessary for representatives of various professions, to teach children to name them correctly.
"Who's doing what" Replenish children's vocabulary, teach them to name actions in words, and compose riddles, which are based on a list of actions characteristic of the riddled object.
“Why is it necessary?” Exercise children in correctly pronouncing the sound “h” in various words, teach them to identify words with a given sound from a group of words, from a speech stream (to develop phonemic hearing).
“Who lives in the house?” Use children's knowledge about animals and their homes to solve a game problem, develop the ability to pronounce sounds correctly. “Be careful!” Exercise children in pronouncing the sound “sh” in words, teach them to isolate words with a given sound from a group of words, from the speech stream (to develop phonemic hearing).
"Guess which flower" Teach children to guess riddles about plants, focusing on descriptions characteristic features flower, justify your answer, find the answer among indoor plants or in drawings.
"Find your friend" Teach children to recognize who the teacher has guessed from the description of clothes, teach them to write a description on their own.
“What animals do we know?” To reinforce children’s correct pronunciation of the sounds “l”, “l” in words, to teach them to identify words with a given sound from a group of words, from the speech stream (to develop phonemic hearing).
"It was, it will be" Discuss with children the meaning of the words “today”, “yesterday”, “tomorrow”, teach them to correctly use these concepts in speech, choose the right word, finishing various phrases of the teacher.
"Choose the right word" To reinforce children’s correct pronunciation of the sounds “r” and “ry” in words, to teach them to identify words with a given sound from a group of words, from the speech stream (to develop phonemic hearing).
"Find out by description" Teach children to compose a descriptive story about birds according to the plan proposed by the teacher, teach them to solve descriptive riddles
"Say it the other way around" Teach children to select antonym words, act as players, drivers and organizers of the game. Develop verbal imagination.
“Choose similar words” Develop children's auditory perception, teach them to select and distinguish words that sound similar.
"Come up with a proposal" To develop in children the ability to construct a common sentence, to come up with a sentence with a given word, to develop children’s coherent speech.
"Edible - inedible" Exercise children in classifying objects according to a given criterion, develop logical thinking, teach children to give reasons for their answers.
"Call me kindly" Teach children to select nouns with diminutive affectionate suffixes for the proposed words (topic “Winter clothes”), explain who may own the items of clothing called the driver, and who may own the items called by the players.
"What season?" Teach children to correlate descriptions of nature in poetry or prose with a certain time of year, compare and analyze elements of the description.
"Guess by the description" Teach children to solve and write riddles-descriptions according to the plan various types transport, cars.
“What then?” To consolidate children's knowledge about the parts of the day, about the activities of children at different times of the day.
"Who are we?" Teach children to describe the appearance of their comrades, compose and solve descriptive riddles, and activate in children’s speech concepts associated with the names of objects and elements of clothing.
"Make no mistake" Teach children to distinguish objects by the material from which they are made, to identify and correctly name such properties as: hard, soft, rough, flexible, hard, etc.
"Think and Say" Learn to select definition words for nouns, describe states of nature, objects.
“Which word is missing?” To arouse children’s interest in the word, to clarify the concept of “word”. Teach children to highlight individual words in sentences, show the importance of maintaining a certain sequence of words in statements.
"Wonderful bag" To develop tactile sensations in children, to develop the ability to analyze them, to identify an object by touch. Activate in children’s speech concepts related to the characteristics of objects, teach them to use assumption constructions.
"Tell me like me" Increase children's speech activity, encourage them to select synonyms for given words, teach them to listen carefully, avoiding repetition. Teach children to summarize the game.
"What is he doing?" Invite children to describe the work of a janitor, teach them to select verbs in accordance with the actions performed, and activate in children’s speech concepts associated with characterizing the significance of the work of a janitor.
"Tell me a story" Teach children to arrange pictures with characters from a familiar fairy tale in the order in which they appear in the text, accompanying their actions with a retelling. Develop coherent speech, memory, attention.
“What does it look like?” Teach children to listen attentively to the sound of words, choose words that sound similar and similar, and highlight specific sounds in words. Introduce children to the concept of “sound”.
“When does this happen?” Clarify and deepen children’s knowledge about the seasons, teach them to give a detailed answer, and give reasons for their opinions
“Who needs what?” Consolidating children's knowledge about the methods of nutrition and diet of wild and domestic animals, activating relevant concepts and speech structures in speech.
"Repeat after me" Teach children to repeat words, correctly reproducing tempo, volume, sound, stress, develop hearing and attention.
"Highlight the word" To reinforce children’s correct pronunciation of certain farts in words, to teach them to isolate words with a given sound from the speech stream, and to develop phonemic hearing.
"Pick a Pair" Teach children to compare and group objects by color, activate in children’s speech the names of colors and shades familiar to them
“Where is what?” Teach children to form phrases that characterize the position of various objects in space, teach them to correctly use prepositions in speech.
"Say it differently" Forming in children the ability to select, based on drawings, epithets and synonyms for various words, enriching children’s vocabulary.
"Our names" To reinforce children’s correct pronunciation of certain sounds in words, to teach them to identify words with a given sound from a group of words, from a speech stream, to develop phonemic awareness, and to practice pronouncing the sound “Ш”.
"Choose items" To reinforce children’s correct pronunciation of the sound “ch” in words, to teach them to identify words with a given sound from a group of words, from the speech stream, and to develop phonemic hearing.
"Name it correctly" Exercise children in naming baby animals in the singular and plural (bare - hares, fox - fox cubs).
"Who can pack their things faster" Exercise children in differentiating the sounds “b” - “p”, teach them to isolate these sounds in words.
"Guess by the description" Teach children to compose short descriptive stories about natural objects, develop attention, coherent speech, and find similarities and differences.
“Where can I buy this?” Teach children to use their knowledge about products sold in various stores to solve a game problem, teach them to correctly use the names of various stores and products in speech.
"Who's doing what?" Teach children to select verbs that characterize the actions of a cat or dog based on plot pictures, and expand their vocabulary.
"Add a word" Exercise children in the use of adjectives in comparative and superlatives, learn to form phrases with such adjectives.
“What is the bunny doing?” Teach children to characterize actions and movements, to describe them in words. Expand your vocabulary.
“Who hears what?” Develop auditory perception, attention, logical thinking, strong-willed qualities. Activate children's vocabulary.
"A lot is a little" Exercise in education plural nouns ending in -i. (1st var. Igor goes to kindergarten and loves him very much because his friends are here. And also because there is a lot of everything here. At home he has one chair, and here there are chairs, etc. 2 var. 2 var. There is not a cow in the barnyard, but... etc.)
"Who is this? Whose is this?" Practice forming adjectives from nouns. (The teacher shows pictures depicting a fox, a wolf, a squirrel, a mouse, a pig, a rooster. He asks: “Who is this?” The children answer with the full answer: “This is a fox.” Etc. Then - other pictures with tails. Asks name whose tails these are. Children answer: “It’s a fox’s tail,” etc.)
"Hide and Seek" Practice using spatial prepositions. (Children close their eyes. The teacher places pictures with animals in different places in the group. Children find them and say who was hiding and where. Spatial prepositions are used in the answers (in, on, behind, under). Children collect pictures. The teacher asks to answer the question : who and where got down and got out? The answers use prepositions with (with), because of, from under.)
“Pick it right” Practice using the pronouns he, she, it, they. (About whom or what you can say: he, she, they, it. At the beginning of the game, the teacher gives an example: teacher - she, children - they, chair - he, window - it, etc.)
“Motor speech game “BEAR AND HARE” R work on the expressiveness of speech (timbre, tempo). (V. The bear has a big house. D. (low) Oh! Oh! Oh! Oh! (shows a big house with their hands). V. And the bunny has a small one.
D. (high) Oh! Oh! Oh! Oh! (They show a small house with their hands) V. Our bear went home. D. (slowly, sedately, drawn out) Oh! Oh! Oh! Oh! (Imitate the waddling movements of a bear). V. Yes, and the bunny is home. D. (quickly and briefly). Oh! Oh! Oh! Oh! (imitate the movements of a jumping hare).)
"Make a proposal" Learn to form sentences from individual words.
(1st var. The teacher invites the children to make up sentences, taking as a basis the words puddle, cat. Or another set of words. 2nd var. The teacher invites the children to make up sentences, noting how many words are in it on a long strip of paper indicating the sentence. 3rd var. The teacher says sentences, children determine the number of words in them. Var 4. The teacher offers the children a card with the number of words in the sentence already indicated, the children make up a sentence with the indicated number of words.)
"Who's doing what?" Teach children to select action verbs for the given nouns. (The teacher shows the children different pictures - the children select action verbs for them. The fly - flew, buzzed, bothered...)
"Housewarming" Learn to compose sentences with the prepositions on, over. Develop visual memory. (1st Var. The inhabitants of the forest have a big holiday today - housewarming. They built a big house. Today new residents are moving in. Let's help the new residents. “The frog will live on the third floor in the apartment on the right” “The hare lives above the kid” “A hare lives above the kid and squirrel and a sparrow", etc. 2 var. "Gifts for housewarmings" Let's, guys, choose gifts for our housewarmings (can be for a certain sound). The teacher displays pictures depicting different objects: scissors, telephone, pan, sofa, vase, machine, threads, noodles, umbrella, lock. Children choose an object and give it to the new resident. “I will give a ball to the mouse who lives on the third floor in the apartment on the left.” 3rd option. The teacher turns the pictures over, face down. Asks the children the question “Who lives on first floor?" or "Who lives on the second floor on the left?" Answer: "A little bunny lives on the second floor on the left." 4var. The teacher hides pictures with gifts under pictures with animals. "What did we give the mouse?" etc.)
"Shop" I want to practice changing verbs by numbers, genders, and tenses. (The teacher offers to play the role of buyers and answer the questions: what would you like to buy? What do you want to buy? Children answer individually and in pairs. I would like to buy... I would like to buy... We would like to buy... I want to buy... We want buy…)
"What what" Exercise children in correctly agreeing nouns with adjectives. (1st var. The artist depicted everything in white. Name the objects to which the word white, white, white is suitable. What can be hot, cold, February, coffee, etc. 2nd var. “What kind of snow?” “Cold, crumbly, sticky and etc.")
"Who's doing what?" Practice selecting verbs for nouns. (Apple - grows, ripens, hangs, falls, lies, etc. Girl - walks, sits, bathes, eats, laughs, etc. Ball - jumps, jumps, rolls, lies, etc.)
"Choose your words correctly" Exercise children in selecting possessive pronouns my, mine, mine, mine. (The teacher invites the children to match the words shown in the pictures with the words mine, mine, mine, mine.)
"Change the Word" Exercise children in the ability to change words according to a model. (Today a wolf came to visit us. He missed the last lesson at the forest school. All the animals have learned to change words, but the wolf doesn’t know how to do this. Shall we show him? Example of a teacher: parrots - a parrot. Then the teacher says the word, and the children change it. Trams - tram Loaves - loaf, etc.)
« Who lives where? Practice composing sentences with the preposition V. (Do you know where the raven lives? “The raven lives in the nest” Where does the wolf live? - The wolf lives in a hole. Etc.)
"Make a proposal" Practice making sentences from given words. (The teacher invites the children to make a sentence from pictures that fell and mixed everything up. Eagle owl, sleep, day. - Eagle owl sleeps during the day. How many words are in the sentence? What is the first word, second, third? Etc.)
"It was - it became" Expand children's vocabulary with words - antonyms. (When Tom and Tim were little, their parents planted a poplar in the yard. The boys loved this tree very much. They grew. And so did the poplar. Tim and Tom often remembered what the poplar was like, and were proud, looking at it, what it had become. I I will talk about the poplar when it was a seedling. And you choose the opposite word and tell me what it has become now. The poplar was thin, became... thick. Was low, became... tall. Was young, became... old. There were few branches , became... a lot. The branches were short, became... long. The bark was smooth, became... rough. The leaves were small, became... large. They were wet, became... dry. Etc.)
"Teremok" Practice agreeing nouns with numerals, using nouns in the genitive plural.
(The teacher suggests recalling the fairy tale “Teremok”, naming the main characters and the sequence of animals populating the tower. When the mouse lived alone in the tower, she had one chair, one blanket, one bed, one pillow, one plate, one mug, etc. . A frog came to the mouse. And in the little house there were two of everything. List. Children list the same names of objects with the numeral “two”. Etc. When the bear crushed the little house, there was nothing left. What was missing? There were no tables , chairs, blankets, beds, etc.)
"Who's going to whom?" Practice composing sentences with the preposition K. (Imagine that baby animals were lost in the forest. When they met, who ran to whom? The wolf cub ran to the wolf. Etc.)
"Feeder" Teach compilation complex sentences. (The teacher hangs out the feeder. Birds flew to our feeder. Name them. They saw in the feeder a variety of food for every taste: buckwheat, bread crumbs, rolled oats, berries, seeds, sausage. The pigeon chose - ... (rolled oats). The jackdaw thought for a long time and chose - ... (buckwheat). The sparrow happily began to peck ripe - ... (seeds). The titmouse busied itself with - ... (sausage). And the magpie got - ... (bread crumbs). The children remember what the birds chose for themselves, and based on the teacher’s model, they make sentences: “The bullfinch pecks at the berries because they are ripe.” Suggested sentences: The dove pecks at the rolled oats because they are healthy. The jackdaw pecks at the buckwheat because it is tasty. The sparrow pecks at the sunflower seeds because they are appetizing. The titmouse pecks at the sausage because it is fresh. The magpie pecks at the crumbs because they are soft. Etc.)
"Big small" Exercise in word formation. (The teacher reads a poem. Next, a game exercise is performed: I will name a large object, And you name a smaller object. In my words, the sound “C” is silent, But in yours it clearly sounds like this. Tree-tree; Dish-saucer; Knee- knee; Swamp-swamp; Mirror-mirror; Oil-butter; Business-business; Body-little body.)
"Hide and Seek" practice the correct use of prepositions - under, from under. (The teacher shows how a bumblebee, a frog, a mouse and a cat played hide and seek. Three out of four toys are placed under various objects. One toy is a driver (for example, a bumblebee). Where did the cat hide? (The cat hid under the table). Etc. . The bumblebee found his friends. Where did the cat come from? (The cat came out from under the table). Etc.)
"Finish the sentence" practice selecting verbs with the sound “zh”. (They cut bread with a knife... (cut). Horses loudly... (neigh). A spring stream merrily... (murmurs). The unfortunate man must... (have pity). Near the blue sea, an old man and an old woman... (lived). He took the object in its place... ( put the pies in the frying pan (mom... (fries). Children can quickly... (run) along the path.
“Complete the sentence with one sound, one syllable” Teach children to end a word with one sound or one syllable. (To find the way home, Mashenka began to throw the objects that she had. If you finish the words with the sound “ch”, you will find out what objects they were. Key...ch, kala...ch, hoop...ch, ball...ch. And the road was long, and Masha began to throw the objects that she still had left. If you finish the word with one syllable - check, you will find out with what objects Masha marked the road. Plato... check, apron... check, nose... check, sign... check, hook ...check, belt...check.)
"Change the Word" Train children in the ability to change words using the suffix -ish. (Puppy Puppy loves to play with words. If we say a word correctly, the Puppy will be silent; if we make a mistake, he will bark loudly. The teacher displays three pictures: pliers, a brush, a coat. I am looking for pliers, dragging a brush, cleaning a coat. You are looking... He is looking ... We are looking... You are looking... They are looking... A year has passed The puppy has grown and become a big dog. Previously, he had a small head, but now not a head, but heads, not paws, but ..... (paws), not eyes, but ... , not teeth, but..., not nose, but..., not mustache, but..., not claws, but..., not tail, but..)
"Swallows and People" Exercise children in forming the genitive plural of nouns. (Swallows fly high and watch people very carefully, they are surprised how we are not like them. Swallows have feathers, but people don’t have ... feathers. Swallows have wings, but people don’t have ... wings. Swallows have paws , and people don’t have .... legs. Swallows have beaks, but people don’t have .... beaks. Swallows have tails, but people don’t have .... tails. Swallows have chicks, but people don’t have .... chicks. Swallows have there are nests, but people don’t have... nests.)
"WORDS" Practice children in replacing sounds in words. (Let's replace the sound “l” with the sound “r” and see what happens. Varnish - ... cancer, needle - ... game, rolls - ... burki, sorry - hot)
"Pick up a toy"
Target:practice counting objects by the named number and memorizing it; learn to find an equal number of toys.
Content.V. explains to the children that they will learn to count out as many toys as he says. He calls the children one by one and gives them the task of bringing a certain number of toys and placing them on one table or another. Other children are instructed to check whether the task has been completed correctly, and to do this, count the toys, for example: “Seryozha, bring 3 pyramids and put them on this table. Vitya, check how many pyramids Seryozha brought.” As a result, there are 2 toys on one table, 3 on the second, 4 on the third, and 5 on the fourth. Then the children are asked to count out a certain number of toys and place them on the table where there are the same number of such toys, so that it can be seen that there are equal numbers of them. After completing the task, the child tells what he did. Another child checks whether the task was completed correctly.
"Pick up a figure »
Target:consolidate the ability to distinguish geometric shapes: rectangle, triangle, square, circle, oval.
Material:Each child has cards on which a rectangle, square and triangle are drawn, the color and shape vary.
Content. First, V. suggests tracing the figures drawn on the cards with your finger. Then he presents a table on which the same figures are drawn, but of a different color and size than the children’s, and, pointing to one of the figures, says: “I have a big yellow triangle, what about you?” Etc. Calls 2-3 children, asks them to name the color and size (large, small of their figure of this type). “I have a small blue square.”
"Name and Count"
Target:teach children to count sounds by calling the final number.
Content.It is better to start the lesson by counting toys, calling 2-3 children to the table, then say that the children are good at counting toys and things, and today they will learn to count sounds.IN.invites the children to count, using their hand, how many times he hits the table. He shows how to swing the right hand, standing on the elbow, in time with the blows. The blows are made quietly and not too often so that the children have time to count them. At first, no more than 1-3 sounds are produced, and only when the children stop making mistakes does the number of beats increase. Next, you are asked to play the specified number of sounds. The teacher calls the children to the table one by one and invites them to hit the hammer or stick against a stick 2-5 times. In conclusion, all children are asked to raise their hand (lean forward, sit down) as many times as the hammer hits.
"Name your bus"
Purpose: to practice distinguishing a circle, square, rectangle, triangle, to find figures of the same shape, differing in color and size,
Content. V. places 4 chairs at some distance from each other, to which models of a triangle, rectangle, etc. (brands of buses) are attached. Children board the buses (stand in 3 columns behind the chairs. The teacher-conductor gives them tickets. Each ticket has the same figure as on the bus. At the “Stop!” signal, the children go for a walk, and the teacher swaps the models. At the “On the bus” signal. Children find faulty buses and stand next to each other.The game is repeated 2-3 times.
“Is it enough?”
Goal: to teach children to see equality and inequality of groups of objects of different sizes, to bring them to the concept that number does not depend on size.
Content. V. offers to treat the animals. First he finds out: “Will the bunnies have enough carrots and the squirrels have enough nuts? How to find out? How to check? Children count the toys, compare their numbers, then treat the animals by placing small toys next to large ones. Having identified an equality and inequality in the number of toys in the group, they add the missing item or remove the extra one.
"Gather a figure"
Goal: learn to count objects that form a figure.
Content. V. invites the children to move the plate with chopsticks towards them and asks: “What color are the chopsticks? How many sticks of each color? He suggests arranging sticks of each color so that different shapes are obtained. After completing the task, the children count the sticks again. Find out how many sticks went into each figure. The teacher draws attention to the fact that the sticks are arranged differently, but there are equal numbers of them - 4 “How to prove that there are equal numbers of sticks? Children lay out the sticks in rows, one below the other.
"At the Poultry Farm"
Goal: to train children in counting within limits, to show the independence of the number of objects from the area they occupy.
Content. V.: “Today we will go on an excursion to a poultry farm. Chickens and chickens live here. There are 6 hens sitting on the top perch, 5 chicks on the bottom perch. Compare hens and chickens and determine that there are fewer chickens than hens. “One chicken ran away. What needs to be done to get an equal number of hens and chicks? (You need to find 1 chicken and return it to the chicken). The game repeats itself. V. quietly removes the chicken, the children look for a mother hen for the chicken, etc.
"Tell me about your pattern"
Goal: to teach to master spatial representations: left, right, above, below.
Content. Each child has a picture (a rug with a pattern). Children must tell how the elements of the pattern are located: in the upper right corner there is a circle, in the upper left corner there is a square. In the lower left corner there is an oval, in the lower right corner there is a rectangle, in the middle there is a circle. You can give the task to talk about the pattern that they drew in the drawing lesson. For example, in the middle there is a large circle - rays extend from it, and flowers in each corner. At the top and bottom are wavy lines, to the right and left are one wavy line with leaves, etc.
"Yesterday Today Tomorrow"
Goal: in a playful way, to exercise the active distinction of temporary concepts “yesterday”, “today”, “tomorrow”.
Content. In the corners of the playroom, three houses are drawn with chalk. These are “yesterday”, “today”, “tomorrow”. Each house has one flat model, reflecting a specific time concept.
Children walk in a circle, reading a quatrain from a familiar poem. At the end they stop, and the teacher says loudly: “Yes, yes, yes, it was... yesterday!” The children run to the house called “yesterday”. Then they return to the circle and the game continues.
“Why doesn’t the oval roll?”
Purpose: to introduce children to an oval shape, to teach them to distinguish between a circle and an oval shape
Content. Models of geometric shapes are placed on the flannelgraph: circle, square, rectangle, triangle. First, one child, called to the flannelograph, names the figures, and then all the children do this together. The child is asked to show the circle. Question: “What is the difference between a circle and other figures?” The child traces the circle with his finger and tries to roll it. V. summarizes the children’s answers: a circle has no corners, but the rest of the figures have corners. 2 circles and 2 oval shapes of different colors and sizes are placed on the flannelgraph. “Look at these figures. Are there any circles among them? One of the children is asked to show the circles. Children's attention is drawn to the fact that there are not only circles on the flannelgraph, but also other figures. , similar to a circle. This is an oval-shaped figure. V. teaches to distinguish them from circles; asks: “How are oval shapes similar to circles? (Oval shapes also have no corners.) The child is asked to show a circle, an oval shape. It turns out that the circle is rolling, but the oval-shaped figure is not. (Why?) Then they find out how the oval-shaped figure differs from the circle? (the oval shape is elongated). Compare by applying and superimposing a circle on an oval.
"Count the Birds"
Purpose: to show the formation of numbers 6 and 7, to teach children to count within 7.
Content. The teacher places 2 groups of pictures (bullfinches and titmice) in one row on a typesetting canvas (at some distance from one another and asks: “What are these birds called? Are they equal? How to check?” The child places the pictures in 2 rows, one below the other. He finds out that there are equal numbers of birds, 5 each. V. adds a titmouse and asks: “How many titmouses are there? How did you get 6 titmouses? How many were there? How many were added? How many are there? Which birds are there more? How many are there? Which are fewer? How many are there? is the number greater: 6 or 6? Which is smaller? How to make the birds equal in number to 6. (He emphasizes that if you remove one bird, then there will also be an equal number of 5.) He removes 1 tit and asks: “How many of them are there? How did the number turn out?” 5". Again, he adds 1 bird in each row and invites all children to count the birds. In a similar way, introduces the number 7.
"Stand in Place"
Goal: to train children in finding locations: in front, behind, left, right, in front, behind.
Content. V. calls the children one by one, indicates where they need to stand: “Seryozha come to me, Kolya, stand so that Seryozha is behind you. Vera, stand in front of Ira” Etc. Having called 5-6 children, the teacher asks them to name who is in front and behind them. Next, the children are asked to turn left or right and again name who is standing from them and where.
"Where is the figure"
Goal: to teach correctly, name the figures and their spatial location: middle, top, bottom, left, right; remember the location of the figures.
Content. V. explains the task: “Today we will learn to remember where each figure is. To do this, they need to be named in order: first the figure located in the center (middle), then above, below, left, right.” Calls 1 child. He shows and names the figures in order and their location. Shows it to another child. Another child is asked to arrange the figures as he wants and name their location. Then the child stands with his back to the flannelgraph, and the teacher changes the figures located on the left and right. The child turns and guesses what has changed. Then all children name the shapes and close their eyes. The teacher swaps the places of the figures. Opening their eyes, the children guess what has changed.
"Sticks in a Row"
Goal: to consolidate the ability to build a sequential series in size.
Content. V. introduces the children to the new material and explains the task: “You need to line up the sticks in a row so that they decrease in length.” Warns children that the task must be completed by eye (trying on and rearranging sticks is not allowed). “To complete the task, it’s true, you need to take the longest stick each time out of all those that are not laid in a row,” explains V.
"Parts of the Day"
Purpose: to train children in distinguishing parts of the day.
Material: pictures: morning, day, evening, night.
Content. V. draws 4 large houses on the floor, each of which corresponds to one part of the day. A corresponding picture is attached behind each house. Children line up facing the houses. The teacher reads the corresponding passage from a poem, and then gives a signal. The passage should characterize part of the day, then the game will be more entertaining and interesting.
1. In the morning we go to the yard,
Leaves are falling like rain,
They rustle under your feet,
And they fly, fly, fly...
2.Happens on a sunny day
You will go into the forest in a quieter place
Sit down and try it on a stump
Take your time... Listen...
3. It’s already evening.
Dew.
Glistens on nettles.
I'm standing on the road
Leaning against the willow...
4. The yellow maples cried at night:
We remembered the maples,
How green they were...
"Who can find it faster"
Goal: to practice correlating objects by shape with geometric patterns and generalizing objects by shape.
Content. Children are invited to sit at tables. One child is asked to name the figures standing on the stand. V. says: “Now we will play the game “Who can find it faster.” I will call one person at a time and tell them what object needs to be found. The first one to find the object and place it next to a figure of the same shape wins.” Calls 4 children at once. Children name the selected object and describe its shape. V. asks questions: “How did you guess that the mirror is round? Oval? etc.
In conclusion, V. asks the questions: What is next to the circle? (square, etc.). How many items are there in total? What shape are these objects? How are they all similar? How many are there?
“Find an object of the same shape”
Children identify shapes in specific objects in their environment using geometric patterns. There are geometric shapes on one table, objects on the other. For example, a circle and round-shaped objects (ball, plate, button, etc.), an oval and oval-shaped objects (egg, cucumber, acorn, etc.).
“Which figure is the odd one out?”
The child is offered various sets of four geometric shapes. For example: three quadrangles and one triangle, three ovals and one circle, etc. It is required to identify an extra figure, explain the principle of exclusion and the principle of grouping.
Options:
Group real objects according to their shape using 2-3 samples, explain the principle of grouping.
"Make a whole from parts"
Make a design of 2-3 geometric shapes according to the model.
Options:
make a design from memory, according to description;
draw up geometric figure, selecting the necessary parts from the many proposed parts (8-9).
Game "How many »
exercises children in counting. 6-8 cards with different numbers of objects are fixed on the board. The presenter says: “Now I’ll tell you a riddle. The one who guesses it will count the items on the card and show the number. Listen to the riddle. The girl is sitting in prison, and her scythe is on the street.” The players, having guessed that it is a carrot, count how many carrots are drawn on the card and show the number 4. Whoever raised the number faster becomes the leader. Instead of riddles, you can give a description of the object. For example: “This animal is affectionate and kind, it does not speak, but knows its name, loves to play with a ball, a ball of thread, drinks milk and lives with people. Who is this? Count how many."
Game “Count - don’t be mistaken! »
1. "Domino"
Goal: to teach children to find one specific figure among many, to name it. The game reinforces knowledge about geometric shapes.
Stimulus material: 28 cards, each half depicts one or another geometric figure (circle, square, triangle, rectangle, oval, polygon). The “take” cards depict two identical figures; the seventh “double” consists of two empty halves.
The cards are laid out face down on the table. After explaining the rules to the child, the game begins by laying out the “double-empty” card. As in a regular domino, in one move the child selects and places one required card at either end of the “track” and names the figure. If the player does not have the required figure on the card, he looks for a picture with this figure from total number cards. If the child does not name the piece, he does not have the right to make another move. The one who gets rid of the cards first wins.
2. "Unravel the confusion"
Goal: to teach children to freely use objects for their intended purpose.
Material: toys, differently designed, that can be grouped (dolls, animals, cars, pyramids, balls, etc.).
All toys are placed on the table in a certain order. The child turns away, and the leader changes the location of the toys. The child must notice the confusion, remember how it was before, and restore the previous order.
First, for example, swap a blue cube with a red one. Then complicate the task: put the doll to sleep under the bed, cover the ball with a blanket. Once a child gets the hang of it, he can create confusion himself, inventing the most incredible situations.
3. “Pick a Pair”
Goal: to teach children to compare objects by shape, size, color, purpose.
Material: geometric shapes or thematic collections of images of different objects that can be combined in pairs (apples of different colors, large and small, baskets of different sizes or houses of different sizes and the same bears, dolls and clothes, cars, houses, etc.) .
Depending on what kind of stimulus material you have, the child is presented with a problem: help the doll get dressed, help him harvest, etc.
The toys thank the child for the well-chosen pair.
4. “Help Fedora”
Goal: to form and develop color concepts in children. Teach them to correlate the colors of dissimilar objects.
Stimulus material: cards with images of cups and handles of different colors.
“Guys, poor Grandma Fedora’s cups were all broken in her house. Their handles broke off, and now she won’t be able to drink her favorite tea with raspberry jam from them. Let's help Grandma Fedora glue her cups. But to do this, you need to carefully look at these cards with pictures of cups and find pens that match the color.” If the child finds it difficult to complete this task, show him how to look for paired cards. Then they complete this task independently.
5. “Find objects of similar color”
Goal: to train the child in matching objects by color and generalizing them based on color.
Stimulus material: various postal items, toys of five shades of each color (cup, saucer, thread; clothes for dolls: dress, shoes, skirt; toys: flag, bear, ball, etc.).
Toys are placed on two tables placed side by side. The child is given an object or toy. He must independently select all the shades of this color to the color of his toy, compare them and try to name the color.
6. “Find an object of the same shape”
Goal: to teach the child to identify specific objects from the environment by shape, using geometric patterns.
Stimulus material: geometric shapes (circle, square, oval, triangle, rectangle), round-shaped objects (balls, balls, buttons), square-shaped objects (cubes, scarf, cards), triangular-shaped objects (building material, flag, book), oval shapes (egg, cucumber).
Arrange geometric shapes and objects into two piles. The child is asked to carefully examine the objects. Then we show the child a figure (it’s good if the child names it) and ask him to find an object of the same shape. If he makes a mistake, invite the child to first trace the figure with his finger, and then the object.
7. "Magic Circles"
Goal: to continue teaching the child to identify specific objects by shape.
Stimulus material: a sheet of paper with circles of the same size drawn on it (ten circles in total).
“Let's look carefully at this sheet. What do you see on it? What figure is drawn on a piece of paper? Now close your eyes and imagine a circle.”
8. “Lay out the ornament”
Goal: to teach the child to identify the spatial arrangement of geometric shapes, to reproduce exactly the same arrangement when laying out the ornament.
Stimulus material: 5 geometric shapes cut out of colored paper, 5 each (25 pieces in total), cards with ornaments.
“Look at the ornaments in front of us. Think and name the figures you see here. Now try to make the same ornament from the cut out geometric shapes.”
Then the next card is offered. The task remains the same. The game is over when the child has laid out all the ornaments shown on the card.
9. "Game with circles"
Goal: to teach children to denote in words the relationships of objects by size (“largest”, “smaller”, “more”).
Stimulus material: three circles (drawn and cut out of paper) of different sizes.
It is suggested that you look carefully at the circles, lay them out in front of you, and trace them along the outline on paper. Next, the child is asked to compare 2 circles, then the other 2 circles. Try to have your child name the size of all three circles.
10. "Balls"
Goal: to develop and consolidate the ability to establish relationships between elements in size (more - less, thicker, longer, shorter).
Stimulus material: a set of five sticks, uniformly decreasing in length and width, a set of five circles, which also uniformly decreasing in accordance with the sticks.
“Let's see what happens. On the street, kind grandfather Fedot was selling balloons. How beautiful they are! Everyone liked it. But suddenly, out of nowhere, a wind rose up, so strong that all of Grandfather Fedot’s balls came off their sticks and scattered in all directions. For a whole week, kind neighbors brought back the balls they found. But here's the problem! Grandfather Fedot cannot understand which ball was attached to which stick. Let's help him! "
First, together with the child, sticks are laid out on the table in size from the longest and thickest to the shortest and thinnest. Then, using the same method, the “balls” are laid out - from largest to smallest.
11. “Help Santa Claus”
Goal: to teach the child to use an intermediate means - a measure - when determining the height of objects.
Stimulus material: a set of five strips, the length of which systematically changes, four pyramids, the height of which also decreases.
“Santa Claus came to the children for the holiday and brought them toys as gifts - pyramids. They are all different in size: the smallest pyramid is for the youngest, and the largest is for the oldest. Find a pyramid like this (one of the stripes is shown).”
After all the pyramids have been found, ask the child to show the largest pyramid, then the smallest. Next, invite your child to arrange the “pyramids” in decreasing order. Next, let him check himself by applying measuring strips
Problems in verses for older preschoolers and younger schoolchildren
0
Badger Grandma
I baked pancakes.
Treated two grandchildren -
Two pugnacious badgers.
But the grandchildren didn’t have enough to eat,
The saucers are knocking with a roar.
Come on, how many badgers are there?
Are they waiting for more and are silent?
Egorka was lucky again,
It’s not in vain that he sits by the river.
Two crucian carp in a bucket
And four minnows.
But look - at the bucket,
A sly cat appeared...
How many fishes go home Egorka
Will he bring it to us?
Seven sparrows descended onto the beds,
They jump around and peck at something without looking back.
The cunning cat suddenly crept up,
He instantly grabbed one and rushed off...
This is how dangerous it is to peck without looking back.
How many of them are left in the garden now?
Two boys were walking along the road
And they found two rubles each.
Four more follow them.
How many will they find?
There were ten trees in the garden.
Eight were cut down last year.
Guys, I can't find the answer:
How many trees are left in the garden?
(To find the answer here,
And there is no need to count.
If there are no eight trees,
This means there is no garden).
1
At Kolya and Marina's.
Four tangerines.
My brother has three of them.
How much does your sister have?
At the house in the morning
Two hares were sitting
And together a cheerful song
Sang.
One ran away
And the second one looks after me.
How much is the house
Zaitsev is sitting?
Three white doves were sitting on the roof.
Two pigeons took off and flew away.
Come on, tell me quickly,
How many pigeons are left sitting?
A nut fell by the path,
Broke into two halves.
They won't divide it up
Three Crows
Two halves
Equally.
But here -
So much fun!
Two more nuts fell
And also in two halves
We crashed along the same path.
Now
Three black crows
The spoils will be divided equally!
We wish them success in this!
But to every raven,
If equally
How many nuts did you get?
We gave the children a lesson at school:
Ten forty jumps into the field.
Nine took off, sat on a spruce tree,
How many forty are left in the field?
2
The hedgehog went mushroom picking
I found ten saffron milk caps.
Eight put in the basket,
The rest are on the back.
How many saffron milk caps are you lucky?
A hedgehog on its needles?
Somehow four guys
They rolled down the hill.
Two people are sitting in a sleigh
How many fell into the snow?
Four ripe pears
It was swinging on a branch.
Pavlusha picked two pears,
How many pears are left?
Misha has one pencil,
Grisha has one pencil.
How many pencils?
Both kids?
Cinderella lost her shoe.
I came running from the holiday - and there was silence.
They began to try on the lost one for her. WITH
How many of them does Cinderella have again?
The duck was carrying carrots in a basket,
I was pleased with this purchase.
If you still buy her carrots,
How many will there be?
Can you fold?
Three bear cubs in the apiary
They played hide and seek by the barrel.
One barely fit into the barrel.
How many ran into the forest?
Three apples.
One to rip
The little hand continues to stretch.
But first we must count -
How long will there be left?
On a bush in front of the fence
Six bright red tomatoes
Then four came off,
How much is left on the bush?
There are seven grasshoppers in the choir
Songs were sung.
Soon five grasshoppers
They lost their voice.
Count without further ado,
How many votes are there?
3
A hedgehog walked through the forest
And I found snowdrops:
Two under the birch tree,
One is near the aspen tree,
How many will there be?
In a wicker basket?
Four magpies came to class.
One of the forty did not know the lesson.
How diligently
Did you study for forty?
Marina entered the class,
And behind her is Irina,
And then Ignat came.
How many guys are there?
A rooster flew up onto the fence.
Met two more there.
How many roosters are there?
Who has the answer?
There are seven plums on a plate,
Their appearance is very beautiful.
Pavel ate four plums.
How many plums did the boy leave?
We ran through the forest
Eight frisky goats
White and gray,
Tail up.
Five white goats.
How many gray ones were there?
Three baby squirrels and mother squirrel
We waited near the hollow.
They have a mother squirrel for breakfast
I brought nine cones.
Divide by three -
How much is each of them?
4
Two chickens are standing
Two are sitting in a shell.
How many children will there be
At my hen's?
Once to the bunny for lunch
A friend - a neighbor - galloped up.
The bunnies sat on a tree stump
And they ate two carrots.
Guys, who is clever at counting?
How many carrots did you eat?
The hedgehog gave the ducklings
Eight leather boots.
Which one of the guys will answer?
How many ducklings were there?
Didactic games for older preschoolers
Boldareva Svetlana Aleksandrovna, practical psychologist, Shakhtar Combined Preschool Educational Institution No. 9 "Voskhod"Description: I offer didactic games of a moral and patriotic direction for preschool children. This work will be of interest to preschool teachers and parents.
Didactic game "My village New building"
Children's age: 5 - 7 yearsGame task: name and tell us about the enterprises and organizations of our village.
Didactic task:
- to form children’s ideas about their native village and its attractions;
- expand children’s knowledge about the relationship between enterprises (organizations) and professions in the village;
- develop memory, attention, thinking, speech;
- cultivate love for the native land.
Rules and description of the game: Up to 5 people can take part in the game.
The child rolls the dice, finds the corresponding number, independently talks about the depicted enterprise (organization) and selects the corresponding photographs.
If the answer is complete, 5 points are awarded. If the player has difficulties, the other participants in the game help them - they are credited with 2 points. The one who scores 10 points wins.
Winner Award: medal "The best expert on the native land."
Lotto "My city Shakhtersk"
Children's age: 4 - 7 yearsGame task: who will fill the playing field faster and tell about any of the depicted objects.
Didactic task:
- consolidate children’s knowledge about the sights of their hometown and their location;
- generalize knowledge about the traditions and customs of the native people;
- develop memory, attention, speech, perception.
Rules and description of the game: 4 people play.
Each participant has a large playing field; the leader holds small cards. The presenter shows the card, the one who finds this image on his playing field must name the object and tell about it. After this, the presenter gives the card to the player, he covers this item on the playing field.
If none of the players finds this item on the playing field, the card remains with the leader. If the player finds it difficult to talk about the subject, the card also remains with the presenter. The game ends when one of the players collects all the cards on their playing field.
Awards: The winner sits on a chair in the center of the circle, and the rest of the game participants give him compliments.
CARD INDEX OF GAMES
FOR CHILDREN
6 – 7 YEARS
DIDACTICAL GAMES ON ECOLOGY
1. “WHAT GROWS WHERE?”
Target . Teach children to understand the processes occurring in nature; show the dependence of all life on earth on the state of the vegetation cover.
Progress of the game . The teacher names different plants and shrubs, and the children choose only those that grow in the given area. If they grow up, the children clap their hands or jump in one place (you can choose any movement), if not, the children are silent.
Plants: cherry, apple tree, palm tree, rose hip, currant, apricot, raspberry, orange, lemon, pear, pineapple, etc. .
2. “WHAT IS EXTRA?”
Target. Strengthen knowledge of the signs of different seasons, the ability to clearly express one’s thoughts; develop auditory attention.
Progress of the game . The teacher names the season: “Autumn.” Then he lists the signs of different seasons (Birds fly south; snowdrops bloomed; the leaves on the trees turn yellow; fluffy white snow is falling ). Children name the extra sign and explain their choice.
3. “MY CLOUD.”
Target . Develop imagination and imaginative perception of nature.
Progress of the game . Children sit on blankets or squat, looking at the sky and floating clouds. The teacher invites you to fantasize and tell them what the clouds look like and where they can float.
4. "INSECTS".
Target. Strengthen the ability to classify and name insects.
Progress of the game . Children stand in a circle, the leader names the insect (fly ), and passes the ball to a neighbor, who names another insect (mosquito ) etc. Whoever cannot answer leaves the circle. The presenter says "flying insect – butterfly " and passes the ball, the next one answers: "Mosquito " etc. At the end of the circle, the leader calls “Hopper " and the game continues.
5. “THE THIRD IS OVER.”
Target . To consolidate knowledge about the diversity of birds.
Progress of the game . The teacher names the birds randomly; whoever notices the mistake must clap his hands (sparrow, crow, fly, bullfinch, etc.).
6. “YES OR NO.”
Target . To consolidate children's knowledge about the signs of autumn.
Progress of the game. The teacher reads a poem, and the children must listen carefully and answer “yes” or “no.”
Do flowers bloom in autumn? Is the entire harvest being harvested?
Do mushrooms grow in autumn? Are flocks of birds flying away?
Are the clouds covering the sun? Does it rain often?
The prickly wind is coming? Do we get boots?
Are the fogs floating in autumn? The sun is shining very hot,
Well, do birds build nests? Can children sunbathe?
Do the bugs fly? Well, what should you do -
Do animals close their holes? Should we wear jackets and hats?
7. "FLOWERS".
Target. Strengthen children's ability to classify and name indoor and garden plants.
Progress of the game. Children stand in a circle. A child names a houseplant(violet ) and passes the ball to a neighbor, who names another plant (begonia ) etc. Whoever cannot answer leaves the circle. In the second round, the driver names garden plants, and the game continues.
8. “TELL WITHOUT WORDS.”
Target . Reinforce ideas about autumn changes in nature; develop creative imagination and observation skills.
Progress of the game . Children form a circle. The teacher suggests depicting the autumn weather with facial expressions, hand gestures, movements: it has become cold(children shudder, warm their hands, put on hats and scarves with gestures ); it's cold rain (open umbrellas, turn up collars ).
9. “LIKE – NOT LIKE.”
Target . Teach children to compare objects, recognize objects by description.
Progress of the game. One child makes a riddle of animals, and the others must guess them based on their descriptions.
10. "HUNTER".
Target. Practice the ability to classify and name animals.
Progress of the game . Children stand in front of the line, at the end of the area there is a chair. This "forest » (« lake", "pond" "). A “hunter” - one of the players - goes to the “forest”. Standing still, he says the following words: “I’m going into the forest to hunt. I will hunt for...” Here the child takes a step forward and says: “Hare”, takes a second step and names another animal, etc. You cannot name the same animal twice. The winner is the one who reaches "forests" ("lakes", "pond ") or moved on.
11. “LIVING AND NON-LIVING NATURE.”
Target . Systematize children's knowledge about living and inanimate nature.
Progress of the game . "Live" (non-living) nature,” says the teacher and hands one of the players an object (or throws the ball ). Children name natural objects (the one indicated by the teacher ).
12. “GUESS WHAT THIS PLANT IS.”
Target. Teach children to describe an object and recognize it by description.
Progress of the game. The teacher invites the player to describe the plant or make a riddle about it. The other children must guess what kind of plant it is.
13. “WHAT KIND OF BIRD IS THIS?”
Target. Teach children to describe birds by their characteristic features.
Progress of the game. Children are divided into two groups: one group describes the bird(or asks riddles ), and the other must guess what kind of bird it is. Then the groups change places.
14. “FIND OUT WHOSE LEAF IS IT.”
Target . Teach children to recognize and name a plant by leaf, to find it in nature.
Progress of the game . Collecting leaves that have fallen from trees and bushes. The teacher suggests finding out which tree or shrub the leaf is from and finding evidence (similarity ) with unfallen leaves of various shapes.
15. “THE HAPPEN - IT DOESN’T HAPPEN” (with a ball).
Target . Develop memory, thinking, reaction speed.
Progress of the game . The teacher says a phrase and throws the ball, and the child must quickly answer: frost in the summer (can not be ); snow in winter(It happens ); frost in summer (can not be ); drops in summer(can not be ).
16. “FIND A MATE.”
Target . To develop children's thinking and intelligence.
Progress of the game . The teacher hands out one sheet of paper to the children and says: “The wind blew. All the leaves have scattered." Hearing these words, the guys spin around with leaves in their hands. The teacher gives the command: “One, two, three - find a pair!” Everyone should stand next to the tree whose leaf they are holding in their hands.
17. "Forester".
Target. To consolidate children's knowledge about the appearance of some trees and shrubs(trunk, leaves, fruits and seeds ).
Progress of the game . A “forester” is selected, and the rest of the children are his assistants. They came to help him collect seeds for new plantings. “The forester” says: “There are a lot of birch trees growing on my site (poplars, maples ), let's get some seeds." The "forester" can only describe the tree without naming it. Children look for seeds, collect them and show them to the “forester”. The one who collected the most seeds and made no mistakes wins.
18. “NATURE AND MAN” I
Target. To consolidate and systematize children’s knowledge about what is made by man and what nature gives to man.
Progress of the game . “What is made by man?” - the teacher asks and throws the ball to the child. He answers: “A car.” After several answers from the children, the teacher asks a new question: “What was created by nature?” Children name natural objects.
19. “NATURE AND MAN” II
Target . To consolidate and systematize children’s knowledge about what is made by man and what nature gives to man.
Progress of the game. The teacher stands in a circle, holding a ball in his hands. He agrees with the children in advance: the teacher names the objects, and the children answer in one word: “Man!” or "Nature!" For example, a teacher throws a ball to a child and says: “Machine!”, The child answers: “Man!” The one who makes a mistake leaves the circle on one end.
20. “IMAGINE YOURSELF” ( option 1 )
Target. Teach children to compose sentences with a given number of words.
Progress of the game. Offer children supporting words: autumn, leaf fall, snow, snowflakes. Ask the children to come up with sentences of 4 or 5 words. The first child to make a sentence gets a chip.
(option 2)
Progress of the game. The teacher appoints a presenter and sets the topic: “Seasons”, “Clothing”, “Flowers”, “Forest”. The child comes up with words and says them to everyone else, for example: “Flowers, insects, have opened.” Children must come up with as many sentences as possible so that these words sound in them.
21. “WHO LIVES WHERE.”
Target. Develop the ability to group plants according to their structure(trees, shrubs).
Progress of the game. The children will be “squirrels” and “bunnies”, and one child will be a “fox”. “Squirrels” and “bunnies” are running around the clearing. On the signal: “Danger is a fox!” - “squirrels” run to the tree, “hares” - to the bushes. "Fox" catches those who perform the task incorrectly.
22. "BIRDS".
Target. Strengthen the ability to classify and name animals, birds, fish.
Progress of the game. Children stand in a circle. The presenter names the bird (fish, animal, tree... ), for example, “sparrow” and passes the ball to his neighbor, who calls him “crow”, etc. Whoever cannot answer leaves the circle.
23. “DON’T YAWN!” ( wintering and migratory birds).
Target. Develop auditory attention and reaction speed.
Progress of the game. The teacher gives all the children the names of the birds and asks them to watch carefully: as soon as their name is heard, they must stand up and clap their hands; Anyone who misses their name leaves the game.
In the second version of the game, it is recommended to use the names of animals.
24. “NAME THREE OBJECTS” (option 1).
Target. Practice classifying objects.
Progress of the game. Children must name the objects that match this concept. The teacher says: “Flowers!” and throws the ball to the child. He answers: “Chamomile, cornflower, poppy.”
(option 2)
The teacher divides the children into two teams. The first child names the flower and passes the ball to the other team. She must name three names of flowers and pass the ball to the first team, which, in turn, also names three flowers. The team that named the flowers last wins.
25. “NATURE AND MAN.”
Target. To consolidate and systematize children’s knowledge about what is made by human hands and what is made by nature.
Progress of the game. “What is made by man? – the teacher asks and throws the ball to the player. After several answers from the children, he asks a new question: “What is created by nature?” The children answer.
26. “FINISH THIS SENTENCE.”
Target. Learn to understand the causal relationships between phenomena; practice choosing the right words.
Progress of the game. Educator(or child ) begins the sentence: “I put on a warm fur coat because...”. The child who completes this sentence makes the beginning of a new one.
27. “WHEN DOES THIS HAPPEN?”
Target. Clarify and deepen children's knowledge about the seasons.
Progress of the game. The teacher names the time of year and gives the chip to the child. The child names what happens at this time of year and passes the chip to the next player. He adds a new definition and passes the token, etc.
28. “IS THIS TRUE OR NOT?”
Target. Teach children to find inaccuracies in the text.
Progress of the game. The teacher says: “Listen carefully to the poem. Who will notice more fables, things that don’t happen in reality?”
It's warm spring now. Loves to sit in the river.
The grapes are ripe here. And in winter among the branches
Horned horse in the meadow “Ga0ga-ga,” the nightingale sang.
In summer he jumps in the snow. Quickly give me the answer -
Late autumn bear Is it true or not?
Children find inaccuracies and replace words and sentences to get it right.
29. “WHAT TIME OF YEAR?”
Target. Learn to perceive poetic text; cultivate aesthetic emotions and experiences; consolidate knowledge about the months of each season and the main signs of the seasons.
Progress of the game. Writers and poets in poems glorify the beauty of nature at different times of the year. The teacher reads a poem, and the children must highlight the signs of the season.
30. “THE THIRD ONE” ( plants)
Target. To consolidate knowledge about the diversity of plants.
Progress of the game. The teacher tells the children: “You already know that plants can be cultivated and wild. Now I will name the plants mixed: wild and cultivated. Anyone who hears a mistake must clap their hands. For example: birch, poplar,Apple tree ; apple tree, plum tree,oak etc.
31. “GUESS WHAT THIS PLANT IS.”
Target. Learn to describe an object and recognize it by description; develop the ability to choose the most striking feature of a plant.
Progress of the game. The teacher asks the child to name one of the most characteristic features of the plant; the rest of the children must guess the plant itself. For example, a white trunk (birch ); red hat with white dots (flyhomo p) etc.
32. “GOOD – BAD.”
Target. To consolidate knowledge about the rules of behavior in nature.
Progress of the game. The teacher shows the children schematic rules of behavior in nature. Children should talk as much as possible about what is shown in the pictures, what they can and cannot do, and why.
33. “KIND WORDS.”
Target . Cultivate a love for nature and a desire to take care of it.
Progress of the game . The teacher says: “There are many different kind words, they need to be said to everyone more often. Kind words always help in life, but evil words always harm. Remember kind words when and how they are said. Come up with different kind words that you can use to address... a cat, a flower, a doll. friend, etc.
34. “GUESS WHAT BIRD IS.”
Target. Learn to describe a bird and recognize it by description.
Progress of the game . The teacher invites one child to describe the bird or make a riddle about it. The other children must guess what kind of bird it is.
35. “RIGGLE, WE WILL GUESS.”
Target . Systematize children's knowledge about garden plants.
Progress of the game. The driver describes any plant in the following order: shape, color, use. Children should recognize the plant from the description.
36. “WHAT DO THEY PLANT IN THE GARDEN?”
Target. Learn to classify objects according to certain characteristics (by place of growth, by method of their use); develop quick thinking, auditory attention, and speech skills.
Progress of the game . The teacher asks about what is planted in the garden and asks the children to answer “yes” if what he names grows in the garden and “no” if it does not grow in the garden. Whoever makes a mistake will lose.
37. “WHAT WILL HAPPEN IF...”
Target. Learn to notice the consequences of your actions in relation to nature.
Progress of the game . The teacher sets a situation for discussion with the children, as a result of which the children come to the conclusion about the need to observe moderation and protect nature. For example: “What will happen if you pick all the flowers?...destroy the butterflies?”
38. “WHAT GROWS IN THE FOREST?”
Target. Consolidate knowledge about forest (garden) plants.
Progress of the game . The teacher selects three children and asks them to name what grows in the forest. The teacher says: “Mushrooms!” Children must name the types of mushrooms one by one. The teacher says to the other children: “Trees!” Children name trees. The child who names the most plants wins.
39. “FLOWERS STORE”
Target. Teach children to group plants according to where they grow; describe their appearance.
Progress of the game . Children play the roles of sellers and buyers. To make a purchase, you need to describe the plant you have chosen, but not name it, just say where it grows. The seller must guess what kind of flower it is, name it, then issue the purchase.
40. “WHAT FOR WHAT?”
Target. Learn to name the seasons and corresponding months.
Progress of the game. The teacher names the season and gives the chip to the child, who must name the first month of this season and give the chip to another child, who names the next month, etc. Then the teacher names the month, and the children name the season.
41. “FEED THE ANIMAL.”
Target. Learn to divide words into parts, pronounce each part of the word separately.
Progress of the game. Children are divided into two teams. The first team names the animal, and the second lists what it eats, trying to highlight two-syllable words, and then three-syllable ones.
42. “GUESS THE INSECT.”
Target. Strengthen children's knowledge about insects.
Progress of the game. The teacher thinks of a word, but says only the first syllable. For example: the beginning of the word ko... Children select words (mosquito ). Whoever guessed first gets a chip. The child with the most chips wins.
DIDACTIC GAMES FOR THE DEVELOPMENT OF ORAL SPEECH
43. “FIND YOURSELF A MATE.”
Target. Teach children to listen to the sound of words; practice independently naming words and clearly pronouncing the sounds in them.
Progress of the game. The teacher invites the children to find a mate. To do this, one of the children says a word, and the other responds with a similar word, for example:parsley - parsley . Children who form a pair step aside and come up with words that sound similar (car - tire , sock – sand ), but the child who selected the rhyme must answer.
44. “WHAT DOES THIS MEAN?”
Target . Teach children to group words according to meaning, to understand the literal and figurative meaning of words.
Progress of the game . The teacher asks the children: “Can I say that? How do you understand this expression? Children explain phrases.
Fresh breeze -chill .
Fresh fish -recently caught , unspoiled I.
Fresh shirt -clean, washed, ironed .
Fresh newspaper -new, just purchased .
Fresh paint -not dried out .
Fresh head -rested .
45. “WHO CAN COME UP WITH THE MOST WORDS.”
Purpose of the game . Activate your vocabulary, expand your horizons.
Progress of the game . Children form a circle. The teacher names the sound and asks the children to come up with words in which this sound occurs. One of the players throws the ball to someone. The child who catches the ball must say a word with the specified sound. Anyone who does not come up with a word or repeats something already said by someone misses a turn.
46. “SEEK.”
Target. Exercise children in the use of adjectives that agree with nouns.
Progress of the game. Children should see around them as many objects of the same color as possible within 10–15 seconds (or same shape, or from the same material) . At the teacher’s signal, one child begins to list the items, and other children complement. The one who correctly names the most items wins.
47. “IMAGINE YOURSELF.”
Target . Teach children how to correctly compose sentences with a given number of words.
Progress of the game. Key words are given: autumn, leaf fall, snow, snowflakes. You need to make a sentence of 3, 4, 5 words. The first child to make a sentence gets a chip.
48. “DOES IT HAPPEN OR NOT?”
Target. Develop logical thinking, the ability to notice inconsistencies in judgments.
Progress of the game. The teacher says: “Now I’m going to tell you stories. You should notice this in my story. Which doesn't happen. Whoever notices, let him clap his hands.
In the evening, when I was rushing to kindergarten, I met a mother who was taking her child to school.
At night the sun was shining brightly and the stars were shining.
Apples ripened on the birch tree ».
Children find contradictions in sentences.
49. “GAME OF RIDDLES.”
Target
Progress of the game . Children are sitting on a bench. The teacher asks riddles. The child who guesses the riddle goes out and makes the riddle himself. For guessing and making riddles, the guys receive chips. The one who collects the most chips wins.
50. “CORRECT THE ERROR.”
Target . Teach children to understand the meaning of a sentence.
Progress of the game . The teacher reads the sentences. They made mistakes that the guys must correct.
The goat brought food to the girl.
The ball plays with Sasha.
The road goes by car.
Gena broke the ball with glass . Etc.
51. “REMEMBER DIFFERENT WORDS.”
Target . Learn to listen to the sound of words; practice independently naming words and clearly pronouncing the sounds in them.
Progress of the game. Children stand in a circle. Each child must name a word and say it to the next participant; the next participant also says one word. So, in turn, all children must say one word. After three rounds the game stops. You cannot repeat the same word twice. The one who was unable to quickly name the word or repeated what was already named leaves the circle.
52. “STOP! WAND, STOP!”
Target . Practice independently naming words and clearly pronouncing the sounds in them.
Progress of the game. Children stand in a circle, the teacher is in the center. The teacher says that they will describe the animal, and each child must say something about it. For example, the teacher says: “Bear!” - and hands the wand to the child, who replies: “Brown!” - and passes the wand to the next one. Anyone who cannot say anything about the animal leaves the game.
53. "WHAT, WHAT, WHAT?"
Target . Learn to select definitions that correspond to a given example or phenomenon.
Progress of the game. The teacher names a word, and the players take turns selecting as many features as possible that correspond to the given subject.
Squirrel – red-haired, nimble, big, small, beautiful.
Coat – warm, winter, new, old. Etc.
54. “WHO WILL REMEMBER MOST.”
Target . Expand children's vocabulary.
Progress of the game. The teacher asks to look at the pictures and tell what the objects do: a blizzard (sweeps, storms, storms ); rain (pours, drizzles, drips, drips, begins ); crow (flies, croaks, sits, eats).
55. “MAKING UP ANOTHER WORD.”
Target . Expand children's vocabulary.
Progress of the game. The teacher asks the children to make up word combinations following the example:milk bottle – milk bottle .
Cranberry jelly - …(cranberry jelly ).
Vegetable soup - …(vegetable soup).
Mashed potatoes - …(mashed potatoes ). Etc.
56. “WHAT DID I SAY?”
Target. Teach children to distinguish several meanings in a word, compare them, find common and different.
Progress of the game . The teacher says that there are words that we use often, and we call many different objects with the same word: head (dolls, onions, garlic, human head ); needle(at the syringe, at the spruce, at the pine, at the sewing machine, at the hedgehog ); nose(at a person, at a teapot, at an airplane ); leg; pen; wing, etc.
57. “ON THE OVERSEAS.”
Target . To develop children's intelligence and quick thinking.
Progress of the game . Educator (or child ) names a word, children select a word with the opposite meaning (far - close, high - low).
58. “ADD A SYLLABLE”
Target . To develop phonemic awareness and quick thinking in children.
Progress of the game . Educator(or child ) names one syllable and throws the ball. The person who catches the ball must complete the word, for example, ma - ma, kni - ga, etc. The child who completes the word throws the ball to the teacher again (or a child ).
59. “SAY A WORD.”
Target. Teach children to select words with the same root.
Progress of the game. The teacher reads a poem, and the children must add words related to the word “snow”.
Quiet, quiet, like in a dream,
Falls to the ground...(snow).
All the fluffs are sliding from the sky -
Silver…(snowflakes).
Here's some fun for the guys -
Increasingly stronger...(snowfall ).
Everyone is running in a race
Everybody wants to play...(snowballs).
Like wearing a white down jacket
Dressed up...(snowman) .
Nearby there is a snow figure
This girl…(Snow Maiden ).
Like in a fairy tale, like in a dream,
Decorated the whole earth...(snow ).
( I. Lopukhina )
- What words did you choose? What word do they all resemble?
60. “SAY IT DIFFERENTLY.”
Target. Learn to select synonyms.
Progress of the game. The teacher says that in this game the children will have to name words that are close in meaning (for example,cold - frost ).
61. “SAY WHAT YOU HEAR.”
Target. Develop phrasal speech.
Progress of the game. The teacher invites the children to close their eyes, listen carefully and determine what sounds they heard.(car horn, rustle of a falling leaf, conversation of passers-by, etc. .) Children must answer in complete sentences.
62. “COMPLETE THE SENTENCE.”
Target. Develop children's speech activity and quick thinking.
Progress of the game. The teacher says the beginning of the sentence, and the children must add new words to it to make a complete sentence. For example, a teacher: “Mom bought...””...books, notebooks, candy...”, the children continue.
63. “FIND THE OPPOSITE WORD.”
Target. Teach children to select words that have opposite meanings in tasks of various types.
Progress of the game. The teacher asks a sentence and invites the children to answer the questions: “If the soup is not hot, then what is it?”, “If the room is not light, then how?”, “If the knife is not sharp, then it is...”, “If the bag is not light, then it...", etc.
64. “SAY THE WORD WITH THE RIGHT SOUND.”
Target. Develop phonemic awareness and quick thinking.
Progress of the game. The teacher says: “Come up with a word with the sound (a)” and throws the ball to any of the players. The child answers: “Hat” - and throws the ball to the next player, etc. round. Then the teacher calls another sound, and the game is repeated again.
65. “WHERE WAS I?”
Target. Teach children to form the accusative plural forms of animate nouns.
Progress of the game. The teacher says: “Guys, guess where I was? I saw jellyfish, seahorses, sharks. Where was I? (On the sea ).
- Now tell me riddles about where you have been. Tell us who you saw. The main thing in this game is not guessing, but composing a riddle.
66. “NEED TO SAY IT DIFFERENTLY.”
Target. Teach children to select words that are close in meaning.
Progress of the game. The teacher says: “One boy was in a bad mood. What words can you use to describe him? I came up with the word "sad." Let's also try replacing words in other sentences." It is raining (it's pouring ). Clean Air (fresh ).
67. “WHAT IS WRONG?”
Target. Develop auditory attention and speech; teach to detect semantic inconsistencies; select the right words taking into account the content of the text.
Progress of the game. Children are read the poem twice and asked to find the inconsistency.
Is it true or not that snow is black like soot,
Sugar is bitter, coal is white, but is a coward as brave as a hare?
That a cancer can fly, and a bear can dance,
That pears grow on willows, that whales live on land,
Why do mowers cut down pine trees from dawn to dusk?
Well, squirrels love cones, and lazy people love work,
Don’t girls and boys put cakes in their mouths?
If the children do not name all the mistakes, then the teacher reads the poem again.
68. “WHO WILL FIND THE SHORT WORD?”
Target. Learn to divide words into syllables.
Progress of the game. The teacher tells the children that you can find out the length of a word step by step (or clapping ). He says the word “soup” and walks at the same time. The teacher says that there was only one step, so this is a short word. Children line up along a line, and one by one they begin to say words and take steps. Anyone who incorrectly divides a word into syllables leaves the game.
69. “WHAT ELSE DO THEY TALK ABOUT?”
Target. Consolidate and clarify the meaning of ambiguous words.
Progress of the game. Please tell me what else you can say this about:
It's raining: it's raining... (snow, winter, dog, smoke, man ).
Playing... (music, girl ).
Bitter … (pepper, medicine ).
70. “NAME THE INSECT WITH THE RIGHT SOUND.”
Target . Develop phonemic sound and quick thinking.
Progress of the game . The teacher asks the children to remember the names of insects that have sounds(a), (j). Whoever names the most words wins. For example: butterfly, mosquito, dragonfly, etc.
71. “WHO KNOWS, LET IT CONTINUE.”
Target. Reinforce the use of generalizing words in speech.
Progress of the game. The teacher names generalizing words, and the children name a specific concept, for example, “An insect is...”. Children: “Fly, mosquito,...”.
72. “KNOCK AND KNOCK, FIND A WORD, DEAR FRIEND.”
Target . Teach children to divide words into syllables (parts).
Progress of the game . Children stand in a circle, the teacher is in the center with a tambourine in his hands. The teacher hits the tambourine 2 times, the children must name insects that have 2 syllables in their names (mu-ha, ko-mar); then hits 3 times - three-syllable words (stree-ko-za, mu-ra-vey, ba-boch-ka, etc.)
FORMATION OF ELEMENTARY MATHEMATICAL SKILLS
73. “IMAGINE YOURSELF.”
Target. To develop the ability to use the same object as a substitute.
Progress of the game. The teacher (or driver) invites each child to choose one object (cube, leaf, pine cone, etc.) and fantasize: what do the objects look like?
74. “WHAT IS THIS?”
Target . Teach children to create images in their imagination based on the characteristic features of objects, to notice the unusual in the most ordinary things; develop imagination.
Progress of the game. Children stand in a circle, the teacher stands in the center of the circle. He places an object (or objects) and invites the children to think about what it looks like. Then the teacher throws the ball to one of the children. This child must answer, the rest of the children complement his answer.
75. “MAKE NO MISTAKE!”
Target. Develop quick thinking; consolidate knowledge of what children do at different times of the day.
Progress of the game . The teacher names different parts of the day (or the children’s actions). Children must answer in one word: “Having breakfast " or "Let's wash ourselves "(or name part of the day).
76. “HOW MANY ITEMS?”
Target . Teach children subject counting; develop quantitative concepts, the ability to understand and name numerals.
Progress of the game. Find and name identical objects (two three ...), and then those that occur one at a time. The task can be changed: find as many identical objects as possible.
77. “WHAT HAPPENS?”
Target
Progress of the game.
_What is wide? (River, ribbon, road, street ).
78. "TRAVEL".
Target . Teach children to find their way using landmarks.
Progress of the game . The teacher selects one or two presenters who, based on noticeable landmarks (trees, shrubs, flower beds, buildings) determine the road. According to it, all children must come to the hidden toy.
79. "CLAPS".
Target . Develop quantitative concepts.
Progress of the game . Children stand in a circle. The teacher explains the rules of the game: “I will count to 5, and as soon as I say the word “five”, everyone should clap their hands. There is no need to clap when pronouncing other numbers.” Children, together with the teacher, count in order, simultaneously bringing their palms together, but not clapping them. The teacher plays the game correctly 2-3 times, then begins to make mistakes: when pronouncing the number 3 or some other (but not 5 ) he quickly spreads and joins his hands, as if he wants to clap. Children who repeated the movement and clapped their hands take a step out of the circle and continue playing around the circle.
80. “FIND AN OBJECT OF THE SAME SHAPE.”
Target. Clarify children's ideas about the shape of objects.
Progress of the game. The teacher raises a drawing of a circle, and the children must name as many objects of this shape as possible.
81. “WHO AM I?”
Target. Learn to name the indicated plant.
Progress of the game. The teacher points to a plant. The one who is the first to name the plant and its shape (tree, bush, grass ), receives a chip.
82. “GUESS WHAT’S IN THE BAG.”
Target. Teach children to describe the characteristics of an object perceived by touch.
Progress of the game. The teacher puts natural materials in a bag: pebbles, twigs, nuts, acorns. The child must identify the object by touch and talk about it without taking it out of the bag. The rest of the children must identify the object from the description.
83. “WHAT IS LIKE WHAT.”
Target. Develop imagination, ability to count; consolidate ideas about artificial objects (for children we call them objects of “non-nature”) and geometric shapes.
Progress of the game. The teacher names an object of “non-nature” to the children, and the children must guess what geometric figure it resembles.
FORMATION OF A COMPLETE PICTURE OF THE WORLD
84. “EARTH, WATER, FIRE.”
Target . To consolidate children's knowledge about the inhabitants of various elements.
Progress of the game . The players stand in a circle, with the leader in the middle. He throws the ball to the child, saying one of four words:earth, water, fire, air . If the presenter says, for example,Earth , the one who caught the ball must quickly name the animal that lives in this environment; at the word "fire " - throw the ball back. The one who makes a mistake leaves the game.
85. “And I.”
Target . Develop intelligence, endurance, sense of humor.
Progress of the game . The teacher says that he will tell a story. During the pause, children should say: “And I,” if the words make sense. If the words don’t make sense, then there is no need to say anything. For example:
One day I’m going to the river... (and I).
I pick flowers and berries... (and I).
86. “WHAT HAPPENS?”
Target . Learn to classify objects by color, shape, quality, material; compare, contrast, select names that fit the definition.
Progress of the game. The teacher asks: “Tell me what is green?”(Cucumber, crocodile, leaf, apple, dress, Christmas tree).
_What is wide? (River, ribbon, road, street ).
For each correctly spoken word, the child receives a chip. The child who can name the most words wins.
87. “WHAT HAS CHANGED?” (fun game).
Target. Develop children's powers of observation.
Progress of the game . The driver closes his eyes and turns away from the children. Three children at this time change something in their appearance: they unbutton a button, take off a hairpin, change their shoes. Then the driver opens his eyes and is asked to look for changes in the children’s appearance.
88. “FIND WHAT I WILL DESCRIBE.”
Target . Teach children to find a plant based on its description.
Progress of the game . The teacher describes the plant, calling it the most characteristic features. The one who guesses and names the plant first gets a chip.
89. “UNUSUAL Blind Man’s Bluff” (fun game)
Target . Develop observation skills.
Progress of the game . Two players are blindfolded, the rest of the children approach them in turn. Blindfolded players compete to see who can recognize their friends the most.
In this case, it is allowed to use only several methods of identification: by handshake; in a whisper; by coughing; by touching the hair, ears, nose.
The one who correctly recognizes the arc gets a point. The player with the most points wins.
90. "CROCODILE" (emotional-didactic game).
Target . Develop dexterity, observation, attention.
Progress of the game . The driver is selected (he will be a crocodile "), who stretches his arms forward one above the other, depicting a toothy mouth. The rest of the children put their hands into the “mouth”. The “crocodile” distracts the children with a calm look, sings songs, stamps its feet and unexpectedly closes its “mouth” hands. Whoever gets caught becomes a “crocodile”.
91. "WHO ARE YOU?"
Target . Develop auditory attention and reaction speed.
Progress of the game . The teacher comes up with a story in which all children get roles. Children stand in a circle, the teacher begins the story. When a character is mentioned, the child must stand up and bow. Children must be very attentive and watch not only their role. But also in the roles of neighbors. The child who did not hear about his role and did not get up leaves the game.
92. "WHO ( WHAT) IS IT FLYING?
Target . Strengthen children's knowledge about animals and birds.
Progress of the game . Children stand in a circle. The selected child names an object or animal, raises both hands up and says: “Flying.” If an object that flies is named, all children raise both hands up and say: “Flying.” If not, the children don’t raise their hands. If one of the children makes a mistake, he leaves the game.
93. “GUESS IT!”
Target. Learn to describe an object without looking at it, highlighting its essential features, and recognize an object by description.
Progress of the game. At the teacher’s signal, the child who received the chip stands up and gives a description of any object from memory, then passes the chip to the person who will guess the object. Having guessed, the child describes his item and passes the chip to the next child, etc.
94. “WHO KNOWS MORE?”
Target. Develop memory, resourcefulness, intelligence.
Progress of the game. The teacher says: “I have a glass in my hands. Who can say what it can be used for? Whoever names the most actions wins.
95. “WHO NEEDS WHAT.”
Target. Exercise children in classifying objects; develop the ability to name objects necessary for people of a certain profession.
Progress of the game. The teacher says: “Let’s remember what people of different professions need to work. I will name a profession, and you will tell me what a person of this profession needs to work.” In the second part of the game, the teacher names the object, and the children say for what profession it might be useful.
96. “REPEAT EACH OTHER.”
Target. Develop memory and attention.
Progress of the game. The player names anyinsect, animal, bird , for example, a beetle. The second one repeats the named word and adds his own(beetle, mosquito …) etc. The one who makes a mistake is eliminated from the game.
97. “DO YOU REMEMBER THESE POEMS?”
Target. Develop memory, attention, sense of rhyme.
Progress of the game. The teacher reads excerpts from poems, and children must pronounce the missing words, for example:
Where did the sparrow have lunch?
At the zoo at...(animals ).
Don't stand too close:
I'm a tiger cub, not...(pussy).
Wind on the sea...(walks)
And the boat...(customizes ).
98. “IT FLYS – DOESN’T FLY.”
Target. Develop auditory attention; cultivate endurance.
Progress of the game . Children stand in a circle, the teacher is in the middle. He names the object and throws the ball. If the object is flying, then the child to whom the ball is flying must catch it; if not, throw it away with his hands. Whoever makes a mistake goes out of the circle and misses one move.
Dear readers, we welcome you to the pages of our website! The entire development and upbringing of a child in the preschool years takes place through play. In a playful way, the child receives a variety of knowledge and skills and acquires the necessary skills. For today's meeting, we have prepared educational, or, in other words, didactic games for children 5–6 years old to develop memory, logical thinking, imagination and speech. We decided to combine them common theme: "Seasons".
Memory games
A good memory and the ability to concentrate are qualities without which it will be very difficult for a child to study at school. It is necessary to develop memory from a very early age. Try playing one of our games with your baby.
Remember and draw
For this game you will need to prepare several paired pictures. Pictures in a pair should differ only in the absence of some details. Since our theme today is “Seasons,” the drawings will be about autumn, winter, spring and summer.
In a winter picture, for example, there will be no carrots for the snowman, no hat for the boy, or one ski for the athlete. In the autumn - a girl has an umbrella, a mushroom has a hat, a flock of birds in the sky.
Invite your child to first carefully look at the full pictures and remember all the details. Then hand your child paired drawings and ask them to complete what is missing.
Gifts of autumn
Place in the basket several cones, chestnuts and acorns, a bunch of rowan berries, apples, mushrooms (you can use dummies), leaves from various trees.
Tell your child: “Look what a wonderful basket autumn has sent us. Let's see what's in it."
Look at the contents of the basket together with your child, ask him to count the cones, acorns, apples, etc.
Then the baby turns away and you remove several items from the basket. The toddler must remember what has disappeared and name the quantity.
In the same way, you can play summer, spring or winter gifts.
Games to develop imagination
Little children are amazing dreamers. They can come up with a huge fairy-tale world and place unusual creatures in it. By developing your baby's imagination, you stimulate his creative thinking.
It's the other way around
Ask your child to imagine that all the seasons are mixed up. In the summer it snowed, in the spring the leaves turned yellow, in the fall birds arrived and began to build nests, and in the winter wildflowers bloomed.
Ask your child to come up with continuations for these imaginary stories. Help him by asking leading questions. Let the little one try to draw what he was talking about.
Musical pictures
Listen with your child to the wonderful melodies of P. I. Tchaikovsky from the cycle “The Seasons”: “April. Snowdrop", "June. Barcarolle", "October. Autumn Song", "December. Christmas time."
Ask your child to tell you what he imagines when he listens to music, draw pictures with him. If the little one finds it difficult to answer, start the story yourself, and let the baby add details.
Logical thinking games
Didactic games for logical thinking help the child not only to learn the world, but also analyze and systematize information, make certain conclusions. Use our recommendations and play with your baby.
Dress the doll according to the weather
To play you will need a doll and various doll clothes and shoes. If a sufficient number of clothes are not available, they can be replaced with pictures. Place them on the table in front of the child.
Preliminarily talk with your child about the seasons and the weather that is typical for them. Then offer to create a wardrobe for the Masha doll for each season from the available items.
Winter: warm boots, fur hat, mittens, fur coat.
Summer: light dresses, swimsuit, Panama hat.
Autumn: rubber boots, raincoat, hat.
Spring: shoes, light jacket, hat.
Let the little one not just arrange things according to the weather, but also come up with what they might be needed for. For example, a swimsuit - for relaxing at sea, rubber boots - for a walk in the autumn forest, etc.
Fold the picture
Print out four pictures that match different times years, and cut each of them into 6-8 pieces. Mix the resulting cards.
Give your child riddles and ask him to collect the desired picture as a answer.
The snow is melting, the meadow has come to life.
The day is coming. When does this happen?
The sun is shining, the linden tree is blooming.
When does rye ripen?
Snow on the fields, ice on the waters,
The blizzard is walking, when does this happen?
The fields are empty, the ground is wet,
Does it rain when does it happen?
When you need it
When the pictures from the previous game are correctly collected, give the little one a new task. Place drawn or real objects in front of him: a mitten, a ball, a mushroom basket, a twig with leaves, a Christmas tree toy, a sand set, yellow leaves, etc.
The child must determine which object belongs to which season and justify his answer.
Speech development games
Games for speech development enrich a child’s vocabulary and develop his imagination. Speech development is facilitated by reading fairy tales and memorizing poems. At 5–6 years old, a child should be able to compose short stories using not only simple, but also complex sentences.
Colored fantasies
Prepare four sheets of colored cardboard: blue, green, red, yellow and pictures depicting autumn, winter, spring and summer. Read wonderful lines of Russian poets to your child. Ask him to think and say why each season is associated with a certain color.
And the witch is winter
Everything mumbles in the night
Falls asleep at home
And he grumbles and grumbles.
The thread broke again
The fluff flew again.
And it started again
Blue blizzard...
( A. Reshetnikov)
The Green Noise is going on and on,
Green Noise, spring noise!
Playfully, disperses
Suddenly a riding wind:
The alder bushes will shake,
Will raise flower dust,
Like a cloud: everything is green,
Both air and water!
(N. Nekrasov)
Summer has arrived -
Strawberry blushed:
Turns sideways to the sun -
Everything will be filled with scarlet juice.
There is a red carnation in the field,
Red clover. Look at this:
And wild rose hips in summer
All covered in red.
Apparently people are not in vain
Called summer in red.
(M. Evensen)
I walk and feel sad alone:
Autumn is nearby somewhere.
Yellow leaf in a river
Summer has drowned. I throw him a circle -
Your last wreath.
Only summer cannot be saved,
If the day is autumn.
(G. Novitskaya)
Be sure to learn a poem with your child that corresponds to the current time of year.
Come up with more
This game can be played anywhere - on a walk, in transport, in line at the doctor, etc. You name some phrase, and the child must come up with as many sentences as possible with it.
Spring sun. The spring sun warms the earth. The spring sun is not very warm yet. The spring sun is shining brightly.
Examples of other phrases: autumn rain, winter holidays, summer heat, etc.
What happens?
For this activity, you can take a ball. Stand opposite the baby and, throwing him a ball, ask a question. The child catches the ball and, throwing it back, answers.
What happens in the summer? Heat, ice cream, sun, swimming in the river, strawberries, apricots, etc.
What happens in winter? Frost, Christmas tree, gifts, sleds, skis, snowflakes, etc.
What happens in the fall? Rain, mushrooms, leaf fall, rowan; birds fly away, etc.
Try to get your baby to name as many words and phrases as possible; to do this, give him hints.
Be sure to praise your child if he succeeds. If some task causes difficulty, then do not scold the baby, but figure out what the reason is and first simplify the task.
Dear readers! We hope that both you and your little one will like the games that we have chosen, since they are developmental, educational and educational in nature. In addition, educational games:
- form a child’s cognitive interest;
- instill perseverance and composure;
- teach the child to follow certain rules;
- promote his communication with adults.
Concluding today's meeting, we address you, dear site visitors, with a traditional request: if you liked our materials, tell your acquaintances and friends about them. We are still waiting for your comments.
We wish you all the best! See you again!
Loading...