Didactic games for children: the development of speech, sensory, physical development. Do-it-yourself card file with goals. Game "Similar words". Where is whose house
Natalia Knurova
Didactic games for children 4–5 years old
Didactic the game is a game only for the child. For an adult, it is a way of learning. AT didactic game assimilation of knowledge acts as a side effect. Target didactic games, game teaching methods - to facilitate the transition to learning tasks, to make it gradual.
Didactic games, are one of the effective means of developing cognitive interest in the subject. However, parents should be aware that games, can always achieve the set goal if they: will be selected according to the capabilities of the child; will be selected taking into account that their main content meets the learning goal of the lesson; will serve as a disciplinary tool, educate the child's endurance, patience, (since for children with a violation of socio-emotional interaction are characterized by mild excitability, quick distractibility, difficulty concentrating on the main thing). Didactic games contribute to the generation of interest in the acquired knowledge, skills and abilities.
Didactic game"What season?"
Goals: to learn to correlate the description of nature in poetry or prose with a certain time of the year; develop auditory attention, speed of thinking.
move games: The children are sitting on the bench. The teacher asks a question "When does it happen?" and reads a text or a riddle about the different seasons.
Didactic game"Where can you do what?"
Goals: activation in speech of verbs used in a particular situation.
move games: The teacher asks questions, the children answer them.
What can you do in the forest? (Walk; pick berries, mushrooms; hunt; listen to birdsong; relax).
Didactic game"What is this bird?"
Goals: clarify and expand ideas about the life of birds in the fall, learn to describe birds according to characteristic features; develop memory; cultivate a caring attitude towards birds.
move games: Children are divided into 2 subgroups. Children of one subgroup describe the bird, and the other one must guess what kind of bird it is. You can use riddles. Then another subgroup asks their questions.
"Lotto"
Target: mastering the ability to distinguish various forms.
Material: cards with the image of geometric shapes.
Content: Children are given cards on which 3 geometric shapes of different colors and shapes are depicted in a row. Cards differ in the arrangement of geometric shapes, their combination in color. Children are presented with the corresponding geometric shapes one at a time. The child, on whose card there is a presented figure, takes it and puts it on his card so that the figure coincides with the one drawn. Children say in what order the figures are located.
The game "Who has a longer tail?"
Target: Mastering the ability to compare objects of contrasting sizes in length and width, use in speech concepts: "long", "longer", "wide", "narrow.
Content: Noise outside the door. Appear animals: baby elephant, bunny, bear, monkey - Winnie the Pooh's friends. Animals argue over who has the longest tail. Winnie the Pooh invites children to help the animals. Children compare the length of the ears of a hare and a wolf, the tails of a fox and a bear, the length of the neck of a giraffe and a monkey. Each time, together with V., they determine equality and inequality in length and width, using the appropriate terminology: long, longer, wide, narrow, etc.
The game "Come play with us"
Target. Learn children speak loudly. Developing the ability to use a loud voice.
Preparatory work. Pick up toys: bear, bunny, fox.
Short description:
Children sit in a semicircle. Adult at a distance of 2-3 m from children arranges toys and He speaks: “The bear, the bunny and the fox are bored to sit alone. Let's invite them to play with us. For them to hear us, you need to call loudly, here So: "Misha, go!" Children, together with the teacher, call a bear, a fox, a bunny, then play with them.
Methodical instructions. Make sure that children speak loudly when they call toys, and do not shout.
The game "Who went out for a walk?"
A task: learn children determine by the nature of the music of the animal, move in accordance with the image.
Methodology: children are divided into 4 groups, each takes its own "house" in one of the 4 corners hall: bear, fox, bunny, horse. Whose music begins to sound, that group moves around the hall in accordance with the image (motor improvisation).
After everything "animals" take a walk once, to the cheerful music, with an easy run, the children go to the neighboring house counterclockwise. Thus, each child will be in different images.
Compose a photo
Didactic task: To form in children the concept of public holidays. Develop observation, logical thinking, coordination of actions. Exercise children in orientation on the plane.
Game rules: Follow the order. Pick up magnetic figurines only those that indicate the celebration of the New Year.
game action: Dialogue of a teacher with children. Search for the necessary magnetic figures.
Didactic material: magnetic board, Dunno doll. Magnetic figurines: Santa Claus, Christmas tree, Christmas decorations, festively dressed children, Snow Maiden, etc.
Game progress
Children alternately choose the necessary magnetic figures from the table and put them on a magnetic board (Christmas tree, Santa Claus, Snow Maiden, children festively dressed in carnival costumes, etc.)
The teacher informs the children that the New Year holiday is coming soon, but Dunno does not know what it is. And he invites the children to take a photo of the children celebrating this holiday.
We are photographers
Didactic task: To form the concept of the profession of a photographer. Develop visual memory, fine motor skills. Cultivate observation, diligence.
Game rules: Act on the signal of the educator. Do not distract your peers while you work.
Game action: Drawing your own image in the mirror.
Didactic material: a large wall mirror in the music room (you can use medium-sized mirrors for each child). Markers or markers. Chips.
Game progress
Children should circle their image in the mirror with a marker or felt-tip pen. Whoever completes the task first gets a token.
The teacher invites the children to go to a large mirror and answer the question: “Who do we see in the mirror?”
Then the teacher offers to become photographers.
How did our grandfathers defend this world?
Didactic task: Consolidate children's knowledge about the professions of a border guard, military pilot, tanker, etc. To fix generalizing concepts: water, air, ground military transport.
Game rules: Choose a profession and the appropriate mode of transport.
game action: Select a military occupation card or photo. Then pick up the appropriate military transport and stand at the border in the designated place.
Didactic material: modes of transport: air, land or water (airplane, helicopter, tank, armored personnel carrier, cannon, ship, etc. - toys) by the number of children.
Game progress
Children alternately choose a card on the table with the image of a military profession: a military pilot, a tanker, an artilleryman, a sailor. They select the appropriate type of transport for themselves: air, land or water, aircraft, helicopter, tank, armored personnel carrier, cannon, ship, etc. Then they occupy a place on the border of our Motherland.
Find out and name!
Didactic task: Recognize your relatives in photos. To consolidate children's knowledge of the name and patronymic of their parents.
Game rules: Start talking only at the signal of the teacher. Observe the order, be able to wait patiently.
game action: Dialogue of a teacher with children. Search for photos of your relatives.
Didactic material: pictures of each child's family members.
Game progress
Children look at photographs and name the name and patronymic of their relatives. The teacher, if the child finds it difficult, asks leading questions:
- Who is in this photo?
- This is my mom. Her name is .... (if the child calls only the name, the teacher prompts and offers to give the full name and patronymic.)
And who is next to mom? Etc.
Who will I be?
Didactic task: To form the concept of professions photographer, cook, seamstress, pilot, driver, etc. Develop visual memory, fine motor skills. Cultivate observation, diligence.
Game rules: Act on the teacher's signal. Do not distract your peers while you work. Select only those attributes that correspond to this profession. Start your story with the words: "When I grow up, I will ..."
Game action: Choice of attributes, profession name and explanation.
Didactic material: attributes to the theme of the profession: scissors and a comb; steering wheel and cap; scissors, fabric; saucepan and cap; gown and medical case, etc.
Game progress
Children must select the necessary attributes for the chosen profession. Name a profession and describe what a person in this profession does.
When I grow up, I will be a driver. The driver carries cargo by car, transports people.
When I grow up, I will be a hairdresser. The hairdresser makes 1 hairstyle for adults and children.
— When I grow up, I will be a cook. The chef prepares delicious meals and bakes pies. Etc.
Help your forest friends prepare for winter
Didactic task: To consolidate children's knowledge about the seasons - winter. Establish the simplest relationships between the seasons and the behavior of wild animals.
Game rules: Act only on the signal of the teacher. Pick up only those items that are necessary for the plot. Follow the order.
Game action: Finding the right items.
Didactic material: layout of trees, Christmas trees, cones, nuts. Soft toys: bear, hare, squirrel, hedgehog. White blanket, white bunny coat, etc.
Game progress
Children in the course of the teacher's story perform actions with objects.
The teacher informs the children that winter has come and the forest friends need to help prepare for this time of year.
Children put a toy bear in a den and cover it with a white blanket. The bunny is wearing a white coat. The squirrel is helped to collect cones under the tree and put them in the hollow of the tree. Etc.
Water is our helper!
Didactic task: To consolidate children's knowledge about the phenomena of inanimate nature - water and its properties.
Game rules: Act only on the signal of the teacher. Select only those items that are necessary for the story and description. Follow the order.
game action: Search for desired items.
Didactic material: a basin with dirty laundry; soap and toothbrush; first aid kit with medicines; Pets; story card with the image of the river, etc.
Game progress
Children choose the objects they like on the table and give their explanations.
The residents of the Flower City need water to wash their clothes.
Babies and toddlers need water to bathe and swim in the river.
The inhabitants of the Flower City need water to grow vegetables and fruits.
Babies and toddlers need water to water their pets.
Water is needed by the artist Tube to draw with paints.
Dr. Pilyulkin needs water to make medicine and treat the sick.
Donut Chef needs water to cook lunches, breakfasts and dinners.
Shpuntik and Vintik need water to wash after work.
All babies and toddlers need water to drink when it's hot. Etc.
Help the Unknown!
Didactic task: To consolidate in children the knowledge of the seasons, will accept autumn, spring, winter. Cultivate attention, curiosity, patience. Conduct an elementary comparative analysis, identify similarities and differences.
Game rules: Act only on the signal of the teacher. Answer only after the teacher asks a question. Follow the order.
game action: Children, considering the plot of the exhibited picture of the season, select the appropriate clothes. Dialogue between teacher and children.
Didactic material: magnetic board. Magnetic figurines For plot pictures of the season. Model watch "Seasons". Seasonal garments. Doll Dunno.
Game progress
The teacher sets the "Seasons" on the clock - autumn. He puts up a picture on a magnetic board: it is raining, a strong wind is blowing. Children must find those items of clothing that will match the weather and explain:
- Autumn has come. A strong wind blew, it started to rain. All people put on rubber boots, raincoats and jackets. We picked up an umbrella and went to kindergarten or to work.
Can you walk in this weather? (children's answers are discussed)
What can happen if someone walks? (Children's answers are discussed).
The teacher sets the “Seasons” on the clock - winter. He puts up a picture on a magnetic board: snow is falling, large snowdrifts lie on the ground. Children must find those items of clothing that will match the weather and explain:
Winter has come, snow is falling. There are big snowdrifts outside. People put on fur coats, warm boots, hats, scarves and mittens.
In what weather can you walk in winter? (children's answers are discussed)
What games do children play in winter? (children's answers are discussed: children take sleds, skis, skates and go for a ride.)
Dunno asks the children to help him choose the right clothes in which he could walk in the winter.
The teacher discusses with the children how to help Dunno.
Children, from what branch?
Didactic task: Differentiate the distinctive properties of tree seeds: oak, spruce, mountain ash, birch, etc.
Game rules:
game action: Find a card with a picture of a tree corresponding to certain seeds.
Didactic material: cards with the image of trees: spruce, mountain ash, oak, birch. A chest with tree seeds: oak, spruce, mountain ash, birch.
Game progress
Children take turns taking seeds from the chest and choosing a card with the image of the corresponding tree.
What is the chick's name?
Didactic task: Exercise preschoolers in recognizing and naming bird chicks: crow, sparrow, starling, titmouse.
Game rules: Alternately answer the teacher's question. Don't interrupt a friend.
game action: Consider the figurine of a bird and its chick and answer the teacher's question.
Didactic material: figurines of birds and their chicks: crow - crow; starling - starling; titmouse - titmouse; sparrow - sparrow.
Game progress
The teacher shows a figurine of a bird and its chick. The child must name an adult bird and its chick.
This is a sparrow, and the sparrow has a chick - sparrows.
- This is Harrow, and the crow has a chick - a crow.
This is a starling, and a starling has a chick - a starling.
This is a titmouse, and a titmouse has a chick - a titmouse.
Guess, name and put correctly
Didactic task: Classification of vegetables and fruits according to their main features and properties.
Game rules: Act on the teacher's signal. Follow the order of the answers.
game action: Choose an object, name it and put it on the appropriate plate.
Didactic material: basket with vegetables: tomato, cucumber, cabbage, beets, potatoes. Fruit basket: grapes, apple, lemon, pear, banana, orange.
Game progress
Children alternately take out, name and put the object on the appropriate plate:
This Apple. We'll put it on the fruit plate.
This is a carrot. We'll put it on the vegetable plate.
This is cabbage. We'll put it on the vegetable plate. Etc.
Guess and name
Didactic task: Classification of vegetables and fruits according to their main features and properties. Exercise preschoolers in a clear pronunciation of fruits: apple, pear, banana, plum, cherry, etc.
Game rules: One by one, take an object from the basket, recognize it and name it.
Game action: Choose items to guess.
Didactic material: a basket of real fruits and a few vegetables to compare general words: vegetables, fruits.
Game progress
Children sit on chairs. Doll Autumn alternately brings a basket to them. Children take objects out of the basket and name them. After all the fruits are in the hands of the children, the teacher offers to put them on a large dish and asks the question:
How can you call all these objects in one word? (fruit)
What other fruits do you know? (children's answers)
Guess and draw
Didactic task: Develop fine motor skills and arbitrary thinking.
Game rules: Draw the answer to the teacher's question in the sand.
Game action: The teacher reads the poetic text, and the children draw the answers with sticks in the sand.
Didactic material: sticks according to the number of children.
Game progress
The teacher gives riddles to the children. The children should draw the answer with sticks in the sand.
There is one such flower
Do not weave it into a wreath.
Blow on it lightly:
There was a flower - and there is no flower ... (dandelion)
The trunk turns white
The hat is green
Standing in white clothes
Earrings on branches ... (birch)
Where is whose house?
Didactic task: To consolidate children's knowledge of where animals and people live.
Game rules: Take one figurine from the table and place it in the appropriate house, explain your actions in words. Follow the order.
game action: Search for the desired figure house.
Didactic material: magnetic board. Magnetic figures of animals, dolls, houses, trees, bushes, etc.
Game progress
Children take turns taking the figurines of one of the guests from the table and placing them in the corresponding house on the magnetic board.
Manechka and Vanechka live in a house.
- The duck lives with my grandmother in a shed.
The chickens live in their grandmother's shed.
Bunny lives in the forest under a bush.
The hedgehog lives in the forest in a mink.
Where does the magpie live? (in the forest on a tree)
Who lives where?
Didactic task: To consolidate children's knowledge of where pets live.
Game rules: Answer at the signal of the teacher. Respect the order and partnerships.
game action: Search for the right pet house.
Didactic material: soft toys - pets: horse, cow, goat, dog, chickens, piglets, etc. Buildings: chicken coop, barn, stable, cowshed.
Game progress
The teacher points to the buildings and asks the children a question:
Which of you guessed what a cowshed is? (a place where cows live)
Where can horses live? (in the stable)
Where will the hens and roosters live? (in the chicken coop)
What is the difference between buildings for cows, horses, chickens? (value)
Who built the cowshed, the stable, the barn? (person, people, etc.)
Why do people build cowsheds, stables and barns near their homes? (children's answers are discussed)
Whose seeds?
Didactic task: Exercise children in the differentiation of vegetables, fruits and their seeds. Develop arbitrary memory, concentration, observation.
Game rules: Spread the seeds on the appropriate cards with the image of fruits and vegetables.
game action: Children take the seeds they like, name them and put them on the card of the corresponding fruit or vegetable.
Didactic material: plates with seeds: pumpkin, pea, sunflower seeds, tomato, plum, cherry, watermelon, etc.
Game progress
The children are given bowls of seeds. They have to arrange the seeds on cards with the appropriate vegetable: zucchini, watermelon, peas, tomato, cucumber, etc.
Guess the taste
Didactic task: Exercise children in differentiating vegetables and fruits by taste. Activate vocabulary: sweet, salty, bitter, etc. Develop memory, concentration.
Game rules: Recognize fruits and vegetables with your eyes closed. No peeking.
game action: Guessing with closed eyes. The one who makes a mistake is given another fruit or vegetable.
Didactic material: pieces of fruit: apple, pear, orange. Pieces of vegetables: cucumber, cabbage.
Game progress
Children sit on chairs. The teacher alternately approaches the child and offers to close his eyes and gives a piece of fruit: an apple, a pear, an orange. Asks to taste the fruit and name it.
The teacher may unexpectedly give a piece of vegetable: cucumber, cabbage, etc., so that the children are attentive enough.
Lay out the figures of forest animals
Didactic task: To consolidate knowledge of animal body parts: head, torso, paws, ears, tail. Systematize children's knowledge of geometric shapes. Classification of geometric shapes by color, shape, size.
Game rules: Select only those geometric shapes that will convey the characteristic features of the corresponding animal.
Game action: Search for the desired geometric shapes.
Didactic material: sets of geometric figures of Gyenesh blocks by the number of children. A picture depicting wild animals: a fox, a wolf, a hare, a bear.
Game progress
The children are sitting at the tables. In front of them lie the geometric figures of the Gyenes blocks. The teacher offers to lay out, if desired, the silhouettes of forest animals that are depicted in the picture. Using geometric shapes, children lay out the silhouette of a bear, fox, hare and wolf.
How should you take care of your younger friend?
Didactic task: To form in children the moral concepts of caring for our smaller brothers: care, feed, walk, play, etc.
Game rules: Act on the signal of the educator. Don't disturb your friend.
game action: Children choose the appropriate cards, lay them out in front of them. At the signal of the educator, they answer the question, giving explanations.
Didactic material: plot cards: children feed animals, children walk with animals, children clean the cage, children play with animals, a child swings a stick at a dog, an empty dirty plate is lying around, a kitten is out in the rain, etc.
Game progress
Children must select the right cards and lay them out in front of them. In turn, they take a certain card and call the action. The teacher comments:
1. The hamster needs to be fed.
Indeed, people should eat, and all animals. If you give a hamster food, he will understand that we ... what? (kind, caring)
Who knows what a hamster loves? (children's answers are discussed)
Where do you think a hamster can hide his supplies? (children's answers are discussed and lead to the fact that the hamster first keeps the remaining grains in its cheeks. And then puts its supplies in the pantry, house)
- So we fed our friend, what are we going to do next?
2. It is necessary to clean the cage
~ Why do you need to clean the hamster's cage? (children's answers are discussed and lead to the fact that the hamster must live clean. Otherwise, he may get sick, become sad, sad, etc.)
Where do you think the hamster should be when we clean up the cage? (children's answers are discussed and lead to the fact that the hamster must first be taken out of the cage)
How can you get a hamster out of the cage? (children's answers are discussed)
The teacher shows the children how to carefully and correctly take the hamster so that he is not offended. To be free and well. The educator accompanies his actions with the words:
Hamka, Hamka, hamster!
You are always our friend!
Don't worry, we won't hurt you! We will take you affectionately, like this! With both hands, very carefully, behind the breast. We will not drag you by the head and paws. We know that it will hurt you so much.
Look guys, he even smiles. He looks at us with his beautiful eyes and seems to say: “Yes, I’m not afraid of you at all!”
Who wants to hold our Homka? (the teacher carefully passes Homka to the child and accompanies everything with the words of care for the animal)
Now Khomka is clean and beautiful. How else can we show concern for Homka, our friend?
3. You need to take a walk with Khomka.
How can I organize a walk with Homka? (you can go for a walk and take Homka carefully in your arms. You can go for a walk with Homka in a cage. Etc.)
All options are discussed, and the most acceptable one is selected.
What should we do before going for a walk with Khomka? (answers are discussed and lead to the fact that you need to know the weather outside)
Have you put another card on the table, where children play with animals?
4. Can I play with Khomka?
The teacher explains to the children that it is undesirable to play with Khomka.
Homka is cheerful and joyful when he is in a cage. If he is taken out of the cage, he will tremble, be afraid, and may even run away. It is best to watch Khomka from afar. Then you can see very interesting stories. And we will definitely see them.
describe the picture
Didactic task: To consolidate the knowledge of children about the adaptation of animals to winter conditions.
Game rules: Answer only at the signal of the teacher. Be able to listen to the opinions of your peers.
game action: Dialogue of the educator and children when looking at the picture.
Didactic material: a picture on a magnetic board, which depicts the adaptation of animals to winter conditions.
Game progress
The teacher asks the children questions, and the children find the answer by looking at the picture on the magnetic board.
Why are the birds so noisy? (birds gather in flocks and fly away to hot countries).
Why do birds decide to fly to hot countries? (winter is coming. Trees are without leaves. Insects hid far under the bark. Birds have nothing to eat)
Where is our beloved bunny, why is it not visible? (he changed his gray coat to white and hid behind a birch. Therefore, he is not visible)
Why did the hare hide behind a birch? (because the trunk of a birch is white, like a hare's coat in winter)
Why did the bunny have to change his fur coat? (when the snow falls, it will be easier for him to hide from enemies)
Look where this hedgehog is in such a hurry, and what does he carry on his back? (the hedgehog has a mushroom and an apple on its back. The hedgehog carries it all into its mink)
Why does the hedgehog carry these foods into its burrow? (hedgehog makes reserves for the winter)
Find in the picture the one who is still making supplies for the winter? (squirrel)
What does a squirrel store for the winter? (mushrooms, berries and cones)
Compare and tell what is the difference?
Didactic task: To consolidate the knowledge of children about the distinctive features of birds and animals.
Game rules: Answer only at the signal of the teacher.
Be able to listen to the opinions of your peers.
game action: Dialogue of the educator and children when examining birds and animals.
Didactic material: animals: fox, wolf, bear and hare. Birds: crow, sparrow, magpie.
Game progress
Animals are on the teacher's table: a fox, a wolf, a bear and a hare. And birds: crow, sparrow, magpie. Children must find the differences and name them.
How are birds and animals similar? (birds and animals have a body, eyes and a tail)
What do birds have and animals don't? (birds have wings, but animals do not. Birds have a beak, and animals have a mouth. Birds have two paws, and animals have four. In birds, the body is covered with feathers, and in animals, with wool).
find and describe
Didactic task: Classification of objects of the natural and man-made world: fireflies, table lamp, flashlight, light bulb, etc.
Game rules: Answer only at the signal of the teacher. Be able to listen to the opinions of your peers.
Game action: Dialogue of the educator and children when considering objects of the natural and man-made world.
Didactic material: cards with the image of various electrical, lighting devices, the sun, fireflies.
Game progress
On the table are cards with the image of various electrical, lighting devices, the sun, fireflies. Children, at the signal of the teacher, find certain objects.
Find objects that shine, but are not made by human hands? (fireflies, sun)
Who are the fireflies? (insects)
What is the sun? (largest star)
Find devices that a person came up with to illuminate his home (table lamp, flashlight, candle, chandelier, etc.)
Find appliances that run on electricity (electric kettle, washing machine, refrigerator, computer, etc.)
Into what two groups can we divide all our subjects? (on objects of nature and objects that a person made with his own hands)
Didactic games for children 3-4 years old in kindergarten
Educator:
Vidulina I.Yu.
Who is called?
Goals: develop thinking, memory, speech.
Equipment : doll, toy animals: cat, dog, cow, goat, etc.
* * *
Children sit on chairs placed in a semicircle in front of a table on which toys are laid out. The teacher approaches one of them and asks what his name is. The child names himself. If he is silent, then the teacher helps him.
He asks a few more children to give their names, and then asks 2-3 children for the names of other babies, for example, a girl with a red bow, a boy in a white shirt. After that, the teacher shows the doll.
caregiver . This doll's name is Alenka. What is her name?
The children answer.
And who is this?
Children . Pussy.
caregiver . This cat's name is Murka.
Children repeat the name of the cat. Then the teacher shows them a dog, a cow and other animals, invites the kids to come up with a nickname for them or calls them himself and asks 3-4 children to repeat. Children repeat after the teacher.
The teacher makes sure that the children loudly and clearly call their names, the names of comrades, dolls, animal names.
What's in the bag?
Target: to teach to distinguish the sound [c] in pronunciation, to develop speech.
Equipment: pouch; toys and objects that have the sound [p] in their names (chicken, chicken, sheep, hare, saucer, button), as well as other toys (car, cube, ball, ball, etc.).
* * *
Educator. I have a bag (shows), which contains a lot of interesting things. Whoever I approach, let him take out one toy from this bag, name it and show it to everyone.
The called child performs the task. The teacher takes a toy from the child and asks several more children to say what it is called, then he calls it himself and asks the children to listen if there is a sound [ts] in this name.
When all the items are taken out of the bag, the teacher leaves on the table only those in the name of which there is a sound [c] (chicken, chicken, sheep, hare, saucer, button), and invites the children to list them.
The teacher must pronounce the words clearly, highlighting the sound [c], for example, sheep-tsa, saucer-tse. When choosing toys, you need to make sure that among them there are no objects that have the sound [s] in the name, which can confuse children. It is necessary to ensure that children correctly name words containing the sound [ts], pronounce it clearly.
Choose the right word
Target : develop figurative thinking, speech.
The teacher begins to pronounce the phrase, and the children are invited to complete it by choosing the appropriate word.
Educator. They swim in the aquarium ... Who swims?
Children . Fish.
He sits high on an oak tree and croaks ... Who? (Crow.)
Grazing in the meadow ... (cow).
A large green one grew in the garden ... (cucumber).
Vova burst red ... (ball).
He drives a car well ... (driver).
First, the teacher asks the children again, then they answer without an additional question. The teacher draws attention to the fact that they accurately select words, correctly pronounce the sound [p], [p "] in words. Answers should be individual.
The lesson is carried out at a fast pace.
Rain
Goals: to learn to distinguish the speed of pronouncing words, in this case, onomatopoeia cap-cap-cap, and also pronounce clearly at different tempos: slowly, moderately, quickly.
* * *
Educator. Droplets hit the roof. (Pronounces drip-drip-drip at a moderate pace.)
Children repeat.
When the rain is just beginning, its drops rarely fall and knock differently (pronounces drip ... drip ... slowly and slightly stretching, with pauses).
Children repeat.
If it rains heavily, then the drops knock on the roof like this (says at an accelerated pace).
When the kids learn to distinguish between the speed of pronunciation and pronounce this sound combination at a given pace, the teacher invites them to determine by ear what kind of rain it is and pronounces a cap-cap-cap at a different pace. This is repeated 3-4 times.
The teacher makes sure that the children are attentive and accurately determine the speed of pronouncing the sound combination by ear, and also correctly pronounce it at a given pace.
Let's make up a fairy tale about words
Target: teach to distinguish sounds by ear [n], [s], [m], [o], [y].
The teacher invites the children to compose a fairy tale together about words and sounds and reads them, as an example, fairy tales composed by other children.
caregiver . Let's listen to the story. Once upon a time there were two kittens and a mother cat. One kitten was named after the sounds [m] and [r]. What was his name? Okay, let it be Moore. And the other in the nickname had a sound [p]. That's right, his name was Pooh. They went fishing, caught a fish, in its name there is a sound [s]. Yes, it was catfish. Let's go home. We met an animal with a short name - a hedgehog. We greeted him and moved on. We saw a lot of interesting things, and when we came home, the mother cat was delighted with the fish. She gave Pooh a toy car, and Muru gave the sound [m] in the name. That's right, a mouse. They were happy and had fun playing.
And now another tale. Once upon a time there lived a tailor. He had a table and a chair, the table was magical: he could speak. There was a lot of heavy stuff on the table. When the tailor left, the table says to the chair: "Let's exchange sounds so that you become a table, and I become a chair, so that I can rest, and you work, because the tailor does not put weight on you, but leaves irons on me at night." They exchanged. The table gave him the sound [o], and the chair gave him the sound [y]. The table became a chair and the chair became a table.
The fairy tales that the teacher comes up with with the children, he writes down and then reads.
During play hours and on walks, the teacher can conduct this exercise with individual children.
About Mishutka-silly
Goals: to teach how to highlight the stressed sound in words and determine in which part of the word it is located.
Equipment: for the teacher - a large strip of paper, a pointer; for children - individual small paper strips, counting sticks.
* * *
The game exercise is conducted as a teacher's story, interrupted by questions to the children and their answers.
Educator. Although Mishutka learned to divide words into parts, he still did not always pronounce words correctly, this upset the bear parents, and they decided to teach their son to pronounce words correctly. The mother bear showed him a cup and asked: “What is it called? How should this word be said? And Mishutka answered: "Cup". They showed him a glass, and he said: "Glass." They showed a decanter, and he said "Decanter". They showed a teapot, and he: “Teapot”. Then the bear mother gave him such a strip of paper and a pointer stick (children have prepared strips of paper and counting sticks) and said: “This strip will be like a word with us. I say the word cup and with a stick I lead along the strip from beginning to end. (The teacher shows on a large strip, the children repeat on their own.)
Pay attention, baby, that when I say the beginning of the word cup-, then my voice sounds stronger.
The teacher makes sure that each child, pronouncing the word, holds the stick in the left half of the paper strip.
Now I will say the whole word, and you listen, does its beginning really sound stronger, more noticeable than its end, - chaaashka. Repeat, Mishenka, like me.
The teacher asks the children to do the same.
But the fool pronounces the word again in his own way, incorrectly: cupaaaa. “No,” the bear gets angry, “this word must be said wrong, listen again to how my voice sounds when I say the word “cup”.
Repeated, repeated Mishutka and even learned to speak correctly: chaashka, chaashka, chaashka. This he repeated so many times to the delight of his mother, and everyone was satisfied.
Handle - leg
Target : introduce the different meanings of the words "handle", "leg".
* * *
caregiver . Guess the riddle: “He meets everyone with one hand, sees them off with the other, he gives a pen to everyone who comes.” (Door handle.) What objects have a handle? What can she do? Draw objects that have a handle. Complete the sentences: “The pen is needed to ...” “You can use the handle ...” And what objects do we call the word “leg”? Draw objects that have a leg.
How to say right
Target: to learn to understand the figurative meaning of words and expressions, which, depending on the phrases, change their meaning.
* * *
caregiver . I will start the sentences and you will finish.
Finish the phrases:
The pillow is soft, and the bench ... (hard).
Plasticine is soft, and the stone ... (hard).
The stream is shallow, and the river ... (deep).
Currant berries are small, and strawberries ... (large).
Porridge is boiled thick, and soup ... (liquid).
The forest is dense, and sometimes ... (rare).
After the rain, the earth is damp, and in sunny weather ... (dry).
We buy raw potatoes, and eat ... (boiled).
We bought fresh bread, and the next day it became ... (stale).
In the summer we ate fresh cucumbers, and in the winter ... (salted).
Now the collar is clean, and tomorrow it will be ... (dirty).
Let's think about how to say it differently: evil winter - very cold, prickly wind - sharp, light breeze - cool, golden hands - everyone knows how to do well, golden hair - beautiful, shiny. The expression "evil winter" can be found in fairy tales. To whom does the word "evil" refer? (The evil stepmother, Baba Yaga.)
One - many
Goals : train in the formation of the plural and the use of words in the genitive case; to teach to select definitions and words denoting action for words; learn to find the first sound in words, determine the number of syllables and select words that are similar in sound.
Equipment : cards with pictures of one object and several objects.
* * *
educator . This is a ball. And these are balls. There are many balls here. What balls? (Red, blue, green.) How can one say in one word that all the balls are of different colors? (Multi-colored.) This is a poppy. And these are poppies. There are many poppies in the bouquet. What are they? (Red.) What else is red? How do you understand the expression "Red Maiden"? Where did you meet such an expression? What fairy tales? Guess the riddle: “Grandfather is sitting, dressed in a hundred fur coats. Whoever undresses him sheds tears.” This is a bow. What is he? (Yellow, juicy, bitter, healthy.) Is there a lot in the basket? (Luke.)
I am the moon and you are the star
Target: develop associative thinking.
* * *
Two player option: one says, for example: "I am a thunderstorm!" The other should quickly respond with something appropriate, such as "I'm the rain." The first continues the theme: “I am a big cloud!” You can quickly answer him: "I am autumn." Etc.
Group play option : all but one sit on chairs in a circle. There are three chairs in the middle, and one of the children sits on one of them. He says, for example: "I'm the fire brigade!" One of the children who first comes up with something suitable sits next to a free chair and says: “I am a hose.” Another hurries to the second chair and says: "And I'm a fireman." The child - "fire brigade" must choose one of the two, for example: "I take the hose." He takes the “hose” by the hand and they sit on chairs with other children. The remaining one child must come up with something new, for example: “I am a sewing machine!” and the game continues...
Tell me a word
Target: develop creative thinking.
* * *
The facilitator starts the phrase, and the participants finish it.
The crow croaks, and the sparrow...
The owl flies and the rabbit...
The cow eats hay, and the mouse...
The mole digs minks, and the magpie...
The rooster crows and the hen...
The frog croaks, and the horse...
A cow has a calf and a dog...
The teddy bear has a bear mother, and the squirrel has ...
Get to know us
Target : develop creative thinking, memory.
* * *
Educator. Listen to the poems and name the heroes of fairy tales.
Mixed with sour cream
It's cold on the window
Round side, ruddy side,
Rolled ... (Kolobok).
The grandmother loved the girl very much.
She gave her a red hat.
The girl forgot her name.
Well, tell me her name. (Red Riding Hood.)
The nose is round, patchy,
It is convenient for them to dig in the ground,
Small crochet tail
Instead of shoes - hooves.
Three of them - and to what
The brothers are friendly.
Guess without a clue
Who are the heroes of this tale? (Three pigs.)
Heals young children
Heals birds and animals.
Looking through his glasses
Good doctor... (Aibolit).
Near the forest, on the edge,
Three of them live in a hut.
There are three chairs and three mugs,
Three beds, three pillows.
Guess without a clue
Who are the heroes of this tale? (Three Bears.)
My father had a strange boy
Unusual - wooden,
But the father loved his son.
What a strange
Little wooden man
On land and underwater
Looking for a golden key?
It has a long nose everywhere.
Who is this? .. (Pinocchio.)
The fat man lives on the roof
He flies above all. (Carlson.)
She is beautiful and sweet
And her name is from the word "ash". (Cinderella.)
get to know me
Target: develop logical thinking, speech.
* * *
Children receive subject pictures. They must indicate the characteristics of the object and give its description: color, material, shape, parts, why, what it eats, where it lives, etc., without naming it. For example: “This is an inanimate object. It can be found in the kitchen. It has a handle, a lid, a spout. They boil water in it." Everyone guessed it was a kettle.
Look out the window
Target: develop imagination.
* * *
Sheets of colored paper are inserted into a painted frame - a “window” with closing shutters. The shutters open. The teacher invites the children to “look out the window” - dream up and tell what they see “outside the window”. Usually, behind a white sheet, children "see" a winter landscape, a skating rink, a hospital; behind yellow - desert, autumn meadow, etc.
What is common and what is different?
Target:
* * *
caregiver . What do a dog and a chair have in common?
The children answer.
That's right, a chair has four legs, and a dog has four paws. And how do they differ?
The children answer.
Yes, the dog is alive, but the chair is not. The dog is an animal and the chair is a piece of furniture. What do carrots and oranges have in common?
The children answer.
Yes, they have the same color - orange. Yes, they are edible and delicious. And how do they differ?
The children answer.
Yes, they have different shapes. Orange grows on a tree, and carrots in the ground. Orange is a fruit and carrot is a vegetable.
Pairs of objects for comparison, search for common and special (different) are offered first by the educator, and then by the children.
Example comparison pairs:
Bear - fox.
The sea is a river.
The tree is a flower.
Computer - TV.
Cheerful - sad.
The book is a magazine.
Kind angry.
Guess!
Target: develop logical thinking and speech.
The educator lists a number of features characteristic of the intended subject. Children must name this object.
Delicious, scarlet, sugary.
Yellow, red, autumn.
White, fluffy, light.
Branched, green, prickly.
Brown, clumsy, clumsy.
Cunning, redhead, predator.
Grey, angry, hungry.
Continue offers
Target: develop imagination and speech.
The teacher asks the children to continue the following sentences:
If a piece of ice was brought into the room, then ...
The boys laughed merrily because...
If there is a severe frost in winter, then ...
The girl stood and cried very hard, because ...
The boy got sick, he had a high fever, because...
When your birthday comes...
If it rains heavily...
Score
Target : develop imagination and speech.
Children sit in a semicircle in front of a table and a shelf with various toys.
caregiver . We have opened a new store. Look how many beautiful toys it has! You can buy them. But in order to buy a toy, you need to follow the rule: do not name it, but describe it, while you cannot look at the toy. According to your description, the seller will recognize it and sell it to you.
The teacher buys the toy first, showing how to follow the rules of the game.
Dear seller! I want to buy a toy. She is round, rubber, can jump, all children love to play with her.
The seller sells the ball to the buyer.
Thank you! What a beautiful ball!
The teacher invites any of the children to make the next purchase.
The game continues until all the children have bought toys.
During the game, the role of the seller can be performed by several children in turn.
Dad mom
Target: develop coordination, thinking and speech.
* * *
Sit with the children in a circle and clap your hands on your knees. Now we turn the right hand into the Pope, and the left into the Mother. "Let's say" with the right hand, slapping on the right knee: pa-pa. The same left: ma-ma. And now alternating hands: pa-pa - ma-ma.
Each hand can be patted 4 to 8 times.
Now we turn our hands into Grandfather and Grandmother. This means that each hand will have to clap three syllables: de-dush-ka, ba-bushka (from 4 to 8 times).
So you can clap your names and other miscellaneous words.
Names
Goals: mobilize attention, will; develop a sense of rhythm.
* * *
Children sit or stand in a circle. The teacher sets some kind of slow pace with clapping, counting "one, two, three, four." Then the children, under incessant clapping, sequentially call out their names. We must try to make the accent on the name coincide with the clap. The game is successful if none of the guys missed their clap, did not lag behind him and did not get ahead of him. When everything is going well, you can pick up the pace. Play first one side of the circle, then the other. The game ends when the circle is completed. Names can be replaced by the names of colors (red, yellow, etc.) or animals.
Let's invent
Target: develop abstract thinking, speech.
Equipment : a set of objects of various shapes (sticks, a ball, a ring, boxes, a cylinder) and cards depicting various objects of a certain shape - a mirror, a pencil, an egg, an apple. The images in the pictures should be similar to the items.
For example : pencil, fishing rod, needle, knife - similar in shape to a stick; vase, glass, thimble - a hollow cylinder.
* * *
Children (or a child) sit in front of the table, each with a set of objects. The teacher sits opposite, he has cards with pictures. Shows cards one at a time.
caregiver . Who has an object similar to such a pencil?
Child (which has a similar object in shape). I have! (Gives a card with a picture of a pencil.)
Opposite option : children have cards with pictures, and an adult has different objects.
What smells?
Target: acquaint with sensations, sense organs.
* * *
Prepare items with a specific smell - soap, shoe cream, garlic, lemon, etc. It is worth considering all the items in advance, discussing what is edible, sniffing together and trying to determine the smell - sour, bitter, sweet, pleasant - unpleasant, edible - inedible. Then blindfold the child and offer to identify each item by smell.
name the same
Goals: learn to correlate the object and the sign.
* * *
The teacher names any object in the field of view of the children and one of its signs. Children should name as many other objects around them at the moment that have the same attribute. For example: “The sweater is fluffy. The collar is also fluffy, the hat is fluffy, the snow is fluffy. For each correct correlation of the object and the specified attribute, the child receives a token. The winner is the one who names the maximum number of items and collects more chips.
Then the task changes, and children can name objects of a certain size (high, low, wide, narrow), shapes (triangular, square, rectangular, oval, round), made of a certain material (glass, wood, metal, etc.) certain qualities, etc.
butterflies
Target: develop logical thinking.
Equipment: 18 cards with the image of butterflies (approximate size of cards 5x5 cm), differing in the color of the wings - red, yellow and blue, the shape of the spots on the wings - round, triangular, oval and the nature of the edges of the wings - even or with teeth (there must be cards that combine several features ); three standard (A4 format) sheets of white paper ("clearings"), three rectangular strips - "bridges" of gray paper (10 x 20 cm) and one triangular "bridge" of gray paper.
* * *
Participants need to correctly place the butterflies in the "clearing" and "bridge" in accordance with the given conditions.
Exercise 1. Arrange all insects in two "clearings" so that all insects with red wings are on one; explain after completing the task which butterflies are located in which clearing.
Task 2 . Arrange the butterflies on two "clearings" and a "bridge" connecting them so that on one "clearing" there are all insects with round spots on the wings, and on the other - all insects with yellow wings. Guess what insects should be located on the "bridge". Butterflies that do not fit into any clearing should be put separately. After completing the game task, the teacher invites the children to comment on its result.
Task 3 . Sort the insects into "clearings" and the bridges connecting them so that the first "clearing" contains all insects with red wings, the second - all insects with smooth edges of the wings, the third - all insects with round spots on the wings (on the "clearings"). » cards with the corresponding symbols are placed). Guess and find insects that need to be planted on each of the "bridges". Set aside insects that do not fit any "clearing" and any "bridge". At the end of the assignment, the students are again invited to tell as accurately and briefly as possible which insects, in which clearing and on which bridge they are.
By analogy with this game, others can be played, for example, using tree leaves, flowers of different shades, sizes and shapes.
Does it happen or not?
Target: develop attention, abstract thinking.
* * *
The whole group of children takes part in the game. Children need to listen carefully to the poem, and if there is any inaccuracy in it (or something that actually does not happen), they should give a sign - clap their hands.
Wider circle! Wider circle!
A turkey was walking down the street,
On a bulldog chain led
And the road was chalked with a tail.
Wider circle, wider circle
And the iron was walking towards,
Went with a basket to the market,
Walked and stroked the sidewalk.
Wider, wider, wider circle!
The turkey swallowed the iron,
A bulldog - a basket
Ate like a sardine.
Warm spring now
Our grapes are ripe
Horned horse in the meadow
Jumping in the snow in summer.
Late autumn bear
Likes to sit in the river.
And in winter among the branches
"Ha-ha-ha" - sang the nightingale.
Quickly give me an answer -
Is it true or not?
Smart hoopoe bit with a broom,
A crocodile swept the street with a fishing rod.
Mustachioed duck caught a mouse,
A cat with ducklings dived into the river.
Something must have been wrong.
What did our poet mess up, eccentric?
The dog sits down to play the harmonica
Red cats dive into the aquarium
Socks begin to knit canaries,
Kids watering flowers from a watering can,
The old man lies on the window, sunbathing,
And granddaughter and grandmother play with dolls,
And fish read funny books,
Taking them away little by little from the baby ...
What are we playing?
Target: develop attention, auditory perception.
Equipment : bell, tambourine, metronome, rattle, whistle, wooden and metal spoons, etc.
* * *
The game is played on the playground. For the first game, a set of the simplest sounds familiar to children is used. The next time you play the game, you need to add the sound of new items. And with each new sound, children should first be introduced.
From among the players, a driver is chosen, who becomes his back to the players at a distance of 2-3 meters. Several players (3-4), at the signal of the host, come closer to him and with the words “What are we playing with?” start making sounds. The driver must determine which objects make sounds. If he guessed correctly, he can go to the group of players, and the players choose a new driver. If not, then he continues to drive until he gives the correct answer.
Who lives in our barn?
Target : develop logical thinking, memory.
* * *
Each of the players receives a set of subject pictures on which pets are drawn.
The teacher reads the poem, the children show the guessing pictures and lay them out in the order in which the animals are described in the poem. The winner is the one who puts the pictures of animals in the right sequence and then correctly names them.
Who lives in our barn?
I know them all very well...
These go everywhere together
They doze together on a perch.
Get up early together
Crumbs, grains are pecking.
And from this the sky is hidden -
She looks into the trough
Or, with a hooked tail,
Digs the ground with a patch.
And this one I call
It's very simple, kids.
She eats hay, grass
And mumbles all the time: "Moo-uuu."
Here's the family:
mother and daughters,
All fluffy lumps
Together they will gnaw carrots -
They won't leave each other.
This one is hiding on the roof -
I call, but he does not hear.
Pretends to be asleep
He takes care of the birds.
This one is black and shaggy.
He's our watchman, guys.
I always feed him
Himself for lunch and dinner.
I love him the most
We are very friendly with him.
Collect the train
Goal: develop logical thinking.
* * *
There are pictures on the board. They have various objects on them: a spoon, a vase, flowers, etc. Pictures are “cars”, they need to be placed one after another so that some connection can be indicated between the “cars” standing next to each other. Children “assemble” the train: they put a pan behind the spoon, as it is dishes, and behind the pan - a vase, since you can pour water into them. Next is a picture with flowers, as they can be put in a vase. The pictures on the board have moved - the train is ready. A “driver” is selected, he checks how the cars are “fastened” - he repeats the connections between objects.
Magic brush
Target: develop imagination.
* * *
One child makes several strokes with a "magic brush" whose handle is wrapped in colored foil. Children stop the brush with the words: “One, two, three - freeze!” After that, they “figure out” what the brush painted. Children draw pictures on various topics.
What changed?
Target: develop observation, memory.
* * *
The driver puts figures on the shelf in a certain order (animals, plants, geometric shapes, etc.). Children watch and remember. Then the command sounds: "Now let's all sleep for a minute." Children close their eyes. At this time, the leader changes the order of the figures. The words are: “Wake up! What changed?" The children are watching and responding.
Let's clap the song
Target : develop a sense of rhythm, coordination of movements.
* * *
Let's gather in a circle and try to sing a well-known children's song with our palms. For example, "A Christmas tree was born in the forest." Each note of her melody corresponds to a syllable in the lyrics of the song. Our task is to alternately moving in a circle and naming our syllable, slam this melody. The first player claps on the syllable “in le-”, the second on “-su”, the third - on “ro-”, the fourth - on “di-”, the fifth - on “-las”, etc. This must be done slowly. Speed will come only after many workouts. The game ends when the whole song or one of its verses is finished. So you can clap any song, the main thing is that it should not be rhythmically complicated.
Guess the song
Target : develop an ear for music.
* * *
Choose one of the children's favorite songs. Sing it to yourself and clap it at the same time. You have to guess what song it is. The task is not easy, but more often than not, children cope with it. Much depends on the adult: how clearly he sings to himself and how accurately he conveys the song with clapping. You can switch roles and invite children to guess the same riddle for an adult. Try to clap and sing the song at your usual pace.
Nonsense
Target: develop imagination, abstract thinking.
* * *
caregiver . Today for breakfast we have fish in hats.
Child (should answer something like this). And for lunch we'll have eggs in boots.
caregiver . And for dinner we'll eat sandwiches with irons.
The game makes the baby think about the combination of words, in addition, this is a communication game that teaches conversation, which contributes to the development of mutual understanding between people speaking in turn.
Sleeping Pirate
Target : to form self-control skills.
* * *
The teacher plays the role of a pirate, he sits with his back to the candy (treasure) lying on the table and closes his eyes. The child sneaks out of the far corner on tiptoe. He must steal the treasure without the "pirate" noticing or hearing it. If the child makes any noise, the adult turns around and opens his eyes. But if the baby managed to freeze and stands still, he becomes invisible. When the adult closes his eyes and turns away again, the child can continue on his journey for the treasure.
Mice in burrows
Goals:
Equipment: sheets of white paper (cardboard), folded in half, with a book (the minimum number is 7 according to the colors of the spectrum). Cut a round hole in the front side of each book, paint this side in a certain color. Prepare inserts - sheets of paper half the size of the number of books, painted in the same colors. In white circles acting on a colored background, draw mice; image of a cat (or other predatory animal).
* * *
All books are in front of the children. A conversation is being held about where the mice live, what color their minks are.
But here comes the cat. The game task is to help the mice hide so that the cat does not find them. The teacher shows the inserts, and the children guess that they need to close the minks (put an insert of the corresponding color in each book). If the color is chosen incorrectly, you can immediately see where the mink is, and the cat will immediately find and eat the mouse. In the process of working with books and inserts, the child names their colors.
Where do colored pencils live?
Goals: develop the ability to distinguish colors; use adjectives in speech - color names.
Equipment: a set of cardboard colored pencils; houses (according to the number of colored pencils), the roofs of which are painted in the corresponding colors.
* * *
Houses and Colored Pencils are hung on the board. The teacher asks to name the Pencils, guess where each Pencil lives and put all the Colored Pencils in their houses.
Live domino
Target: develop the ability to distinguish colors.
Equipment: a pair of colored ribbons.
* * *
Ribbons of different colors are tied to the hands of children. The teacher invites the children to join hands in such a way that the ribbons, like in dominoes, converge in color.
What happens in this color?
Target : develop the ability to distinguish colors.
* * *
The teacher invites the children to remember what happens, for example, red. Children name objects or draw them. Then another color is chosen.
Pick up windows
Target: to form the ability to establish element-by-element correspondence of two groups of objects according to the specified feature (color).
Equipment: a set of cardboard houses (10 x 15 cm), a strip is inserted into each, divided into three equal multi-colored parts - windows; a set of small cards-windows of different colors.
* * *
caregiver . Look at these houses: the builders forgot to insert the first floor windows. Please note that all the windows are of different colors, and you also need to choose windows of the same color as on your house, place windows of the same color under each other.
figurines travel
Target: to form the ability to classify objects by color.
Equipment : cardboard planes, on the tails of which multi-colored geometric shapes are drawn; set of geometric shapes.
* * *
Educator. Once figurines flew to travel. We bought tickets for ourselves, began to take seats on planes. Yes, not everything turned out to be so simple. Some are not allowed on the first plane, while others are not allowed on the second. Pay attention to the signs. We all have the same rules: do not get on your own plane. Let's help the Figures sit down.
Children place the figures, explaining the choice of aircraft.
geometric mosaic
Target: to form the ability to compose a geometric figure from parts (synthesis).
Equipment: cut colored geometric shapes.
* * *
Educator. Geometrical Figures want to give us a riddle: before you lie their parts. Try to add them together. If the figures turn out, then you will solve their riddle.
Colored circles and squares
Goals: consolidate children's knowledge about color, shape, size; to educate children's attention, speed of reaction, dexterity; maintain friendly feelings and the desire for collective action.
Equipment : two large and small red circles, gymnastic sticks from which squares are assembled - two large and small blue.
* * *
The teacher invites the children to listen carefully and correctly follow his commands. You can divide the children into two groups - girls and boys.
Educator. Boys! Stand in a big circle and a small square. Girls! Stand in a small circle and a large square. Girls! Stand in red circles. Boys! Get into the blue squares. Girls! Stand in red circles. Boys! Stand in a big circle and a big square. Girls! Stand in a small circle and a small square. Boys! Get into the blue squares. Girls! Stand in red circles.
For correctly executed commands, the teacher gives a chip to the team captain. The one with the most chips wins.
fun train
Goals: develop musical abilities in children; consolidate knowledge of the musical repertoire of children; contribute to the formation of positive emotions; develop in children friendly feelings and a desire for collective creativity.
* * *
The teacher invites the children to build a locomotive from high chairs. He attaches balls, a flag, a flower to the front chair.
caregiver . Today we are going on an exciting journey, we will go, and something fun and interesting will happen to us at the stops.
Children sit on chairs, "driver" - the child whistles the whistle.
Children (together with the teacher)
We're going, we're going, we're going
To distant lands.
good neighbors
Merry friends!
Tra-ta-ta, tra-ta-ta
We bring a cat with us
Chizhik, dog,
Petka-brawler,
Monkey, parrot -
What a company!
Educator. Stop "Meadow".
Children get up from their chairs, a teacher appears in a cow mask. He offers to get to know the cow, stroke it, say thank you for the milk and sing a song for it, for example: “A red cow walks and wanders through the meadow.”
The children then get on the train and sing the song as they approach the next station.
Village station.
A "chicken" comes to the "meadow". Children communicate with her, tell how they love scrambled eggs and sing a song for the chicken.
The hen went out for a walk
Pinch fresh herbs.
And behind her guys -
Yellow chickens. Etc.
At the next stop, a "bunny" runs out. Children greet, communicate and offer to dance with them.
Children lead a round dance "We went to the meadow."
At the next stop, the teacher invites the children to imagine that they are in the forest, where there are a lot of mushrooms and berries. Children lead a round dance “Let's go to the garden for raspberries”, then they find a basket with treats. The teacher invites everyone to get on the train and return to kindergarten.
Branch kids
Goals: to consolidate the knowledge of children about the trees growing on the territory of the kindergarten; teach children to correctly identify leaves in shape and size; develop attention and observation in children; contribute to the formation and enrichment of the vocabulary of children; cultivate love and respect for nature.
* * *
The teacher in the basket contains leaves from trees and shrubs that grow on the territory of the kindergarten.
caregiver . Children! What is in my basket?
Children . Leaves.
caregiver . I found them on the paths and paths of our site. They are like little children, probably lost. Let's, children, find everything together, from which branch these children are.
The teacher and children slowly walk around the territory of the kindergarten. Children look at the leaves in the basket and try to determine which tree this or another leaf is from.
The teacher names the trees, invites the children to repeat the name, determine the shape of the leaf, its features, color.
Find an item
Goals: consolidate knowledge of geometric shapes; to teach to find objects of a certain geometric shape; teach to correctly name the shape, color and the object itself, coordinating nouns and adjectives in gender, number and case; navigate in space; continue to activate children's vocabulary; develop attention, observation.
* * *
The teacher invites the children to carefully look around them and find objects similar: a circle, a square, a triangle.
The teacher offers the child who has found the object to name it, determine the shape and color. For each correct answer, the teacher gives the child a chip.
At the end of the game, the child who has collected the most chips becomes the leader in the outdoor game "Traps".
Who knows what
Goals : to develop thinking and imagination in children; teach children to listen carefully, reflect and give reasoned answers; develop memory and imaginative thinking; work on the formation of the grammatical structure of speech.
* * *
The teacher names the object, and the children must come up with an action.
Table - standing
Beetle - flies
Boat - floats on the river
The boy falls asleep at night
Girl braid - braids
Rain in the morning - dripping
Snow on the fields - falls
Crow - croaks
Deer running along the path
Find a house
Goals : develop abstract thinking and imagination; consolidate knowledge of geometric shapes; develop imaginative thinking and imagination; promote the development of personal qualities, a sense of success.
Equipment : circles with a diameter of 15 cm, squares 15x15 cm, isosceles triangles - 15 cm, pictures depicting various objects.
* * *
6 children participate in the game. The teacher distributes one circle, square or triangle. These will be houses.
Then the teacher invites the children among the pictures scattered on the table to find objects that look like a circle, square, triangle, and put them in the appropriate house.
The winner is the one who gathers the inhabitants faster and more in one house.
Moms and kids
Goals : consolidate knowledge about animals and their cubs; learn to name them correctly; cultivate a friendly attitude towards pets.
* * *
The teacher invites the children to continue the phrase that he starts.
A goat is walking in the meadow
Who will she call? (Kids.)
The horse "yoke-go" screams,
Who will quickly come running to her? (Foal.)
And the pig screams "oink-oink"
I won't let you go home!
Naughty boys
And their name is ... (pigs).
Here is a cow in the meadow
She made a noise: “mu” yes “mu”,
Where is my child
Red-haired ... (calf).
Cockerel crowed:
“Hen, where is our son?
His voice is too thin
And his name is ... (chicken).
Music Lotto
Goals: develop creative abilities; learn to listen carefully and respond correctly to what is heard; consolidate knowledge of musical works; promote aesthetic education and the development of friendly relations.
* * *
The teacher shows the children a beautiful box. Educator. This is not just a beautiful box, but a "music box". It contains interesting pictures-riddles.
We look at the picture
And with you, my friend, we will remember
Song, dance, round dance,
Holiday May and New Year.
Rain, golden autumn,
Our mother dear.
The teacher invites one of the children to open the box, to the “magic music” he takes out a picture and offers to tell what kind of piece of music this picture resembles, etc.
Order
Target: to consolidate knowledge and develop the ability to navigate in space and designate spatial directions relative to oneself with the words: above, below, left, right, in front, behind. Equipment: sets of toys.
Children sit on the carpet facing the teacher. The teacher suggests arranging the toys as follows: a nesting doll in front, a car in the back, a ball to the left, a doll to your right, etc. Then we check the correctness of the task.
colorful chains
Target: develop attention, memory, consolidate the ability to distinguish the main colors of the spectrum.
Equipment : flags of different colors (red, yellow, blue); cards on which circles of different colors are drawn in a different order (for example, two red and blue, one yellow).
* * *
The teacher offers to play the game "colorful chains". To do this, he distributes colored flags to the players and asks them to build a multi-colored chain, as in the picture.
Complication : you can offer to remember and lay out a multi-colored chain from memory.
Guess who said
Target: consolidate knowledge about animals, sound imitations of animal voices.
Equipment : Pictures depicting animals.
* * *
Each child receives several cards with the image of different animals. The teacher pronounces the phrase, changing the pitch of the voice, imitating the animal that the children have in the picture. Children pick up the corresponding pictures.
Complication: one child describes the animal (appearance, gait, voice, what does it do? what does it eat?). The rest of the children pick up the corresponding pictures.
Find differences
Target: to form the ability to distinguish the features of an object, to explain the similarities and differences of objects.
Equipment: pictures that depict objects of the same name that have the same and different features, for example: dolls, bears, clowns.
The teacher shows pictures, for example, of dolls, and explains that there are four dolls in front of the children and at first glance they are the same, but if you look closely, you can notice the differences. Children are encouraged to find them. The teacher asks leading questions in case of difficulty: look at the faces of the dolls. Are they dressed the same? What do they have in their hands? Etc.
Describe, I will guess
Target: to consolidate the generalizing concepts of "vegetables" and "fruits", to teach to identify and name the signs of an object.
Equipment : vegetables and fruits.
The teacher invites the children to choose one from the vegetables and fruits lying on the table. The child must describe the object he has, and the teacher must guess, while he can ask questions: what is the shape? What colour? Are there holes? Etc.
Complication: one child describes and the children guess by asking questions.
Nadezhda Morozova
Didactic the game is a game only for the child.
For an adult, it is a way of learning.
AT didactic game assimilation of knowledge acts as a side effect. Target didactic games - facilitate the transition to learning tasks, make it gradual.
Didactic games are one of the effective means of developing cognitive interest in the subject. However, parents should be aware that games can always achieve the goal, if they: will be selected taking into account that their main content meets the learning goal of the lesson; will serve as a disciplinary tool, to bring up the endurance, patience of the child.
Didactic games contribute to the generation of interest in the acquired knowledge, skills and abilities.
"City Street"
Target: clarify and consolidate knowledge children about the rules of behavior on the street, about the rules of the road, about various types of vehicles.
Material: street layout, cars, pedestrian dolls, traffic lights, road signs.
Description games: with the help of dolls, children, on the instructions of the teacher, play out various traffic situations.
1 option. For example, the teacher offers to drive through the streets of the city, observing the rules of the road. That one wins who did the role "driver" or "pedestrian".
Option 2. The teacher examines the playing field with the children, sets a number questions: “What are the houses on our street?”(large, small, Where should pedestrians walk?(on the sidewalk, "Where should cars drive?"(on the way to, "What is an intersection?", "Where and how to cross it correctly?", "What does transition mean?", How is traffic on the street regulated?, What traffic lights do you know?, "Can I play outside?"
The game "Soft educational book"
Target: develop fine motor skills of hands, logical thinking.
Description games: this manual is interesting for children of the younger group, and older children can spend games competitive nature, consider, use the word "creation", invent stories, guess riddles.
The game "Continue row"
Target: learn to analyze geometric shapes, fix color, compare and find something superfluous, navigate on a sheet of paper.
Material: cards with geometric shapes.
Description games: the preschooler is invited to analyze the rows of geometric shapes and point out the error, offering a correction option with an explanation. A mistake can be a circle in a row of squares or a red figure among yellow ones.
The game "Get Over the Obstacle"
Material: cube and playing field, chips.
Description games: Children are invited to roll the die and move the chip according to the number on the die. The winner is the one who comes to the finish line first.
The game "Tops and Roots"
Target: learn to make a whole out of parts.
Material: cut pictures of vegetables.
Description games: on the table are cut pictures depicting vegetables. Children are divided into two groups, one - "tops", other - "Roots". At a signal, everyone runs in all directions, at a signal "One, two, three, find your mate!" you need to find your soul mate.
The game "Who eats what"
Target: develop memory, thinking.
Material: circle with kinds of animals, pictures with kinds of food for animals.
Description games: offer to determine what this animal eats and attach with a clothespin to a specific animal.
"The game "How do trees live?"
Target: develop speech, help in the study of the plant world.
game material: visual aids in the form of cards depicting trees and different seasons (summer - a green tree, autumn - a tree with yellow leaves, winter - a tree without leaves, spring - a tree with swollen buds)
Description games: find out what season it is, how the trees look, what leaves they have. Ask the child if he knows what happens to the trees in autumn, winter, spring, summer. Tell the child that the change of seasons affects the condition of plants.
"Whose leaf?"
Target: develop the ability to classify objects according to featured: memory, thinking, imagination, help in the study of the plant world.
game material: cards with the image of oak, maple, birch trees, the leaves of these trees, cut out of paper.
Description games: mix the leaves, tell a fairy tale about how an evil wind plucked from the trees and mixed up all the leaves. It is necessary to help the leaves find their mother or father - a tree. Offer to fold the leaves near the corresponding tree. “Look at the leaf, what tree does it belong to?”
The game "Orchard"
Target: develop speech, classification skill, introduce the plant world.
Visual aids: replicas of vegetables, fruits, pictures depicting fruit trees.
Description games: lay fruits and vegetables in front of the child, explain that the doll wanted to cook fruit compote, but they were mixed with vegetables. She cannot choose them, because she does not know how they differ. Invite the children to separate vegetables from fruits, ask if the child knows where fruits grow. What are the trees called? Look at the images in the pictures. What is prepared from fruits, in what dishes are they added?
The game "Indoor Flowers"
Target: develop the skill of independence, introduce the plant world.
Description games: invite children to take care of indoor plants, give a watering can, teach them to loosen the ground, wipe the leaves with a damp sponge. To talk about the fact that before getting on the windowsill, the plants have come a long way, because many of them came to us from Africa, Mexico, India, etc. etc. Explain to the children that the weather conditions of these countries are different from ours, and therefore each flower requires special care. To water one flower, you need to draw more water into the watering can, and this one likes to drink very little. One loves the shade, the other loves the sun. Explain why holes are made in the pots, why the earth needs to be loosened, dusted from the leaves, etc.
The game "Fish, birds, animals"
Target: consolidate knowledge children about the animal world.
Description games: children stand in a circle, in the center - the leader with the ball in his hands. The leader throws the ball to one of the participants and He speaks: "The beast!" The one who catches the ball must quickly name some animal and throw the ball back to the leader. If the leader say: "Fish" or "Bird" the one who caught calls the fish or bird. Anyone who does not answer the leader leaves games.
The game "Visiting Winnie the Pooh"
Target: mastering the ability to distinguish parts days: morning, afternoon, night, evening, using color models.
Material: models of parts of the day, Winnie the Pooh toy, riddles about parts of the day, pictures depicting parts of the day.
move games: Winnie the Pooh brings a color model of the parts of the day, He speaks: “Arrow, arrow, spin, time of day, show yourself! This is morning, this is evening, this is day! The teacher asks what kind of colorful circle he has, how to play with it? Winnie the Pooh lays out pictures depicting the parts of the day and the arrow points to the color symbols, then makes riddles about the parts of the day.
The game "What does it look like?"
Target: develop creative imagination and fantasy.
move games: for games a variety of natural material is needed, which is distributed to children (it is better to use tree bark, which exfoliates well and has layers of bizarre shapes). The teacher asks question: "What does it look like?" Children should offer options, then the most interesting - sketch.
The game "True False"
Target: develop attention and memory.
move games: the teacher says different phrases, correct and incorrect. If the phrase is correct, the children clap, if not, they stomp. For example, "daisies always bloom in winter"- children stomp ice is frozen water- children clapping "it always snows in winter"- The children are clapping.
Developing didactic games for children 4-5 years old As has been repeatedly said, the game is the main activity of the child at preschool age, while playing, he learns the world, people, playing, the child develops. In modern pedagogy, there are a huge number of educational didactic games that can develop the sensory, motor, and intellectual abilities of a child. Before talking about developing didactic games, it should be recalled that the concept of "intelligence development" includes the development of memory, perception, thinking, that is, all mental abilities. Focusing on only one indicator, one cannot talk about the development of children's intelligence as a whole. It would be useful to note that it is better to conduct educational didactic games with a group of children, since it is collective games that can much better develop not only the intellectual abilities of the child, but also the collective spirit. As numerous studies in this area show, children of preschool and primary school age learn any material better in a team. Therefore, children's holidays, games, competitions can become a good tradition in your home. Moreover, the educational process in such conditions proceeds not only in line with the development of various mental and creative abilities of children, but also in line with children's and adult friendship. For the most part, parents who want to teach their child to speak correctly use one method - they ask them to repeat the word they just said. However, for speech development, this method is not the most successful. Parents who really want not only to teach their child to imitate their parents, but also to ensure that they perceive the world around them through these words, can use some simple exercises in their practice. "What's rolling?" This game will introduce the child to the shapes of objects. Organize a fun game-competition who will quickly roll their figure to the toy gates lined up on the table or on the floor, and let the figures that need to be rolled be a ball and a cube. At first, the child will not care which figure to choose, but after some trials, he will understand that the one who chooses the ball wins. Ask the child why he chooses the ball and make a joint conclusion that the ball rolls because it is round. "Joint viewing of objects" An adult, together with a child, examines living or toy objects, while expressively describing everything that they see. For example: "Look, what a kitty, look what her paws, tail, eyes, nose, what a gray coat she has, the pussy sits quietly, let's call her." Invite the child to touch the cat, stroke it, then ask which animals he likes best, ask him to describe them. Try not to suppress the child's initiative, do not interrupt him, even if he speaks incorrectly, then tell which animals you like and why. By listening to you speak and speaking (rather than repeating after you), your child will noticeably develop his speech. "Reading nursery rhymes" An adult repeatedly repeats a simple rhyme or fairy tale. When the text is already familiar to the child, make it so that he finishes the unfinished phrases and, if he does it well, switch roles. Thus, a kind of dialogue is obtained that can captivate the child, such activities will develop the speech and memory of the baby, which will certainly affect his intelligence. "Patters" For the development of a child's speech, tongue twisters are of great importance. They are able to teach the baby to pronounce words correctly and clearly. First, say a short tongue twister slowly, ask the child to repeat it, then gradually increase the pace. After such classes, the baby will become much better and more correct to speak. "Fish, bird, beast" It is desirable to connect several participants to this game. The leader (at first it must be an adult) points to each player in turn and says: “Fish, bird, beast, fish, bird ...” The player on whom he stops must quickly, while the leader counts to three, call in in this case, a bird. Moreover, the names should not be repeated. If the word is named correctly, the host continues the game, if the name is incorrect or repeated, the player leaves the game. The game continues until there is only one player left - he wins. The child can then be assigned as the leader. This game can be played in different ways, this contributes to the development of the ability to switch attention from one subject to another. "Compare objects" Two toys are placed in front of the child. Ask your child to tell you how these objects are similar and how they differ. For example, a bunny and a bear are similar to each other in that they are fluffy, they have paws, eyes, ears; but they differ in that the bear is white, and the bunny is gray, the bear is large, and the bunny is small. For children over three years old, you can complicate the task: put two toys next to each other that are more similar to each other, for example, two cars or two balls. The purpose of such activities is to develop children's attention and develop the child's ability to fix it on one subject. "Let's dress the dolls" A small child successfully gets acquainted with the size of objects, comparing objects of the same type of different sizes with each other. Give him two dolls - a big one and a smaller one - and two sets of clothes. The kid should not know which doll belongs to which set of clothes, let him solve this problem on his own. Explain that the dolls are cold and want to get dressed, they have mixed up their clothes, ask the child to help the dolls. If at first the child distributes things incorrectly, you should not rush to redo his work, try to explain to him that these clothes are too small for this doll, and this one is too big. Such an activity can greatly develop the perception of the child. "Be careful!" Children walk in a circle to the music. To the word "bunny" uttered by the leader, they should start jumping like bunnies, to the word "horse" - to depict how the horse hits the floor with its hoof, to the word "cancer" - to back away, "birds" - to run in all directions, arms wide apart , "stork" stand on one leg. This game stimulates attention, teaches you to quickly respond to sound signals. "Shop" Make something like a counter in the room, laying out various objects on it, small, large, of various shapes and accessories. Examine these things with your child, discuss what they are made of, whose they are, what they are for, their color, shape, etc. Then ask the child to leave the room and, counting to ten, go back in. The child must name all the items that are on the counter. This game can be played in different ways: ask not only to pronounce the names of the objects, but also to tell whose they are, or to name the signs of the object that was removed from the window. This game promotes the development of memory and speech. "Memorize pictures" For this game, you need to prepare 10-12 pictures in advance, each picture should depict some object. The game can be played as a competition between several children, or you can compete with the child yourself in who remembers the most pictures. The players look at the pictures for several minutes, then they are removed, and the participants take turns calling the pictures that they remember. The winner is the last person to name a picture that has not yet been mentioned. This game contributes to the development of the child's memory. "Fix a toy" Choose for this game a simple toy with a simple mechanism, such as a car, and let the child play with it for several days, so that during the game the child becomes as familiar as possible with its mechanism. Then, imperceptibly, so that the baby does not see, put an elastic band on the wheel of the machine so that the wheel does not spin. Now, in order for the machine to go, it is necessary to apply much more effort. The purpose of the game is for the child to notice the malfunction and eliminate its cause. If the child is over four years old, the number of faults can be increased, with each new fault added after the child has dealt with the previous one. This game is able to greatly develop the thinking and imagination of the child. "Magic blots" Before the start of the game, several blots are made: a few drops of ink or ink are poured into the middle of the sheet, and the sheet is folded in half, then the sheet is unfolded - and the game can begin. The players take turns calling what the blot looks like. Whoever names the most items wins. Such games contribute to the development of the child's imagination and imagination. "Riddles" Before the game begins, parents should prepare a number of riddles. You should not take very complex ones that require much thought, it is much better to choose easy riddles, preferably in verse. A game of this kind is best played with several children, in the form of a competition. Take turns asking the children riddles, leaving a few minutes to think. The child who did not answer three riddles is out of the game, the one who answered last wins. Games of this kind are designed to develop abstract thinking and imagination in your baby. For the development of the intellectual abilities of a child of the fourth or fifth year of life, family education plays a huge role. According to many teachers, it is in the family that the foundations of all the skills and abilities necessary for life are laid. Very often, parents let the development of the child go by itself, trusting foreign cartoons about Supermen and Mickey Mouse in everything, but nothing can replace the child's parental attention, care, and participation in his life.
