DIDACTIC GAME "LIVE SOUNDS"
PURPOSE OF THE GAME:
1. Formation of a full-fledged sound side of speech:
a) education of articulation skills,
b) correct sound pronunciation,
c) reproduction of the syllabic structure,
d) development of phonetic perception;
2. Mastering the elements of literacy;
3. Interconnected formation of phonetic-phonemic and lexical-grammatical components of the language.
EQUIPMENT: models of houses made of chipboard, sound models in the form of little men - "Sounds", schematic models of sounds in the form of red, blue and green circles with details - nose, eyes and mouth, showing the position of the lips and tongue when pronouncing a certain sound, subject pictures , chips.
This playbook is intended for children of preschool age.
GAME RULE 1. “In what house does the sound live? Before the children, several previously studied models of sounds in the form of little men - "Sounds" are exhibited. The child chooses the “Soundman”, pronounces the sound correctly, names the letter that corresponds to this sound and hangs it in the house model: vowel sounds “live” in the red house; in blue - solid consonant sounds; in green - consonant soft sounds. For each correctly completed task, the child receives a token. The winner was the one who most correctly "settled" the sounds in the houses.
GAME RULE 2. "Who is more?" The teacher shows the children a model of a previously studied consonant sound, for example, the sound “P” asks “to settle the hard and soft sound “P” in their houses - blue and green. Then the children are divided into 2 teams and given the task to come up with as many words as possible for the hard and soft sound "P". For each correct answer, the team receives a chip. The team with the most words wins.
GAME RULE 3. "Phonetic tales." The teacher invites the children to listen to a fairy tale about a vowel sound. For example, "The Tale of the Sound "A"". “-Once upon a time there was a sound A. He loved to sing, opening his mouth wide: “A__”. Sometimes the sound A sang very softly: "A, A, A." Sometimes - very loudly: "A, A, A." When the sound A was sad, he sang a quiet, quiet, drawn-out song: -А__А__А__А__А__А__А__. There were times when the sound A played on the drum: AAaaaaaaaa. And the sound A sang lullabies to children. His voice then sounded higher and lower and very, very smoothly. Everyone around liked the sound A for opening his mouth wide and singing in different voices.
Then the teacher invites the children to choose a vowel sound on their own and compose a fairy tale about this sound. The winner is the one who came up with the most interesting fairy tale.
GAME RULE 4. "Riddles of singing sounds, or tell me a word." In this game, children consolidate their knowledge of the articulation of vowel sounds. The teacher makes a riddle about the sound, and the children must name the sound and show the model of this sound. For the correct answer, the child receives a token. The one with the most chips wins.
An example of riddles about sounds:
-The sound opens the mouth the widest...
-Lips with a tube pulls out the sound ....
-The lips look like an elongated circle near the sound ....
- The widest smile of the sound ...
- Opens the mouth and raises the tongue sound ....
- Opens the mouth and pulls the tongue back sound ...
GAME RULE 5. "Where is the sound hidden?" In the sound house, the educator exposes the sound model "Zvukovychka". Children characterize this sound: vowel / consonant, hard / soft, voiced / deaf. On the table in front of the children, the teacher lays out subject pictures and instructs the children to choose pictures whose names contain a given sound. The one who finds the most pictures wins.
GAME RULE 6. "Collect the word." The teacher distributes cards with a picture and empty cells - “houses”. Each child has a box with sound models in the form of circles on the table. The teacher gives the children the task to collect from the sound models - "Zvukovikov", the words depicted on the card, i.e. “Settle each “Zvukovichka” in your own house.” The one who collects the word the fastest wins.
"Pick up a toy"
Target:exercise in counting objects according to the named number and memorizing him to learn to find an equal number of toys.
Content.V. explains to the children that they will learn to count as many toys as he says. He calls the children in turn and gives them the task to bring a certain number of toys and put them on a particular table. Other children are instructed to check whether the task is 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 invited to count a certain number of toys and put them on the table where there are the same number of such toys, so that it can be seen that they are equally divided. After completing the task, the child tells what he did. Another child checks if the task is completed correctly.
"Choose a figure »
Target:to consolidate the ability to distinguish between geometric shapes: rectangle, triangle, square, circle, oval.
Material:each child has cards on which a rectangle, a square and a triangle are drawn, the color and shape vary.
Content. First, V. offers to circle the figures drawn on the cards with his finger. Then he presents a table on which the same figures are drawn, but of a different color and size than those of the children, and, pointing to one of the figures, says: “I have a big yellow triangle, and 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, naming the final number.
Content.It is better to start the lesson with counting toys, calling 2-3 children to the table, after that say that children are good at counting toys, things, and today they will learn to count sounds.V.invites the children to count, helping with his hand, how many times he hits the table. He shows how it is necessary 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. First, no more than 1-3 sounds are extracted, and only when the children stop making mistakes, the number of beats increases. Next, it is proposed to play the specified number of sounds. The teacher takes turns calling the children to the table and invites them to hit with a hammer, a stick on a stick 2-5 times. In conclusion, all children are offered to raise their hand (lean forward, sit down) as many times as the hammer hits.
"Name Your Bus"
Purpose: to exercise in distinguishing between a circle, a square, a rectangle, a triangle, to find shapes that are identical in shape, differing in color and size,
Content. V. puts 4 chairs at some distance from each other, to which models of a triangle, a rectangle, etc. (brands of buses) are attached. Children get on the buses (becomes 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 changes the models in places. At the “On the bus” signal children find failures of the bus and stand one after another.The game is repeated 2-3 times.
"Will it be enough?"
Purpose: to teach children to see the equality and inequality of groups of objects of different sizes, to bring to the concept that a number does not depend on size.
Content. V. offers to treat the animals. Preliminarily finds out: “Will the bunnies have enough carrots, squirrels of nuts? How to find out? How to check? Children count toys, compare their number, then treat the animals, putting small toys to large ones. Having revealed the equality and inequality of the number of toys in the group, they add the missing item or remove the extra one.
"Collect the Figure"
Purpose: to teach 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 laying out the 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 to each figure. The teacher draws attention to the fact that the sticks are arranged differently, but they are equally divided - 4 each “How to prove that the sticks are equally divided? Children lay out sticks in rows one under the other.
"At the poultry farm"
Purpose: to exercise children in counting within, 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. Chickens are sitting on the upper perch, there are 6 of them, and 5 chickens on the lower perch. Compare chickens and chickens, determine that there are fewer chickens than chickens. “One chicken ran away. What needs to be done to make chickens and chickens equally? (You need to find 1 chicken and return it to the chicken). The game is repeated. V. quietly removes the chicken, the children look for the mother chicken for the chicken, etc.
"Tell me about your pattern"
Purpose: to teach to master spatial representations: left, right, above, below.
Content. Each child has a picture (a rug with a pattern). Children should tell how the elements of the pattern are located: in the upper right corner - a circle, in the upper left corner - a square. In the lower left corner - an oval, in the lower right corner - a rectangle, in the middle - a circle. You can give the task to tell about the pattern that they drew in the drawing class. For example, in the middle there is a large circle - rays depart from it, there are flowers in each corner. Above and below are wavy lines, on the right and left - one wavy line with leaves, etc.
"Yesterday Today Tomorrow"
Purpose: to exercise in a playful way in the active distinction between the temporal concepts of "yesterday", "today", "tomorrow".
Content. Three houses are drawn with chalk in the corners of the playroom. It is "yesterday", "today", "tomorrow". Each house has one flat model that reflects a specific temporal concept.
Children walk in a circle, while reading a quatrain from a familiar poem. At the end, they stop, and the teacher says loudly: “Yes, yes, yes, it was ... yesterday!” Children run to the house called "yesterday". Then they return to the circle, the game continues.
"Why doesn't the oval roll?"
Purpose: to acquaint children with an oval-shaped figure, to learn to distinguish between a circle and an oval-shaped figure
Content. Models of geometric shapes are placed on the flannelograph: circle, square, rectangle, triangle. First, one child, called to the flannelograph, names the figures, and then all the children do it 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, tries to roll it. V. summarizes the answers of the children: the circle has no corners, and the rest of the figures have corners. On the flannelograph place 2 circles and 2 oval shapes of different colors and sizes. “Look at these figures. Are there circles among them? One of the children is offered to show 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 shape. V. teaches to distinguish them from circles; asks: “How are oval shapes similar to circles? (The oval shapes don't have corners either.) The child is offered to show a circle, an oval shape. It turns out that the circle is rolling, but the oval shape is not. (Why?) Then they find out how the oval shape differs from the circle? (an oval-shaped figure 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 puts 2 groups of pictures (bullfinches and titmouse) on a typesetting canvas in one row (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 under the other. Finds out that the birds are equally divided, 5 each. V. adds a titmouse and asks: "How many titmouses became? How did 6 titmouse turn out? How many were there? How many were added? How many became? Which birds did you get more? How many of them? the number is more: 6 or 6? Which is less? How to make the birds become equal in 6. (He emphasizes that if one bird is removed, it will also become equal in 5.) Removes 1 tit and asks: "How many of them became? How did the number 5". Again adds 1 bird in each row and invites all children to count the birds. In the same way, introduces the number 7.
"Stand in your place"
Purpose: to exercise children in finding the location: in front, behind, left, right, in front, behind.
Content. V. calls the children in turn, indicates where they need to stand: “Seryozha, come to me, Kolya, stand so that Serezha is behind you. Faith, 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 offered to turn left or right and again name who and where is standing from them.
"Where is the figure"
Purpose: to teach correctly, name the figures and their spatial arrangement: in the middle, above, below, left, right; memorize the position of the figures.
Content. V. explains the task: “Today we will learn to remember where which figure is. To do this, they must be named in order: first, the figure located in the center (in the middle), then above, below, left, right. Summons 1 child. He shows and names the figures in order, their location. Shows to another child. Another child is offered to arrange the figures as he wants, to name their location. Then the child becomes his back to the flannelograph, and the teacher changes the figures located on the left and right. The child turns and guesses what has changed. Then all the children name the figures and close their eyes. The teacher swaps the figures. Opening their eyes, the children guess what has changed.
"Sticks in a Row"
Purpose: to consolidate the ability to build a sequential series in magnitude.
Content. V. introduces the children to the new material and explains the task: "We need to build the sticks in a row so that they decrease in length." Warns children that the task must be performed by eye (you cannot try on and rearrange the sticks). “To complete the task, right, you need to take the longest stick of all that are not stacked in a row each time,” explains V.
"Parts of the day"
Purpose: to exercise children in distinguishing parts of the day.
Material: pictures: morning, afternoon, 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 in front of the houses. The teacher reads the appropriate passage from any 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 fall like rain
rustling underfoot,
And fly, fly, fly...
2. Happens on a sunny day
You will go deeper into the forest
Sit down try on a stump
Don't rush... Listen...
3. It's already evening.
Dew.
Shines on nettles.
I'm standing on the road
Leaning against the willow...
4. Yellow maples cried at night:
Remember maples,
How green were...
"Who will find it faster"
Purpose: to exercise in correlating objects in shape with geometric patterns and in generalizing objects in shape.
Content. Children are invited to sit at the tables. One child is asked to name the figures standing on the stand. V. says: “Now we will play the game “Who will find it faster”. I will call one person at a time and say what item to find. The winner is the one who first finds an object, places it next to a figure of the same shape. Summons 4 children at once. Children name the chosen object and describe its shape. V. asks questions: “How did you guess that the mirror is round? Oval? etc.
In conclusion, V. asks questions: What is next to the circle? (square, etc.). How many items in total? What shape are these items? How are they all similar? How many?
"Find an object of the same shape"
Children identify form in specific objects of the environment, using geometric patterns. On one table are geometric figures, on the other - objects. 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 superfluous?"
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 determine the extra figure, explain the principle of exclusion and the principle of grouping.
Options:
Group real objects by shape according to 2-3 samples, explain the principle of grouping.
"Make a whole out of parts"
Make a design of 2-3 geometric shapes according to the model.
Options:
make a design from memory, according to the description;
compose a geometric figure by selecting its necessary parts from a variety of proposed details (8-9).
The game "How much »
exercises children in counting. 6-8 cards with a different number of items are fixed on the board. The host says: “Now I will guess 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 a dungeon, and the scythe is on the street. The players who guessed that it was 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 subject. For example: “This animal is affectionate and kind, it does not talk, 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."
The game "Count - do not make a mistake! »
1. "Domino"
Purpose: to teach children to find among many one specific figure, name it. The game consolidates knowledge about geometric shapes.
Stimulus material: 28 cards, each half depicts one or another geometric figure (circle, square, triangle, rectangle, oval, polygon). Two identical figures are depicted on the “double” cards, 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 ordinary dominoes, in one move the child picks up and applies one necessary card to any end of the "track" and names the figure. If the player does not have the necessary figure on the card, he looks for a picture with this figure from the total number of cards. If the child does not name the figure, he does not have the right to the next move. The one who gets rid of the cards first wins.
2. "Unravel the confusion"
Purpose: to teach children to freely use objects for their intended purpose.
Material: toys, differently designed, which 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 host changes the location of the toys. The child must notice the confusion, remember how it was before, and restore the old order.
First, for example, swap the blue die with the red one. Then complicate the task: put the doll to sleep under the bed, cover the ball with a blanket. Having entered the taste, the child himself can create confusion, inventing the most incredible situations.
3. "Pick up a couple"
Purpose: to teach children to compare objects in 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, a problem is posed for the child: help the doll get dressed, help harvest, etc.
Toys thank the child for a well-chosen pair.
4. "Help Fedora"
Purpose: to form and develop color representation in children. Teach them to match the colors of dissimilar objects.
Stimulus material: cards with images of cups and handles in different colors.
“Guys, poor grandmother Fyodora had all the cups broken in the house. Their handles broke off, and now she will not be able to drink her favorite tea with raspberry jam from them. Let's help grandma Fedora glue her cups together. But for this you need to carefully look at these cards with the image of cups and find pens that match them in color. If the child finds it difficult to complete this task, show him how to look for paired cards. Then this task is performed independently.
5. "Find objects of similar color"
Purpose: to exercise the child in matching objects by color and generalizing them on the basis of 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.).
On two tables, shifted side by side, they arrange toys. The child is given an object or a toy. He must independently select all the shades of this color for the color of his toy, compare them and try to name the color.
6. "Find an object of the same shape"
Purpose: to teach the child to distinguish specific objects from the environment in shape, using geometric patterns.
Stimulus material: geometric shapes (circle, square, oval, triangle, rectangle), round-shaped objects (balls, balls, buttons), square-shaped (cubes, scarf, cards), triangular shape (building material, flag, book), oval shapes (egg, cucumber).
Arrange geometric shapes and objects into two piles. The child is encouraged to carefully examine the objects. Then we show the child a figure (well, if the child calls it) and ask him to find an object of the same shape. If he is mistaken, invite the child to circle the figure first with his finger, and then the object.
7. "Magic Circles"
Purpose: to continue teaching the child to single out specific objects in form.
Stimulus material: a sheet of paper with circles of the same size drawn on it (ten circles in total).
“Let's look closely 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"
Purpose: to teach the child to highlight 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, what ornaments are in front of us. Think and name the figures that you see here. And now try to lay out the same ornament from the carved 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"
Purpose: to teach children to designate in words the relationship of objects in size (“largest”, “less”, “more”).
Stimulus material: three circles (drawn and cut out of paper) of different sizes.
It is proposed to carefully look at the circles, lay them out in front of you, circle them on paper along the contour. Next, the child is invited to compare 2 circles, then the other 2 circles. Try to have the child name the size of all three circles.
10. Balls
Purpose: to develop and consolidate the ability to establish a relationship 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 decrease evenly in accordance with the sticks.
“Let's see what happened. On the street, kind grandfather Fedot was selling balloons. How beautiful they are! Everyone liked it. But suddenly, out of nowhere, the wind rose, so strong that all the balls of grandfather Fedot broke away from their sticks and scattered in all directions. For a whole week, good neighbors brought back the balls they found. But here's the problem! Grandfather Fedot cannot understand which stick was attached to which ball. Let's help him!"
First, along with the child, sticks are laid out on the table in size from the longest and thickest to the shortest and thinnest. Then, according to the same method, the “balls” are laid out - from the largest to the smallest.
11. "Help Santa Claus"
Purpose: to teach the child to use an intermediate tool - a measure - when determining the height of objects.
Stimulus material: a set of five strips, the length of which changes systematically, four pyramids, the height of which also decreases.
“Santa Frost came to the children for a holiday and brought them toys - pyramids as a gift. They are all different in size: the smallest pyramid is for the smallest, and the largest is for the oldest. Find just such a pyramid (one of the stripes is shown).
After all the pyramids are found, ask the child to point to the largest pyramid, then the smallest one. Next, invite the child to arrange the "pyramids" as they decrease. Next, let him check himself by applying measuring strips
Tasks in verse for older preschoolers and younger students
0
Badger Grandmother
She baked pancakes.
Treated two grandchildren -
Two pugnacious badgers.
And the grandchildren did not eat,
With a roar, saucers knock.
Well, how many badgers
Waiting for supplements and silent?
Egorka was lucky again,
Sitting by the river is not in vain.
Two crucians in a bucket
And four minnows.
But look - at the bucket,
There was a sly cat...
How many fish home Yegorka
Will it bring to our ears?
Seven sparrows descended on the beds,
They jump and peck at something without looking back.
The cunning cat suddenly crept up,
Instantly grabbed one and sped away ...
That's how dangerous it is to peck without looking back.
How many are left in the garden now?
Two boys were walking along the road
And they found two rubles each.
They are followed by four more.
How many will they find?
There were ten trees in the garden.
Eight were cut down last year.
I can't find the answer guys.
How many trees are left in the garden?
(To find the answer here,
And you don't have to count.
If there are no eight trees,
So there is no garden.
1
Kolya and Marina.
Four tangerines.
My brother has three of them.
How much is your sister?
At the house in the morning
two hares sitting
And a cheerful song together
They sang.
One ran away
And the second one looks after.
How much is the house
Is Zaytsev sitting?
Three white doves sat on the roof.
Two doves took off and flew away.
Come on, tell me quickly
How many pigeons are left to sit?
A nut fell by the path,
Broke into two halves.
Will never share
Three crows
Two halves
Equally.
But here -
Such fun!
Two more nuts fell
And also in two halves
Crashed along the same path.
Now something
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?
They gave the children a lesson at school:
Jumps in the field ten forty.
Nine took off, sat on the spruce,
How many left in the field of forty?
2
The hedgehog went mushrooming
Found ten redheads.
Eight put in a basket,
The rest are on the back.
How many redheads are lucky
On your needles hedgehog?
Some four guys
They rolled down the hill.
Two are sitting in a sled
How many fell into the snow?
Four ripe pears
It swayed on a branch.
Pavlusha took off two pears,
How many pears are left?
Misha has one pencil,
Grisha has one pencil.
How many pencils
Both babies?
Cinderella lost her slipper.
Came running from the holiday - and silence.
They began to try on the lost one. WITH
how many does Cinderella have again?
The duck carried a carrot in a basket,
I was satisfied with this purchase.
If you still buy a carrot for her,
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.
And how many fled into the forest?
Three apples.
One to rip
The arm is stretching.
But first you need to count -
And how much will remain?
On a bush in front of a fence
Six bright red tomatoes
Then four came off
And how much is left on the bush?
There are seven grasshoppers in the choir
Songs were sung.
Soon five grasshoppers
Lost voice.
Count without further ado
How many votes were there?
3
hedgehog walking through the forest
And snowdrops found:
Two under the birch
One - at the aspen,
How many will there be
In a wicker basket?
Four magpies came to the lessons.
One out of forty did not know the lesson.
How much diligently
Studied forty?
Marina entered the class
And behind her - Irina,
And then came Ignat.
How many were all the guys?
A rooster flew up on the fence.
Met two more there.
How many roosters were there?
Who has an answer?
There are seven plums on a plate,
Their appearance is very beautiful.
Pavel ate four plums.
How many plums did the boy leave?
Run through the forest
Eight frisky goats
White and grey,
Tuck your tail up.
Five white goats.
How many greys?
Three squirrels mother squirrel
They waited near the hollow.
They have a squirrel mom for breakfast
Brought nine cones.
Divide by three
How many for each of them?
4
Two chickens are standing
Two are in a shell.
How many children will
At my hen?
Once a hare for lunch
A friend jumped up - a neighbor.
Bunnies sat on a stump
And they ate two carrots.
Who count, guys, dexterous,
How many carrots have you eaten?
gave the ducklings a hedgehog
Eight leather boots.
Who will answer from the guys
How many ducklings were there?
The teacher, leading the games of the pupils of the older group, takes into account their increased capabilities. At this age, children are characterized by curiosity, observation, interest in everything new, unusual: to guess the riddle themselves, to express a judgment, to find the correct solution to the problem. Children 5-6 years old do this with great enthusiasm.
With the expansion of the volume of knowledge, the nature of the mental activity of the children also changes. New forms of thinking are emerging. At the heart of the child's mental work is understanding, a process that is based on analysis and synthesis. With the development of thinking, the analysis becomes more and more detailed, and the synthesis more and more generalized and precise. Children are able to understand the relationship between surrounding objects and phenomena, the causes
observed phenomena, their features. The main thing in mental activity is the desire to learn new things: to acquire new knowledge, new ways of mental actions.
When selecting games, the main attention is paid to the degree of difficulty of the game rules and actions, so that when they are performed, the children show the efforts of the mind and will. When selecting objects, material for games, the educator also takes into account the change in the mental processes of children, so the main signs of differences in objects for games are less noticeable, sometimes hidden behind their external similarity. And vice versa, behind the external differences of objects it is necessary to detect their similarity.
Competition motives occupy an important place in children's games; they are given greater independence both in choosing a game and in creatively solving its problems.
During the game itself, the role of the educator also changes. But here, too, he clearly, emotionally introduces the children to the new game, its content, rules and actions, clarifies their understanding of the players, participates in the game with them to find out how much its rules have been learned. Then he invites the children to play on their own, while at first he monitors the progress of the game, acts as an arbiter in conflict situations.
However, not all games require such active participation of the educator. Sometimes he may confine himself to explaining the rules of the game before it begins. Children of the older group can act independently without the participation of a teacher. This applies in particular to many printed board games.
In the games of children of the older group, the rules become more complicated, there are more of them in number. Therefore, the educator, before offering the children a game, must himself well learn these rules, the sequence of game actions.
How to finish the game? (This is important so that the children want to play it again.) Playing forfeits, honoring the winners, reporting a new version of the game that will be next time.
It is very important for the educator himself to analyze the game: whether it was successfully selected, whether the children have the necessary knowledge, ideas, skills to play it, whether everything was provided for in the organization of the situation and, most importantly, whether all the children were active enough in the game, what moral qualities were manifested and what social, moral qualities have been formed; for example, joy not only from one's own successes, but also from the successful actions of comrades, the ability to subordinate one's behavior to the rules of the game, the desire to communicate with peers.
At the end of the game, the educator will definitely evaluate both the children's correct solutions to game problems, and their moral actions, behavior, celebrate successes, and support those who have not yet succeeded in something.
The organization of didactic games for children of the older group thus requires a lot of thoughtful work from the educator and in the process of preparing for their conduct: enriching the children with relevant knowledge, selecting material, and sometimes making it together with the children, organizing the environment for the game (where they will sit and children move, where they will hide objects, where to put material for games), and in the process of conducting the game itself, where you need to clearly define your role from its beginning to the end.
When selecting material for the game of children of the older group, the teacher provides for its use in a creative, sports game. For example, in the game "Shop" they sell not just toys, but sports equipment: rackets, balls, jump ropes, shuttlecocks, a referee's whistle, a net, etc. Having bought such items, the guys take them with them for a walk and organize sports entertainment there.
Children of the sixth year of life are preparing for schooling. How they are prepared for school depends on their successful assimilation of knowledge. Therefore, the educator, when conducting didactic games, pays special attention to the clear, mandatory observance by children of the rules of the game and behavior in the process of playing activities: organization, discipline, friendliness, respect for playmates, elders. All these qualities are essential for a future student.
Six-year-old children are the oldest in kindergarten, so they must be active, they must have a desire to help the younger ones, make an entertaining game for them, play with them, teach them to play interestingly. The educator takes all this into account when organizing the games of his pupils.
Games with objects
Make no mistake!
didactic task. Exercise children in distinguishing objects by material; consolidate knowledge about such properties of objects as hard, soft, dense, rough, smooth, shiny, matte.
Game rules. Collect items of the same quality in a basket, talk about the properties of items.
Game actions. The search for objects is carried out by links, they compete: whoever finds the most items of the same material, wins. The search begins and ends at the signal of the leader.
Game progress. The game begins with a short conversation between the teacher and the children about the objects that surround them in the group room.
The educator, in the course of the conversation, clarifies the knowledge of the children that there are a lot of objects in the group room and they are all made of some kind of material.
Now look at this toy! (Shows a nesting doll.) What do you think it is made of? (Children answer.) Yes, it is made of wood. What is this item made of? (Shows scissors. Children answer.) This object, you rightly said, is made of metal.
Come, Vika, to the table, pick up a nesting doll and scissors and say which is colder: scissors or a nesting doll. Correctly Vika said that the scissors are colder. Metal is cold, but wood is warmer.
Now tell me, what is this ball made of? (Shows a plastic ball. The children answer.) Yes, it is made of plastic. See how he bounces! How can you say about this property of plastic? (It is elastic. The ball jumps.) But what is this bubble made of? That's right, it's made of glass. What can be said about the properties of glass?
The teacher brings the children to the answer: it is fragile, it beats easily. Therefore, with objects made of glass, you must always be very careful.
- Now, guys, we will play the game "Do not make a mistake!". We will have four links. Let's choose a counting unit. We will give each leader a basket: a ball is pasted on this basket. (Shows a basket with a ball.) Here you will need to find and put all the objects made ... What are they made of?
“Plastic,” the children answer.
“And this basket has a picture of scissors pasted on it. This is where we collect all the items...
— Metal.
- And in this basket (a nesting doll is pasted on it) - we will add objects ...
— Wooden.
- In this basket we put all the items ...
— Glass.
- Start the search and end only on a signal: a blow to the tambourine. Whoever collects the most items wins.
Four linkers are chosen by counting. They take baskets and, together with the members of their squad (they should be equally divided), after the sound of the tambourine, they go to collect items. After the second blow to the tambourine, everyone approaches the teacher's table, lays out the objects in turn, recounts them, checks for mistakes, and talks about the properties of the objects.
At the end, the winning link is announced. The winners are greeted with applause.
The game can be varied by using objects made from other materials: cardboard, fabric, rubber, etc.
Whoever comes, let him take it!
Didactic task. To teach children to talk about the subject, highlighting its most characteristic features: color, shape, quality and its purpose; according to the description, find an object in a room or on a site (if the game is played on a site), recognize tools, machines, by whom they are used in work; develop attention, memory, thinking and speech.
Game rules. According to the description of the object, find it in a room or on a site, correctly name it. Who makes a mistake and brings not the item that was told, he pays a forfeit, which is redeemed at the end of the game.
Game actions. Guessing, guessing, searching for objects.
Game progress. The teacher reminds the children that recently they had a conversation in class about the fact that different objects, tools, and machines help people in their work. Is talking:
- Today we will play such a game: we have a lot of tools, cars (toys) in the group. You will choose one of them and tell us so that we know which tool or machine you are talking about. But you can't name an object. We ourselves must guess. Whoever guesses first will find this item and bring it here on the table.
— I guessed the item that the tailor needs. It's metallic. You can also make a riddle: “Two ends, two rings, and in the middle there is a carnation.” These are scissors,” says Vova.
- Go, Vova, bring and put the scissors on the table.
“Guess what it is,” the next participant continues the game. - Car, wheels, like a tank. He knows how to do everything: he plows, he sows, and he carries loads. Works on a collective farm.
The one who guessed (“It's a tractor!”) Comes up first and finds a tractor among the toys and also puts it on the table.
The game continues until many different tools and machines are on the teacher's table. The game ends with acting out the forfeits of those who made a mistake and brought the wrong item.
didactic task. To teach children to compare objects, to notice signs of similarity in color, shape, size, material; develop observation, thinking, speech.
Game rules. Find two objects in the environment, be able to prove their similarity. The person pointed to by the arrow answers.
Game action. Search for similar items.
Game progress. Various items are prepared in advance and discreetly placed in the room.
The teacher reminds the children that they are surrounded by many objects, different and the same, similar and completely different.
Today we will find objects that are similar to each other. They can be similar in color, shape, size, material. Listen to the rules of the game. You need to walk around the room, select two similar objects and sit down. The one whom the arrow points to will tell you why he took these two items, what is their similarity.
Most often, children find similar objects by color, size. The hidden quality is difficult for them to detect. This game helps the children to solve the problem. For example, taking a teaspoon and a dump truck, the child explains his choice by saying that they are similar because they are made of metal. At first, such a combination of objects causes laughter in children.
- What are the similarities between a spoon and a dump truck? - the children are perplexed and laugh. Of course they don't look alike.
But the child who called them similar proves the correctness of his selection.
While playing, children learn to find signs of similarity in objects, which is much more difficult than to notice signs of their difference.
Do you know?
Didactic task. To consolidate children's knowledge about sports, to arouse the desire to engage in them; educate interest in athletes, pride in their victories.
game rule. When choosing the items necessary for a given sport, correctly name the sport and items.
game action. Select pictures depicting different sports (see fig.).
Game progress. The teacher examines large pictures with the children, which depict sports subjects: games of football, hockey, volleyball, rhythmic gymnastics, rowing, etc .; talks with children, clarifies their knowledge. After handing out pictures to the children, the teacher invites them to choose the right items for each athlete. He draws the attention of children to objects that lie on the carpet: a hoop, a ribbon, a soccer ball, a stick, a puck, a racket, a shuttlecock, a boat, oars, etc. The children name them.
Now listen to the rules of the game. On a signal (whistle), you will find and put to the picture where one sport is drawn, those items that these athletes need. Be careful!
Gives a signal. After all the items are put to the corresponding pictures, the children check if there are any mistakes.
The game consolidates knowledge about sports, about sports equipment, and also brings up interest in sports. The game can end with a conversation about Soviet athletes - champions of the competition, looking at pictures, photographs on sports topics.
Then the teacher offers the items that were used in the game to take with them for a walk and play sports games on their own.
Whose clothes?
Didactic task. Raise in children an interest in people of different professions; clarify knowledge about work clothes; to learn to distinguish people of different professions by work clothes: postman, miner, builder, doctor, diver, pilot, electric welder, etc.
Game rules. By working clothes, determine the profession, find the right picture and show it to children. For a correct answer, the player receives a chip.
game action. Dressing dolls in work clothes.
Game progress. Before starting the game, the teacher clarifies the children's knowledge of working clothes, finds out if they noticed that people work in special clothes and that you can find out who they work by their clothes. Show pictures:
- Look, children (in the picture, a civil aviation pilot), is it possible to find out by the clothes who is shown in the picture? Yes. This is a pilot. How did you guess?
Children talk about the cap, suit, shoulder straps. Then the teacher reads poems from L. Kuklin's book “Who is dressed like that”.
The worker works quickly and dexterously.
The working uniform is called overalls.
Every job has its own clothes
My book will tell you about it.
Miner
For work shift
The miner will go to the mine.
Miners wear helmets
Safety helmets.
He will go underground
On the high-speed elevator.
canvas robe
Bumps up on him.
Both blast furnaces and factories
Delivered on time
mining booty -
Choice corner!
electric welder
Have you seen how he controls fire?
He wears an iron mask.
Here a house is being built - look in the morning:
He is sitting in the wind in a quilted jacket.
He cooked the pillars of mighty bridges,
He cooked ships from huge sheets ...
He can weld iron with iron!
He is a good wizard, what can I say!
The teacher shows pictures showing clothing models of people of different professions, and the children will recognize: a miner, a builder, a doctor, a postman, a diver, a pilot, an electric welder, etc.
Then the teacher offers to dress the dolls in clothes that have been sewn and prepared in advance for this game. All dolls are then used in independent creative games. The teacher advises the children how to play with them (depending on the impressions received and knowledge about different professions).
Tops and roots
Didactic task. To consolidate knowledge that vegetables have edible roots - roots and fruits - tops, some vegetables have both tops and roots; exercise in compiling a whole plant from its parts.
Game rules. You can search for your vershok or spine only on a signal. It is impossible to pair up with the same player all the time, you have to look for another pair.
Game actions. Search for a couple; composition of the whole plant.
Game progress. Option 1. After harvesting in his garden, the teacher gathers the children, shows them what a good harvest they have grown, and praises them for their useful work. Then he clarifies the knowledge of children that some plants have edible roots - roots, others have fruits - tops, and some plants have both tops and roots. The teacher explains the rules of the game:
- Today we will play a game called "Tops and Roots". We have tops and roots of plants - vegetables on the table. We will now divide into two groups: one group will be called tops, and the other - roots. (Children are divided into two groups.)
There are vegetables on the table here; the children of the first group take an apex in their hand, and the children of the second - by the spine. So, did you get everything? And now, on a signal (clap your hands), you all scatter around the site and run in all directions. When you hear the signal “One, two, three - find your pair!”, Quickly find a pair for yourself: to your top - a spine.
The game is repeated, but it is already necessary to look for another vershok (or spine). You can't pair up with the same player all the time.
Option 2. Tops (or roots) stand still. Only one subgroup of guys runs around the playground. The teacher gives the command: “Roots, find your tops!” Children should become so that the tops and root are one.
The correctness of the task can be checked by the “magic gate” (the teacher and one of the children), through which all couples pass. So that interest in the game does not fade away, you can offer to exchange tops and roots. In the older group, you should take vegetables with subtle differences in tops for this game, for example, parsley and carrots, turnips and radishes. You can put sprigs of dill - let the children look for their roots. If the player did not find it, then the dill roots are inedible, which means that he was left without a pair.
Board-printed games for children 5-6 years old
Who built this house?
Didactic task. To systematize the knowledge of children about who builds houses, about the sequence in building a house, about tools and machines that help people in construction; to cultivate respect for the profession of builders, the desire to take on the role of builders in creative games.
Game rules. Pick up small cards according to the pattern on large cards. Whoever closes all the cells on the map first gets a chip. Card exchange. Whoever gets the most chips is declared the winner of the game.
Game actions. Search for cards. Competition.
Game progress. The teacher, together with the children, examines large maps on which architects, builders, and finishers are drawn. A short conversation is held about the content of the pictures, about the stages in building a house, about people, machines, tools used at a construction site. The teacher shows small pictures that show the details of a large map. Then he invites the children to take one large card and, on a signal (knocks the cube on the table), pick up the necessary cars, close the cells on the cards with them. Whoever finds the right cards first and without error and correctly names all the mechanisms wins.
The game can be continued, then the children exchange cards or the composition of the players changes.
You can finish the game by talking with children about caring for your home, for green spaces near it, that is, for everything that was created by the labor of people.
According to the same principle, a game is played on the theme "Transport". It systematizes, deepens the knowledge of children about what means of transportation people use on land, on water, in the air.
For the game, large cards are prepared depicting the earth, sky, sea. To them, children select small cards with different types of transport: for example, for a large card where the earth is drawn, they select pictures such as a bus, trolleybus, bicycle, tram, train, metro, etc.
As in the first game, here the number of pictures must be the same. The winner is the one who quickly and correctly closes all the empty cells on large cards.
Guests of Moscow
Didactic task. Clarify, consolidate children's knowledge about the capital of our Motherland - Moscow (see fig.), cultivate love for the main city of our country, a desire to learn more about its sights.
Game rules. Describe a picture with views of Moscow, guess a part of the city from the description, find the same picture.
Game actions. Choice of guides, imitation of tourists traveling by car around Moscow.
Game progress. The teacher tells the children about how many guests come to Moscow from other cities, union republics and other countries. Everyone wants to see our beautiful city and its sights.
We will play guides today. A guide is a person who accompanies guests, shows them, tells them interestingly about what they will see. I have a car in my hands (a toy Volga). Here on it you will carry guests. Each guide will show only one place, and another guide will take guests to another. Look, I have a cube in my hands. There are numbers on it: 1, 2, 3, 4, 5, 6. And on the playing field, the pictures also have their own number. If the cube falls so that the number 3 is on top, then you will need to take guests to this place, in the picture you will see the number 3. You must drive along the street in a car as indicated by the arrows. Having stopped, it is necessary to tell what kind of building or place it is in Moscow, what guests could see there. Everyone else is listening intently. Whoever guessed this place first finds the same picture on his desk and shows it. If the answer is correct, he becomes a guide; also with the help of a cube determines where to take the guests, what to show, what to tell.
For this game, it is necessary to have two sets of identical pictures (postcards), from which the sights, places, structures familiar to children are selected.
At the end of the game, the teacher thanks the guides for their good work, expresses confidence that the guests of the capital were satisfied with their excursion.
Complication in the game is possible by increasing the pictures on the playing field.
This game can be played in order to consolidate knowledge not only about Moscow, but also about your hometown, village. The teacher uses sets of postcards about many cities. If there are two sets of postcards about his city, he will be able to successfully conduct a game-travel with children around his native city, village, state farm. It is only necessary to select plots from sets of pictures that reflect the sights of their native city familiar to children.
Collect the picture
didactic task. Exercise children in compiling a whole picture from separate parts; through the content of the pictures, to consolidate the knowledge of children about different types of labor on the collective farm; to cultivate interest in grain growers, vegetable growers, livestock breeders.
game rule. For a certain time, it is correct to assemble a whole picture from parts.
Game actions. Search, folding parts of the picture.
Game progress. The teacher, together with the children, examines pictures depicting different types of agricultural labor (for example, sowing, harvesting bread, planting seedlings, picking vegetables, making hay, caring for calves, etc.). Explaining the rules of the game, the teacher recalls the already known rule of how to put together a whole picture from separate parts.
- But now we have one more rule: you need to add up quickly. Start folding the picture and finish on a signal: hitting the table with a cube, the teacher clarifies the rules of the game.
Having distributed the pictures according to the number of players, the teacher says: “Begin!” and hits the table with a cube. Children choose the necessary parts of their picture from the box on the table. Whoever put the picture together first gets a token. Then you can exchange pictures and repeat the game. The teacher draws attention to those who cannot yet quickly follow the rules of the game, encourages them, asks those who quickly add up the picture to help a friend.
For this game, you must have two sets of pictures: one consists of whole pictures, the other of their parts (at least 9 - 12).
zoological domino
Didactic task. To consolidate children's knowledge about wild and domestic animals; cultivate intelligence, attention.
Game rule. Whoever puts all their cards first is the winner.
Game actions. Be attentive, do not miss a move, put your card on time.
Game progress. The cards depict wild and domestic animals. Four people play. The cards are laid out face down. Children are invited to count 6 cards. Then the teacher reminds the rules of the game: you can only put the same picture next to it. If there is no picture, the child skips a turn. If one of the players is left without cards, he is considered to have won the game. The game is repeated, but at the same time it is necessary to shuffle the cards and take others.
By the same principle, the game "Botanical Lotto" is played, during which children's knowledge of plants is assimilated and systematized.
Travel around the city
Didactic task. Consolidation of knowledge about the native city: who lives in it, works, what kind of transport, how it is decorated.
Game rule. Select only those pictures that correspond to the task for their group: people, transport, labor, decoration of the city.
Game actions. Image search. Signal actions.
Game progress. The teacher selects different pictures in advance: some depict residents of the city (schoolchildren, a mother with children, a grandmother with a basket, students, etc.); on others - the labor of people (builders, postman, drivers, painters, etc.); transport (tram, bus, trolleybus, bicycle, motorcycle); buildings and decorations of the city (post office, shop - crockery, books, food, fountain, square, sculpture).
Pictures are laid out on tables in different places in the group room.
With the help of a counter, children are divided into four groups of two or three people. Each group is given a task: one is to see who lives in the city and collect pictures of people; the other is what people drive, collect pictures of vehicles; the third - pictures, which reproduced the diverse work of people; fourth - to consider and select pictures with drawings of beautiful buildings of the city, its decorations.
At the signal of the driver, travelers walk around the room and select the pictures they need, the rest are waiting for their return, watching them.
Returning to their places, travelers put pictures on a stand (each group is separate from the other). The participants of each group tell why they took these pictures, what is shown on them. The winner is the group whose players did not make a mistake and quickly placed their pictures. The game is repeated, while it is necessary to replace some pictures.
What grows where?
didactic task. To consolidate children's knowledge about plants; develop the ability to establish spatial relationships between objects; group plants according to their place of growth, develop activity and independence of thinking.
game rule. Compete, who will most likely select and close empty cells with pictures of plants on large maps, on which a forest, field, garden, orchard is drawn.
Game actions. Children, competing, select pictures and close empty places.
Game progress. Players receive a large map with different landscapes; small cards are in the box. At the signal of the driver, the children select small cards in accordance with the pattern on the large map. The winner is the one who quickly closed all the empty cells and correctly named the plants.
In this game, the names of cereals and mushrooms cause difficulty, so children are introduced to them in advance during classes and excursions. The guys exchange cards, small cards are shuffled, and the game continues.
In order for interest in the game not to fade away, cards with new types of plants are introduced into it.
Ekaterina Elaeva
Didactic games for children 5–6 years old
CARD FILE OF GAMES
FOR CHILDREN 5 - 6 YEARS
DIDACTIC GAMES ON ECOLOGY
1. "WHAT GROWS WHERE?"
2. "WHAT IS SUPERB?"
3. "MY CLOUD".
4. "INSECTS".
5. "THIRD WHEEL".
6. "YES OR NO".
7. "FLOWERS".
8. "TELL WITHOUT WORDS".
9. "LIKE - NOT LIKE".
10. "HUNTER".
11. "LIVING AND NON-LIVING NATURE".
12. "GUESS WHAT PLANT".
13. "WHAT IS THIS BIRD?"
14. "KNOW WHO'S SHEET".
15. "IT HAPPENS - IT DOESN'T HAPPEN" (with a ball).
16. "FIND A PAIR".
17. "FORESTER".
18."NATURE AND MAN" I
19. "NATURE AND MAN" II
20. "GET IT BY YOUSELF".
21. "WHO LIVES WHERE".
22. "BIRDS".
23. "DO NOT SNOOZE!" (birds wintering, migratory).
24. "NAME THREE ITEMS"
25. "NATURE AND MAN".
26. "FINISH THE OFFER".
27. "WHEN DOES IT HAPPEN?"
28. "IS IT TRUE OR NOT?"
29. "WHAT SEASON?"
30. "THIRD WHEEL" (plants)
31. "GUESS WHAT PLANT".
32."GOOD BAD".
33. "GOOD WORDS".
34. "GUESS WHAT A BIRD".
35. "GUESS, WE WILL GUESS".
36. "WHAT ARE THEY PLANTING IN THE GARDEN?"
37. "WHAT IF …"
38. "WHAT GROWS IN THE FOREST?"
39. STORE "FLOWERS"
40. "WHAT WHY?"
41. "FEED THE ANIMAL".
42. "GUESS THE INSECT".
1. "WHAT GROWS WHERE?"
Target. Teach children understand the processes occurring in nature; show the dependence of all life on earth on the state of the vegetation cover.
move games. The teacher names different plants and shrubs, and the children choose only those that grow in the 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, palm, rosehip, currant, apricot, raspberry, orange, lemon, pear, pineapple, etc.
2. "WHAT IS SUPERB?"
Target. To consolidate knowledge of the signs of different seasons, the ability to clearly express one's thoughts; develop auditory attention.
move games.The teacher names the season: "Autumn". Then he lists the signs of different seasons (birds fly south; snowdrops have blossomed; leaves on the trees turn yellow; fluffy white snow falls). Children name an extra sign and explain their choice.
3. "MY CLOUD".
Target. Develop imagination, figurative perception of nature.
move games. Children sit on blankets or squat, look at the sky and floating clouds. The teacher offers to dream up and tell what the clouds look like, where they can swim.
4. "INSECTS".
Target. To consolidate the ability to classify and name insects.
move games. Children become in a circle, the host calls the insect (a fly, and passes the ball to a neighbor, he calls another insect (mosquito) etc. Whoever cannot answer, leaves the circle. The host speaks "Flying Insect - Butterfly" and passes the ball next answer: "Mosquito" etc. At the end of the circle, the leader calls "Hopper" and the game continues.
5. "THIRD WHEEL".
Target. To consolidate knowledge about the diversity of birds.
move games. The teacher calls the birds mixed up, whoever notices a mistake should clap their hands (sparrow, crow, fly, bullfinch, etc.).
6. "YES OR NO".
Target. Consolidate knowledge children about the signs of autumn.
move games. The teacher reads the poem, and the children should listen carefully and answer "Yes" or "No".
Do flowers bloom in autumn? Harvest the whole harvest?
Do mushrooms grow in autumn? Are the birds flying away?
Clouds cover the sun? Does it rain often?
Is the prickly wind coming? Do we get boots?
Do fogs float in autumn? The sun is shining very hot
Well, do birds build nests? Can children sunbathe?
Do the bugs come? Well, what should be done -
Animals mink close? Jackets, hats to wear?
7. "FLOWERS".
Target. Pin skill children classify and name indoor and garden plants.
move games. Children become in a circle. The child names a houseplant (violet) and passes the ball to a neighbor, he calls another plant (begonia) etc. Whoever cannot answer, leaves the circle. In the second round, the leader names garden plants, and the game continues.
8. "TELL WITHOUT WORDS".
Target. To consolidate ideas about autumn changes in nature; develop creative imagination, observation.
move games. Children form a circle. The teacher offers to depict autumn weather with facial expressions, hand gestures, movements: It became cold (children shrivel, warm their hands, put on hats and scarves with gestures); cold rain is falling (open umbrellas, raise collars).
9. "LIKE - NOT LIKE".
Target. Teach children compare objects recognize objects by description.
move games. One child guesses the animals, while the others must guess them according to the description.
10. "HUNTER".
Target. Exercise in the ability to classify and name animals.
move games. Children stand in front of the line, at the end of the site - a high chair. This "Forest" ("Lake", "pond"). V "Forest" heading off "hunter"- one of the players. Standing still he says these words: “I am going to the forest to hunt. I will hunt for…”. Here the child takes a step forward d and says: "Hare", takes the second step and names another animal, etc. You cannot name the same animal twice. The winner is the one who reaches "forests" ("lake", "pond") or moved on.
11. "LIVING AND NON-LIVING NATURE".
children about animate and inanimate nature.
move games. "Live" (non-living) nature, ”says the educator and passes one of the players an object (or throws the ball). Children name natural objects (the one indicated by the teacher).
12. "GUESS WHAT PLANT".
Target. Teach children describe an object and recognize it by description.
move games. The teacher offers the player to describe the plant or make a riddle about it. Other children have to guess what kind of plant it is.
13. "WHAT IS THIS BIRD?"
Target. Teach children describe birds according to their characteristics.
move games.Children are divided into two groups: one group describes the bird (or riddles, and the other must guess what kind of bird it is. Then the groups change places.
14. "KNOW WHO'S SHEET".
Target. Teach children recognize and name a plant by its leaf, find it in nature.
move games. Collection of leaves fallen from trees and shrubs. The teacher offers to find out from which tree or shrub the leaf is and find proof (similarity) with non-fallen leaves that have a variety of shapes.
15. "IT HAPPENS - IT DOESN'T HAPPEN" (with a ball).
Target. Develop memory, thinking, speed of reaction.
move games. The teacher pronounces the phrase and throws the ball, and the child nok should answer quickly: frost in summer (can not be); snow in winter (happens); frost in summer (can not be); drops in summer (can not be).
16. "FIND A PAIR".
Target. Develop at children thinking, ingenuity.
move games. The teacher distributes t children one sheet at a time and says: "Wind started to blow. All the leaves have scattered. Hearing these words, the guys are spinning with leaves in their hands. dayo teacher t command: "One, two, three - find a couple!" Everyone should stand next to the tree whose leaf they hold in their hands.
17. "FORESTER".
Target. Consolidate knowledge children about the appearance of some trees and shrubs (trunk, leaves, fruits and seeds).
move games. Selected "forester", the rest of the children are his assistants. They came to help him collect seeds for new plantings. "Forester"is talking: "A lot of birches grow on my site (poplars, maples, let's collect seeds." "Forester" can only describe the tree without naming it. Children look for seeds, collect them and show them "Forester". That one wins who scored more seeds and was not mistaken.
18. "NATURE AND MAN" I
children about
move games. "What is man made?"- the teacher asks and throws the ball to the child. He answers: "Car". After several replies children the teacher asks t new question: "What is created by nature?" Children name objects of nature.
19. "NATURE AND MAN" II
Target. Consolidate and organize knowledge children about what is made by man, and what is given to man by nature.
move games. The teacher becomes in a circle, in his hands is a ball. He negotiates with the children in advance: the teacher names the objects, and the children answer with one word: "Person!" or "Nature!" For example, the teacher throws the ball to the child ncu and says: "Car!", baby nok answers: "Person!" The one who made a mistake leaves the circle for one horse.
20. "GET IT BY YOUSELF" (option 1)
Target. Teach children make sentences with a given number of words.
move games.Provide children with key words: autumn, falling leaves, snow, snowflakes. ask children come up with sentences of 4, 5 words. The first child to make a proposal gets a token.
(option 2)
move games. The teacher appoints a leader and asks t topic: "Seasons", "Cloth", "Flowers", "Forest". The child makes up words and says them to everyone else, For example: "Flowers, insects, opened". Children should 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).
move games. Children will "squirrels" and "bunnies" and one child "fox". "Squirrels" and "bunnies" running across the field. On 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. To consolidate the ability to classify and name animals, birds, fish.
move games. Children become in a circle. The host calls the bird (fish, animal, tree, for example, "Sparrow" and passes the ball to a neighbor, he calls "Crow" etc. Whoever cannot answer, he leaves the circle.
23. "DO NOT SNOOZE!" (birds wintering, migratory).
Target. Develop auditory attention, speed of reaction.
move games. Dayo caregiver t all children the names of birds and asks to carefully follow: as soon as their name is heard, they should stand up and clap their hands; who misses his name, goes out of games.
24. "NAME THREE ITEMS" (option 1).
Target. Exercise in the classification of objects.
move games. Children must name objects that correspond to this concept. The teacher says: "Flowers!" and throws the ball to the child. He answers: "Chamomile, cornflower, poppy".
(option 2)
The caregiver divides 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 flowers last wins.
25. "NATURE AND MAN".
Target. Consolidate and organize knowledge children about what is made by human hands, and what is by nature.
move games. “What is man made? - the teacher asks and throws the ball to the player. After several replies children he asks t new question: "What is created by nature?" The children answer.
26. "FINISH THE OFFER".
Target. Learn to understand the causal relationships between phenomena; exercise in the correct choice of words.
move games. caregiver (or child)starts a sentence: “I put on a warm coat because…”. The child who completes this sentence constitutes the beginning of a new one.
27. "WHEN DOES IT HAPPEN?"
Target. Refine and deepen knowledge children about the seasons.
move games. The teacher calls the season and gives the chip to the child. The child names what happens at this time of the year and passes the chip to the next player. He adds a new definition and passes the token, and so on.
28. "IS IT TRUE OR NOT?"
Target. Teach children find inaccuracies in the text.
move games.The teacher says: Listen carefully to the poem. Who will notice fables more, what does not actually happen?
Warm spring now. Likes to sit in the river.
Our grapes are ripe. And in winter among the branches
Horned horse in the meadow “Ga0ga-ga, the nightingale sang.
Jumping in the snow in summer. Quickly give me an answer -
Late autumn bear Is it true or not?
Children find inaccuracies and replace words and sentences to get it right.
29. "WHAT SEASON?"
Target. Learn to perceive a poetic text; educate aesthetic emotions and experiences; consolidate knowledge about the months of each season and the main features of the seasons.
move games. Writers and poets in their poems sing of the beauty of nature at different times of the year. The teacher reads a poem, and the children should highlight the signs of the season.
30. "THIRD WHEEL" (plants)
Target. To consolidate knowledge about the diversity of plants.
move games.The teacher tells the children: “You already know that plants can be cultivated and wild. I will now name the plants mixed: wild and cultivated. Whoever hears an error should clap their hands. for instance: birch, poplar, apple tree; apple, plum, oak, etc.
31. "GUESS WHAT PLANT".
Target. Learn to describe an object and recognize it by description; to form the ability to choose the most striking sign of a plant.
move games. The teacher invites 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 (fly agaric) etc.
32. "GOOD BAD".
Target. To consolidate knowledge about the rules of behavior in nature.
move games. The teacher shows the children the schematic rules of behavior in nature. Children should tell as much as possible about what is shown in the pictures, what can and cannot be done, and why.
33. "GOOD WORDS".
Target. Cultivate love for nature, the desire to take care of it.
move games.The teacher says: “There are many different kind words, they should be said to everyone more often. Kind words always help in life, and evil words harm. Remember kind words, when and how they are said. Come up with different kind words that you can refer to ... a cat, a flower, a doll. friend, etc.
34. "GUESS WHAT A BIRD".
Target. Learn to describe a bird and recognize by description.
move games. The teacher invites one child to describe a bird or make a riddle about it. Other children have to guess what kind of bird it is.
35. "GUESS, WE WILL GUESS".
Target. Systematize knowledge children about garden plants.
move games.The driver describes any plant in the following order: shape, color, use. Children must recognize the plant from the description.
36. "WHAT ARE THEY PLANTING IN THE GARDEN?"
Target. Learn to classify objects according to certain criteria (according to the place of growth, according to the method of their application); develop speed of thinking, auditory attention, speech skills.
move games. The teacher asks about what is planted in the garden and asks children answer"Yes" if what he calls grows in a garden and "No" if it does not grow in the garden. Whoever makes a mistake will lose.
37. "WHAT IF …"
Target. Learn to notice the consequences of your actions in relation to nature.
move games. The teacher sets a situation for discussion with the children, as a result of which the children come to the conclusion that it is necessary to observe the measure and protect nature. for instance: What happens if you pick all the flowers? destroy the butterflies?
38. "WHAT GROWS IN THE FOREST?"
Target. Strengthen knowledge about forest (garden) plants.
move games. The teacher chooses three children and ask them to name that grows in the forest. The teacher says: "Mushrooms!" Children must name the types of mushrooms in turn. The teacher tells other children: "Trees!" The children name the trees. The child who names the most plants wins.
39. STORE "FLOWERS"
Target. Teach children group plants by place of growth; describe their appearance.
move games. Children play the role of sellers and buyers. To make a purchase, you need to describe the plant you have chosen, but do not name it, but only say where it grows. The seller must guess what kind of flower it is, name it, then issue a purchase.
40. "WHAT WHY?"
Target. Learn to name the seasons and the corresponding months.
move games. The teacher calls the time of the year and passes the chip to the child, he must name the first month of this season and give the chip to another child who names the next month, etc. Then the teacher calls the month, and the children call the season.
41. "FEED THE ANIMAL".
Target. Learn to divide words into parts, pronounce each part of the word separately.
move games. 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. Consolidate knowledge children about insects.
move games. The teacher thinks of a word, but only says the first syllable. for instance: the beginning of the word ko ... Children pick up words (mosquito). Whoever guesses first gets a chip. child wins with the most chips.
The features of the mental development of children of the seventh year of life are their increased abilities for more in-depth analysis and synthesis: the ability to single out both general and individual features of objects and phenomena, compare them according to various criteria, make generalizations, make judgments, conclusions. Six-year-old children show great interest in learning, a desire to study at school.
But in the education and upbringing of six-year-old children, the game method is still of great importance. This is evidenced by many years of experience in working with six-year-old children, described by Sh. A. Amonashvili in his interesting book "Hello, children!", And scientific research in this area.
Leading the didactic games of six-year-old children, the teacher relies on their age characteristics. More often, games are selected in which children learn to coherently and consistently express their thoughts, expressively tell, in which mathematical representations, the ability for auditory analysis of oral speech, ingenuity, endurance, and will develop.
The role of the leader in the games of children aged 6-7 is more often entrusted to one of the participants, they are more independent in choosing didactic games, organizing the situation, and selecting partners in the game. The teacher monitors the players, acts, if necessary, as an adviser, a fair judge during the independent play activities of children.
As a game teaching method, the didactic game is used in all classes to master certain methods of mental actions, systematize, and clarify children's knowledge. The initiative in choosing and conducting the game belongs to the educator himself. The content of the game and its rules are subject to the educational tasks put forward by the specific program requirements of a particular type of occupation. These games are described in various methodological manuals for a specific section of the work.
Let us dwell on the organization and management of games outside the classroom. Six-year-old children play with enthusiasm and interest during their free hours. But the teacher can give new games if the children have the knowledge necessary to solve game problems. For example, children like the game "On the ground, in the sky and at sea." But they will be able to play it if they have ideas about some of the characteristic features in the clothes of infantrymen, pilots and sailors, attributes, machines, etc.
Thus, the principles of selection of games remain constant: the availability of rules, material, the possibility of varying tasks, and the emotional impact on children.
When analyzing the game, the educator notes the moral behavior of children to a greater extent: the ability to come to the rescue, not brag about their successes, be patient, not interrupt their friend, wait until he gathers his thoughts. All this is very important for the formation of the correct behavior of children in the classroom at school.
In the preparatory school group, many of the games described in this collection are made by the teacher together with the children. For this work to be effective, the teacher needs to know what illustrative material will be needed, and it must be gradually selected; what items you need to make yourself (boxes, cards, chips, etc.). This work is important in itself, because with its help they bring up industriousness in children, develop manual labor skills, and most importantly, form a sense of responsibility for the task assigned.
Here the role of the educator himself, his leadership of the didactic game, his attitude to the game as a method of educating and educating children of the seventh year of life is important. First of all, he himself must want to play with children. Sh. A. Amonashvili writes about this: “They will laugh when I deliberately read the text with errors and they will be instructed to find my “mistakes”. And I will take a completely serious look and will insist on my own until they prove their case. They will laugh even when I ask them to dictate their examples, which I will deliberately solve incorrectly. Having found my “mistake”, they will laugh and prove why I am wrong.<…>And how, if not in a dispute with me, can a child experience a sense of joy from his intellectual victory, from the proclamation and affirmation of the truth!
Experience shows that it is in such a "battle" that children learn the joy of knowledge to a greater extent; at the same time, they develop a valuable quality of the future student, personality: the ability to prove the correctness of their decision, judgment.
Through the assimilation of game rules, and consequently, with the help of a didactic game, the educator leads the children to a serious attitude to the rules in other types of activity: in a creative game, in work, in the classroom. It is impossible not to follow the rules - this is learned by children throughout their childhood. And didactic games contribute to the assimilation of this to a greater extent. Even the smallest children often complain about their peers: “I won’t play with him, he doesn’t act according to the rules!” Therefore, it is so important that the educator always very accurately, objectively evaluate the implementation of the rules by each player, by the whole group.
And in the preparatory group for school, the educator thinks through the connection of didactic games with other types of children's activities, with creative games, labor, and artistic activity. Experience shows that didactic games are one of the ways to create a game plan in a creative game. Objects, attributes, emblems that children get acquainted with in a didactic game, they then use in their independent games. This increases the interest of children in some activities.
During work, the educator also often resorts to didactic games, uniting children into teams, links, introducing elements of competition with summing up the work. The game form of organizing the work of children (working in the garden, cleaning the group room, making toys, etc.) makes their work more interesting and exciting.
Older children love storytelling games. In the process of these games, they develop coherent, figurative speech, humor, and the ability to joke. These games increase children's interest in acquiring new knowledge.
Before conducting the game, the teacher finds out if the children know what fables are, where they heard them. Children answer that a fable is a fiction, something that does not happen in life, fables are often found in fairy tales. If they cannot answer, the teacher will tell them about it.
He invites the children to tell some fable from familiar fairy tales. Children recall: “Little Red Riding Hood could not get out alive from the belly of a wolf”, “Geese cannot carry Ivanushka on their wings”, “Fish cannot do miracles”, “Animals cannot speak”, etc.
When the children learn to notice fables, the teacher reads them a work with fables, introduces them to entertaining content. It happens that the children have questions that the teacher cannot immediately answer, for example: do elephants swim, do they refuel a rocket with gasoline, etc. In such cases, he promises to tell the children about it tomorrow and, having found out for himself that required, the next day, be sure to give them the correct answer. Otherwise, the guys lose interest in such games.
When playing the game, you should not take the whole work, but only part of it. Initially, a passage may contain 2 - 3 fables, and then there may be more. The experience of playing games shows that children can remember and name 6 - 7 fables contained in a passage. Based on this, the educator independently breaks the work into semantic parts.
Thus, in the preparatory group, the teacher actively leads the didactic game. Here the game is more widely used as a means of forming children's communication, fixing the norms and rules of behavior not only in the game, but also outside it, as a means of educating children's interest in the phenomena of life around them.
Games with objects for children 6-7 years old
first grader
Didactic task. To consolidate the knowledge of children about what a first grader needs to study at school; to cultivate a desire to study at school, composure, accuracy.
Game rule. Collect items on a signal.
Game action. Competition - who will quickly collect everything necessary for the school in a portfolio.
Game progress. There are two briefcases on the teacher's table. On other tables are educational supplies: notebooks, primers, pencil cases, pens, colored pencils, etc.
After a brief conversation about the fact that the children of the preparatory group for school will soon go to school and that they themselves will collect everything necessary for study in their portfolios, they start the game: two players come to the table; at the command of the driver, they must select the necessary educational supplies, carefully place them in the briefcase and close it. Whoever does it first wins. In order for the game to continue, the children who completed the task choose other participants instead of themselves. The rest act as fans and objectively evaluate the winners. The game fixes the name and purpose of all items. The teacher draws the attention of the children to the fact that not only quickly everything needs to be folded, but also carefully; encourages those who accurately followed these rules in the game.
What changed?
Didactic task. To educate children in observation, the ability to notice minor, subtle changes that have occurred with objects: they replaced the bow on the pigtail of the doll, changed shoes, unbuttoned the button, raised their right (left) hand; explain in a coherent way what has changed.
Game rules. Guesses what has changed, the one to whom the driver throws the ball. If he guessed correctly, he becomes the driver.
Game actions. The driver makes various changes in objects behind the screen; throws the ball to the one who will answer.
Game progress. The teacher, turning to the children, says: “The game is familiar to you. But in this game, the teacher warns the children, one must be especially careful: the changes will be very imperceptible, you still try to notice and name them. We will choose the first leader with a counting rhyme, and then the leader will be the one who correctly guessed what has changed. The one to whom the leader will throw the ball guesses. So be prepared to answer quickly and correctly.”
The host chosen by the counting rhyme suggests that you carefully look at the table with objects and remember them. Then, covering objects with a screen (or inviting all children to close their eyes), something changes in clothes, in the location of body parts (a hand is raised, the doll's head is turned, etc.). Then he removes the screen and allows the children to carefully look at the objects. Is everyone ready?" he asks the guys and throws the ball to one of them. He catches him and answers. If the answer is correct, he becomes the leader.
One change needs to be made so that the game goes on more dynamically and more children play actively. If the one who caught the ball did not answer, he pays a forfeit, and at the end of the game or during a walk, the forfeits are won back.
What is the item for?
didactic task. To develop in children intelligence, activity and independence of thinking; to consolidate the knowledge of children about the purpose of household items, tools, tools; develop respect for them.
Game rules. Children's stories about how the same object can be used in different cases and circumstances. The winner is the one who remembers more options for using the same item. He gets a token.
Game actions. Search for objects, competition.
Game progress. The teacher begins the game with a brief introductory conversation about objects, how a person uses them, how they help people in life, in work, how to take care of them.
- Now we will play a game where you will have to find various objects in our room and tell why this object is needed, how it can be used in different ways. (Objects, tools, tools - toys - are laid out in different places in the room so that they can be clearly seen.)
Each of the players, taking an object, sits down in his place. At the call of the educator, the child names the object, tells how they use it, recalls what else can be done with it. All children listen and complete the answer if necessary. For example, a child took a bucket. He can say this: “This is a bucket. It is necessary in order to carry water in it, water the garden, you can also carry sand in a bucket, and milkmaids carry milk in a bucket. Or: “It's a hose. Flowers, a vegetable garden, paths are watered from it. You can jump over a hose like a rope. Or: “It's a rope. It is needed to tie it, tie something, you can hang a swing, linen on it. Through the rope you can jump, make a circle and do exercises together. Of course, not all of these possibilities of using objects are immediately remembered by children. But this game teaches them to remember, to extract the necessary knowledge from their past experience, to think actively.
Who made the effort?
Didactic task. To expand, clarify the knowledge of children about the work of people, to cultivate interest in the work of adults, respect for them.
Game rule. Group objects according to the place of their production: factory (factory) and collective farm (state farm).
Game action. Competition between two teams: "collective farmers", "workers".
Game progress. To play, you need to pick up such items so that you can find out who made or raised them: spikelets, vegetables, fruits, cotton bolls, seeds of garden plants, honey (in a jar), toys, doll clothes, shoes, dishes, furniture. All these items are on the table. The teacher picks up the object and asks:
- What is it? Who made it?
The children respond in chorus:
- Workers!
The object is placed in one direction on the table.
-- And what's that? Who raised him?
— Collective farmers!
The object is placed on the other side of the table.
But the teacher raises the bagel.
- And what's that?
— Bagel.
- Who baked it?
- Working bakeries.
- And from what? (Who grew the wheat? Who ground the flour?)
Thus the educator leads the children to the independent conclusion that the work of collective farmers and workers is closely connected with each other, that the work of some people depends on the work of others.
- What should we do? Where do we put the bagels?
- And there, and here! children offer.
- That's right, kids.
She puts bagels on the table. When the objects on the table are divided into two groups, the teacher concludes this part of the game with the words:
“Everything that surrounds us, all objects are made by the hands of a working man. You see how much we have considered and named objects today. But there are much more of them. Now let's play like this. We will have two teams: "collective farmers" and "workers". Now the teams on the signal “Start!” will collect items in our room, so that at one end of the room everything that is made by the workers is collected, and at the other end everything that is grown by the collective farmers.
After the signal "Stop!" the correctness of the selection of items at the place of their production is checked. The team with no errors wins. She is greeted with applause.
Board-printed games for children 6-7 years old
From grain to bun
didactic task. To consolidate and systematize children's knowledge of how bread is grown and produced; to cultivate respect for the work of a grain grower; activate vocabulary: seeder, harrow, swather, elevator, combine.
Game rules. It is possible to select small cards and close the cells with them only after the driver's signal.
Game actions. The division of the players into three brigades: “grain”, “spikelet” and “bun”. Competition - who will quickly select the necessary cards with the image of machines that help grain growers in their work, and close them with empty cells in their field.
Game progress. Before the game begins, the children examine the bread on the field. A short conversation is held with the children about the path bread goes from grain to bun, how many people work so that everyone has bread. Grain growers are assisted by machines: a tractor, a combine; mechanisms: seeder, snow retainer, swath picker, harrow.
- Now we will play so that you remember what the machines are called, when, which machines work. Look at these pictures!
The teacher shows three pictures: a field in early spring, summer and autumn. Children explain why they believe that the picture shows such seasons.
- We will have three teams: “grain”, “spikelet” and “bun” (each team will have 2-3 people). A picture depicting a field in spring is given to the "grain" brigade, a field in summer - to the "spikelet" brigade, a field in autumn - to the "bun" brigade. On the table are pictures of different machines that help the grain growers. You need to select those that are needed at this time of the year. Get started! - the teacher explains the rules. - The team that correctly selects, names the cars and closes the empty cells with them wins.
After the exchange of pictures, you can introduce an element of competition - who will select the desired pictures as soon as possible. In order to complicate the task, when mixing the pictures, you can put those that depict the machines used in this type of labor, for example, a skating rink, a bulldozer, a crane.
The winning team gets a token. At the end of the game, the chips are counted and the winners are announced.
Who to be?
Didactic task. To consolidate, deepen the knowledge of children about different types of agricultural labor; to cultivate respect for the workers of the village, the desire to take on roles in creative games on the themes of the labor of agricultural workers.
Game rule. The content of the picture pointed to by the arrow is told by the child named leader.
Game action. Choice of a leader counting rhyme. (Using the arrow to select a picture.)
Game progress. The teacher first recalls with the children what they saw during the excursion on the collective farm field, on the farm, pasture, in the pigsty, mechanical workshop. They remember how they helped the calves and pigs to feed and water the calves and piglets. (Photographs have been prepared in advance showing children playing: they work like adults in various areas of agricultural production.) Then he puts a circle of thick paper on the table, along the edges of which photographs are attached, and in the middle is a rotating arrow.
Option 1. The teacher explains the rules:
- Now we will choose the driver. He will rotate the arrow so that it points to some picture, then he will say: “Arrow, show me, and you, Vitya (Sveta, Olya), tell me what the people in the picture are doing. Whoever tells you correctly, then becomes the leader.
Having specified the rules once again, a driver is chosen, and the game begins.
Option 2. You can also play like this: replace the pictures with new ones, with a different plot. For example, children, when playing, reproduce the actions of adults in caring for animals, growing vegetables and fruits.
In the process of this game, the teacher forms in children an interest in work for everyone, a desire to work on their own collective farm (state farm).
What is it made of and by whom?
Didactic task. Clarify children's knowledge that their dresses and suits are made of cotton.
Game rules. Listen carefully to the teacher's story, along the way show a picture illustrating the story.
Game actions. Journey to where cotton grows; where cotton fabrics are made from cotton - into the "chintz kingdom". Journey to a clothing factory, where dresses and suits are sewn from fabric. Show pictures that match the content of the teacher's story.
Game progress. For the game, you need pictures depicting cotton fields, cotton (a flower with a box of cotton); large machines transporting cotton to factories that de-seed the cotton; spinning and weaving mills, weavers who make linen; artists making designs for fabrics; printing machines that apply designs to fabrics. Samples of cotton fabrics: chintz, satin, calico, etc. Pictures on which different clothes are drawn from chintz. Before the game begins, the teacher distributes these pictures to the children, then says:
Do you know what your dresses and suits are made of? Look carefully! Many of them are made from cotton fabric. Cotton, from which clothes are sewn, grows where there is a lot of heat and sun.
Our first trip will be to sunny Uzbekistan, where cotton grows. (Children examine cotton plants and fruits - boxes with white fluffy cotton.) These boxes are collected and sent to refineries. (Showing a picture.) There, cotton is combed with brushes and sent to spinning mills. Spinning machines spin threads and wind them on spindles. (Showing a picture.) Weavers weave fabric from threads. (Showing a picture.) The artist comes up with a pattern on the fabric. (Showing a picture.) This is how chintz or satin is obtained. (Showing woven with different patterns.) Various clothes are sewn from this fabric. (Show picture.)
At the end of the game, the teacher notes those children who listened carefully to the story, showed pictures in a timely manner.
After this game, you can offer to sew clothes for dolls from chintz or satin, from different patches.
Who quickly?
Didactic task. Clarify and expand children's knowledge of sports: winter and summer; to cultivate a desire to engage in physical education, sports, to develop speed of reaction to a signal, resourcefulness; expand children's vocabulary.
Game rules. The search for objects and pictures with the image of different sports should be started only at the signal of the driver (whistle). The winning team is awarded the flag of a nearby sports society. With this flag, the team makes a lap of honor.
Game action. Search for items on a signal.
Game progress. The teacher briefly talks with the children about sports, its types, about champions known to children, clarifies the concepts of “winter” and “summer” sports, then explains the rules of the game:
- Now we will be divided into two teams, we will choose commanders with a counting rhyme. On one table you see a picture of a summer sport. What kind of sport is this?
“It’s rowing,” the children answer.
- That's right, on this table is a picture that depicts a summer sport. Now let's see what is drawn in another picture.
- This is figure skating.
What kind of sport are we referring to?
- In our room there are various objects that are used in sports, and pictures about sports. Your task is to find them and put them on your table.
The teacher invites two commanders to his place and tells them in their ear that one team will be called “winter” and the other “summer”. Each of the players approaches the commander and quietly asks: “Which team are you going to: “winter” or “summer”? The conspiracy ends by dividing the children into two teams so that the players are equally divided. A referee is chosen, he is given a whistle. At the signal of the judge, the children disperse around the room and look for objects and pictures related to sports, quickly put them on their table, and also return to their place at the signal. Together with the judge, they check the correctness of the selection of objects (balls, balls, hoops, rackets, shuttlecocks, bow, club, etc.) and pictures, count their number. The team that has collected the most items and pictures is awarded a sports flag and, led by the commander, goes around the circle to the song (march). All the fans cheer for her. Then the game is repeated. Complicating the game is possible by reducing the time for searching.
After that, sports games are held on the site in an exciting way, as the children have created a certain interest in them and now they have a variety of equipment for them.
smart cars
Didactic task. To consolidate children's knowledge that different machines help people in their work; to teach to group machines on one basis: according to their purpose; exercise in the correct name of the machines, activate the children's vocabulary: bulldozer, crane, ambulance, truck, snowplow, etc.
Game rules. The sequence of the move is determined by the rolled dice, the number of moves by the chips is counted. The winner is the one who first closed the cells of his playing field.
game action. Close the cells with chips.
Game progress. Before starting the game, the teacher, together with the children, examines pictures that show smart machines that help people with homework: a vacuum cleaner, an electric iron, a meat grinder, a washing machine, etc .; in construction: bulldozer, crane, excavator, excavator, dump truck, etc.; by transport: tram, bus, trolleybus, taxi, plane, etc.; machines that help deliver goods to stores: "Bread", "Milk", "Products", "Toys", "Household Goods", "Flour". There is a brief discussion about the variety of machines used by people to facilitate their work (see fig.).
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Then the rules of the game are explained: you can move around the playing field only with the help of a chip, each time you count as many circles as they will be indicated on the die.
The winner will be the one who does not make a mistake, correctly selects the cards with the right cars and is the first to close the circles.
When repeating the game, children can change places, then they will have a different playing field, so they will have to look for other cars.
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