Card file of educational games for children of the second younger group. Card file of games for children of the second younger group Didactic game for the younger group cognitive development

Didactic games and exercises for children of the younger group for the development of cognitive abilities.

The game brings joy and pleasure to the child. However, the game is also a source of mental, speech development. With its help, you can develop qualities and processes that are important for the formation of ideas and the assimilation of the child's knowledge necessary for studying at school and later in life.
Games for the development of motor skills of hands and fingers, they are important for the development of attention, orientation of children to the properties of objects and toys.
"Mosaics"
Purpose: Development of fine motor skills of the fingers, teaching orientation on the plane.
"Who will roll the tape faster."
Target: development of motor skills of fingers and hands. Speed ​​and accuracy of movements.
"Lacings".
Purpose: development of fine motor skills of the fingers.
"Catch a fish."
Purpose: Development of movements of the hands, to form the accuracy of movements, the development of visual attention.
The purpose of games and exercises for the development of perception is the assimilation of children's ideas about the color, shape, size, spatial relationships of objects.

Color perception games.

The purpose of games for the development of perception is the assimilation of children's ideas about color. Shape, size, spatial relationships of objects.
"Separate by color."
Purpose: To teach children to distinguish colors, distribute pictures into appropriate groups, based on color signs.
"Gnomes"

Purpose: Development of visual perception, color, memory. attention, fine motor skills of the fingers.
"Pyramids".
Teach to carry out color selection, improve children's attention.

Form perception.

"Frames and inserts".
Purpose: To improve the ability to highlight the form, correlate the frame and the insert, develop attention, memory, fine motor skills of the fingers.
"Three piglets".
Purpose: To teach children to distinguish different shapes, correlate colors, develop attention.
"Form and Color".
Purpose: To consolidate knowledge about geometric shapes, shapes of objects. The game is also aimed at developing attention, thinking, memory, imagination.

The perception of magnitude.

"Three Bears".
Purpose: To teach to highlight the size of objects. Match objects by size.
"House for Bunnies"
Purpose: To teach children to navigate the value in the game.
"Flags".
To form a visual orientation on the value without taking into account other properties of the object, as well as taking into account all the properties of the object.

Development of tactile motor perception.

"What's in the bag"
Purpose: To learn to identify objects by touch. Fix the name of the items. shapes, sizes.
Big and small balls.
Purpose: To learn to find, according to verbal instructions, to find large and small balls by touch.
"Handkerchief for a doll."
Purpose: To teach to recognize familiar objects by touch, based on one sign of the texture of the material.

Games for attention and memory.

Attention games form the ability to focus on certain aspects of objects and phenomena. Contributing to the transition from involuntary attention to arbitrary.
"What changed".
Purpose: Development, to learn to name a toy that is missing.
"Learn by contour."
Purpose: To teach children to recognize objects from a contour image.
"Find your soulmate."
Purpose: To teach children to recognize objects from one of the images, to remember the object.

Games for the development of thinking and imagination.

When using games to develop thinking and imagination, it is important to teach children to analyze objects and phenomena of the world around them, find similarities and differences, distribute them into groups and call them with a generalizing word.
"Lay down the pattern."
Purpose: To teach children to make patterns.
"Fold the square."
Purpose: To learn how to make a whole from different geometric shapes.
"Plant a garden."
Purpose: To teach children to use given substitute items and arrange them in accordance with the location of the substitutes.

Svetlana Pimenova
Card file of didactic games in the second junior group

"That's how sounds are pronounced"

Equipment: "Talking cube" - where they change cards, which depict either insects or animals. then different items.

"Loud quiet"

Target: Teaching children to change strength vote: to speak softly, then loudly. Develop the ability to change the strength of the voice.

Equipment: Images depicting large and small objects (large and small cars, drums, pipes, airplanes, etc.).

Content: The teacher is providing 2 machines and speaks: "When a big car is driving, it honks loudly, like this" B, B ", Repeat. And when it's small, it's quiet "beep". The teacher cleans the cars and speaks: "be careful, as soon as the car starts, be careful, don't make a mistake, a big car honks loudly, and a small one is quiet. Similarly, the game is played with other objects.

"Horses clatter their hooves"

Target: Develop phonemic hearing, develop children's speech attention.

Equipment: Images with the image of a horse, an elephant, a bear, piglets, a hedgehog.

"The ball burst"

Target: Development of a long smooth exhalation. Activation of the muscles of the lips. Automation and differentiation of s-sh sounds.

Content: Children stand in a tight circle, tilting their heads down, imitating a bubble - a ball. Then, repeating after the teacher: "Inflate the bubble, inflate big, stay like that, but don't burst," the children raise their heads and gradually move back, forming a large circle. On signal educator: "The bubble burst, the air came out", the children go to the center, pronouncing: s-s-s (or shhhh).

"Snowflakes are flying", "Snowstorm"

Equipment: Storyline picture" Snowstorm".

At the signal of the educator "The blizzard begins" - quietly They say: u-u-u-u; at the signal "Strong blizzard" loudly They say: y-y-y; at the signal "The blizzard ends" they say quieter.

"Call it sweetly"

Target: Expansion and activation of children's vocabulary. Learn to form words with suffixes "chk-chn"

"Help me find my mom"

Target: Fix the correct pronunciation of sounds. Exercise in the formation of the grammatical structure of speech.

caregiver: "Who have you drawn, Kolya?" (chick)"Who is the chicken's mother?" (chicken). Call your mother chick (wee-wee-wee) etc.

"One is many"

Target: Learn to use singular and plural nouns.

Equipment: cards with the image of objects in the singular and plural.

move: In children cards

1. The task of the children is to name what picture. Sample: I have one cube and many cubes.

2. Change the words so that they mean many things. Sample: ball - balls, cube - cubes.

3. Change the words so that they mean one thing. Sample: trees - tree, ducklings - duckling.

"Wonderful bag"

Target: In the course of the game, children learn to determine what kind of object it is, according to characteristic external features, that is, in shape. It can also be used to develop speech and imagination.

Equipment: Opaque bag. For kids, it is recommended to sew it from bright fabrics (to increase interest in what is happening, and for older children - from dark fabrics).

Items. They must be relevant to a specific topic. (vegetables, geometric figures, animals, letters or numbers) and have pronounced differences in shape.

Game progress. The meaning of the game is very simple: you need to put your hand into the bag, feel for the object and name it, not seeing what it is specifically. So that the children do not get confused, you can first put 1 item, and then, when they learn how to play like this, there are already several.

Players, in addition to the main task, can be given additional:

describe the item (color, size, taste, material) or animal (what does it do, where does it live); tell what fairy tale this object or hero is from; describe it so that other children guess it;

name words starting with the given letter;

For very young children, you can suggest choosing a toy in this way, with which he will then play. To do this, they are first shown the items that are placed in the bag, and then each in turn takes out his own.

"Parts of the day"

Target: to consolidate knowledge about the parts of the day; exercise in comparison pictures with parts of the day: morning afternoon Evening Night.

Game rules: according to the word that the teacher says, show card and explain why did he pick it up.

game action: search for the desired Pictures.

On the table, the players have different Pictures reflecting the life of children in kindergarten. For each part of the day there should be several plot pictures. Children choose their own picture are looking at it carefully. On word "morning" all children in whose hands the appropriate Pictures, pick them up and everyone explains why he thinks what he has depicted morning: children come to kindergarten, a teacher is waiting for them, they do morning exercises, wash, have breakfast, study, etc. Then the teacher says the word "day". Raise pictures of those who has a picture of any event or activity of the children at that time days: on a walk, working on the site, having lunch, sleeping.

Teacher. Evening.

Children pick up the appropriate cards.

Why did you show this card?

Child. Because mothers came for the children, it's dark outside.

Teacher. Night.

children raise cards with the image of sleeping children.

This is how children's knowledge of the parts of the day is consolidated. For each correct answer, children receive chips: pink chip - morning, blue - day, gray - evening, black - night.

Then everything cards are shuffled, and the game continues, but the words are called in another sequences: the teacher first calls "evening", and then "morning", thereby increasing attention to the verbal signal.

"Tell me what?"

Target: development of tactile sensations in children, enrichment and activation of the dictionary.

The objectives of this manual are: development of tactile memory, mental operations, fine motor skills, impressive and expressive speech; fantasy and imagination (it all depends on the tasks in didactic game) .

Game progress: Children are given cards depicting the different moods of people, the state of objects.

The child must name the definitions in comparison (here the girl is cheerful, and on the other sad girl picture).

Complication: the child is given the task to pick up several definitions for the subject (ball - round, rubber, blue, large).

"What season?"

Target: To teach children to understand the changes in the weather according to the seasons, the behavior of plants and animals, and the life of people at different times of the year.

Exercise: must be selected pictures and objects corresponding to the time of year.

Rules: remember what happens and at what time of the year; V group to help each other; individually, you can play with your parents and use their tips.

Material: a round disk divided into four parts. Decorate or cover each part with a fabric that corresponds in color to the season (white - winter; green - spring, pink or red - summer, and yellow or orange - autumn). Such a disk will symbolize "All year round". For each part you need to pick up several series pictures with relevant topics (changes in nature, animals and birds, people working on the ground, children having fun).

"One is many"

Target: Learn to find different amounts items: one or many.

Equipment: cards with picture items: one item and many items.

Game progress: In children cards with the image of one object and many objects.

The task of the children is to find, on the instructions of the teacher, where there is one object, where there are many of them.

"Learn by Form"

Target: learn to compare the shapes of objects with geometric patterns.

Material. Geometric shapes (circle, square, triangle, rectangle, oval, objects of various shapes.

Game progress:

1. Images divided into two parts: geometric shapes, images of various objects. Match objects to a geometric figure, explaining your choice: "The Christmas tree looks like a triangle, it is triangular in shape". The game continues until all items are matched to the samples.

2. Children are given geometric shapes. Each child chooses from all cards images of objects of the desired shape. The teacher helps children to correctly name the shape of objects (round, oval, square, rectangular).

"What is more - what is less"

Target: learn to compare equal and unequal in quantity groups of objects, establish equality and inequality groups of objects using the words "more", "less", "equally".

Equipment: Pictures depicting a variety of objects

Game progress: Children are given Pictures with the image of different objects and it is proposed to compare and say which objects are more or less. Complication: in circles put a number according to the number of objects depicted.

"Guess what it is?"

Target: To teach children to distinguish and name geometric shapes.

Equipment: Houses with carved windows, geometric shapes in the form of windows.

Game progress: The teacher distributes houses to children, offers to circle the contours of the window with a movement of the hand, find a geometric figure and close the window. The teacher shows the children figures, circles each with a finger. Gives a task children: “You have houses with windows of different shapes on your tables, and the same figures. Arrange all the figures on the windows so that they hide.

"What shapes does an object consist of"

Target: Learn to highlight parts of the image, determine their shape. Exercise in drawing up the silhouette of an object from separate parts (geometric shapes).

Equipment. Images with the image of objects made up of geometric shapes.

1 option:

Children are invited to tell what geometric shapes the image is made up of, how many of them and what color they are.

Option 2:

Children are invited to post the same Pictures from a set of geometric shapes, first by superimposing on card, then next to picture and then from memory. teacher asks: “What did you make up? What geometric shapes?.

3 option:

Children are shown card and it is proposed to remember which figures are used in the image.

"What is where"

Target: Introduce spatial concepts. To fix the concepts on, above, under, in, about.

Equipment: plot pictures, Pictures subject from the plot pictures.

Instructions for conducting: The teacher offers to name where the object is located on picture in relation to other objects, place the object on picture.

"Put where I'll tell you"

Target: Develop spatial representations, the ability to navigate the sheet.

Equipment. Cards, divided into upper and lower bands, small Pictures.

Game progress. Handed out to children cards -"shelves" And Pictures.

The teacher offers to put the ball on the top shelf. Put the car on the bottom shelf.

Children gradually spread pictures on cards -"shelves".

caregiver: What do you have on the bottom shelf? On the top shelf?

Encourage children to answer in full sentences.

"Which is longer, taller, thicker"

Target: Development in children of a clear differentiated perception of new qualities of magnitude.

Material. Satin or nylon ribbons of different colors and sizes, plot toys: a fat bear and a thin doll, pictures with objects, different in size.

Game progress. V. lays out game sets on two tables in advance. didactic material (colored ribbons). The teacher takes out two toys - a teddy bear and a Katya doll. He tells the children that Misha and Katya want to be smart today, and for this they need belts. Calls to two children and gives them rolled-up ribbons: one short - a belt for Katya, the other long - a belt for a bear. With the help of V., children try on and tie belts for toys. But then the toys want to swap belts. V. discovers that the doll's belt does not converge on the bear, and the belt is too big for the doll. The teacher offers to consider the belts and spreads them side by side on the table, and then puts a short ribbon on a long one. He explains which ribbon is long and which is short, that is, he gives the name of the quality of the quantity - length. Compare objects by size pictures.

"Put it in order (within 3)»

Target

Material. 2 sets of triple nesting dolls, 2 sets of circles of different sizes. Target: learn to arrange objects in ascending or descending order in size.

Game progress. All nesting dolls are put in a row. Let's get to know them! The teacher calls the name of each nesting doll, tilting it at this: "I am Matryosha, I am Natasha, I am Dasha". Each child chooses one of the nesting dolls (one nesting doll is taken by the teacher). The game starts. First, nesting dolls walk, (walk around the table). Then they are called to measure height. They line up one after another and in turn, starting with the smallest, stand in height, and the teacher specifies which nesting doll is the tallest? Then the nesting dolls go to dinner. The teacher puts a set of circles on the table (cymbals) of three sizes, calls the children in turn, who select plates of the appropriate size for their nesting dolls. After lunch, the nesting dolls are going for a walk. The teacher puts on the table second set of nesting dolls, and the children pick up girlfriends of the same height for their nesting dolls. Pairs of nesting dolls move around the table. Then they scatter and mix. ( "Matryoshkas wanted to run"). Offers to build them by height.

"Say the opposite"

Target. Teach children to name objects of opposite quality in size and quantity.

The teacher shows picture and says: “This is a tall house, but how to say the other way around?” child finds picture and says: "And this house is low" etc.

"Name a Color"

Target: Continue to introduce children to the six primary colors, to learn to distinguish and name them. Develop speed of reaction, attention, thinking. Strengthen knowledge about animals.

Material: Colored sheets 10x8, white squares on them 5x5, colored squares.

Children choose a square of the desired color and cover the square.

"Name the Shape"

Target: Teaching children to distinguish and name geometric shapes (circle, square, triangle, rectangle, oval) and take action on them.

Material: Cards with the image of the contours of figures, plastic figures.

"Let's treat the mice with tea"

Target: Develop the ability to compare objects by size (3 items). Activate the words "Big, smaller, small" in the children's speech

Material: Image of three mice of different sizes, three cups and three saucers.

children before school age should not be taught, but developed. Development is at the forefront. It is necessary to develop through activities accessible to their age - games. One of the important tasks of modern preschool education- creation of such conditions that would contribute to the development of the child, the disclosure of his creative potential. Cognitive processes are an integral part of any human activity that provide one or another of its information. The leading activity of a preschooler is the game, so it is easier to develop cognitive processes through the game. In the conditions of the game, children concentrate and remember better than on the direct instructions of an adult.

Didactic games occupy a large place in the work of preschool institutions. They are used both in joint and independent activities of a preschooler. Didactic games perform the function of learning tools - children master the features of objects, learn to classify, generalize, compare.

I have been working on the topic for two years: cognitive development preschooler through didactic games", the purpose of which was the formation of a system of elementary knowledge about the objects and phenomena of the surrounding life, as the basis for educating the right attitude towards it through didactic games, which provides for the solution of the following tasks:

1. Activate cognitive processes through the selective focus of the child's personality on objects and phenomena of the surrounding reality;

2. Systematically strengthen and develop cognitive interest, which becomes the basis of a positive attitude towards intellectual activity;

3. To form the need to strive for the knowledge of new, more complete and deep knowledge, which are of a exploratory nature;

4. To educate the volitional qualities of the child's personality: purposefulness, perseverance, desire to complete the activity;

5. Form coherent speech (enrichment and activation of the lexical side of speech - dictionary);

6. Enrich the moral and aesthetic feelings of the child;

The result obtained: in the process of didactic games, children develop attention, memory, speech, thinking, intellectual development.

I have been working on this topic for three years. She began her work with the development of a subject-developing environment in a group, which allows creating the necessary conditions for stimulating cognitive activity children - an inexhaustible source for observations, conversations with the child throughout the school year. The group has created a corner "Visiting the Gamer", which contains various didactic games, author's games, multifunctional aids such as: "Wonder Tree", "Magic Basket", "Vase", "Colorful Chest", "Wise Snake" , "Air cloud", "Semi-flower", "Cow", "Umbrella", "Clock", "Africa". These manuals were widely used for such didactic games as:

- "Endless classification";

- "Find by description";

- "Find an extra item";

- "Recognize the tree by the shadow";

- “We will harvest”;

- "Gardener and flowers";

- "Search for common";

- "Search for analogues";

“What goes with what? »;

- What grows in the garden? »;

- "Search for opposite objects";

- "Animals of Africa";

Work on cognitive development through a didactic game is carried out in three areas:

Work with children;

Working with teachers;

Working with parents.

Work with children:

Education of children is based on the program "Rainbow". The main form of cognitive development is game motivation.

Work with children is built in the following areas:

1. Intellectual development;

2. Development of attention;

3. Development of perception and memory;

4. Development of speech.

In intellectual development I use such games: “Guess the figure”, “Collect a snowman”, “Transformations”, “ wonderful forest”,“ The fourth extra ”,“ Confusion? ".

In the development of attention: "Reflection", "Lay out the circles", "Pantomime", "Portrait".

In the development of perception and memory: “Nadi differences”, “Fold the picture”, “Guess the object”, “What time of year? ”, “Who is not in place? ”, “Look carefully”, “Find the object”.

According to the development of speech: “Tops and roots”, “Delicious juice”, “Guess what I ate”, “What kind of object? "," Multi-colored chest.

I build my activities in stages, taking into account the age of the children. When selecting games, I take into account the peculiarities of the mental development of children, as well as their interest in various games. When organizing games of verbal content, I use surprise moments: through the hero who needs help, various attributes. I include didactic games in educational activities, in joint activities, in individual work. I select games for educational activities taking into account the cognitive material that the children studied. In mathematics, I select games with mathematical content that require mental stress:

Puzzle games;

joke games;

Games with entertaining questions: “Why doesn’t the oval roll? ”, “Who will find it faster”, “Unfinished pictures”, “We fix the blanket”, “Live numbers”, “Christmas trees”.

For the development of speech, I include didactic games, for the development of the ability to peer into an object, a phenomenon, the ability to make inferences and assumptions: “Name as many objects as possible”, “Who will see and name more”.

When getting acquainted with the environment, I spend games to consolidate knowledge about seasonal phenomena, flora and fauna, contributing to the development of curiosity, observation: “Magic Cube”, “Gardener and Flowers”, “Who flies? ”, “Guess it”

During the games themselves, depending on the age of the children, I ask questions, give a pattern of actions, a pattern of utterance, remind the rules, turn to the experience of the children, take on the role of a leader or observe the course of the game. In progress gaming activity with children, I try to arouse their interest in games, create in them a state of enthusiasm, mental tension, use entertaining problem situations that require resolution. To organize joint and independent activities of children, I create a subject-developing environment in the group - a special didactic zone with a large set of educational games, taking into account safety, aesthetics, visibility, accessibility.

I use various didactic games in my work with children, including electronic games. I noticed that the presentation of information on the screen or computer monitor in game form arouses great interest in children. It is very convenient to use these electronic aids in the organization of educational activities or individually, since big variety tasks contributes to the development of cognitive interests. Didactic game helps to make educational material exciting, create a joyful working mood. A child who is fascinated by the game does not notice that he is learning, although every now and then he is faced with tasks that require mental activity from him.

Widely used: games - travel, presentations, interactive games. All this expands the horizons of children, develops their cognitive activity: first, the process of accumulating knowledge takes place, then the information received is systematized and a readiness to comprehend the world around is formed.

The events with the use of multimedia technologies were very interesting:

"Journey to the kingdom of MATHEMATICS" - an integrated lesson (knowledge - FEMP + physical education-lesson physical education, used the games: “Name the days of the week”, “Count the balls”, “Find mistakes”, “Riddles-tasks”, “Find an extra object”.

"Journey to Zvukovograd". used next games: "Toy store", "Name the words", "Russell the sounds in the houses", "Guess by the description."

Project implementation: "Sea inhabitants", which took 1st place on the basis of our preschool educational institution. I used the following games: “Guess by the silhouette”, “Set the aquarium with marine life”, “Collect the whole picture”.

Working with teachers:

In interaction with teachers I try to use a variety of forms. Conducted a consultation for preschool teachers on the topic: "Cognitive development of children through didactic games." Where she offered teachers her own multifunctional manuals and didactic games. Conducted a workshop on the use of author's didactic games in working with children. She invited teachers to watch open events, directly educational activities, where she used didactic games. Together with the children, she developed the project "Sea Inhabitants" and "Journey to Africa", which were presented at the project competition kindergarten. The project "Sea inhabitants" took 1st place.

Working with parents:

I actively involved my parents in my work. Conducted a meeting “What do our children play with? ”, where the master class “Learning by playing” was held. An exhibition of didactic games and author's multifunctional benefits, during which parents got acquainted with new games, as well as, together with their children, played them, discussed already played games. She conducted a survey of parents, which showed that the children's vocabulary increased, their horizons expanded, the level of knowledge increased, they became more independent, active, became more interested in cognitive literature, asked questions, thought creatively, and their thinking ability became more active. I include didactic games in my work with parents in the form of a “game at home”.

This systematic work has yielded positive results.

In the future I plan to:

1. production of new didactic games;

2. creation of a card index of didactic games for parents;

3. creation of a video library bank (with the involvement of parents);

"Development of cognitive activity of preschoolers in experimental activities"

“Know how to open one thing to the child in the world around you, but open it in such a way that a piece of life plays in front of the children with all the colors of the rainbow. Always leave something unsaid so that the child wants to return to what he has learned again and again.

(V. A. Sukhomlinsky.) Only by relying on the family, only by joint efforts can we solve our main task - raising an environmentally literate person, a person with a capital letter.

Each of those who brought and brings harm to nature was once a child. Preschool institutions play a big role in raising an environmentally literate child, starting from an early age.

The main goal of teachers is to show parents the need to educate children in ecological culture (knowledge, practical skills, aesthetic experiences, emotional attitude and practical actions in the behavior of children (empathy, sympathy, interest and desire to help nature, the ability to admire its beauty, etc.). ), to help create a more favorable environment for children in the family, to form a positive attitude towards nature.

The following tasks follow from this goal:

• - increasing the level of moral and environmental competence of parents;
• - involvement of parents in environmentally oriented activities jointly with the preschool educational institution;
• - creation in the preschool educational institution of an atmosphere of common interests in environmental education preschoolers.

Children's experimentation is one of the methods of teaching and developing the natural science ideas of preschoolers. In the course of experimental activities, a preschooler learns to observe, reflect, compare, answer questions, draw conclusions, establish a causal relationship, and follow safety rules.

Everything is assimilated firmly and for a long time when the child hears, sees and does it himself.

Children's experimentation contributes to the development of cognitive activity in children, curiosity, the desire for independent knowledge and reflection.

One of the areas of children's experimental activity, which is actively used in preschool educational organizations, is experiments. They are carried out jointly with the educator and in free independent activity.

Experimental activities have the following areas: inanimate nature, wildlife, acquaintance with the man-made world.

Inanimate nature: air, soil, water, magnets, sound, light.

Observations of inanimate objects allow children to get acquainted with the properties of air, the role of wind in nature and human life, and understand the danger of polluted air for the health of all living things.

Wildlife: characteristic features of the seasons of different natural and climatic zones, the diversity of living organisms and their adaptability to the environment.

In order to identify the attitude of parents to the issues of environmental education of children, interviews and questionnaires are conducted with parents. The results of the survey are announced at parent meetings in order to set new tasks in further work with parents.

Tips for good parents on the development of the search and research activity of children

What do we have to do

to keep children interested in cognitive experimentation

You should not dismiss the desires of the child, even if they seem impulsive to you. After all, these desires can be based on such an important quality as curiosity.

Encourage curiosity, which generates the need for new experiences, curiosity: it generates the need for exploration.

To brush aside joint actions with the child, games, etc. - a child cannot develop in an environment of indifference to him adults.

Provide the child with the opportunity to act with different objects and materials, encourage experimentation with them, forming in children a motive associated with inner desires to learn new things, because it is interesting and pleasant, to help him in this with his participation.

Momentary prohibitions without explanation fetter the activity and independence of the child.

If you need to ban something, then be sure to explain why you ban it and help determine what is possible or how it is possible.

One should not endlessly point out the mistakes and shortcomings of the child's activity. Awareness of one's failure leads to the loss of any interest in this type of activity.

From early childhood, encourage the baby to complete the work he has begun, emotionally evaluate his strong-willed efforts and activity. Your positive evaluation is the most important thing for him.

On this topic:

Source nsportal.ru

Development of cognitive activity of preschoolers through didactic games

Thu, 12/19/2013

"Kindergarten "Fairy Tale"

With. Aromashevo

The development of older preschoolers is carried out in the process of various activities of children with adults and in a group of peers. A special role is given to didactic games.

The development of a personality in senior preschool age is characterized by the development of new knowledge, the emergence of new qualities, needs. At this age, all aspects of the child's personality are formed: intellectual, moral, emotional-volitional.

The development of older preschoolers is carried out in the process of various activities of the child with adults and in a group of peers. In this regard, a special role is given to gaming activities, in particular didactic games.

According to a number of authors, the main feature of didactic games is determined by their name: these are educational games. They contribute to the development of cognitive activity, intellectual operations, which are the basis of learning.

But the child is attracted to the game not by the learning task that is inherent in it, but by the opportunity to be active, perform a game action, achieve results, win. However, if the participant in the game does not master the knowledge, mental operations that are determined by the learning task, he will not be able to successfully perform the game actions. The opportunity to educate young children through active activities that are interesting to them - distinguishing feature didactic games.

The tradition of widespread use of didactic games for the purpose of educating and educating children, which has developed in preschool pedagogy, has been developed in the works of scientists and many teachers.

The author of one of the first pedagogical systems of preschool education, F. Froebel, was convinced that the task of primary education was not to teach in the ordinary sense of the word, but to organize the game. The system of didactic games developed by F. Fröbel included games with different toys, materials (ball, cubes, balls, cylinders, etc.). Poems, songs, rhyming tales were an obligatory element of most didactic games.

E. I. Tikheeva, the author of one of the first domestic pedagogical systems of preschool education, announced a new approach to didactic games. According to Tikheeva, they (didactic games) are only one of the components of upbringing and educational work with children, along with reading, conversation, drawing, singing, gymnastics, and labor.

At senior preschool age, intellectual interests are created on the basis of gaming interests, children develop the ability to think independently, use the acquired knowledge in mental operations: find characteristic features, compare, group, classify objects, draw the right conclusions.

The problem of enhancing the cognitive activity of preschoolers at all stages of the development of education is one of the topical, because activity is a necessary condition for the mental development of a person.

The didactic game helps to show cognitive activity in independent activities, expand one's own cognitive interests and needs, teaches one to master various ways of safe behavior in the modern information environment, develops the integrative qualities of the child, educates, socializes, entertains, and gives rest.

The didactic game contributes to a better understanding of the essence of the issue, clarification and formation of knowledge. Games can be used at different stages of knowledge acquisition: at the stages of explaining new material, its consolidation, repetition, control.

The game allows you to include more children in active cognitive activity. It should fully solve both the educational tasks of the GCD and the tasks of enhancing cognitive activity, and be the main step in the development of the cognitive interests of preschool children. The game helps the teacher to convey difficult material in an accessible form.

Having studied and analyzed the literature, determined the goal and objectives

Target: to check the effectiveness of the didactic game for the development of cognitive activity of preschoolers.

Hypothesis: the development of cognitive activity will be most effective if you use didactic games.

In accordance with the goal and hypothesis, the following tasks were defined:

1. Create a subject-developing environment in the group for the development of cognitive activity.

2. Create a card file of didactic games.

3. Organize work with parents on the issue of raising an active and successful child.

To solve the tasks and test the hypothesis, the following working methods: study and analysis of psychological, pedagogical, methodological and educational literature on the topic; pedagogical observations, conversations.

The cognitive interest of the child is reflected in his games, drawings, stories, and various types of creative activities. Adults should provide conditions for the development of such activities.

Scientists-educators have identified pedagogical conditions that provide fairly stable cognitive interests of preschoolers:

Creation of an enriched subject-developing environment to start the development of interest;

Inclusion of entertainment in the content of GCD;

Integration of diverse activities;

Stimulation of the manifestation of a positive-emotional attitude of the child to phenomena, objects and activities.

Work on this topic began with the organization of a subject-developing environment. Under the subject - developing environment I mean a natural comfortable environment, rationally organized, saturated with a variety of objects and game materials.

In such an environment, simultaneous inclusion in various activities all children in the group. The developing environment contributes to the assertion of self-confidence, enables the preschooler to test and use his abilities, stimulates the manifestation of independence, initiative, creativity, and cognitive activity.

When planning activities, I use a plan-scheme for organizing gaming joint and independent activities (it can be adjusted throughout the school year).

When planning, I include the following points:

The transition of one type of activity (game) from joint to independent;

Weekly introduction of new developmental material into the gaming activity;

Consideration of time frames.

Thus, the knowledge acquired by the child in the classroom is consolidated in joint activities, after which they go into independent and after that - into household activities.

Organizing work on the development of cognitive activity, I use not only specially made games, but also ordinary objects so that the child sees what real world do not exist on their own.

To work with children to identify the properties and relationships of objects, I use not only classes, but also walks, productive joint activities; for individual work - regime moments (situations of dressing and undressing, hygiene procedures, preparation for dinner, bedtime).

Word games help develop children's speech: replenishing and activating the vocabulary, forming the correct sound pronunciation, developing coherent speech, the ability to correctly express one's thoughts, compose independent stories about objects, phenomena in nature and social life, forming retelling skills. Such games as “Name in one word”, “Name three objects” require children to actively use generic, specific concepts.

Finding antonyms, synonyms, words similar in sound, the main task word games. If a child gets the role of a guide in the Journey games, then, willingly telling and explaining, he develops monologue speech.

Many didactic games form children's respect for the working person. For example, in the game “Who built this house?” children learn that before building a house, architects-designers work on a drawing, then builders get down to business: masons, plasterers, plumbers, painters and other workers.

Children learn the knowledge about what machines help people in building a house. So the children awaken a cognitive interest in people of these professions, there is a desire to play construction, houses, railways and other objects.

Task options:

Dressing (undressing) for (with) a walk.

Invite the children to compare the shoes of the children and divide them into large and small ones, applying the soles to each other

Determine how many guys came in jackets, coats, etc. (classification);

II. After sleep:

When making a bed, determine what geometric shape the bedspread, pillow looks like;

When combing girls, ask who has long hair, who has short hair (who has the longest);

III. Meal:

Ask the children to lay out the spoons, before that they must determine the number of children sitting at the table;

Walk:

Collecting autumn leaves, choose red, yellow, green, brown; lay out scarves for autumn (long and short);

In wet sand, carefully make an imprint of the soles of the shoes of the child and the caregiver, compare them in shape and size;

"Find what I'll show you" - look for leaves, pebbles, cones, Easter cakes of the same shape;

"Find what I'll call" - search for items by description;

Observing the transport, discuss the geometric shape, color, direction and speed of movement;

Watching the sky, discuss the shape of the sun, clouds; color and direction of movement;

Play outdoor games with mathematical content, actively use finger exercises.

The pedagogical process is unthinkable without the joint activities of children, educators and parents. Therefore, I consider it important to educate parents in matters of upbringing and education. The problem of the formation and development of the cognitive interests of preschoolers was no exception.

I think that the main effort of both teachers and parents should be aimed at instilling in preschoolers the need to be interested in the very process of cognition, to overcome the difficulties that stand in this way, to independently search for solutions and achieve the goal.

In this regard, I carry out various kinds of work with parents, and also speak at parent-teacher meetings.

Topics for parent meetings:

2. "Didactic games for preschool children"

3. "Homework for parents"

In the process of work, the children developed a desire for independence and participation in cognitive activities; manifestation of cognitive interest in the process of communication with adults and peers; ask search questions; control of own activity and actions of the partner; the use of planning elements in cognitive activity; the ability to build a business dialogue in the joint execution of instructions, in cases of conflict; independence in applying the acquired knowledge to solve new problems; experience pleasure from the results of independent cognitive activity; control negative manifestations of emotions, rejoice at the success of peers, etc.

Using various didactic games in working with children, I was convinced that they give a big charge positive emotions. It is necessary to ensure that the joy of playing activity gradually turns into the joy of learning. Teaching should be joyful!

Literature

1. Bokshits E. A. Features of the ability to solve logical problems in children of senior preschool age // Formation system knowledge and skills in preschool children. - L, 1987.

2. Big explanatory psychological dictionary. Volume 1-2 / Arthur Weber.- M., 2001.

3. Developmental and educational psychology. Tutorial for students ped. institutes. Ed. prof. A. V. Petrovsky. - M., Education, 1973, p. 86

4. Games "Fun in pictures": sets of educational didactic material for preschool children. - Kirov, 2006.

5. Study of the development of cognitive activity /Pol.ed. J. Bruneva, R. Olver, P. Greenfield. - M.: 1981

6. Kazansky O. A. Games in ourselves - M .: 1995

7. Lozovaya V. I. A holistic approach to the formation of cognitive activity of preschool children. Abstract diss. cand. ped. Sciences. - Tbilisi, 1990

9. Mikhailenko N. Ya., Korotkova N. A. How to play with a child - M: 1990.

10. Rogov E. I. Handbook of a practical psychologist: Textbook, manual: In 2 books. - 2nd ed., revised. and additional - M.: Vlados, 1999 - Book. 1: The system of work of a psychologist with children of different ages, p. 94

11. Telnova Zh. N. Development of cognitive activity of children of senior preschool and primary school age in different forms and teaching methods. Diss. cand. ped. Sciences. - Omsk, 1997

"Certificate of publication in the media" Series A No. 0002277,

More details tmndetsady.ru

1. Development of elementary mathematical concepts.

To solve these problems, I organize the corresponding didactic games:

In intellectual development I use such games: “The fourth extra”, “Guess”, “Find the differences in the drawing”, “Find the figure”, “Find the same figure”, “What the artist confused”, “Help the bunny get home”

These games systematize knowledge, develop thought processes, ingenuity, the ability to navigate in space, perseverance and patience.

I use games to develop attention: “Who mixed up what”, “And I”, “Does not fly”, “Something is wrong here”, “Repeat after mine”. They develop perseverance, concentrate attention.

Games “Draw”, “Guess”, “Recognize the object”, “Think up yourself”, “Remember”, “What was in the picture”, “Basket”, “Describe from memory” these games contribute to the development of memory, perception, logical thinking of concentration .

According to the development of speech: “Speech path”, “By analogy”, “Rhymes are not rhymes”, “Complete the sentence”, “Come up with a fable”. In these games, children independently solve various mental tasks: they describe an object, guess from the description, they themselves come up with stories with the inclusion of fables.

In mathematics, I select games that require mental stress:

• Puzzle games;
• joke games;

These games develop attention, figurative and semantic memory, mathematical abilities, fine motor skills hands, lay the foundations of logical thinking.

When organizing games, I use a variety of means of influencing preschoolers. For example, I act as a direct participant in the game and, imperceptibly for children, direct the game, support their initiative or not join the game, but from the side I follow the development of game actions, the implementation of the rules.

To create an appropriate game mood, I talk about an event, using various surprise moments, competition elements, riddles, a journey into a fairy tale, and much more. I play games in group room, in the hall, on the site, etc. This ensures a wider physical activity of children, a variety of impressions.

I use various didactic games in my work with children: travel games, presentations, electronic ones. The presentation of information, on the screen or computer monitor, in a playful way, is of great interest to children.

• Working with parents:

Work on the development of children's cognitive abilities includes the activities of all participants pedagogical process: teacher, children, parents. With this in mind, I set myself the following tasks:

• Increasing the level of pedagogical knowledge of parents about the didactic game.
• Establish trust and partnerships with parents.
• Involving the family in a single educational space.

Before organizing work with parents, I conducted a survey, which showed that 41% of parents do not often play with their children, despite the fact that children like to play with adults. Parents play with their children mainly on the computer, and after the game they do not sort out the mistakes made by the children. Therefore, I concluded that parents need to:

• To introduce the importance of didactic play in the life of a child.
• Teach parents to select games, taking into account the age of children.
• Recommend how to play didactic game with children.

Prepared and consulted:

1. Didactic game in the life of a child.
2. Let's talk about computer games.

The form of work through parental corners is traditional. In order for it to be effective, it helped us to activate parents using:

move folders:

1. Parents about children's games and toys.
2. Home game library: "games for children and their parents."
3. Home game library: "Games in the kitchen."

Reminders for parents:

1. By playing, we can teach children;
2. What toys do children need;
3. Types of toys;

In which I place practical material that makes it possible to understand what a child does in kindergarten, specific games that you can play, tips, tasks.

On parent meeting held with children, introduced parents to new didactic games and manuals. At the meeting, parents played with their children, and then discussed the games.

As a result of the work done, the parents began to show a sincere interest in the life of the group.

• Work with society.

The purpose of my work in this direction is to use the possibilities of interaction with society for the development of children's cognitive activity.

She set herself the following tasks:

• Acquaintance with the basic historical information and modern life of the city, with its sights.
• Education of respect for the monuments of nature, history and culture.
• To form in children the rules of behavior, the ability to behave in public places, communicate with adults, peers.

In order to create a holistic view of the world around the child, develop cognitive motivation, develop universal human values, form the basis of personal culture, close ties have been established with the regional art museum, where specialists have organized complex classes with elements of a costumed performance: “Museevich Museum welcomes guests”, “Glinyanaya Fairy Tale”, “Earth Day”, “Living Rainbow”.

In 2013-2014, an agreement was concluded in the kindergarten on the joint work of the kindergarten with the Decembrists' house-museum, a joint work plan was drawn up, where topics for the cognitive development of children were painted for months. For example: "Professions of the 19th century."

Children were introduced to forgotten professions, their social significance, why they are not in demand in modern world. At this meeting, didactic games were held with preschoolers aimed at consolidating knowledge about the work of adults: “Where we were, we will not say, but what we did we will show”, “Who needs what”.

The tasks of artistic and aesthetic education of preschoolers are successfully solved in the process of introducing children to theatrical and musical culture. A puppet theater and a music school introduce children to great art. Students of art school No. 3 held a concert for our little spectators, talked about folk instruments and showed how to play them.

The children of our group constantly participate in the festivals "Delphic Games", participate in the competition of readers on the basis of the KC and D "Sputnik".

• Relationship with teachers.

In collaboration with other teachers, I solve the following tasks:

• Improving the quality of educational work.
• Increasing the level of self-education of oneself and teachers.
• Diversify the way you work.

In interaction with teachers I try to use a variety of forms. Shared work experience

Pre-school education does not aim to prepare the child for school and in no case should copy the forms of school life. Development and learning should be carried out through games and other children's activities.

Games for social and communicative development

Games aimed at the social and communicative development of the child have the following goals:

• perception of norms of social behavior;
• development of communication skills, skills of cooperation with other children and adults;
• development of empathy;
• formation of a sense of respect and belonging to one's family and peer group;
• formation of a positive attitude to labor and creative activity;

• development of safe behavior skills.

The game "Who needs what"

Purpose: to introduce the main characteristics of such professions as doctor, hairdresser, baker; develop a positive attitude towards work.

For the game, you need to prepare the items necessary for performing professional activities (syringe, scissors, comb, bowl, etc.), as well as details of the corresponding costumes. Children are divided into roles.

First, you need to have a conversation with the children about the professions of a doctor, a hairdresser, a baker (you can choose others). It is necessary to find out what the kids know about their professional activities. You can ask which of the children's parents have such professions.

During the game, each child first receives the details of the costume. He must understand what profession he needs to represent. If the children find it difficult to answer, the facilitator helps them.

Next, a game is played with objects that are stacked on the table. Children need to choose a subject that is necessary for their professional activities. After that, you can invite them to show how this item should be used.

Game yes or no

Purpose: to cultivate a caring attitude to health; learn to manage their behavior, to understand what actions are right.

Children become in a circle. The teacher should name various situations, and the kids need, if the correct behavior is voiced, clap their hands, if it is wrong, stomp their feet.

The game "Who to be friends with"

Purpose: to teach children to understand facial expressions of people; develop empathy, cultivate friendliness.

On the board, place pictures of children with different facial expressions. The children are invited to look at the pictures and choose a friend. The facilitator should ask them to explain their choice.

Games for the speech development of children 3-4 years old

Games for speech development are aimed at achieving the following goals:

• to teach the child to use speech as a means of communication;
• increase in vocabulary;
• development of phonemic hearing;
• familiarization with the basics of sound and intonation culture of speech;
• development of speech creativity;
• familiarization with samples of children's literature.

Loud and quiet game

Purpose: to develop the intonational culture of speech, to teach how to change the strength of the voice.

To conduct the game, you need to prepare paired objects of different sizes (large and small pipes, ducks, cars).

Before the start of the game, the teacher conducts a conversation with the children.

“Look, I have a big mother duck in my hands. She calls her children and loudly shouts "Quack-quack!". Repeat how mother duck screams.

Children loudly repeat "Quack-quack!".

- And now I'm holding a duckling. He is still very small and can only quietly say "Quack-quack!". Repeat how he does it.

Children quietly repeat "Quack-quack!". The teacher must ensure that the children do not switch to a whisper.

After the introductory conversation, you can move on to the game itself. The teacher takes turns showing either a big or a small duck, and the children must independently pronounce how she quacks.

Similarly, you can beat any other pair of objects.

The game "Launching boats"

Purpose: development of the articulatory apparatus, the formation of the skill of prolonged pronunciation of the sound [f] on one exhalation and repeated pronunciation of the sound [p] on one exhalation; develop the ability to combine the pronunciation of a sound with the beginning of a sigh.

To play, you need to prepare a large bowl of water, signal flags and several paper boats. The bowl should be placed on a small table, and the children should be seated on chairs in a semicircle around the table.

“Today I invite you to travel by boat. You and I live in... Flag our location. (The host sets a flag on one side of the bowl and places one boat near it).

— Where would you like to go? (Children name any cities or countries, and the teacher sets another flag on the opposite side of the bowl).

We have a fair wind blowing. He is calm but strong. Let's try to imitate it. It is necessary to fold your lips with a tube and, without puffing out your cheeks on one exhale, pronounce the sound [f].

“And now there’s a gusty, sharp wind. To show it, you need to intermittently pronounce the sounds [p-p-p] several times on one exhale.

Children should take turns approaching the bowl, name where they want to go and help the boat get to its destination.

Game "Traffic Light"

Purpose: to teach to perceive words by ear, to find speech errors; pronounce words correctly.

Children receive two circles that represent traffic lights. The green circle should be shown if you hear the correct pronunciation of the word, red - if it is incorrect.

It is advisable to conduct a study in a group before conducting such a game and determine which words the children pronounce incorrectly. Then include these words in the game.

Games for the cognitive development of children of the second younger group

The purpose of games aimed at the cognitive development of the child is:

• development of interests, cognitive activity and motivation, curiosity;
• formation of skills of cognitive activity;
• the formation of the child's ideas about himself and other people, about the objects of the world around him, their properties and the relationship between them;
• familiarization with the concepts of "Fatherland", "motherland", the main socio-cultural values ​​and traditions of their people.

The game "In the forest for mushrooms"

Purpose: the formation of ideas about the quantitative relationships between objects "one - many".

To conduct the game, it is necessary to prepare an image of a large clearing, on which there are several figures of mushrooms. Children need to distribute baskets.

- Children, we came to the forest to a mushroom clearing. See how many mushrooms are here? (A lot of).

- And now each of you will pick one mushroom. Tell me one by one how many mushrooms are in your basket. How much do you have, Vitya? (I have one mushroom).

The teacher should ask each child.

Let's put all the mushrooms in my basket. How many mushrooms did I get? (A lot of). And you? (No one).

Game "Wrap the Gift"

Purpose: to form the concept of "big", "small", "thick", "thin"; learn to compare objects by size.

The host invites the children to go to Mashenka's birthday. To do this, they need to buy a gift. Everyone chooses a doll (the pictures show dolls of different sizes and thicknesses).

Now you need to pack a gift, and for this, the children need to “buy” a package that will fit the size of the doll. At the same time, each child must explain their choice of packaging: “I bought this package because my doll…”.

After this game, you can discuss how to properly give and receive gifts.

The game "What grows where"

Purpose: to teach to group objects into vegetables and fruits; develop speed of reaction, discipline, endurance.

For the game, you need to prepare pictures depicting a vegetable garden and a garden and subject pictures (or dummies) of vegetables and fruits.

Children are divided into two teams: gardeners and vegetable growers. At the signal, each team must collect their items. The team that completes the task faster wins.

Card file of games for artistic and aesthetic development

Games for artistic and aesthetic development are held for:

• laying the prerequisites for value-semantic perception and understanding of works of art;
• formation of an aesthetic attitude to nature and the surrounding world;
• implementation of independent creative activity.

The game "Collect drops in a glass"

Purpose: to teach to understand colors and their shades; learn to match objects by color.

For the game, you need to prepare cups and pictures of multi-colored drops.

The teacher addresses the children:

— I will put a drop of blue in this glass. Let's fill the glass. Add your droplets of the same color.

Each child should have a set of drops of all the right colors.

The game "Learn and draw"

Purpose: to develop a sense of symmetry in children; learn to accurately convey the shape of an object, to hatch.

For the game, you need to make cards on which only halves of various objects are drawn: a flower, a sun, a leaf, etc. Children are invited to complete the missing part of the object, and then shade the drawing.

The game "Beautiful - ugly"

Purpose: to teach to identify violations in the composition of the picture, its colors, to form an aesthetic taste.

Children are offered different pictures. They must determine what color scheme each drawing is made in, and then find and name an object that is painted in the wrong color and violates the overall composition.

Guys, look at the picture. What do you see here?

What color is dominant? What colors are similar to it?

What object stands out in color seems superfluous here?

Such a game can be played frontally or divided into groups.

Games that promote physical development

Games that promote physical development are aimed at:

• formation of skills of motor activity in children;
• development of coordination, balance, hand motility and flexibility;
• correct formation of the musculoskeletal system;
• training in the correct execution of basic sports movements;
• skills building healthy lifestyle life.

The game "Swing"

Purpose: to teach to perform various rhythmic movements; development of coordination and balance.

The facilitator invites the children to repeat the lines of the poem after him and perform the appropriate movements.

All summer swing

Rocked and sang

And we're on the swing

They flew to the sky.

(Children begin to swing their arms back and forth, in a squat, slightly springing their legs at the knees).

The autumn days have arrived.

The swing was left alone.

(Reduce the intensity of movements and gradually stop).

Lying on a swing

Two yellow leaves.

And the wind swings

Shakes slightly.

(Slowly they begin to move their hands again.)

The game "Musical chair"

Purpose: to form the skills of motor activity, to teach to run in a circle, to develop mindfulness, to learn to act on a signal.

To start the game, you need to put several chairs in a circle in the center of the room (one less than the number of participants). Children should stand in a circle around the chairs. The teacher turns on the music.

While the music is playing, the children run around in circles. As soon as the music stops, everyone should sit on a separate chair. There is not enough chair for one child. He leaves the game and the chair is removed. Then the game is repeated. This continues until there is only one child left.

The game "On the walk"

Purpose: to learn physical exercises in motion, prevention of flat feet.

Before the start of the game, the children line up in a column. The teacher informs them that they are going for a walk and asks them to listen to his story and repeat all the movements.

- We are walking along the path (children follow each other).

- We need to cross the puddle (they walk on their heels).

- We went to the apple tree and want to try its apples. Reach out to them (they walk on toes).

- It is necessary to jump over the stream (jump).

- We met a bear cub, show how he walks (they walk on the outside of the foot).

The leader can offer different options for movements. For one game session, children are given no more than five different tasks.

Implementation of all five educational areas provides a holistic approach to child development. In the second younger group, such work should be planned and carried out taking into account the age characteristics of children 3-4 years old. When conducting games, it is necessary to achieve the creation of an atmosphere conducive to the emotional well-being of the child and the formation of a positive attitude towards himself, others and cognitive activity.

Natalia Lyashenko
Didactic game on the cognitive development of children in the younger group "Magic Rings"

Target: consolidate ideas about the four primary colors, promote memory development, thinking, logic and fine motor skills of hands.

Didactic material can be very different. You can buy ready-made, or you can make it yourself or with your child. To accomplish this task, colored cardboard is best suited, from which various shapes will be cut. Final result only limited by your imagination.

You can make well-known items for a child with a missing fragment from cardboard - mittens, large and small rings different color , houses, etc. Then invite the baby to find these fragments and restore the figure by selecting the shape, color.

As skills development, can complicate the task. And teach the baby to select objects not only by color, but also by their size. To do this, cut out geometric shapes (rings) different color and size. Glue one half of the figures onto sheets of white paper. And the rest to use as handouts. The task of the child is to choose the right pictures by color and shape and attach them on top of the pasted figures.

A game"Pick by color" will help you learn to navigate the main features of the surrounding objects and reveal the child's color perception.

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