Didactic games for older children. Didactic games in kindergarten (senior group)
Who lives where?
Purpose: to consolidate children's knowledge about the dwellings of animals, insects. Consolidation of the use in the speech of children of the grammatical form of the prepositional case with the preposition "in".
Move: Throwing the ball to each child in turn, the teacher asks a question, and the child, returning the ball, answers.
Option 1.
teacher: - Children:
Who lives in a hollow? -Squirrel.
Who lives in a birdhouse? -Starlings.
Who lives in the nest? -Birds.
Who lives in a booth? - A dog.
Who lives in the hive? -Bees
Who lives in a hole? -Fox.
Who lives in the lair? -Wolf.
Who lives in a den? -Bear.
Option 2.
teacher: -Children:
Where does the bear live? - In the den.
Where does the wolf live? - In the den.
Option 3. Work on the correct construction of the proposal. Children are invited to give a full answer: "The bear lives in a den."
"Give me a word"
Purpose: development of thinking, speed of reaction.
Progress: the teacher, throwing the ball to each child in turn, asks:
- The crow croaks, and the magpie?
The child, returning the ball, must answer:
- Magpie chirps.
Sample questions:
- The owl flies, but the rabbit?
- The cow eats hay, and the fox?
- The mole digs minks, and the magpie?
- The rooster crows, and the hen?
- The frog croaks, and the horse?
- A cow has a calf, and a sheep?
- The bear cub's mother is a bear, and the squirrel's mother?
"What happens in nature?"
Example: Theme "Spring"
teacher: -Children:
"Who is moving?"
Purpose: enrichment of the children's verbal vocabulary, development of thinking, attention, imagination, dexterity.
Move: the teacher, throwing the ball to each child, calls an animal, and the child, returning the ball, pronounces a verb that can be attributed to the named animal.
teacher: -Children:
Dog - stands, sits, lies, walks, sleeps, barks, serves (cat, mouse ...)
"Hot Cold"
Purpose: fixing in the representation and vocabulary of the child opposite signs of objects or words-antonyms.
Move: the teacher, throwing the ball to the child, pronounces one adjective, and the child, returning the ball, calls another - with the opposite meaning.
teacher: -Children:
Hot Cold
Good bad
Smart - stupid
Merry - sad
Sharp - blunt
smooth - rough
"What happens in nature?"
Purpose: to consolidate the use of verbs in speech, agreement of words in a sentence.
Move: the teacher, throwing the ball to the child, asks a question, and the child, returning the ball, must answer the question asked.
It is desirable to play the game by topic.
Example: Theme "Spring"
Teacher:-Children:
The sun - what does it do? - Shines, warms.
Brooks - what do they do? - Run, murmur.
Snow - what does it do? -It's getting dark, it's melting.
Birds - what are they doing? - They fly, build nests, sing songs.
Kapel - what does he do? - Ringing, dripping.
Bear - what is he doing? -Wakes up, gets out of the lair.
"Who can perform these actions?"
Purpose: activation of the verbal vocabulary of children, development of imagination, memory, dexterity.
Move: the teacher, throwing the ball to the child, calls the verb, and the child, returning the ball, calls the noun that matches the named verb.
teacher:- Children:
There is a person, an animal, a train, a steamer, rain ...
Runs - a stream, time, an animal, a person, a road ...
A bird, a butterfly, a dragonfly, a fly, a beetle, an airplane are flying ...
A fish swims, a whale, a dolphin, a boat, a ship, a man ...
"What is it made of?"
Purpose: to consolidate in the speech of children the use of relative adjectives and ways of their formation.
Move: the teacher, throwing the ball to the child, says: “Leather boots”, and the child, returning the ball, answers: “Leather”.
teacher: -Children:
Fur mittens - fur
Basin made of copper - copper
Crystal vase - crystal
Wool mittens - woolen
"Who was who?"
Purpose: development of thinking, expansion of the dictionary, consolidation of case endings.
Move: the teacher, throwing the ball to one of the children, names the object or animal, and the child, returning the ball to the speech therapist, answers the question of who (what) the previously named object was:
Chicken - egg Bread - flour
Horse - foal Wardrobe - board
Cow - calf Bicycle - iron
Dud - acorn Shirt - fabric
Fish - caviar Boots - leather
Apple tree - seed
House - brick
Frog - tadpole Strong - weak
Butterfly - caterpillar Adult - child
"What does it sound like?"
Purpose: development of auditory attention and observation.
Progress: the teacher behind the screen plays various musical instruments (tambourine, bell, wooden spoons). Children must guess what it sounds like.
"What happens in autumn?"
Purpose: to teach the seasons, their sequence and main features.
Move: pictures depicting various seasonal phenomena are mixed on the table (it is snowing, a flowering meadow, an autumn forest, people in raincoats and with umbrellas, etc.). The child chooses pictures that show only autumn phenomena and names them.
"Catch and throw - name the colors"
Purpose: selection of nouns for an adjective denoting color. Fixing the names of primary colors, the development of imagination in children.
Move: the teacher, throwing the ball to the child, calls the adjective denoting the color, and the child, returning the ball, names the noun that matches this adjective.
teacher:- Children:
Red poppy, fire, flag
Orange - orange, carrot, dawn
Yellow - chicken, sun, turnip
Green-cucumber, grass, forest
Blue - sky, ice, forget-me-nots
Blue - bell, sea, sky
Purple - plum, lilac, dusk
"Whose head?"
Purpose: to expand the vocabulary of children through the use of possessive adjectives.
Move: the teacher, throwing the ball to the child, says: "The crow has a head ...", and the child, throwing the ball back, finishes: "... the crow."
For instance:
The head of a lynx is a lynx
The fish has a fish
The cat has a feline
Magpies have magpies
The horse has a horse
At the eagle - eagle
A camel has a camel
"The Fourth Extra"
Purpose: to consolidate the ability of children to highlight a common feature in words, to develop the ability to generalize.
Move: the teacher, throwing the ball to the child, calls four words and asks to determine which word is superfluous.
For example: blue, red, green, ripe.
Zucchini, cucumber, pumpkin, lemon.
Cloudy, cloudy, gloomy, clear.
"One is many"
Purpose: fixing in the speech of children of various types of endings of nouns.
Move: the teacher throws the ball to the children, naming the nouns in the singular. Children throw the ball back, naming plural nouns.
Table - tables chair - chairs
mountain - mountains leaf - leaves
Home - home sock - socks
Eye - eyes piece - pieces
Day - days jump - jumps
Sleep - dreams of a gosling - goslings
Forehead - foreheads tiger cub - cubs
"Pick up the signs"
Purpose: activation of the verb dictionary.
Progress: the teacher asks the question “What can squirrels do?” Children answer the question and find a picture to the given question. Sample answers: Squirrels can jump from knot to knot. Squirrels can make warm nests.
"Animals and their babies"
Purpose: fixing the name of animal cubs in the speech of children, consolidating word-formation skills, developing dexterity, attention, memory.
Move: throwing the ball to the child, the teacher names an animal, and the child, returning the ball, names the cub of this animal.
Words are grouped into three groups according to the way they are formed. The third group requires memorizing the names of the cubs.
Group 1. The tiger has a tiger cub, the lion has a lion cub, the elephant has a baby elephant, the deer has a deer, the elk has a calf, and the fox has a fox.
Group 2. A bear has a teddy bear, a camel has a camel cub, a hare has a hare, a rabbit has a rabbit, and a squirrel has a squirrel.
Group 3. A cow has a calf, a horse has a foal, a pig has a piglet, a sheep has a lamb, a chicken has a chicken, a dog has a puppy.
"What is round?"
Purpose: expanding the vocabulary of children through adjectives, developing imagination, memory, dexterity.
Move: the teacher, throwing the ball to the children, asks a question, the child who caught the ball must answer it and return the ball.
- what happens round? (ball, sphere, wheel, sun, moon, cherry, apple…)
- What is long? (road, river, rope, ribbon, cord, thread ...)
- what is high? (mountain, tree, rock, person, pole, house, wardrobe…)
- what happens prickly? (hedgehog, rose, cactus, needles, tree, wire...)
"Choose a word"
Purpose: development of word formation skills, selection of related words.
For example, a bee is a bee, bee, bee, beekeeper, bees, etc.
"Generalizing concepts"
Purpose: expansion of vocabulary through the use of generalizing words, development of attention and memory, the ability to correlate generic and specific concepts.
Option 1.
Move: the teacher calls a generalizing concept and throws the ball to each child in turn. The child, returning the ball, must name the objects related to that generalizing concept.
teacher:-Children:
Vegetables - potatoes, cabbage, tomato, cucumber, radish.
Option 2. The teacher calls specific concepts, and the children - generalizing words.
teacher: Children:
Cucumber, tomato-Vegetables.
"Good bad"
Purpose: introducing children to the contradictions of the world around them, developing coherent speech, imagination.
Progress: the teacher sets the topic of discussion. Children, passing the ball in a circle, tell what, in their opinion, is good or bad in weather phenomena.
Teacher: Rain.
Children: Rain is good: it washes away dust from houses and trees, it is good for the earth and the future harvest, but it’s bad - it wets us, it can be cold.
Teacher: City.
Children: It's good that I live in the city: you can ride the subway, by bus, there are many good shops, it's bad - you won't see a live cow, a rooster, it's stuffy, dusty.
"Call it sweetly"
Purpose: to consolidate the ability to form nouns with the help of diminutive suffixes, the development of dexterity, speed of reaction.
Move: the teacher, throwing the ball to the child, calls the first word (for example, ball), and the child, returning the ball, calls the second word (ball). Words can be grouped according to the similarity of endings.
Table-table, key-key.
Cap-hat, squirrel-squirrel.
Book-book, spoon-spoon.
Head-head, picture-picture.
Soap-soap, mirror-mirror.
Doll-chrysalis, beetroot-beetroot.
Braid-pigtail, water-water.
Beetle-beetle, oak-oak.
Cherry-cherry, tower-turret.
Dress-dress, chair-chair.
"Happy Account"
Purpose: to consolidate in the speech of children the agreement of nouns with numerals.
Move: the teacher throws the ball to the child and pronounces a combination of a noun with the numeral “one”, and the child, returning the ball, calls the same noun in response, but in combination with the numeral “five”, “six”, “seven”, “eight”.
One table - five tables
One elephant - five elephants
One crane - five cranes
One swan - five swans
One nut - five nuts
One cone - five cones
One gosling - five goslings
One chick - five chicks
One hare - five hares
One hat - five hats
One can, five cans.
"Guess who called?"
Purpose: to distinguish the maximum abbreviated sound complexes by timbre.
Move: the driver turns his back to the children and determines who called him by the “pee-pee” sound complex. The driver is called by the child pointed to by the teacher.
"Finish the sentence"
(use of complex sentences)
· Mom put the bread... where? (to the breadbasket)
· Brother poured sugar... where? (to the sugar bowl)
· Grandmother made a delicious salad and put it... where? (in a salad bowl)
· Dad brought sweets and put them... where? (in candy box)
Marina didn't go to school today because... (fell ill)
We turned on the heaters because... (it got cold)
I don't want to sleep because... (it's still early)
We will go to the forest tomorrow if ... (weather is good)
Mom went to the market to ... (buy groceries)
The cat climbed a tree to ... (to save the dog)
"Daily regime"
8-10 plot or schematic pictures about the daily routine. Offer to consider, and then arrange in a certain sequence and explain.
"Who's a treat?"
(use of difficult forms of nouns)
The teacher says that there are gifts for animals in the basket, but he is afraid to confuse someone with what. Asks for help. Pictures depicting a bear, birds - geese, chickens, swans, horses, wolves, foxes, lynxes, monkeys, kangaroos, giraffes, elephants are offered. Who wants honey? Who is the grain for? Who needs meat? Who wants fruit?
"Name Three Words"
(activation of the dictionary)
The children line up. Each participant is asked a question in turn. It is necessary, taking three steps forward, to give three words-answers with each step, without slowing down the pace of walking.
What can you buy? (dress, suit, trousers)
"Who wants to be who?"
(use of difficult forms of the verb)
Children are offered plot pictures depicting labor actions. What are the boys doing? (The boys want to make a mock-up airplane) What do they want to be? (They want to become pilots). Children are invited to come up with a sentence with the word want or want.
"Zoo"
(development of coherent speech).
Children sit in a circle, receiving a picture without showing them to each other. Everyone should describe their animal, without naming it, according to this plan:
1. Appearance;
2. What does it eat.
The "game clock" is used for the game. Turn the arrow first. Whom she points to, he begins the story. Then, by rotating the arrows, it is determined who should guess the described animal.
"Compare Items"
(for the development of observation, clarification of the dictionary due to names
details and parts of objects, their qualities).
In the game, you can use both things and toys that are the same in name, but differ in some features or details, as well as paired subject pictures. For example, two buckets, two aprons, two shirts, two spoons, etc.
The teacher reports that a package has been sent to the school. What is this? Gets things. "Now we will consider them carefully. I will talk about one thing, and one of you - about another. We will tell in turn."
For example: Teacher: "I have a smart apron."
Child: "I have a work apron."
Teacher: "He's white with red polka dots."
Child: "And mine is dark blue."
Teacher: "Mine is decorated with lace frills."
Child: "And mine - with a red ribbon."
Teacher: "This apron has two pockets on the sides."
Child: "And this one has one big one on his chest."
Teacher: "These pockets have a pattern of flowers."
Child: "And this has tools on it."
Teacher: "They set the table in this apron."
Child: "And this one is dressed for work in the workshop."
"Who was who or what was what"
(activation of the dictionary and expansion of knowledge about the environment).
Who or what before was a chicken (an egg), a horse (a foal), a frog (a tadpole), a butterfly (a caterpillar), shoes (leather), a shirt (cloth), a fish (egg), a cupboard (board), bread (flour), bicycle (iron), sweater (wool), etc.?
"Name as many items as you can"
(activation of the dictionary, development of attention).
Children stand in a row, they are invited to take turns naming the objects that surround them. Named the word - takes a step forward. The winner is the one who correctly and clearly pronounces the words and named more objects without repeating, and thus was ahead of everyone.
"Pick a Rhyme"
(develops phonemic awareness).
The teacher explains that all words sound different, but among them there are those that sound a little similar. Offers help to find a word.
There was a bug on the way
He sang a song in the grass ... (cricket).
You can use any verses or individual rhymes.
"Name the parts of the object"
(enrichment of the dictionary, development of the ability to correlate the subject and its parts).
The teacher shows pictures of a house, a truck, a tree, a bird, etc.
Option I: children take turns calling parts of objects.
Option II: each child receives a drawing and names all the parts himself.
Games that develop memory
"Who will remember more"
The participants of the game sit in a circle. The first participant calls any word. For example, a flower. The next participant in the game repeats the named word and pronounces any of his own. For example, forest. The third participant in the game repeats the two previous words (flower, forest) and says his own: schoolboy. Etc. The winner is the one who can reproduce the most words. The game can be played multiple times.
"Whose subject?"
For this game, all participants are divided into two teams. Each team chooses a leader. The game consists in the fact that in front of the driver, the members of his team put one item on the table. The driver looks and tries to remember who put what item. Leading answers are evaluated. Everyone should act as a leader.
"Retelling in a circle"
The driver reads the text. The players listen carefully. The retelling begins with any of the players. Further clockwise. Everyone speaks one sentence at a time, then all together listen to the text one more time and complete the retelling, correct the mistakes made.
"Motor Memory"
The players are divided into two teams. The host asks the participants of the game to choose a representative from both teams in the jury.
Team representatives dance for 15 seconds. Members of each team watch them. At the signal of the leader, the representatives of each team must repeat the movements of the dancer - the enemy as accurately as possible.
The jury evaluates the motor memory of the participants in the game, first determines the winning team, and then the player with the best memory.
"Colors"
The participants of the game are in a circle. The facilitator invites all students to name five objects of a given color (red, green, blue, etc.) in turn. One of the participants in the game who cannot remember five objects of the named color in 1 minute is eliminated from the game. Repeating items already mentioned is not allowed.
"Shape of Objects"
The participants of the game are in a circle. The host invites all students to take turns naming 5 objects of the same shape (round, rectangular, square, etc.) The participant in the game who cannot remember 5 objects in 1 minute is out of the game. It is not allowed to repeat the named items.
"Remember by drawing"
The facilitator prepares a list of 10 words in advance. Each of the participants in the game prepares a pen and a piece of paper in advance.
The facilitator sequentially names the words, after each named word counts up to 5. During this time, the participants in the game must have time to draw the named word with any drawing to memorize it. Let the drawing be not entirely clear to others, if only the player could then name the words in order. Whoever remembers the most words wins.
"Where is the toy hidden?"
Develops visual memory and attention of the child. To organize the game, you need to glue together three matchboxes.
In one of the boxes you should put some small toy (ball, eraser, etc.). Then the locker is removed for a while. After that, the child is asked to get the hidden toy.
The game can be made more difficult:
remove the boxes for a longer time;
hide 2, and then 3 toys;
replace toys.
"Memorize Pictures"
Recommended for the development of visual memory. The child is offered 10 pictures. Each depicts one item. The child should look at these pictures for 2 minutes. Then the pictures are removed, and the child is asked to name the pictures that he managed to remember.
This game can be played in pairs. The one who remembers the most words wins.
"Draw patterns from memory"
Designed to develop visual memory. A pattern is drawn on a piece of paper. Ask the child to look at this pattern for 2 minutes. After that, remove the pattern and offer to reproduce it from memory.
"Remember Together"
One child names an object. The second repeats the named word and adds some of his own. The third child repeats the first two words and names his own, and so on.
This exercise can be repeated repeatedly, increasing the number of words to memorize.
Exercise for the development of visual memory
To organize work with a child, you will need cards with geometric shapes. The time for displaying cards is 10 seconds. After showing one of the pictures, ask the child to reproduce the figures in this sequence.
Games that develop logical thinking
Already at an early age, the child begins to develop thinking. However, the improvement of logical abilities is impossible outside the development of the child's speech, therefore, during any game, it is imperative to try to ensure that the child formulates his answer as accurately as possible.
"Who will be who?"
The child answers the questions of an adult: “Who will be (or what will it be): an egg, a chicken, a boy, an acorn, a seed, an egg, a caterpillar, flour, iron, a brick, a fabric, a student, a big one, a weak one?” etc.
When discussing the child's responses, it is important to emphasize the possibility of multiple options. For example, from an egg there can be a chick, a crocodile, a turtle, a snake, and even scrambled eggs. For one game, you can make out 6-7 words.
A variant of this game is the game "Who to be?"
Who (what) was before: chicken (egg); horse (foal), cow, oak, fish, apple tree, bread, cupboard, house, strong, etc.
"Which piece is missing?"
"Fold the picture"
The game will require parts from table "B". Cut them out of thick cardboard. Show the child picture number 1 and the corresponding set of parts. Offer to add the item shown in the picture from them, repeat the exercise with all the pictures. Then mix all the details and ask the child to put together the picture they like from them.
By completing each task, the child learns to analyze a simple circuit diagram.
"Guess what I guessed"
In front of a group of children, several cards are laid out with the image of different objects. The driver thinks of one of them. Children have to guess what object he thought of by asking any questions other than a direct question about the name. In order for the children to better understand the rules of the game, try to guess for themselves several times what the children's team asked. First, you need to specifically “drag out” the game and ask the children as many questions as possible about the properties, purpose, details, color, shape of the depicted objects. For this game it is very convenient to use cards and "Paired Pictures" sets.
"What does anyone need?"
Each child chooses a card with the image of a person of some profession and names the tools necessary for his work.
"When does it happen?"
The child chooses a card with a picture of a season and matches it with other cards (pictures of nature, what people do, what children play, etc.).
"What's extra?"
The child is given a number of items. He must highlight the excess. Questions are being asked:
What is superfluous?
Why? Name the hallmark.
"Where's the toy"
Place some of your favorite toys around your child. Guess one of them. About the hidden toy, the child is told only its location. For example, she lies in front of you or behind you, to the right or to the left.
Games that develop speech
"Bag of surprises"
For this game you need a small bag and a set of items that you can hide in it. One of the participants is blindfolded, after which they are asked to take objects out of the bag and identify them. The player must answer what kind of thing he got and what it is for. The one who correctly identifies the largest number of objects wins.
"Twelve Questions"
The participants are divided into two teams. The host puts some object in the box so that no one sees, after which he asks the players what the object is. Teams must guess what is in the box by asking yes or no questions. For example: Round? Edible? Iron? The winners are the participants who, after twelve questions, name the subject.
"Animals"
All participants sit in one line. The first player names some animal (bird), the next one must name an animal whose name begins with the last letter of the previous word.
"Who knows, let him continue"
Purpose: to teach to select and use words with a generalizing meaning in speech, to correlate generic and specific concepts.
Option 1:
An adult names a generic concept - a word with a general meaning, children - words related to a given gender, with a specific meaning.
Leader: furniture.
Children: bed, sofa, chair, table, etc.
Host: fish
Children: carp, crucian carp, ruff, pink salmon, etc.
(Fruits, trees, vegetables, birds, etc.)
Option 2:
An adult calls a specific concept, and participants - a generalizing word.
Host: cucumber, radish, potato, turnip.
Participants: vegetables.
Whoever makes a mistake pays forfeits. The one who does not make mistakes wins.
"Vice versa"
Purpose: enriching the child's vocabulary with antonyms.
Chips are required to play.
The host calls the words, and the participants select words with the opposite meaning. A correct answer gets a token.
1. Good - evil; polite - rude; neat - slovenly; industrious - lazy; attentive - distracted.
Back and forth; high - low; narrow - wide; top bottom; right left.
Day Night; friend - enemy; brave is a coward.
2. I will say the word "high",
and you will answer ... (low).
I'll say the word "far away"
and you will answer ... (close).
I'll say the word "coward"
and you will answer ... (brave).
Now "beginning" I'll say
Well, answer ... (end).
"What season"
Purpose: to teach children to correlate the description of nature in poetry or prose with a certain time of the year, we develop auditory attention, speed of thinking.
Riddles about the seasons are read mixed. Who will correctly answer the question "When does this happen?" receives a picture with the image of this season. The one who guesses the most riddles and collects the cards wins.
The snow is melting.
The meadow came to life.
The day is coming.
When does it happen?
In the morning we go to the yard -
Leaves fall like rain
They rustle under your feet
And fly, fly, fly...
I don't have much to do -
I am a white blanket
I cover all the earth
I turn rivers into ice
I whitewash the fields of the house,
My name is ... (winter)
I am woven from the heat
I carry warmth with me
I warm the rivers
"Swim!" - I invite.
And love for it
You are all of me. I ... (summer)
The sun bakes
linden blossoms,
The rye is ripening
When does it happen?
So that autumn does not get wet,
Not sour from water
He turned puddles into glass
Made the gardens snowy.
(frost, winter)
I open my kidneys
In green leaves
Trees dress up
I water the crops
Full of movement
My name is ... (spring)
I bring the harvest
I sow the fields again
Sending birds to the south
I undress the trees
But I don't touch the pines
And Christmas trees. I ... (autumn)
"Tell me a word"
Goal: develop resourcefulness, speed of reaction.
The facilitator starts the phrase, and the participants finish it. Who is mistaken, gives a fant. The one who keeps all the forfeits wins.
The crow croaks, and the magpie?
The owl is flying, but the rabbit?
The cow eats hay, and the fox?
A mole digs minks, but a magpie?
The rooster crows, but the horse?
A cow has a calf, and a sheep?
The teddy bear's mother is a bear, and the squirrel's?
The squirrel's mother...
"Dreamers" ("Compose a story")
Learn how to write a story together.
An adult suggests a topic, children must collectively come up with a story on a given topic. Children take turns saying sentences. The content of each phrase follows from the previous one. The story turns out to be more interesting if the children use direct speech, and the heroes of the story are familiar fairy-tale characters, classmates.
After the game, the teacher gives an assessment and talks about mistakes.
"Bunny and Bear"
Bunny told the animals in the forest what a beautiful Christmas tree he saw on New Year's Eve on the outskirts of the city. And Mishka doesn’t know what New Year is ... (Why doesn’t he know this? How will Bunny explain to him?)
"Wolf and Squirrel"
The wolf wanted to know why Squirrel doesn’t starve in winter ... (What did Squirrel tell him about her stocks for the winter? Did the Wolf advise not to eat bunnies, but to harvest mushrooms? Did the Wolf agree?)
The game "From what fairy tale?"
An adult offers to remember and name a fairy tale by heroes, you can retell it.
King, three sons, arrow, swamp, frog. (Princess Frog)
Tsar, three sons, Sivka-burka, princess. (Sivka - Burka)
Tsar, three sons, Ivanushka, Konyok - humpbacked. (The Little Humpbacked Horse)
The one who names the most stories wins. Then the children make their own riddles according to the model.
Favorite book covers game
An adult offers to look at the covers of your favorite books and remember the names of fairy tales.
What would you draw on the cover of your favorite book? Tell and draw.
Game "Add a syllable"
The adult calls the first syllable, and the children must speak to make a word. The winner is the one who came up with more words, faster or longer.
But - (gi, sy, zhi, reapers).
Ve - (roar, sleep).
The game "Choose the right word"
An adult offers to choose the right word in meaning.
Tie (what?) ...
Zip up (what?)...
Kill (what?)...
Curl (what?)...
Shoot (what?)...
Lock up (what?)…etc.
"Chain of words"
Explain to the child in advance with a specific example: “I call the word “beetle”. It ends in k. You must name a word that begins with the sound k. For example, cat. I will name the word on a - orange, you on n, etc.
Thus, a chain of words is formed. Words should be called at a fast pace, without pauses. Whoever makes a mistake or does not name the words within 5 seconds is out of the game. The game develops auditory attention, speed of reaction.
Let's Eat Together game
The participants sit in a circle. Conditions: the host offers to sing a song, for example, “Blue Carriage” or “Smile”. Moreover, if the presenter claps his hands 1 time, everyone sings loudly. If the host claps 2 times, everyone continues to sing softly to themselves. If the host claps their hands 1 time, everyone continues to sing loudly again.
And so several times, until someone makes a mistake. Whoever makes a mistake becomes the leader himself.
Game "Alphabet"
Goal: develop attention, learn the letters of the alphabet.
Task: Assign 2 letters of the alphabet to each child. The facilitator lists the letters mixed up. Having heard his letter, the child should stand up and make one clap.
With a group of children, you can play a knockout game.
Game "Fix the Mistakes"
Task: the facilitator reads a poem, intentionally making mistakes in words. Name the words correctly.
The bug has not eaten the booth,
Reluctance, tired (bun).
Sit in a spoon and let's go!
We drove along the pond (boat).
Uncle rode without a vest,
He paid a fine for this (ticket).
Game "What do we hear"
Purpose: to develop auditory attention.
Task: Solve the riddle. Name a sound that will allow you to find a clue.
I don't buzz when I sit
I don't buzz when I walk
I don't buzz when I work
And I buzz when I spin.
Answer: it's a beetle. The sound [g] is repeated.
The game "Who will notice the tales more"
Purpose: to develop attention, the ability to notice non-logical situations.
Task: mark all the fables.
The cook was preparing dinner.
And then the lights were turned off.
Bream cook takes
And lowers it into compote.
Throws logs into the cauldron,
She puts jam in the oven.
It interferes with the soup with a stalk,
Ugli beats with a ladle.
Sugar pours into the broth
And he is very pleased.
That was the vinaigrette
When the light was fixed.
O. Grigoriev.
Game "Scenario"
Each child is invited to suggest the names of one or two objects in 5-10 seconds. The facilitator writes down the words that the participants call in turn. Then the children come up with a story in which all the named objects should appear.
You have 10 minutes to write the story. First, invite the children to choose an item to start the story with. It is necessary to “write” the script from this subject and include the rest in the order in which they were named. Writing must be in groups. All ideas and suggestions should be recorded by the facilitator. Since this is a scenario, it should have a lot of action, dynamics. Therefore, it is advisable to stimulate the activity of children with questions like: who is this? where is? what is he doing? what does he say? where did you go? with whom?
The resulting story (scenario) can be played out.
"Unfinished Story"
Purpose: development of the imaginative and recreative imagination of the child.
The child is given the beginning of the story. "It was getting dark. There was a boring rain. An old woman trotted along the street under a large umbrella. All of a sudden…"
You need to continue and finish the story. It is better if several children participate in the game, who take turns continuing the story until they come to a denouement.
"Make up a story"
Imagine that you can become a pet for a while. Try to imagine that you have turned into a dog, horse or cat. What would you eat? What would you do during the day? Who would be your master and how would he treat you? Where would you sleep? What pleasant surprise would you like to receive from the owner?
Make up a story on behalf of the selected animal on the topic “Day and night of my life”
Didactic games are an effective tool in teaching and educating preschool children.
The main feature of didactic games is determined by their name: these are educational games.
These games contribute to the development of cognitive activity, intellectual operations, which are the basis of learning. Didactic games are characterized by the presence of a task of an educational nature - a learning task.
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 game actions, 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 game actions and achieve results.
Thus, active participation, and moreover winning in a didactic game, depends on how much the child has mastered the knowledge and skills that are dictated by the learning task. This encourages the child to be attentive, memorize, compare, classify, clarify their knowledge. This means that the didactic game will help him learn something in an easy and relaxed way.
Didactic games, exercises for the formation of grammatically correct speech of children, developed by me for children of older and preparatory age, are combined into three groups:
- to enrich the grammatical structure;
- to work on a proposal;
- for word formation
Didactic exercises and games in the senior group
Exercises on the grammatical structure of speech in combination with retelling
« Brave hedgehog »
Target: to consolidate in children the ability to retell the text in their own words, to coordinate nouns with adjectives in the number.
visual material: figurines of the magnetic theater, subject pictures depicting forest dwellers.
Text:
The wind rustles the trees,
Our hedgehog hurries home
And to meet him a wolf,
On a hedgehog with teeth - click!
Hedgehog showed needles
The wolf ran away in fear.
Questions to the text:
- Where was the hedgehog going?
- Who did he meet in the forest?
- Why did the wolf run away from the hedgehog?
The teacher asks the children to retell the content of the text in their own words, select from the subject pictures those that depict the characters, and answer correctly:
An evil (who?) wolf lives in the forest.
Many evil (who?) Wolves live in the forest.
At night, angry (who?) wolves howl in the forest.
Grandmother told a fairy tale about an evil (about whom?) wolf.
« Bunny and rain »
Target: to consolidate in children the ability to retell the text in their own words; correctly use plural and singular nouns in the instrumental case.
visual material: tabletop or magnetic theatre.
Text:
A bunny sits in a meadow
Basking in the sun (forest, clearing, bunny, sun).
But here comes the cloud
The cloud covered the sun (cover the sun with a cloud). The bunny hid in the bushes. It is dry under the bush, the hare's fur coat will not get wet.
Questions for children:
- Where was the bunny?
- Why did the bunny hide under the bush?
The teacher asks the children to retell the text in their own words.
« Summer »
Target: to consolidate the ability of children to retell the text; use in speech verbs denoting opposite actions; learn to form first person verbs from third person verbs (by analogy); fix the correct use of nouns in indirect cases with a preposition.
Text:
Tanya and Olya were walking in the meadow. They picked flowers, wove wreaths. And there was a river nearby. Tanya and Olya ran to the river. The water is clean and warm. Well, how can you not swim here! Now they will undress and bathe.
Questions for children:
- What were the girls doing in the meadow?
- Where did Tanya and Olya run?
The teacher asks the children to retell close to the text; compare opposite actions (according to the demonstrated actions):
Tanya is getting dressed. - Olya is undressing.
Tanya is putting on shoes. - Olya is taking off her shoes.
Tanya is tying. - Olya unties.
Then the children name the actions by analogy:
Olya bathes, and I bathe.
Olya is getting dressed, and I am getting dressed.
Olya washes, and I wash myself.
The teacher asks them to say correctly:
The children went to swim (where?) in the river.
Children bathe (where?) in the river.
Children swim across (what?) the river.
Boats float (where?) on the river.
Working with a proposal
Didactic game "Why"
Target: teach children to make complex sentences, use conjunction because.
Game progress
The text of A. Rybakov's fairy tale "About Because and Why":
Lived because and why? They see - a log is rolling.
Why is it rolling? – asked Why.
It rolls because it is round, - answered Because.
Why don't we make something round? – asked Why.
Then Why and therefore they began to plan, saw, and they got a round wheel. They sat down and rolled on the ground. They roll and see: a bird is flying.
Why is she flying? – asked Why.
The bird flies because it has wings, - answered Because.
They did it then Because and why the wings, and they got a plane. And they flew on to be surprised.
Here, guys, because everything is done in the world, that there is a reason.
Questions for children:
- What questions did you ask Why?
- How did Because respond?
Children make suggestions on the following questions:
- Why did the doctor come?
- Why do people take umbrellas?
- Why do birds fly away?
- Why can't you swim in winter?
- Why don't they wear fur coats in summer?
- Why are mittens worn in winter?
Didactic exercise "About Mishutka"
Target: use in speech of verbs with prefixes for the demonstrated actions.
visual material: table theater - house, forest, Mishutka.
Text:
Now we will come up with a fairy tale about Mishutka. I will start this story, and you will help. “There lived a Mishutka in the forest. One day he was walking through the woods and saw a house in a clearing. Mishutka came up to the house (what did he do?) .. Mishutka walked around the house (what did he do?). And then he went into the house (what did he do?). He found honey there. And then he came out of the house (what did he do?). He got off the porch (what did he do?). Through the clearing (what did he do?) He crossed and went to his home. And now we ourselves will compose a fairy tale about Mishutka. Tell the story expressively.
Didactic exercise "What are the children doing?"
Target: introduce verbs with prefixes into the speech of children.
visual material: paired plot pictures.
Questions for children:
- What is the boy doing? (Draws.)
- What did the boy do? (Draw.)
Pairs of verbs: sculpts - blinded, washes - washed, sang - sang, plays - played, walked - walked.
word formation
Didactic exercise "Athletes"
Target: teach children to form nouns using suffixes.
visual material: pictures of athletes.
The teacher starts the sentence, and the children finish.
An athlete who skis is ... (skier).
An athlete who skis is ... (skier).
Jumps into the water ... (jumper, jumper).
Vocabulary material: runner - runner, gymnast - gymnast, swimmer - swimmer.
Didactic exercise "Who serves in our army"
Target: teach children word formation using suffixes.
visual material: pictures depicting warriors of different types of troops.
Vocabulary material:
Chick - ist
rocket launcher tanker
mortar signaler
artillery pilot
antiaircrafter
Didactic exercise "Compound words"
Target: teach children to form compound words by merging two stems.
visual material: images.
Vocabulary material:
catches fish ... (fisherman),
breeds bees ... (beekeeper),
he flies ... (airplane),
cuts the forest ... (lumberjack).
word formation
Didactic game "Who has what kind of mother"
Target: Teach children to form nouns using suffixes (-its, - them, - ok).
visual material: pictures depicting animals.
Vocabulary material:
lioness hare calf (cow)
tigress deer lamb (sheep)
fox hedgehog foal (horse)
she-wolf piglet (pig)
she-bear chick (chicken)
camel
Didactic game "Name your profession"
Target: teach children to form nouns with suffixes - shield, - tel, - ist.
watchmaker builder pianist
crane operator bulldozer teacher
bricklayer tractor driver
glazier
Didactic exercise "Call the car by one name"
Target: Exercise children in the formation of complex words.
Game progress:
The teacher tells the children: "A machine that peels potatoes is a potato peeler."
Vocabulary material: coffee maker, coffee grinder, vegetable cutter, juicer, vacuum cleaner, polisher, clay mixer.
Didactic exercises "Say in one word"
Vocabulary material: long ear - long-eared, short tail - short-tailed, long horns - long-horned, red tail - red-tailed, loves work - hardworking, walks fast - fast. Etc.
Didactic exercise "Say what they do"
Target: Teach children to form words according to the explanation.
Game progress:
The teacher asks the children:
- Who grows the bread? (Grain growers.)
- Who grows grapes? (Wine growers.)
- Who grows tea? (Tea growers.)
- Who grows beets? (Beet growers.)
- Who grows cotton? (Cotton growers.)
Text retelling exercises
Didactic exercise "Winter"
Target: To teach children to retell the text, spreading each simple sentence with already familiar words - adjectives. Learn to match adjectives to words snow, animals, trees, winter, skates. Continue to teach children to educate to teach children to form single-root words ( bear, fox, squirrel, hare). Choose epithets for words:
What snow? - white, soft, fluffy, light ...
What kind of skates? - iron, sharp, shiny, childish ...
Text:
Winter came. There is snow all around. The trees are bare. The animals hid in burrows. Children are happy with winter. They ski and skate.
Questions to the text:
- What time of year is it?
- What lies on the ground?
- Where are the animals hiding?
Didactic exercise "Birdhouse"
Target: Teach children to retell the text in the first person.
Text:
Sasha decided to make a birdhouse. He took socks, saw, sawed planks. They made a birdhouse out of them. The birdhouse was hung on a tree. May the starlings have a good home.
Exercise: retell the text in the first person; remember who lives where (a starling in a birdhouse, a fox in a hole, a bear in a den, etc.).
The story of K. Ushinsky "Four Wishes"
Target: continue to teach children to form comparative adjectives.
Game progress:
The teacher tells the children:
Each season seemed to the boy better than the previous one. Summer was good, but autumn was better. Now let's compare. Spring is warm and summer is warmer or very warm. The grass is green. late autumn sun cold, and in winter cold or colder.
Cheerful - more fun - more fun.
High - above - very high.
Slim - slimmer - slimmer.
Lightweight - lighter - very light.
The use of participles in speech
Didactic exercise "Come up with a sentence"
Game progress:
The teacher shows the children a picture that shows a green pine, and offers to make sentences on the following phrases:
young pine (A young pine grew at the edge of the forest); a tall young pine (A tall young pine has beautiful long needles); to the green pine (The guys went to the green pine); verdant pine (They admired the verdant pine); about a green pine tree (The teacher read a poem about a green pine tree).
The game is played only after all the children have realized the meaning of the grammatical forms that form the participle.
Didactic exercise "Jumping Hares"
Game progress:
The teacher tells the children that Nina has a very interesting toy - jumping hares, and suggests making sentences about this toy based on the phrases mentioned.
Jumping hares (Nina has jumping hares).
Jumping hares (Jumping hares have soft fur).
Jumping hares (Nina brings carrots to jumping hares).
With jumping hares (Nina often plays with her jumping hares).
About jumping hares (She always takes care of jumping hares).
Making proposals
Didactic exercise "Tell me differently"
Target: to exercise children in expressing the same thought with different syntactic constructions.
Game progress:
The teacher calls the children a sentence, for example: “In the forest we saw a blossoming bird cherry,” and suggests saying differently. Possible responses from children:
In the forest, we saw a bird cherry that blossomed.
We saw cherry blossoms in the forest.
To arouse interest in children, sentences can use words denoting the name of animals that children saw in the forest or zoo.
In the forest we saw a squirrel jumping from branch to branch.
In the forest we saw a squirrel, she jumped from branch to branch.
In the forest we saw a squirrel jumping from branch to branch.
Didactic game "Traffic light"
Target: In an accessible form, set the task for the children to construct complex sentences, help them correlate the words in the sentence with the toys and actions demonstrated, encourage the children to independently select verbal material for inclusion in the sentence.
visual material: transport - toys, table traffic light.
Game progress:
The teacher creates a game situation on the table: the movement of vehicles along the street and its stop at the intersection at the signal of a traffic light. When the red light “lights up” at the traffic light, the teacher says: “The red light turned on at the traffic light and the cars stopped.” “When the traffic light turned red, the traffic stopped.” "Buses and trolleybuses stopped because the traffic light turned red." Children pronounce sentences, practically mastering these constructions.
The teacher shows a new episode: there is a green light at the traffic light. Asks the children the question: “What and how will you say?” Children speak out, building sentences according to the learned models.
Didactic game "Phone"
Target: To improve the ability of children to compose complex sentences.
Game progress:
Children say something to each other, ask about something, and then make sentences about what was said:
Petya said that today the weather is bad.
Irina asked me to give her paints.
Tolya replied that he did not have the book.
Didactic management "Tell me right"
Target: teach children to identify correctly composed sentences by ear.
Game progress:
The teacher reads pairs of sentences and invites the children to choose the correct phrase in meaning:
Katya was given a book because she had a birthday, because she had a birthday.
Katya had a birthday because she was given a book.
The sun came up because it was warm.
It became warm because the sun had risen.
The rooks have arrived because spring has come.
Spring has come because the rooks have arrived.
The guys went swimming because the day was hot.
The day was hot because the guys went swimming.
Didactic game "On the contrary"
Target: Teach children to build statements using the proposed plot.
visual material: toys.
Game progress:
The teacher creates a game situation, depicts the plot on a tape recorder. (The squirrel is carrying matryoshkas on a sled. Matryoshkas are carrying a squirrel.) And he gives an example of a statement:
At first, the squirrel carried nesting dolls on a sled, and then the nesting dolls rolled a squirrel on a sled.
After the squirrel rolled the nesting dolls on a sled, the nesting dolls began to roll it.
When the squirrel rolled the nesting dolls on a sled, the nesting dolls began to roll it.
Then they offer the children a new plot (The bear is carrying a cat in boots, a hare, a fox and a squirrel on a sled. Puss in boots, a hare, a fox and a squirrel are rolling a bear.).
Children make up complex sentences using the teacher's speech pattern.
Didactic exercises "At the bus stop"
Target: exercise children in compiling complex sentences with subordinate reasons.
visual material: transport is placed on the teacher's table (trolleybus, bus, tram); stops (trolleybus, bus, tram); several dolls.
Game progress:
The teacher, using an example, explains to the children what and how to talk about: “Passengers can get to the skating rink by tram, by bus to the puppet theater. The Snow Maiden wanted to go to the skating rink, and Pinocchio - to the puppet theater. Why did the Snow Maiden come to the tram stop, and Pinocchio to the bus stop? (Puppets are placed at the named stops.)
Sample response:“The Snow Maiden came to the tram stop because she needed to get to the skating rink, and Pinocchio came to the bus stop, as the bus would take him to the puppet theater.”
Questions for children:
Why did the Snow Maiden come to the tram stop, and Pinocchio to the bus stop?
Children pronounce the sentence according to the model of the teacher.
Didactic game "Complete the sentence"
Target: Exercise children in compiling complex sentences with subordinate reasons, goals.
Game progress:
The teacher says the beginning of the sentence, and the children complete it with subordinate clauses, forming a complex sentence. Grammar constructions of the type are selected in advance:
We water the flowers in the flower beds because... (they need moisture to grow).
The children ran out into the yard in warm clothes, because ... (it's winter outside).
Trees and bushes were covered with frost, because ... (it became cold).
Not a single leaf was left on the trees, because ... (late autumn came).
We came to the site with shovels in order to ....
Kolya took the toy in order to .... Etc.
Didactic games with mathematical content
senior preschool age
When teaching the beginnings of mathematics, games are widely used. With their help, children's ideas about numbers, about the relationships between them, about the composition of each of the numbers, about geometric shapes, temporal and spatial representations are formed, refined and consolidated. Games contribute to the development of observation, attention, memory, thinking, speech. They can be modified as the program content becomes more complex, and the use of various visual materials allows not only diversifying the game, but also making it attractive to children.
A didactic game should retain its entertaining and emotional character inherent in games, which increases the efficiency of children in the classroom.
The success of assimilation and consolidation of mathematical concepts during the game depends on the correct guidance of the educator. The pace, the duration of the game, the assessment of children's answers, a calm, businesslike, friendly, benevolent reaction to children's mistakes, the correct use of mathematical terms is controlled and directed by the teacher.
The article offers games that can be used both in the classroom and in everyday life.
senior preschool age
"Fix the mistake"
The game contributes to the exercise in counting, consolidating the ability to designate different quantities of objects with the appropriate number. In the game, a counting ladder or flannelgraph with a set of volumetric or planar counting material, geometric shapes of different colors, counting cards, cards depicting a different number of objects, numbers can be used.
Starting the game, the teacher puts several groups of objects on the flannelograph. For example, 4 pyramids, 2 Christmas trees. Children help to put the corresponding number next to each group of objects. Then, on command, they close their eyes. The teacher swaps the numbers. For example, he substitutes the number 4 for a group of three objects, and the number 2 for a group of four objects. Opening their eyes, children should detect errors. Someone at the blackboard corrects mistakes and explains their actions.
At the beginning of the year, children count objects and designate them with numbers within 5, and then within 10. The number and complexity of tasks gradually increase. So, at first the teacher makes 1-2 “mistakes”, swapping only the numbers, along with an increase in groups of objects (up to 7-8), the number of “mistakes” can also be increased. Groups of objects can also change places, while the numbers remain in the same places. The location of groups of items and numbers can be changed, 1-2 items added or removed. Thus, the number next to this group of items. The teacher can leave counting material and numbers without violating the correspondence between them, but at the same time ask to find an error. Children must determine that there are no mistakes, everything remains unchanged.
The game is repeated several times. As children learn, the pace of the game increases.
"Name the Neighbors"
The game is aimed at consolidating ideas about the quantitative relationships between consecutive numbers, the order of the natural series of numbers. The game can use numbers, cards, a cube with numbers printed on its faces.
Rules of the game. The teacher gives the children a number. Children must find the "neighbors" (previous and subsequent) of a given number and explain why these numbers are the "neighbors" of the named number, one is the previous one, the second is the next. The game is repeated several times. It can have many options. So, for example, the teacher throws a cube, on the faces of which numbers are applied. Children watch which number turns to them and call the “neighbors” of the number indicated by this number. You can set the number by hanging various number cards on the board or by tapping a certain number of blows with a hammer.
You can offer cards with a different number of drawn objects or number cards, as well as special cards with empty windows before and after a given number (the number can be indicated by circles or a number). Children's responses should be organized differently. They can verbally name the "neighbors" of the number, they can show them with numbers or numerical cards.
When preschoolers are just beginning to learn quantitative relationships between numbers, to get acquainted with the terms “next” and “previous”, it is advisable to lay out a number series on the board, which will allow children to quickly navigate the numbers. Then gradually the "hint" is removed.
As the children master the program material, the pace of the game increases.
The game is aimed at mastering the sequence of numbers in the natural series, an exercise in forward and backward counting, the development of attention, memory.
"Wonderful bag"
The game is aimed at exercising children in counting with the help of various analyzers, consolidating ideas about the quantitative relationships between numbers.
In the "wonderful bag" there is a counting material: small toys, natural material 2-3 types of objects or toys. The host chooses one of the children and asks to count as many objects as the child hears the blows of a hammer, a tambourine, or as many objects as there are circles on a numerical card posted on the board. The host may not name exactly which items the child should count, but think about this riddle. For example, “Who on the cone branch gnawed and threw nuts down?” The child guesses and counts the named number of buns. Then the facilitator invites the children to come up with a task for the child standing at the blackboard. The tasks should be varied: jump as many times as he took out the items, or sit down one time less (more), hit the tambourine, climb into the hoop, clap your hands as many times (more, less) as the items were taken out of the bag, or find a numerical card corresponding to the number of items counted out, or a figure, count from the indicated number in direct or reverse order, name the “neighbors” of this number. The child who completes the task correctly becomes the leader. He calls one of the children and asks to count a certain number of objects. The game is repeated several times.
"Make no mistake"
The game is aimed at consolidating in children ideas about the quantitative relationships between numbers, exercises in finding the next and previous numbers, an exercise in counting with the help of auditory and visual analyzers, developing the ability to designate different quantities with the corresponding number. The game uses sounding objects, counting material, numbers, numerical cards. Before the start of the game, the host gives the children a task: “Close your eyes, I will hit with a hammer. Listen carefully, and then show the number that indicates the number of beats. After counting the blows, the children show the number and explain why they showed it. For example: "I showed the number 4 because I heard 4 beats." Depending on the tasks and skills of the children, the teacher can use various game options: count the blows with eyes open or closed, show numerical cards or numbers indicating the number of blows, count the same number of objects or one more (one less) of the specified number. The game is repeated several times.
"Which hand has how much?"
The game helps to consolidate knowledge of the composition of the number of two smaller numbers, the formation of attention, memory. Small objects can serve as material for the game: beads, nuts, pebbles, etc. (that is, everything that can be well hidden in a child's hand). The teacher shows the children the items prepared for the game, counts with them. Then, so that the children do not see, he lays out these objects in both hands. In order not to slow down the pace of the game, the teacher agrees with the children to name first how many objects are in the left hand, and then how many are in the right, then say how many are obtained together. For example, “Three and four, and together seven”, “One and five, and together six”, etc. In the hands of the teacher, the pebbles are laid out so that one of the possible options for the composition of the number is obtained. Children, trying to guess this particular option, list all possible options, until, finally, they name the one conceived by the teacher. for children who correctly name one of the options for the composition of the number, but not the one that is intended, the teacher answers: “Three and three, together six. Maybe so, but it's different for me." The child who correctly names in which hand how many objects are hidden becomes the leader. Now he lays out the objects in two hands and calls the children until someone calls the variant of the composition of the number he has conceived. So the game is repeated several times.
When children get acquainted with the composition of a certain number from two smaller numbers, as a hint, it is advisable to lay out all possible variants of the composition of this number on the board or flannelgraph. As the composition of the number is assimilated, the visual material changes.
Didactic games and exercises in the group preparatory to school.
"What changed?"
The game helps to consolidate the presentation of ideas about ordinal counting, the development of spatial orientations, as well as the development of observation and memory. The material for the game can be subject pictures, counting material, toys. In front of the children on the table or on the board are a number of toys or objects. The teacher offers to count them in order (first, second, third, fourth, etc.). Then the players close their eyes, and the leader changes the order of 1-2 objects. Having opened their eyes, the children should tell in which place the toy or picture stood before and which it is now.
The facilitator can direct the children's attention to determining the location of one object in relation to another. Opening their eyes, the guys should say what has changed. What objects were to the left and to the right of the inverted object, what objects are to the left and right now, and also between which objects was the object that was removed and turned over.
The game is repeated several times. The number of permutations and the pace of the game are determined by the knowledge, observation and ability of the players to switch from one task to another.
"Confusion"
The game helps to consolidate the knowledge of numbers, the development of observation, memory. The game uses numbers arranged on the board in order. The game consists in the fact that the children close their eyes, and at this time the teacher removes one of the numbers. Having opened their eyes, the guys should find out “what is messed up”, and put the number in its place. One of the children becomes the leader. When the players learn the rules of the game, removing the number, the teacher can move the remaining numbers so that there is no space between them, swap the numbers, breaking the order of the number series, add a number that was not there at the beginning of the game. You can also leave the number series unchanged, but at the same time turn to the children with the question “What is messed up?” Children must answer that this time all the numbers are in order.
The game is repeated several times, the pace of the game accelerates. At the beginning of the year, the game is played with numbers within 5, then with numbers from 0 to 10.
"Name it soon"
the game helps to memorize the sequence of days of the week, the development of attention, ingenuity. The game is played with a ball. Children become in a circle. The leader throws the ball and asks: “What day of the week comes before Sunday; which is before Wednesday, which day of the week is after Tuesday, after Friday, between Tuesday and Thursday, between Saturday and Monday. what day of the week will be the day after Monday, the day after Thursday? Etc. The pace of the game depends on the knowledge of the children and the speed of the response. The teacher should strive to increase the pace of the game. It is desirable that the greatest number of children take part in the game.
"Find a toy"
The game is aimed at developing in children the ability to change direction while moving, to navigate in space. The game uses toys hidden in different places of the room, prepared "letter".
The teacher says: “At night, when there were no children in the group. Carlson flew to us and brought toys as a gift. Carlson loves all sorts of jokes, so he hid the toys in a letter and wrote how to find them.
He opens the envelope and reads: "We must stand in front of the table, go straight." One of the children completes the task, goes and goes to the closet, where the car is in the box. Another child performs the following task: he goes to the window, turns to the left, crouches, finds a matryoshka doll behind the curtain. "Letters" from Carlson can be 3-4.
"Come to the flag"
The game is aimed at developing memory, attention. Before the start of the lesson, the teacher places flags in different places in the room. Pinocchio or another fairy-tale character, with the help of a teacher, gives the children a task: "Go to the window, take three steps to the right." The child completes the task and finds the flag. When children are not yet confident enough to change the direction of movement, the number of tasks increases. For example: “Go forward five steps, turn left, take two more steps, turn right. You'll find a flag there."
The game is repeated several times.
"Guess where what is?"
The game is aimed at developing the ability of children to navigate in space. The teacher invites preschoolers to see which objects or which of the children are on the left, right, in front, behind them.
For example, a teacher turns to different children with the question: “What is ahead of you?”
One child answers that there is a board in front of him, another - a chair in front of him, the third - a wardrobe in front of him. After listening to the answers of 3-4 children, the teacher asks: “What is to your left?” The guys whom the teacher asks name different objects to the left of them, without repeating each other.
For each correct answer, the child receives a chip. At the end of the game, the number of points received is calculated.
List of used materials:
1. Bondarenko A. K. "Didactic games in kindergarten." M., 1990
2. Vasilyeva M. A. "Managing the games of children in preschool institutions." M., 1986
3. Gerbova V. V. “Education of children”. M., 1981
4. Sorokina A. I. "Didactic games in kindergarten." M., 1982
5. Usova A. T. "The role of the game in the upbringing of children." M., 1976
6. "Didactic games for the development of speech" - "Preschool education" 1988 No. 4.
7. "Didactic games with mathematical content" - "Preschool education" 1986 No. 6.
Card file of didactic games for the senior group
1. Didactic game "Find the mistake"
Game progress: The teacher shows a toy and names a deliberately wrong action that this animal allegedly performs. Children must answer whether this is correct or not, and then list the actions that this animal can actually perform. For example: “The dog is reading. Can a dog read? Children answer: "No." What can a dog do? Children list. Then other animals are named.
2. Didactic game "Tell the word"
Objectives: to teach clearly to pronounce polysyllabic words loudly, to develop auditory attention.
Game progress: The teacher says a phrase, but does not finish the syllable in the last word. Children must complete this word.
Ra-ra-ra - the game begins ....
Ry-ry-ry - the boy has a sha ...
Ro-ro-ro - we have a new w...
Ru-ru-ru - we continue to play ..
Re-re-re - there is a house on th...
Ri-ri-ri - snow on the branches ...
Ar-ar-ar - our self is boiling ....
Ry-ry-ry - he has many children ...
3. Didactic game "It happens or not"
Objectives: to teach to notice inconsistency in judgments, to develop logical thinking.
Game progress: The teacher explains the rules of the game:
· I will tell a story in which you must notice what does not happen.
“In the summer, when the sun was shining brightly, the guys and I went for a walk. We made a snowman out of snow and started sledding.” "Spring has come. All the birds have flown to warmer climes. The bear climbed into his lair and decided to sleep through the whole spring ... ".
4. Didactic game "What time of year?"
Objectives: to teach to correlate the description of nature in poetry or prose with a certain time of the year; develop auditory attention, speed of thinking.
Game progress: Children sit on a bench. The teacher asks the question “When does this happen?” and reads a text or a riddle about the different seasons.
5. Didactic game "Where can I do what?"
Goals: activation in speech of verbs used in a certain situation.
Game progress: The teacher asks questions, the children answer them.
What can you do in the forest? (Walk; pick berries, mushrooms; hunt; listen to birdsong; relax).
What can you do on the river? What are they doing in the hospital?
6. Didactic game "What, what, what?"
Objectives: to teach to select definitions that correspond to a given example, phenomenon; activate previously learned words.
Game progress: The teacher calls a word, and the players take turns calling as many features as possible that correspond to this subject. Squirrel - red, nimble, big, small, beautiful .....
Coat - warm, winter, new, old ... ..
Mom is kind, affectionate, gentle, beloved, dear ...
House - wooden, stone, new, panel ...
7. Didactic game "Finish the sentence"
Objectives: to learn to complete sentences with a word of the opposite meaning, to develop attention.
Game progress: The teacher starts the sentence, and the children finish it, they only say words with the opposite meaning.
Sugar is sweet. and pepper is... (bitter).
In summer, the leaves are green, and in autumn .... (yellow).
The road is wide, and the path .... (narrow).
8. Didactic game "Find out whose sheet"
Objectives: to teach to recognize a plant by a leaf (name a plant by a leaf and find it in nature), develop attention.
Game progress: On a walk, collect fallen leaves from trees, shrubs. Show the children, offer to find out from which tree and find similarities with not fallen leaves.
9. Didactic game "Guess what kind of plant"
Objectives: to teach to describe an object and recognize it by description, to develop memory, attention.
Game progress: The teacher invites one child to describe a plant or make a riddle about it. Other children have to guess what kind of plant it is.
10. Didactic game "Who am I?"
Objectives: to learn to name a plant, to develop memory, attention.
Game progress: The teacher quickly points to the plant. The one who first names the plant and its shape (tree, shrub, herbaceous plant) gets a token.
11. Didactic game "Who has who"
Objectives: to consolidate knowledge about animals, develop attention, memory.
Game progress: The teacher calls the animal, and the children call the cub in the singular and plural. The child who correctly names the cub receives a token.
12. Didactic game "Who (what) flies?"
Objectives: to consolidate knowledge about animals, insects, birds, develop attention, memory.
Game progress: Children stand in a circle. The selected child names some object or animal, and raises both hands up and says: "Flies."
When an object that flies is called, all children raise both hands up and say “Flies”, if not, do not raise their hands. If one of the children makes a mistake, he leaves the game.
13. Didactic game "What kind of insect?"
Objectives: to clarify and expand ideas about the life of insects in the fall, to teach how to describe insects according to characteristic features, to cultivate a caring attitude towards all living things, to develop attention.
Game progress: Children are divided into 2 subgroups. One subgroup describes the insect, and the other must guess who it is. You can use riddles. Then another subgroup asks their questions.
14. Didactic game "Hide and Seek"
Objectives: to learn to find a tree according to the description, to consolidate the ability to use prepositions in speech: for, about, in front of, near, because of, between, on; develop auditory attention.
Game progress: On the instructions of the teacher, some of the children hide behind trees and bushes. The leader, according to the instructions of the teacher, is looking for (find who is hiding behind a tall tree, low, thick, thin).
15. Didactic game "Who will name more actions?"
Objectives: to learn to select verbs denoting actions, to develop memory, attention.
Game progress: The teacher asks questions, the children answer with verbs. For each correct answer, the children receive a token.
What can be done with flowers? (tear, sniff, watch, water, give, plant)
What does a janitor do? (sweeps, cleans, waters, cleans the paths from snow)
What can the wind do?
16. Didactic game "What happens?"
Objectives: to teach to classify objects by color, shape, quality, material, to compare, contrast, select as many items as possible that fit this definition; develop attention.
Game progress: Tell what happens:
green - cucumber, crocodile, leaf, apple, dress, tree ....
wide - river, road, tape, street ...
The one with the most words wins.
17. Didactic game "What kind of bird is this?"
Objectives: to clarify and expand ideas about the life of birds in the fall, to teach how to describe birds according to their characteristic features; develop memory; cultivate a caring attitude towards birds.
Game progress: Children are divided into 2 subgroups. Children of one subgroup describe the bird, and the other one must guess what kind of bird it is. You can use riddles. Then another subgroup asks their questions.
18. Didactic game "Guess, we will guess"
Objectives: to consolidate knowledge about the plants of the garden and garden; the ability to name their signs, describe and find them according to the description, develop attention.
Game progress: Children describe any plant in the following order: shape, color, taste. The driver from the description should recognize the plant.
19. Didactic game "It happens - it doesn't happen" (with a ball)
Objectives: to develop memory, attention, thinking, speed of reaction.
Game progress: The teacher pronounces phrases and throws the ball, and the children must quickly answer.
Snow in winter ... (occurs) Frost in summer ... (does not happen)
Hoarfrost in summer ... (does not happen) drops in summer ... (does not happen)
20. Didactic game "Third extra" (plants)
Objectives: to consolidate children's knowledge about the diversity of plants, develop memory, speed of reaction.
Game progress: The teacher names 3 plants (trees and shrubs), one of which is “extra”. For example, maple, linden, lilac. Children must determine which of them is “extra” and clap their hands.
(Maple, linden - trees, lilac - shrub)
21. Didactic game "Riddle game"
Objectives: to expand the stock of nouns in the active vocabulary.
Game progress: Children sit on a bench. The teacher makes riddles. The child who guesses the riddle comes out and guesses the riddle himself. For guessing the riddle, he receives one chip. The one with the most chips wins.
22. Didactic game "Do you know ..."
Objectives: to enrich the vocabulary of children with the names of animals, to consolidate knowledge of models, to develop memory, attention.
Game progress: You need to prepare the chips in advance. The teacher lays out in the first row - images of animals, in the second - birds, in the third - fish, in the fourth - insects. The players alternately call the animals first, then the birds, etc. And lay out the chip in a row with the correct answer. The one with the most chips wins.
23. Didactic game "When does it happen?"
Objectives: to consolidate children's knowledge of the parts of the day, to develop speech, memory.
Game progress: The teacher lays out pictures depicting the life of children in kindergarten: morning exercises, breakfast, classes, etc. Children choose any picture for themselves, consider it. On the word “morning”, all children raise a picture associated with the morning and explain their choice. Then day, evening, night. For each correct answer, the children receive a token.
24. Didactic game "And then what?"
Objectives: to consolidate the knowledge of children about the parts of the day, about the activities of children at different times of the day; develop speech, memory.
Game progress: Children sit in a semicircle. The teacher explains the rules of the game:
· Remember, we talked about what we do in kindergarten during the whole day? And now let's play and find out if you remember everything. We will talk about that in order. What do we do in kindergarten in the morning. Whoever makes a mistake will sit on the last chair, and everyone else will move.
You can introduce such a game moment: the teacher sings the song “I have a pebble. To whom to give? To whom to give? He will answer."
The teacher begins: “We came to kindergarten. Played in the field. What happened next? Passes a pebble to one of the players. He replies: “We did gymnastics” - “And then?” Passes the pebble to another child.
The game continues until the children name the last one - going home.
Note. It is advisable to use a pebble or other object, since it is not the one who wants to answer, but the one who gets it. This forces all children to be attentive and ready to respond.
25. Didactic game "When do you do it?"
Purpose: to consolidate cultural and hygienic skills and knowledge of the parts of the day, to develop attention, memory, speech.
Game progress: The teacher names one child. Then he imitates some action, for example, washing his hands, brushing his teeth, brushing his shoes, combing his hair, etc., and asks: “When do you do this?” if the child answers that he brushes his teeth in the morning, the children correct: "In the morning and in the evening." One of the children can be the leader.
26. Didactic game "Select the word"
Objectives: to teach children to clearly pronounce polysyllabic words loudly, to develop auditory attention.
Game progress: The teacher pronounces the words and invites the children to clap their hands when they hear words that have the sound “z” (mosquito song). (Bunny, mouse, cat, castle, goat, car, book, call)
The teacher should pronounce the words slowly, pause after each word so that the children can think.
27. Didactic game "Tree, shrub, flower"
Objectives: to consolidate knowledge of plants, expand the horizons of children, develop speech, memory.
Game progress: The leader pronounces the words "Tree, shrub, flower ..." and walks around the children. Stopping, he points to the child and counts to three, the child must quickly name what the leader stopped on. If the child did not have time or called incorrectly, he is out of the game. The game continues until one player remains.
28. Didactic game "Where what grows?"
Objectives: to teach to understand the processes occurring in nature; give an idea of the purpose of plants; show the dependence of all life on earth on the state of the vegetation cover; develop speech.
Game progress: The teacher names different plants and shrubs, and the children choose only those that grow with us. If children grow up, they clap their hands or jump in one place (you can choose any movement), if not, they are silent.
Apple tree, pear, raspberry, mimosa, spruce, saxaul, sea buckthorn, birch, cherry, sweet cherry, lemon, orange, linden, maple, baobab, tangerine.
If the children did well, you can enumerate the trees faster:
plum, aspen, chestnut, coffee. Rowan, plane tree. Oak, cypress \. Cherry plum, poplar, pine.
At the end of the game, a result is summed up who knows the trees the most.
29. Didactic game "Who will be who (what)?"
Purpose: to develop speech activity, thinking.
Game progress: Children answer the question of an adult: “Who will be (or what will be) ... an egg, a chicken, a boy, an acorn, a seed, an egg, a caterpillar, flour, iron, brick, fabric, etc.?”. If the children come up with several options, for example, from an egg - a chicken, a duckling, a chick, a crocodile. Then they get additional forfeits.
Or the teacher asks: “Who was the chick (egg), bread (flour), car (metal) before.
30. Didactic game "Summer or autumn"
Purpose: to consolidate knowledge of the signs of autumn, differentiating them from the signs of summer; develop memory, speech; dexterity education.
Game progress:
The teacher and children stand in a circle.
Educator. If the leaves turn yellow, this is ... (and throws the ball to one of the children. The child catches the ball and says, throwing it back to the teacher: “Autumn”).
Educator. If the birds fly away - this is ... .. Etc.
31. Didactic game "Be attentive"
Purpose: differentiation of winter and summer clothes; develop auditory attention, speech hearing; increase in vocabulary.
Listen carefully to the verses about clothes, so that later you can list all the names that will be found in these verses. Name summer first. And then winter.
32. Didactic game "Take - do not take"
Purpose: differentiation of forest and garden berries; increase in vocabulary on the topic "Berries"; develop auditory attention.
Game progress: Children stand in a circle. The teacher explains that he will pronounce the name of forest and garden berries. If the children hear the name of a wild berry, they should sit down, and if they hear the name of a garden berry, stretch, raising their hands up.
Strawberries, blackberries, gooseberries, cranberries, red currants, strawberries, black currants, cranberries, raspberries.
33. Didactic game "What is planted in the garden / garden?"
Purpose: to teach to classify objects according to certain characteristics (according to the place of their growth, according to their application); develop the speed of thinking,
auditory attention.
Game progress: Children, do you know what they plant in the garden? Let's play this game: I will name different objects, and you listen carefully. If I name what is planted in the garden, you will answer “Yes”, but if what does not grow in the garden, you will say “No”. Whoever makes a mistake is out of the game.
Carrots (yes), cucumber (yes), plums (no), beets (yes), etc.
Cherries (yes), gooseberries (yes), potatoes (no), etc.
34. Didactic game "Who will collect sooner?"
Purpose: to teach children to group vegetables and fruits; to cultivate the speed of reaction to the words of the educator, endurance and discipline.
Game progress: Children are divided into two teams: "Gardeners" and "Gardeners". On the ground are dummies of vegetables and fruits and two baskets. At the command of the educator, the teams begin to collect vegetables and fruits, each in their own basket. Whoever collected first raises the basket up and is considered the winner.
35. Didactic game "Who needs what?"
Purpose: to exercise in the classification of objects, the ability to name things necessary for people of a certain profession; develop attention.
Educator: - Let's remember what people of different professions need to work. I will name the profession, and you will say what he needs for work.
The teacher names the profession, the children say what is needed for work. And then in the second part of the game, the teacher names the subject, and the children say what profession it can be useful for.
36. Didactic game "Make no mistake"
Purpose: to consolidate the knowledge of children about different sports, to develop resourcefulness, ingenuity, attention; cultivate a desire to play sports.
Game progress: The teacher lays out cut pictures depicting various sports: football, hockey, volleyball, gymnastics, rowing. In the middle of the picture is an athlete, you need to pick up everything he needs for the game.
According to this principle, you can make a game in which children will select tools for various professions. During the year, children are introduced to professions: a cook, a janitor, a postman, a builder, a salesman, a doctor, a teacher, a tractor driver, a mechanic, etc. Images of the objects of their labor are selected for them.
37. Didactic game "Guess it!"
Purpose: to teach to describe an object without looking at it, to highlight essential features in it, to recognize the object from the description; develop memory, speech.
Game progress: At the signal of the teacher, the child who received the chip gets up and makes a description of any object from memory, and then passes the chip to the one who will guess. Having guessed, the child describes his object, passes the chip to the next, etc.
38. Didactic game "Finish the sentence"
The ice is thin, and the trunk is ... (thick)
39. Didactic game "Where is what lies?"
Purpose: to teach to distinguish words with a given sound from a group of words, from a speech stream; fix the correct pronunciation of certain sounds in words; develop attention.
Game progress: The teacher names the object and invites the children to answer where it can be put. For instance:
- “Mom brought bread and put it in ... (bread box).
· Masha poured sugar... Where? (to the sugar bowl)
· Vova washed his hands and put the soap...Where? (Into the soap dish)
40. Didactic game "Catch up with your shadow"
Purpose: to introduce the concept of light and shadow; develop speech.
Game progress: Educator: Who will guess the riddle?
I go - she goes
I stand - she stands,
Run, she runs. Shadow
On a sunny day, if you stand with your face, back or side to the sun, then a dark spot will appear on the ground, this is your reflection, it is called a shadow. The sun sends its rays to the earth, they spread in all directions. Standing in the light, you block the path of the sun's rays, they illuminate you, but your shadow falls on the ground. Where else is there a shadow? What does it look like? Get the shadow. Dance with the shadow.
41. Didactic game "Finish the sentence"
Purpose: to learn to complete sentences with a word of the opposite meaning; develop memory, speech.
Game progress: The teacher starts the sentence, and the children finish it, they only say words that are opposite in meaning.
Sugar is sweet, and pepper is .... (bitter)
In summer, the leaves are green, and in autumn - ... .. (yellow)
The road is wide and the path is... (narrow)
42. Didactic game "Who has what color?"
Purpose: to teach children to recognize colors, to consolidate the ability to identify objects by color, to develop speech, attention.
Game progress: The teacher shows, for example, a green square of paper. Children do not name a color, but an object of the same color: grass, sweater, hat, etc.
43. Didactic game "What subject"
Purpose: to teach to classify objects according to a certain attribute (size, color, shape), to consolidate children's knowledge about the size of objects; develop speed of thought.
Game progress: Children sit in a circle. The teacher says:
· In the classroom and on walks, we saw many objects of different sizes. Now I will name one word, and you will list what objects can be called one word.
Long, - the teacher says and passes the stone to the neighbor.
· A dress, a rope, a day, a fur coat, - children remember.
Wide, - the teacher offers the next word.
Children call: road, street, river, tape, etc.
The game is also conducted with the aim of improving the ability of children to classify objects by color, shape. The teacher says:
· Red.
Children take turns answering: a berry, a ball, a flag, an asterisk, a car, etc.
Round (ball, sun, apple, wheel, etc.).
44. Didactic game "What can animals do?"
Purpose: to teach to create a wide variety of word combinations; expand in the mind the semantic content of the word; develop memory.
Game progress: Children turn into "animals". Everyone should tell what he can do, what he eats, how he moves. The one who told correctly receives a picture with the image of an animal.
I am a red squirrel. I jump from branch to branch. I make supplies for the winter: I collect nuts, dry mushrooms.
I am a dog, cat, bear, fish, etc.
45. Didactic game "Think of another word"
Purpose: to expand vocabulary; develop attention.
Game progress: The teacher says “Come up with another, similar word from one word. You can say: a bottle of milk, but you can say a milk bottle. Cranberry jelly (cranberry jelly); vegetable soup (vegetable soup); mashed potatoes (mashed potatoes).
46. Didactic game "Pick up similar words"
Purpose: to teach children to clearly pronounce polysyllabic words loudly; develop memory attention.
Game progress: The teacher pronounces words similar in sound: a spoon - a cat, ears - guns. Then he pronounces one word and invites the children to choose others that are similar in sound to him: spoon (cat, leg, window), cannon (fly, drying, cuckoo), bunny (boy, finger), etc.
47. Didactic game "Who will remember more?"
Purpose: to enrich the vocabulary of children with verbs denoting the actions of objects; develop memory, speech.
Game progress: Carlson asks to look at the pictures and tell what they are doing, what else they can do.
Blizzard - sweeps, vyuzhit, purzhit.
Rain - pours, drizzles, drips, drips, starts, whips, ...
Crow - flies, croaks, sits, eats, sits down, drinks, viet, etc.
48. Didactic game "What else are they talking about?"
Purpose: to consolidate and clarify the meaning of polysemantic words; to cultivate a sensitive attitude to the compatibility of words in meaning, to develop speech.
Game progress: Tell Carlson what else can be said like this:
It's raining: it's snowing, winter, boy, dog, smoke.
Playing - girl, radio, ...
Bitter - pepper, medicine, .. etc.
49. Didactic game "Think up yourself"
Purpose: to teach to see in various objects possible substitutes for other objects suitable for a particular game; to form the ability to use the same object as a substitute for other objects and vice versa; develop speech, imagination.
Game progress: The teacher suggests that each child choose one object (a cube, a cone, a leaf, a pebble, a strip of paper, a lid) and dream up: “How can I play with these objects?” Each child names an object, what it looks like and how you can play with it.
50. Didactic game "Who hears what?"
Purpose: to teach children to designate and name sounds with a word (ringing, rustling, playing, cracking, etc.); cultivate auditory attention; develop ingenuity, endurance.
Game progress: There are various objects on the teacher's table, during the action of which a sound is made: a bell rings; the rustle of a book being leafed through; a pipe plays, a piano sounds, a harp, etc., that is, everything that sounds in a group can be used in the game.
One child is invited behind the screen, who plays there, for example, on a pipe. The children, having heard the sound, guess, and the one who played comes out from behind the screen with a pipe in his hands. The guys are convinced that they are not mistaken. Another child, chosen by the first participant in the game, will play with another instrument. For example, he leafs through a book. Children guess. If it is difficult to immediately answer, the teacher asks to repeat the action, and listen to all the players more carefully. “The book is leafing through, the leaves are rustling,” the children guess. The player comes out from behind the screen and shows how he acted.
This game can also be played while walking. The teacher draws the attention of the children to the sounds: the tractor is working, the birds are singing, the car is honking, the leaves are rustling, etc.
The didactic game helps preschoolers to master experience and dexterity, and also forms their psyche, emotions, will, and develops talents. It makes the curriculum entertaining, fun, creates a cheerful mood, and positive experiences contribute to understanding and memorization. For kids, this is a part of their life, so learning activities are much easier with the use of didactic games.
The meaning of didactic games lies in the solution of mental tasks by children proposed by adults. They will show independence if they understand and are interested in the game and its rules. That is why these games have to get more complicated, new variations or more intricate rules have to be invented.
A lot of didactic games create in kids an unmistakable assessment of social relations, natural phenomena, allow children with their help to learn to think in an original way, using the accumulated experience in various situations, depending on the task assigned to them. Didactic games for children of the older group teach preschoolers to reasonably apply the acquired and acquired knowledge in practice:
- look for typical and specific features in the realities of life or the world around;
- compare, systematize and differentiate subjects according to specific indicators;
- make unmistakable conclusions and generalizations.
Didactic games in the senior group require an exact combination of evidence, persuasiveness, and figurativeness with the speech of the educator and the activities of the children themselves with game objects. Subject and thematically, didactic games can have a different focus.
Musical education through didactic play
The comprehensive development of children will not be complete without getting to know the musical culture, which begins from childhood. A large role is given to music in the preschool educational institution, children listen to it in the course of various activities, at matinees and events that introduce them to all kinds of musical works. Interest and love for music help the development of the child's musicality, his creative potential.
Understanding music is difficult, it requires such qualities that the guys do not yet have: a well-formed intellect, concentration, erudition. In order to teach them to understand the specifics of the musical art form, it is necessary to consciously draw their attention to the means of musical expressiveness and coloring, to teach them to understand the genres of works. For this, musical and didactic games used in the older group serve. With a complex effect on kids, they enhance a holistic understanding of music.
Like any game, a musical game should be aimed at perceiving music and conveying its meaning and character in movements using round dance formations and outdoor games. However, their main task is still the formation of an ear for music, and the game only contributes to this.
Children are happy to take part in didactic music games in the older group, because the plot invariably develops there, combining entertainment and competitiveness. The purpose of the game action in the course of didactic games is a methodical and regular understanding of music, the ability to listen sensitively, understand changes in tempo, regularity, evaluate dynamics and rhythm throughout one piece.
There are 3 types of musical didactic games, which differ in their goals and nature of actions:
- listening, which provides for competition in the ability to quickly and correctly recognize the play;
- outdoor activities in which skill competitions do not coincide in time with musical exercises;
- round dance games.
In the first case, benefits are often used, and the winners receive chips as a prize. During the game, children show pictures corresponding to the music being played.
The second type of didactic games is characterized by dynamic action. Children in subgroups listen to music, responding to it by moving. After multiple changes, loud or quiet, fast or slow sounds, the game ends and the champions are determined.
In games of the third type, the task of the guys, divided into 3 groups, is to accurately respond to the sounds given to them in high, medium or low register. Winners are rewarded by fulfilling their wishes.
Preschoolers in musical and didactic games invariably require serious auditory concentration, which helps to improve sound understanding. Therefore, during the game, the baby has to listen to the change in sound and move in accordance with it, without developing automatic movements. Consequently, the game achieves its goal if skills are not developed in it, and the child uses mental activity, attention and memory every time.
Music can be included as an integral part of other activities, for example, speech development, familiarization with the outside world. It can anticipate children's observations or reinforce them, so that the result is not only the child's ability to observe, but also to feel the splendor of nature, to compare her images with musical ones. In speech development classes, a fairy tale told to the accompaniment of suitable music will make an unforgettable impression on the kids. The melody will give it a special emotionality. It is recommended for this purpose to use those fairy tales on the text of which operas or other plays are written.
Creative musical games encourage children to engage in activities that require invention and imagination: they experiment with sounds, come up with new dance moves; they look for new means of expression in order to convey a game image, based on their own experience, they themselves compose a scenario for a new musical entertainment and the role of their characters in it. Such game constructions combine play with elements of theatricality, which gives the guys an incentive for tremendous personal growth.
Children master musical didactic entertainment in stages. Having informed the children about the rules, the teacher draws tasks for them. At first, the initiative belongs to him, however, in the future, the kids will be able to play the game they like on their own, choosing a leader from their ranks. The skills acquired by children when learning musical didactic games will help them to safely participate in classes with various types of musical activities, including sports and festive events, where melodic design is also used.
Introduction to elementary mathematical concepts in the game
Mathematics plays a huge role in the intellectual development of preschoolers. It is not easy for all kids at first, therefore, with the help of positive motivation, memorization of new information is significantly accelerated, while maintaining the stability of interest and concentration. A variety of didactic games in mathematics in the senior group develop and support the cognitive interests of children.
They go well with serious study, because the inclusion of game details turns boring activities into exciting, improves mood. Even the most inert and indifferent preschoolers enter games with pleasure and put a lot of effort into helping teammates. At these moments, the teacher can fruitfully establish contact with the children, help them concentrate.
The leading lesson in didactic games in mathematics is still teaching the “queen of sciences”. Game moments only enliven the process, make it more dynamic, active and creative. The organization of a game environment in a mathematical lesson improves behavior, diversifies educational work, brings emotionality into it, relieves fatigue.
The game cannot be just formal, it must carry the idea. For example, to solve the problem - "how many bricks will it take to break them into 2 pieces into 3 piles", you can ask an unconventional question: "Who answered correctly - Znayka or Dunno?", - offering to choose from two options (correct and incorrect) answers. Another way to present the same problem is to tell a story about a magician who hid the correct answer in 3 closed boxes. You have to guess how many bricks it will take to perform the trick. After listening to the children's remarks, the teacher opens the lids of the boxes and checks the correct answer. Such simple tasks for kids will seem like a focus. They agree to solve such riddles again and again.
Be sure to take into account that preschoolers better understand and assimilate the material in motion, so it is productive to use more outdoor games in the classroom. At first glance, this does not harmonize with mathematics, however, you can always find a loophole, that is, come up with. A significant part of the usual, well-known games can be converted into mobile ones, for example, dominoes with geometric outlines, if you make the cards larger, distribute them to the kids and ask them to lay them out on the floor.
In the next game, instead of unraveling the maze at the table on a paper sheet, you can lay out the rope on the floor like a noose and lead the children through it, showing those who have not coped with the decision where the path leads. You can become figures by describing circles or rotating figures. It is possible, having entered the role of a compass, to describe circles with the help of legs. At the lowest cost of props, the most useful result is obtained.
The gradual maturation of kids allows them to move from personal games to joint, then to team games. In the senior group, being part of a team is a huge incentive. In an effort to help friends, the child tries to ensure that the task is completed as diligently as possible. The best game should be organized so that preschoolers learn mutually from each other.
For example, when studying counting and compiling examples using numbers and signs, you can suggest depicting a calculating machine. Children are divided into 2 teams and receive numerical and symbolic cards, from which an example should be laid out on the carpet. Initially, teammates help each other, suggest the right decision. In the future, leading players appear, freely coping with the task. They do not allow those who also understand how to get the right answer to appear, but they are a little slow. The next time, these leaders will be made referees by the teacher so as not to eliminate them from the game, and at the same time give the rest of the players a chance to prove themselves.
Corrective games will also be useful in addition to any activities. Such games are usually aimed at strengthening the ability of communication, as well as the sensual and characteristic areas. For example, while playing, you can combine the consolidation of the study of key geometric shapes and the training of the volitional sphere of kids. The teacher alternately raises and shows the children, divided into teams, pictures depicting geometric shapes.
After his signal, the children are invited to give an answer together. At first, many do not hold back and rush to answer without waiting for the command, missing points. Having burned themselves several times on this, they have to become more vigilant. The teacher may intentionally give a different signal, confusing the children. Such exercises train children in restraint and composure in parallel with the consolidation of knowledge in geometry.
A generalized idea of a figure in geometry is created by visualization. In the didactic games for the older group of the kindergarten, children are presented with models of various colors, sizes and from a variety of raw materials. Learning is based on comparison, detection of similarities and differences in games for finding paired objects. You can identify the originality of each of the geometric shapes by comparing it with models of other colors and sizes.
Preschoolers learn step by step to distribute and outline the placement and order of figures, repeat the pattern, consisting of geometric shapes, according to the stereotype and guidance of the teacher. They practice finding the mutual arrangement of the figures, playing with the task to determine what has changed, find the same pattern, find a pair.
Over time, kids gain the ability to break an intricate pattern into parts that form it, determine their shape and position in space. This allows to stimulate the formation of an analytical understanding of the composite form of objects. The game for teaching mathematics in the senior group should be used not only for entertainment, but taking into account its content and relying on the imagination of children.
Traffic education
Preschoolers are a special category of travelers. For them, adult formulations of traffic rules are incomprehensible due to the inaccessibility of the lexicon. The causes of road accidents in which children suffer are different, but sometimes kids can be their culprits. That is why they should be taught from a young age the rules of behavior on the road and at the crossing.
It is possible to prevent child injuries on the roads by carrying out its prevention in the classroom in the older group, forming the habit of not running out onto the track, but stopping in front of the roadway, looking in both directions in turn; accustom to cross the highway only in marked places. The child will take care of his own safety only as a result of the daily laborious learning process, in which the abstract knowledge acquired by the children will be consolidated by regular repetitions in practice.
Didactic games on traffic rules in the senior group help to go beyond the traditional form of teaching behavior on the road.
The problem of studying the requirements for behavior on the roadway by preschoolers has 3 sides:
- when babies are pedestrians;
- if the guys become passengers of urban vehicles;
- when children drive children's transport: a bicycle, scooter, sledding or roller skating.
That is why the main task of teachers in shaping the experience of children in safe actions on the road and in transport should be regular planned work, covering all types of activities. The kid needs to process theoretical material through practical actions in order to apply them later in everyday life. These classes are not recommended to be separated into an independent discipline: they can become part of other areas of preschool education. They can be done with:
- organized models of education in the system of classes;
- joint actions of the educator with the children;
- independent manipulations of children;
- educational activities;
- knowledge of the world around;
- expanding vocabulary and reading children's books;
- didactic games.
The entire education system and representatives of the traffic police are trying to solve the problem of preventing child road injuries, however, it is more effectively solved by their joint efforts. For this purpose, methodological aids are used, the best of them are car sites with a marked road, as well as car towns, which are a mock-up of a roadway with marked markings, portable road signs and working models of traffic lights. There, teachers conduct conversations, practical exercises and didactic games that form the following skills in preschoolers:
- the ability to timely notice the threats of approaching transport;
- the ability to recognize the distance to the approaching car and its speed;
- the skill of determining the size of machines;
- knowledge of the meanings of images of red and green traffic lights and road signs.
When teaching children the rules of the movement, the educator himself must know them perfectly and understand what needs to be done in real circumstances. In industrial games, there are discrepancies in the interpretation of the manner of action on the road, which is why the teacher needs to study the game instructions and guidelines before using them.
Often the safety of a child is due to the way in which he was taught the correct behavior and error-free decision-making in an unambiguous situation. In all game aids, in addition to instructions and guidelines on how the game is played, there should be descriptions and explanations of the circumstances in which children may find themselves.
For a variety of gaming techniques, innovative techniques can be used, for example, algorithmic games. They not only fix the rules of traffic on the roads, but also children learn to navigate in the space of the street and the city, develop monologue speech and logical thinking. Such activities include algorithms: how to cross the street with or without a traffic light, how to safely get from kindergarten to home, teaching children to compose a story about their actions when crossing streets.
After the classes, it is necessary to diagnose children's knowledge, how the material is learned, how kids can apply them in practice, as well as correcting mistakes and further work. In this activity, one should not be guided only by oral lectures; practical forms should be widely used to consolidate: observation, excursions, walks.
Environmental education in the senior group
The ecological development of preschool children has become a progressive trend in science. It is a recent development and has replaced the traditional outdoor activities. Previously, the program aimed at the study of existing objects and phenomena. Children had to master individual natural interdependencies. New environmental education programs have emerged as a result of research by modern scientists on the interdependence of human society with nature. This issue today is very acute and is due to the safety of life on our planet.
Ecological education aims to form an ecological culture of a preschooler, which includes:
- ecological orientation of information about nature;
- experience of using them in practical life.
Didactic games on ecology in the senior group can be varied. In games with aids, not only toys are used, but also household items, natural realities, consisting of vegetables, fruits, cones, leaves, seeds. Such classes expand and clarify children's ideas, teach kids to analyze, compare, distinguish, generalize, classify, improve their vocabulary. Children in the game are happy to name and describe objects, invent and guess riddles, memorize new information.
Story-didactic games help preschoolers master established roles, for example, sellers, buyers, builders, doctors.
Playing with natural materials such as plant seeds, leaves, flowers, rocks, and shells helps to expand knowledge of the natural environment. Didactic games using toys with pronounced properties - color, shape, size, material - consolidate children's knowledge of all these qualities.
A variety of printed board games help to clarify and increase preschoolers' ideas about the world that surrounds them, systematize their knowledge. They start playing with paired pictures that need to be selected according to a certain attribute. In the older group, the conditions may become more complicated: the drawings should be combined in meaning. In the classification of images, children will need to use generalizing intellectual actions with the establishment of relationships between objects.
Game safety training for children
Life safety on the entire planet is considered a serious modern problem associated with an increase in the number of disasters in society, the natural environment and technology. Protecting children from the adverse effects of emergency situations and arranging comfortable conditions for them is the most important task of adults. Teachers should teach kids who, due to their age characteristics, cannot assess the degree of threat, how to behave in case of danger. In the modern world, the understanding of the problem of security has changed, which now includes terms such as environmental disaster and terrorism.
Didactic games on life safety in the senior group help to teach preschoolers safe behavior in emergency situations:
- introduce the children to the perpetrators of the threat in everyday life;
- summarize their ideas;
- teach precautions;
- warn about the likely consequences of a security breach;
- inform about the necessary actions in case of a risky situation.
It is important to use visual aids that you can make with your own hands or with the help of parents, as well as modeling and imitation of situations, when teaching children about safe behavior. During the game, children communicate with each other on a topic set by the teacher, repeat the rules of behavior in a similar situation, answer questions asked by the teacher, imitate actions with household appliances that can be potentially dangerous for them. This helps to form the experience of safety behavior in everyday life.
Didactic games for children 5-7 years old
Didactic game "Book of emotions".
Game "Different emotions"
Didactic task: to teach to recognize an emotion by a mask;
be able to portray it; reduce emotional stress; train psychomotor functions;
correct undesirable character traits.
Game rule: you can wear only one mask.
Game actions: guessing emotions by mask,
reproduction of emotions by children.
Game progress.
Children sit in a semicircle. One child takes a mask from the "Book of Emotions" and puts it on. Children guess what emotion is depicted on the mask and depict it. Then the next mask is taken by the child who best reproduced the emotion of the mask.
The game "Collect a portrait - moods"
Didactic task: to exercise children to assemble a portrait from separate parts; to consolidate children's knowledge about the parts of the face and about emotions; reduce emotional stress; correct undesirable character traits.
Game rule: correctly assemble a whole portrait from parts.
Game actions: finding and folding parts of the portrait.
Game progress
Children examine the masks of emotions, then from the parts: nose, lips, mouth, eyes, hair, make up a portrait of the chosen emotion. The winner is the one who correctly assembles the portrait.
Game "Draw your mood"
Didactic task: to exercise children in the ability to understand their mood, to learn to express it in a certain symbol: the sun (joy), the cloud (sadness), the note (gaiety). Game rule: draw only one character.
Game actions: drawing a certain mood symbol on the corresponding day of the week.
Game progress.
The child, having determined his mood, chooses a certain symbol: the sun (joy), the note (gaiety), the cloud (sadness). Then he takes a felt-tip pen of the desired color: yellow (sun), blue (cloud), red (note) and draws his chosen symbol in a certain place (opposite his photo), on the corresponding day of the week. Children draw their mood every day at any time of the day they want. The child needs to correctly display his mood.
The game "What is good, what is bad"
Didactic task: to draw the attention of children to the fact that good feelings, deeds, relationships and deeds cause respect, friendship, love; clarify that good is opposed to evil, quarrels, lies, envy; develop positive emotions; correct unwanted character traits; cultivate the desire to do good deeds; develop coherent speech.
Game task: to learn from the pictures what is good, what is bad.
Game actions: guessing from pictures, good or bad deed; comparison of actions; lay out the cut pictures.
Game progress
Children look at and compare pictures of bad and good deeds. Explain what the deed is bad, what is good.
Cut pictures are distributed to children in several pieces. Children arrange the pictures into bad and good deeds, while explaining what this deed is.
The winner is the child who more accurately and correctly explains this or that act in the picture.
The "Book of Emotions" helps us to form a positive, emotional and mental attitude of the child, to form a moral idea of caring for each other, for others. Experience the good as joy, dislike the bad. The child begins to better understand his emotional sensations and feelings, in his mood and in the mood of other children.
Good luck!!!
Used Books:
M.I. Chistyakova Psycho-gymnastics M. 1990
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