Didactic game “Wonderful Bag” in the younger group
The purpose of the didactic game “Wonderful Bag” is to improve tactile and visual perception and thinking ability.
Objectives of the presented games:
- determining the degree of development of motor skills;
- improvement of tactile and visual function;
- development of thinking and speech abilities;
- memory improvement;
- developing the skill of identifying objects by touch, describing them according to various characteristics;
- gaining skills in working with visual and schematic material;
- fostering communication skills, friendliness, and the ability to work in a team.
For the game in the younger group, prepare a large image of a flower, cards indicating the signs, as well as various objects or realistic images of them, which need to be placed in a bag. The number of flower petals must correspond to the number of cards with the following characteristics: color, smell, shape, taste, material, texture, size. Place the cards on the petals with the feature side facing down.
The presenter pulls out an object or image from the bag and names it. The child takes any card of his choice, turns it over, and looks at what feature needs to be used to describe the object. For example, the first object pulled out was an orange. The first player takes a card, and the “shape” sign appears on it. The child names the sign: “Round.” The second player takes another card, there o. The child calls: “Orange.” And so on until all the cards are used.
If necessary, children touch and smell the object to give the most accurate definition. When the attributes for one object run out, it is postponed. The presenter again lays out the cards on the flower and takes out a new object from the bag.
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Didactic games"Wonderful bag"
TARGET:
teach children to recognize objects by characteristic features.
PROGRESS.
When organizing the game, the teacher selects objects familiar to the children. Having seated the children in a semicircle, so that all objects are clearly visible to them, the adult has a short conversation. Then he asks several kids to repeat the names of the objects and answer what they are needed for.
Now we'll play. The one I call must guess what I will put in the bag. Masha, look carefully at the objects that are on the table. Do you remember? Now turn away! I'll put the toy in the bag, and then you can guess what I put. Place your hand in the bag. What's in there? ( Child's answer)
You named the item correctly. Other children can be called in this way.
In order to complicate the game, another rule is proposed: several toys are placed in a bag. None of the children know about them. The called child, putting his hand into the bag and feeling for one of the toys, talks about it. The bag will open if the children recognize the toy by the description.
Speech development games
What kind of item?
Goal:
learn to name an object and describe it.
Move.
The child takes out an object, a toy, from a wonderful bag and names it (it’s a ball). First, the teacher describes the toy: “It’s round, blue, with a yellow stripe, etc.”
Guess the toy
Goal:
to develop in children the ability to find an object, focusing on its main features and description.
Move.
3-4 familiar toys are put on display.
The teacher says: he will outline the toy, and the task of the players is to listen and name this object. Note:
1-2 signs are indicated first. If children find it difficult 3-4.
Who will see and name the most
? Goal:
to teach to designate with words and actions the parts and signs of the appearance of a toy.
Move. Educator:
Our guest is the doll Olya. Olya loves to be praised and people pay attention to her clothes. Let's give the doll pleasure, describe her dress, shoes, socks.
Soroka
Purpose:
to correlate the verb with the action it denotes and with the subject who performed this action.
Materials: needles, glasses, soap, bell, brush, iron. Brush, broom, toy – Magpie bird. Move. Educator:
While you were at home, a magpie flew into the kindergarten and collected various things in its bag. Let's see what she took (The teacher lays out the items)
Children:
Soroka, soroka Give us some soap
Magpie:
I won’t give it, I won’t give it away. I’ll take your soap. I’ll give it to my little shirt to wash.
Children:
Magpie, magpie Give us the needle!
Magpie:
I won't give it up, I won't give it up. I'll take a needle and sew a shirt for my little one.
Children:
Magpie, magpie, give us the glasses
Magpie:
I won't give it up, I won't give it up. I myself, without glasses, cannot read forty poems.
Children:
Forty, forty. Give us the bell.
Magpie:
I won't give it up, I won't give it up. I'll take the bell. I’ll give you the shirt - call me, son.
Educator:
You, magpie, don’t rush, ask the kids. They will all understand you. Everything you need will be served.
Educator:
What do you want to do, magpie? (Clean, iron, dye...)
Educator:
Children, what does a magpie need for this? (Children name and bring all the items)
The magpie thanks and flies away.
Name as many objects as possible.
Purpose:
to train children in clear pronunciation of words.
Move.
The teacher invites the children to look around them and name as many objects that surround them as possible (name only those that are in their field of vision). The teacher makes sure that the children pronounce words correctly and clearly and do not repeat themselves. When the kids can no longer name anything themselves, the teacher can ask them leading questions: “What’s hanging on the wall?” etc.
Olya's assistants
Purpose:
to form plural forms.
Numbers of verbs. Material:
Olya doll.
Move.
— The doll Olya came to us with her assistants. I’ll show them to you, and you can guess who these assistants are and what they help Ole do. The doll is walking along the table. The teacher points to her legs. - What is this? (These are legs) - They are Olya’s assistants. What are they doing? (Walk, jump, dance, etc.) Then he points to other parts of the body and asks similar questions, the children answer (take hands, draw...; teeth chew, bite, gnaw...; eyes look, blink...)
Multi-colored chest
Purpose:
to teach children to focus on the ending of the word when agreeing neuter (feminine) nouns with a pronoun.
Material
: box, subject pictures according to the number of children.
Move.
Educator:
I put the pictures in a multi-colored chest. Come on, Ira, take a look, take out the picture, name it.
Children take out a picture and name what is shown on it.
Tell me which one?
Goal:
To teach children to identify the characteristics of an object.
Move.
The teacher (or child) takes objects out of the box, names them, and the children point out some feature of this object. If the children find it difficult, the teacher helps: “This is a cube. What is he like?
“Magic cube”
Game material:
cubes with pictures on each side.
Rules of the game.
A child throws a dice.
Then he must depict what is drawn on the top edge and pronounce the corresponding sound. Move.
The child, together with the teacher, says: “Spin, spin, lie on your side,” and throws the dice. On the top edge there is, for example, an airplane. The teacher asks: “What is this?” and asks to imitate the rumble of an airplane. The other sides of the die are played in the same way.
“Unusual song”
Rules of the game.
The child sings vowel sounds to the tune of any melody he knows.
Move. Educator.
One day, beetles, butterflies and grasshoppers argued who could sing a song best. The big, fat beetles came out first. They sang importantly: O-O-O. (Children sing a melody with the sound O). Then the butterflies fluttered out. They sang a song loudly and cheerfully. (Children perform the same melody, but with sound A). The last to come out were the grasshopper musicians, they began to play their violins - E-I-I. (Children hum the same melody with the sound I). Then everyone came out into the clearing and began chanting with words. And immediately all the beetles, butterflies, and grasshoppers realized that our girls and boys sang best.
"Echo"
Rules of the game.
The teacher loudly pronounces any vowel sound, and the child repeats it, but quietly.
Move.
The teacher says loudly: A-A-A. the echo child quietly answers: a-a-a. And so on. You can also use a combination of vowel sounds: ay, ua, ea, etc.
“Gardener and Flowers”
Purpose:
to consolidate children’s knowledge about flowers (wild berries, fruits, etc.)
Progress.
Five or six players sit on chairs arranged in a circle. This is flowers. They all have a name (the players can choose a flower picture; they cannot be shown to the presenter). The leading gardener says: “It’s been so long since I’ve seen a wonderful white flower with a yellow eye that looks like a little sun, I haven’t seen a chamomile.” Chamomile gets up and takes a step forward. Chamomile, bowing to the gardener, says: “Thank you, dear gardener. I’m happy that you wanted to look at me.” Chamomile sits on another chair. The game continues until the gardener lists all the flowers.
“Who can name the most actions?”
Goal:
actively use verbs in speech, forming various verb forms.
Material.
Pictures: items of clothing, airplane, doll, dog, sun, rain, snow.
Move.
The Incompetent comes and brings pictures.
The children's task is to choose words that denote actions related to objects or phenomena depicted in the pictures. For example:
- What can you say about the plane? (flies, buzzes, rises) - What can you do with clothes? (wash, iron, sew up) - What can you say about the rain? (walks, drips, pours, drizzles, knocks on the roof) Etc.
“Kids and the Wolf”
Goal.
Finish the fairy tale at its beginning.
Material.
Flannelgraph and attributes for the fairy tale “The Goat with Kids”, bunny
Hod.
The teacher tells the beginning of the fairy tale, showing the figures of the characters.
- Listen to what happened next: The goat went back into the forest. The kids were left at home alone. Suddenly there was a knock on the door again. The kids got scared and hid. And this was a small /show/…(Children finish: bunny) Teacher:
bunny says….
Children:
don’t be afraid of me, it’s me – a little bunny.
Educator: The kids treated him... Children:
carrots, cabbage...
Teacher:
then they became... Etc.
“Wake up the cat”
Goal.
Activate the names of baby animals in children’s speech.
Material.
Elements of an animal costume (hat)
Move.
One of the children gets the role of a cat.
He sits, closing his eyes, (as if sleeping), on a chair in the center of the circle, and the rest, optionally choosing the role of any baby animal, form a circle. The one to whom the teacher points with a gesture gives a voice (produces an onomatopoeia corresponding to the character). The cat's task is
to name who woke him up (cockerel, frog, etc.). If the character is named correctly, the performers change places and the game continues.
"Breeze"
Goal.
Development of phonemic hearing.
Move.
Children stand in a circle. The teacher pronounces different sounds. If you hear a sound like oo, raise your arms and spin around slowly. The sounds u, i, a, o, u, i, u, a are pronounced. Children, hearing the sound u, make the appropriate movements.
"Pinocchio Traveler"
Goal.
Find your bearings in the meaning of verbs.
Material.
Pinocchio doll.
Move.
Pinocchio is a traveler. He travels to many kindergartens. He will tell you about his travels, and you will guess which rooms of the kindergarten or on the street he visited. — I went into the room where the children were rolling up their sleeves, soaping their hands, and drying themselves. - They yawn, rest, sleep... - They dance, sing, spin... Pinocchio was in kindergarten, when the children: - come, say hello... (When does this happen?) - have lunch, thank you... - dress, say goodbye... - sculpt a snow woman, ride sledging
"Hide and Seek"
Goal.
Formation of the morphological side of speech.
Bring children to understand prepositions and adverbs that have spatial meaning (in, on, behind, under, about, between, next to, left, right) Material.
Small toys.
Move.
The teacher hides the toys made in advance in different places in the group room, and then gathers the children around him. He tells them: “I was notified that uninvited guests have settled in our group. The tracker who was monitoring them writes that someone was hiding in the upper right drawer of the desk. Who will go on the search? Fine. Found it? Well done! And someone hid in the corner of the toys, behind the closet (Search). Someone is under the doll's bed; someone is on the table; what stands to my right” T.O. the children look for all the uninvited guests, hide them in a box and agree that they will again play hide and seek with their help.
“The postman brought a postcard”
Purpose.
Teach children to form verb forms in the present tense (draws, dances, runs, jumps, laps, waters, meows, barks, strokes, drums, etc.)
Material.
Postcards depicting people and animals performing various actions.
Move.
The game is played with a small subgroup.
Someone knocks on the door. Educator:
Guys, the postman brought us postcards.
Now we will look at them together. Who is on this card? That's right, Mishka. What is he doing? Yes, he drums. This card is addressed to Olya. Olya, remember your postcard. This postcard is addressed to Pasha. Who is pictured here? What is he doing? And you, Petya, remember your postcard. THAT. 4-5 pieces are considered. And those to whom they are addressed must correctly name the character’s actions and remember the image. Educator:
Now I’ll check if you remember your postcards? Snowmen are dancing. Whose postcard is this? Etc.
Didactic games in mathematics
- Make 2 equal triangles from 5 sticks
- Make 2 equal squares from 7 sticks
- Make 3 equal triangles from 7 sticks
- Make 4 equal triangles from 9 sticks
- Make 3 equal squares from 10 sticks
- Make a square and 2 equal triangles from 5 sticks
- Make a square and 4 triangles from 9 sticks
- From 9 sticks make 2 squares and 4 equal triangles (from 7 sticks make 2 squares and divide into triangles
Drawing up geometric shapes
Goal: to practice drawing up geometric shapes on a table plane, analyzing and examining them in a visually tangible way.
Material: counting sticks (15-20 pieces), 2 thick threads (length 25-30cm)
Tasks:
- Make a small square and triangle
- Make a small and a large square
- Make a rectangle, the top and bottom sides of which will be equal to 3 sticks, and the left and right sides will be equal to 2.
- Make sequential figures from threads: circle and oval, triangles. Rectangles and quadrangles.
Chain of examples
Purpose: to exercise the ability to perform arithmetic operations
Progress of the game: an adult throws a ball to a child and calls a simple arithmetic, for example 3+2. The child catches the ball, gives an answer and throws the ball back, etc.
Help Cheburashka find and correct the mistake.
The child is asked to consider how the geometric shapes are arranged, in what groups and by what criteria they are combined, notice the error, correct it and explain. The answer is addressed to Cheburashka (or any other toy). The error may be that there may be a triangle in the group of squares, and a red one in the group of blue shapes.
Only one property
Goal: to consolidate knowledge of the properties of geometric shapes, develop the ability to quickly select the desired shape, and characterize it.
Progress of the game: two players each have a complete set of geometric shapes. One places any piece on the table. The second player must place a piece on the table that differs from it in only one attribute. So, if the first one puts a yellow large triangle, then the second one puts, for example, a yellow large square or a blue large triangle. The game is built like a domino.
Find and name
Goal: to consolidate the ability to quickly find a geometric figure of a certain size and color.
Progress of the game: 10-12 geometric shapes of different colors and sizes are laid out in chaos on the table in front of the child. The presenter asks to show various geometric shapes, for example: a large circle, a small blue square, etc.
Name the number
The players stand against each other. An adult with a ball in his hands throws the ball and names any number, for example 7. The child must catch the ball and name adjacent numbers - 6 and 8 (smaller first)
Fold a square
Goal: development of color perception, mastering the relationship between the whole and the part; formation of logical thinking and the ability to break a complex task into several simple ones. To play the game you need to prepare 36 multi-colored squares measuring 80x80mm. The shades of colors should be noticeably different from each other. Then cut the squares. After cutting the square, you need to write its number on each part (on the back side).
Tasks for the game:
- Arrange the pieces of squares by color
- By numbers
- Make a whole square out of pieces
- Come up with new squares.
Ecological games
“What would happen if…” disappeared from the forest
The teacher suggests removing insects from the forest: - What would happen to the rest of the inhabitants? What if the birds disappeared? What if the berries disappeared? What if there were no mushrooms? What if the hares left the forest?
It turns out that it was no coincidence that the forest gathered its inhabitants together. All forest plants and animals are connected to each other. They won't be able to do without each other.
“Which plant is gone?”
Four or five plants are placed on a table. Children remember them. The teacher invites the children to close their eyes and removes one of the plants. Children open their eyes and remember which plant was still standing. The game is played 4-5 times. You can increase the number of plants on the table each time.
“Where does it ripen?”
Goal: learn to use knowledge about plants, compare the fruits of a tree with its leaves.
Progress of the game: two branches are laid out on the flannelgraph: on one - the fruits and leaves of one plant (apple tree), on the other - the fruits and leaves of different plants. (for example, gooseberry leaves, and pear fruits) The teacher asks the question: “Which fruits will ripen and which will not?” children correct mistakes made in drawing up a drawing.
"Guess what's in your hand?"
Children stand in a circle with their hands behind their backs. The teacher places fruit models in the children's hands. Then he shows one of the fruits. Then he shows one of the fruits. Children who have identified the same fruit in themselves run up to the teacher at a signal. You cannot look at what is in your hand; you need to recognize the object by touch.
Distribution of fruits by color
The teacher invites the children to distribute the fruits by color: put fruits with a red tint on one dish, yellow ones on another, and green ones on the third. The game character (for example, Winnie the Pooh) also participates in this and makes mistakes: for example, he puts a yellow pear with green fruits. The teacher and children kindly and delicately point out the teddy bear’s mistake and name shades of color: light green (cabbage), bright red (tomato), etc.
The teacher invites the children to arrange the fruits differently, according to their shape: round - on one dish, oblong - on another. After clarification, he gives the children the third task: distribute the fruits according to taste - put sweet fruits on one dish, savory ones on another. Winnie the Pooh is happy - he loves everything sweet. When the distribution is over, he puts the dish with sweet fruits next to him: “I really love honey and everything sweet!” “Winnie the Pooh, is it really good to take all the delicious things for yourself? - says the teacher. – Children also love sweet fruits and vegetables. Go wash your hands, and I’ll cut the fruits and vegetables and treat everyone.”
"Flower shop"
Goal: to consolidate the ability to distinguish colors, name them quickly, and find the right flower among others. Teach children to group plants by color and make beautiful bouquets.
Progress of the game: Children come to a store where there is a large selection of flowers.
Option 1. On the table is a tray with multi-colored petals of different shapes. Children choose the petals they like, name their color and find a flower that matches the selected petals in both color and shape.
Option 2. Children are divided into sellers and buyers. The buyer must describe the flower he has chosen in such a way that the seller can immediately guess what kind of flower he is talking about.
Option 3. Children independently make three bouquets of flowers: spring, summer, autumn. You can use poems about flowers. Fairy tale game “Fruits and vegetables”
Visual material: pictures of vegetables.
The teacher says: “One day a tomato decided to gather an army from vegetables.” They came to her with peas, cabbage, cucumbers, carrots, beets, onions, potatoes, and turnips. (The teacher puts pictures of these vegetables on the stand one by one) And the tomato told them: “There were a lot of people willing, so I set the following condition: first of all, only those vegetables will go to my army whose names have the same sounds as mine.” poommiidoorr.” - What do you think, children, what vegetables responded to his call? Children name, highlighting the necessary sounds with their voices: gorrooh, morrkoov, karrttoofel, turnip, cucumber, and explain that these words have the sounds p, p, as in the word tomato. The teacher moves pictures depicting the named vegetables on the stand closer to the tomato. Tomato conducts various training sessions with peas, carrots, potatoes, and turnips. Good for them! And the rest of the vegetables were saddened: the sounds that make up their names in no way fit the sounds of the tomato, and they decided to ask the tomato to change the condition. Tomato agreed: “Have it your way!” Come now, those whose names have as many parts as mine.” - What do you think, children, who responded now? Together we find out how many parts there are in the word tomato and in the name of the remaining vegetables. Each answer explains in detail that the words tomato and, for example, cabbage have the same number of syllables. Pictures depicting these plants also move towards the tomato. “But the onions and beets were even more saddened. Why do you think, children? The children explain that the number of parts in the name is not the same as that of a tomato, and the sounds do not match. - How to help them. Guys? What new condition could a tomato offer them so that these vegetables would join his army? The teacher should lead the children to formulate the following conditions themselves: “Let those vegetables come whose names have an emphasis in the first part” or “We accept into the army those whose names contain the same sounds (onions, beets).” To do this, he can invite the children to listen and compare where the stress is in the remaining words - the names of vegetables, and compare their sound composition. “All the vegetables became warriors, and there was no more grief!” – the teacher concludes
"Tops-Roots"
Children sit in a circle. The teacher names vegetables, the children make movements with their hands: if a vegetable grows on the ground, in a garden bed, the children raise their hands up. If the vegetable grows on the ground, the hands are lowered down.
"Find out and name"
The teacher takes plants from the basket and shows them to the children. Clarifies the rules of the game: here are the medicinal plants. I will show you some plant, and you must tell me everything you know about it. Name the place where it grows (swamp, meadow, ravine) And our guest, Little Red Riding Hood, will play and listen about medicinal herbs with us. For example, chamomile (flowers) is collected in the summer, plantain (only leaves without stems are collected) in the spring and early summer, nettle in the spring, when it is just growing (2-3 children’s stories)
"Not really"
All questions from the presenter can only be answered with “yes” or “no”. The driver will go out the door, and we will agree on what animal (plant) we will wish for him. He will come and ask us where this animal lives, what it is like, what it eats. We will answer him with only two words.
“Where are the snowflakes?”
Children dance in a circle around cards laid out in a circle. The cards depict different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, drop, etc. While moving in a circle, the following words are spoken:
So summer has come. The sun shone brighter. It's getting hotter, where should we look for a snowflake?
With the last word everyone stops. Those in front of whom the required pictures are located must raise them and explain their choice. The movement continues with the words:
Finally, winter has come: Cold, blizzard, cold. Go out for a walk. Where should we look for a snowflake?
The desired pictures are selected again, and the choice is explained.
Complication: There are 4 hoops depicting the four seasons. Children must distribute their cards to the hoops, explaining their choice. Some cards may correspond to several seasons.
"Wonderful bag"
The bag contains: honey, nuts, cheese, millet, apple, carrots, etc. Children get food for the animals, guess who it is for, who eats what. They approach the toys and give them treats.
"Name the plant"
The teacher asks to name the plants (third from the right or fourth from the left, etc.). Then the condition of the game changes (“Where is the balsam?”, etc.) The teacher draws the children’s attention to the fact that the plants have different stems. - Name plants with straight stems, with climbing ones, without stems. How should you care for them? How else do plants differ from each other? —What do violet leaves look like? What do the leaves of balsam, ficus, etc. look like?
"Where the fish hid"
Goal: to develop children’s ability to analyze, consolidate the names of plants, and expand their vocabulary.
Material: blue fabric or paper (pond), several types of plants, shell, stick, driftwood.
Description: children are shown a small fish (toy) that “wanted to play hide and seek with them.” The teacher asks the children to close their eyes and at this time hides the fish behind a plant or any other object. Children open their eyes. “How to find a fish?” - asks the teacher. “Now I’ll tell you where she hid.” The teacher tells what the object “the fish hid” looks like. Children guess.
"Magic Screens"
Goal: to develop in children the ability to organize objects by property, understand the conventions of notation, analyze, and compare objects.
Material: “Screen” with three “slot windows” into which tapes with symbols of properties are inserted. Ribbons are strips depicting objects with varying degrees of pronounced properties (for example, a large, medium and small apple). Rules and course of the game: the teacher or one of the children inserts an image of the object in the first “window”. He suggests choosing a “family” - building an ordered row.
For example: large circle, then medium, small; dark spot – light, very light, etc. At the beginning of mastering the game, the content is specially designed: a property is selected, pictures with a clear manifestation of this property are selected. In the future, you can use images with multiple properties. For example, in the first “window” there is a red apple, in the second and third “windows” there are apples of different shape, color, and size. Children discuss how to build a series, which property to choose.
"The Fourth Wheel"
You already know that not only do insects and birds fly, but we also have flying animals. To make sure you don't confuse insects with other animals, we'll play the game "Four Wheel"
- hare, hedgehog, fox, bumblebee;
- wagtail, spider, starling, magpie;
- butterfly, dragonfly, raccoon, bee;
- grasshopper, ladybug, sparrow, chafer;
- bee, dragonfly, raccoon, bee;
- grasshopper, ladybug, sparrow, mosquito;
- cockroach, fly, bee, cockchafer;
- dragonfly, grasshopper, bee, ladybug;
- frog, mosquito, beetle, butterfly;
- dragonfly, moth, bumblebee, sparrow.
Word game
I will read the words to you, and you think which of them are suitable for an ant (bumblebee, bee, cockroach). Vocabulary: anthill, green, flutters, honey, evasive, hardworking, red back, apiary, annoying, beehive, shaggy, ringing, river. Chirping, cobweb, flat, aphids, pest, “flying flower”, honeycomb, buzzing, needles, “jumping champion”, motley-winged, big eyes, red-whiskered, striped, swarm, nectar, pollen, caterpillar, protective coloring, repellent coloring.
Game option: what words are suitable for a vegetable (fruit, etc.)
"Earth, water, fire, air"
The players stand in a circle, with the leader in the middle. He throws the ball to one of the players, while pronouncing one of four words: earth, water, fire, air. If the driver said “earth,” the one who caught the ball must quickly name the person who lives in this environment; the player responds to the word “water” with the name of fish, and to the word “air” with the name of bird. When you hear the word “fire,” everyone should quickly turn around in a circle several times, waving their arms. The ball is then returned to the driver. The one who makes a mistake is eliminated from the game.
Outdoor game “Droplets go around in circles”
The teacher invites the children to play an interesting and magical game. But to do this you need to turn into small drops of rain. (Music sounds like rain) the teacher says the magic words and the game begins. The teacher says that she is Tuchka’s mother, and the guys are her little children, it’s time for them to hit the road. (Music.) The droplets jump, run, and dance. Mama Tuchka shows them what to do. Droplets flew to the ground... Let's jump and play. They got bored jumping around alone. They gathered together and flowed in small cheerful streams. (The droplets will form a stream, holding hands.) The streams met and became a big river. (The streams are connected into one chain.) Droplets float in a large river and travel. The river flowed and flowed and ended up in the ocean (children form a round dance and move in a circle). The Droplets swam and swam in the ocean, and then they remembered that Mother Cloud told them to return home. And then the sun just warmed up. The droplets became light and stretched upward (crouched droplets rise and stretch their arms upward). They evaporated under the rays of the sun and returned to mother Tuchka. Well done, droplets, they behaved well, they didn’t get into passers-by’s collars or splash themselves. Now stay with your mom, she misses you.
"Guess the plant"
Now each of you will make a wish for a houseplant and tell us about it without naming it. And we will guess the plant from the story and name it.
Ball game "I know"
Children stand in a circle, in the center is a teacher with a ball. The teacher throws a ball to the child and names a class of natural objects (animals, birds, fish, plants, trees, flowers). The child who caught the ball says: “I know five names of animals” and lists them (for example, elk, fox, wolf, hare, deer) and returns the ball to the teacher. Other classes of natural objects are called similarly.
"Birds, fish, animals"
The teacher throws the ball to the child and says the word “bird”. The child who catches the ball must pick up a specific concept, for example, “sparrow,” and throw the ball back. The next child must name the bird, but not repeat himself. The game is played in a similar way with the words “animals” and “fish”.
"Air, earth, water"
The teacher throws the ball to the child and names an object of nature, for example, “magpie.” The child must answer “air” and throw the ball back. To the word “dolphin” the child responds “water”, to the word “wolf” - “earth”, etc. Another version of the game is also possible: the teacher calls the word “air”. The child who catches the ball must name the bird. For the word “earth” - an animal that lives on earth: for the word “water” - an inhabitant of rivers, seas, lakes and oceans.
"Chain"
The teacher has in his hands a subject picture depicting an object of living or inanimate nature. When handing over the picture, first the teacher, and then each child in the chain, names one attribute of this object, so as not to repeat itself. For example, a “squirrel” is an animal, wild, forest, red, fluffy, gnawing nuts, jumping from branch to branch, etc.
"Who lives where"
The teacher has pictures with images of animals, and the children have pictures of the habitats of various animals (burrow, den, river, hollow, nest, etc.). The teacher shows a picture of an animal. The child must determine where it lives, and if it matches his picture, “settle” it by showing the card to the teacher.
"Flies, swims, runs"
The teacher shows or names an object of living nature to the children. Children must depict the way this object moves. For example: when hearing the word “bunny,” children begin to run (or jump) in place; when using the word “crucian carp,” they imitate a swimming fish; with the word “sparrow” - they depict the flight of a bird.
"Choose what you need"
Object pictures are scattered on the Table. The teacher names some property or sign, and the children must choose as many objects as possible that have this property. For example: “green” - these can be pictures of a leaf, tree, cucumber, cabbage, grasshopper, lizard, etc. Or: “wet” - water, dew, cloud, fog, frost, etc.
“Alike - not alike”
Purpose of the game: to develop in children the ability to abstract, generalize, identify objects that are similar in some properties and different in others, compare, compare objects or images.
Material: game sheet (screen) with three “window-slots” into which tapes with symbols of properties are inserted; ribbon strips indicating the properties of objects. Strips depicting objects are inserted into the first and third “windows”, and a strip indicating properties is inserted into the second.
Option 1. The child is asked to install the “screen” so that the first and third windows contain objects that have the property indicated in the second window. At the initial stage of mastering the game, the property is set by adults, then children can independently set the feature they like. For example, the first window is an apple, the second window is a circle, the third window is a ball.
Option 2. One child installs the first window, the second selects and sets the property that this object has, the third must select an object that matches the first and second windows. For each correct choice, children receive a chip. After the first round, the children change places.
Option 3. Used at the final stages of development. You can play with a large group of children. The child asks a “riddle” - he lines up images in the first and third windows that have a common property, while the second window is hidden. The rest of the children guess how the depicted objects are similar. A child who correctly names a common property gets the right to open a second window or make a new riddle.
"Two Baskets"
There are dummies or pictures of vegetables and fruits on the table. Children should put them into two baskets. At the same time, objects can be divided not only according to whether they belong to fruits or vegetables, but also according to color, shape, hardness - softness, taste or even smell.
"Protect nature"
On the table or typesetting canvas are pictures depicting plants, birds, animals, humans, the sun, water, etc. The teacher removes one of the pictures, and the children must tell what will happen to the remaining living objects if there is no hidden object on Earth. For example: if he removes a bird, what will happen to the rest of the animals, to humans, to plants, etc.
Games with letters and words
Letters around me
Goal: consolidate knowledge about letters; teach you to concentrate; expand your vocabulary; help develop observation skills.
Ask your child to look around the room and name all the objects that surround him, but only in alphabetical order. For example: A – watermelon, B – jar, C – hanger, D – curtains, etc.
Paintings
Goal: consolidation of knowledge about letters, expansion of vocabulary; development of visual memory; acquaintance with artists and paintings
Take a painting by an artist you like. Read the title of the painting and the name of the author to the child. Ask to find all the objects in the picture with a certain letter. Let’s say this is I.E. Repin’s painting “We Didn’t Expect.” Let the child find all the objects starting with a certain letter P (gender, portrait, coat, apron, etc.) Ask him to remember all the words starting with this letter. Close the picture and invite the child to remember all these objects.
Everything from "O"
Goal: consolidation of knowledge about letters; development of imagination, imaginative thinking, fine motor skills of the hand.
At the leader’s signal, the children begin to draw beautiful letters O (large and small). After the presenter says “Stop!”, the players stop drawing, look carefully at their drawing, try to guess what or who it all looks like, finish drawing and give a name to their work.
Letters in a cage
Goal: to consolidate children’s knowledge of letters;
development of focus and concentration. G
| AND | F | X | TO | IN | |
| m | e | w | ъ | e | n |
| R | ts | A | Yu | h | With |
| s | E | I | b | ||
| T | and | sch | Z | U | |
| V | l | O | P | th | D |
The adult offers the child a table and explains that the letters in it are not in order.
The child must find all the letters in the table from A to Z, saying them out loud. If you are playing with two children, then you can arrange a competition between them: who can quickly find and name all the letters in order. Goal: development of auditory memory, communication skills
The driver stands in a circle blindfolded. The children move in a circle and sing: “We’ve built a circle, we’ll suddenly turn around next to each other, and then we’ll say: “Leap, hop, hop!” Guess whose voice?” The words “Hop, hop, hop!” pronounced by one of the players appointed as the leader. The driver must guess who said the words. If he guesses correctly, he stands in the general circle, and in the center of the circle is the one whose voice was guessed. If not, he continues to drive.
Only funny words
Goal: expanding vocabulary, familiarizing yourself with the world around you, developing observation and concentration
It's better to play in a circle. The presenter determines the topic. You need to name one by one, for example, only funny words. The first player says: “Clown.” Second: “Joy.” Third: “Balloon”, etc., until the words run out. You can change the topic and name only green words, only round words, prickly words, etc.
Didactic game “Wonderful bag” in the middle group
The game reinforces ideas about basic geometric shapes and teaches them to identify them tactilely. For the lesson, prepare small figures: flat - circle, oval, triangle, square, rectangle, or volumetric, this is a more complex option - ball, cube, pyramid, cone, parallelepiped, cylinder. Place the figures in a bag.
Rules of the game: put your hand in the bag, feel for one of the shapes, do not take it out immediately, but say what kind of geometric shape it is. Then take out the figure so that everyone is convinced that the answer is correct. Children play in turns, each in turn taking only one object, the winner is the one who correctly names the maximum number of figures. If the player makes a mistake, the leader turns to other children, they give the figure the correct name.
In addition to geometric shapes, a set of wooden Wald toys is suitable for this game. It contains 30 objects up to 4 cm in size. All toys are recognizable objects: pine cones, Christmas trees, acorns, etc. The products are made of wood and have the same texture, making it easier for the player to focus on determining the shape.
Senior group
Older children can be offered an educational game aimed at developing the grammatical structure of speech. The goal of the game is to teach the coordination of parts of speech, the formation of coherent pronunciation, and the skill of external and qualitative description of objects.
To play, prepare a bag in which you put fruits and vegetables of different sizes, colors and shapes. The leader holds the bag and calls the players one by one. The player who comes out puts his hand in the bag, takes one of the items, and guesses by touch what it is. Then, without naming the object, he describes it to other participants. Children try to guess what their friend found.
It is important that the description given by the player is clear, comprehensive and detailed. The child should not just pronounce individual adjectives and nouns, but construct phrases. For example, a carrot was found in a bag. The player tells his comrades something like this: “It is long, orange, tapering towards the end, with greenery at the top, hard, sweet.”
