Card index of games for early preschool children

Games-activities with didactic material.

Continue to enrich children's sensory experiences. Develop the ability to distinguish objects by size: with the help of an adult, assemble a pyramid of 4-5 rings (from large to small), of 4-5 caps.

Develop the ability to select lids (round, square) to boxes and caskets of appropriate shapes; collect double didactic toys (matryoshka dolls, barrels), make cut pictures from two parts (pyramid, apple, etc.).

Practice matching planar figures (circle, square, triangle, rectangle) with the holes of the teaching box.

Conduct didactic games to develop auditory attention (“Who lives in the house?”, “Who called us?”, etc.).

Develop the ability to distinguish four colors (red, blue, yellow, green); at the suggestion of an adult, select objects of a certain color.

Use special teaching aids: help children correlate the color and shape of mushrooms and bushings with the color field, planar and three-dimensional objects with the shaped holes of boxes and tables. Provide the opportunity to independently play with educational toys, small and large building materials.

Games and activities with building materials (tabletop, floor). Continue to introduce children to some forms (cube, brick, prism, cylinder), “objectifying” them (cylinder - column, pipe).

Introduce methods of construction - applying, overlaying. Encourage children to play with buildings together with an adult and use story toys for games.

To develop the ability to use familiar forms of building materials and elements of plastic construction sets when constructing their own various buildings.

In the summer, play with natural materials while walking. Combine sand games with games with building materials, water games with story games. Develop the ability to lay out pebbles, shells, and cones depicted by adults on the sand.

Musical education.

Create a joyful mood in children by singing, moving and playing to music.

Evoke an emotional response to music using a wide variety of techniques (gestures, facial expressions, singing along, movements), the desire to listen to musical works.

Repeatedly repeat with children the works with which they were introduced earlier (in the first year of life and during this year).

Begin to develop musical memory in children.

Arouse joy from the perception of a familiar piece of music, a desire to listen to it to the end. Help to distinguish the timbre sound of musical instruments (pipe, drum, accordion, flute), show the instrument (one of two or three) on which the adult performed the melody.

When singing, stimulate children's independent activity (onomatopoeia, singing along with words, phrases, simple chants and songs).

Continue to improve movements to music, learn to perform them yourself.

To develop children’s ability to listen to music and, with a change in the nature of its sound, change movements (switch from walking to stamping, spinning). Help to feel the character of the music and convey it through playful actions (the bear walks, the bunny jumps, the bird pecks).

Holidays, music games, entertainment

Involve children in story-based musical games. Shape

the ability to transform when perceiving the music that accompanies the game. Induce joy and a feeling of satisfaction from gaming activities.

Show children performances that are simple in content.

Approximate musical repertoire

Hearing. "Horse", music. E. Tilicheeva, lyrics. N. Frenkel; “Hens and Chicks”, music. E. Tilicheeva; "Waltz of the Dogs", music. A. Artobolevskaya; F. Liszt's Second Hungarian Rhapsody (fragment); "Three Girlfriends", music. D. Kabalevsky; “Fun - Sad”, music. L. Beethoven; "March", music. S. Prokofiev; "Sports March", music. I. Dunaevsky; “Our Tanya”, “Dropped the bear”, “Goby is coming”, music. E. Eliseeva-Schmidt, poems by A. Barto; “Mother’s caresses”, “Complaint”, “Sad song”, “Waltz”, music. A. Grechaninova.

Singing and singing along. "Water", music. E. Tilicheeva, lyrics. A. Shibitskaya; "Lullaby", music. M. Kraseva, lyrics. M. Charnoy; “Mashenka-Masha”, Russian. adv. melody, arr. V. Gerchik, lyrics. M. Nevelshtein; "Sparrow", Russian. folk melody; “Ghouli”, “Bai-bai”, “A steam locomotive is traveling”, “Fox”, “Cockerel”, “Magpie”, music. S. Zheleznova.

Figurative exercises. “Bear”, “Bunny”, music. E. Tilicheeva; “The bear is coming,” music. V. Rebikova; “The Bunny is Jumping”, Russian. adv. melody, arr. An. Alexandrova; "Horse", music. E. Tilicheeva; "Bunnies and fox", music. B. Finorovsky, lyrics. V. Antonova; “The bird is flying”, “The bird is pecking”, music. G. Frida; “Chicks and hen”, music. A. Filippenko.

Musical and rhythmic movements. "March and Run", music. R. Rustamova; “Yes, yes, yes!”, music. E. Tilicheeva, lyrics. Yu. Ostrovsky; "Yurochka"

Belarusian dance, arr. An. Alexandrova; “Let’s knock with chopsticks”, Russian Nar. melody; "Tambourine", Russian. adv. melody, arr. M. Rauchwerger; "Drum", music. G. Frida; "Petrushki", music. R. Rustamova, lyrics. Yu. Ostrovsky; "Bear", music. E. Tilicheeva, lyrics. N. Frenkel; "Bunny", Russian. adv. melody, arr. An. Alexandrova, lyrics. T. Babacan; “Catch-up”, music. N. Alexandrova, lyrics. T. Babajan, I. Plakidy; dance “That’s how good”, music. T. Popatenko, lyrics. O. Vysotskaya; “This is how we dance,” Belarusian. adv. melody, arr. R. Rustamova; “The sun is shining”, lyrics. and music.M. Charnoy.

Approximate list of holidays and entertainment

Holiday. New Year's party "Christmas tree".

Stories with musical illustrations. "In the Forest", music. E. Tilicheeva; “Holiday”, “Musical Instruments”, music. G. Frida; "Crows", music. M. Rauchwerger.

Singing games. “Bunny”, “Sunny”, “The Horned Goat is Coming”, “Cockerel”, Russian. adv. games, music A. Grechaninova; "Bunny", music. A. Lyadova; “The Sparrows and the Cat”, German. dance melody, lyrics A. Anufrieva; "Ride it,

horse, us!”, music. V. Agafonnikova and K. Kozyreva, lyrics. I. Mikhailova; “We Can”, “Hide and Seek”, music. T. Lomovoy; “Multi-colored flags”, Russian. adv. melody.

Entertainment. “Visiting the doll Katya”, “Visiting the toys”, “On the lawn”, “Winter fun”, “Masha’s doll’s birthday”, “Who lives in the house?”, “At the zoo”, “At the circus” , “Visiting the Christmas tree” (as planned by the teachers).

Theatrical entertainment. Russian dramatization adv. Fairy tales (“Turnip”, “Ryaba Hen”), songs (“The Shepherd Boy”, music by A. Filippenko; “Parsley and Bobik”, music by E. Makshantseva), puppet shows (“Petrushka’s Friends”, T. Karamanenko; “The Bunny Got a Cold”, M. Bush; “Lyubochka and Her Helpers”, A. Kolobova; “Toys”, A. Barto).

Fun. Folk and wind-up toys, the “Butterfly” trick, playing with Russian. adv. nursery rhymes, surprise moments: “Wonderful bag”,

“Magic chest”, “Who came to us?”, “Magic balls”

(bubble).

Making an educational game with your own hands

Making a didactic game for kindergarten children is not at all difficult. The main thing is to decide what kind of game you want to make and what type: printed or object-based.

The pupils' parents will be happy to help make the attributes for playing with the doll (clothes, furniture). Mothers and grandmothers will knit hats and scarves, sew dresses and coats. Dads will make armchairs, sofas, cribs. Doll furniture can be placed on a rug or on a shelf, but it is better to put clothes and shoes in a spacious box, for example, a shoe box, and make a bright, beautiful inscription.

Games with plastic bottle caps, clothespins, and laces are becoming increasingly popular. Templates for them can be found and printed on the Internet, and then choose clothespins of the desired color. These are the games “Hedgehog”, “Fir-tree”, “Sunshine”, “Pick up feathers for the cockerel”, “Fix the car” and others. They serve to develop dexterity and coordination of finger movements, cultivate perseverance, concentration, attention, and allow you to fix colors and shapes of objects.

Photo gallery: games with clothespins, laces and lids

This simple and cute caterpillar is easy to make yourself.

The basis for clothespins can be a hedgehog, a sun or a ladybug

Children will willingly make a tail for a parrot or a fish out of clothespins, or rays for the sun

In the shoelace game, small pieces are attached to a large background

The variety of uses for plastic bottle caps is limited only by the teacher’s imagination

You can invite children to put “berries” from lids into baskets

Important aspects of the theory

In kindergarten, pupils play not only for pleasure and entertainment, they learn useful knowledge and skills, develop, learn to be good friends, love nature, and respect others. Didactic (educational) games are designed to give children information that they cannot learn on their own only on the basis of observations and reproduction of environmental phenomena in a regular game. The main goal of the didactic game is the mental development of the child.

In an educational game, a child will learn knowledge that he cannot gain during a regular game.

Play is the leading activity in preschool age. In the process of gaming activity, knowledge of the surrounding world occurs.

Objectives of didactic games

The main objectives of didactic games arise from their content, that is, they depend on the type of game. Depending on the content, didactic games at an early age can be:

• on the formation of sensory standards (color, shape, size),
• on the development of fine motor skills (movement of fingers, palms),
• on speech development (replenishment and activation of vocabulary),
• to get to know nature,
• for familiarization with the objective world.

In addition, didactic games solve a number of other problems:

• development of communication skills, interaction with peers,
• moral education of children,
• development of cognitive processes (attention, memory, thinking).

Techniques

When conducting a didactic game with children in a nursery group, the most appropriate techniques are:

• sudden appearance of objects, toys,
• making and guessing riddles,
• reading small folklore forms (rhymes, songs),
• creating game situations (the doll is sick, wants to sleep, wants to eat),
• playing with toys, objects (“Wonderful bag”),
• surprise (you need to find a hidden object),
• changing the location of toys (bunny on the table, behind the closet),
• showing objects in different actions (the doll sleeps, walks, eats),
• demonstration to adults of the sequence of game actions,
• elements of dramatization (children imagine themselves as animals, carriages of a steam locomotive).

It is important. In the younger group, the teacher explains the rules in detail and plays with the children.

Types of didactic games and requirements for their implementation at an early age

It is necessary to properly organize and systematically conduct didactic games from the very first stay of the child in kindergarten. The following general requirements are imposed on the organization of didactic games in the first junior group, based on the psychological characteristics of the pupils:

• The game must be appropriate for the children's age and software requirements.
• Participation in the game must be voluntary. Practice shows that children usually readily respond to a teacher’s offer to play, made in an emotional, friendly tone. If the child categorically does not want to take part in the game, he should be left under the supervision of an assistant teacher, play the game with the other children, and then find out the reason for the refusal. Perhaps it lies in poor health or mood.
• Young children have very developed imitation. Verbal instructions and explanation of rules at an early age are not enough. Mandatory supervision of the game by an adult (educator) is required. It shows how to play, the sequence of actions.
• The game is built with indispensable reliance on the personal experience of children. You should not take unfamiliar objects, otherwise the kids will be distracted from the game, start looking at them, and the most timid ones will simply refuse to play.
• Unlike older children, in whom frequent changes of games are encouraged, with young children it is preferable to play familiar games with gradual complication. Frequent repetition of already familiar actions gives children a feeling of comfort and self-confidence.
• The game should be simple enough for the child to complete the game task, that is, it is necessary to create a guaranteed “success situation.” This will encourage the child to continue to actively participate in games.
• An upbeat mood and a positive emotional background are very important. Young children are praised not for their results, but for their participation in the game and their efforts. Rewards must be present during every game.

Games with objects

Since the main type of activity of children at an early age is object-based, and children think based on actions, a large role at an early age is given to playing with objects (toys, dummies, natural materials). When planning object games with the youngest students, the teacher should think through the following points:

• Organizing a place to play. If the game is played while sitting, it should be one or more tables put together so that all participants in the game and the teacher can sit comfortably at it. If the game takes place in the form of a journey, it is necessary to carefully prepare a “route” with stops, one or two, and remove from the children’s route all bright, large, distracting objects and toys that are not related to the game.
• Selection of materials. Objects, natural materials, toys must be completely safe. Children of the third year are not recommended to play with beans and peas; it is better to give them chestnuts, leaves, large durable shells, unpainted wooden chocks, and blocks. They have a beneficial effect on the child’s psyche and have great developmental potential when playing with colored and regular sand, semolina, and millet. Kids can bury and look for objects in them, sprinkle them, and draw patterns.

  Playing with objects is of greatest interest to kindergarten children

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Board-printed games

Printed board games are more complex; in them, the child needs to “switch” from an object to its image, that is, to use abstract thinking. There are also some features that need to be taken into account:

• Images of objects and creatures in games for young children should correspond as much as possible to natural ones, have colors, proportions, and parts characteristic of real objects.
• The increase in complexity must be combined with the principle of accessibility. That is, by giving the child material that is understandable, when the game is repeated, the task becomes more complicated. For example, in the game “Fold the Picture,” an image familiar to children is taken (a kitten, a house, a steam locomotive), but first the kids put the image together from 4, then from 6, and later from 8 and 12 parts.

Board and printed games require increased attention and logical thinking from children

Word games

Word play is most difficult for young children because their speech is not sufficiently developed, as is the pronunciation of sounds and memory. At first, kids can perform only the simplest tasks (repeat heard sounds, imitate familiar ones), and by the end of the year they have access to games to form new words, compose short sentences, select simple words to describe the quality of an object (“Name it affectionately,” “Which one, which one?” ", "Describe what you see"). Verbal didactic games at an early age perform the following tasks:

• contribute to the formation of correct sound pronunciation,
• develop coherent speech,
• activate the child’s existing vocabulary,
• contribute to enrichment, replenishment of vocabulary,
• learn to listen and perceive speech, answer questions,
• develop voice strength, speech rate, speech breathing.

Verbal play can also be active; during it, children will willingly pronounce imitative words that require practice.

There are also requirements for conducting verbal games with young children:

• The teacher’s speech is a model for the child. It must be competent, correct, and emotionally charged.
• The teacher must have expressive speech, be able to speak at different tempos, quietly and loudly, but at the same time clearly.
• The game is always played using visual aids (illustrations, objects, subject pictures). When playing word games on walks, you can use natural objects as visual aids: trees, sky, flowers, etc.
• It should be taken into account that in winter it is not advisable to conduct verbal games in the open air, so as not to overcool the children’s vocal apparatus.

Table: card index of didactic games for young children

Video: didactic game for recognizing different sounds

Taking into account some of the characteristics of young children and showing creativity and imagination, a preschool teacher can diversify the activities of his charges not only with fun, entertaining games. The teacher certainly uses in his work didactic games that teach new things, develop fine motor skills, cognitive and speech abilities, and cultivate kindness, humanity, love and interest in the world around him.

Organization and structure of didactic games in an early age group

Organization of the game includes:

• preparation for the
• direct gaming activity,
• analysis.

When preparing the game, the teacher must:

• select it, guided by the set goals and objectives,
• choose a convenient place and time (during organized educational activities, walks, morning reception) for the game,
• determine the number of participants,
• prepare materials, equipment,
• think about the course of the game, methods of managing it (showing, explaining),
• carry out preliminary work with children.

Timing game plan

The didactic game goes through the following stages:

1. Introductory part (1–2 min). Children are briefed on the content of the game and shown the didactic material that will be used in it.
2. Main part (6–7 min). Message of the game task and rules of the game. For the little ones, the rules are extremely simple, and their explanation does not take much time. If not all children understood the rules immediately, the teacher explains them again as the actions are performed.
3. Show game actions. It should be clear, understandable, and can be repeated during the game.
4. Performing play actions by children under the direct control and participation of a teacher, who not only seeks interaction between the child and an adult, but also directs children to interact with peers.

A didactic game in a group of children of the third year of life can last on average 8–10 minutes, but this framework is not strictly limited. If children's interest in the game is great, then it is extended, developed, and it can last up to 15 minutes. Having noticed that the children are tired and distracted, the teacher has the right to end the game earlier.

After the game, the teacher analyzes its progress and results: what worked, what didn’t work, what techniques turned out to be the most effective and helped achieve the goals. Children's individual preferences in the game should also be noted and taken into account in subsequent games.

Analysis of the game helps the teacher modify it in the future, enrich it with new material.

Table: example of a summary of a didactic game in the first junior group