Didactic games on the topic “Dishes”
Didactic games on the topic: TABLEWARE
Goals:
- Development of visual attention, ability to correlate colors.
- Activation of the dictionary on the topic.
- Development of fine motor skills of the fingers.
The teacher invites the children to choose from the utensils placed on the table those that are needed for tea drinking. The children’s task is to set a table for tea with a blue napkin (blue dishes are chosen); work with other colors is carried out in a similar way.
Goals:
- Development of auditory attention.
- Formation of logical thinking and phrasal speech.
The teacher says that mother is very tired, invites the children to help her wash and dry the dishes, and clarifies which dishes are washed (dirty) and which ones are dried (wet). Then the teacher calls: WET PLATE, the children answer: WE WILL WIPE UP; teacher - DIRTY PAN, children - WE WILL WASH, etc.
Goals:
- Development of visual attention and memory.
- Activation of the dictionary on the topic.
Practical use of a simple sentence.
On the table in front of the children are cards with pictures of dishes or doll dishes (up to 5 items). The teacher examines and names it together with the children. Then he invites the children to close their eyes - to “rest”, and removes one object. When children open their eyes, they name which dish “broke.” You can put away unbreakable dishes, drawing the attention of children to the fact that this item cannot be broken.
Goals:
- Activation of the dictionary on the topic.
- Formation of the diminutive form of nouns in the singular.
Game “Three Bears”: Three bears came to the kitchenware store. Children are sellers. They offer the bears dishes according to their size, and tell why the little bear needs a plate, and the big bear needs a plate.
Game situation “What’s in the bag?”
- Guys, today there is something interesting for you in a wonderful bag. Lower the handle and take it out. Pot, kettle, frying pan, plate, spoon, cup, knife. All these items can be called in one word - dishes.
Didactic exercise “What is this?”
This is a saucepan. You can cook soup in it. This is a plate. You can put food in it. This is a spoon. You can use a spoon to scoop up food and put it in your mouth. This is a cup. You can pour tea into it and drink it. This is a knife. They can be used to cut bread. This is a frying pan. You can fry cutlets on it.
Didactic game “Put the food on plates”
- Look what products we have: green cucumbers, red apples, yellow pears, blue plums. You need to place these products on plates of the same color.
Applique and modeling “Tea set”
— There is a table in front of you (drawing).
- Show me where the plate, large napkin, and small napkins are on the table. How many large napkins? One large napkin. How many small napkins? Two small napkins. Take the boxes and see what's in them. Teapot and cups.
- How many cups? Two cups. How many teapots? One kettle. Place napkins, teapot and cups. There is only one kettle and it is large, so you put it on one large napkin. There are two cups and they are small, so you placed them on two small napkins. Now glue the teapot and cups.
“Now it would be nice to make some bagels for tea.” Take plasticine and roll it out into a thin sausage. Take it by the ends with both hands and wrap it into a ring. Connect the ends. It turned out to be a bagel. Place it on the plate and press down with your palm. Sprinkle poppy seeds on top and press with your finger. Make another bagel in the same way.
Didactic game “What’s missing?”
— There are dishes in front of you: a saucepan, a cup, a spoon, a plate. Remember them. Now I will cover the dishes with a handkerchief, and when I open it, something will be missing. What is missing?
Breathing exercise “Shoo, fly, fly away”
(Performed to the song of the same name).
— A fly flew in and landed on the dishes. - Shoo, fly, fly away! You have no business doing anything on our dishes. Blow on the fly to make it fly away. (Cut out drawings of flies are distributed to the children. The exercise is repeated several times).
Finger gymnastics “Helper”
Our Antoshka washes the dishes. (Rub your palms apart)
Washes fork, cup, spoon. (Extend your fingers from the fist, starting with the little finger)
I washed the saucer and glass. And he closed the tap tighter. (Imitating hand movement)
Game with clothespins “Fork”
- Here is a fork without tines. Make tines on the fork using clothespins.
Didactic game “Setting the table”
- In front of you in the picture there are dark spots - shadows. You need to place a suitable shaped dish on top of each shadow: plate, fork, knife, spoon.
Didactic game “Sorting dishes by size”
We washed the dishes clean. We didn’t forget to dry them: Cups and saucers stand in a row And sparkle in the sun.
— Make a pyramid of cups. Then stack the cups on top of each other.
Musical and rhythmic exercise “We are clinking dishes”
Children make sounds using various utensils to the song “We Clink the Dishes.”
Finger painting "Pan"
— Color the pan: put a fingerprint in the empty circles, and paint over the stripes.
Reading the poem "Dishes"
Girl Irinka was putting things in order. Girl Irinka said to the doll: “The napkins should be in the napkin holder. There should be oil in the oil can. There should be some bread in the bread bin. What about salt? Well, of course, in a salt shaker!”
Bas-relief modeling “Decorate the cups”
The cups are new for Mitya. So that he can drink tea, milk and lemonade. We need to decorate the cups.
Pinch off pieces of plasticine and roll into balls. Apply to the cup and press.
Musical and rhythmic exercise “The bear clinks with a spoon”
(Performed to the song of the same name).
Construction “We are waiting for guests”
“The nesting dolls are going to come visit us.” The nesting dolls are small and it won’t be possible to seat them at our large table, so we need to make small tables and chairs for the nesting dolls. Take a cube, place it in front of you, and place a brick on top of the cube. Like this. The result is a table. Now let's make a chair. Place it near the table, and place a brick behind it. Like this. (Vertical). The result is a chair with a back. And here are the nesting dolls! Have them sit on small chairs. And put the dishes on the table.
Examining plates made from various materials
- Here are the plates in front of you. Let's count them. One two three four. How many plates are there in total? Four plates. All plates are different. Here is a ceramic plate that is well known to everyone. Tap it with a spoon and listen to the sound you get. Here is a metal plate. Tap the spoon on it too. Here is a plastic plate. Tap it. But the plate is wooden. Knock on this plate too.
Didactic exercise “Tricky spoon”
“We’ll play with the spoon and name the dishes.”
Close your eyes, come on, guess which plate the spoon is knocking on.
Didactic game “Cut into two halves”
Using plastic knives, children “cut” vegetables into halves (secured with Velcro).
— How many parts did you cut your product into? Let's count: one, two. You cut it into two halves.
Modeling salt dough “Pancakes in a frying pan”
- Roll out the dough straight into a thick sausage. Cut the sausage into pieces with a knife. Squeeze each piece between your index finger and thumb, place it on the pan and press.
Exercise “Cooking lunch”
— There are dishes in front of you: a pot and a frying pan. Take the food, put it in a pot or pan and put it on the stove.
Didactic exercise “Folding napkins”
- Let's fold the napkins beautifully into a glass.
Summary of a lesson on cognition in the second group of early age on the topic “Utensils”
Lesson notes on cognitive development.
Familiarization with the subject world in the first junior group. On the topic: “Dishes” Goals: - Expand ideas about the world around us, clarify ideas about what dishes are needed for; learn to classify dishes, develop attention, memory, imagination, speech. Can, at the request of an adult, talk about utensils, is active when performing simple dance movements to the musical composition “March and Run” by E. Tilicheeva, answers questions during the conversation “Purpose of Objects”; masters the basic movements when performing the “Funny Ball” exercise, takes part in the “Find and Name” game. Integration of educational areas: - cognitive development, - social and communicative development, - motor development, - speech development, - artistic and aesthetic development. Types of children's activities: - play, - self-service and basic household work, - music. — communicative, — cognitive-research, — motor. Materials and equipment: dishes, dolls, a selection of pictures for display depicting dishes, toys. Preliminary work of the teacher: - preparation of demonstration and handout material.
Musical accompaniment: “March and Run” by E. Tilicheeva. Contents of children's organized activities
1. Organizational moment. Educator: Guys, look at the box I have (draws the children’s attention to the box that contains toys and dishes). Look what's in the box (takes out a toy and a plate). Yes, toys and dishes. Everything is mixed up. How can we now figure out where the dishes are and where the toys are? (Children's answers.) 2. Main part. Classification of dishes and toys. Educator: Look carefully at all the objects that are in the box and divide them: put dishes on one table and toys on the other (each child approaches the box, takes any object, names it and, with the help of the teacher, determines which group he belongs to belongs to: toys or dishes). For example, a child takes out a bunny toy and says: “This is a bunny.” The teacher asks: “Is the bunny a toy or a dish?” (Toy.) Place the bunny on this table.” Another child takes out a spoon: “This is a spoon.” The teacher asks: “Is a spoon a toy or a utensil? (Dishes.) Put the dishes on another table.” 3. Musical and rhythmic movements with toys. Educator: Guys, let's dance with toys, take one toy at a time and repeat the movements after me (to the music of E. Tilicheeva “March and Run”: squats, bending to the sides, raising the toy up, lowering it down, etc.). 4. Conversation “Purpose of objects.” Educator: Now let’s put the toys on the table from which they were taken. What were we dancing with now? (With toys.) Show where you put the toys. What can you do with toys? (Play, feed, put to bed, walk.) And what is on the other table? (Dishes.) What dishes are on the table? (Spoon, plate, cup, glass, goblet, saucer, fork.) What are the utensils for? (To eat from it, put food in it.) What do we put on the plate? (Children's answers.) What do we pour into a glass? (Children's answers.) What do we eat porridge with? (With a spoon.) Let's see what other utensils there are (slide show). Physical education teacher: Tell me, what’s in my hands? (large colored ball) Do you think this is a dish? Look how well he jumps (bounces it on the floor with one hand). Let us also jump on two legs, like a ball (the children jump, and the teacher says: “Jump-jump, jump-jump,” thereby setting the rhythm of the jumping. After a short pause, the game exercise is repeated). 5. Game "Find and name." Educator: Let's look again at what kind of dishes there are and what kind of toys (slide show) Guys, in kindergarten we need toys, and mom needs dishes in the kitchen (lays out pictures of kitchen utensils and toys on the table in front of the children). Let's arrange the pictures: toys for children, and dishes for mother (invites each child to take any picture in turn, name it and determine who needs this item: mother or children). 6. Reflection. Educator : Now we know what dishes are and what they are needed for. Let's prepare lunch for our dolls.
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