The use of riddles in the mental education of preschool children

Perform developmental exercises from Ikyusha

Mathematics

Reading

The world

Logics

English language

What riddles are the most popular among children?

Of course, about animals! This is due to the strong influence of Russian folk tales, in which many stories are dedicated to forest dwellers. Fairy-tale heroes are always endowed with bright characters, so readers empathize with them, and we can draw clear conclusions from the plot of fairy tales. The characteristics of the animals that we meet in fairy tales often form the basis of riddles-descriptions and riddles-questions about animals: “He walks around in the cold winter, angry, hungry” - a wolf.

Main themes of riddles

Most often, the themes of riddles for children are related to what we encounter in life, but there are also folk riddles, the answer to which is not always obvious to a modern person. The answers may seem complicated due to the fact that both outdated words and everyday situations are used (“I will stand, so above the horse, lie down, so below the cat” - yoke)

. Nevertheless, Russian folk riddles are part of the culture that can be introduced to children of different ages.

So, what are the riddles about:

• about natural phenomena There's a piece of bread hanging over grandma's hut. The dog barks, but he can’t get it.
  View answer

  month

• about animals Sleeps in winter and loves honey. He will go to the forest to pick raspberries. And the den is his home, Show me who he is?
  View answer

  bear

• about plants, vegetables and fruits “Without windows, without doors, the room is full of people”
  View answer

  cucumber

• about fairy-tale characters She was friends with Pierrot and Pinocchio, and her name is...
  View answer

  Malvina

• about everyday life “Two rings, two ends, and a stud in the middle.”
  View answer

  scissors

The following types of riddles are distinguished by form:

1. riddle-description - the most striking and distinctive qualities of the mysterious object or its individual parts are listed (“Without arms, without legs, crawling on its belly” - a worm);
2. riddle-question (“Why do they hammer a nail?” - the head);
3. riddle-contrast (“Not a bush, but with leaves, not a shirt, but sewn, not a person, but telling” - book);
4. letter riddles: charades, metagrams, anagrams, logogriffs (“With the letter “K” we take it for mowing, and without the “K” it will sting you on the nose” - scythe - wasp);
5. riddles-tasks (“The rooster laid an egg. Who will get it?” - no one, roosters do not lay eggs).

If riddles with descriptions contain a lot of colorful artistic images, are filled with a richness of language and play of imagination, then riddles-tasks and riddles-questions involve more logical thinking and analytical abilities.

For children, start asking simple riddles, and then switch to more complex ones. Then invite your child to create his own and tell him about the basic rules and techniques that help create a successful riddle:

1. decide on the subject of the riddle - it could be an animal, a natural phenomenon, an inanimate object. Take any topic, but the subject should be understandable to everyone;
2. think about what the object is like , what properties it has, what striking features distinguish it from others. Choose the most interesting synonyms, adjectives and verbs to write a description;
3. use literary methods: personification (to give an inanimate object the signs of an animate one), metaphor (a colorful comparison with a figurative meaning).
4. Carry out an analysis - what components can an object be broken down into, what properties do these parts have?
5. if you have confidence in your abilities, rhyme the conditions of the riddle , trying not to lose the meaning of what was planned. However, the process of creating riddles in itself can still become an exciting developmental process without being focused on the result. Arm yourself with a good mood and a sense of humor and have fun training your brain at any age!

Progress of the lesson.

Guys, now I will tell you an interesting but sad story. When I went to work in the morning, on the porch of our kindergarten I met small forest animals. They all cried bitterly. I asked why they were crying and they replied that they had forgotten their names. I had to reassure them, saying that you and I will definitely find out what their names are. Well, guys, let's help the little animals remember their names? And in order to find out the names of our forest friends, we will need to guess riddles . Ready? Then let's begin!

Fluffy tail - beauty!

Well done! We have already helped the little fox and found out her name. Which one of you wants to be a fox today? Polina will be a fox (I put a fox hat on Polina)

.
Show me how a fox walks, and what kind of fox is it? Polina, where does the fox live in our group? (Polina finds a fox)
. Take Polina with you

little fox, let her also guess riddles . And now the next riddle .

A ball of fluff, a long ear,

Jumps deftly and loves carrots.

Well done! It's a hare! Dima, today he will be a bunny (I’m wearing a bunny hat)

.How does a bunny jump, and how does he gnaw a carrot? Find the bunny in the group, Dima. Let him sit next to you.

He is prickly, but not a Christmas tree,

In needles, but not pine.

It can curl up into a ball.

And Ksyusha will be a hedgehog (I put on a hedgehog hat)

. What hedgehog? Show me how he puffs. Find the hedgehog, Ksyusha. Take your hedgehog with you.

She immediately ran into the hole.

What kind of baby is this?

Well done! Who will be the mouse? Sonya will be the mouse. Sonya, how does the mouse squeak? (I put on a mouse cap)

. Find the mouse, Sonya, plant it next to you.

Guys, we have worked hard, let's play. Now we will show how the weather changes. Game “The wind is blowing in our faces”
(2-3 times)
.

And now, we must help other little animals find out their names.

Who sucks their paw in winter?

He also loves honey.

Can roar loudly

Who will be the bear? Seryozha (putting on a bear hat)

will be a bear.
Show me how a bear walks and how it roars? Find the bear, Seryozha. We now have a bear and we can play (Game “At the Bear in the Forest”)
He makes friends with the fox,

For others, terribly evil.

All teeth click and click,

Very scary gray .

And we will have a wolf, Ilyusha (I put on a wolf cap)

. Ilya, how does our wolf growl? What kind of wolf? Find the wolf, take it with you.

Who will be our frog? And our frog will be Styopa (I’m putting on a frog’s hat! Styopa, show how the frog jumps and how it croaks? Look for the frog and put it next to you.

Who will be our squirrel? Mila will be the squirrel (I put on the squirrel’s hat)

! Darling, how does a squirrel jump, and how does it gnaw nuts? Now find the squirrel and plant it next to him.

Guys, we remembered the names of all our animals and invited them all to visit us. I think they are very happy and grateful to us for our help. Even the sun outside the window is smiling - after all, the little animals don’t cry anymore, they laugh, they are happy that we helped them remember their names. Now let’s all sing a song about the sun and show how good it is for our little animals with their own names. Song "Sun"

. We will not say goodbye to our guests, they will go for a walk with us and show us a fairy tale.

Presentation about animals To consolidate and systematize children’s ideas about animals. To form preschoolers’ understanding of the ways animals eat. Deepen.

Source

"Journey to the land of mysteries."

Oksana Suvorova(Rekina)

"Journey to the land of mysteries."

"Journey to the land of mysteries."

Goal: continue to teach solving riddles .

Objectives: to clarify children’s ideas about riddles , to teach how to guess descriptive riddles , to consolidate knowledge about the characteristic features of wild animals, to cultivate love and respect for the environment and for animals, to cultivate perseverance, the ability to listen carefully to the teacher, to consolidate the names of animals in speech, to consolidate the use of words, denoting the qualities and actions of animals.

Equipment: toys: hedgehog, fox, bunny, wolf, squirrel, bear, frog, mouse, hats with animal images.

MAGAZINE Preschooler.RF

In kindergarten, riddles are used as a didactic, exciting tool in teaching children and organizing their leisure time. Guessing riddles activates children's vocabulary and strengthens the ability to identify essential features of objects.

Riddles develop curiosity in children and interest in their native language. They force the child to carefully think about each word, compare it with other words, find similarities and differences in them. The answers to many riddles seem funny and unexpected, which means they develop the child’s sense of humor and teach him to think creatively and outside the box.

Riddles are a type of oral folk art. Created by the people over many centuries of history, they constitute the invaluable wealth of their language. There are several definitions of a riddle. V.P. Anikin defines a riddle as “a tricky question presented in the form of an intricate, brief, usually rhythmically organized description of an object or phenomenon . According to the definition of folklorist V.I. Chicherov, “riddles are an allegorical description of an object or phenomenon, usually given in the form of a question . SOUTH. Illarionova defines that “a riddle is a brief description of an object or phenomenon, often in poetic form, containing an intricate task in the form of an explicit (direct) or implied (hidden) question .

The content of the riddles reflects human life and activity, phenomena of the surrounding reality, etc. With the development of society, the theme of riddles changes, but its significance in the life and development of a person remains unchanged: a riddle reflects the essence of an object or phenomenon, their most special features, which folk wisdom expresses very easily and simply, in ordinary, common words, which is of invaluable pedagogical value . For the learning process itself, this is the supporting point on which attention is focused, around which a complete understanding of the subject or phenomenon being studied is formed. It is advisable to ask children riddles in the appropriate situation. The riddle can be used on a walk, in games, at home, at work. It makes the child think, develops observation, the desire to think and understand the surrounding reality. The form itself, the riddles, attracts children's attention and makes learning interesting and unobtrusive. A riddle is a brief figurative description of an object or phenomenon in a somewhat abstract or allegorical form. This presents certain difficulties for the child, and therefore riddles are usually introduced in older groups. The teacher’s task is not for children to remember as many riddles as possible or to learn how to quickly guess them, but to ensure that, while guessing, the child learns to actively think, compare, compare. First, preschoolers solve riddles based on the perception of the simplest familiar objects. The teacher selects objects and places them in front of the children. After the objects have been examined, the teacher makes a riddle about them, for example, “Two ends, two rings, in the middle there are carnations . Next, the teacher looks at the scissors with the children again and explains the riddle. The teacher should encourage children who are trying to make riddles on their own, help them with this, suggest the right words and phrases.

Solving riddles is a truly complex series of mental operations. Given the complexity of such an activity as solving a riddle, training work should begin with the younger group. In the younger group, you can use descriptive riddles (unrhymed text containing the names of various qualities of an object and, possibly, a method of action or purpose). Such “riddles” are quite accessible to children 3-4 years old, since at this age children, as a rule, have already formed ideas about the color, size, and sometimes taste of objects, and these qualities are functionally significant (lemon is only yellow and sour, cucumber is green ). The vocabulary of children of primary preschool age includes a sufficient number of adjectives and verbs. Descriptive riddles offered to children of the primary preschool group are divided by topic. These riddles are used in the didactic game “Find out by description” .

Riddles - descriptions (3-4 years).

Flowers: chamomile - it has many white petals; dandelion - it has many yellow petals.

Vegetables: potatoes - brown skin, white inside; carrots - they are elongated and orange; cucumber - elongated, green, tomato - round, red, hanging; turnip - round, large, yellow, sweet.

Trees: birch - it has a white trunk, pine - it has long green needles.

Fruits: apple - round, can be red, yellow, green; sweet, sour; banana - elongated, yellow.

Insect: butterfly - it has beautiful wings, it flutters; Beetle - it buzzes.

Birds: crow - large, black, croaks; sparrow - small, chirping; The rooster is big and crows.

Animals: cat – fluffy, meows, washes itself; dog - bites, barks; hare - gray in summer, white in winter, he has long ears (ears are larger than head); fox - red coat, long fluffy tail, cunning; The bear is large, brown, has a small tail, sleeps in winter.

Toys: a ball - like a ball, jumps, a doll - it looks like a girl.

Clothes: coat - we wear it only in autumn, winter, spring: jacket - we wear it in autumn, spring.

Transport: truck - it has a body; a passenger car - it drives, few people enter it.

Dishes: a cup - tea is poured into it, it has a handle, a saucepan - soup is boiled in it.

Furniture: table - they eat on it, draw, write, sculpt; a chair - people sit on it and have legs; bed - they sleep on it.

Parts of the body: hands - they help us eat, sculpt; legs - they help us walk, run, jump; fingers - they help us take, hold, write, draw.

Children of the middle age group are already quite good at distinguishing correct pronunciation from defective ones. This is explained by the fact that at this age there is an intensive development of phonemic hearing (although the phonetic side of speech may still be very imperfect). By the age of 5 - 5.5 years, children can already identify the first and last sounds in a word, count the number of syllables, divide a word into syllables, find words with similar phonetic composition, and choose a rhyme for a word. This explains the fact that when working with children 4-5 years old, you should use riddles that require finishing the last word - the guess. The riddle, therefore, is given in a rhymed form, which attracts the attention of children, increases their interest, and activates speech (in order to select a guessing word in a rhyme, the child must analyze the content of the riddle itself (a number of verbal and mental operations), select several words that are suitable in meaning, and then select a rhyming word from among them.

In the older group, children should be offered riddles that correspond to the general idea of ​​riddles, a rhyming question. However, this question should not contain metaphorical descriptions and comparisons. Comparison should force the child to look for common external signs, and not those contained in the internal essence of any object or phenomenon. Children have a sufficient vocabulary that contains all categories of words, but the child is not yet able to draw complex analogies between an object and its description; associations arise only by external similarity, qualities, and actions. Therefore, riddles should be those that would force the child to think and reason, but not on an abstract, but on a sensory level. The gradual complication of the content of the riddles offered to children makes it possible to activate an increasing number of mental operations in different age groups. Therefore, in the preparatory group, children are taught to identify the essential features of objects, combine objects into groups according to purpose, qualities, actions, and identify the necessary objects, provided they are sufficiently described. Moreover, in the younger group, the riddle comes down solely to a description (often unrhymed); in the middle group, a partial description with a rhyming hint; in the older group, a rhymed, fairly complete description.

In the preparatory group, to complicate the learning task, children are offered riddles containing a brief description, often with metaphorical comparisons and phrases. Compliance with the principle “from simple to complex” allows children to be sufficiently prepared for such a complex activity over the course of three years as solving riddles with abstract, comparative-descriptive content. Such riddles require children not only to know the properties, qualities of objects, the name of the objects themselves, but also the ability to make complex analogies, associations, and understand phraseological units and metaphors. Developing the ability to understand the meaning of phraseological units and metaphors is a rather difficult task, since even in older preschool age children often understand their meaning specifically. The teacher’s task is to understand the meaning of metaphors, metonymies, and phraseological units in a child’s understanding, making as many associations as possible. The meaning of the riddle, phrases, expressions, more than ever, are carefully analyzed in the preparatory group, since children must not only understand them, but also explain the content, their meaning on their own.