Alekseeva Olga Alexandrovna.
Teacher of MBDOU No. 122 "Sunshine", Cheboksary
Didactic game "Seasons"
DOWNLOAD (with photo)
Tree "Seasons".
“Game for preschoolers is a way of learning about the environment,
games have great pedagogical value -
they develop children's ingenuity, endurance,
self-control, sense of humor, organization.”
N. K. Krupskaya
Didactic games for preschoolers allow you to put the acquired knowledge into practice and learn something new. Undoubtedly, such skills will become the basis for further successful learning and the development of important qualities: curiosity, activity; responsiveness; ability to solve intellectual and personal problems, age appropriate; the ability to manage one’s behavior and plan one’s actions.
First of all, didactic games carry out cognitive development children. Play activity contributes to the expansion and deepening of ideas about the surrounding reality, the development of attention, memory, fine motor skills hands, observation, thinking and speech.
Didactic games contribute to children’s need to establish certain social relationships with peers and adults, and children’s behavior changes.
Didactic game
"Seasons"
(second junior group)
Target
- To develop in children the ability to identify the characteristic signs of the seasons;
- Develop attention, memory, thinking, fine motor skills;
- Develop coherent speech and resourcefulness;
- Practice solving riddles;
- Foster a love of nature and bring children joy from games .
Material: tree, pictures with signs of the seasons, toy bunny.
Vocabulary work: leaf fall, melting snow, den, snowfall.
Progress of the game:
1. The guys enter the group and see a sad bunny (next to him are pictures of the seasons). Educator: - Why are you so sad, little bunny? Guys, Bunny doesn't know what time of year it is. We will help you, tell you about each season.
2. Making riddles.
Educator: - You must not only guess the riddle, but also find a picture that depicts this time of year.
Empty fields
The ground gets wet
The rain is pouring down,
When does this happen? (Autumn)
Snow on the fields
Ice on the rivers
The blizzard is walking,
When does this happen? (Winter)
The snow is melting,
The meadow came to life
The day is coming
When does this happen? (Spring)
The sun is burning
The linden blossoms
The rye is ripening
When does this happen? (In summer)
Children find the corresponding picture and assign it to the “seasons” tree.
3. Exercise “Pick a Pair”
Children take one picture at a time. They call a sign of the season (the snow is melting, the sun is hot, the leaves are falling, etc.). Based on the signal, they find the same picture.
Educator: - Well done guys, they chose the right pairs. The bunny wants to play with you.
4. “Bunnies and Fox”
Bunnies scattered across the forest lawn. (Children easily run in all directions)
The bunnies sat in a circle, digging a root with their paws. (They squat down and “dig” the ground)
These are the bunnies, the running bunnies!
Educator:
Suddenly a little red fox runs, little sister! (“the fox” runs between the hares)
Looking for where the bunnies are, the running bunnies! (“bunnies” scatter, their fox
catches up)
Educator: - You guys are so great, you helped the bunny.
Don't be sad anymore, little bunny, the guys helped you.
All the signs of the seasons were found.
Ball game “It happens - it doesn’t happen”
Target
- development of verbal and logical thinking, consolidation of ideas about the signs of the seasons.
Material:
ball.
Progress of the game:
Children stand in a circle. The teacher names a sign of a certain time of year. The child catches the ball if this sign is appropriate.
Game "Repeat, don't make a mistake"
Target - fix the names of the months (according to the seasons).
Progress of the game:
The child names the names of the autumn (winter, spring...) months in order, with or without pictures.
Game "Compare"
Target
- learn to write a story - comparing the signs of two seasons or one season by season with simultaneous demonstration of pictures.
Material: supporting demonstration pictures, pictures depicting the seasons (periods of the year)
Progress of the game:
Children compare the signs of the seasons using supporting pictures.
Ball game "Carry on"
Target
- consolidate the ability to name the signs of the seasons.
Material:
ball
Progress of the game:
Children and the teacher stand in a circle, the teacher names the season and gives the ball to the child, the children name the signs of this season and pass the ball around the circle.
Game "Fourth wheel"
Target
- teach to exclude an extra item from a series, explain the principle of exclusion.
Material:
pictures "Seasons"
Progress of the game:
The teacher shows the children 4 pictures, 3 of them are suitable for a certain time of year, and 1 is not suitable. Children must identify what is not appropriate and explain why it is not appropriate.
Game “Name the seasons, months”
Target
- fixing the names and sequence of seasons, months by season.
Material:
pictures from the manual “All about time” (seasons and months)
Progress of the game:
The child puts 4 pictures (seasons) in order and names them. Then he selects 3 small pictures (months) for each season and names them.
Game "When does this happen?"
Target
- clarify children’s knowledge about various seasonal changes in nature; develop attention and quick thinking.
Material:
4 series of subject and plot pictures according to the seasons, depicting seasonal changes in inanimate nature, flora and fauna, work and life of people
Progress of the game:
The teacher distributes 4 squares to everyone playing. different color, each color represents a specific time of year. For example: yellow - autumn, blue - winter, green - spring, red - summer.
The teacher (or child) holds up a picture depicting some seasonal phenomenon (for example, leaf fall). Children must quickly pick up the square of the corresponding color (yellow). For a quick and correct answer, the child receives a chip. The one who collects the most chips wins.
Note.
Another version of the game can be used (the game is played with a group of children), which consists of children completing the following tasks:
1) arrange an exhibition of paintings on the theme “Winter - Summer”, “Spring - Autumn” (select pictures and tell why you selected these pictures);
2) arrange an exhibition of paintings on the theme “Winter - Spring”, “Summer - Autumn”;
3) without naming the picture, tell it so that everyone understands what time of year is depicted on it.
The winner is the one who completes the task faster (quickly “arranges” an exhibition and talks well).
Game "When do trees put on this outfit?"
Target
- formation of knowledge about seasonal changes in nature.
Material:
pictures of trees at different times of the year.
Progress of the game:
The teacher shows one of the pictures, reads an excerpt from a poem describing the corresponding time of year, and asks the children when and what time of year this happens in nature.
Game “What time of year are these items needed?”
Target
- consolidate ideas about the seasons and seasonal changes in nature.
Material:
story pictures depicting the seasons, subject pictures.
Progress of the game:
The teacher shows the children images of the seasons and objects and asks them to determine what time of year these objects are used and why.
Game "Houses of the Seasons"
Target
- consolidate ideas about the seasons and seasonal changes in nature, the order of the seasons, and consolidate the names of the months.
Material:
4 houses of different colors (red - summer, yellow - autumn, blue - winter, green - spring). Pictures: 4 girls in colorful dresses (seasons), pictures of nature (by month), subject pictures.
Progress of the game:
The teacher shows the children (the child) the houses and tells them that each of them is home to a certain season. Children determine (by color) which house he lives in and what time of year he lives in. Then the houses are laid out in order of the seasons. Children name the months of each season in order, select the corresponding pictures and insert them into the boxes. The teacher shows the children images of objects and asks them to determine what time of year these objects are used and why. Children explain their choice and insert pictures into the windows of the houses.
Note:
The houses are distributed to children; each child must name the season, its months and select the necessary pictures for their time of year.
Working with the “Seasons” clock
Target
- clarifying ideas about the seasons, consolidating the names of the seasons, their sequence.
Material:
a clock with 4 sectors, painted in different colors (autumn - yellow, winter - blue, spring - green, summer - red).
Progress of the game:
The teacher points to the sector where autumn is depicted and asks the child:
- What is drawn here? - When does this happen? - What happens in the fall? (Name the signs of autumn.)
We define the rest of the seasons in the same way and clarify their characteristics.
Pay attention to the colors of the sectors.
Then the teacher asks the children:
- What did you call just now? (Seasons) - How many seasons are there in total? (“4 seasons”)
Tasks for children:
The teacher names the season and asks the child to name the season that comes next (or the previous season).
The teacher asks questions, and the children answer and show the right time of year on the clock: - When does it snow?
- When does the snow melt? etc.
Ball game "What for what?"
Target
- consolidation of the sequence of seasons.
Material:
ball.
Progress of the game:
Children stand in a circle. The teacher stands in the center of the circle and throws the ball to the children one by one. When throwing, the child asks a question, and when answering, he throws the ball back.
Question options:
- Winter, and after it?
- Spring, and after it?
- Summer, and after it?
- Autumn, and after it?
- How many seasons are there?
- Name the first month of autumn, etc.
Game “What first, what then?”
Target
- clarify children’s knowledge about the sequence of seasons; develop attention and quick thinking.
Material:
envelope with pictures depicting different periods of the seasons.
Progress of the game:
At the leader’s command, the child takes the pictures out of the envelope and quickly puts them in order. Starts with any picture or as instructed by the teacher. The one who completes the task faster wins.
Didactic games for children of the 2nd junior group.
1. “Find the leaf!”
Target: distinguish and name the leaves of familiar trees. Remember the names of trees, develop children's speech. Cultivate attention and aesthetic feelings.
Progress: The teacher gives bouquets to the children and keeps one for himself. Then he shows some kind of leaf, for example, a maple one, and says: “Show me the same leaf 1,2,3!”
2. “Guess what’s in your hand.”
GOAL: to learn to distinguish and name vegetables and fruits by color and shape. Cultivate an interest in nature.
Progress: children form a circle, placing their hands behind their backs. The teacher puts vegetables and fruits in their hands. Then he shows some vegetables and fruits, and the children must determine by touch which vegetable or fruit is in their hand.
3. “Name the bird.”
Goal: teach to recognize and name birds. Develop visual memory and thinking. Cultivate a love for nature.
Procedure: birds are displayed in front of the children, the teacher offers to name them. The child names the bird, shows it, the rest of the children show signs whether they agree or not.
4. “Which flower is gone.”
Goal: learn to name the flowers of a corner of nature (tradescantia, violet, begonia).
Procedure: the teacher puts plants from a corner of nature on the table. The children call them. The teacher asks you to close your eyes and hides one plant. Children open their eyes. We must guess which flower is missing.
5. “Who lives in the forest?”
Goal: consolidate knowledge about wild animals. Develop memory and speech. Foster a love for living nature.
Progress: The teacher offers to choose from the animal toys only those that live in the forest.
6. “Magic bag”.
Goal: to consolidate the ability to name vegetables and their color. Develop visual memory and attention.
Progress: the teacher suggests taking turns extracting from magic bag vegetable, name it and color. The teacher can offer, without looking in the bag, to find what he says.
7. “Recognize the animal.”
Goal: to strengthen children’s ability to recognize pets by sounds. Develop phonemic hearing and attention.
Progress:
Option 1: The teacher makes animal sounds.
Option 2: the teacher calls the child to his place and names the animal in his ear. The child makes animal sounds, and the children guess.
8. "Vegetables and fruits."
Goal: to strengthen children’s ability to find named vegetables and fruits. Develop attention and memory.
Procedure: on the table in front of the children there are vegetables and fruits on plates. The teacher calls the children one by one and asks them to find this or that fruit or vegetable. The child finds him.
9. “Name the tree.”
Goal: to teach children to recognize and name trees on the street. Develop visual memory. Cultivate a love for nature.
Procedure: the teacher takes the children to the trees and asks them to name this tree. Educator: “Who will find the birch tree faster? 1,2,3 run to the birch!”
10. “Find out by description.”
Goal: to teach to recognize trees and bushes by description. Develop attentiveness and memory.
Procedure: the teacher describes trees and bushes, and the children must guess the tree or bush. For example, tall, slender. All its branches are directed upward with the trunk. In summer, fluff flies off it, etc.
11. “Who’s the odd one out?”
Goal: to teach how to choose the odd one out of a number of animals, and explain why it is odd. Develop logical thinking, attentiveness.
Progress: The teacher offers to look at the pictures on the typesetting canvas, find the odd one out of a number of wild animals and explain why this or that item is redundant.
12. “Who screams, how.”
Goal: to strengthen the ability to make bird sounds. Develop attention, cultivate a love for nature.
Procedure: The teacher shows the children one by one pictures with birds. Children voice them, then name them.
13. “Which bird is gone.”
Goal: continue to teach how to recognize and name birds. Develop visual memory and attentiveness. Cultivate diligence.
Progress: The teacher suggests looking at the birds on the typesetting canvas, naming them, and closing your eyes. He hides one bird, the children must guess who the teacher hid.
14. “What has autumn brought us?”
Goal: to consolidate the signs of autumn and its gifts. Develop memory, thinking, speech.
Procedure: The teacher displays the picture “Autumn” in front of the children. Asks to name the time of year. Remember what gifts autumn brings to people. For clues, vegetables, fruits, and colorful leaves are laid out on the table.
15. “Winter fun.”
Progress: consolidate children's knowledge about winter fun. Develop speech and attention. Cultivate a love for the seasons.
Progress: Children look at the plot of the picture and tell what games children like to play in winter.
16. "Spring".
Goal: to reinforce the signs of spring with children. Learn to select adjectives for nouns. Develop speech, memory, thinking.
Procedure: The teacher throws the ball to the children one by one: “What is spring? What is the grass like in spring? What kind of sun is there in spring?
17. “Seasons.”
Goal: learn to name the seasons based on their signs. Find matching pictures. Develop visual memory and attention.
Procedure: On the chairs in front of the children there are paintings with the seasons. There are cards on the mat. The teacher invites each child to take a card and approach the picture with the corresponding season. Next, you need to name your time of year and explain why the child approached this or that picture.
18. “Guess by the description.”
Goal: to learn to name the seasons according to their characteristics. Develop thinking, memory, attention.
Procedure: the teacher describes the season, and the children guess it. Educator: “At this time of year, children love sledding and making snowmen.” Children answer or pick up a card with a picture of winter.
19. “What looks like the sun.”
Goal: to consolidate children’s knowledge about the sun, its shape, color. Develop visual memory and attention.
Progress: There are object pictures on the mat. The teacher invites the children to take only one picture that looks like the sun (apple, ball, orange).
Children take turns showing their cards and explaining why they took this particular picture. (For example, I have a ball because it is round, like the sun).
Didactic game:
"FOUR SEASONS"
Completed by: Gridnevskaya E.V.,
MDOBU kindergarten No. 23 “Sunny”
Beloretsk, Republic of Bashkortostan
Explanatory note
Preschool age is a period of active knowledge of the world and human relationships. But if a child learns only from his own experience, his knowledge is incomplete. To clarify, consolidate and bring knowledge into the system, didactic games are used.
A didactic game is an invaluable source of knowledge for children. The child learns to compare and find patterns. He develops memory, observation, coherent speech, and interest in the world around him. Studying the seasons is one of the directions in the formation of temporal concepts in children.
The didactic game “Four Seasons” introduces the child to the changes that occur in nature and people’s lives at different times of the year. This game is recommended for younger players preschool age. The game can be used in subgroups and individual lessons on familiarization with the outside world, in correctional classes and in independent activity children.
Purpose of the game: Formation of children's ideas about the seasons, the cyclical nature of natural phenomena, development of cognitive interest.
Game description
The didactic game “Four Seasons” consists of a set of cards that reflect changes in nature and human life at different times of the year and four flat dolls that respectively represent the four seasons: Winter, Spring, Summer and Autumn. Cards can be used both at the table and on a magnetic board. The images on the cards reflect the main features of the seasons: “weather”, “flora”, “fauna”, “human activity”, “natural phenomena”.
Game options
Didactic game "Signs of winter"
(senior preschool age)
Tasks: enrich children's knowledge about the signs of winter, teach how to compose complex sentences with the conjunction because.
Progress of the game:
The teacher asks: “What time of year is it now? Why do you think it’s winter now. Name the signs of winter.” Children take turns naming the signs of winter and putting the corresponding card with the image of the named sign on the board, making up a sentence. For example: “I think it’s winter because it’s snowing.”
Didactic game “Make a story about spring”
(senior preschool age)
Tasks: encourage children to write a story about this time of year; to form in children an aesthetic attitude towards nature, the ability to immerse themselves in the world of nature, its images, colors; teach to tell a coherent, complete, clear composition of the story.
Progress of the game:
Cards are placed on the board that correspond to the signs of spring, and the teacher offers to compose a short, coherent story about spring. First, the teacher gives an approximate example of a story.
Didactic game " Four Seasons"
(senior preschool age)
Tasks: consolidate children's knowledge about the sequence of seasons.
Progress of the game:
The teacher invites the children to place dolls representing the seasons in sequence on a magnetic board. The teacher reads out the story “Four Sisters” (author Elena Glyz):
“Once upon a time there were four sisters: Winter, Spring, Summer and Autumn, four natural daughters of Mother Nature. Each of them was beautiful in its own way.
Winter was the proudest of the sisters. She had long white hair, which was combed by the blizzard, and White dress it was embroidered with crystal snowflakes. She was as beautiful as an ice statue, and proud that there was no one more magnificent than her in the whole world.
Spring was not at all like her older sister. She was so young that everything around her blossomed. She decorated her brightly a green dress flowers, and wove the warm southern wind into her hair and sang along with the birds.
Sister Summer was cheerful and affectionate. She warmed everyone with her warmth, light and bright colors.
The saddest of all the sisters was Autumn. She often felt sad when she looked at her blue eyes into the sky, and often cried, sending rain to the earth.”
Didactic game "When does this happen?
(senior preschool age)
Tasks: clarify children’s ideas about the seasons: summer, autumn, winter, spring; remember the signs of these seasons, find signs of these seasons on the cards.
Progress of the game:
There are dolls attached to the board to represent the seasons. Children are given
cards depicting people, animals, trees in different seasons. Children
must arrange the cards according to the time of year and tell why they did this.
Didactic game "What time of year?"
(senior preschool age)
Tasks: teach children to correlate the description of nature in riddles with the definition of the season; develop auditory attention;
with the help of poetic words, show the beauty of different seasons,
variety of seasonal phenomena.
Progress of the game:
The teacher asks the children riddles about the seasons, the children guess and show accordingly the doll that suits the given time of year, for example:
Four times a year they
The earth's outfit changes to a motley one.
The days run and run,
Sisters come and go. (Winter spring Summer Autumn)
Auntie is cool, white, gray-haired,
Carrying the cold in a bag,
The cold is shaking on the ground. (Winter)
Guess who? Gray-haired mistress
The featherbeds will shake, over the world of fluff. (Winter)
Who whitens the glades with white
And writes on the walls with chalk,
Sews down feather beds,
Have you decorated all the windows? (Winter)
I open the buds into green leaves.
I dress the trees, water the crops,
Full of movement, they call me... (Spring)
She comes with affection
And with my fairy tale.
With a magic wand will wave,
The snowdrop will bloom in the forest. (Spring)
The streams rang and the rooks flew in.
The bee brought the first honey to the hive.
Who can say, who knows when this happens? (Spring)
I bring in the harvests, I re-sow the fields,
I send the birds south, I strip the trees,
But I don’t touch the pines and fir trees, I... (Autumn)
The days have become shorter
The nights have become longer
Who's to say, who knows
When does this happen? (Autumn)
I am made of heat, I carry warmth with me,
I warm the rivers, “swim!” - I invite you.
And you all love me for this, I... (Summer)
The forest is full of songs and screams,
Strawberries splash with juice,
Children splash in the river
Bees dance on a flower.
What is this time called?
It’s not difficult to guess... (Summer)
The sun is shining, the linden tree is blooming,
When does rye ripen? (In summer)
Didactic exercise "Pick up the signs"
(senior preschool age)
Tasks: clarify the signs of winter and summer, strengthen the skills of selecting descriptive signs of the seasons.
Progress of the game:
Dolls are displayed on the board: Winter and Summer. Children
are divided into two teams. Them
It is proposed to name the signs of winter and summer alternately. For every correct
answer the team receives a chip. She wins
the team that names the most signs.
Didactic game “Spring has come to visit us”(junior preschool age)
Tasks: enrich children's knowledge about the signs of spring, expand their vocabulary with the words “drops”, “thawed patch”, “birdhouse”, “snowdrop”.
Progress of the game: The teacher, in a playful way, brings a Spring doll into the group and tells the children about the signs of spring, displaying pictures depicting the signs of spring on a magnetic board. After the story, the teacher asks the children questions that will help consolidate the children’s knowledge.
Didactic game "It happens"- can not be"
(senior preschool age)
Tasks:
To teach the composition and use of complex sentences with a conjunction in speech, to activate and enrich the children’s vocabulary.
Progress of the game: The teacher talks about some
season and lays out pictures with
will be accepted by the image. And in the course of the story he admits
errors. Children should correct them by explaining
own choice.
Bibliography
E.A. Ponomareva, S.A. Ivanova
“Changes in nature: seasons. Visual and didactic material for preschool children.”
O.E. Gromova, G.N. Solomatina, N.P. Savinova
“Poems about the seasons and games. Didactic materials on the development of speech of children 5-6 years old.” Moscow 2005.
Card index didactic games on speech development.
Development of sound culture of speech
1. “What does it sound like?”;
2. “This is how sounds are pronounced”;
3. “Loud - quiet”;
4. “The horses are clattering their hooves”;
5. “Chatterbox” and others;
6. “Blow away the feather”;
7. “The ball burst”;
8. “Snowflakes are flying.”
Formation grammatical structure speeches
9. “Help me find my mother”;
10. “One and many”;
11. “What is where?”;
12. “What is missing, who is missing?”;
13. “Wonderful bag.”
Expansion and activation of vocabulary
14. “Who is this? What is this?" (nouns);
15. “Who does what?” (Verbs);
16. “Tell me which one?” (adjectives);
17. “What time of year?”;
18. “When does this happen?” parts of the day;
19. “Call me kindly.”
Card index of didactic games for the development of elementary mathematical representations
1"One is many";
2. “Find out by the form”;
3. “What is more - what is less?”;
4. “What has changed?”;
5. “Guess what it is?” (circle, square, triangle);
6. “What figures does the object consist of?”;
7. “What is where?”;
8. “Put it where I tell you”;
9. “When does this happen?” (parts of the day);
10. “Say the opposite” (right - left, in front - behind, above - below, far - close, high - low);
11. “What is longer, higher, wider, thicker?”;
12. “Put it in order” within three (for example, high - lower - lowest).
13. “Guess what it is?” (geometric figures);
14. “Name the color”;
15. “Name the form”;
16. “Compare by size”;
17. “Arrange by color”;
18. “Lay out in shape;
19. “Arrange by size”;
20. “Assemble a turret”;
21. “Assemble a pyramid”;
22. Games with mosaics;
Card index of didactic games to familiarize yourself with the world around you.
“Laying into the cradle” (singing a lullaby);
"What is this? Who is this?";
"What changed";
“Subject friezes”;
"Seasons";
“What has autumn brought us?”;
“To whom what?”;
"Wonderful bag";
“Let’s arrange a room”;
“Let’s dress the doll for a walk”;
“Let's teach a doll to undress”;
"Bathing a doll";
“Putting the doll to sleep”;
"Live Pictures";
“We’ll make tea”;
Knowledge about yourself and your family “I am”;
"My mood";
"I and my family";
“I myself!”
Card index of didactic games
speech development in the 2nd ml.gr.
1. "What sounds"
Target: Continue to learn to isolate and recognize the sounds of individual instruments. Introduce children to the sounds of the world around them, teach them to isolate and recognize them.
Content: Option #1 . The teacher shows musical instruments one by one and demonstrates how they sound. Then he offers to solve riddles. He closes the screen and uses different instruments, and the children recognize what the different sounds belong to.
Option #2. The teacher shows different objects and demonstrates how they sound. He closes the screen and acts with different objects, and the children recognize which objects these sounds belong to. Explains that there are many sounds in the world and everyone sounds differently.
2. "This is how sounds are pronounced"
Target: Teach children to imitate the sounds of animals, birds, and insects with their voices.
Equipment: "Talking Cube" - where cards change, depicting either insects or animals. then various objects.
Content: The child throws the cube, says the words “Roll the cube, roll and stop quickly.” The cube falls, which picture will be on top (for example, a frog, or a mosquito, etc.), the child makes sounds
3. "Loud - quiet"
Target: Teach children to change the strength of their voice: speak quietly, then loudly. Develop the ability to change the strength of your voice.
Equipment: Pictures depicting large and small objects (large and small cars, drums, pipes, airplanes, etc.).
Content: The teacher shows 2 cars and says: “When a big car is driving, it beeps loudly, like this, “BI, BI.” Repeat. And when it’s small, then it’s quiet, “Beep.” The teacher removes the cars and says: “Be careful how As soon as the car starts driving, be careful, don’t make a mistake, a big car beeps loudly, and a small one is quiet. The game is played similarly with other objects.
4. "Horses clatter their hooves"
Target: Develop phonemic hearing, develop children's speech attention.
Equipment: Pictures depicting a horse, an elephant, a bear, piglets, and a hedgehog.
Content: The teacher shows pictures, the children pronounce the sounds that animals make when they walk or run. (Horses - clack, clack, clack. Elephants - bam, bam, bam. Bear - stomp, stomp, stomp. Piglets chug-chug-chug. Hedgehogs puff-puff-puff, etc.)
5. "Blow away a feather"
Target: Develop phonemic hearing and speech breathing. Activation of the lip muscles.
Content: 1 option The teacher invites the child to take a feather, place it on his palm and blow on it so hard that it flies off his palm.
Option 2 You can suggest blowing on a small piece of cotton wool lying on the table and using the air to push it into the gate (cubes)
6. "The ball burst"
Target: Development of long, smooth exhalation. Activation of the lip muscles. Automation and differentiation of s-sh sounds.
Content: Children stand in a tight circle, tilting their heads down, imitating a bubble - a ball. Then, repeating after the teacher: “Blow up the bubble, get big, stay like that, don’t burst,” the children raise their heads and gradually move back, forming a large circle. At the teacher’s signal: “The bubble has burst, the air has come out,” the children go to the center, saying: s-s-s (or sh-sh-sh).
7. "Snowflakes are Flying", "Blizzard"
Target : Development of voice strength and speech breathing. Activation of the lip muscles.
Equipment: Scene picture "Blizzard".
Content: The teacher shows a picture of a blizzard.
At the teacher’s signal, “The blizzard is starting,” they quietly say: oo-oo-oo; at the signal “Severe blizzard” they say loudly: ooh-ooh; at the signal “The blizzard is ending” they speak more quietly.
8. "Call me kindly"
Target: Expansion and activation of children's vocabulary. Learn to form words with the suffixes "chk-chn"
Content: The teacher shows object pictures and offers to pronounce them affectionately.
9. "Help me find my mom"
Target: Reinforce the correct pronunciation of sounds. Exercise in the formation of the grammatical structure of speech.
Content: All children have object pictures depicting baby animals.
Educator: “Who is your picture, Kolya?” (chicken) "Who is the chicken's mother?" (chicken) . Chicken call your mother (pee-pee-pee), etc.
8. Echo
Rule. 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”, etc. You can use a combination of vowel sounds: “a-u, u-a, e-a” and etc.
Games for developing grammatical structure of speech
What's missing?
Purpose: To practice the formation of genitive plural forms of nouns.
Material: Pairs of objects: nesting dolls, pyramids (large and small), ribbons (of different colors and different sizes - long and short), horses, ducklings (any toys), Gnome.
Progress of the game: A Gnome with a bag appears in front of the children. He says that he brought toys for the guys. Children look at toys. They call them. They put it on the table.
- Remember what items are on the table. There are pyramids, nesting dolls, and ducklings. Parsley will play with you. He will hide toys, and you will have to say which toys are missing: nesting dolls, pyramids, ducklings or something else.
Three pairs of objects remain on the table: nesting dolls, pyramids, horses. Children close their eyes. We hide the nesting dolls and put ribbons in their place. (“Who’s missing?”) Then we hide the ribbons and put pyramids in their place. (“What’s missing?”) Etc. Finally, we remove all the toys and ask: “Which toys are missing?”
Option 2
Purpose: to teach children to form genitive nouns
singular
Equipment : subject picture, color pictures in any quantity.
Progress of the game:
Option 1. An adult and a child play.
In front of the child is a picture with a plot, for example, “Visiting Cheburashka.” The fairy-tale hero Ant comes to visit Cheburashka with gifts. The child places gifts around the room. The child lists them and examines them. Then the child is given time to memorize. After this, it is suggested that the child close his eyes. At this time, the adult removes one picture or turns it upside down. Asks the child the question: “What’s missing? " The child opens his eyes, looks at it and answers, for example: “There are no currants,” and so on.
Option 2. Child-child.
The principle of the game is the same. Only two children are playing. Everyone takes turns being the leader. One child closes his eyes, the second hides the picture. And vice versa, they change roles. Children find it very interesting to guess and hide pictures. The game is fast and entertaining.
"One is many"
Goal: Learn to use singular and plural nouns.
Equipment: cards depicting objects in the singular and plural.
1. The children’s task is to name what is in the picture. Sample: I have one cube and many cubes.
2. Change the words so that they mean many things. Sample: ball - balls, cube - cubes.
3. Change the words so that they mean one thing. Example: trees - tree, ducklings - duckling.
"Wonderful bag"
Purpose: During the game, children learn to determine what kind of object it is by its characteristic external signs, that is, in form. It can also be used to develop speech and imagination.
Equipment: Opaque bag. For kids it is recommended to sew it from bright fabrics (to increase interest in what is happening), and for older children - from dark fabrics.
Items. They should follow a specific theme (vegetables, geometric shapes, animals, letters or numbers) and have distinct differences in shape.
Progress of the game. The meaning of the game is very simple: you need to put your hand in the bag, feel for the object and name it, without seeing what it is specifically. To prevent children from getting confused, you can first put 1 object, and then, when they learn to play like this, several more.
In addition to the main task, players may be given additional ones:
describe an object (color, size, taste, material) or animal (what it does, where it lives); tell what fairy tale this object or hero is from; describe it so that other children can guess it;
name words starting with a given letter;
For very young children, you can offer this way to choose a toy with which he will then play. To do this, they are first shown the objects that are placed in the bag, and then each one in turn takes out his own.
What is where?
Goals:
To consolidate knowledge of the need to maintain order in the group;
Clarify knowledge about the arrangement of objects in a group;
Reinforce the idea that keeping things in order helps maintain health.
Equipment: subject pictures depicting toys, dishes, clothes, shoes, books, photographs of group furniture, play areas and other areas by type of children's activities.
Contents of the game.
The teacher reviews with the children photographs of group furniture and areas by type of activity, and clarifies their purpose. He lays out photographs on the tables, distributes object pictures to the children and offers to put things in order - to put the objects in their places.
Help me find my mother"
Goal: to teach to distinguish and name animals and their young, poultry and their chicks. Reinforce the correct pronunciation of sounds. Develop intonation expressiveness.
Equipment: pictures depicting animals and their young, birds and their chicks
Move: Try to show, for example, a mother dog and offer to choose from two options - a puppy and a gosling, for example, whose mother is it and vice versa. Gradually add more and more animals.
All children have object pictures with baby animals. Educator: “Who is your picture, Kolya? (chicken) Who is the chicken's mother? (chicken). Call your mother, chicken, (pee-pee-pee). The teacher imitates the clucking of a chicken.
Educator: This is a goat (showing a picture). How is she screaming? Who is her cub? How does he scream? This is a sheep (show picture). How does she bleat? And how does her baby lamb scream? etc.
The teacher hands out pictures of animals and birds to the children. The kids are walking (children leave the tables), they are nibbling grass, nibbling crumbs. Whose mother or whose father will call the cub. He must shout - answer them - and run - put the picture next to them. The children ran to their mothers.
The teacher pronounces the cry of an animal or bird. The child who has a picture of a baby or chick pronounces sounds and puts up a picture.
With older children, you can turn all the cards over to the other side and offer to open two cards in turn; whoever makes the most pairs of animals first and names them wins.
Equipment: pictures depicting animals and their young.
Games to expand and activate vocabulary
"Who is this? What is this?"
Goal: Name words denoting animate and inanimate nouns.
Equipment: pictures depicting objects, animals, people, birds.
Progress: The teacher explains to the children that all objects have their own names and names different objects. There are many objects around us. And you can ask about each of them. I will ask you, and you will answer in one word: “What is this?” Points to a picture of an inanimate object or to the object itself. Children name objects. Shows an animate object or picture and asks: “Who is this?”
2. Look at the pictures. Name those that represent living (non-living) objects. Ask them a question.
3. The teacher names words randomly, denoting animate and inanimate objects. Children ask them questions: an apple - “what is it?”, a dog - “who is it?”
"Who's doing what?"
Purpose: To introduce words denoting action. Learn to use verbs in speech and ask questions to them correctly.
Equipment: pictures depicting various actions.
Progress: The teacher shows children different plots. Children ask questions or name an action.
1. The child is asked to name what the person (animal) is doing in the picture.
2. Several pictures are laid out on the table. The child is asked to find the given action. Find a picture of a girl jumping. What is the girl doing?
"Call me kindly"
Purpose: To introduce the structure of words in the process of forming nouns with diminutive suffixes.
Equipment: pictures depicting objects of different sizes.
Progress: The teacher explains to the children that they will play “affectionate names.”
They danced in a circle, they were affectionate,
They called me into the circle and called me my name.
Come out, Lenochka, to the circle!
Take the flag, Helen.
Children call the child's name affectionately, passing the flag to the child standing next to him.
Children are given pictures depicting large and small objects. Name the objects according to the example: table - table.
"Parts of the Day"
Goal: to create conditions for children to master the concepts of “Morning”, “Day”, “Evening”, “Night” and their correct sequence.
We usually play the game in the morning, on the carpet. As additional stimulus material, pictures were made depicting the activities of children at different times of the day (night - the baby is sleeping, morning - the baby is washing, stretching or doing exercises, day - the baby is playing or walking, evening - playing at home or going home with mom).
We start the game with the question: When do we sleep? (after the children’s answers, the first child receives the picture “Night” and puts it on himself).
We continue: When NIGHT ends, MORNING comes. We wake up, stretch, wash ourselves (accompanied by appropriate movements) and go to kindergarten. (The second child receives the picture “Morning” and puts it on himself). IN THE DAY, all the guys play (clap their hands) and walk (stomp their feet). (The third child receives the picture “Day” and puts it on himself) Well, in the EVENING, all the kids run to mom! (children open their arms to hug). Then NIGHT comes again (children put their palms under their cheeks and close their eyes for a while). When children have learned to identify parts of the day from pictures and correctly perform the corresponding movements.
"Parts of the Day"
Goal: to consolidate knowledge about the parts of the day; practice comparing pictures with parts of the day: morning, afternoon, evening, night.
Game rules: according to the word that the teacher says, show the card and explain why he picked it up.
Game action: searching for the desired picture.
On the table the players have different pictures reflecting the life of children in kindergarten. There should be several plot pictures for each part of the day. Children choose a picture for themselves and look at it carefully. When they hear the word “morning,” all the children, who have the corresponding pictures in their hands, raise them and each one explains why he thinks that morning is depicted: the children come to kindergarten, the teacher is waiting for them, they do morning exercises, wash, have breakfast, study, etc. Then the teacher says the word “day”. Pictures are raised by those who have an image of some event or activity of children at this time of day: on a walk, working on the site, having lunch, sleeping.
Teacher. Evening.
Children pick up the corresponding cards.
Why did you show this card?
Child. Because the mothers came for the children, it’s dark outside.
Teacher. Night.
Children pick up cards with images of sleeping children.
This strengthens children’s knowledge about the parts of the day. For each correct answer, children receive chips: pink chip - morning, blue - day, gray - evening, black - night.
Then all the cards are shuffled and the game continues, but the words are called in a different sequence: the teacher first calls “evening” and then “morning,” thereby increasing attention to the verbal signal.
“Tell me which one?”
Goal: development in children tactile sensations, enrichment and activation of the vocabulary.
The objectives of this manual are: development tactile memory, mental operations, fine motor skills, impressive and expressive speech; fantasy and imagination (it all depends on the tasks set in the didactic game).
Integration of areas: “Communication”, “Cognition”.
Procedure: Children are given cards depicting different moods of people and the state of objects.
The child must name the definitions in comparison (here the girl is cheerful, and in the other picture the girl is sad).
Complication: the child is given the task to select several definitions for an object (ball - round, rubber, blue, big).
"What season?"
Goal: To teach children to understand weather changes by season, the behavior of plants and animals, as well as the lives of people at different times of the year.
Assignment: you need to select pictures and objects that correspond to the time of year.
Rules: remember what happens and at what time of year; help each other in a group; V individually You can play with your parents and use their tips.
Material: round disc divided into four parts. Decorate each part or cover it with fabric that corresponds in color to the season (white - winter; green - spring, pink or red - summer, and yellow or orange - autumn). Such a disc will symbolize “All Year Round.” For each part, you need to select several series of pictures with a corresponding theme (changes in nature, animals and birds, people working on the land, children having fun).
FEMP games
1. One is many
2. Find out by the form
3. What is more is less
4. What has changed
5. Guess what it is
6. What shapes does the object consist of?
7. What is where
8. Put it where I tell you
9. When does this happen (parts of the day)
10. Say the opposite
11. What is longer, taller, thicker
12. Put them in order (within 3)
"One is many"
Goal: Learn to find different numbers of objects: one or many.
Equipment: cards with images of objects: one object and many objects.
Procedure: Children have cards with the image of one object and many objects.
The children’s task is to find, according to the teacher’s instructions, where one object is located, where there are many of them.
"Find out by the form"
Target:learn to compare the shapes of objects with geometric patterns.
Material.Geometric shapes (circle, square, triangle, rectangle, oval), objects of different shapes.
Progress of the game:
The pictures are divided into two parts: geometric shapes, images of various objects. Match objects to the geometric figure, explaining your choice: “The Christmas tree is like a triangle, it is triangular in shape.” The game continues until all items are matched to the samples.
Children are given geometric shapes. Each child selects images of objects of the desired shape from all the cards. The teacher helps children correctly name the shape of objects (round, oval, square, rectangular).
“What is more - what is less”
Target:learn to compare groups of objects that are equal and unequal in quantity, to establish the equality and inequality of groups of objects, using the words “more”, “less”, “equally”.
Equipment: pictures depicting different numbers of objects
Progress of the game: Children are given pictures depicting different objects and are asked to compare and say which objects are more or less. Complication: put a number in the circles according to the number of objects depicted.
"What changed"
Goal: To develop the ability to find differences in pictures made up of geometric shapes. Fix the names of geometric shapes.Develop memory and observation skills.
Equipment: Pictures depicting objects made up of geometric shapes.
Progress of the game: You are asked to look at similar pictures and find what has changed in the image in the second picture.The child finds changes in parts of the image by naming the color, shape or size of the geometric figure.
Game option: an image is built from geometric shapes. A driver is selected to go out or turn away. A detail of the image changes to another in shape, color or size. The child must say what has changed.
"Guess what it is?"
Goal: To teach children to distinguish and name geometric shapes.
Equipment: Houses with cut out windows, geometric shapes in the shape of the windows.
Progress of the game: The teacher distributes houses to children, offersWith your hand, trace the contours of the window, find a geometric figure and close the window.The teacher shows the children the figures and traces each one with his finger. Gives a task to the children: “On your tables there are houses with windows of different shapes, and the same figures. Place all the figures on the windows so that they hide.”
« What shapes does the object consist of? »
Target:Learn to identify parts of an image and determine their shape. Practice composing the silhouette of an object from individual parts (geometric shapes).
Equipment.Pictures depicting objects made up of geometric shapes.
Option 1:
Children are asked to tell what geometric shapes the image is made of, how many there are and what color they are.
Option 2:
Children are asked to lay out the same pictures from a set of geometric shapes, first by overlaying them on a card, then next to the picture, and then from memory.The teacher asks: “What did you make up? From what geometric shapes?”
Option 3:
Children are shown a card and asked to remember which figures are used in the image.
"What is where"
Purpose: To introduce spatial concepts. Reinforce the concepts of on, above, under, in, around.
Equipment: plot pictures, subject pictures from the plot of the pictures.
Instructions for carrying out: The teacher asks to name where the object is in the picture in relation to other objects, to place the object in the picture.
“Put it where I tell you”
Goal: Develop spatial representations, ability to navigate on a sheet.
Equipment. Cards divided into upper and lower stripes, small pictures.
Progress of the game. Children are given cards - “shelves” and pictures.
The teacher suggests putting a ball on the top shelf. Place the machine on the bottom shelf.
Children gradually lay out pictures on cards - “shelves”.Educator: What do you have on the bottom shelf? On the top shelf?
Encourage children to answer in complete sentences.
When does this happen (parts of the day)
Target: consolidate the idea of the parts of the day, teach how to correctly use the words “morning”, “day”, “evening”, “night”.
Equipment.Pictures showing children's actions at different times of the day.
Progress of the game. The teacher, with the help of a doll, performs various actions by which children must determine the part of the day: the doll gets out of bed, gets dressed, combs its hair (morning), has lunch (afternoon), etc. Then V. names the action, for example: “The doll washes itself,” invites the child to name the part of the day corresponding to this action (morning or evening). The teacher reads an excerpt from Petrushina’s poem:
Doll Valya wants to sleep.
I'll put her to bed.
I'll bring her a blanket
To fall asleep faster.
Children say when this happens. The teacher shows pictures in time sequence and asks what part of the day these actions occur. Then he mixes the pictures and, together with the children, places them in the order of the actions of the day.
“Which is longer, taller, thicker”
Target:Development in children of a clear differentiated perception of new qualities of size.
Material.Satin or nylon ribbons of different colors and sizes, story toys: a fat bear and a thin doll, pictures with objects of different sizes.
Progress of the game. V. lays out game sets on two tables in advance didactic material(multi-colored ribbons). The teacher takes out two toys - a teddy bear and a Katya doll. He tells the children that Misha and Katya want to be dressed up today, and for this they need belts. He calls two children and gives them ribbons rolled into a tube: one short - a belt for Katya, the other long - a belt for a bear. Children, with the help of V., try on and tie belts for toys. But then the toys want to change belts. V. discovers that the doll’s belt does not fit on the bear, and the belt is too big for the doll. The teacher offers to examine the belts and spreads them side by side on the table, and then places a short ribbon on a long one. He explains which ribbon is long and which is short, i.e. he gives the name for the quality of quantity - length. Compare objects by size in the pictures.
Put them in order (within 3)
Goal: to learn to arrange objects in ascending or descending order by size.
Material.2 sets of three-seater nesting dolls, 2 sets of circles of different sizes. Goal: to learn to arrange objects in ascending or descending order by size.
Progress of the game. All nesting dolls are displayed in a row. Let's get to know them! The teacher calls the name of each nesting doll, tilting it: “I am Matryosha, I am Natasha, I am Dasha.” Each child chooses one of the nesting dolls (the teacher takes one matryoshka for himself). The game begins. First, the nesting dolls walk (walk on the table). Then they are called to measure height. They line up one after another and take turns, starting with the smallest one, standing according to height, and the teacher asks which doll is the tallest? Then the nesting dolls go to dinner. The teacher places a set of circles (plates) of three sizes on the table, calls the children in turn, who select plates of the appropriate size for their nesting dolls. After lunch, the nesting dolls get ready for a walk. The teacher puts the second set of nesting dolls on the table, and the children select girlfriends of the same height for their nesting dolls. Pairs of nesting dolls move around the table. Then they run away and mingle. (“The nesting dolls wanted to run”). He suggests building them according to height.
Say the opposite
Target. Teach children to name objects of opposite quality in size and quantity.
The teacher shows the picture and says: “This is a tall house, but how can I say the other way around?” The child finds a picture and says: “This house is low,” etc.
Sensory education.
13. "Name the color"
Game: "Hide the butterfly"
Target: Continue to introduce children to the six primary colors, teach them to distinguish and name them. Develop reaction speed, attention, thinking. Strengthen knowledge about animals.
Material: Colored sheets 10 x 8, white squares on them 5 x 5, colored squares.
Content: The teacher shows a cat toy: “The cat wants to catch the mouse, but the mouse needs to hide in the hole and close the door, the door should be the same color as the hole and then the cat won’t find it.”
Children choose a square of the desired color and cover the square.
14. "Name the shape"
Game "Who sleeps where"
Target: Teach children to distinguish and name geometric shapes (circle, square, triangle, rectangle, oval) and perform actions with them.
Material: Cards depicting the outlines of figures, plastic figures.
Content: Invite the children to put all the figures into a bag. Then take them out one by one, name them and cover the contours of the figures with them.
15. "Compare by size"
Game "Let's treat the mice to tea"
Target : Develop the ability to compare objects by size (3 objects). Activate the words “Big, smaller, small” in children’s speech
Material: Image of three mice different sizes, three cups and three saucers.
Content: The teacher offers to treat the mice to tea - first arrange the mice from the largest to the smallest, then match the cups and saucers to the mice.
