Svetlana Parkhomenko
Didactic games for older preschoolers

Didactic games for older preschoolers

Didactic game“I am the question, you are the answer”

Target. Development of logical thinking, formation of the principles of ecological culture, expansion of children's horizons senior preschool age, instilling in them a readiness to create and protect all living things.

Progress of the game.

1. How is a frog different from a toad? (The frog is a diurnal animal, and the toad is nocturnal)

2. Which bird barks? (Male partridge)

3. Does a mosquito have teeth? (22 pieces)

4. Who has ears on their feet? (At the grasshopper)

5. Who drinks with their feet? (Frog)

6. Why can't polar bears live in the forest? (They eat fish)

7. How is a hedgehog similar to a bear? (sleeps in winter)

8. How many wings does a beetle have? (Two pairs)

9. Whose tongue is longer than the body? (At the chameleon)

10. Why do fish cough? (Cleans the gills from silt)

Didactic game"Riddles - answers"

Target. Development of cognitive interest, creative thinking, fostering a humane attitude towards surrounding nature at older preschoolers.

Progress of the game.

1. The peas ran along the path,

Sprinkled a little on the bush,

The path immediately became a furnace,

And the bush was soaked through.

(Rain)

2. In the forest - running,

Rushing down the mountain,

In the thick grass - he crawls in a hurry,

And all, to the bottom,

Glowing from the sun

(Creek)

3. Worth the sun

Hide in the clouds

And the rain will drizzle,

How in a hurry he is to reveal himself completely

And close us with yourself!

(Umbrella)

4. Under the pine tree,

Beautiful to look at

In a fashionable red hat,

The good fellow is standing -

No good.

Because his people

He doesn’t even take him into his house.

(Amanita)

5. The belt stretched out,

Through the field and forest,

Don't take it with your hands,

Don't roll it up into a ball.

(Path)

Publications on the topic:

Didactic games for the development of logical thinking in older preschoolers 5–7 years old with speech pathologies Presentation Slide 1 Topic: Didactic games for the development of logical thinking in older preschoolers 5-7 years old with speech pathologies. Slide.

Didactic games for the development of emotional speech in preschoolers The development of a child’s speech is directly related to the development of his emotions and feelings. Currently, taking care of the physical and cognitive.

Didactic games for preschoolers to prepare for learning to read and write Didactic games for preschoolers to prepare for learning to read and write. Awareness is one of the prerequisites important for mastering literacy.

Dear Colleagues! I would like to provide you with didactic games for the development of fine motor skills in preschoolers. "Funny Paper Clips" Purpose: to promote.

Didactic games as a means of developing musical abilities of preschool children Lesson summary Motivational and orientation stage Guys, today we will go to a fairy tale. You are all familiar with the hero of this fairy tale.

Didactic games as a means of ethnocultural education of preschool children It is impossible to imagine the culture of Russia without folk art, which clearly reveals the origins of the spiritual life of the Russian people.

Didactic games for educating the sound culture of speech of preschoolers“Noise jars” 3-4 years Purpose: to practice identifying objects by ear (type of cereal) Equipment: metal jars with cereals: rice,.

My topic for self-education is “The role of didactic games in the sensory development of preschoolers.” I would like to bring to your attention several didactic ones.

The main problems in children's communication are related to the child's lack of interest in the experiences of other people, lack of understanding of the feelings of those with whom he communicates, and inability to express his feelings. Unfortunately, adults, having little interest in the thoughts and feelings of children, imposing prohibitions on the child’s experiences, aggravate these problems.

With the help of didactic training games, you can teach a child the language of feelings, the ability to understand the state, shades of moods, experiences - not only their own, but also other people. These games teach you not only to understand, but also to express your emotional state through words, facial expressions, and pantomime.

They contribute to the inclusion of the child in the life of society, in the system of relationships with peers and adults. During the game, children master role behavior, learn to establish contacts using verbal and non-verbal means of communication, resolve disputes and conflicts, express affection, sympathy, goodwill, give compliments, show courtesy, and find a way out of critical situations.

These didactic training games are intended for children 5-6 years old. You can play them anywhere and with different quantities participants. The duration of the game depends on the children's interest in it. The main thing is to create an atmosphere of freedom, joy, co-creativity and community, to communicate with the child on the principles of deep spirituality and humanism.

"Screen tests."

Target: develop the ability to manage your emotions, express your state using verbal and non-verbal means of communication.

Equipment:"movie camera" for "cameraman".

Progress of the training game

The child - the “director” of the film - invites the “actors” one by one to screen tests, inviting them to portray various emotionally intense situations (for example: Cinderella, happy, cheerful, beautiful, dancing at the ball, or Cinderella returning from the ball very sad, she will never see the prince again, yes besides, she also lost her shoe... Karabas Barabas is very happy: now he will catch Pinocchio or Karabas Barabas is stomping his feet, waving his fists, he is very angry: all the dolls have run away from him. The cameraman “films” the episodes. Then he and the “director” decide , who conveyed emotions more expressively and will play the main role.

For the “script” of the film, you can use your favorite fairy tales and popular cartoons.

When discussing the game, it is important to draw children’s attention to what exactly makes the positive and negative characters happy and sad.

"Gusto".

Equipment: badges, caps, tape recorder.

Progress of the game

After reading the work of K.I. Chukovsky "Doctor Aibolit" the teacher invites the children to play. One child is Aibolit, the rest of the children are sick animals. They, depicting different animals, cry, some hold their stomachs, some their cheeks, some their heads, etc., complaining: “Oh, oh, it hurts!” Doctor Aibolit gives them medicines, tries to console them (pat them on the head, cheek, shoulder, etc.). The animals are getting better and dancing along with Dr. Aibolit.

Consultation for teachers

Target: To systematize and deepen teachers’ knowledge on the topic “Didactic games for preschool children.”

Basic functions of a didactic game.

A didactic game is a multifaceted, complex pedagogical phenomenon: it is a gaming method of teaching preschool children, a form of education, an independent gaming activity, and a means of comprehensive education of a child’s personality.

Didactic game as a gaming method of teaching is considered in two types: games - activities and didactic or autodidactic games. In the first case, the leading role belongs to the teacher, who, to increase children’s interest in the activity, uses a variety of gaming techniques, creates a game situation, introduces elements of competition, etc. Using a variety of components play activity combined with questions, instructions, explanations, demonstration.

With the help of games and activities, the teacher not only conveys certain knowledge, forms ideas, but also teaches children to play. The basis for children’s games are formulated ideas about the construction of a game plot, about various play actions with objects. It is important that conditions are then created for the transfer of this knowledge and ideas into independent, creative games.

The didactic game is used in teaching children mathematics, their native language, familiarization with nature and the surrounding world, and in the development of sensory culture.

Didactic game as a form of teaching children contains two principles: educational (cognitive) and gaming (entertaining). The teacher is both a teacher and a participant in the game. He teaches and plays, and children, while playing, learn. If the lessons expand and deepen knowledge about the world around them, then in the didactic game (games - activities, actually didactic games) children are offered tasks in the form of riddles, suggestions, questions.

Didactic game as an independent gaming activity based on awareness of this process. Independent play activity is carried out only if children show interest in the game, its rules and actions, if they have mastered its rules. How long can a child be interested in a game if its rules and content are well known to him? Children love games that are familiar to them and enjoy playing them. This can be confirmed by folk games, the rules of which are known to children: “Colors”, “We won’t tell you where we were, but we will show you what we did”, “On the contrary”, etc. Each such game contains interest in game actions. For example, in the game "Paints" you need to choose a color. Children usually choose fabulous and favorite colors: gold, silver. Having chosen a color, the child approaches the driver and whispers the name of the paint in his ear. “Jump along the path on one leg,” says the driver to the one who named the paint, which is not among the players. There are so many interesting play activities for children here! That's why children always play such games.

The teacher takes care of complicating the games and expanding their variability. If children's interest in the game wanes (and this is more true for board and printed games), it is necessary to come up with more complex rules together with them.

Independent play activities do not exclude control by an adult. The participation of an adult is indirect: for example, the teacher, like all participants in the lotto game, receives a card and tries to complete the task on time, rejoices if he wins, that is, he is an equal participant in the game. Children can play educational games on their own both in and outside of class.

Didactic games, especially in younger age groups, are considered in preschool pedagogy as a method of teaching children plot-based role-playing games: the ability to take on a certain role, follow the rules of the game, and develop its plot. For example, in the didactic game “Put the doll to sleep,” the teacher teaches children of the younger group the sequence of actions in the process of undressing the doll - carefully folding clothes on standing chair, treat the doll with care, put it to sleep, sing lullabies. According to the rules of the game, children must select from the lying objects only those that are needed for sleep. There are several such games in younger groups: “Katya’s doll’s birthday”, “Let’s dress Katya for a walk”, “Katya is having lunch”, “Katya’s bathing”. Games with dolls are an effective method of teaching children independent creative role-playing games.

Didactic games have great importance to enrich imaginative play for older children as well. Games such as “Smart Machines”, “Dairy Farm”, “Who Needs What for Work” cannot leave children indifferent; they have a desire to play builders, grain growers, and milkmaids.

The didactic game also acts as a means of comprehensive education of the child’s personality.

Mental education. The content of didactic games forms in children the correct attitude towards the phenomena of social life, nature, objects of the surrounding world, systematizes and deepens knowledge about the Motherland, the army, profession, labor activity.

Children are given knowledge about the life around them according to a certain system. Thus, familiarizing children with difficulty takes place in the following sequence: children are first introduced to the content of a certain type of labor, then to machines that help people in their work, making work easier, to the production stage when creating necessary objects, products, and then the meaning of any type of work.

With the help of didactic games, the teacher teaches children to think independently and use the acquired knowledge in various conditions in accordance with the task.

Didactic games develop children's sensory abilities. The processes of sensation and perception underlie a child’s cognition environment. Familiarizing preschoolers with the color, shape, and size of an object made it possible to create a system of didactic games and sensory education exercises aimed at improving the child’s perception of the characteristic features of objects.

Didactic games develop children’s speech: the vocabulary is replenished and activated, correct sound pronunciation is formed, coherent speech develops, and the ability to correctly express one’s thoughts. Some games require children to actively use generic and specific concepts, for example, “Name in one word” or “Name three objects.” Finding antonyms, synonyms, and words that sound similar is the main task of many word games.

During games, the development of thinking and speech is carried out in an inextricable connection. In the game "Guess What We're Up to" you need to be able to pose questions to which children answer with only two words "yes" or "no".

Moral education. Preschoolers develop a moral understanding of careful attitude to surrounding objects, toys as products of adult labor, about norms of behavior, about relationships with peers and adults, about positive and negative personality traits. In nurturing the moral qualities of a child’s personality, a special role belongs to the content and rules of the game. Working with children younger age The main content of didactic games is the acquisition of cultural and hygienic skills by children.

The use of didactic games in working with older children solves slightly different problems - the education of moral feelings and relationships.

Labor education. Many didactic games develop in children respect for working people, arouse interest in the work of adults, and a desire to work themselves. For example, in the game “Who Built This House,” children learn that before building a house, architects work on a drawing, etc.

Children acquire some labor skills in the production of material for didactic games.

Aesthetic education. Didactic material must meet hygienic and aesthetic requirements: toys must be painted bright colors, artistically designed. Such toys attract attention and make you want to play with them.

Physical education. The game creates a positive emotional uplift, causes good health, and at the same time requires a certain tension nervous system. Particularly important are games with didactic toys, where the small muscles of the hands develop and strengthen, and this affects mental development, preparing the hand for writing, visual arts, i.e. to schooling.

Main types of games.

All didactic games can be divided into three main types: games with objects (toys, natural material), board-printed and word games.

Games with objects.

Playing with objects uses toys and real objects. By playing with them, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects and their characteristics: color, size, shape, quality. In games they solve problems of comparison, classification, establishing sequence in solving problems. As children master new knowledge about the subject environment, the tasks in the games become more complicated: the children practice identifying an object by any one quality, combine objects according to this characteristic (color, shape, quality, purpose, etc.), which is very important for the development of abstract , logical thinking.

Children of the younger group are given objects that differ sharply from each other in properties, since kids cannot yet detect subtle differences between objects.

IN middle group use items in which the difference between them becomes less noticeable. In games with objects, children perform tasks that require conscious memorization of the number and location of objects, and finding the corresponding object. While playing, children acquire the ability to put together a whole from parts, string objects (balls, beads), and lay out patterns from various shapes.

A variety of toys are widely used in educational games. They clearly express color, shape, purpose, size, and the material from which they are made. This allows children to be trained in solving certain didactic tasks, for example, selecting all the toys made of wood (metal, plastic, ceramics), or toys necessary for various creative games: for playing family, builders, etc. Using didactic games with similar content , the teacher manages to arouse interest in independent play, suggest to them the idea of ​​games with the help of selected toys.

The teacher uses games with natural materials (plant seeds, leaves, various flowers, pebbles, shells) when conducting such didactic games as “Whose children are these?”, “Which tree is the leaf from?”, “Collect a bouquet of autumn leaves,” and etc. The teacher organizes them during a walk, directly in contact with nature. In such games, children’s knowledge about the natural environment around them is consolidated, mental processes are formed (analysis, synthesis, classification) and a love for nature and a caring attitude toward it are fostered.

Games with objects include plot-didactic games and dramatization games. In the plot-didactic game, children play certain roles: seller, buyer in games like “Shop”, bakers in games “Bakery”, etc. Drama games help clarify ideas about various everyday situations, literary works"Journey to the land of fairy tales", about norms of behavior "What is good and what is bad?"

Board-printed games.

Printed board games – interesting activity for children. They are varied in type: paired pictures, lotto, dominoes. The developmental tasks that are solved when using them are also different.

Selection of pictures in pairs. The simplest task in such a game is to find exactly the same ones among different pictures: two hats, identical in color, style, etc. Then the task becomes more complicated: the child combines pictures not only by external signs, but also in meaning: find two planes among all the pictures. The planes shown in the picture may be different in shape and color, but they are united by belonging to the same type of object, making them similar.

Selection of pictures based on common characteristics. Some generalization is required here, establishing connections between objects. For example, in the game “What grows in the garden (forest, city)?” Children select pictures with corresponding images of plants, correlate them with their place of growth, and combine the pictures according to one feature. Or the game “What Happened Then?”: children select illustrations for a fairy tale, taking into account the sequence of the plot.

Memorizing the composition, quantity and location of pictures. For example, in the game “Guess which picture was hidden,” children must remember the contents of the pictures, and then determine which of them was turned upside down. This game is aimed at developing memory, memorization and recall. The gaming didactic tasks of this type of games are also to consolidate children’s knowledge of quantitative and ordinal counting, the spatial arrangement of pictures on the table, and the ability to talk coherently about the changes that have occurred with the pictures and their content.

Making cut pictures and cubes. The purpose of this type of games is to teach children logical thinking, to develop their ability to form a whole object from individual parts. In younger groups, pictures are cut into 2-4 parts, then in middle and older groups the whole is divided into 8-10 parts. At the same time, to play younger group the picture depicts one object: a toy, a plant, items of clothing, etc. For older children, the picture depicts a plot from familiar fairy tales, works of art familiar to children.

For the curious. The birthplace of puzzles is England, born in 1763. The author is the English engraver D. Spilsbary, who made it from mahogany geographical map, cut along the borders of countries. The map was used as didactic manual At school. In the second half of the 19th century, puzzles appeared in Europe and America. They are starting to be made from cardboard. A revolutionary discovery was the invention of a special puzzle technique, namely, individual elements were fastened together and made up a compact pattern, which is how puzzles differ from mosaics.

Description, story about the picture showing actions, movements. In such games, the teacher sets a learning task: to develop not only children’s speech, but also imagination and creativity. Often a child, in order for the players to guess what is drawn in the picture, resorts to imitation of movements, or imitation of the movements of an animal, its voice. For example, in a game (“Guess who it is?” the child, who took the card from the driver, carefully examines it, then imitates the sound and movements (cats, rooster, etc.) This task is given to children in the younger group.

In older groups, more complex problems are solved: some children depict the action depicted in the picture, others guess who is depicted in the picture, what people are doing there, for example, firefighters putting out a fire, sailors sailing on the sea, builders building a house, etc.

In these games such valuable qualities the child’s personality, as the ability to transform, to creative search in creating the necessary image.

Word games.

Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them. Since these games require the use of previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental problems; describe objects, highlighting their characteristic features; guess from the description; find signs of similarities and differences; group objects according to various properties and characteristics. These didactic games are carried out in all age groups, but they are especially important in the upbringing and teaching of children of senior preschool age, as they help prepare children for school: they develop the ability to listen carefully to the teacher, quickly find an answer to the question posed, accurately and clearly formulate their thoughts, apply knowledge in accordance with the task.

For ease of use of word games in the pedagogical process, they can be conditionally divided into four groups.

The first of them includes games with the help of which they develop the ability to identify the essential features of objects and phenomena: “Guess it?”, “Shop”, “Yes - No”, etc. The second group consists of games used to develop children’s ability to compare , compare, make the right conclusions: “Similar - not similar”, “Who will notice fables more?” Games, with the help of which the ability to generalize and classify objects according to various criteria are developed, are combined in the third group: “Who needs what?”, “Name three objects”, “Name in one word”, etc. In a special fourth group, games based on development of attention, intelligence, quick thinking, endurance, sense of humor: “Broken phone”, “Paints”, “Flies - does not fly”, etc.

The structure of the didactic game.

Mandatory structural elements of a didactic game are: a teaching and educational task, game actions and rules.

Didactic task.

To select a didactic game, it is necessary to know the level of preparedness of students, since in games they must operate with existing knowledge and ideas.

When defining a didactic task, it is necessary, first of all, to keep in mind what knowledge and ideas of children about nature, about surrounding objects, about social phenomena) should be acquired and consolidated by children, what mental operations should be developed in connection with this, what personality qualities in connection this can be shaped by the means of this game (honesty, modesty, observation, perseverance, etc.).

For example, in the well-known game “Toy Store” the didactic task can be formulated as follows: “To consolidate children’s knowledge about toys, their properties, purpose; to develop coherent speech, the ability to determine the essential characteristics of objects; to cultivate observation, politeness, and activity.” This didactic task will help the teacher organize the game: select toys that are different in purpose, material, appearance; give a sample description of the toy, polite address to the seller, etc.

Each didactic game has its own learning task, which distinguishes one game from another. When defining a didactic task, one should avoid repetition in its content and cliched phrases (“to develop attention, thinking, memory, etc.). As a rule, these tasks are solved in each game, but in some games more attention must be paid to the development of memory, in others - thinking, thirdly - attention. The teacher must know in advance and accordingly determine the didactic task. So, use the game “What has changed?” for exercises in memorization, “Toy Store” - for the development of thinking, “Guess what you are up to” - observation, attention.

Game rules.

The main purpose of the rules of the game is to organize the actions and behavior of children. Rules can allow, prohibit, prescribe something for children in the game, making the game entertaining and tense.

Compliance with the rules of the game requires children to have a certain amount of willpower, the ability to deal with peers, and to overcome negative emotions that appear due to a negative result. It is important, when determining the rules of the game, to place children in conditions under which they would receive joy from completing the task.

Using a didactic game in educational educational process, through its rules and actions, children develop correctness, goodwill, and self-control.

Game actions.

A didactic game differs from game exercises in that the implementation of game rules in it is directed and controlled by game actions. For example, in the game “Does it happen or not?” the rules of the game require: notice in the poem “Is this true or not?” L. Stancheva all fables:

Warm spring now
The grapes are ripe here.
Horned horse in the meadow
In summer he jumps in the snow.
Late autumn bear
Loves to sit in the river.
And wash among the branches
Ha-ha-ga the nightingale sang.
Quickly give me the answer -
Is this true or not?

The game is played so often that the children take turns, raising their hands, calling out all the fables they notice. But to make the game more interesting and all the children to be active, the teacher introduces a game action; the one who noticed the fable while reading the poem puts a chip in front of him. There are six fables in this poem. This means the winner will have six chips. They will receive a prize.

The development of play actions depends on the teacher’s imagination. Sometimes children, preparing for the game, make their own suggestions: “Let’s hide it, and someone will look for it!”, “Let me choose the driver with a counting rhyme!”

"Recognize the elements of the pattern."

Didactic task. To clarify and consolidate ideas about the main elements of any painting, to learn to isolate individual elements of a pattern, to develop observation, attention, memory and speed of reaction, to arouse interest in painting.

Material. Large cards, decorated with some kind of painting, at the bottom of which there are three or four free windows. Small cards with separate elements patterns, among which there are various paintings that differ in color and detail.

Game rules. Determine which of the proposed cards depicting elements of the painting fit the elements of the pattern of the main card.

Progress of the game. Having received a large card and several small ones, having carefully examined them, the players select those elements that are found in the pattern and place them in empty windows. The leader monitors the correct completion of the task.

Options. The players are given large cards, the host is given small cards. He shows the cards one at a time. Which player has such an element in the pattern on big map, takes it for himself. The winner is the one who collects all the elements of his pattern faster.

Players are given large cards, small cards are given to the leader. To get the right card, the player must describe it, for example: “I need a card on a red background with a black currant on it.” If he completed the task accurately and correctly, the presenter gives him a card. If he makes mistakes in the description, he skips a turn.

Before the game starts, the teacher makes a set of three to four cards, the elements of which correspond to the pattern of one of the products. Large cards are shuffled. Players receive one or two devices. Their task is to match the existing set of elements with a card with the product. The one who completes the task wins.

"Didactic games for preschool children"

"Domino"

Didactic task. To consolidate ideas about the main elements of any painting, to teach them to distinguish and compare them with each other, to name them correctly, using names invented by masters of the craft, to develop observation, attention, speed of reaction, and to arouse interest in painting.

Material. Rectangular cards divided into two parts. Each of them depicts a pattern element.; The options differ in color and details.

Game instillations. Players place cards so that the image of an element exactly matches the same image of another card. The first one to lay out all his cards wins.

Progress of the game. Two or more children can take part. All cards are laid out in the center of the table with the pictures down - this is the “bazaar”. Each player collects a certain number of cards, which is agreed upon before the start of the game. The one who has the doublet card makes the first move. The next player finds a card with the same element and places it next to the first one. If the player does not have what he needs, he uses the “bazaar”. If the “bazaar” is empty, he skips a turn. The winner is the one who gets rid of the cards first.

Option. The player makes a move and names the element of the painting. If the name is incorrect, the move is skipped.

"Lotto".

Didactic task. Same as in Domino

Materials. Large cards depicting objects decorated with some kind of painting. Along the edges of the cards there are up to six cells depicting elements of bottom painting. Cards with variants of pattern elements, differing in color and details.

Game rules. Players select cards according to the pattern on the large cards. They carefully monitor the progress of the game, not missing elements on their map.

Progress of the game. Two or more children can take part. The presenter distributes one large card to everyone, and mixes the small ones. Then, taking out one card at a time, the presenter asks what kind of element is depicted on it and who needs such a card.

Option. The game can be played in the form of a team competition. In this case, each team is given several cards at once to fill out simultaneously.

"Find a match."

Didactic task. The same as in Domino.

Material. Rectangular cards divided into two cells: one with pattern elements, the other empty. Cards with variants of pattern elements, forming pairs to the drawings on the stripes.

Game rules. Players select cards according to the pattern on the large cards. The first person to match pairs of all the elements on their cards wins.

Progress of the game. Two or more children can take part. The presenter gives everyone the same number of double cards, the small ones are mixed in the center of the table. At the leader’s command, the players select a pair of elements on their cards.

Options.

After completing the task, the player names all the elements of the painting. If the name is given incorrectly, the card is not counted.

Players take turns taking cards from the pile. If the card does not fit, the player places it at the bottom of the deck and skips the turn.

“Trickle” - two teams are made up of the players; one receives double cards, the other receives paired pictures. On command, a player from one group must find a member from another group with the same card to form a pair. In pairs, players approach the teacher, who checks the correctness of the choice. Forms a "stream".

“Pass it around” - players have three large cards, the small ones are mixed and placed face down on the table. Taking a small card, the player covers an empty cell with it; if the element matches, the pair is found. In addition, he gets the right to take the next card from the deck; if the card does not fit, passes it on, i.e. misses a move.

Lesson No. 1

Subject:"Didactic game in the pedagogical process of kindergarten."

Target: Systematize and deepen teachers’ knowledge about the main functions, types, and structure of didactic games.

Plan.

Basic functions of a didactic game.

Types of didactic games.

The structure of the didactic game.

Lesson No. 2:

"Methods of organization and management of didactic games."

Target: To improve the knowledge and skills of teachers in the methods of organizing and managing didactic games.

Plan:

Pedagogical value of didactic games.

Methodology for organizing didactic games.

Guide to didactic games.

“Play must necessarily be present in a children’s group. A children’s group that does not play will not be a children’s group... Imagination develops only in a group that necessarily plays.”

Makarenko A.S.

2. Methodology for organizing didactic games.

The organization of didactic games by the teacher is carried out in three main directions: preparation for conducting the didactic game, its implementation and analysis. (Task for micro groups: write the main components of each stage of the didactic game).

Preparation for conducting a didactic game includes:

selection of games in accordance with the objectives of education and training: deepening and generalization of knowledge, development of sensory abilities, activation mental processes(memory, attention, thinking, speech), etc.;

establishing compliance of the selected game with the program requirements for the education and training of children of a certain age group;

determining the most convenient time for the didactic game (in the process organized training in classes or in free time from classes and other routine processes);

choosing a place to play where children can play quietly without disturbing others;

determining the number of players (the whole group, small subgroups, individually);

preparing the necessary educational material for the selected game (toys, various objects, pictures...);

preparing the teacher himself for the game: he must study and comprehend the entire course of the game, his place in the game, methods of managing the game;

preparing children for play: enriching them with knowledge, ideas about objects and phenomena of the surrounding life necessary to solve a game problem.

Conducting didictic games includes:

familiarizing children with the content of the game, with the material that will be used in the game (showing objects, pictures, a short conversation, during which the children’s knowledge and ideas about them are clarified);

explanation of the course and rules of the game. At the same time, the teacher pays attention to the behavior of the children in accordance with the rules of the game, to the strict implementation of the rules;

showing game actions, during which the teacher teaches children to perform the action correctly, proving that otherwise the game will not lead to the desired result(for example, if one of the guys is peeking when you should close your eyes);

determining the role of the teacher in the game, his participation as a player, fan or referee. The degree of direct participation of the teacher in the game is determined by the age of the children, their level of preparation, the complexity of the task, the game rules. By participating in the game, the teacher directs the actions of the players (with advice, question, reminder);

summing up the results of the game is a crucial moment in its management, because Based on the results that children achieve in the game, one can judge its effectiveness and whether it will be used with interest in the children’s independent play activities. When summing up the results, the teacher emphasizes that the path to victory is possible only through overcoming difficulties, attention and discipline.

At the end of the game, the teacher asks the children if they liked the game and promises that next time they can play a new game, it will also be interesting. Children usually wait for this day. Analysis of the game is aimed at identifying methods of its preparation and conduct: which methods were effective in achieving the goal, what did not work and why. This will help improve both the preparation and the process of conducting the game, and subsequently avoid mistakes. In addition, the analysis will help identify individual characteristics in the behavior and character of children and, therefore, correctly organize individual work with them. Self-critical analysis of the use of the game in accordance with the goal helps to vary the game and enrich it with new material in subsequent work.

3.Management of didactic games.

Successful management of educational games primarily involves selecting and thinking through their program content, clearly defining tasks, determining their place and role in the holistic educational process, and interacting with other games and forms of education. It should be aimed at developing and encouraging cognitive activity, independence and children's initiatives, their use different ways solving game problems should ensure friendly relations between participants and a willingness to help comrades.

In the process of playing with toys, objects, materials, small children should be able to knock, rearrange, move them, disassemble them into their component parts (collapsible toys), put them back together, etc. But since they can repeat the same actions many times, the teacher It is necessary to gradually transfer children's play to a higher level.

For example, the didactic task “teach children to distinguish rings by size” is implemented through the game task “assemble the turret correctly.” Children have a desire to learn how to do it correctly. Showing a method of action simultaneously contains the development of a game action and a new game rule. Choosing ring after ring and putting it on the rod, the teacher gives a visual example of a game action. He runs his hand over the put-on rings and draws the children’s attention to the fact that the turret becomes beautiful, even, and that it is assembled correctly. Thus, the teacher clearly shows a new game action - check that the turret is assembled correctly - invites children to do it themselves.

Developing interest in didactic games, formation Play activity in older children (4-6 years old) is achieved by the fact that the teacher sets increasingly more complex tasks for them and is not in a hurry to suggest play actions. The play activity of preschoolers becomes more conscious, it is more aimed at achieving a result, and not at process. But even for older preschoolers, the management of the game should be such that the children maintain an appropriate emotional mood, ease, so that they experience the joy of participating in it and a sense of satisfaction from solving the assigned tasks.

The teacher outlines a sequence of games that become more complex in content, tasks, game actions and rules. Individual isolated games can be very interesting, but using them outside the system, it is impossible to achieve a general educational and developmental result. Therefore, the interaction of learning in the classroom and in the didactic game should be clearly defined.

For children early age did. game is the most suitable form of education. However, already in the second, and especially in the third year of life, children are attracted to many objects and phenomena of the surrounding reality, intensive assimilation of their native language occurs. Satisfying the cognitive interests of children of the third year of life, the development of their speech requires a combination of did games with targeted training in the classroom, carried out in accordance with a specific program of knowledge, skills, abilities. In the classroom, methods of learning are also formed more successfully than in the game: voluntary attention, the ability to observe, look and see, listen and hear the instructions of the teacher and carry them out.

It should be taken into account that in did. the game requires the right combination of clarity, the words of the teacher and the actions of the children themselves with toys, play aids, objects, etc. Visibility includes: 1) objects that children play with and that make up material center games; 2) pictures depicting objects and actions with them, clearly highlighting the purpose, main characteristics of objects, properties of materials; 3) visual display, explanation in words of game actions and implementation of game rules.

Special did types have been created. games: with paired pictures, such as picture lotto, dominoes with thematic series of pictures, etc. Initial demonstration of game actions by the teacher, trial run, incentive and control badges, chips - all this is also included in the fund of visual aids that are used to organize and guide games .

With the help of verbal explanations and instructions, the teacher directs the children’s attention, organizes, clarifies their ideas, and expands their experience. His speech helps to enrich the preschoolers’ vocabulary and mastery various forms training, contributes to the improvement of gaming actions.

When directing games, the teacher uses a variety of means of influence on preschoolers. For example, acting as a participant in the game, he directs the game unnoticed by them, supports their initiative, and empathizes with them the joy of the game. Sometimes the teacher talks about an event, creates an appropriate gaming mood and supports him during the game. He may not be involved in the game, but as a skillful and sensitive director, preserving and preserving its amateur character, he guides the development of game actions, the implementation of the rules and, unnoticed by the children, leads them to a certain result. Supporting and awakening children's activity , the teacher most often does this not directly, but indirectly: he expresses surprise, jokes, uses various kinds of game surprises, etc.

We must remember, on the one hand, the danger of over-intensifying the teaching moments, weakening the beginning of the game, giving the educational game the character of an activity, and, on the other hand, being carried away by the entertainment, moving away from the task of learning.

The development of the game is largely determined by the pace of children’s mental activity, the greater or lesser success of performing game actions, the level of assimilation of the rules, their emotional experiences, and the degree of enthusiasm. During the period of assimilation of new content, new game actions, rules and the beginning of the game, its pace is naturally more slowed down. Later, when the game unfolds and the children get carried away, its pace quickens. Towards the end of the game, the emotional upsurge seems to subside and the pace slows down again. Excessive slowness and unnecessary acceleration of the pace of the game should not be allowed: an accelerated pace sometimes causes confusion in children, uncertainty, untimely execution of game actions, violation of rules. Preschoolers do not have time to get involved in the game and become overexcited. A slow pace of play occurs when overly detailed explanations are given, many small comments are made. This leads to the fact that game actions seem to move away, the rules are introduced untimely, and children cannot be guided by them, they commit violations, make mistakes. They get tired faster, monotony reduces emotional uplift.

In a educational game, there is always the possibility of unexpected expansion and enrichment of its concept in connection with the initiative, questions, and suggestions shown by children. The ability to keep the game within a set time is a great art. The teacher compresses the time primarily by shortening his explanations. Clarity, brevity of descriptions ,stories, and replicas are a condition for the successful development of the game and the completion of the tasks being solved.

When finishing the game, the teacher should arouse children’s interest in continuing it and create a joyful perspective. Usually he says: “ A new game it will be even more interesting.” The teacher develops versions of games familiar to children and creates new ones that are useful and exciting.

I would like to end my speech with the words of N.K. Krupskaya: “For preschool children, games are of exceptional importance: for them, play is study, play for them is work, play for them is a serious form of education.”

Pedagogical value of didactic games.

(What do you think is the pedagogical value of educational games?)

In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties.

They promote the development of sensations and perceptions in preschoolers, the formation of ideas, and the assimilation of knowledge. These games provide an opportunity to teach children a variety of economical and rational ways of solving certain mental and practical problems. This is their developmental role.

It is necessary to ensure that didactic play is not only a form of assimilation of individual knowledge and skills, but also contributes to the overall development of the child and serves to shape his abilities.

Didactic play helps solve the problems of moral education and develop sociability in children. The teacher places children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.

Lesson No. 3:

Planning didactic games in the educational process.

Draw up a cyclogram of various types of didactic games for planning when working with children.

Plan.

Results of the thematic test: "Didactic game in the pedagogical process."

Creation of a cyclogram for the use of didactic games in working with children in the educational process.

1.Results of the thematic test: “Didactic game in the pedagogical process of kindergarten”:

didactic games are not always used in accordance with the age of the children;

there is no system in planning didactic games;

the time allocated for gaming activities is not fully used;

Board-printed, musical and didactic games, verbal and didactic games are not used enough in educational work with children.

2.When planning it is necessary:

Create the required conditions for organizing games indoors and on site; equip the pedagogical process with games and gaming material in accordance with the age, development and interests of children.

Observe the time allotted for games in the daily routine; help ensure that their organization provides children with an interesting, meaningful life.

In the process of joint play activities, cultivate perseverance, endurance, and form positive relationships between children: friendliness, mutual assistance, and the ability to follow the rules.

Systematically develop gaming skills in children, facilitate the transformation of play into their independent activity, and encourage the exercise of initiative.

Planning didactic games should occupy a significant place in the planning of all educational work with children. Being effective means learning, they can be an integral part of the lesson, and in an early age group, the main form of organizing the educational process. In addition, during the hours allocated for games, games are planned and organized both in joint and independent activities of children, where they They can play as they wish as a whole team, in small groups or individually. The plan should provide for the selection of games and material for them in accordance with the general plan pedagogical work.

Observations of children’s independent games make it possible to identify their knowledge, their level mental development, behavioral characteristics. This can tell the teacher what games are useful for children, what they are strong in, and what they are lagging behind.

Didactic games are short-term (10-20 minutes);

It is very important to maintain the child’s enthusiasm for the gaming task throughout the game, to try to ensure that the mental activity of the players does not decrease during this time, and that interest in the task does not fall.

Children must be given the opportunity to play different time of the day: in the morning before breakfast, between breakfast and class, during breaks between classes, on a walk, in the afternoon. Games in the morning help create a cheerful, joyful mood in children for the whole day. Everyone can play their favorite games, if desired, team up with friends. It is not uncommon for children to come to kindergarten with certain play intentions and continue the game they started the day before. If breakfast interrupts the game, it is necessary to give the children the opportunity to return to it again after breakfast, during the break between classes. In this case, the nature of the upcoming lesson should be taken into account. Before physical education In an activity, quiet games are preferable, and if the activity requires a monotonous position, more active outdoor games or verbal games with a motor component are desirable. It is necessary that the time allocated for games be completely devoted to the game. Sometimes due to the excessive workload of children with organized educational activities or due to irrational use of time - the playing time is reduced. This should not be allowed!

When planning didactic games, teachers need to take care of complicating the games and expanding their variability (possibly coming up with more complex rules).

The classes use those games that can be played frontally with all children. They are used as a method of consolidating and systematizing children’s knowledge.

When planning d/games in the educational process, it is necessary that new games taken in class are then held in a block of joint activities with children and used by children in their independent activities, being the highest indicator of the ability to engage in activities that require the application of mental effort.

D/games in most cases are held when children have already acquired certain knowledge and skills in classes, otherwise it will be quite difficult to implement the game.

For example, a child, only on the basis of knowledge, can by touch identify an object in a “magic bag” and name it or find similar or different qualities objects depicted in pictures. These games rely on children’s ability to consciously remember and reproduce what they perceived. It is necessary that all children achieve certain results in d/games, and not just those who are most active.

D/games can also be used to test children’s knowledge and skills. An important indicator of learning outcomes is the assimilation of what has been covered in classes by all children.

Most often, this is checked by a game, during which the teacher establishes to what extent not only capable, but average and weak children have correctly understood and mastered the content of the lesson. Having identified the level of knowledge and skills of the children, it is necessary to outline further work to eliminate shortcomings.

D/game is a practical activity with which you can check whether children have mastered knowledge in detail or superficially and whether they know how to apply it when needed. Children learn knowledge the more fully the more widely it can be applied in practice in various conditions. Enough It often happens when a child acquires certain knowledge in a lesson, but does not know how to use it in changed conditions.

Due to the fact that e-games are an indispensable means of overcoming various difficulties in the mental development of children, it is necessary to plan the use of e-games in individual work with children. How often and how much? As needed, very individually, depending on the needs and level of development of the children. Individual work with children using d/games can be planned for all types and types of games. Individual d/games organized by the teacher , create favorable conditions for direct contact with the child, help to better understand the reasons for the child’s lag, promote more active exercise in educational material.

In the d/game, knowledge acquired in class is applied, information obtained through personal experience is summarized, cognitive processes are activated and the level of mental development of lagging children increases.

D/games contribute to the development of all aspects of the human personality. If they are conducted lively, by a skillful teacher, children react to them with great interest and bursts of joy, which certainly increases their significance.

A.M. Gorky, defending the child’s right to play, wrote: “A child under 10 years of age requires games, fun, and his demand is biologically justified and legal. He wants to play, he plays for everyone and learns about the world around him, first of all, and more easily everything in the game, the game."

Education should be such that it causes an effort of thought, but does not require tension, does not cause fatigue, fear and reluctance to learn before the child comes to school.

Literature:

Amonashvili Sh.A. Hello, children! - M., 1988

Bondarenko A.K. Didactic games in kindergarten., M., Education, 1991.

Wenger L.A. "Education of a child's sensory culture", M., Prosveshchenie, 1988.

Goletsyova O. "Games in kindergarten", M., 1966.

Zhukovskaya R.I. "Game and its pedagogical significance." - M., 1100%

Krupskaya N.K. About preschool education.-M., 1100%

Kozlova S.A. Preschool pedagogy.-M., 2000.

Maksakov A.I. Learn by playing.-M.-1981.

Mendzheritskaya D.V. To the teacher about children's play. - M., 1982.

Sorokina A.I. Didactic games in kindergarten. - M., 1982.

Stolyar A. "Let's Play", M., Prosveshchenie, 1991.

Smolentseva A.A. "Plot-didactic games with mathematical content", M., Prosveshchenie, 1987.

Shvaiko G.S. "Games and game exercises for speech development", M., Prosveshchenie, 1988.

TOPIC: Country "Fictionland".

GOAL: Repeat with children what fables are. teach children to notice fables and illogical situations, explain them, and develop the ability to distinguish the real from the imaginary. Teach children to invent fables on their own, including them in their stories, to develop children’s imagination. Develop correct speech and enrich the child’s vocabulary.

MATERIAL: game pieces (for counting correct answers, illustrations for fairy tales.

PROGRESS OF THE CLASS:

1. PREPARATORY STEP:

Before the game starts, I ask the children if they know what fables are and where they heard them. I remind you that fables are fiction, something that does not happen in life. Fables often appear in fairy tales. (I draw the children’s attention to the exhibition of illustrations for fairy tales). I invite the children to remember some fictional story from fairy tales. Children look at the pictures and remember: - “that animals cannot talk”, - “Little Red Riding Hood could not come out of the wolf’s belly”, - “a fish cannot make wishes come true.”

2. PROGRESS OF THE GAME:

TEACHER: and so let’s start the warm-up, I’ll read you a poem, and you try to notice fictitious fable stories in it. (I read L. Stanchev’s poems “Is it true or not” to the children.

Children notice and name fables: grapes do not ripen in winter, horses do not have horns, and in summer they cannot jump in the snow.

teacher everyone understood the rules of the game.?

Now let's start the game.

(I seat the children at the tables in such a way that it would be convenient for them to put aside chips, children)

teacher: I will read you K.I. Chukovsky’s poem “CONFUSION”. There will be a lot of fables in it. I ask you to listen carefully and try to remember as many of the made-up stories as possible. Whoever notices the fable will quietly put the chip next to it. Whoever notices more fables will win. You only place a chip when you yourself have noticed the fable. Don't peek at each other.

I read the poem slowly, expressively, emphasizing places with fables. After reading, I ask the children questions.

Educator: Tell me guys, why do you think the poem is called confusion?

Who can repeat memorable stories?

Which fable did you like the most (I make sure that the children give their answers without repetition).

What did you like about this fable?

What would happen if this were not a fictional story?

Why can't this happen in life?

At the end of the game, I summarize the results, count the chips, and praise those children who tried and took an active part in answering my questions. I draw your attention to the fact that if the children put in more chips than fables, then they did not cope with the rules of the game and I suggest they be more attentive next time.

teacher: did you guys like the game? It was very interesting and fun. Writers and poets created many interesting and funny poems, fairy tales, and stories. You and I already know a lot of them and we can try to write a funny story ourselves. Shall we try?

First listen to my story. (I make up any funny made-up story)

Now try to come up with any story that could happen to you or your friends

(I listen carefully to the children’s stories. Help in constructing the correct sentences.)

Well done. everyone did it.

Guys, at home, please draw a story you like or come up with and draw your own fable.

www.maam.ru

Didactic game “Mathematical Flowers” ​​for children of senior preschool age

Tasks: Improving quantitative and ordinal counting skills; fixing the composition of the number within 10; development of intelligence, logical thinking; fixing the colors of the spectrum.

Materials for the game: There are many multi-colored petals with numbers from 1 to 10 pasted on them, flower centers with numbers, colored circles with numbers from 0 to 10 to add to the petals to get the desired amount.

I laminated all the petals and numbers for durability, so that my kids could enjoy the game for a long time.

Game actions:

You need to make a flower from individual petals so that their number corresponds to the number written on the circle (middle) of the future flower. Place the petals around the center in order, starting with 1.

The color of the middle and the numbers on the petals are painted the same color so that children can complete the task faster and more correctly.

Then you need to add the missing number to each petal so that the sum on the petal equals the number written in the middle of the flower.

During the game, children consolidate their counting skills within 10, learn to name numbers in real and reverse order, determine the missing number, decompose the number into two smaller ones

Children enjoy playing this game. The training is conducted in a fun, entertaining and accessible way.

www.maam.ru

Didactic games for the development of the emotional world of children of senior preschool age

Knowing and feeling are the most important distinguishing features of a reasonable person. Catching a barely noticeable smile or feeling the irritation of your interlocutor, holding back an insult or sharing joy with a friend - all this is the world of our feelings and emotions.

Recognition and transmission of emotions, despite its apparent simplicity, is a rather complex process that requires a certain level of development from the child. Children need to be taught to express their emotions and feelings. Learn to understand the feelings and emotions of another person (both an adult and a peer). After all, misunderstanding of another person leads to fears, worries, stiffness, awkwardness, and, in connection with this, hostility, inappropriate behavior, and alienation.

I bring to your attention did-it-yourself didactic games aimed at developing an understanding of a person’s emotional state in all its manifestations and children’s ability to express their emotions.

Game "Mood Album"

Target: develop the ability to understand various emotions, educate and evoke responses and experiences in children in certain life situations.

One day, while going through old books and magazines, the idea came into my head to cut out illustrations from them and give them a “second life.” I arranged them into groups, each of which created a certain mood: joy, sadness, fear, anger, surprise, peace... At home I found an album from the times of my childhood, and the illustrations were located there - each in its own section. All sections began with pictograms (schematic representations of emotions) and excerpts from fairy tales by K. I. Chukovsky.

At the end of the album, I pasted illustrations that created different emotions, mixing them - a task for consolidation.

The children enjoyed guessing emotions from fragments of fairy tales, looking at illustrations, and telling what mood they evoked in them and why. In addition, after working with such an album, children can be given homework– find and bring from home any illustrations that create a certain mood. Thus, create a “Mood Album” together with the guys.

Game "Mimic Cube"

Target: teach children to recognize their emotional state according to the scheme and depict it using facial expressions, pantomimes, and vocal intonations.

This cube is a lifesaver in the development of the emotional world of children; they love to play with it. There are many options for using this cube.

First option: One child throws the dice and depicts the emotion that appears on the dice in gestures and facial expressions, and the rest of the participants guess it, then the picture on the dice is shown to the others.

Second option: Children are divided into two groups: some receive a cube, others receive cards depicting emotions (pictograms).

The child of the first group rolls the dice and depicts an emotion, and the child of the second group chooses a pictogram card that corresponds to it.

Third option: Children pronounce a phrase with the intonation shown on the die. For example, the phrase: “Spring will come soon.”

Fourth option: A cube with images of animals is added to the “Mimic Dice”.

Children throw both dice and pronounce individual phrases or phrases from poems, imitating the voice of the fallen animal and depicting its mood (for example, they say the phrase “Tomorrow I’m going to visit” as a sad fox would say).

Fifth option: A cube with the image of some action is added to the “Mimic Dice”.

Children roll both dice and depict an action with a certain mood (for example, ironing clothes with an angry mood). As the game progresses, the children discuss why it is possible to be angry while ironing...

The fourth and fifth versions of the game are the most difficult; they can be played when children have learned to cope with the tasks of each type of cube separately.

Game "Colorful Envelopes"

The game involves a group of children of up to 10 people. Each child receives a set of 7 pictogram cards, indicating the main emotions (joy, fear, surprise, sadness, tears, peace, anger, each in its own color. Children lay out the cards in front of them and perform various tasks.

Option 1.

Target: learn to distinguish the main emotional states characters and relate them to graphic images.

Description. The teacher shows illustrations depicting children, animals, and fairy-tale characters in different moods.

You need to find the icon that matches the card shown.

During the game, you can ask children to remember or come up with a situation (remember an episode of a fairy tale in which the shown character could have a particular mood.

Option 2.

Target: learn to distinguish emotional states by voice intonation, facial expressions and correlate them with graphic images.

Description. The teacher pronounces a phrase with different facial expressions and emotional connotations (“Autumn has come” - sad, “It’s my birthday soon!” - cheerfully, “I won’t play with him!” - angrily, and so on). Children need to find a suitable pictogram.

Complicating the game: the teacher shows any pictogram from his set, the children independently come up with a phrase suitable for it and pronounce it with the necessary intonation and facial expressions.

Option 3.

Target: learn to distinguish music of various types and correlate it with graphic images.

Description. The teacher includes fragments of music that create a varied mood, children find and pick up a suitable pictogram (you can use fragments of classical works by Tchaikovsky, Chopin, Beethoven, Mozart, Shostakovich and others)

I hope that these games will be useful for preschool teachers in their work!

www.maam.ru

Introduce children to symbolic, fantastic analogy, and the method of focal objects.

The game "What's in the circle" on the theme group - kindergarten - street - city.

The group contains toys, furniture, dishes... children.

Group in kindergarten - what else is there in kindergarten - kitchen, laundry, medical office, music room, etc.

Pattern search game "Find the odd one out." Children are given cards with images of something of the same type on the topic “group, kindergarten” with the inclusion of one item from another system

Find what is superfluous and explain why “it” is sticky. Search arguments may be different. Finally, think about how to connect this item with this system.

What symbols can be used to designate rooms and classrooms in a kindergarten - come up with and draw on cards.

Sing the first verse of the song “It’s good in our garden.”

Analysis of what you like and don’t like about kindergarten. Why?

If only the kindergarten was fabulous. What would happen there? What would the children do?

All possible options to analyze life with children - good or bad. To whom? When? Why?

Where is the kindergarten located - street, city. What else is there on the street, in the city.

Offer to come up with a completely fabulous group using the method of focal objects. We explain to the children the essence of the method: we transfer the properties of one selected object to another, in this case, a group.

At the end of the discussion, the children and the teacher make up a story from the most interesting moments invented by the children.

Game "Change"

Goal: To consolidate a systemic (component, functional) approach by introducing children to kindergarten. Play with safety rules in kindergarten, on the site

Introduce children to the "On the contrary" technique.

Introduce children to a boy doll that does everything in reverse. No matter what you ask him to do, he turns everything upside down, does everything wrong.

The teacher offers to introduce the doll to the kindergarten. You can go to the one in the group, or you can go to the kindergarten (depending on the number of children and organization).

During the “excursion”, the doll constantly violates safety regulations - either jumps up the steps, then climbs onto the table, then grabs some electrical appliances, etc.

Children, with the help of a teacher, explain why this should not be done.

The group composes a common story: “What would happen if... (with an emphasis on the safety of life in the garden).

At the end of the lesson, offer to leave the doll with us, because something might happen to him somewhere, and with us he will help do everything the other way around when something needs to be changed. What should we call him: Dunno - Neumeika, On the contrary, Changeling?

In our senior group there was a Changeling.

Theme "City"

Target. Systems approach on the topic "city". Identify the features of your city.

A guide to identifying contradictions by analyzing with different sides circumstances, objects.

Reinforce the use of fantasy techniques.

Bring to the principle of homogeneity of objects using the method of focal objects.

Game “Name What You See?”

The teacher invites the children to close their eyes and pronounces some generalizing word. Children with eyes closed, call what they "see" when they hear that word.

For example, the teacher says the word “Kindergarten”. Children list: group, teacher, children, kitchen, walk... Any analogue that arises with this word.

The teacher pronounces the words - group, site, street, city

Game "Look out the window".

Children are offered the frame of a large window. Or a “window” made from a large box. Offer to open a “window” and look out into the city or look into some room.

What would the children see there? Come up with a short description on this topic. Tell each other what you saw.

Game "Wizards - Helpers in the City"

What would happen if assistant wizards came to our city?

What would happen to the streets, houses, kiosks, benches, trees.....

"These changes can be shown visually by making models of houses from a strip of paper folded like an accordion. As the house increases - the accordion stretches upward - the house increases in height; or to the sides - the house increases in length. The same with kiosks, benches, stops and etc.

When brought to life, characteristic details of life are added to everything: legs, arms, wings, mouth, eyes...

Game "Look out the window" (complication).

All these changes are discussed from the point of view of whether everything around us is good or bad.

Offer to change our city, making it look like... (take vegetables, fruits, any of flora, from food). What will the city be like now? Changes during the discussion can be applied to the layout (not necessary). Discuss what will happen in this case to the houses themselves and the residents. Come up with a name for the city and its inhabitants.

The main thing is to show children the good and bad sides, when everything around is made of the same material.

Come up with the beginning and ending of the story: “...and in search of salt the whole house took a break, he came to the store, and there was a break...” Excerpt from Renata Mukha.

One of the options could be (if they don’t get there, you can suggest) - the whole city is made of salt......

At the end, invite them to draw what they liked most about the changed city. Give a name to your recorded city.

Game "Spider"

Introduce children to the game "spider", teach them to analyze any situation or object from two opposite sides.

Pattern search game "Find the odd one out"

Tell the children that our revived kindergarten has gone into the forest.

Now he stands there - lives. He likes it there. Why? What's good about this for kindergarten?

You can create a model of a kindergarten in the forest - using any material in the group.

Invite the children to settle in this kindergarten, discussing with them what will be good and bad for us (convenient - inconvenient). Parents? A car delivering groceries to a kindergarten? Summer, autumn, winter?

The analysis is carried out in the form of a spider, scattering its legs on the board, where the entire analysis is recorded, all the most interesting sayings children, picked up by the teacher and written down or (if possible) indicated with symbols.

The children are shown the diagram itself - as if a spider has spread its legs, and each leg is looking at whether this situation is good or bad. Where he puts it, he will see it. Offer to mark the legs of the spider different colors, so that it is immediately clear which one sees only good, which one sees only bad.

Let's all make a mock-up of a spider from waste material.

Game "Spider"

X 1.1. Lots of trees, lots of space. Always clean air.

P 1.1. Far from houses. It's a long way to go.

X 2.1. You can hide, run. You will be healthy.

P 2.1. You bump into trees all the time. You won’t be able to shout to your comrades. You might catch a cold.

X Z. I. You will see a lot before you get there, you will get there

P 3.1. We have to get up early. It's too late to return home.

X I.2. Close to home

P 1.2. Not much room to walk. Misha is nearby.

X 2.1. You can sleep longer.

P 2 2. You go home straight away, you can’t go for a walk.

X 3 2. You can watch the cars. No trees, no knocking.

P 3 2. You won’t run. Everyone is pushing.

When done, a “walk on the site” or the site itself (at the children’s choice) is played out.

One of the inconveniences of walking on the site is rain.

How to walk in the rain without getting wet. (We don't have umbrellas). Fantastic and real solutions are accepted. In the real version, you can discuss what is convenient and what is inconvenient. Will we be able to use it now or someday.

Game "Point of View"

Teach a functional approach to the world around you.

Strengthen an empathic attitude towards everything around you, introduce children to the game “Point of View”.

Learn to use techniques to solve problems.

Analysis with children on the game "Spider" of autumn, rain. Talk about the functions of rain.

Like a person hiding from the rain, hiding from the rain.

How does rain relate to this? After all, the rain also thinks and dreams about something.

But our rain had already grown his hair, that one was summer, but ours was what? Autumn. What does the autumn rain think when watering the trees? At home?

Children, adults? Who does he like to water more? And what do houses, roads, bushes, trees think when it rains?

Distribute roles among children, invite them to tell what they think and feel.

While thinking, it’s good to turn on a quiet “drizzle” melody.

Make a model of rain, drawing an analogy with surrounding objects and with absent ones. Tag it characteristic features. How can we show on a model of our city that there is rain and there is not?

If we draw, no: we can remove...

Play with the model of rain, gradually moving from one object to another - making the group a city. Children say in small phrases what the rain feels at that moment, and what this transformed object feels like.

Does it rain at home? What is this?

Make a riddle -

Material from the site nsportal.ru

To use the preview, create an account ( account) Google and log in: https://accounts.google.com

Preview:

Didactic game for mastering the nature of music

Game material.

Demonstration: Flat cardboard figures painted in Russian style.

Progress of the game.

Children are given one card each. The musical director performs Vitlin’s “Bayu-bai,” “In the garden or in the vegetable garden,” Russian folk music. Do children listen to music and decide what to do?

Matryoshka dolls are rocked to calm music, and matryoshka dolls are danced to cheerful music.

Preview:

Game for developing pitch hearing

Game material. Four large cards and several small ones (according to the number of players). Large cards depict: goose, duck, chicken, bird; on small ones - ducklings, goslings, chickens, chicks in a nest.

Progress of the game.

Children sit in a semicircle opposite the teacher, each with one small card.

The music director offers to play and begins the story:

“In one yard there lived a hen with chickens, a goose with goslings, a duck with ducklings, and in a nest in a tree there was a bird with its chicks. One day I blew strong wind. It started to rain and everyone hid.

Bird mothers have lost their children. The duck was the first to call her children (shows a picture): “Where are my ducklings, dear guys? Quack quack!" (sings in the first octave).

Children who have ducklings on their cards raise them and answer: “Quack, quack, we are here” (singing in the sound of the second octave).

The music director takes the cards from the guys and continues: “The duck was happy that she had found her ducklings. The mother hen came out and also began calling her children: “Where are my chickens, dear guys? Ko-ko!” (sings in the first octave). The game continues until all the birds have found their children.

Preview:

Didactic game to develop a sense of rhythm

Demonstration: A caterpillar made of bright self-adhesive paper on one side and velvet paper on the other (head and several multi-colored individual bellies).

Progress of the game.

Give the caterpillar a name.

1. The teacher lays out the head of a caterpillar on a flannelgraph and invites the children to come up with a name for it. For example: YES-SHA. clap different options, trample, play this rhythm on musical instruments.

2. The teacher lays out the rhythmic formula of the caterpillar’s ​​name from circles or other figures above the caterpillar’s ​​head. In the future, children do this.

3. Attach two caterpillar bellies to the head.

Talk, clap, play on musical instrument(child's choice) the resulting rhythmic pattern.

4. Complication: divide the children into two teams. One team claps the rhythmic pattern of one tummy with their hands, the other spanks the rhythmic pattern of the other on the knees.

On this topic:

The card file was prepared and completed by teacher Olga Aleksandrovna Kotova.

“PICK UP A TOY FOR TANYUSHKA”

Objectives: To consolidate ideas about household items that can/cannot be played with; develop attention; cultivate a sense of mutual assistance.

Equipment:

• game card with a picture of a girl and “cheerful” men;
• pictures depicting various household items and toys.

Progress of the game: The teacher offers to help Tanya choose from the objects shown by the funny little men those that can be played with; explain why you can't play with the others.

“ONE, TWO, THREE, WHAT COULD BE DANGEROUS - FIND IT”

Objectives: Reinforce ideas about sources of danger in the house; develop intelligence and attention; foster a sense of camaraderie.

Equipment: Layout or game corner with household items, prizes (chips or pictures).

Progress of the game: The teacher or child turns away and counts to 3-5 (if necessary, up to 10), and during this time the children must take from the model or in the play corner those objects that, in their opinion, may be dangerous. Then everyone explains their choice. Answers are rewarded with prizes.

“WHAT DO WE KNOW ABOUT THINGS?”

Objectives: Expand children's understanding of the rules of safe behavior at home; develop attention and memory; foster a sense of cooperation.

Equipment:

• four game cards depicting a cut, burn, hand bruise and fire;
• pictures depicting various household items.

Progress of the game: 4 children take part in the game, each of them takes a game card with the image of an “injury”. The teacher (hereinafter referred to as the child) is the leader. He picks up a picture of an object one by one.

Participants must guess what injury could result from improper handling of this item, match it to their card and take the picture. When selecting, the child must explain why this or that object is dangerous and tell the rules for handling it.

"CONNECT THE DOTS"

Objectives: Reinforce ideas about sources of danger in everyday life; develop fine motor skills, strengthen the skills of using a pencil, the ability to draw a line along the dots; develop the ability to complete a task that has been started.

Equipment: Sheets depicting the contours of objects (from dots).

Assignment: Connect the dots, color and tell why this item is dangerous.

"SNAIL HOUSE"

Objectives: summarize children’s ideas about the rules of safe behavior; develop protective self-awareness; foster a sense of cooperation and strengthen numeracy skills.

Equipment:

• a playing field with a picture of a snail, inside the house of which there are drawn various items household items;
• chips;
• cube.

How to play: Children take turns throwing the dice and moving their piece by as many spaces as the number of dots on the dice. Each player talks about the picture on which his chip stands: what is depicted, the rules for handling this item.

“GUESS WHAT SIGN?”

Objectives: to train children in the ability to distinguish road signs, to consolidate children’s knowledge of the rules traffic; develop the ability to independently use the acquired knowledge in everyday life.

Equipment: Cubes with road signs pasted on them: warning, prohibitory, directional and service signs.

Progress of the game:

1st option: The presenter invites you one by one to the table where the cubes lie. The child takes the cube, names the sign and approaches the children who already have the signs of this group.

2nd option. The presenter shows a sign. Children find this sign on their blocks, show it and tell what it means.

3rd option: The players are given dice. Children study them carefully. Next, each child talks about his sign without naming it, and the rest guess this sign from the description.

"ON THE WAY TO"

Objectives: Consolidate knowledge about various types of transport; train attention and memory.

Equipment: pictures of trucks, passenger vehicles, chips.

Progress of the game: Before the trip, agree with the children who will collect what type of transport (for clarity, you can hand out pictures of trucks and cars, you can also take specialized transport: police, firefighters, ambulance etc.) . Along the way, children pay attention to the cars, naming them and receiving chips for it. Whoever collects the most wins.

“FIND THE RIGHT SIGN”

Objectives: Continue to consolidate knowledge of road signs and traffic control devices.

Equipment: 20 cardboard cards (puzzles). Some halves of the cards depict road signs, the other halves show the corresponding traffic situations.

Progress of the game:

1st option. The presenter selects cards with signs of one type (or several types, if they are few in number). The presenter distributes halves of cards depicting the traffic situation to the children, and places the elements with signs on the table face up. Then he names the type of road signs and talks about them general meaning. After this, the presenter invites the children to find common external features of this type of sign (color, shape, etc.). Children must find the appropriate half of the card among the elements they have.

2nd option: Children divide all halves of cards with signs equally. The traffic elements are shuffled and placed face down in the center of the table. Children take turns taking cards and matching them to their own.

The first person to find matching halves for all of their cards wins.

"WE ARE PASSENGERS"

Objectives: Clarify children’s knowledge that we are all passengers; establish the rules for boarding and disembarking from transport.

Equipment: Pictures of traffic situations.

Progress of the game: Children take one picture at a time and tell what is drawn on them, explaining what to do in a given situation.

"CUT SIGNS"

Objectives: Develop the ability to distinguish road signs; fix the name of road signs; develop in children logical thinking, eye gauge.

Equipment: Split signs; samples of signs.

Progress of the game:

The child is first asked to remember which traffic signs he knows, and then he is asked to assemble cut signs using a model. If the child copes easily, then he is asked to collect the signs from memory.

"WORD GAME"

Game options:

1. Clap your hands when you hear a word related to a traffic light. Explain the choice of each word: three eyes, standing on the street, red light, standing at home, intersection, blue light, one leg, yellow light, pedestrian assistant.

2. Clap your hands when you hear a word that refers to a passenger. Explain your choice: bus, route, stop, road, swimming, reading, sleeping, ticket, conductor, plane flight, pedestrian, seat, cabin, bed.

3. Make up a story with the words: morning, breakfast, road to school, sidewalk, bakery, pharmacy, intersection, overpass, traffic light, school.

"GOOD BAD"

Objectives: to form ideas about the beneficial and harmful properties of fire. Develop logical thinking, memory, attention.

Progress of the game:

The child is shown a picture depicting different kinds the use of fire (both good and bad). Children are given cards with images of fire and objects related to fire (matches, firewood, gas stove, kerosene lamp, etc.) Children must place the cards on the picture - in the right place.

• How to call the fire department?
• What to do if during a fire there is no way to call the fire brigade and the routes out of the house are cut off by the fire?
• Is it possible to put out a fire without first calling the fire brigade?
• What should you do if you smell gas in your house?
• Is it possible to hide in a closet or under a table during a fire?
• Is it possible to set poplar fluff on fire?
• Is it possible to create a draft during a fire by opening all windows and doors at the same time?
• Is it possible to use the elevator during a house fire?
• What should you save first during a fire: money, documents or yourself?
• How to properly leave a smoky room?
• Is it possible to play with matches and lighters and why?

“NAME THE CAUSES OF THE FIRE”

Objectives: To develop knowledge about the causes of fire. Develop attention, memory, speech. Cultivate responsibility.

Progress of the game:

From the plot pictures proposed by the teacher (children collect autumn leaves, children hang burning candles on the Christmas tree, a boy plays with matches in the closet, children water flowers, etc.) the child must choose those situations that could cause a fire and justify his answer, for which he receives a chip. The one who has the most chips at the end of the game wins.

Victoria Dmitrieva

Didactic games are intended for both individual and subgroup work with children aged 5–7 years. Invaluable help to educators, parents, and speech therapist.

Used in educational field"Communication".

Contribute to:

literacy training (coordination of numerals with nouns; formation of singular and plural nouns; formation of genitive singular nouns);

replenishment and expansion of vocabulary;

development of phonemic hearing in children (automation of sound and differentiation of mixed sounds in pronunciation);

development of the syllabic structure of the word;

development of sound analysis and synthesis, as well as memory, attention, thinking.

All games can be easily done with your own hands.

Didactic game "Count- ka"

Goal: to teach children to coordinate numerals with nouns.

Equipment: plot picture “Smeshariki”, color pictures in an amount of 5 pieces.

Progress of the game: In front of the child there is a plot picture, for example, “Krosh gives Nyusha flowers” ​​and more pictures are laid out. The child must count how many items Krosh gave to Nyusha. For example, one reel, two reels, three reels, four reels, five reels. A speech therapist, working on the automation of a certain sound, in this game can purposefully select appropriate pictures to automate it. The game will be doubly useful because it is aimed at development grammatical structure speech and development of phonemic hearing at the same time.

Didactic game "What not a hundred" lo"

Purpose: to teach children to form genitive nouns

singular

Equipment: plot 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.” Fairytale hero An 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.

If you work on automating a certain sound, you can select corresponding pictures. The game is also useful in that it is aimed at developing the grammatical structure of speech and developing phonemic awareness at the same time.

Didactic game "Sound cha sy"

Goal: to develop phonemic hearing and sound analysis of words

Equipment: drawn clock on paper with pictures instead of numbers, hands.

Progress of the game:

Option 1. Adult-child play.

The child is asked to look at the clock and find pictures with a given sound, for example, “Z”. The child moves both hands on the clock, thereby choosing two correct pictures at once (hare-watermelon). Children of senior preschool age (from 6 to 7 years old) are also offered an additional task to determine the sound in a word (beginning, middle, end of a word).

Option 2. Child-child (children of senior preschool age from 6 to 7 years). The principle of the game is the same. Only two children are playing. Everyone takes turns being the leader. One child makes a sound, the second looks for and places the arrows. And vice versa, they change roles.

Didactic game "Magic School" af"

Goal: develop the syllabic structure of a word, automate the sound in words

Equipment: story character, drawn wardrobe, color pictures.

Progress of the game: The pirate hid objects in the closet. The child needs to list them and determine the number of syllables in each word, clapping each word. Example: ma-tresh-ka. By clapping the word three times, the child thereby determines the number of syllables.

A speech therapist can select pictures with a certain sound in advance to automate it.