The main problems in children’s communication are related to the child’s lack of interest in the experiences of other people, misunderstanding 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 amounts 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.
Victoria Dmitrieva
Didactic games Designed for both individual and subgroup work with children aged 5–7 years. Invaluable help to educators, parents, and speech therapist.
They are used in the educational field of Communication.
Contribute to:
literacy training (coordination of numerals with nouns; formation of singular and plural; 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: a 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). For older children preschool age(from 6 to 7 years old) an additional task is offered 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.
Teacher of MBDOU No. 39
Nikishina Z.N.
So the summer has flown by. It was blooming. After all, it is in the summer that flowers bloom the most - in gardens, in parks, in the forest outside the city... Children love to admire flowers and collect them in bouquets. Do our children know the name of flowers well, do they know when and where they bloom? We offer a selection of games that will help preschoolers better remember the names of flowers and their characteristics, teach them to write coherent stories and expand their imagination and visual attention.
Didactic game for children of senior preschool age “Collect a flower.”
Goal: to generalize children’s knowledge about the components of plants, to practice the use of nouns in the genitive case, singular and plural, to develop visual attention and memory.
Materials: cards with images of stems and leaves, cards with flower heads.
Progress of the game:
Option 1. The teacher gives the children cards with pictures of stems and leaves. The children are shown a card with images of flower heads of different plants.
Educator. The green leaves will come to life,
And they will find their flower.
The child who has an image of the leaves and stem for this flower replies: “I recognized you, chamomile, you are my stem.” The child receives a card and makes a flower.
Option 2. The teacher has stems and leaves, the children have flowers.
Educator. Flower, flower, will come to life and find its leaf!
Child. I recognized you, you. You are the leaves of my bell.
As the game progresses, the teacher can ask the children questions: “What else do you know about chamomile? Where does she like to grow? When does it bloom? Does chamomile have any special characteristics? Compare chamomile and bellflower based on similar characteristics. What is the difference between chamomile and poppy?” etc.
Didactic game for older preschoolers “Let's plant flowers in a flowerbed.”
Goal: to summarize children’s knowledge about the season, flowering time and place of growth of flowers, to train in writing descriptive stories: to develop coherent speech, visual attention, and memory. Bring up careful attitude to plants.
Equipment: Large cardboard cards with the image of bouquets of flowers, small cards with the image of one flower for creating a flower bed.
Progress of the game
Educator. Each of us enjoys admiring the beautiful flowers that grow in the flowerbeds of our city. Do you think it’s possible to tear them and collect them into bouquets? (Children's answers)
Of course, you don’t need to collect flowers in bouquets, but you can “plant” them in a flowerbed. Cards are laid out in front of you, depicting wildflowers (garden flowers, primroses). Find an image of the flowers you have chosen on the small cards and “plant” them in the flowerbed. (Children's work)
Well done, what beautiful flowers bloomed in your flower beds. And now, without naming the flower itself, tell us everything about it (when it blooms, where it likes to grow, what color).
Didactic game for older preschoolers “Grow, flower, blossom.”
Goal: to expand children’s knowledge about the process of plant development; practice composing coherent stories with establishing cause-and-effect relationships; develop visual attention (analysis, synthesis, comparison).
Equipment: cardboard circle divided into 8 segments, 8 different segments depicting different stages of plant development.
Progress of the game
Educator: Guys, in order for a flower to grow, you must first plant a small seed in the ground, take care of it, when the sprout appears, weed out the weeds. This is how to grow garden flowers. However, in the meadow, in the forest, in the field, many different flowers grow, although no one planted or cared for them. Nature itself took care of them. The wind brought a seed, the rain watered it, the sun caressed it - and a beautiful flower grew
Now guess the riddle.
Yellow sisters bloomed in the grass.
They turned gray and flew with the wind.
They will fall to the ground and bloom again. (Dandelion)
Did you find out what flower the riddle is about? (Children's answer) That's right, it's a dandelion. Now please tell me how this flower grows. And these pictures will help you. Look at them carefully: each card depicts a certain stage of plant development, starting from the seed. Lay out these pictures in a circle, clockwise in the correct sequence.
Children independently make a circle from the segments, and each one talks about “their” stage of plant development
During the game, the teacher helps the students with leading questions, to which the children must give a detailed answer, for example: “What does a seed need to germinate?” (To germinate a seed you need: water, heat and light). What leaf shape is this plant? (Holly plants).What color is the flower? Show the stem, leaves, bud, blooming flower. Why did the dandelion fly away? (The dandelion scattered because the wind blew. The wind will blow the seeds away, and they will fall to the ground and new dandelions will soon grow).
Educational didactic game “Computer Make-Believe”.
Purpose: to generalize knowledge about the main parts of the plant, the conditions necessary for the growth and development of the plant; develop visual perception, attention, memory, thinking, imagination, expand the understanding of the world around us and the interaction of man with nature.
Equipment: homemade toy computer, floppy disks with tasks, cubes depicting subject pictures.
Progress of the game
Educator. Lay out the cubes with pictures, complete the task on the floppy disk.
1. Conditions necessary for the growth and development of a plant (soil, water, light, heat).
2. The main parts of the plant (root, stem, leaf, flower).
An outdoor game for older preschoolers “Visiting the Flowers.”
Goal: to develop auditory attention, imagination, expressiveness of movements and facial expressions, to cultivate interest in the plant world.
Equipment: hats (chamomile, violet, poppy, bell), audio recording of Tchaikovsky’s “Waltz of the Flowers” from the ballet “The Nutcracker”.
Preliminary work: observing flower beds, learning the names of flowers, reading poems about flowers, asking riddles, singing songs.
Progress of the game
Tchaikovsky's "Waltz of the Flowers" is playing quietly in the group
Educator. Guys, now you choose your hats of colors and squat down on the mat. I will read a story about flowers, when someone hears that it is about his flower, he must stand up and perform the movements according to the text.
Morning came and the sun woke up. I went out onto the porch and breathed in the fresh air filled with the scent of flowers. I wanted to go and say hello to the flowers. I headed down the path, and soon
I saw a chamomile in the grass. (Child - daisy gets up) She just woke up and opened her eyes (the child performs the action). Seeing me, she nodded her head back and forth several times (corresponding to
general movement), spread the petals in the wind (the child spreads his arms to the sides) and waved to me (the child makes several waves with his arms). Perhaps the flower said hello to me. And a little further I saw a blue bell, which stretched its head towards the sun. (The child performs the movement.) Then a breeze blew, and the flowers began to sway: back and forth, back and forth. (Children perform the movements)
Game "Tops and Roots"
Target: consolidate general concepts in children’s speech. With some vegetables we eat what is on the surface of the earth (tops), and with others we eat what grows in the ground (roots).
Participants: children of the older group.
- cognition
— communication
Game rules. You can look for your top or spine only when given a signal. You can’t pair up with the same player all the time; you have to look for another pair.
Game actions. Search for a pair; composition of a whole plant.
Progress of the game.
Option 1. After harvesting in his garden, the adult gathers the children, showing them what a good harvest they have grown, and praising them for their useful work. Then he clarifies the children’s knowledge that some plants have edible roots - roots, others have fruits - tops, and some plants have both tops and roots edible. An adult explains the rules of the game:
- Today we will play a game called “Tops and Roots.” On our table are the tops and roots of plants—vegetables. We will now divide into two groups: one group will be called tops, and the other will be called roots. (Children are divided into two groups.)
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 vocabulary child.
MATERIAL: game pieces (for counting correct answers, illustrations for fairy tales.
PROGRESS OF THE CLASS:
1. PREPARATORY STAGE:
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 belly of the wolf”, - “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.
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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 the game would please my kids 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 center 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.
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Didactic games for the development of the emotional world of children of senior preschool age
Knowing and feeling is the most important distinguishing feature 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 didactic games, made by hand, aimed at developing an understanding of the emotional state of a person in all its manifestations and the ability of children 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 one can 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 (fragments can be used classical works Tchaikovsky, Chopin, Beethoven, Mozart, Shostakovich and others)
I hope that these games will be useful for preschool teachers in their work!
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Introduce children to symbolic, fantastic analogy, and the method of focal objects.
Game "What's in the circle" on the topic 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 was a Changeling.
Theme "City"
Target. Systematic 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 food 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 -
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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: 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 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.
"HOUSE OF THE SNAIL"
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, 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 ROAD"
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. Who will collect more, he won.
"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 various types 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.