Outdoor games in the second junior group. Card index of games for children of the second junior group Game “Cut Pictures”
Maryana Doschanova
Card index. Morning. Second junior group
JANUARY
Morning. Work in group
1. Preparation for the role-playing game "Salon": looking at illustrations "At the hairdresser".
Tasks: expand children’s understanding of the work of a hairdresser, his responsibilities, and what tools the hairdresser uses. Enrich children's gaming experience.
Equipment: illustrations on the topic.
2. Work in a corner of nature: introduction to balsam.
Tasks
Equipment: flowers, watering can.
3. Didactic game "Zoo".
Task: Continue to introduce children to a variety of words.
4. Individual work.
5. Morning exercises. "January" Complex No. 1
Morning. Work in group
1. Observation of the bus.
Task: introduce the names of machine parts.
2. Didactic game "Wonderful bag".
Tasks
Equipment: vegetables and fruits, sharply different in shape, details, then more similar. Small pouch (opaque).
3. Work in a corner of nature: introduction to balsam.
Tasks: invite children to look at indoor plants, name familiar ones; determine which plant was not previously in the corner of nature, describe the balsam. Develop observation skills, interest in indoor plants, and develop basic plant care skills.
Equipment: indoor plants, watering cans.
4. Individual work.
5. Morning exercises. "January" Complex No. 1
Morning. Work in group
1. Conversation "Table manners".
Tasks: Develop cultural and hygienic skills, teach children to eat independently, hold a spoon correctly, bend over a plate, behave correctly at the table.
Equipment: table, plates, glasses, spoons, napkins.
How to sit at the table correctly. (show)
Using a spoon and fork. (show)
How to eat soup correctly. (show)
Using a napkin. (show)
2. Didactic game “Whose house?”
Tasks: Teach children to recognize wild animals and name their homes. Enrich your vocabulary, learn to pronounce words correctly and clearly.
Equipment: gaming cards.
3. Work in a corner of nature: observation "Water the Flowers".
Tasks: Continue to introduce children to the labor operations involved in caring for indoor plants and tell them about their purpose. Remind children of the names of plants.
Equipment: watering can.
4. Independent activity in play corners.
Tasks: Help organize children’s games with large building materials and favorite toys, teach them to negotiate interactions.
Equipment: large building material.
5. Morning exercises. "January" Complex No. 1
Morning. Work in group
1. Observation of the properties of water.
Task: teach children to handle water carefully. Clarify ideas about properties water: pours, has different temperatures.
Equipment: water, basin.
2. Didactic game "Find the object"
Tasks: learn to compare the shapes of objects with geometric patterns.
Equipment: geometric figures (circle, square, triangle, rectangle, oval).
Content: children stand in a semicircle. In the center there are two table: on one - geometric shapes, on second - objects. The teacher tells the rules games: "We will play So: whoever the hoop rolls to will come to the table and find an object of the same shape as the one I show.” The found object rises high if it is chosen correctly, children. They clap their hands. Then the teacher rolls the hoop to the next child and offers a different shape. The game continues until all the objects are suitable and matched to the samples.
3. Work in a corner of nature: introduction to natural materials.
Tasks: Introduce children to the properties of raw clay - soft, plastic, viscous, sticky, wrinkles well, easily changes shape under the influence of hand efforts, offer to hold and mash the clay in their hands. Enrich children's sensory experience.
Equipment: clay.
4. Individual work.
5. Morning exercises. "January" Complex No. 1
Morning. Work in group
1. Conversation “How should you dress so as not to get sick?”
Tasks: to activate in children’s speech words denoting objects and details of clothing items, discuss their purpose, the dependence of people’s clothing on weather conditions.
Equipment: demo material "Cloth".
2. Preparation for the role-playing game "Family": didactic game "Lay out the dishes"; reading poems by S. Kaputikyan "Masha is having lunch", "We erase", "Vacuum cleaner".
Tasks: Expand children's social and play experiences. Learn to understand a general word "dishes". Encourage children to reproduce family life in play.
Equipment: set of dishes.
3. Didactic game "Guess what it sounds like" Target: To introduce children to the sounds of the world around them, to isolate and recognize them. Move games: The teacher shows the objects one by one and demonstrates how they sound. Then the teacher offers to solve riddles. He closes the screen and acts with different objects, and the children recognize which objects the different sounds belong to. Explains that there are many sounds in the world and they all sound differently.
4. Work assignments: Helping adults set the table for dinner.
Tasks: To develop in children the skills necessary when on duty dining room: help set the table (arrange bread bins (without bread, napkin holder, spoons).
5. Morning exercises. "January" Complex No. 1
Morning. Work in group
1. Conversation "Let's go for a walk".
Tasks: to develop self-service skills in children, teach them to dress independently, in a certain sequence. Intensify your speech and clarify the names of clothing items.
Material: clothes, doll
2. Work assignments: caring for indoor plants.
Tasks: encourage children’s desire to care for plants, develop appropriate skills in caring for them, continue to teach children to correctly identify and name their parts, and cultivate a caring attitude towards plants.
Material: watering can, table
3. Game situation "The little bear washes himself".
Tasks: to form cultural and hygienic skills. Invite the children to watch how a toy bear washes itself, answer question: “Is he doing everything right?”
Equipment: teddy bear, washbasin, towel.
4. Didactic game "Guess what's in your hand".
Task: find out the named item using one of the analyzers.
Game action: running to the teacher with an object recognized by touch.
Rule: You can’t look at what’s in your hand. You need to find out by touch.
Material: vegetables, fruits, bag.
5. Individual work. Learn to establish the simplest connections between seasonal changes in nature and the behavior of animals, recognize and name the young.
Material: Pictures with the image of a hare, a bear in a den, a squirrel with cubs.
5. Morning exercises. "January" Complex No. 2
Morning. Work in group.
1. Conversation "Strong Teeth".
Tasks: Tell children about the rules of caring for teeth: explain the need to brush your teeth in the morning and in the evening, after each meal, be sure to rinse your mouth with water; talk about why you can’t alternate between hot and cold foods and gnawing nuts with your teeth.
Material: Pictures, Toothbrush.
2. Didactic game "Guess what I ate".
Task: find out an object using one of the analyzers.
Game action: guessing by taste.
Equipment: carrot, apple, pear, cabbage.
3. Work assignments: assistance to the teacher in preparing for the lesson.
Tasks: Introduce children to new work assignments, teach them to find and select the necessary items and Material: in accordance with the organized activities.
4. Individual work on FCCM “Ability to distinguish between right and left hands”
Material: mirror, Pictures.
5. Morning exercises. "January" Complex No. 2
MARGARITA TAULE
Outdoor games in the second junior group
Municipal budgetary preschool educational institution
Kindergarten No. 5 "DEWDROP"
VILYUCHINSKY CITY DISTRICT
CARD INDEX ACTIVE GAMES
(2 junior group)
Physical education instructor Taul M.N.
Vilyuchinsk, 2016
Outdoor game"Sparrows and the car"
Target: to teach children to run in different directions without bumping into each other, to start moving and change it at the teacher’s signal, to find their place.
Description. Children - "sparrows" sit on the bench - "nests". The teacher pretends "automobile". After the words teacher: "Let's fly, sparrows, onto the path"- children get up and run around the playground, waving their arms - "wings". On signal teacher: “The car is moving, fly, little sparrows, to your nests!” - "automobile" leaves from "garage", "sparrows" fly to "nests" (sit on benches). "Automobile" returns to "garage".
Outdoor game"My funny ringing ball"
Target: teach children to jump on two legs, listen carefully to the text and run away only when the last words are spoken.
Description. Children stand on one side of the playground, with a teacher next to them with a ball in their hands. It shows how easily and high the ball bounces when you hit it with your hand, accompanying the action words:
My cheerful ringing ball,
Where did you start galloping to?
Red, yellow, blue,
Can't keep up with you.
Then the teacher invites the children to jump, while hitting the ball on the ground. After reading the poem again, he speaks: “I’ll catch up now!” The children stop jumping and run away. The teacher pretends to catch them. The teacher, without using the ball, invites the children to perform jumps, while he himself raises and lowers his hand above the children’s heads, as if hitting balls.
Outdoor game"It is snowing"
Target: teach how to correlate your own actions with the actions of participants games; exercise children in running, making turns around themselves.
The teacher reads a poem:
White fluffy snow swirls in the air,
And quietly falls to the ground, lies down.
Children run in circles, spinning.
Outdoor game"Sun and Rain"
Target: teach children to walk and run in all directions, without bumping into each other, teach them to act on the teacher’s signal.
Description. Children squat down behind the line designated by the teacher. Educator speaks: “The sun is in the sky! You can go for a walk". Children are running around the playground. On signal: “Rain! Hurry home!- run behind the marked line and squat down. The teacher again speaks: "Sun! Go for a walk", and the game repeats itself.
Outdoor game"Aircraft"
Target: teach children to run in different directions without bumping into each other; teach them to listen carefully to the signal and start moving according to the verbal signal.
Description. The teacher invites the children to prepare for "flight", having previously shown how "start up" motor and how "fly". Educator speaks: “Get ready for the flight. Start the engines!- children make rotational movements with their hands in front of their chest and say sound: "R-r-r". After the signal teacher: "Let's fly!"- children spread their arms to the sides (like the wings of an airplane) And "fly"- scatter in different directions. On signal teacher: “Landing!”- children sit on the bench.
Outdoor game"Snowflakes and the Wind"
Target: development of children’s imagination, attentiveness, ability to play in a team; practice running, doing turns around yourself, and squatting.
The teacher says words:
And now I'll look:
Who knows how to have fun
Who is not afraid of frost?
Educator – "wind" imitates the wind blowing, and children - "snowflakes" move around the site, depicting the flight of snowflakes. Children hide (sit down when the teacher stops blowing.
Outdoor game"Train"
Target: teach children to walk and run in a column one at a time, speed up and slow down, stop at a signal; to teach children to find their place in the column, not to push their comrades, and to be attentive.
Description. Children stand in a column one by one (not holding each other). First - "locomotive", the rest - "cars". The teacher blows the whistle, and "train" begins to move forward slowly at first, then faster, faster, and finally the children start running. After the teacher's words "The train is pulling into the station" The children gradually slow down and the train stops. The teacher invites everyone to go out, take a walk, pick flowers and berries in an imaginary clearing. At the signal, the children gather in a column again - and the train begins to move.
Outdoor game"By the Bear in the Forest"
Target: development in children of the speed of reaction to a verbal signal, development of attention; exercise children in running.
Of all the participants games choose one driver who is appointed "bear". On the site for games outline two circles. The first circle is a den "bear", the second is home, for all other participants games. The game begins and the children leave the house with words:
By the bear in the forest
I take mushrooms and berries.
But the bear doesn't sleep,
And he growls at us.
After the children say these words, "bear" runs out of the den and tries to catch one of the children. If someone does not have time to escape into the house and "bear" catches him, then he himself becomes "bear".
Outdoor game"On a smooth path"
Target: develop coordination of the movements of arms and legs in children; teach them to walk freely in a column one at a time; develop a sense of balance and spatial orientation.
Description. Children, free grouping, go with the teacher. The teacher pronounces the following text at a certain pace, the children perform movements according to text:
On a level path, walk at a pace.
On a flat path
Our feet are walking:
One - two, one - two.
Over the pebbles, over the pebbles, Jump on two legs with
moving forward.
By pebbles, by pebbles...
In the hole - bang! To squat.
Get up.
Poem repeats again. After several repetitions the teacher says another text:
On a smooth path, on a smooth path
Our legs are tired, our legs are tired,
This is our house - this is where we live.
At the end of the text, the children run to "house"- a predetermined place behind a bush, under a tree, etc.
Outdoor game"Chicken - Corydalis"
Target: train children to quickly respond to the teacher’s signal; exercise children in walking.
A hen came out - a crested chicken, with yellow chicks, the teacher depicts "chicken", children - "chicks". One child (older) – "cat". "Cat" sits on a chair to the side. "Hen" And "chickens" walk around the site. Educator speaks:
The chicken clucks: "Ko-ko, don't go far".
Approaching "cat", teacher speaks:
A cat lay down on a bench by the path and dozed...
The cat opens its eyes and catches up with the chickens.
"Cat" opens his eyes, meows and runs after "chickens", which run to a certain corner of the site - "house"- to the mother hen. Educator ( "chicken") protects "chicks", spreading his arms to the sides, and speaks at this: “Go away, cat, I won’t give you chickens!” At repeat game role"cats" entrusted to another child.
Outdoor game"Find your color"
Target: teach children to quickly act on a signal, navigate in space; develop dexterity.
Description. The teacher places hoops on different sides of the playground (made from cardboard) and puts one pin of a different color in them. One group Children stand around red pins, another yellow, and a third blue. On signal teacher: "For a walk!"- children disperse or scatter throughout the playground in different directions. On second signal: "Find your color!"- children run to their seats, trying to find a pin of their color. A game repeats itself.
Outdoor game"Round dance"
Target: teach children how to dance in a round dance; practice squats.
The children pronounce the words behind the teacher. Holding hands, they walk in a circle.
Around the rose bushes, among the herbs and flowers
We circle and circle the round dance, oh, we are merry people!
We were so dizzy that we fell to the ground.
When pronouncing the last phrase, perform squats.
Outdoor game"Carousel"
Target: to develop children's balance in movement, running skills, and increase emotional tone.
Description. The teacher invites the children to ride the carousel. Holding a hoop in his hands (being in the middle of the hoop) with colorful ribbons tied to it. Children take hold of the ribbons, the teacher moves with the hoop. Children walk and then run in a circle. Educator speaks:
Barely, barely, barely the carousel spun,
And then, and then everything runs, runs, runs!
Hush, hush, don't run, stop the carousel,
One and two, one and two, the game is over!
The children stop.
Outdoor game"The little white bunny is sitting"
Target: teach children to listen to the text and perform movements with the text; teach them to jump, clap their hands, run away after hearing the last words of the text; bring joy to children.
Description. Children - "bunnies" sitting on a bench. The teacher offers to run out "bunnies" to the middle of the site ( "clearing"). Children go to the middle of the playground, stand near the teacher and squat down. The teacher says text:
Little white bunny sits Children move their hands
And he wiggles his ears. hands, raising them to the head,
Like this, like this, imitating bunny ears.
He wiggles his ears.
It’s cold for the bunny to sit, they clap their hands.
I need to warm my paws
Clap, clap, clap, clap,
We need to warm our paws.
It's cold for the bunny to stand, they bounce on both
The bunny needs to jump. feet in place.
Skok-skok, skok-skok,
The bunny needs to jump.
(Toy name) scared the bunny, Specifically indicated,
who scared the bunny
The bunny jumped and galloped away. (the teacher shows
toy).
The children run to their places.
Outdoor game"Jack Frost"
Target: development of the ability to perform characteristic movements; exercise children in running.
Description. The teacher stands in front of the children at a distance of 5 meters and says words:
I am Frost Red Nose. Full of beard.
I'm looking for animals in the forest. Come out quickly!
Come out, bunnies! Girls and boys!
(Children go to meet the teacher halfway.)
I'll freeze it! I'll freeze it!
The teacher is trying to catch the children - "hares". Children run away
Outdoor game"The Mother Hen and the Chicks"
Target: teach children to crawl under the rope without touching it, to dodge the driver, to be careful and attentive; teach them to act on cues, not push other children, and help them.
Description. Children pretending to be chickens, together with the teacher - "mother hen"- are located behind a rope stretched between the chairs at a height of 35-40 cm – "home". On the opposite side of the platform sits a large "bird". "Hen" comes out of "Houses" and goes in search of food, she calls "chicks": "Ko-ko-ko-ko". At her call "chickens" crawl under the rope, run to "mother hen" and they walk with her, looking for food. By signal: "Big Bird!" - "chickens" quickly run into the house. Role "mother hens" at first it is performed by the teacher, and then this role can be given to children, first at their request, and then as directed by the teacher. When "chickens" return to "house" escaping from the big one "birds", the teacher can raise the rope higher so that the children do not touch it.
Outdoor game"Mice in the Pantry"
Target: develop in children the ability to perform movements on a signal; Exercise children in climbing, running and squatting.
Description. Children - "mice" are on one side of the site. On the opposite side there is a rope stretched at a height of 50 cm from ground level - this is "pantry". To the side of the players is "cat" (her role is played by the teacher). "Cat" falls asleep and "mice" slowly running into "pantry". Penetrating into "pantry", they bend down so as not to touch the rope. There they sit down and it’s as if "gnaw" crackers. "Cat" wakes up, meows and runs after "mice". They quickly run away into their burrows. The game resumes. In the future, as you master the rules games role"cats" can be performed by any of the children.
Outdoor game"Mice and Cat"
Target: teach children to run easily, on their toes, without bumping into each other; navigate in space, change movements at the teacher’s signal.
Description. Children sitting on benches are "mice in holes". Sitting on the opposite side of the platform "cat", whose role is played by the teacher. "Cat" falls asleep (closes eyes, and "mice" scatter around the site. But here "cat" wakes up, stretches, meows and starts catching "mice". "Mice" quickly run away and hide in "minks" (take their seats). Caught "mice" "cat" takes him to himself. When the others "mice" hide in "minks", "cat" walks around the site one more time, then returns to his place and falls asleep. "Mice" can run out of "mink" then when "cat" closes his eyes and falls asleep, and returns to "minks"- When "cat" wakes up and meows. The teacher makes sure that everything "mice" ran out and scattered as far as possible from "mink". "Minks", in addition to benches, arches for climbing can serve, and then children - "mice"- crawl out of their "mink".
Outdoor game"Geese - geese"
Target: development in children of coordination of movements, speed of reaction, ability to play in a team.
Description. The children stand against one wall of the room. Driver (adult) in the middle.
The presenter speaks: "Geese, geese".
Children: "Ha, ha, ha".
Leading: “Do you want something to eat?”
Children: "Yes Yes Yes".
Leading: “Well, fly if you want, just take care of your wings.”.
The children run to the opposite wall (their house is there), and the leader must have time to make as many children as possible.
Outdoor game"The Crows and the Little Dog"
Target: teach children to imitate the movements and sounds of birds, to move without interfering with each other.
Description. Selected "dog", the rest of the children - "crows".
Children are jumping near the green Christmas tree,
Crows are jumping and cawing: “Kar! Kar! Kar!, depicting a crow.
Then the dog came running. The children are running away from
And the raven scattered everyone: “Aw! Aw! Aw!” "doggies".
A game repeated 2-3 times.
Outdoor game"Taxi"
Target: to teach children to move together, to balance movements with each other, to change the direction of movements, to be attentive to play partners.
Description. Children stand inside a small hoop, hold it down hands: one - at one side, the other behind the other. First child - "driver" Taxi, second -"passenger". Children running around the playground (track). After a while they change roles. 2-3 pairs of children can play at the same time, and if the space allows, then more. When children learn to run in one direction, the teacher can give the task to move in different directions and make stops. You can mark the stop location with a flag or a taxi rank sign. At the bus stop "passengers" they change, one gets out of the taxi, the other gets in.
Kiryanova Lyudmila
Card index of didactic games for children of the 2nd junior group
Game "Find a Pair"
Target. Teach children to select objects of different proportions according to a pattern, consolidate knowledge of primary colors, develop memory and attention.
Equipment. Images of mittens and scarves in blue, green, red and yellow.
Progress of the game.
The teacher shows dolls in hats (blue, green, red and yellow) and asks the children to choose mittens and scarves of the same color for them. Images of scarves and mittens are laid out scattered on the table. The dolls are seated on chairs around the table. The teacher shows the children how to select warm clothes for the dolls. Then he asks you to complete the task of dressing your doll yourself. Several people can take part in the game. Then the task is completed to see who is the first to assemble a kit for their doll.
Game "Cut pictures"
Target. To form in children ideas about the holistic image of an object, to teach them to correlate the image of the idea with the holistic image of a real object, to fold a picture cut into 4 parts.
Equipment. Cut pictures from 4 parts. Items and toys that match those in the pictures.
Progress of the game.
In front of the children are cut-out pictures depicting a familiar object (apple, car, tumbler, doll, ball, etc.). The teacher asks the children to put together a picture from parts so that they get a whole object. At the end of the task, children are offered two objects to select and correlate (for example: a car and a tumbler, which they compare with the image.
The child who first collects the cut picture wins.
Game "Collect beads"
Target. To develop coordination of the actions of both hands of the child, an emotional attitude towards the result of their activities. Encourage children to group objects based on color.
Equipment. Colored ropes and rings in blue, red, yellow and green.
Progress of the game.
The teacher shows the dolls to the children and says that they are going to a holiday, but the dolls do not have beautiful beads, and they really want to be beautiful. The teacher puts beads on the dolls, but there aren’t enough of them for everyone. What to do? The dolls are very upset. Then the teacher shows a box with rings and strings, and offers to help the dolls and make beads for them. The teacher explains that you need to put rings on the rope of the same color as the rope itself, for example, on a red rope - red rings, on a blue rope - blue rings, etc.). The ends of the ropes are connected by the teacher. Multi-colored beads are put on dolls. The dolls are happy and say thank you to the guys.
Game "Guess what to do"
Target. Teach children to correlate the nature of their actions with the sound of the tambourine. To develop in children the ability to switch auditory attention.
Equipment. There are 2 flags for each player.
Progress: Children sit in a semicircle. Each person has 2 flags in their hands. The teacher begins to ring the tambourine. If the tambourine rings loudly, the children raise the flags up and wave them; if it is quiet, they keep their hands on their knees.
Game "Sun or Rain?"
Target. Teach children to perform actions according to the different sounds of the tambourine. To develop in children the ability to switch auditory attention.
Progress: The teacher says to the children: “Now you and I will go for a walk. Want to? Then, let's go for a walk. Look, it’s not raining, the weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring the tambourine, so that it will be more fun for you to walk to its sounds. And when it starts to rain, I will start knocking on the tambourine, and when you hear the knock, you should run into the house. Listen carefully when the tambourine rings and when I knock on it.”
Game "Butterfly, fly!"
Target. Achieve long, continuous oral exhalation.
Equipment. 5 bright paper butterflies. Tie a thread 50 cm long to each and attach them to the cord at a distance of 35 cm from each other. The cord must be pulled between two posts so that the butterflies hang at the level of the face of a standing child.
Progress: Children sit on chairs. The teacher says: “Children, look how beautiful the butterflies are: blue, yellow, red! There are so many of them! They look like they're alive! They can fly. (Blows on them.) Look, they flew. Now try blowing on them yourself. Who will fly further? The adult invites the children to stand one by one next to each butterfly. Children blow on butterflies. The game is repeated several times until all the children blow on the butterflies. It is necessary to ensure that children stand straight and do not raise their shoulders when inhaling. You need to blow only on one exhalation, without taking in air, while the child’s cheeks should not puff out, and the lips should be slightly pushed forward. Each child can blow for no more than ten seconds with pauses, otherwise he may become dizzy.
Game "Let's get to know each other!"
Target: strengthen children’s ability to make acquaintances, say their name, and use polite words in their speech.
Equipment: doll.
Progress of the game A new doll “came to visit” the children. She wants to meet.
Educator: “Guys, a doll came to visit us. Let's get acquainted, my name is Lyudmila Gennadievna, and yours? Very nice!". Children one by one approach the doll and say their name. Anyone who gets to know the doll can get to know the children of the group.
Game "Evaluate the action."
Target: develop children's ideas about good and bad deeds based on plot pictures; characterize and evaluate actions; cultivate kindness and sensitivity in children.
Equipment: story pictures.
Progress of the game
Children play in pairs. The teacher offers each pair a story picture. Children look at the picture, describe what they see and evaluate the action. For example: two children take turns saying: “The boy took the doll from the girl, the girl is crying. The boy did something bad, you can’t do that.”
Game "What are the names of family members."
Target: strengthen children’s ability to clearly name all members of their family; develop memory, coherent speech; cultivate love for your family.
Progress of the game
Children stand in a circle and take turns naming their family members. For example: “I live with my mother Marina, father Dima, brother Zhenya. I have grandmother Lyuda, grandmother Lena, grandfather Misha and grandfather Gena.”
Game "Yes or no".
Target: to form in children a desire to protect their health and the health of other children; teach to understand: what can be done and what cannot be done.
Progress of the game
Educator: “Guys, I will name situations for you, and if you can do so, you will clap your hands, if you cannot, you will stomp your feet. For example: you can play with a ball on the road; you can sit upright at the table; You can talk while eating; do not wash your face in the morning; you cannot handle sharp objects; you cannot play with matches; you need to wash your hands after returning from a walk, etc.
Game "Compliments".
Target: teach children to compliment each other; develop speech and thinking; cultivate friendliness.
Progress of the game
Children stand in a circle and hold hands. The teacher turns to the child standing to her right: “Sasha, you are so polite today!” Next, Sasha turns to the child, whom he holds by the hand on the right. If a child finds it difficult to give a compliment, then other children help him.
Game “All professions are needed, all professions are important.”
Target: consolidate children's knowledge about professions; bring to the understanding that all professions are necessary and important; develop memory, attention, thinking.
Equipment: pictures with professions of adults.
Progress of the game The teacher shows pictures of adults’ professions and invites them to look at them, name the profession and talk about its importance and usefulness. At the end of the game, the teacher, summing up, says that all professions are necessary and important.
Game "Who needs what for work."
Target: consolidate and clarify children’s knowledge about adult professions; find items needed for a specific profession; develop memory, intelligence, thinking.
Equipment: large pictures with the professions of adults (cook, doctor, driver) and small cards with the items needed for these professions.
Progress of the game There are large pictures of adults' professions on the chairs, and cards with the items needed for these professions are scattered on the rug. The teacher invites the children to take one card on the floor and go to the picture with the profession for which this thing is needed. Children explain why they approached this or that picture with a profession.
Game "Extra item".
Target: teach children to identify an extra object by color; develop visual memory and thinking.
Equipment: red triangles and squares of different sizes; blue circles of different sizes.
Progress of the game
The teacher places geometric shapes on a typesetting canvas, and the children name them. Then the teacher asks the children to name the extra object and explain why it is extra.
Educators of MDOU No. 26 Lomonosov district p. Annino Kamakina Elizaveta Nikolaevna Divukhina Yulia Sergeevna Pedagogical project Development of cognitive interest in children of primary preschool age in research activities (inanimate nature and man-made world) CONTENT OF THE PEDAGOGICAL PROJECT 1. Introduction. Relevance of the topic. 2. Goals and objectives of the project. 3. Directions of work. 4. Working methods. 5. Preparatory (organizational) stage. 6. Pedagogical monitoring. Diagnostic tasks. 7. Work with parents (questioning). 8. Main stage. 9. Long-term plan for research activities. 10. Practical (final) stage. 11. Main results and conclusions. 12. List of references. Application. 13. Practical material (notes of games and activities). 14. Photographic materials. Introduction. Relevance of the topic. Search-cognitive (research) activity in younger preschoolers is currently, along with play, the leading activity of the child. For the development of a preschooler’s personality, it is of particular importance that he acquire ideas about the relationship between nature and man. Goal: development of cognitive interest in activities in the form of experimental actions and mastery of methods of practical interaction with the environment. Objectives: In early preschool age, the main task in search and cognitive activity is sensory-motor development. Development of cognitive interest in children of primary preschool age in research activities (inanimate nature and man-made world) During the development of cognitive and research activities of children, the following tasks were set: Formation of the ability to see the diversity of the world in a system of relationships and interdependencies. Development of one’s own cognitive experience in a generalized form using visual aids (standards, symbols, conditional substitutes, models). Maintaining children's interest and initiative, intelligence, inquisitiveness, criticality, and independence. Expanding the future prospects for the development of children's search and cognitive activity by including them in thinking, modeling and transformative actions. Directions for children's experimentation Living nature (characteristic features of the seasons, the diversity of living organisms as adaptation to the environment, etc.) Inanimate nature (water, air, soil, sound, weight, light, color, electricity, etc.) Man and the man-made world (functioning organism, materials of the man-made world and their properties, transformation of objects, etc. ) Entertaining experiences and experiments encourage children to independently search for reasons, methods of action, show creativity and allow each child to realize their cognitive activity. (according to O.V. Dybina) The work was carried out simultaneously in three directions: Enriching the subject-development environment Working with children Working with parents (conversation, questioning, consultations...) The following methods were used in working with children: Conversations with children Experiments Didactic games Experiments Observation Examination (examine by eye, touch, taste, smell, hearing, etc.) Demonstration of examination methods Statement of a problematic question Creation of a problematic situation The project is being implemented in the 2nd junior group of kindergarten No. 26 of the Lomonosov district, Leningrad region, during 2012 - 13 school years. of the year. Stages of work The content of the project was divided into 3 stages: Stage 1 - preparatory Goal: to identify children's interest in research activities, conduct diagnostics and identify problems in cognitive activity, give children ideas about experimentation, enrich the subject-development environment for immersion in the project. To achieve this goal, we conducted an excursion to the experimentation room, a conversation, didactic games, observations of inanimate nature (water, sand) on a walk, carried out diagnostics, enriched the subject-development environment in the group (selection of visual material, introduction of natural material for independent research activities) , organized work with parents (questionnaire to identify the attitude and degree of parental participation in the child’s cognitive and research activities, parental participation in enriching the developmental environment). Purpose: to identify the level of interest in children in research activities, the level of knowledge about objects in their immediate environment; the ability to use all the simplest methods of sensory analysis of objects and materials; level of development of skills to establish the simplest connections between perceived objects and phenomena. During the diagnosis, it was revealed that children show interest in research activities, but their attention is unstable. Some children find it difficult to group and classify familiar objects. Many do not have sufficient knowledge about the materials from which objects are made (wood, fabric, paper, glass, plastic, rubber, metal); do not know how to make the simplest generalizations and establish the simplest connections between objects and phenomena. Most often, children experienced difficulties in using different methods of examining objects. Almost all children experience positive emotions from the results of cognitive activity. During the initial diagnosis, the following diagnostic tasks were proposed in the form of didactic games and conversations using plot pictures: Pedagogical monitoring (primary diagnosis - September 2012) Diagnostic tasks 1. Conversation using plot pictures (a seamstress sews a dress, a master sculpts and paints a toy made of clay, the family is walking in the forest, mom is washing the dishes). Contents of the task: The teacher asks you to choose a picture. Questions: - Tell me how the seamstress sewed the dress? What do you need to sew a dress? What kind of fabric is there? - How did the master make the toy? What material? What did you do first? -Where does the family go? What grows in the forest? Who lives in the forest? - What is mom doing? What does she use to wash the dishes? What kind of water is there? 2. Didactic game “Which is which?” Material: samples of 8 materials: sand, clay, paper, fabric, metal, rubber, plastic, glass and object pictures depicting objects that are made from these materials. Contents of the task: The teacher asks the child to name the material and correlate the pictures. Questions: - What material is this? - What do they make from it? (Look carefully at the pictures and remember.) Diagnostic tasks 3. Didactic game “Help Dunno” Material: two envelopes with the symbols “man”, “butterfly”, object pictures depicting nature and objects made by human hands (sun, cloud, tree , river, bird; chair, doll, saucepan, hat, boots, dress, etc.) Contents of the task: The teacher invites the child to play. He explains that in an envelope with a picture of a person, you need to put pictures of objects made by human hands, and in an envelope with a picture of a butterfly, put pictures of nature. 4. Didactic game “Lay out the pictures” Material: subject pictures depicting furniture, dishes, clothes, toys, shoes (4 - 5 pieces each). Contents of the task: The teacher offers to find pictures where clothes are drawn (dishes, shoes, furniture, toys). Questions: - Now tell me, what is the dress made of? - Made of paper, wood or fabric? - Are the dishes glass or wooden? - What is the toy made of? - Is the furniture wooden or plastic? And so on. Questionnaire for parents “Child in cognitive and research activities.” Purpose: To identify the attitude and degree of participation of parents in the development of children’s cognitive interest in research activities (knowledge of the world around them). 1 . Does your child show curiosity in everyday life and often ask questions? *Yes *No * Sometimes 2. Does your child often show interest in the world around him (wildlife - animals and plants, man-made world, inanimate nature, man and his structure)? * Yes * No * Don't know 3 . Does your child study or play more often: * Alone * With one of the parents * With a brother or sister * With a friend 4. Does your child like to play? *with clay *with sand *with water *with plasticine *with soap bubbles *with paper *with wooden objects *with fabric *other (specify what) 5. Do you have pets or indoor plants at home? * Yes (specify which ones) * No 6. How often do you visit museums, the circus, exhibitions, or walk in the park? (emphasize that) * Every weekend * Often * Rarely * We don’t visit 7 . What kind of help in the development of your child would you like to receive: a) visual information; b) consultations; c) viewing open classes with children; d) conducting joint (parent + child) master classes. Observations of inanimate nature on a walk Object of inanimate nature Purpose and objectives of observation Content of observations Connection with various types of activities Water (autumn) Give basic ideas about the properties of water. Water can be poured from one bucket to another. Clean water is clear. Dirty water is opaque. It became cold - the water froze, ice formed on the puddles. Experimenting “Let’s find out what kind of water it is.” Reading nursery rhymes: “Water, water...”, “The little gray bunny is washing his face...” Sand (autumn) Give basic ideas about the properties of sand. Dry sand crumbles. If you pour water on sand, it will become wet. You can make Easter cakes and pies from wet sand. You can draw on wet sand with a stick. After playing with sand, you need to wash your hands. Modeling Easter cakes from sand. Experimenting “Why does sand flow well?” Clay modeling “Big and small cakes”. Modeling pretzels from salted dough. Water (winter) Continue to introduce the properties of water. Water freezes in the cold. Water can be frozen in molds. The water froze - it turned out to be ice. If you bring ice into a room, it will melt and become water again. The ice is transparent. If you pour paint into water, you get colored ice. Decorating the Christmas tree with colored ice. Experimenting with water “Making colored ice floes.” Excursion to the experimentation room Purpose: To introduce the new room for children to the experimentation room. Arouse interest in experimentation as a way of understanding the world around us. Expand children's understanding of the features of this type of activity. Introduce objects and equipment for experiments and their purpose. Progress of the excursion. The teacher, during the observation process, showed and named different types of natural and man-made materials: simple water, colored water, tea, sand, clay, stones, shells, different types of paper and fabrics, objects made of metal, glass, rubber, plastic, scales, microscope , magnets, “winds - spinners”, etc. At the end of the excursion, the teacher suggested games - experiments: “Blowing soap bubbles” (teach to blow soap bubbles; introduce the fact that when air gets into a drop of soapy water, a bubble is formed), “Let’s blow on turntables" (explain how the power of air - movement) can be used. Stage 2 - main goal: to continue to support children’s interest in research activities, to teach different ways of examining objects, to learn to establish simple connections between objects and phenomena; give knowledge about inanimate nature and the materials of the man-made world from which objects are made of their properties and qualities. The second stage consisted of a series of game experiments. During classes, children, together with the teacher, conducted experiments with water, sand, air, paper, wood, fabric, clay, and sound. Game classes were conducted in subgroups in the form of: didactic games, experiments, posing problematic questions, experiments. In all classes, an end-to-end game character was used - the Dunno doll to motivate activities. He “asked” problematic questions and initiated children’s research activities. Long-term planning of educational and research activities (November) Topic (November) Objectives Material Summary Week 1: Excursion to the experimentation room Arouse interest in experimentation as a way of understanding the world. Learn to do simple experiments with air. Water, tea, sand, clay, stones, paper, shells, fabric, soap bubbles, breezes, magnets, glass. Consideration of different types of natural and man-made materials. Games - experiments: "Blowing soap bubbles" "Let's blow on a turntable." Week 2: Pedagogical monitoring (primary diagnosis) Identify the level of interest in research activities, knowledge about the subjects of the immediate environment. Subject pictures depicting furniture, dishes, clothes, toys. Sand, clay, paper, fabric. D/i games “What is what?”, “Help Dunno”, “Lay out the pictures”. Observations of inanimate nature (water, sand) Conversation based on plot pictures. Week 3: Water: “Let’s find out what kind of water” Identify the properties of water: transparent, odorless, flows, some substances dissolve in it, has weight. Three containers with lids: one is empty, the second is with clean water, the third is with tea and sugar, cups for children. Basins with water, floating toys (boats, fish). Educate shows three closed containers and suggests?Ö?Æ?Ã?Ç?Ã?Õ?ß?á what is in them. Children examine them and determine that ?Ñ?Ç?Ð?Ã is light, and two are heavy, one of them contains tea. Educate asks to explain how they guessed. Together they?Å?Þ?â?Å?Î?â?á?Õ properties of water: pour it into glasses, ?Ç?Ñ?Ä?Ã?Å?Î?â?á?Õ sugar, watch how it dissolves , sniff the taste, pour it, compare the weight of the empty and the empty glass. In the book independent games in a basin with?Å?Ñ?Ç?Ñ?Ì with fish and boats. Week 4: Sand: “Why does sand flow well?” Highlight the properties of sand and clay: flowability, friability. Containers with sand and clay; containers for pouring; magnifying glass, screen, sieve, hourglass, sandmill. Fill the cups with sand, clay, and examine them by the sound of the substances being poured. They find out what?Î?Ö?Ú?Û?È of all that was poured (sand), and check by pouring?Å?È?Ü?È?Ô?Õ?Å?Ã from glass to glass. Then pour sand into the container in a slide and watch what passes (sand in the form of a slide with smooth edges) . They do the same thing with?Æ?Î?Ë?Ð?Ñ?Ì - they determine whether the slides turned out the same???Æ?Ñ?Ó?Í?Ã uneven clay). Why are the slides different? (particles?Ò?È?Ô?Í?Ã are all the same, clays are all of different shapes, sizes)?“?È?Õ?Ë using a magnifying glass, see. , what is sand made of, what?Ò?È?Ô?Ú?Ë?Ð?Í?Ë and consider. , what do the clay particles look like, compare? Ë?Ø (grains of sand are small, translucent, round not? ?Ë?É?Ã?Õ?Þ to each other.Children sift sand and clay through ?Ô?Ë?Õ?Ñ and find out whether ?Ú?Ã?Ô?Õ?Ë?Ú? Í?Ë sand and clay and why. Consider the hourglass and?Ö?Õ?Ñ?Ú?Ð?â?á?Õ is it possible to make a clay clock (no, particles?Æ?Î?Ë?Ð?Þ bad crumble, stick to each other) Includes self-play with a sandmill. R I M E N T I R O V A N Y Long-term planning of cognitive and research activities for April Topic Objectives Material Summary 1 week: Paper, its qualities and properties Teach to recognize things made from paper, isolate its qualities (color, whiteness, smoothness, degree of strength, thickness, absorbency) and properties (creases, tears, cuts, burns) Writing paper, scissors, paper? Í?Ñ?Ó?Ã?Ä?Î?Ë?Í?Ë?á? ?Ô?Ò?Ë?Ó?Õ?Ñ?Å?Í?Ã?á matches, containers with water, algorithm for describing the properties of the material. Children look at the paper, the teacher encourages them to highlight the qualitative characteristics of the material, ask questions about what kind of paper it is; how?is it smooth or rough, thick or?Õ?Ñ?Ð?Í?Ã?â . Children stroke sheets of paper with their palms, feel?È?é?á while answering questions. Then he will educate. offers to crumple?Î?Ë?Ô?Õ paper (crumples); tear it into several?Í?Ö?Ô?Ñ?Ú?Í?Ñ?Å (tears); pull the edges in different directions (the integrity of the sheet is violated; therefore the material is fragile); cut the sheet with scissors (cut? Å?Í?Ö and matches At the end of the lesson, the children, together with ?Å?Ñ?Ô?Ò?Ë?Õ , create an algorithm for describing the properties ?Ï?Ã?Õ?È?Ó?Ë?Ã?Î?Ã . In conclusion, propose to let the boats in a basin of water (independent work) Week 2: Wood, its qualities and properties Teach to recognize things made of wood; isolate its qualities (hardness, surface structure - smooth, rough; degree of strength; thickness) and properties (cuts, burns, does not break, does not sink in water) Wooden objects, containers with water, small planks and bars, alcohol lamp, matches, shoe knife, wooden balls and toys, an algorithm for describing the properties of the material. The educator shows several wooden objects and?Ô?Ò?Ó?Ã?Û?Ë?Å?Ã?È?Õ in children, what they are and what the objects are made of. Offers to determine quality of the material.For this?Í?Ã?É?Ç?Þ?Ì the child receives a board and a block, feels?Ë?Ø?á draws a conclusion about the surface structure and thickness. To reveal the properties, he lowers the block into the water (not?Õ?Ñ?Ð?È?Õ??; tries to break it (it doesn’t work - that means, on the floor (does not hit). The teacher cuts out a small figurine from the ?Ì work Demonstrates the burning of wood, together? Ô children create an algorithm for describing the properties? Ñ?É?Ë?Õ?ß let wooden blocks and wooden balls, wooden toys in basins with water Topic Objectives Material Summary Week 3: Fabric, its qualities and properties Teach to recognize things made of fabric, determine its qualities (thickness , surface structure, degree of strength, softness) and properties (creases, cuts, tears, gets wet, burns). Samples of cotton fabric in two or three colors, ?Ô?Ò?Ë?Ú?Í?Ë?á??é?Ï?Í?Ñ?Ô?Õ?Ë??Ô? ?Å?Ñ?Ç?Ñ?Ì?á??Ã?Î?Æ?Ñ?Ó?Ë?Õ?Ï? ?Ñ?Ò?Ë?Ô?Ã?Ð?Ë?â??Ô?Å?Ñ?Ì?Ô?Õ?Å? Children play with dolls dressed in cotton dresses. The teacher invites the children to think about what the dresses are made of; what color is the fabric; What else do they know about this material? Offers?Ñ?Ò?Ó?È?Ç?È?Î?Ë?Õ?ß quality and fabric properties. Each person takes a piece of fabric they like, feels it, reveals the structure? ?Ñ?Ô?Õ?Ë and thickness. Crumples the fabric in his hands???Ï?Ð?È?Õ?Ô?â???á pulls two opposite edges???Õ?â?Ð?È?Õ?Ô?â?? ; cuts the piece into two parts with scissors (cuts); lowers a piece of fabric into a container of water (gets wet); compares changes in tissue in water with wet paper (fabric?Ô?Ñ?Ø?Ó?Ã?Ð?â?È?Õ integrity is better than paper). Educate demonstrates how fabric burns and tears under strong tension. Together with the children, he compiles an algorithm for describing the properties of the material. Week 4: Clay, its qualities and properties Teach to recognize things made of clay, determine its qualities (softness, plasticity, degree of strength) and properties (crumples, breaks, gets wet). Clay objects, pieces of clay, water, work stands, containers, algorithm for describing the properties of the material. The teacher organizes an exhibition of clay toys. After examining it with children, he finds out what all the toys are made of; what?Ï?Ã?Õ?È?Ó?Ë?Ã?Î was used; what else would you like to know about him? Then he offers?Ë?Ï stands with pieces lying on them?Æ?Î?Ë?Ð?Þ and asks what can be molded from them?Ë why. Children roll a ball (the clay is soft, ?Ò?Î?Ã?Ô?Õ?Ë?Ú?Ð?Ã?â?á you can knead it: make a ball out of it? etc.) . Place a small piece of ?Æ?Î?Ë?Ð?Þ in a container with water and watch its progress. The teacher demonstrates how?Æ?Î?Ë?Ð?â?Ð?Ã?â the toy easily breaks. Together with ?Ç?È?Õ?ß?Ï?Ë it makes up an algorithm for describing properties?Ï?Ã?Õ?È?Ó?Ë?Ã?Î?Ã . Long-term planning of cognitive and research activities for April Stage 3 – practical Goal of the third stage: To stimulate the practical use of acquired knowledge by children, to consolidate interest in search and cognitive activities. Conducting final monitoring. The practical task is planned in the form of a long game: “We are researchers.” During the game, children, together with their parents and teacher, create story books to decorate the experiment room: “Where did the chair come from? "How did the dress come about?" “How was the clay toy born?” A research and creative situation was created: The children were given the task of researching how the chair appeared and creating with their parents a small book called “Where did the chair come from?” The teacher conducted a preparatory lesson for work, “Getting to know the tree.” We looked at the illustrations of books about trees, furniture, and the professions of carpenter and joiner. By analogy, work was carried out with the creation of little books: “How did the dress appear?”, “How was the clay toy born?” Parents were actively involved in the work (they made a selection of pictures, illustrations, and directly made a book together with their children). At the end of the project, an exhibition of little books entitled “We are Explorers” was organized. Lesson: “Introduction to wood (as a material)” Objectives: to introduce the properties of wood (hardness, strength, softness) and the structure of its surface (smooth, rough); cultivate a caring attitude towards trees and forests. Preparatory work: preparing an exhibition of wooden objects, reading S. Marshak’s poem “Forest Festival”, excursion to the park - examining the trunks of different trees (birch, aspen, oak, maple, etc.). Equipment: illustrative material, exhibition of wooden objects. The teacher invites the children to guess the riddle: We saw him dressed in winter and summer, And in the fall, all the shirts were torn off from the poor thing. (Children guess - tree.) You guessed correctly. Name what trees you know. Take a close look at our group. What wooden objects surround us? (Children list.) The teacher accompanies the story with illustrative material. In the old days, wood was the most common and easy-to-work material. They built houses from it, made furniture, dishes, wooden toys - fun for kids. Baskets and bast shoes were woven from tree bark. And all this thanks to the properties of wood. Let's figure out what properties wood has. Do you think wood is a durable material? (Children. Yes.) Educator. Previously, houses and temples were built (shows illustration) without a single nail, and these houses still stand. Look at these toys (shows the Bogorodskaya toy), how neatly they are carved from wood. Why do you think the master created such amazing toys that look so much like real animals and birds? (Children answer.) Wood is a soft, easy-to-work material, and wood carvers take advantage of this property. What can you say about the hardness of wood? (Children. The tree is solid). Physical education lesson (children recite a poem while performing movements). Pinocchio stretched, Bent down once, Bent down twice, He spread his arms to the side, Apparently he couldn’t find the key. To get the key, we need to stand on our tiptoes. Educator. They said about the forest: the forest gives water, feeds and clothes. Explain why they said that? Children justify their answer. The teacher clarifies the children's knowledge. He suggests making a little book “Where did the chair come from?” . Main results and conclusions (for 2012): The work carried out confirmed the assumption made about the possibility of increasing interest in research activities among children of primary preschool age. At the initial stage of the project, children showed situational interest in research activities and poor knowledge about the properties and qualities of objects and materials. The reason for this was that children’s attention was not attracted to experimenting with paper, fabric, wood, clay and other materials. Mainly due to their age (3 years), the children had experience interacting with water, sand, and snow. The consequence of this was that the children’s cognitive skills were not sufficiently developed (the children did not use different ways of examining objects), and their ideas about the world around them were poor. The results of the project showed that under the influence of the developed system of pedagogical influences, interest in research activities has increased significantly. In the course of developmental work, children's knowledge and ideas about the surrounding objective world were enriched in didactic games and experimentation activities. In addition, an emotional and personal attitude towards the world around them and a desire to continue to explore objects and phenomena were formed; this was facilitated by playing with the information given to the children and discussing with the children what they saw. The children learned to make the simplest generalizations due to the fact that the teacher formed their idea of different ways of examining objects. It seems especially important that children’s interest in research activities has increased significantly; many of them have become passionate about this process and interested in the results of productive and cognitive activities. References: 1. O. V. Dybina, N.P. Rakhmanova, V.V. Shchetinina “The unknown is nearby”, entertaining experiences and experiments for preschoolers” From “TC Sfera”, Moscow, 2002 2. T.N. Vostrukhina, L.A. Kondrykinskaya “Introducing children 3 to 5 years old to the world around them” From the Sphere shopping center, Moscow, 2011. 3. O.A. Solomennikova “Classes on the formation of elementary ecological ideas” From - in “Mosaic - Synthesis”, Moscow, 2009 4. M.V. Krulekht “Preschooler and the man-made world” From - in “Childhood - Press”, St. Petersburg, 2003 5. L.A. Wenger “Didactic games and exercises for sensory education of preschoolers” From “Education”, Moscow, 1978 6. M. Vasilyeva, V. Gerbova, T. Komarova “Diagnostic tasks for the “Program of education and training in kindergartens” Childhood" From - in "Mosaic - Synthesis", Moscow, 2006 7. O.V. Dybina “Classes on getting to know the world around us” From “Mosaic - Synthesis”, Moscow, 2009 Appendix (practical material) Didactic games for experimentation Making colored pieces of ice (experiments with water) Purpose: to introduce children to the fact that water freezes in the cold that the paint dissolves in it. Game materials: cups, paint, shelves for placement, molds, strings. Progress of the game. The teacher shows colored pieces of ice and asks the children to think about how they are made. Together with the children, he stirs the paint in water, pours water into molds, lowers strings into them, places them on a tray, takes them outside, and monitors the freezing process while walking. Then the children take the pieces of ice out of the molds and decorate the area with them. Games with straws (experiments with air) Purpose: to introduce the fact that there is air inside a person and to discover it. Game material: cocktail tubes, container with water. Progress of the game. Children examine the tubes, the holes in them and find out what the holes are for (they blow something in and out through them). The teacher invites the children to blow into the tube, placing their palm under the stream of air, and then asks what they felt when they blew, where the breeze came from (they exhaled the air that they had previously inhaled). The teacher tells that a person needs air to breathe, that it gets inside a person when inhaling through the mouth or nose, that it can not only be felt, but also seen. To do this, you need to blow into a tube, the end of which is lowered into water. He asks what the children saw, where the bubbles came from and where they disappeared (this is the air coming out of the tube; it is light, rises up through the water; when all of it comes out, the bubbles will also stop coming out). Didactic games for experimentation What's in the box? (experiments with light) Purpose: to introduce the meaning of light, with light sources (sun, flashlight, candle, lamp); show that light does not pass through opaque objects. Game material: a box with a lid in which a slot is made; flashlight, lamp. Progress of the game. The teacher invites the children to find out what is in the box (unknown) and how to find out what is in it (look through the slot). Children look through the slot and note that it is darker in the box than in the room. The teacher asks what needs to be done to make the box lighter (open the slot completely or remove the lid so that light enters the box and illuminates the objects inside it). The teacher opens the slot, and after the children are convinced that it has become light in the box, he talks about other light sources - a flashlight and a lamp, which he lights in turn and places inside the box so that the children can see the light through the slot. Together with the children, he compares in which case it is better to see and draws a conclusion about the meaning of light. What does it sound like? (experiments with sound) Purpose: to teach how to identify an object by the sound it makes. Game materials: board, pencil, paper, metal plate, container with water, glass. Progress of the game. Various sounds can be heard behind the screen. The teacher asks the children what they heard and what the sounds are like (the rustling of leaves, the howling of the wind, a galloping horse, etc.). Then the teacher removes the screen, and the children look at the objects that were behind it. He asks what items need to be taken and what needs to be done with them in order to hear the rustling of leaves (rustle paper). Similar actions are carried out with other objects: objects that make different sounds are selected (the noise of a stream, the clatter of hooves, the sound of rain, etc.). Lesson on getting to know fabric “Clothes for Tanya’s doll” Objectives: - To introduce different types of fabrics, their properties, surface texture. - Learn to establish connections between the purpose of an object, its shape, and the structure of the material from which it is made. - Foster a caring attitude towards the results of work. Preparatory work: Exhibition of samples of different types of fabrics, examination of children's clothing. Equipment: didactic doll dressed in festive clothes (demonstration), samples of different types of fabrics (handout). Progress of the lesson: Teacher. Guys, what do you think clothes are for? Children. Helps protect you from the cold, prevents you from getting wet on a rainy day, and makes you feel smart and beautiful on a holiday. Educator. What are clothes made from? Children. From fabric. Educator. Do we always wear the same clothes or different ones? Children. Different. The teacher invites several children to talk about the clothes they are wearing. Educator. What fabric are your clothes made from? Find a similar fabric on your table. What can you tell us about this fabric? Children. This fabric is thin and smooth. It is used to make shirts, blouses, dresses - everyday clothes. Educator. Look, the Tanya doll has come to us. What can you say about her clothes? Children. She is very beautiful. Tanya has a silk dress with lace sleeves and a collar and gold buttons. Educator. It looks like our Tanya is getting ready for the holiday. Look how she dressed up. Find fabric samples of Tanya's dress on the table. This fabric is very elegant and has a beautiful pattern on it. Festive clothes are made from it. After class we will have a walk. It's winter outside, cold. What material should our clothes be made of? What properties should fabric for winter clothing have? Select material for winter clothing on the table. Which one will you choose? Children. Dense, warm, thick, fleecy. Educator. From the fabric samples you have, choose the material you like best. Tell us what kind of clothes can be made from it for what occasions. Children talk. Educator. Today we got acquainted with different types of fabric from which seamstresses and tailors sew clothes. They choose the fabric, taking into account the purpose of the item that will be sewn. A few days after this lesson, experiments are carried out with fabric (see “Fabric, its qualities and properties” in planning research activities for November) in order to expand knowledge about fabric, its qualities, properties, structure. In order to consolidate the acquired knowledge and in order to develop interest in research activities, the children, together with their parents, were given the task of making a little book “How did the dress come about?” . Photo materials Room and experimentation corner Playing with a sandmill. Games with water and boats. Game "Catch a fish" with water. Air games "Twirl". Modeling pretzels from salted dough.
Winner of the All-Russian competition "The most popular article of the month" October 2016
Card index of games for the second younger group.
Selection by Krokhina O.A.
Didactic games for speech development
2nd junior group
WONDERFUL BAG
Goal: To focus on the gender of a noun when determining an object by its characteristics.
Equipment: Hare, carrot, cucumber, apple, tomato, bag.
Progress of the game:
Let’s tell the children something like this: “A hare came to our kindergarten. Running bunny, what's in your bag? Can I have a look? What is this? (Carrot.) What carrot? (Long, red.) Put the carrots on the table. And what's that? (Cucumber.) What cucumber? (In the same way we take out a tomato, apple, etc.)
Now the hare wants to play with you. He hid all the vegetables and fruits in a bag. The bunny will put his paw into the bag, take a vegetable or fruit and tell you about it, and you must guess what the bunny has in his paw. Listen carefully. It is long and red. What is this? (Carrot.) It is green and long. What is this? (Cucumber.) It is round and red. What is this? (Apple.) It is round and red. What is this? (Tomato.)"
If the children answer the last two questions incorrectly, we repeat, emphasizing the pronoun in our voice: “Listen again. It is round and red. It's round and red.
Now find and put vegetables in the bag. What's left? (Apple.) Apples are fruits.
Thank you, hare, for coming to us. Goodbye".
MULTI-COLORED CHEST
Goal: We learn to focus on endings when agreeing words in gender.
Material: Chest, subject pictures: egg, cookies, jam, apple, towel and other objects designated by neuter and feminine nouns, according to the number of children.
How to play: Place a chest with pictures on the table. Let’s invite the children to take out the pictures one at a time, while asking questions: “Which egg? What matryoshka?” Etc. The interrogative pronoun agrees with the noun and helps the child correctly determine the gender of the latter.
If the pictures show 2-3 objects, the game will take on a new meaning: the child will be able to practice forming the nominative plural forms of nouns.
Goal: Focus on the ending of a verb in the past tense when agreeing it with a noun.
Material: Wooden house, toy animals: mouse, frog, bunny, fox, wolf, bear.
Progress of the game: Let's put a tower on the carpet. We will seat the animals near the tower. We will tell a fairy tale, encouraging children to take part in the storytelling.
There is a tower in a field. She ran to the tower... who? That's right, mouse. (Children give hints based on the meaning of the verb and its ending.) “Who lives in the little house?” Nobody here. The mouse began to live in the little house.
A frog galloped up to the tower. Etc. In conclusion, let's summarize:
Listen to how we say: the frog galloped, and the hare galloped; the fox came running, and the wolf came running.
WHAT'S MISSING?
Material: Pairs of objects: nesting dolls, pyramids (large and small), ribbons (of different colors and different sizes - long and short), horses, ducklings, Pinocchio, bag.
Progress of the game: Pinocchio appears in front of the children with a bag. He says that he brought toys for the guys. Children look at toys. They are called. They put it on the table.
We comment:
What is this? Matryoshka. Let's see what's inside the nesting doll. Another matryoshka. Place them next to each other. Vova, now take out the toy. What is this? (Pyramid.) Is there another pyramid? Etc.
Remember what items are on the table. There are pyramids, nesting dolls, and ducklings. Pinocchio will play with you. He will hide toys, and you will have to say which toys are missing: nesting dolls, pyramids, ducklings or something else.
Three pairs of objects remain on the table: nesting dolls, pyramids, horses. Children close their eyes. We hide the nesting dolls and put ribbons in their place. (“Who is missing?”) Then we hide the line dots, and put pyramids in their place. (“What’s missing?”) Etc. Finally, we remove all the toys and ask: “Which toys are missing?”
WHERE ARE OUR HANDS?
Purpose: To practice the formation of genitive plural forms of nouns.
How to play: Children sit on chairs. Let's address them, inviting them to a joke or a game with intonation:
Where are our pens? Our pens are gone! (We hide our hands behind our backs. Children do the same.) Here are our hands! (We show our hands and play with our fingers.)
Where are our legs? Our legs are gone! (Children hide their legs under the chair.) Here are our legs! (They stomp their feet.)
Where are our pens? What's missing? (Pens.) Here are our pens! - Where are our legs? What's missing? (Nozhek.) Here are ours
The game is repeated 2-3 times.
Purpose: To practice the formation of plural forms of nouns (in the nominative and genitive cases).
Material: Pictures depicting objects in the singular and plural (matryoshka - nesting dolls, bucket - buckets, wheel - wheels, ring - rings, etc.).
How to play: We distribute pictures to the children, keeping the paired ones. We explain the conditions of the game:
This is a game of attention. I will show pictures. Each picture shows a toy. Anyone who has a picture with the same toys should quickly say about it. For example, I have a wheel. And Vera has wheels. Faith must quickly say, “I have wheels,” or “I have many wheels.” Toys must be named.
The one who hesitates gives his picture to an adult. If the child quickly and correctly names the toy, we give our picture to him.
At the end of the game, the losers (who do not have pictures on their hands) are offered comic tasks: jump on one leg, jump high, sit down three times, etc. We come up with tasks together with the children.
ORDERS
Purpose: To practice the formation of imperative forms of the verbs to jump, to go.
Material: Truck, mouse, bear.
Progress of the game: We bring a truck and a mouse and a bear into the room. We address the children:
Do you want the mouse and the bear to ride in a truck? If you want, ask them. You have to say: “Bear, go!” You can also ask the mouse and the bear to jump: “Mouse, jump!” (Requests are accompanied by actions with toys.)
Oleg, who do you want to ask, a mouse or a bear? What will you ask for?
The game continues until the children's interest in it runs out.
BEAR, LEAN!
Purpose: To practice the formation of imperative forms of the verbs lie, sing.
Material: Teddy bear (voice toy).
Purpose: Comes to visit children
little bear. We tell you that he knows how to carry out orders. You can ask the bear: “Bear, lie down on your side... lie down on your back... lie down on your tummy.” He can also sing, you just have to ask: “Bear, sing!” (The story is accompanied by actions with the toy.)
At the request of the children, the little bear performs various tasks. If the child finds it difficult to formulate the task, we ask leading questions: “Do you want the bear to lie down? On the tummy or on the back? Let’s say together: bear, lie down on your tummy.”
You can give the bear cub other tasks: go (downhill), jump, dance, write a letter, etc.
Goal: Correctly use prepositions with spatial meaning in speech (in, on, about, under, before).
Material: Truck, bear, mouse.
Progress of the game: The bear and the mouse are visiting the children again. The guests began to play hide and seek. The bear leads, and the mouse hides. We invite children to close their eyes. We say:
The mouse hid. Open your eyes. The bear is looking: “Where is the mouse? He’s probably under the car?” No. Where is he, guys? (In the cockpit.) Look where he got into!
Close your eyes again, the mouse will hide again. (We put the mouse on the cabin.) Where is the mouse? Guys, tell the bear!
In the same way, children look for a little mouse, together with a bear, who is hiding under a car, near a car, in front of a car.
Games and exercises with grammatical content can be included in collective lesson scenarios, or can be carried out at the request of children with small subgroups during leisure hours. You can organize games with children, with the help of which they would learn to correlate the producing and derivative words. This is done on the basis of nouns denoting animals and their young. The formation of methods of verbal word formation is closely related to form formation. It is carried out in outdoor games, dramatization games, and special didactic games.
LOST
Goal: Match the name of the animal with the name of the baby.
Material: Toy house, animals (toys): duck and duckling, hen and chick, goat and kid, cow and calf, horse and foal.
Progress of the game: Place adult animals around the room. Their cubs are on the carpet in the house. Let's invite the children to find out who lives in the house.
Let's get a look. Quack-quack-quack - who is it? Duck? We take out a toy from the house. Is the duck big or small? Small? This, guys, is a duckling. Little duckling. And the duck is his mother. Help the duckling find his mother duck. Vasya, take the duckling. Look for the duck.
The rest of the characters are played out in a similar way. When all the babies have mothers, the adults and cubs are placed together. Let the children look at them, say the words: duck-duckling, hen-chicken, etc. Then the animals leave by car to visit other children.
Goal: To distinguish between adult animals and young ones by sound imitations, to correlate the names of an adult animal and its baby.
Material: Toys: mouse and mouse, duck and duckling, frog and frog, cow and calf.
Progress of the game: Animals come and visit the children. The animals want to play. Children must guess whose voice they heard.
Moo-oo - who moos like that? (Cow.) Who moos subtly? (Calf.)
The rest of the toys are played out in the same way. After the game, children can play with the toys. To get a toy, the child must call it correctly (“Frog, come to me!”, “Duckling, come to me!”).
Goal: Use the names of baby animals.
Material: Tray with toys: squirrels, hares, ducklings, mice, etc. - according to the number of children, building material.
Progress of the game: We bring a tray with toys into the room. We say that children should build houses for the kids. Everyone must first decide for whom he will build a house, and correctly ask an adult: “Please give me a duckling (bel-chonka).”
If necessary, you need to suggest the whole word or just the beginning and ask the child to repeat the name.
We lay out building material on the carpet. Children build houses for their animals and play.
ORDERS
Goal: Name baby animals.
Material: Toys: squirrel and kitten.
Progress of the game: Imitate the meowing of a cat. We ask the children: “Who is that meowing? Where?" We go out with them into the next room. - Guys, guests have come to us! Look, they are very small. It's not just a squirrel and a pussy. This is a kitten and a baby squirrel. Animals want to play with you. They can be given instructions. If you ask correctly, the baby squirrel will jump. Little squirrel, jump! That's how it jumps! And you can ask the kitten: kitten, sing! This is how a kitten sings! Who do you want to ask? About what?
After the game, the animals say goodbye to the children and leave (leave).
FRIENDLY GUYS
Goal: To correlate the names of adult animals with the names of their young animals, to activate the names of young animals in speech.
Material: Squirrel and fox.
Progress of the game: Explain to the children the content of the game:
Now we will play the game “Friendly Guys”. Get into pairs. Now line up in two columns. The first column is squirrels, the second is fox cubs. Here are your houses (we place chairs at different ends of the room, on which we sit the squirrel and the fox). If you hear dance music, dance and run - frolic on the lawn. At the command “Danger!” run home to your moms. The one who gets it together the fastest wins.
The game is repeated 3-4 times.
Plastic sketches and exercises also contribute to the activation of the names of baby animals and their correlation with the names of adult animals. For example, an adult takes on the role of a mother hen, and children take on the role of chickens. A hen with her chicks walks through the clearing. Everyone is raking the grass, looking for worms, drinking water, and cleaning their feathers. At the command “Danger!” The chickens run under the wing of their mother hen.
To activate the names of baby animals, variants of the games “Hide and Seek”, “Where are our hands?” can be used. (“Where are our little animals? Are there no our kittens? Are there no our little squirrels? Here are our little animals. Here are our little squirrels”), “Loto”, “Who’s missing?..”, “Wonderful bag” and other games, descriptions of which are given below.
Goal: Correlate the words of the poem with your own movements.
Progress of the game: Children are standing. An adult reads a poem, and children accompany the reading with rhythmic movements.
All summer the swings swayed and sang, and we flew on the swings to the sky.
(Children swing their arms back and forth, slightly springing their legs at the knees.)
Autumn days have arrived. The swings were left alone.
(By reducing the swing stroke, children spring in their knees and reduce the swing of their arms until they gradually stop.)
Lying on a swing V
Two yellow leaves. And the wind swings slightly.
(V. Danko. Swing.)
(Children perform a slight swing with their arms extended forward left and right.)
JUMP OVER THE MOAT
Goal: Form the imperative form of a verb using prefixes.
Progress of the game: Players are divided into two teams, which line up opposite each other. On the site in front of each team, an adult draws two parallel lines at a distance of 50 cm from one another - this is a moat. To the words:
If you want If you want
Be smart, be healthy.
If you want, jump over the ditch! -
Be strong.
(According to Ya. Satunovsky.)
everyone is jumping. The team with the most children able to jump over the ditch without stepping on the line wins. Game continues. Using the same words, the losing team makes a second attempt to jump over the ditch. You can invite children to jump with their eyes closed.
Goal: To consolidate the ability to correlate a word with the action it means.
How to play: Children stand one after another, placing their hands on the shoulders of the person in front. The adult driver says:
Chug, chug, puff-chu, Ko-le-sa-mi
Puff-choo, puff-choo (pronounced 2 times). I'm twirling, twirling (pronounced 2 times),
I don't want to stand still! Sit down quickly
Ko-le-sa-mi I'll give you a ride!
I knock, I knock. Chu! Chu!
(E. Karganova. Train.)
To the words “I don’t want to stand still,” the “train” begins to move slowly, gradually increasing speed. Then the children perform movements in accordance with the text of the poem. To the words “I’m knocking the wheels, I’m knocking,” they stomp their feet; to the words “I’m spinning the wheels, I’m spinning them,” I make circular movements with my hands in front of me. To the words “Chu! Chu!” The "train" stops.
WE WILL NOT TELL WHERE WE WERE
Goal: Activate verbal vocabulary, correlate the word with the action it means.
Progress of the game: The driver steps aside, and the children agree on what activity they will pretend to do. To the driver’s questions “Where have you been? What did you do?" the children answer: “We won’t tell you where we were, but we’ll show you what we did” and show various movements (washing clothes, drawing, etc.). The driver must correctly name the action based on his movements, using the second person plural form of the verb. For example: “You are sawing wood.” If the answer is correct, the children run away, and the driver catches up with them. The one who is caught becomes the driver.
(This game is not available to all children of primary preschool age. It is more popular with older preschoolers.)
FITCHEN CHICKEN
Goal: Practice pronouncing onomatopoeia.
Progress of the game: A chick is selected from the children and a cap is put on its head. At the driver’s signal, a dialogue begins:
Ruffed hen,
Where are you going?
To the river.
Little hen, why are you going?
For water.
Little hen, why do you need water?
Give the chickens water. They are thirsty.
They squeak all over the street - Pee-pee-pee!
(Russian folk song.) After the words “The whole street is squeaking,” the chicken children run away from the chicken and squeak (pee-pee-pee). Having touched the caught child, the chicken says: “Go to the well and drink some water.” Children who are caught leave the game. The game is repeated with the choice of a new hazel hen.
SILENCES
Goal: Form verbs using prefixes.
Progress of the game: Before starting the game, the children say in chorus:
Firstborns, firstborns. The bells rang. On fresh dew. In someone else's lane. There are cups, nuts, Honey, sugar, Silence!
(Russian folk song.) After the word “silence” everyone should shut up and freeze. The leader (adult) watches the children. If someone laughs, speaks or moves, he gives the presenter a forfeit.
At the end of the game, children buy forfeits by performing actions on command (climb under the table and climb back out; jump in place twice; leave the room and come back in; push back the chair and push it back in; look out the window; sit down and stand; throw the ball ; jump over a rope, etc.).
Children of middle preschool age play this game with interest. With younger children, it is better to play a phantom as soon as one of the players laughs or speaks; The teams are created by an adult. Older children come up with teams themselves.
ADD A WORD
Goal: Find the word (verb) that has the right meaning.
Material: Gena doll.
Progress of the game: The game begins with a conversation about how children help their parents and what they can do. Next, we’ll tell the children that Gena came to visit them. He also loves to help his relatives: grandparents, dad, mom, brother and sister. And what exactly Gena can do, the children will now have to guess.
I know how to clean my bed (the verb is chosen by the children). I can sweep the floor... (sweep). I can dust... (wipe away). I know how to do dishes... (wash, rinse). I know how to make a bed... (make it). I know how to... (water flowers). I help the table... (set). I help the plates... (arrange) I help the forks... (arrange) I help the crumbs... (sweep) I help the room... (clean) When the game is repeated, the children move from choral statements to individual ones (verb names the one to whom Gena directly addresses).
INVISIBLE
Purpose: To form second person singular and plural verb forms.
Material: Dolls, invisible hat, screen, musical instruments (toys), doll furniture.
Progress of the game: The Invisible Man comes to visit the children. He says he has an invisibility cap. When you put it on, you can be invisible. Shows his hat, puts it on and immediately hides behind the screen. Then the Invisible Man tells and shows what he loves and can do (dance, sing, read poetry, run, jump, play musical instruments, sit, stand, walk, etc.).
The invisible man puts on his hat, hides behind a screen and performs one of the above actions. Children guess what the Invisible Man is doing by asking him questions: “Are you sleeping?”, “Are you doing exercises?” etc. The one who guesses correctly wins; he also receives the right to be Invisible.
When the game becomes familiar to the children, it will be possible to choose two Invisibles, then they will form the plural form of verbs.
NAME WHAT YOU DID DO
Goal: Compose (supplement) sentences with homogeneous predicates.
Material: Paper, scissors, etc. (at the discretion of an adult).
Progress of the game: Umeika comes to visit the children, who knows how to do everything (the child must be prepared in advance). An adult gives him a task so that no one hears: “Go to the table, take a piece of paper, cut a strip and give it to Seryozha.” The clever one begins to complete the task, and at this time the children carefully watch him. Then they name everything that Umeika did. The child who correctly lists all the actions performed by Umeika wins. The winning child gets the right to replace the guest.
Umeika's tasks can be very different: run to the door, jump and run back; go to the table, take the book and give it to Vadim; take the car, park it in the garage; leave the room and come back in; go to the cube and jump over it; take the ball and throw it up; put the doll to sleep.
WHO CAN NAME THE MOST ACTIONS
Goal: Actively use verbs in speech, form various verb forms..
Material: Pictures: items of clothing, airplane, doll, dog, sun, rain, snow.
Progress of the game: The Incompetent comes and brings pictures. The children’s task is to select words that denote actions related to objects or phenomena depicted in the pictures. For example:
what can you say about the plane, what does it do? (Flies, hums, takes off, rises, lands...);
what can you do with clothes? (Wash, iron, put on, sew up, clean...);
what can we say about the rain? (It walks, it drizzles, it pours, it drips, it whips, it makes noise, it knocks on the roof...);
what can we say about snow? (Walks, falls, spins, flies, lies down, shines, melts, shimmers, creaks...);
what can you do with the doll? (Place to bed, feed, roll in a stroller, treat, take for a walk, dress, dress up, bathe...);
what is the dog doing? (Barks, chews bones, wags its tail, jumps up, whines, walks, runs, guards...);
what can we say about the sun? (It shines, it warms, it rises, it sets, it bakes, it rises, it falls, it shines, it smiles, it caresses...).
This game can be played on different topics: “Household Items”, “Natural Phenomena”, “Seasons”, “Animals and Birds”, etc.
Goal: Form verbs from onomatopoeic words.
Material: Toys: cat, dog, chicken, cockerel, car.
Progress of the game: Toys come to visit children by car. The adult shows them (one at a time), and the children name them.
Crow! Who is this? (Cockerel.) How does a cockerel crow? (Crow.)
Where, where, where, where! Who is this? (Hen.) How does the hen cackle?
Woof woof woof! Who is this? (Dog.) How does the dog bark?
Meow meow! Who is this? (Cat.) How does a cat meow?
Crow! Who is this? (Cockerel.) What does the cockerel do? (Cuckoos.)
PROFESSIONS
Goal: Match the noun with the verb.
Material: Pictures (photographs) with images of people of different professions (farmer, baker, pharmacist, tailor, salesman, postman, soldier).
Progress of the game: An adult asks questions, children answer.
Who plows, sows, harvests grain? (Grain grower)
Who bakes our bread? (Baker.)
Who dispenses the medications? (Pharmacist.)
Who sews clothes for us in the cold and heat? (Tailor.)
Who is selling it, finally? (Salesman.)
He comes to us with a letter, straight to our house - who is he? (Postman.)
The elder brother serves the dear Fatherland. He protects our lives, He... (Soldier.)
When you become adults, each of you will have some kind of profession. All of them are very important, be it the profession of a farmer, baker, pharmacist, tailor, salesman, postman or builder. But the main thing, no matter who you become, is to work well and honestly.
Goal: Match the verb with the noun.
Material: Olya doll, basket, pipe, hat, candy (sho-koladka), bird, beetle, fish, dog.
Progress of the game: The adult tells the children that
It’s Olya’s doll’s birthday today. She came with gifts that her friends had given her. (All gifts are in the basket.)
Vova gave a gift that you can blow. What did Ole Vova give?
After the children answer, the pipe is taken out of the basket and placed on the table. Then the game continues based on the poem by E. Moshkovskaya “What kinds of gifts are there?” Accompanied by actions with toys.
Kolya gave me something to wear. What can you wear?
Petya gave a delicious gift that everyone likes. This gift can be eaten, but the golden piece of paper will remain.
Sasha gave a gift that could fly, sit in a cage and sing.
Vitin's gift can crawl.
Tolin's gift can swim and paddle with fins.
Misha brought a gift that is on the way!
Who wags his tail and barks,
And everyone wants this gift. - Now Olya wants to know what your family and friends give you on your birthday, what you do with your gifts.
AT UNCLE JAKOV'S (Russian folk game)
Goal: Relate the verb to the action it denotes.
Progress of the game: Children go in a circle and recite:
Uncle Yakov has seven children.
Seven, seven cheerful sons.
They both drank and ate.
Everyone looked at each other,
And everyone did it like this.
And like this, and like this.
On the last two lines, the circle stops, and the leader, and then all the players, perform various actions: pipe, drum, trumpet, ring bells, play the guitar, harmonica, etc. At the end of each action, the leader asks: “ What did the sons do? The children answer and the game continues.
SAY A WORD
Goal: Focusing on the endings of verbs, select words in
Material: Umeika doll.
Progress of the game: The adult says that Umeika wanted to read poetry to the children, but on the way he lost all the last words. Offers to help Umeika. Reads poetry, children finish the necessary words.
(S. Marshak.)
The bunny drums loudly, He is busy with serious business.
(I. Tokmakova.)
The phone is ringing again, it's making my ears ring (ringing).
(A. Barto.)
The runners are jumping -
Sunny bunnies...
Where are the bunnies?
Haven't you (found them) anywhere?
(A. Brodsky.)
I sewed a shirt for the bear, I will sew pants for him. You need to sew a pocket to them and (put a handkerchief).
(3. Alexandrova.)
WHAT WOULD HAPPEN IF...
Goal: Independently form the subjunctive form of verbs.
Progress of the game: An adult reads to the children K.I. Chukovsky’s fairy tale “Fedorino’s Grief.” At the end he asks questions:
Why did all the things run away from Fedora?
What would happen if you scattered all your toys and broke them? h
What would happen if you took care of the toys, treated them well, did not scatter them in corners, but put them back in their places after playing?
What would happen if you left your shoes everywhere?
What would happen if you put the dishes on the windowsill and a strong wind blew?
What if you washed the dishes after dinner and put them away in the buffet?
JOKIC LETTER
Progress of the game: The children are read a comic letter, which was supposedly written to the boy Kolya by his uncle from a rest home. Children must notice and correct errors contained in the letter.
“Hello, Kolya. I am writing you a letter from the holiday home. I find life here very interesting and fun. I'll tell you a few cases.
One day I go out into the yard and see that all the vacationers have woken up and are chewing food with their eyes, looking with their ears, walking with their teeth, listening with their feet, working with their noses, and smelling with their hands.”
Children name mistakes, an adult helps with questions (“What are they doing with their eyes?” Etc.).
“Yesterday we had a tour of the kindergarten. We arrived there, and there: the crybaby does everything with her left hand, the left-hander cries, the little girl fights, the bully is capricious.”
Children answer the question: “What did uncle mix up?”
“We were also in the village. It’s very interesting there: goats moo, cows bleat, grasshoppers cackle, geese chirp.”
Children correct mistakes again.
WHAT DID YOU HEAR?
Goal: Use different ways to form verbs.
Progress of the game: Using a counting rhyme, the driver is selected. He sits blindfolded on a chair in the far corner of the room. Then one of the players makes several movements (actions). For example, he moves the table, moves the chair to another place, goes to the door, opens and closes it, takes the key out of the lock and puts it on the table, pours water from a decanter into a glass, etc. The driver’s task is to listen carefully and try to follow the sounds understand and remember everything that happens. When he is allowed to remove the blindfold, he must tell about everything and, if possible, repeat all the actions in the same sequence in which they were performed.
Then you can choose another driver and repeat the game, but the actions of the players should be different.
Game option. All children close their eyes and listen to what the driver is doing, and then tell the story.
Goal: To correlate the meaning of the verb with the action it denotes.
Progress of the game: An adult reads a poem, and children depict the cockerels that it talks about.
The cockerels fluttered. But they didn’t dare to fight. If you are very cocky. You might lose your feathers. If you lose feathers. There will be nothing to fuss about.
(V. Berestov. Cockerels.)
Goal: Use words of the same root in speech.
Material: Toys or pictures: goose, goose, goslings.
Progress of the game: An adult examines toys (pictures) with children: “This is... a goose. He is winged, loud-mouthed, and has beautiful flippers. Legs like flippers.
And this is the mother... gu... son. The goose and goose have gosling children. Gu...sata. One gosling, many goslings.
Someone who is intimately familiar with goslings. He knows: goslings walk in single file. Anyone who is closely acquainted with the gander will never go to them barefoot.
(V. Berestov. Geese.)
Show how the goslings walk in single file. They stretched out their necks, slapping their paws and flippers, and waddling around. The goslings follow their mother goose and father goose in single file.”
Naughty doll
Goal: Clarify the meanings of verbs.
Progress of the game: Children listen to V. Berestov’s poem “Naughty Doll”, then say that the doll was confused, what she did wrong.
Every hour we repeat to our doll twenty times: “What kind of education! Just a punishment!)
They ask the doll to dance,
The doll crawls under the bed.
What kind of education!
Just punishment! Everybody play - she lies down, Everybody lies down - she runs.
What kind of education! Just punishment!
Instead of soup and cutlets
Give her some sweets.
What kind of education!
Just punishment! Oh, we suffered with her. Everything is not the same as with people. What kind of education! Just punishment!
EARRING AND NAILS
Goal: Select a rhyme based on the endings of verbs.
Progress of the game: An adult reads V. Berestov’s poem “Seryozha and Nails” twice. When reading again, children help him by suggesting words (verbs).
The whole house shakes. He hits Seryozha with a hammer. Blushing with anger. Hammers nails. The nails bend. The nails wrinkle, the nails squirm. They are simply mocking Seryozha.
They do not drive into the wall. It's good that your hands are intact! No, hammering nails into the ground is a completely different matter! Here you go - and you can't see the hat. They don't bend. They don't break. They are taken out again. (V. Berestov. Seryozha and nails.)
Didactic games for
introduction to sound reality
2nd junior group
"Guess what to do"
Target. Teach children to correlate the nature of their actions with the sound of the tambourine. Developing children's ability to switch auditory attention.
Preparatory work. Prepare 2 flags for each child.
Progress: Children sit in a semicircle. Each person has 2 flags in their hands. If the teacher rings the tambourine loudly, the children raise the flags up and wave them; if quietly, they keep their hands on their knees.
Methodical instructions. An adult needs to monitor the correct posture of children and the correct execution of movements; It is necessary to alternate the loud and quiet sound of the tambourine no more than four times so that children can easily perform the movements.
“Sun or rain?”
Target. Teach children to perform actions according to the different sounds of the tambourine. Developing children's ability to switch auditory attention.
Progress: The adult says to the children: “Now you and I will go for a walk. We go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring the tambourine, you will have fun walking to the sound of it. If it starts to rain, I will start knocking on the tambourine, and when you hear the knock, you must run into the house. Listen carefully when the tambourine rings and when I knock on it.”
Methodical instructions. The teacher plays the game, changing the sound of the tambourine 3-4 times.
"Guess what sounds like 2"
Goal: Continue to isolate and recognize the sounds of individual musical instruments.
Procedure: The teacher shows musical instruments one by one and demonstrates how they sound. Then the teacher offers to solve riddles. He closes the screen and acts with different instruments, and the children recognize what different sounds belong to.
"Guess what 1 sounds like"
Goal: To introduce children to the sounds of the world around them, to isolate and recognize them.
Progress: The teacher shows the objects one by one and demonstrates how they sound. Then the teacher offers to solve riddles. He closes the screen and acts with different objects, and the children recognize which objects the different sounds belong to. Explains that there are many sounds in the world and they all sound differently.
“Where did you call?”
Target. Teach children to determine the direction of sound. Development of the direction of auditory attention.
Preparatory work. An adult prepares a bell.
Progress: Children sit in a circle. The adult chooses a driver who stands in the center of the circle. At the signal, the driver closes his eyes. Then the teacher gives one of the children a bell and invites them to call. The driver, without opening his eyes, must indicate with his hand the direction from which the sound is coming. If he points correctly, the adult says: “It’s time” - and the driver opens his eyes, and the one who called raises and shows the bell. If the driver makes a mistake, he guesses again, then another driver is appointed.
Methodical instructions. The game is repeated 4-5 times. You need to make sure that the driver does not open his eyes during the game. Indicating the direction of the sound, the driver turns to face the place from which the sound is heard. The call should not be very loud.
"Butterfly, fly!"
Target. Achieve long, continuous oral exhalation.
Preparatory work. Prepare 5 brightly colored paper butterflies. Tie a thread 50 cm long to each and attach them to the cord at a distance of 35 cm from each other. Pull the cord between two posts so that the butterflies hang at the level of the standing child’s face.
Progress: Children sit on chairs. The adult says: “Children, look how beautiful the butterflies are: blue, yellow, red! There are so many of them! They look like they're alive! Let's see if they can fly. (Blows on them.) Look, they flew. Try to blow too. Who will fly further? The adult invites the children to stand one by one next to each butterfly. Children blow on butterflies.
Methodical instructions. The game is repeated several times, each time with a new group of children. It is necessary to ensure that children stand straight and do not raise their shoulders when inhaling. You should only blow on one exhalation, without drawing in air. Do not puff out your cheeks, move your lips slightly forward. Each child can blow for no more than ten seconds with pauses, otherwise he may become dizzy.
"Launching the Boats"
Target. Achieve from each child the ability to pronounce the sound f for a long time on one exhalation or repeatedly pronounce the sound p (p-p-p) on one exhalation. Developing the ability to combine the pronunciation of a sound with the beginning of exhalation.
Preparatory work. An adult prepares a bowl of water and paper boats.
Procedure: Children sit in a large semicircle. There is a bowl of water on a small table in the center. The summoned children, sitting on chairs, blow on the boats, pronouncing the sound f or p. The teacher invites the children to ride on a boat from one city to another, marking the cities with icons on the edges of the pelvis. In order for the boat to move, you need to blow on it slowly, with your lips pressed together, as if you were pronouncing the sound f. You can blow by simply stretching your lips with a tube, but without puffing out your cheeks. The ship moves smoothly. But then a gusty wind comes. “P-p-p...” - the child blows. (When repeating the game, you need to drive the boat to a certain place.)
Methodical instructions. Make sure that when pronouncing the sound f, children do not puff out their cheeks; so that children pronounce the sound p on one exhalation 2-3 times and do not puff out their cheeks.
"Loud quiet"
Target. Teach children to change the strength of their voice: speak loudly, then quietly. Developing the ability to change the strength of your voice.
Preparatory work. The teacher selects paired toys of different sizes: large and small cars, large and small drums, large and small pipes.
Progress: An adult shows 2 cars and says: “When a big car drives, it makes a loud signal: “beep.” How does a big car signal? Children say loudly: “Bee-Bee.” The teacher continues: “And the small car beeps quietly: “beep.” How does a small car honk? Children quietly say: “Bee-Bee.” The teacher removes both cars and says: “Now be careful. As soon as the car starts moving, you must give a signal, make no mistake, a large car honks loudly, and a small one - quietly.”
The rest of the toys are played in the same way.
Methodical instructions. Depending on the number of children in the group, you can use one pair of toys or 2-3. Make sure that when pronouncing onomatopoeia quietly, children do not whisper.
"Watch"
Progress: V-l: Listen to how the clock ticks: “Tick-tock, tick-tock,” how the clock strikes: “Bom-bom...”. In order for them to walk, you need to wind them up: “backgammon…”!
- Let's wind up a big clock (children repeat the corresponding sound combination 3 times); Our clock goes and first ticks, then strikes (sound combinations are repeated by the children 5-6 times).
- Now let’s wind up the small clock, the clock goes and sings quietly, the clock strikes very quietly (the children imitate the movement and ringing of the clock with their voices each time).
Did. game "Bear cubs eat honey"
Progress: The teacher tells the children that they will be bear cubs, and bear cubs really love honey. He suggests bringing your palm closer to your mouth (with your fingers away from you) and “licking” the honey - the children stick out their tongues and, without touching their palm, imitate that they are eating honey. Then, lifting the tip of the tongue, remove it. (mandatory demonstration of all actions by the teacher.)
The game is repeated 3-4 times.
Then the teacher says: “The bear cubs are full. They lick the upper lip (show), lower lip (show). They stroke their bellies, saying: “Oooh” (2-3 times).
Did. game "Frog and little frogs"
Goal: To develop children's speech attention.
Progress: The teacher divides the children into two groups: large and small frogs. He says: “Big frogs jump into the pond, swim in the water and croak loudly: “Kva-kva” (children imitate that they are swimming and croak loudly).
Little frogs also jump into the pond, swim, and croak quietly (children imitate the actions and croak quietly). All the frogs got tired and sat down on the sand on the shore.” Then the children change roles and the game is repeated.
Did. Game "Let's feed the chicks"
Goal: To develop the speech apparatus of children.
Progress: (I am the mother bird, and you are my little chicks. The chicks are cheerful, they squeak, “pee-pee,” and flap their wings. The mother bird flew for tasty crumbs for her children, and the chicks fly merrily and squeak The mother flew in and started feeding her babies (the children squat down, raise their heads up), the chicks open their beaks wide, they want tasty crumbs. (The teacher gets the children to open their mouths wider.) The game is repeated 2-3 times.
Did. ex. "At the doctor"
Goal: To develop the articulatory apparatus of children.
Progress: The doll is a doctor. She wants to see if the children's teeth hurt.
Q: Show the doctor your teeth (the teacher with the doll quickly walks around the children and says that everyone has good teeth. Now the doctor will check if you have a sore throat. Whoever she approaches will open his mouth wide (the children open their mouths wide).
The doctor is happy: no one has a sore throat.
Goal: To clarify and reinforce the correct pronunciation of sounds.
Progress: The teacher shows the toys and asks who it is, asks to say how it screams. The screen is closed and one subgroup of children takes the toys and takes turns speaking for their animals. Another group guesses who shouted.
Did. game “Who lives in the house?”
Goal: To reinforce the correct pronunciation of sounds. Develop children's speech breathing.
Progress: (The teacher shows a picture of a dog). Who is this? The dog barks loudly: “aw-aw.” And who is this? (children's answers) The puppy barks quietly (children repeat the sound combination 3-4 times). (The teacher shows a picture of a cat). Who is this? The cat meows loudly: “Meow-meow.” And who is this? (children's answers) The kitten meows quietly.
Let the little animals go home (the pictures are put away behind the cubes). Guess who lives in this house: “av-av” (pronounced loudly)? (Children's answers) That's right, dog (shows a picture). How did she bark? (children's answers).
Guess who lives in this house: “meow-meow” (pronounced quietly)? How did the kitten meow?
Similarly, children guess who lives in other houses and repeat sound combinations several times.
Did. game “Who is screaming?”
Goal: To develop children's speech attention.
Progress: The mother bird had a little chick (puts out pictures). His mother taught him to sing. The bird sang loudly: “chirp - chirp” (children repeat the sound combination). And the chick answered quietly: “chirp-chirp” (children repeat the sound combination 3-4 times). The chick flew and flew far away from its mother (moves the picture of the chick further away). The bird is calling its son. What does she call him? (Children, together with the teacher, repeat the sound combination). The chick heard its mother calling him and chirped. How does he tweet? (Children say quietly). He flew to his mother. The bird sang loudly. How?
Did. game "Call your mom"
Progress: All children have object pictures with baby animals. Educator: “Who is your picture, Kolya? (chicken) Who is the chicken's mother? (chicken) Call your mother, chicken. (Peep-pee-pee) The teacher imitates the clucking of a chicken and shows a picture.
The same work is carried out with all children.
Did. game "Answer"
Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness.
Progress: Educator: This is a goat (showing a picture). How is she screaming? Who is her cub? How does he scream? This is a sheep (show picture). How does she bleat? And how does her baby lamb scream? etc. Pictures are displayed on flannelgraph.
The teacher hands out pictures of animals and birds to the children. The kids are walking (children leave the tables), they are nibbling grass, nibbling crumbs. Whose mother or whose father will call the cub. He must shout - answer them - and run - put the picture next to them.
The teacher pronounces the cry of an animal or bird. The child with the cub depicted makes sounds and places the picture on the flannelgraph.
Did. game "Shop"
Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness.
Progress: The teacher suggests going to the store and buying toys. You can only buy it if you talk like a toy. Children come up to the table and pronounce characteristic sound combinations for this toy (doo-doo, me-me, bi-bi)
Did. game "Be careful"
Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness.
Progress: Educator: I have different pictures, if I show a picture of an animal, you must scream as it screams and raise the blue circle. If I show you a toy, you raise the red circle and name the toy.
Did. game "Bells"
Goal: To develop children's speech attention.
Progress: Q: Look, this is a big bell, and this is a small bell. The girls will be little bells. They ring: “Ding-ding-ding.” Boys will be big bells. They ring: “Ding-ding-dinging.”
The teacher offers to “ring” and sing songs first to the girls, then to the boys. The exercise is repeated 2 times, then the children change roles and the game is repeated.
Did. game "Animals are coming"
Goal: To develop children's speech attention.
Progress: The teacher divides the children into four groups - elephants, bears, piglets and hedgehogs.
Educator: The elephants are walking, they stomp their feet very loudly (the children loudly pronounce the sound combination “top-top-top”, repeat it 3-4 times.
- The bears are coming, they stomp more quietly (children repeat the sound combination 3-4 times a little more quietly).
- The piglets are coming, they are stomping even quieter...
- The hedgehogs are coming, they are stomping very quietly...
- Let's go the elephants (children walk around the group, stomp and pronounce the sound combination loudly).
The same work is carried out with other animals. Then the children change roles according to their choice, and the game is repeated.
Did game "Cuckoo and pipe"
Progress: Q: A bird lives in the forest - a cuckoo (show picture). She crows: “Ku-ku, kuk-ku” (children repeat the sound combination 3-4 times). One day the children came to the forest to pick mushrooms. We picked a lot of mushrooms. We got tired, sat down in a clearing to rest and played the pipes: “Doo-doo-doo” (children repeat the sound combination 3-4 times).
The teacher divides the children into two groups - cuckoos and pipes. Without a system, he gives different commands 6-7 times (sometimes to cuckoos, sometimes to pipes). Then the children change roles and the game is repeated.
Did. Game “Hit a nail with a hammer”
Goal: To develop children’s phonemic hearing and speech attention.
Progress: B: When the big hammer knocks, you can hear: “Knock-knock-knock” (children repeat the sound combination 5-6 times). When a small hammer knocks, you can hear: “Bale-buck-buck” (children repeat the sound combination 5-6 times).
Let's hammer the nail with a big hammer...
Now let's hammer in a small nail with a small hammer...
Close your eyes and listen to which hammer is knocking (without a system, the teacher repeats sound combinations 4-5 times, and the children say which hammer is knocking).
Did. exercise “Let’s blow on a balloon”
Goal: To develop the articulatory apparatus of children.
Procedure: Children take the ball by the string, hold it in front of their mouth and say: “Pf-f-f” (blow on the ball). The exercise is repeated 3 times, then the children rest and repeat the exercise 3 more times.
Did. control "Veterok".
Goal: To develop the articulatory apparatus of children.
Procedure: Children take a leaf by a thread, hold it in front of their mouth and say: “Pf-f-f” (blow on an autumn leaf). The exercise is repeated 3 times, then the children rest and repeat the exercise 3 more times.
Did. ex. "Let's lick our lips"
Goal: To develop the articulatory apparatus of children.
Move: Teacher: Let's eat candy (children and teacher imitate eating candy and smack their lips). The candies are delicious, let’s lick our lips (demonstration: run your tongue along the upper lip from edge to edge, then along the lower lip - you should get circular movements).
Did. game "Geese"
Goal: to clarify and consolidate the pronunciation of the sound a, to prepare children for composing a descriptive text.
Material: painting "Geese"
Procedure: The teacher shows the children a picture, they look at it together. These are geese. Geese are white and gray. The goose has a long neck and red feet. The goose shouts: ha-ha-ha. What kind of neck does a goose have? What paws? How does a goose scream? (Children's answers.) Now we will be geese. We walk, shift from foot to foot. (The teacher shows how geese walk. Children repeat the movements after him.)
Cackle: ha-ha-ha.
B: Geese, geese!
Children: Ga-ga-ga
Q: Do you want to eat?
Children: Yes, yes, yes
Q: Show how geese open their beaks wide.
Children: Ga-ga-ga.
Q: Do you want to eat?
Children: Yes, yes, yes
The geese flapped their wings and flew away.
(The game is repeated 3-4 times)
Did. game “Teach the bunny to speak correctly”
Goal: To develop intonation expressiveness.
Q: The bunny brought a wonderful bag with him. It contains different pictures. The bunny will talk. What is written on them? If he says it wrong, you will teach him to say it correctly.
Ishka - children correct “bear”
Christmas tree - squirrel
Onik - elephant
(After “training” the bunny begins to name all objects correctly.
Did. game "Riddles"
Q: Our frog loves to solve riddles.
With the help of gestures, facial expressions, sounds, they depict an animal, children guess the riddle. The teacher offers to read a poem about the guessed animal. (The owner abandoned the bunny... The bear is clumsy...)
Next, the children make riddles.
Outdoor games for children of the 2nd junior group.
“Pass by, don’t touch me”
(walking and running games)
Pins (clubs) are placed in two rows on the floor. The distance between the rows is 35-40 cm, and between the pins of the same row is 15-20 cm. Children must walk or run along the corridor without touching the pins.
"Walk - don't fall"
(walking and running games)
The instructor places a board 25-30 cm wide on the floor, and behind it lays out cubes and bars at a distance of 25-30 cm from one another. Invites children to walk along a difficult path, first along the board, trying not to stumble, then stepping over cubes and bars without touching them.
"Run to the flag"
(walking and running games)
Children sit or stand on one side of the room. On the opposite side, at a distance of 6-8 m from them, flags (cubes) are laid out on chairs or on a bench. Children, at the suggestion of the instructor, go to the flags, take them and go to the instructor. Then, at his signal, they run to the chairs, place flags and return back.
"Cat and Mice"
(walking and running games)
Children sitting on a bench are mice in holes. On the opposite side of the room sits a cat, whose role is played by the instructor. The cat falls asleep (closes his eyes, and the mice scatter throughout the room. But then the cat wakes up, stretches, meows and begins to catch mice. The mice quickly run away and hide in holes (take their places). The cat takes the caught mice to his place. When the rest of the mice hide into the burrows, the cat walks around the room again, then returns to its place and falls asleep.
"Birds in Nests"
(walking and running games)
Children sit on chairs placed in the corners of the room - these are nests. At the instructor’s signal, all the birds fly to the middle of the room, scatter in different directions, crouch down, looking for food, and fly again, flapping their arms and wings. At the instructor’s signal, “Birds, go to their nests!” "return to their places.
"Sparrows and the car"
(walking and running games)
Children sit on a bench on one side of the playground - these are sparrows in their nests. The instructor stands on the opposite side. It depicts a car. After the instructor says: “The sparrows have flown onto the path,” the children rise from their chairs, run around the playground, waving their winged arms.
At the instructor’s signal, “The car is moving, fly, little sparrows, to your nests! “The car leaves the garage, the sparrows fly into their nests (sit down in their seats). The car returns to the garage - the sparrows have flown.
"Find your house"
(walking and running games)
The instructor invites the children to choose houses. These can be chairs, benches, cubes, hoops, circles drawn on the ground. Each has a separate house. At the instructor’s signal, the children run out of the houses, disperse around the playground and frolic until the instructor says, “Find your house! " At this signal, the children run to their houses.
“Pass and don’t get knocked down”
(walking and running games)
Several pins are placed in one row on the floor or cubes are placed at a distance of at least 1 m from one another. Children must go to the other side of the room, going around the pins (like a snake) and without touching them.
"T a c s i"
(walking and running games)
Children stand inside a large hoop (1 m in diameter, hold it in their lowered hands: one is at one side of the rim, the other is at the opposite side, one behind the other. The first child is a taxi driver, the second is a passenger. Children run around the playground or along the path. Through They switch roles for a while.
“Cucumber, cucumber. »
(walking and running games)
Children stand behind a line on one side of the playground. On the opposite side lives a mouse (the instructor or one of the children). Everyone walks along the site towards the mouse and says:
Cucumber, cucumber,
Don't go to that end:
There's a mouse living there
He'll bite your tail off.
With the end of the words, the mouse begins to catch the running children.
"We Stomp Our Feet"
(walking and running games)
The instructor and the children stand in a circle at a distance of arms straight out to the side. In accordance with the spoken text, children perform exercises:
We stomp our feet
We clap our hands
We nod our heads.
We raise our hands
We give up
We shake hands.
With these words, the children give each other their hands, forming a circle, and continue:
And run around
And we run around.
After a while, the instructor says: “Stop! “The children slow down and stop. When running, you can invite children to lower their hands.
"On a smooth path"
(jumping games)
The children, together with the instructor on one side of the site, mark the place where they will have a home and set off. The instructor pronounces a text, according to which the children perform different movements: walk, jump, squat.
On a smooth path,
On a flat path
Our feet are walking
One-two, one-two! (They go.)
By pebbles, by pebbles,
By the pebbles, by the pebbles
In the hole - bang! (They jump.)
On a smooth path,
On a flat path
Our legs are tired
Our legs are tired.
(Children walk and then squat.)
This is our home
This is where we live.
(Everyone runs into the house.)
"From bump to bump"
(jumping games)
On the site, the instructor draws circles with a diameter of 30-35 cm. The distance between them is approximately 25-30 cm. These are hummocks along which you need to get to the other side of the swamp. You can step over the bumps, run across, jump over.
"Through the Stream"
(jumping games)
Two lines are drawn on the site at a distance of 15-20 cm - this is a stream. Indoors, you can place two cords on the floor at the same distance from one another. Several children are asked to come closer to the stream and jump over it, pushing off with both legs at the same time.
"Frogs"
(jumping games)
In the middle of the site they draw a large circle or lay a thick cord in the shape of a circle - this is a swamp. Frog children are located along the edge of the swamp, and other children sit on chairs placed away from the swamp. The instructor, together with the children sitting on chairs, says the following words:
Here are the frogs along the path
They jump with their legs stretched out,
Kva-kva-kva, kva-kva-kva,
They jump with their legs stretched out.
Children standing in a circle jump, moving forward, pretending to be frogs. At the end of the text, children sitting on chairs clap their hands - they scare the frogs; frog children jump over the line - in a swamp and squat down. Then the game repeats.
"Catch a mosquito"
(jumping games)
Children stand in a circle at arm's length, facing the center of the circle. The instructor is in the middle of the circle. In his hands he holds a rod 1-1.5 m long, to which a figurine of a mosquito (made of paper or cloth) is tied with a cord. The instructor circles the cord slightly above the heads of the players - a mosquito flies overhead, the children jump, trying to catch it with both hands. The one who catches a mosquito says: “I caught it.”
"Little Bunnies"
(jumping games)
All children are bunnies. They are located on a hillock. They can serve as a slide on the site or in the room. Instructor says:
In a field on a hill
The bunnies are sitting
They warm their paws,
They move them.
Children make appropriate movements (clap their hands, move their arms). After some time, the instructor and children say:
The frost has become stronger,
We'll freeze sitting like this.
To warm up quickly,
Let's jump more fun.
Children run down the slide, begin to run, jump, and tap their paws on paws. At the instructor's signal, they return to the slide.
“Crawl through - don’t hit me”
(games with crawling and climbing)
Children are located on one side of the room. Chairs are placed at a distance of 3-4 m from them, with gymnastic sticks or long slats on their seats. Two or three children must crawl under the sticks, trying not to touch them, crawl to the bench on which the flags lie, stand up, take the flags and wave them, then run back.
"Run like a mouse, walk like a bear"
(games with crawling and climbing)
Children sit against one wall of the room. The instructor places two arcs in front of them: the first arc is 50 cm high, behind it at a distance of 2-3 m is the second, 30-35 cm high. The instructor calls one child and invites him to walk under the first arc on all fours, like a bear, i.e. resting on your feet and palms. Under the second arc - run like a mouse (on your palms and knees, then return to your place.
"The Mother Hen and the Chicks"
(games with crawling and climbing)
Children pretending to be chickens, together with a hen, are behind a rope stretched between chairs at a height of 35-40 cm. This is their home. On the opposite side of the platform sits a large bird. The hen calls the chickens: “Ko-ko-ko.” At her call, the chickens crawl under the rope, run to the hen and walk with her, look for food, squat, bend over, and run from place to place. At the instructor’s signal, “The big bird is flying!” “The bird catches the chickens, and they run away from it and hide in the house.
"Mice in the Pantry"
(games with crawling and climbing)
Children stand behind chairs (benches) or sit on them on one side of the playground - these are mice in holes. On the opposite side, at a height of 40-50 cm, there is a rope stretched, behind it is a storage room. An instructor playing the role of a cat sits to the side of the players. When the cat falls asleep, the mice sneak into the pantry, crawling under the rope. In the pantry they find treats for themselves, squat down, chew crackers, run from place to place to find something tasty. The cat wakes up, meows and runs after the mice. The mice run away from the pantry (they crawl under the rope) and hide in holes (the cat does not catch flies, she only pretends that she wants to catch them). Having not caught anyone, the cat returns to its place and falls asleep. Game continues.
"Throw it - catch it"
(throwing and catching games)
One child or several children take a ball and stand in an empty place on the court. Everyone throws the ball directly above their head with both hands and tries to catch it. If the child cannot catch the ball, he picks it up from the floor and throws it again.
"Catch and Ride"
(throwing and catching games)
An instructor stands opposite the child at a distance of 1.5-2 m from him. He throws the ball to the child, who catches it and rolls it back to the instructor.
"Knock down the mace (pin)"
(throwing and catching games)
A line is drawn or a rope is placed on the floor or ground. At a distance of 1-1.5 m from it, two or three large clubs are placed (the distance between them is 15-20 cm). Children take turns approaching the designated place, pick up the balls lying nearby and roll them, trying to knock down the club. After rolling three balls, the child collects them and gives them to the next player.
(throwing and catching games)
Children stand on one side of the hall or playground behind a drawn line or a placed rope. Everyone, at the instructor’s signal, throws the balls into the distance. Everyone should notice where their ball fell. At the instructor’s signal, the children run to their balls, stop near them, and raise the balls above their heads with both hands. The instructor marks those who threw the ball the farthest. After this, the children return back behind the line.
"Get in the circle"
(throwing and catching games)
Children stand in a circle at a distance of two or three steps from a large hoop or circle with a diameter of 1-1.5 m lying in the center. They have bags of sand in their hands, at the instructor’s signal they throw them into the circle, at the signal they come up and pick up the bags and return to their places.
"Throw Over the Rope"
(throwing and catching games)
Children sit on chairs along one wall of the hall. A rope is stretched at a height of approximately 1 m from the floor. A 3 m long rope with weights at the ends can be hung on the backs of two adult chairs or on jumping racks. At a distance of 1.5 m in front of the rope, a cord is placed on the floor. Near it lie one or two balls with a diameter of 12-15 cm. One or two children come up to the cord, take the balls and throw them, run under the rope; Having caught up with the balls, they return back.
"Find Your Place"
Each player chooses a house for himself - a place where he can hide. Indoors it can be a chair, bench, cube; You can draw circles on the area. The children are in their places. At the instructor’s signal, they run out onto the site and run easily in different directions. At the signal “Find your place! "return to their places.
"Find what's hidden"
(games for spatial orientation)
Children stand in a circle or in a line. The instructor places three to five objects on the floor in front of them (cubes, flags, rattles, balls, rings) and asks them to remember them. Then, at the instructor’s signal, the players turn their backs to the center of the circle or face the wall. The instructor hides one or two objects and says: “One, two, three! Turn and look! " Children turn their faces to objects and, looking closely at them, remember which ones are not there. The instructor asks the children to find these objects in the room. When the items are found, the game repeats.
"Guess who is screaming and where"
(games for spatial orientation)
Children stand in a circle with their backs to the center. The instructor stands in a circle. He appoints a driver, who also stands in the middle of the circle. One of the children is asked to shout, imitating a domestic animal or bird: a cat, a dog, a rooster. The child standing in the center of the circle must guess who shouted and where.
"Find your color"
(games for spatial orientation)
The instructor distributes flags of three or four colors: red, blue, yellow, green. Children with flags of the same color stand in different places in the room, near flags of certain colors. After the instructor says, “Go for a walk,” the children disperse around the playground in different directions. When the instructor says, “Find your color,” the children gather near the flag of the corresponding color.
Role-playing games
2nd junior group
Let's go for a walk
Goal: to develop in children the ability to select clothes for different seasons, to teach them to correctly name elements of clothing, to consolidate the general concepts of “clothing”, “shoes”, to educate them to care your attitude towards others.
Equipment: dolls, clothes for all seasons of the year (summer, winter, spring and autumn, a small wardrobe for clothes and a chair.
Age: 3–4 years.
Progress of the game: a new doll comes to visit the children. She gets to know them and wants to play. But the guys are getting ready to go for a walk and invite the doll to go with them. The doll complains that she cannot get dressed, and then the guys offer to help her. Children take doll clothes out of the closet, name them, choose what they need to wear now depending on the weather. With the help of the teacher, in the correct sequence, they dress the doll. Then the children dress themselves and go out for a walk with the doll. Upon returning from a walk, the children undress themselves and undress the doll in the required sequence, commenting on their actions.
Goal: to teach children to classify objects according to common characteristics, to cultivate a sense of mutual assistance, to expand children’s vocabulary: to introduce the concepts of “toys”, “ furniture", "food", "dishes".
Equipment: all the toys, depicting goods that can be bought in the store, located on the display case, money.
Age: 3–7 years.
Progress of the game: the teacher invites the children to place a huge super-market in a convenient place with departments such as vegetable, grocery, dairy, bakery and others where they will go buyers. Children independently distribute the roles of sellers, cashiers, sales workers in departments, sort goods into departments - food, fish, bakery baked goods, meat, milk, household chemicals, etc. They come to the super market for shopping together with their friends, choose goods, consult with sellers, dis-la-chi-va-sitting at the cash register. During the game, the teacher needs to pay attention to the interaction between sellers and buyers. The older the children, the more departments and products there can be in the supermarket.
Toys at the doctor
Goal: to teach children how to care for the sick and use medical instruments, to cultivate attentiveness and sensitivity in children, to expand their vocabulary: to introduce the concepts of “hospital”, “ patient”, “treatment”, “medicines”, “temperature”, “hospital”.
Equipment: dolls, toy animals, medical instruments: thermometer, syringe, pills, spoon, phonendoscope, cotton wool, jars of medicine, bandage, robe and cap for the doctor.
Age: 3–7 years.
Progress of the game: the teacher suggests playing, Doctor and Nurse are chosen, the rest of the children pick up toy animals and dolls, come to the clinic reception Patients with various diseases come to the doctor: the bear has toothache because he ate a lot of sweets, the doll Masha caught her finger in the door, etc. Let’s clarify the actions: The doctor examines recognizes the patient, prescribes treatment for him, and the Nurse carries out his instructions. Some patients require inpatient treatment and are admitted to the hospital. Children of senior preschool age can choose several different specialists - a therapist, an ophthalmologist, a surgeon and other doctors known to children. When they get to the appointment, the toys tell them why they came to the doctor, the teacher discusses with the children whether this could have been avoided, and says that they need to take more care of their health. During the game, children watch how the doctor treats the sick - makes bandages, measures the temperature. The teacher evaluates how the children communicate with each other and reminds them that recovered toys do not forget to thank the doctor for the help provided.
Stepashka's birthday.
Goal: to expand children’s knowledge about the methods and sequence of setting the table for a festive dinner, to consolidate knowledge about tableware, to cultivate attentiveness, caring, responsibility, desire to help, expand vocabulary: introduce the concepts of “celebratory dinner”, “name day”, “serving”, “dishes”, “service”.
Equipment: toys that can come to visit Stepashka, tableware - plates, forks, spoons, knives, cups, saucers, napkins, tablecloth, table, chairs.
Age: 3–4 years.
Progress of the game: the teacher informs the children that today is Stepashka’s birthday, invites them to visit him and congratulate him. The children take their toys, go to visit Stepashka and congratulate him. Stepashka offers everyone tea and cake and asks them to help him set the table. Children actively participate in this and, with the help of education, set the table. It is necessary to pay attention to the interaction between children during the game.
We are building a house.
Goal: to introduce children to construction professions, to draw attention to the role of technology that facilitates the work of builders, to teach children how to build a simple structure, to develop friendly such mutual relations in the team, expand children’s knowledge about the peculiarities of the work of builders, expand children’s vocabulary: introduce the concepts of “construction”, “bricklayer”, “lifting” crane", "builder", "crane operator", "carpenter", "welder", "building material".
Equipment: large building materials, machines, a crane, toys for playing with the building, pictures of people in the construction profession: mason, carpenter, crane operator, driver etc.
Age: 3–7 years.
Progress of the game: the teacher asks the children to guess the riddle: “What kind of turret is there, and is there a light on in the window? We live in this tower, and it's called? (house) ". The teacher suggests that the children build a large, spacious house where toys can live. Children remember what construction professions there are, what people do at construction sites. They examine the pictures of the builders and talk about their responsibilities. Then the children agree to build a house. The roles are distributed between the children: some are Builders, they build a house; others are Drivers, they deliver construction materials to the construction site, one of the children is a Crane Operator. During construction, attention should be paid to the relationships between children. The house is ready and new residents can move in. Children play on their own.
Goal: to expand children’s knowledge about wild animals, their habits, lifestyle, nutrition, to cultivate love and humane attitude towards animals, to expand children’s vocabulary.
Equipment: toy wild animals familiar to children, cages (made of building material, tickets, money, cash register.
Age: 4–5 years.
Progress of the game: the teacher informs the children that a zoo has arrived in the city and invites them to go there. Children buy tickets at the box office and go to the zoo. There they talk about the animals, talk about where they live and what they eat. During the game, children should pay attention to how to treat animals and how to care for them.
Kindergarten
Goal: to expand children’s knowledge about the purpose of a kindergarten, about the professions of those people who work here - a teacher, a nanny, a cook, a music worker, to instill in children a desire to to imitate the actions of adults, to treat your students with care.
Equipment: all toys necessary for playing in kindergarten.
Age: 4–5 years.
Progress of the game: the teacher invites the children to play in the kindergarten. If desired, we assign children to the roles of Educator, Nanny, Musical Director. Dolls and little animals act as educators. During the game, they monitor interactions with children and help them find a way out of difficult situations.
Salon
Goal: to introduce children to the profession of hairdresser, to cultivate a culture of communication, to expand the vocabulary of children.
Equipment: robe for the hairdresser, cape for the client, wig-making tools - comb, scissors, bottles for cologne, varnish, hair dryer, etc.
Age: 4–5 years.
Progress of the game: knock on the door. The doll Katya comes to visit the children. She meets all the children and notices a mirror in the group. The doll asks the children if they have a comb? Her braid has come undone and she would like to comb her hair. The doll is told to go to the hairdresser. It is clarified that there are several halls there: women's, men's, manicure, good masters work in them, and they will quickly put Katya's hair in order. Assigned tea
Hairdressers, they take their jobs. Other children and dolls go into the salon. Katya remains very pleased, she likes her hairstyle. She blesses the children and promises to come to this hairdresser next time. During the game, children learn about the duties of a wig-ma-her - cutting, shaving, styling hair, manicure.
"Let's put the dolls to sleep"
Goals: to consolidate the ability to compare two objects in length, width and height by applying each other to each other, to cultivate goodwill.
Equipment: 2 dolls of different heights, 2 cribs of different lengths, 2 chairs of different heights, 2 sheets of different lengths, 2 blankets of different widths.
Progress of the game: Two dolls come to visit the children. Children get to know them, play, and treat them to delicious cookies and tea. The children didn’t even notice that it was time for the dolls to rest. They need to be put to bed. Since these dolls are different in height, they need to choose the right crib and bed. Children, with the help of a teacher, complete this task. They take out sheets and a blanket from the box, compare them and make the bed, putting the dolls to bed correctly. The teacher monitors the children’s speech, emphasizing that they correctly use the words of the comparison result: “higher - lower”; “wider – narrower”; "longer - shorter."
"Katya got sick"
Goals: to diversify children’s role-playing participation in playing with a doll; contribute to enriching the plot of children's games; develop children's speech and enrich their vocabulary; help children establish interactions in joint play; cultivate friendly relationships in the game.
Materials and equipment: spatula, phonendoscope, thermometer, medicines (substitute items are used); doctor's bag, gown, cap (2-3 copies).
Progress of the game: The teacher tells the children that her daughter is sick.
We need to put Katya to bed and call the doctor. I will be a doctor myself. I have a robe, a cap and tools.
Vova, do you want to be a doctor?
Here's your robe, cap and tools too. Let's treat dolls together, let's start with my daughter Katya. Let's listen to her. What is needed for this? (a tube.)
Can you hear Katya’s heart beating: “Knock-knock-knock”?
Breathe, Katya. Now you, Vova, ask Katya to breathe deeply.
Now let's put a thermometer on Katya. Like this. Now let's see her throat. Where's the spoon?
Katya, say: “A-ah-ah.”
You see, Vova, Katya’s throat is red and her temperature is high. Let's give her some medicine.
Now let Katya sleep.
"Let's build a house for the dolls"
Goals: to learn to select toys and attributes for play, to unite in groups of two or three for independent games; continue to develop interest in playing with dolls and building materials; develop children's speech and enrich their vocabulary; help children establish interactions in joint play; cultivate friendly relationships in the game.
Materials and equipment: Set of building materials: cubes, bricks, plates; dolls of different sizes; shaped toys (hare, bear, squirrel, fox, etc.).
Progress of the game: The teacher addresses the children:
The doll of Sveta came to visit us. She says she has nowhere to live. Let's build a house for Sveta. Who wants to build a house?
The teacher places the doll on the carpet.
What will we build the house from? (made of bricks).
How do we place the bricks? (narrow side).
These will be the walls of the house, but how to make the roof? (you need to put a brick on top of the walls).
If the doll is tall, then the teacher shows how to build a tall house.
Now we need to make doors to keep the house warm.
In this case, you can put one or two bricks, regardless of the size of the house built.
During the process of building a house, the teacher involves other children who are interested in playing in the work: he offers one to build a fence, another - a path to the house, etc. Encourages children to play together.
"Professions"
Goals: to develop children’s interest in role-playing games, to help create a play environment; enrich vocabulary, consolidate sound pronunciation; to develop in children the ability to use building floor materials and act with them in a variety of ways; consolidate previously acquired knowledge about the work of a doctor, seller, hairdresser; cultivate friendly relationships in the game.
Progress of the game: Educator:
We build cribs, a chair, a tap for washing hands, and set the table. We carry the cubes one at a time, without disturbing anyone. The doctor, hairdresser and salesman go to their work. And the rest of the kids take care of their children. (I help develop the game, establish relationships between those who have chosen certain roles, and help implement into the game the impressions the children received earlier.)
A certain amount of game time passes.
Educator:
Evening has come in our town, the working day is over, the hospital, hairdresser, and store are closing. We put everything back in place.
All the kids did well, tell me, who were you today, Vanya? How did you take care of your son? Where did you go with him? Dasha, what did you feed your daughter? Julia, which bed did you put your daughter to sleep on? What kind of doctor was Kirill? Hairdresser? Salesman?
"Hospital"
Goals: continue to introduce children to the professions of doctor and nurse; arouse interest in the professions of medical workers; develop children's speech and enrich their vocabulary; help children establish interactions in joint play; cultivate a sensitive and attentive attitude towards the patient, kindness, responsiveness, and a culture of communication.
Equipment: medical cards according to the number of children, a toy phonendoscope, a spatula, an ENT mirror, a thermometer, brilliant green, a table, 2 white coats for a doctor and a nurse, 2 white caps, cotton wool, a bandage, a syringe.
Progress of the game: The teacher-doctor acts out a dialogue with the bunny-patient (child).
Doctor. The hospital opens. I am a doctor. Who came to my appointment?
Bunny patient (complainingly). I am a doctor.
At the doctor's office, sit down, patient. Tell me exactly where your pain is concentrated?
Patient. I have a cough and my ears hurt.
Doctor. Let me listen to you. Breathe deeply. (Listen to the patient with a tube.) You are coughing a lot. Show your ears. My ears are inflamed. Now we need to measure the temperature. Take a thermometer. High temperature. You need to take medicine. This. (gives a bottle.) Pour into a spoon and drink every day. Did you understand?
Patient. Yes. I will take the medicine as you ordered. Thank you Doctor. Goodbye.
"Bathing a Doll"
Goals: to teach how to combine games with a single plot: first, the doll must be undressed, bathed, dressed, put to bed, correctly named objects and their purpose; consolidate a variety of game actions; develop gaming skills; enrich vocabulary; cultivate respectful attitude towards each other and careful attitude towards toys.
Equipment: bath, soap (brick), soap dish, towel, ladle (all items in 2-3 copies); Katya doll (her hands are “dirty”).
Progress of the game: The teacher, addressing the doll, asks:
Oh you dirty girl
Where did you get your hands so dirty?
Then he speaks to the children.
Katya doll got dirty. We need to buy it. What do we need for this?
When washing the doll is finished, the teacher invites Elya to dry it with a towel.
The doll became clean.
Then the doll is dressed and put to bed.
The game can be repeated 2-3 times with the involvement of children who have a low level of gaming skills.
Didactic games
on ecology
2nd junior group
“Where is the bunny hiding!”
Purpose: to describe, name plants based on their characteristic features and in connection with the environment. Write descriptive riddles and guess riddles about plants.
Rules of the game: you can name a plant only after describing any characteristic one by one.
Progress of the game:
The game is played in the park, in the forest, in the square. A driver is selected from a group of children, the rest are divided into two subgroups. The driver hides the bunny under some plant (tree, bush) so that the other children do not see where the toy is hidden. Then the driver describes the plant (if it is difficult, the teacher helps). Whichever group guesses faster what plant the bunny is under, goes to look for it. For example, a toy is hidden under an oak tree. The leader asks the 1st subgroup a riddle: “This is a tree, it has a strong, mighty trunk” (Answers from the children of the 1st subgroup), to the 2nd subgroup: “The leaves of this tree turn brown in the fall” (Answers from the children of the 2nd subgroup) . Etc.
The description riddles continue until one of the subgroups guesses.
“Where does it grow?”
Goal: to teach children to group vegetables and fruits, to develop quick reaction to the teacher’s word, endurance, and discipline.
Rules of the game: sort out the vegetables and fruits, and put some in the garden, others in the garden (imitation - pictures of the garden and vegetable garden). The team that quickly puts all the items in their places wins.
Progress of the game:
The children are divided into two teams: vegetable growers and gardeners. Vegetables and fruits (dummies can be used) are laid out on the table. At the teacher’s signal, children sort vegetables and fruits into the ones corresponding to the pictures. The team that finishes the job first wins. Children not participating in the teams check the correctness of the selection.
After this, the winning team is announced. The game continues with other teams.
"Our friends"
Goal: To expand children’s ideas about the lifestyle of animals that live in the house (fish, birds, animals), about caring for them, about their homes, to cultivate a caring attitude, interest and love for them.
Material: lotto cards with images of animals: parrot, aquarium fish, parrots, hamster, turtle, etc. Small cards depicting their homes (cage, terrarium, aquarium, box, etc.), food.
Progress of the game:
Lotto cards are distributed to the participants of the game; the presenter has small cards with the image turned down. The presenter takes any card and shows it to the participants. The participant who needs this card raises his hand and explains why this card is needed specifically for his animal.
To make it more difficult, you can add squats that are not related to these animals.
"Flower shop"
Goal: to consolidate children’s knowledge about plants (meadows, indoors, gardens), to consolidate the ability to find the right flower according to the description. Learn to group plants by type.
Material: you can use botanical lotto cards; you can take real indoor plants, but not very large ones.
Progress of the game:
A leader is chosen, he is the seller (at first the leader is an adult. And then you can do a little counting), the rest of the children are buyers. The buyer must describe the plant in such a way that the seller can immediately guess what plant he is talking about.
"The postman brought a parcel"
Goal: To form and expand children’s ideas about vegetables, fruits, mushrooms, etc., to teach them to describe and recognize objects by description.
Material: objects (dummies). Each is individually packaged in a paper bag. You can use riddles.
Progress of the game:
The parcel is brought to the group. The presenter (teacher) distributes parcels to each child. Children look into them and take turns telling what they received in the mail. Children are asked to describe what is in their bag using a description or a riddle.
"Edible - not edible"
Goal: to form and consolidate children’s knowledge about vegetables and fruits and berries. Develop memory and coordination.
Material: Ball.
Progress of the game:
The presenter names a vegetable, fruit, berry or any object, throws the ball to one of the participants, if the object is one of the given ones, then he catches it.
You can play with the whole group at once using claps (clap if the item is not one of the given ones)
"Wonderful bag"
Goal: To form and consolidate children’s knowledge about various natural objects (animals, vegetables, fruits, etc.). Develop fine motor skills of fingers, tactile sensations, and speech of children.
Material: Beautifully designed bag, various toys imitating animals, real or fake vegetables and fruits.
Progress of the game:
The presenter holds a bag of objects, invites the children to come up one at a time and identify the object by touch without pulling it out, and name the characteristic features. The rest of the children must guess from its description what kind of object it is, which they have not yet seen. After this, the child pulls out an object from the bag and shows it to all the children.
“What first, what then?”
Goal: To form and consolidate children’s knowledge about the degree of ripeness of vegetables, fruits, the order of growth of various plants, living creatures (fish, birds, amphibians).
Material: Cards with different order of maturity 3 – 4 – 5 cards for each item (for example: green, small tomato, brown and red), order of growth (seed, sprout, taller sprout, adult plant).
Progress of the game:
Children are given cards with different orders. At the leader’s signal, they must quickly find and line up in order with the required pictures in order.
Shop "Seeds"
Goal: To develop and consolidate children’s knowledge about the seeds of different plants. Learn to group plants by type and place of growth.
Material: Sign “Seeds”. On the counter, in different boxes with models: tree, flower, vegetable, fruit, in transparent bags, there are different seeds with a picture of this plant.
Progress of the game:
The teacher suggests opening a store selling seeds. The store will have four departments. Sellers are selected for each seed department. As the game progresses, child buyers approach the sellers and name their profession: florist, gardener, vegetable grower, forester. Then they ask to sell the seeds of the plant they described and the method of growing them (one per hole, one per furrow, “pinch”, seedlings).
“Everyone go home!”
Goal: To form and consolidate children’s knowledge of different plants (trees, bushes), according to the shape of their leaves (fruits, seeds). Reinforce the rules of behavior in the forest and in the park.
Progress of the game:
Before going for a walk with children, the rules of behavior in the forest (park) are reinforced. It is advisable to play the game in the fall (when there are already seeds and fruits), or in the summer (only based on the shape of the leaves). The teacher suggests going on a hike. Children are given leaves (fruits, seeds) of different plants (bushes, trees). Children are divided into groups. The teacher suggests imagining that each group has a tent under a tree or bush. Children walk through the forest (park), at the teacher’s signal “It’s raining. Everyone go home!”, the children run to their “tents”. Children compare their leaves, etc. with those that grow on the tree or bush to which they ran up.
“Collect mushrooms in a basket”
Goal: To develop and consolidate children's knowledge about edible and inedible mushrooms, about the place of their growth; about the rules of collecting in the forest.
Material: Flat baskets, a model representing a forest, flannelgraph, cards with mushrooms (edible, non-edible).
Progress of the game:
Children are given cards with mushrooms. The children’s task is to name their mushroom, describe it, where it can be found (under a birch tree, in a spruce forest, in a clearing, on a stump, etc.), what it is: edible, put in a “basket”, not edible, leave in the forest (explain Why).
“Which branch are the kids from?”
Goal: To develop and consolidate children's knowledge about trees, their seeds and leaves. Reinforce the rules of behavior in the forest and in the park.
Material: Dried leaves of various trees (seeds, fruits).
Progress of the game:
Before going for a walk with children, the rules of behavior in the forest (park) are reinforced. It is advisable to play the game in the fall (when there are already seeds and fruits), or in the summer (only based on the shape of the leaves). Children walk through the forest (park), at the teacher’s signal “All children on the branches!”, Children run to their trees or bushes. Children compare their leaves, etc. with those that grow on the tree or bush to which they ran up.
“When does this happen?”
Goal: To clarify and consolidate children’s knowledge about seasonal changes in nature and animal life in different seasons of the year.
Material: Large lotto cards with a picture of any season. Small cards with models of signs of different seasons.
Progress of the game:
The game is played like a lotto. The presenter has small cards with the image turned down. The presenter shows a card with a model, the players say what it is and when it happens. The child explains why this card is needed specifically for him. The one who closes his card first wins. But the game continues until all participants close their cards.
"Guess by the description"
Goal: To develop and consolidate knowledge about the appearance of natural objects (animals, plants, fish, insects, etc.). Develop memory and speech.
Material: Cards with various types of animals, fish, birds, insects, according to the number of participants or more.
Progress of the game:
Cards are distributed to children. Their task is to describe the object without showing it so that others can guess who is depicted on their card. You can use riddles.
"Place the animals in their homes"
Goal: To develop and consolidate children’s knowledge about the places where animals live and the names of their homes. Develop speech.
Material: Flannelgraph, different natural zones of the earth (illustrations). Small cards with a variety of animals, birds, etc.
Progress of the game:
Different natural zones of the earth are located on the flannelgraph. Children have small cards with various animals, birds, etc. The children's task is to name their animal, where it lives, and place it on a flannelgraph near the desired natural area.
"Journey Underwater"
Goal: To develop and consolidate knowledge about fish: sea, lake, river; about sea inhabitants, plants, and their habitats.
Material: Large lotto cards with a picture of a body of water. Small cards with fish, aquatic animals, plants, etc.
Progress of the game:
The teacher suggests going on a boat trip to different bodies of water. You can divide the children into teams. Each team goes on a journey to a specific body of water. Next, children select living objects for their ponds from a total number of small cards. The team that knows the inhabitants and plants of its pond better wins.
Or the game is played like a lotto.
"The Fourth Wheel"
Goal: To clarify and consolidate children’s knowledge about the classifications of various natural objects. Develop logical thinking and speech.
Material: cards with various objects.
Progress of the game:
Cards are displayed: three of one type, and the fourth of another. The children's task is to identify the extra card and explain their choice.
You can complicate the task and play the game verbally. Naming objects and objects.
"Let's Harvest"
Goal: To develop and consolidate children's knowledge about vegetables, fruits and berries. Their place of growth (garden, vegetable garden, bed, tree, bush, in the ground, on the ground).
Material: Baskets with models: vegetables, fruits and berries (one basket). Models of vegetables, fruits and berries, or lotto cards with vegetables and fruits.
Progress of the game:
In certain places in the group, pictures of a vegetable garden and a garden are placed, where dummies or cards are located. Children can be divided into two teams: gardeners and gardeners. At the leader’s signal, the teams collect the harvest in their basket with the model. Condition: You can only transfer one item at a time.
"Vegetable store"
Goal: To develop and consolidate children’s knowledge about the external signs and characteristics of vegetables and fruits, their external signs for storage and preparation, and methods of their preparation.
Material: Planar image of jars for pickling and compotes, barrels for sourdough, storage boxes, freezer. Sets of small cards with vegetables, fruits and berries.
Progress of the game:
Each child has a set of small cards with vegetables, fruits and berries. Divide the children into teams (depending on the number of children). Each team makes its own “preparations” from its own vegetables, fruits and berries.
Or, from the total number of small cards, teams (salt, ferment, fold for storage) choose for which preparations certain vegetables, fruits and berries are needed
"Zoo"
Goal: To form and expand children’s ideas about the nutrition of domestic and wild animals (birds, animals), to cultivate a caring attitude, interest and love for them.
Material: cards of different animals, birds, insects, food, vegetables and fruits.
Progress of the game:
Children are encouraged to feed the animals at the zoo. The game is played like a lotto. The presenter shows cards with food and insects. The player who needs this card raises his hand and explains why this card is needed specifically for his animal or bird.
