Outdoor games for children of the first junior group in kindergarten. Games for the first junior group Outdoor game in the first junior group train

When choosing games for younger preschoolers, you need to take into account the degree of physical activity. It is necessary to alternate active games with sedentary games so that children do not become overtired. It is advisable that an adult first play the game in small groups (2 - 4 people) and only then in the whole group.

No one should drop out of the game; everyone participates until it ends. Children most like active games that are short, with clear, simple rules. When the game is over, the results are summed up, those who completed the tasks well and those who need to try harder in the future are named.

If a child wants to play with someone specific, you need to take into account his desire and not separate the children.

Games to develop attention, memory and observation skills

Repeat exactly

Equipment: two tables, toys, paper (napkins). On one table there are 2-3 toys covered with paper (napkin), on the other there are 3-5 toys arranged.

The teacher lifts the paper (napkin). The child carefully looks at the toys for 1-2 minutes, trying to remember them. The teacher covers them again with paper or a napkin.

Options

1. The child goes to the second table and takes the toys that he just saw.

2. The child approaches the second table and places the toys in the same order in which they lie on the first table. He puts extra toys aside.

3. Toys lie in different ways: upside down, on top of each other, etc. There are identical toys on the tables. The player repeats the location of the toys.

I recognize the colors

Equipment: colored pencils, multi-colored sticks or strips of thick colored paper (cardboard).

On two tables there are colored pencils and sticks or strips of thick colored paper.

Options

1. You need to remember the colors of the pencils. On the first table there are 6 pencils of two colors. The player looks at them for 1-2 minutes. The teacher covers the pencils with paper. On the second table, pencils are in a stack. The child takes one pencil of the desired color.

2. You need to remember the number of piles and pencils in the pile. On the first table, pencils lie in piles. The child looks and remembers how many piles there are and how many pencils there are in them. The adult covers the first table with paper. On the second table, the child arranges pencils in piles, as on the first table. With each game the number of piles and pencils increases.

3. You need to remember the number and color of pencils in the pile. Make two piles of pencils of different colors. Do not repeat pencil colors. You should start the game with one pile of two different-colored pencils, then three, etc.

Note. The game will be more interesting if 2 - 3 children approach the table at the same time. You can change items on the tables. Instead of pencils, take plastic sticks, then colored strips of cardboard. Children need to feel the material.

Mirror

A group of 4-6 children stands in a line. The rest are spectators. The teacher stands in front of the children and shows 3-5 figures. He repeats each figure several times. Children watch carefully and repeat all the movements of the adult.

Then another group of children plays.

Game and signal

On a small playground, children run, spin, squat, and bend over. At the signal, the players stop and turn towards the sound. The teacher says: “Everyone is running well.” At the signal, the children begin to run again. A few minutes later, at a repeated signal, they stop running, the teacher asks to repeat her words: “Everyone is running well.”

Note. The game must be repeated several times, changing the phrases, which should be very short (“Have fun”; “Be friends”; “Be smart”).

One or two signals

Children stand in a line. The teacher gives one signal (whistle or clap), the players raise one hand up, and with two signals, both hands at once. The signals are given at random: you can give one signal several times, and then two. At the end of the game, the teacher marks the most attentive children.

Closer to the finish line

Children stand in a line. 10-15 steps from them, the teacher draws the finish line, stands near it and counts out loud. The children begin to walk in step towards the finish line. If the teacher is silent, they stop and put their foot down. The player who did not stop and took an extra step goes to the end of the line. Listening carefully, the children continue to walk towards the finish line. After the entire distance has been covered, the teacher praises the most attentive and collected children. Note. Children can hold hands while learning the game.

Borscht and compote

Equipment: 2 tables, a box, models of vegetables and fruits, 2 pots.

There are 2 tables away from the children, on one of them there is a box with dummies of vegetables and fruits, on the other there are 2 pots. In this game, speed is not important, attention and knowledge are needed.

Children take turns going to the box and putting vegetables into the pan to “cook borscht.” Each player takes one vegetable out of the box, brings it to the pan and returns to its place. “The borscht has been cooked.” Game continues. Now the children take turns transferring the fruit from the box to the second pan. “The compote is ready.”

Options

1. Each participant selects all the ingredients for cooking borscht or compote. The teacher gives and checks the task.

2. Two players come up. One puts vegetables for borscht in a pan, and the other puts fruits for compote in a second pan.

Imitation games and recognition games

Who is this

Children sit on a bench. The teacher, in turn, asks to depict how a dog barks, a cat meows, a cow moos, and what sounds a crow makes (cuckoo, sparrow, dove, magpie). If the children find it difficult to do this, an adult shows them.

Let's change the game a little. One of the children imitates an animal or bird not only with his voice, but also with characteristic movements. There are usually many people who want to show how a bunny jumps. Let them show everything. All that remains is to decide who will stay as a bunny longer and who will do very similarly.

Enough space for all the animals

Children stand in a circle. The teacher asks what each of them would like to be: a bunny, a fox, a wolf, a bear or even a tiger. Each group of “animals” has its own corner, home.

Children walk in a circle, imitating the animals they have chosen. The teacher says: “In places.” All the “animals” scatter to their “dwellings”. Whoever got to his “home” faster won.

We're riding a horse

Equipment: sticks.

For children, sticks are “horses.” Two children are “good dogs” who love their owner and help guard the house.

Children slowly begin to jump forward on sticks to the song.

At the end of the song, two “dogs” bark loudly, and the children on the “horses” stop. The teacher or children sing the song.

Let's go, let's go on horseback

The path is smooth.

A neighbor invited us to visit

Eat sweet pudding.

We arrived at lunchtime

And the neighbor is not at home.

Two dogs at the doorstep

We were strictly told:

- Av-av-av!

- Woof woof woof!

Swedish folk song

When the game is repeated, other players become “dogs”.

Poor hare

All children are “bunnies”. They squat and jump. Only one “bunny” wants to run away and hide faster. The teacher begins to sing a song. If the children know it, they sing along in chorus.

At the end of the song, the “bunny” makes 2-3 small circles and hides behind something.

The hare is rushing

What is urine?

The hare wants to hide.

Then he runs

And it circles

Then he lies -

Everything is shaking.

Poor he

Afraid of everything...

Ears are arrows

The tail is a twig,

White jumped

And - silence.

Kabardino-Balkarian folk song

When the game is repeated, another player becomes the “bunny”.

Help out

Equipment: stick or thick twig.

Children are sitting on a bench. One child, an “ant,” carries an “oak” (a stick or twig) and tries very hard not to drop it. “Oak” is needed to repair an anthill; someone carelessly damaged the house by touching it with a stick.

Children jump up from the bench, take the “ant” by the arms, and help him carry the “oak”. The teacher or children recite a poem in chorus or sing a song.

Ant in the thicket

The heavy oak is dragging.

Hey, fellow friends,

Help the ant!

If there is no help for him,

The ant will stretch out its legs.

Czech folk song

When the game is repeated, another player becomes the “ant”.

Games to develop precision of hand movements

Cubes in a box

Equipment: boxes, cubes.

Children are divided into two groups, each with a box of blocks. The first players very carefully place the cubes in the boxes: row by row. The second ones take out the cubes. The next participants do the same - stack and remove cubes from the boxes.

There is no need to rush, the main thing is accuracy. It is necessary to recognize the children who did everything well. When the game is repeated, the participants change places: whoever took out the cubes now puts them away.

Option. Place and remove cubes with both hands (one hand).

Colored sticks

Equipment: colored sticks.

Each player has 4-6 colored sticks. You need to put them in one row next to each other. To make the task easier, draw a horizontal line on the table, from which place the sticks close to each other.

Option. Place the sticks one after another (without gaps) in one line.

Wrap the candy in a wrapper

Equipment: small cubes, cylinders, balls, paper.

The players are given one small cube, a small cylinder and a ball. You need to wrap them in pieces of paper to make a “candy”. The cube can be wrapped on all sides, like toffee. Children can take the initiative: wrap the “sweets” the way they want, the way they like. You can show several pictures of candies in wrappers or put real candies on the table.

Strong and dexterous fingers

Equipment: several sheets of colored paper the size of a candy wrapper, notebook sheets.

The teacher asks riddles. Children guess them.

Five brothers: equal in age, different in height. (Fingers.)

Two mothers have five sons, all with the same name. (Hand with fingers, hands.)

Four brothers are walking towards the eldest. “Hello, highway!” “Hello, Vaska the pointer, Mishka the middle one, Grishka the orphan and little Timoshka.” (Five fingers.)

The teacher organizes small competitions.

All children start the game at the same time. Each player has several sheets of colored paper the size of a candy wrapper. They need to be crumpled with one or two hands or rolled into a ball.

Then you should smooth the sheets so that they do not bulge: with two hands, fists, palm (first one, then the other), two palms.

Finger play

Children are sitting on a bench. The teacher stands so that everyone can see her. She makes simple movements with her fingers and hand: bends one, three fingers, spreads her fingers, threatens with her index finger, claps her hands, connects her fingers, palms.

Children repeat movements that can be made more difficult.

Note. During the game, you need to tell that each finger has a name, name all the fingers.

Mushroom picking

Equipment: cones, baskets.

The teacher scatters “mushrooms” (cones) on the floor. At a signal, children begin to collect “mushrooms” into the basket in any way they want and can.

Option. You are allowed to collect “mushrooms” with only one hand: take one cone in your hand and put it in the basket.

Note. If there are a lot of players, divide them into several small groups so that they do not interfere with each other in collecting “mushrooms”.

Playing with a ball

Equipment: ping pong ball.

Children join hands and form a chain. Then the hands are separated. The first player has a ping pong ball in his hands. At a signal, they begin to pass the ball along the chain, transferring it from one hand to another.

You can play the game in groups (3 - 4 people). If a child drops a ball, he must pick it up, hold it in both hands and only then pass it on.

Games to develop coordination

Simple check

Equipment: narrow path.

You need to lay a narrow path of any length on the floor. The teacher invites the children to slowly walk along it one after another, turn around, and run back under it. Then you need to walk along the path with your arms raised, and run back with your arms raised. Next, the children put their hands on their belts and walk along the path, then run back along it, keeping their hands on their belts. Participants should not go beyond the boundaries of the track, but only move along it.

Carefully along the cord

Equipment: cord 4-6 m long.

The teacher places the cord on the floor. You need to carefully walk along it so as not to move it. You can make a snake-like path from the cord, which is more difficult to walk along. Those who cannot walk along the cord are helped by other participants in the game (they take them by the hand).

Cross the corridor

Equipment: 6 chairs.

The teacher places 6 chairs in two rows with their backs facing each other. The distance between them is about 50 cm. You need to go through the resulting corridor without hitting the chairs.

Options. Walk along a corridor of chairs with your arm(s) raised; putting your hands behind your back; placing them on your head; placing one hand on his head and the other down.

When performing some tasks, the width of the corridor can be increased.

crooked path

Equipment: 4 chairs.

The teacher places 4 chairs at a short distance from each other. You need to pass (run around) them in a “snake” in one direction and the other.

Option. 3-5 participants form a chain - they stand one after another, clasp their neighbors with their arms and “snake” this path. If the chain is broken, the culprit stands at the end.

I'm friends with a small pillow

Equipment: 2 chairs, a pillow or rag ball.

The teacher places 2 chairs at a distance of 3 m from each other; he places a small soft pillow (rag ball) on the chair. Children are sitting on a bench. One participant approaches a chair, takes a pad and, placing it on his head, heads to the opposite chair. Having approached him, he can adjust the pad on his head, stand and walk back. The first player is replaced by the second, who does the same as the first. This continues until all the children have played. If a child drops a pillow, he must pick it up, put it on his head and move on. At first, you can hold the pad with one hand.

Path on the board

Equipment: board.

You need to walk along the board at a normal pace. When you reach the end of the board, turn around and go back.

Option. You need to walk along the board, while the heel of the forward leg touches the toe of the other leg. First, it’s better to practice walking on the floor in this way.

Note. It will be much more interesting for children if you place the board on logs and raise the board to a height of 10-15 cm. At first, you can support the players by the hand.

From bump to bump

On the floor in a straight line, the teacher draws 4-6 rectangles slightly larger than the child’s foot. There is a “swamp” around the children, which can be passed by stepping on “bumps”-rectangles. Participants, walking (jumping) “from hummock to hummock”, must get over the “swamp” and never stumble. If there are a lot of “bumps”, some of them can be made large - for relaxation. You can stand on them with both feet. The distance between the “bumps” is chosen by the teacher.

Option. Arrange the “bumps” in disarray.

Games for developing the eye

Which is closer

Equipment: toys.

At some distance from the children, the teacher places two toys: one further, the other closer - at the distance of a child’s step.

Asks each child which toy is closest to him and which is further away.

Options. The two toys are at the same distance from the children; three toys: two on the same line, the third closer or further from these two; three toys are located on the same line, two of the three toys are next to each other, the third is slightly to the side. You need to determine how far away the third toy is and how many toys can be placed between it and the others; It is advisable to use cubes.

Cubes in a row

Equipment: cubes.

There are 3 - 5 cubes of different sizes on the table. You need to arrange them in a row according to size.

Options

1. There are 5 - 7 cubes of different sizes on the table. You need to arrange them in a row according to size.

2. You need to assemble a pyramid of cubes.

Stripes in a row

Equipment: strips of cardboard of different lengths.

Several children are playing. You need to arrange cardboard strips of different lengths into piles. Some children choose long strips, others short ones, and still others choose strips of different lengths. Participants place the selected strips near themselves.

Options

1. One player completes all three tasks - arranges the strips into three piles (long strips, short strips and strips of different lengths).

2. Select strips by color and size.

Bags - in a hoop

Equipment: hoop, 3 bags of peas (rag balls).

Children stand in a column. There is a hoop in front of them. The players are given three bags of peas (rag balls). Children throw them into the hoop in order.

The teacher chooses the distance to the hoop. It increases with repetition of the game.

Balls - in the basket

Equipment: basket (box or bucket), small balls. Each player has a small ball. There is a basket (box, bucket) at a distance of 1-2 m from the children. Participants throw balls into the basket in order. Options

1. Players have 2-3 balls. You need to throw them in the basket.

2. The game is played in teams (2-3 people). Each participant has a ball. We need to throw the balls into the basket together.

Rings - on chair legs

Equipment: 2-3 small rings, chair. Each participant has 2-3 small rings. There is an overturned chair at a distance of several steps. Children take turns throwing rings onto the chair legs. You need to put them all on the legs, maybe just one.

The game should start with one ring and a distance of 1-1.5 m.

The ball is in the goal

Equipment: balls (balls), box.

Children take turns rolling balls into the goal. The distance to them is about 2 m. With repetition of the game it increases.

The gate is a box. You can take a whole one, from which the ball will not roll out, or you can take a box without a bottom, whichever is more convenient.

Outdoor games

Toy - in a circle

Equipment: toys.

The teacher draws a small circle in which he places the toy. It must be stable (cube, pyramid). The first participant receives a toy. At the signal, he approaches the circle and replaces her. He returns to his place and passes the taken toy to the next participant. The second player goes and changes toys. This continues until all the children have played. Toys must be placed carefully so that they do not fall. The distance from the start to the circle is 2-4 m.

Note. The circle should be small. Children do not enter the circle, but only reach for the toy and replace it with another. This develops attention.

Pyramid and speed

Equipment: pyramid of 5 - 6 rings.

On the table there is a pyramid of 5 - 6 rings. The first player approaches the table and disassembles the pyramid. The next participant collects it. This continues until all the children have played.

When the game is repeated, the participants change places: whoever dismantled the pyramid now assembles it, and vice versa.

Note. If the pyramid is assembled incorrectly, the player made a mistake, he performs the task again.

Ring - on a peg

Equipment: shield with one peg, rings.

The teacher puts up a shield with one peg. The first participant comes up and puts a ring on the peg. The second one takes it off and passes it to the next player. This continues until all the children have played.

Option. A shield with several colored pegs is used. Each child is given a colored ring. Children take turns approaching the shield and putting the ring on a peg of the corresponding color. The number of rings can be increased.

Let's move the balls

Equipment: balloons.

There are two inflatable balls on the table. The first player approaches the balls, picks them up and moves them to another place in the neighborhood. The second one takes them and returns them to their place, the next one again moves the balls from the table. This continues until all the children have played.

Potatoes in a spoon

Equipment: large spoon, potato.

There is a chair at a short distance from the children. They stand in a column. The first player has a potato in a large spoon. He holds the spoon with both hands. At the signal, the participant goes to the chair, sits down, then returns and passes the spoon with potatoes to the next player. This continues until all the children have played. If a child drops a potato, he must pick it up and continue moving.

Ball over head

Equipment: ball.

Children line up in a column. The first player has a ball in his hands. At the signal, he passes it over his head back to the second player and further along the chain. The last player, having received the ball, says: “I have the ball.” If a child drops the ball, he must pick it up and pass it on.

Kangaroo Jump

The teacher draws a line. The first player approaches her and jumps forward. The teacher notes the length of the jump. Children take turns jumping after each other.

Option. You can make teams of 2-3 children jumping at the same time. Complication: children join hands.

Triple jumps

Children take turns doing standing triple jumps, pushing off with both feet.

Note. You need to start the game with double jumps.

Round dance games

Round dance is a Russian folk game, movement in a circle with singing and dancing. It is best to dance in circles to music - a march, dance or song. Games combined with music, rhythm and movement have a great pedagogical impact. For children, dancing in a circle is always fun and joyful; they all move, sing and feel the music together. Most games accompanied by music create freedom and ease of movement, are more friendly, faster, and children are more attentive.

Children's movements and actions should be related to the content of the music and its expressiveness. In games, children “listen” to music with their hands and feet, and not just with their ears.

Round dances can be done holding hands, walking in a circle first in one direction or the other, stamping your feet, converging in the center of the circle, then diverging - and so on several times. Holding hands, walk in a circle with side steps, stop and clap your hands several times, then also walk in the other direction with side steps. Holding hands, form a circle, converging in the center of the circle, raise your hands, diverging - lower them.

Elena Chuvilina
Card index of games for children of the first junior group

Walking

1. Let's stand in a circle

Target. Teach children to hold hands and form a circle. Walk forward and backward.

Material. Toy – beetle (picture).

Progress of the game. Children sit on chairs in a semicircle. The teacher has a beetle in his hands. Asks any child: What is this? Bug. What beetle? Little red. And you want to play with a beetle. We stand in a circle, holding hands. Place a beetle in the center of the circle. Children first go forward to the beetle, and then back. They squat down around the beetle and repeat: “Zhu-zhu-zhu.” The game is repeated 3-4 times.

2. Driving

Target. Teach children to walk while holding the steering wheel.

Material. A picture of a driver sitting in the cab of a truck, toy trucks, steering wheels for each child, a toy cat.

Progress of the game. The children are sitting on the rug. They are shown a picture. The teacher asks: “What is drawn here? What does the driver do? What's in his hand? (Steering wheel), etc. The teacher picks up the truck and the cat and begins to read A. Barto’s poem “Truck”:

No, we shouldn't have decided

Ride a cat in a car:

The cat is not used to riding -

The truck overturned.

Then the children are given steering wheels. Children walk freely around the group, steering, honking like a car (beep).

3. Soap bubbles

Target. Teach children, holding hands, to form a circle, narrow and expand it.

Material. Bubble

Progress of the game. Children sit on the mat. The teacher has soap bubbles in his hands. It shows how soap bubbles appear. Children see the bubble grow and then burst (Poof). The teacher reads E. Fargen’s poem “Soap Bubbles”:

Be careful - bubbles...

Oh, what!

Oh look!

They're getting bloated!

They sparkle!

They're having a blast!

Mine is with plum!

Mine is the size of a nut!

Mine didn't burst for the longest time!

Children are asked to draw a soap bubble. Children stand in a circle, holding hands and walk to the center (the bubble becomes smaller); then it begins to grow from the center, the children expand the circle. When the circle has become large, the teacher says: “Poof!” - the bubble burst; children squat down and quietly hiss: “Shhhh.” The game is repeated 3-4 times.

4. Cat's house

Target. Teach children to act on cues.

Material. Toy house, cat, watering cans, buckets, spatulas, red handkerchief, bell, tambourine.

Progress of the game. The teacher knocks on the tambourine, the children walk freely around the group and clap their hands. The teacher begins to read the text:

Tili-bom! Tili-bom!

The cat's house caught fire.

After these words, he throws a red scarf over the house, continuing to read the text:

A chicken runs with a bucket

Flood the cat's house. With the last words, the teacher rings the bell. The children stop, take watering cans and buckets and begin to put out the fire.

Together with the teacher, the children say:

Once! Once! Once! Once!

And the fire went out!

The game is repeated 2-3 times.

5. Butterflies

Target. Teach children to run around the group, teach them to sit down, stand up, and squat on command.

Material. Paper butterflies on the rims, a tambourine, a bell.

Progress of the game. The teacher shows pictures of butterflies. Bright, colorful butterflies that fly and land on flowers. The teacher lays out flowers on the floor. Children have headbands on their heads. The teacher rings the bell, the children begin to fly like butterflies. When the teacher starts banging the tambourine, the children sit on the flowers.

6. Cockerel and chickens.

Target. Teach children to move freely in a group, teach them to gather in a circle when given a signal.

Material. Glove toy – cockerel, headbands with images of chickens for children, whistle.

Progress of the game.

Children squat on the carpet, pretending to be chickens. The teacher is at the end of the room and hums a song to the cockerel:

Cockerel, cockerel,

Shout: - Ku-ka-re-ku!

After the last words of the song, the teacher claps his hands, and the chickens, hearing the claps, must run to the rooster and quickly gather around him. They all walk together in small steps to the center of the room. Then you can choose one of the children to be the rooster. The chickens sit on the mat and sleep. And the child-cockerel, together with the teacher, clap their hands, so they begin to run around the room. After the cockerel blows the whistle, the chickens go to sleep on the mat. The game is repeated 3-4 times.

7. Run, bunny

Target. Teach children to run in a given direction, act on a sound signal, and squat.

Material. Umbrella, bunny mask, plate, carrot, bell, image of bunny on headbands for children.

Progress of the game.

The teacher puts on a hare mask and offers to play with the bunny. The teacher is a hare, and the children are bunnies. The teacher asks a riddle:

A ball of fluff,

Long ear

Jumps deftly

Loves carrots.

Who is this? - asks the teacher. At the end of the room there is a vegetable garden, and carrots grow there. At the signal of the bell, the children run to the garden to get carrots. They squat down and eat carrots. The teacher goes to the other end of the room and calls the bunnies to his place: “Come to my house! Now it’s going to rain.” She opens her umbrella and the children - the bunnies run towards her under the umbrella. The teacher sings a song:

Rain - rain,

Pour it full,

Small kids

Children squat down and start tapping the floor with their fingers, repeating: “Drip-drip-drip!” The game is repeated 3-4 times.

8. Light and dark

Target. Teach children to change direction while running and navigate in space.

Material. Two pictures: the first one shows day (the sun is shining, birds are flying); on the second - night (dark, dark sky, stars, birds sleeping, pictures of birds on the rim.

Progress of the game. Children sit on chairs. The teacher shows the children pictures (birds are flying, the sun is shining, it’s light - it’s day). The second picture is night. (the birds are sleeping, it’s dark). Children put on headbands and are invited to play the game “Light and Dark”.

Children are squatting. When you hear the word “light,” birds fly, flapping their wings—children run; at the word “dark” they squat down and “sleep”. It is necessary to ensure that children act only on a signal: “light” - they fly, “dark” - they fly to the nest and sleep.

The game is repeated 2-3 times.

Jumping

9. Jump, little bunnies!

Target. Learn to jump forward on both feet.

Material. Bunny mask, bunny headbands, toy bunny.

Progress of the game. A bunny came to visit the children. He greets the children and then shows how he can jump on two legs. To jump far and quickly, you need to move a lot. The teacher invites the children to jump like a bunny. As soon as the teacher says “jump,” the children jump forward on two legs. Then the teacher claps his hands and says “Oop-op-op!” The children turn and jump back to their mother bunny. The game is repeated 2-3 times.

10. Frogs

Target. Teach children to jump on both feet across the track.

Material. A picture of a swamp where frogs jump, 2 ropes.

Progress of the game. Children sit on chairs. The teacher makes a path out of ropes. Shows a picture and asks a riddle:

Jumps along the path

Legs stretched out:

“Kwa-kwa-kwa,

Kwa-kwa-kwa!” -

Stretching out your legs.

The teacher shows how to jump on the spot. Children will repeat this movement several times. The teacher makes sure that the children do the jump correctly. The game begins at a signal: when the children hear the pipe, they begin to jump. After the game they play with rubber frogs or those made of paper.

11. Get the bell

Target. Teach children to hop on two legs and reach hanging objects.

Material. Stretched rope with hanging bells.

Progress of the game. The teacher invites the children to play the game “Get the bell.” The children come up and push off with both feet, jump up and take out the bell with their hand. If he got it, the bell will ring. The game continues 2-3 times. Next time you can replace the bells with another item.

Throwing, catching, rolling

12. Take the ball

Target. Teach children to pass and pick up a ball while standing still with both hands.

Material. Picture “Children playing with a ball”

Progress of the game.

First, children sit on chairs and learn to pick up a ball. The teacher reads N. Bromley’s poem “Balls”:

One two three four five-

They don't lie still

They run away somewhere.

You probably guessed it -

These balls are guys!

One two three four five,

I'll play with them!

After the poem, the children stand in a circle and pass the ball to each other. You need to hold it tightly with both hands until another child takes it. The game is repeated 2-3 times.

13. Roll the ball

Target. Teach children while sitting to roll the ball forward with both hands for a distance.

Material. Rubber toys (animals, balls for each child, tambourine.

Progress of the game. Children sit on chairs. At a distance of 1.5 meters ahead, the teacher places toys on the floor. But before the game starts, the teacher shows how to correctly push the ball away from you towards the toys. It must be performed after hitting the tambourine. The teacher and the children say:

I'm rolling my ball

I'm rolling again

I'm heading there

I'm heading here.

The game is repeated 2-3 times.

14. Catch the ball

Target. Teach children to throw up and catch a ball.

Material. Balloons, a toy dog.

Progress of the game. Children sit on chairs. The teacher shows how to throw the ball from bottom to top. Children place a ball on their upturned palms, which must be thrown up correctly. First he teaches you to repeat after him 1-2 times. Then the children begin to play freely with balloons.

Outdoor games for children 2-3 years old.

Card index of outdoor games in the 1st junior group.

name of the game

goal of the game

walking and running games

"I love my horse"

learn to gallop

"Chickens and Cat"

improve running

"The Fox and the Chickens"

"Ducks and the Dog"

improve walking and running

"Stop near the toy"

practice running

"Birds"

"Crows"

improve running in combination with arm movements.

"Find your house"

"By the Bear in the Forest"

combine walking and running in the same and different directions.

"Bees"

combine walking and running in the same direction.

"Catch the ball"

improve walking and running in the same and different directions.

"Mice are cowards"

encourage action in accordance with words.

"Birds and the Car"

improve walking in different directions.

"Geese"

improve running in combination with hand actions.

"Let's go - let's go - let's go"

practice walking in a column one at a time.

“Feet walked along the path”

learn to walk in one direction.

climbing games.

"Cat and Chicks"

improve getting on and off objects.

"On the bumps"

"Climb over the log"

improve the ability to climb on and off an object.

"Crawl through the collar"

learn to crawl under objects.

"Snowflakes are spinning"

develop a sense of balance.

"Get through the hoop"

develop climbing skills and agility.

ball throwing and catching games

"Hit the Hoop"

learn to throw at a target.

"Roll the ball"

learn to push the ball with both hands while maintaining direction

"Catch the ball"

learn to throw the ball with both hands from below.

"Heavy - light"

learn to roll a ball in a certain direction

"Pass the ball"

learn to pass the ball with both hands and receive it.

jumping games

"Birds in Nests"

learn to jump from a small height.

"Sunny bunnies"

develop the ability to jump on two legs

"My funny ringing ball"

improve the ability to jump on two legs

"Take off the ribbon"

practice high jumping on the spot

"Bunnies in houses"

practice jumping with advancement.

spatial orientation games

"Stop near the toy"

practice orientation in space.

"Cars"

learn to move while maintaining direction

"Find the tree"

develop spatial orientation.

"Hide and Seek"

learn to navigate independently in space.

"Find the object"

develop attention and endurance.

"Visiting the Animals"

practice orientation in space. In imitation of animals.

games with different movements and singing

"Rattle, play"

"Crows"

learn to act in accordance with words.

"Moths"

increase physical activity

"Mosquitoes and the Frog"

learn to perform actions according to the word of an adult

"White Bunny"

enrich children's motor experience

"Vaska the Cat"

increase children's motor activity.

"Journey into the Forest"

improve basic movements

"Rain"

enrich children's motor experience

round dance games

"Zainka"

perform movements in accordance with the words of the song.

"Legs, top - top"

teach joint action.

"Carousels"

develop balance.

"Bubble"

perform movements in accordance with words

"On a smooth path"

practice walking on a limited surface.

Card No. 1

"I love my horse"

Tasks. Learn to gallop. Develop attention. Learn to act on a signal. Develop imagination and imitation.

Contents of the game. Children imitate riders. To the words from A. Barto’s poem: “I love my horse, I will comb its fur smoothly, I will smooth its tail with a comb...” - they stroke and comb their horses. To the words: “And I’ll go on horseback to visit...” - they gallop (if they don’t know how yet, then as best they can). The teacher first acts with the children, and they imitate him. Then the children act independently, and the adult encourages them.

Card No. 2

"Chickens and Cat"

Tasks. Improve your running. Develop the ability to imitate, be attentive and act on cues. Encourage independent action. Create a feeling of joy from joint actions.

“Come out, chickens, collect the crumbs,

On the green path."

Chicken children run out into the middle of the hall, flap their wings, and fly.

The teacher continues:

The chickens were knocking with their beaks:

„Knock-knock-knock, knock-knock-knock."

„Co-co-co, co-co-co."

Children-chickens squat down and tap their fingers on the floor, saying: “Knock-knock-knock!”

Suddenly a cat appears (teacher's assistant):

“I’ll go out, I’ll go out onto the path, Where the chickens are looking for crumbs,

Meow meow meow! Meow meow meow!"

The chickens shout loudly: “Ko-ko-ko, ko-ko-ko” - and run away to their houses.

Game options

Tasks. Improve the ability to crawl under a rope stretched at a height of 30-35 cm from the floor. Chickens must crawl under it.

Tasks. Improve the ability to climb onto an object 10-15 cm high (cubes) and get off it. Chickens, running away from the cat, climb onto cubes and boxes.

Card No. 3

"The Fox and the Chickens"

Tasks. Improve walking and running in a certain direction. Develop attention. Encourage independence and initiative. Encourage children's actions. Make them feel proud.

The teacher’s words: “A sly fox is looking out from behind a bush ahead.

We'll outwit the fox

Let's run away quietly."

Children's actions:

They are wary.

They run on their toes beyond the marked line.

An adult makes sure that the chickens run away only after saying: “We’ll run away quietly.”

Game option. During a walk, chickens can jump, climb on a log, crawl under a rope, net, etc.

Card No. 4

"Ducks and the Dog"

Tasks. Improve walking and running. Encourage imitation. Create a feeling of joy from joint activities with adults and peers.

Material. Hats or chest emblems with images of ducks (according to the number of children playing), dog hats or a toy dog.

“Early, early in the morning, she teaches them, teaches them!

The mother duck came out, you are swimming, ducklings,

Teach the ducklings. Smoothly in a row."

(A. Barto)

The mother duck moves smoothly, moving her arms slightly back, and the baby ducks imitate her. Then she says: “The ducks are swimming in the pond, smoothing their wings” (stroking her arms and sides with smooth movements), praises the baby ducks: “Well done, how well they smoothed their wings, quack-quack, quack-quack.”

Suddenly a dog appears barking (an assistant teacher or a child in an older group). The mother duck drives her away.

“You, little dog, don’t bark! Our ducks are white

Don't scare our ducks! Without that, they are not brave.”

(I. Tokmakova)

The dog runs up to the pond, and the ducklings quickly swim to the mother duck and hide under her wings. The dog runs away. The game repeats itself. Then the mother duck says:

“You, little dog, don’t bark!

Don't scare our ducks!

Better play with us."

Come and visit us, we will treat you to something delicious. (Children treat the dog.)

Card No. 5

"Stop near the toy"

Tasks.

Material.

Game content

Card No. 6

"Birds"

Tasks. Enrich motor experience. Encourage children to follow the basic rules of the game. Encourage independence. Induce a feeling of pleasure from communicating with adults and peers, as well as from performing movements.

Material. Hats or emblems with images of birds.

Note. First, the adult does all the actions together with the children. When children remember the game, an adult can use words to guide their actions.

Card No. 7

"Crows"

Tasks. Improve running in combination with arm movements. Encourage imitation of an adult. Learn to act in accordance with the text.

Children's actions:

They run around the room, flapping their arms like wings, saying: “Kar-kar-kar!”

They continue to run.

Teacher's words:

“Here under the green Christmas tree

The crows are jumping merrily,

Kar - kar - kar!

They screamed all day long

The children were not allowed to sleep,

Kar-kar-kar!

They squat down, put their hands under their cheeks and fall asleep, quietly saying: “Kar-kar-kar!”

And everyone falls asleep together,

Kar-kar-kar!”

Card No. 8

"Find your house"

Tasks. Learn to combine walking with other types of movements. Develop the ability to navigate in space, coordinate actions with other children. Consolidate knowledge of color, shape, size. Support children's independence and initiative.

Material. Circles or squares of different sizes or colors.

The children remember their houses and, at a signal from an adult, go out for a walk in the clearing. They independently perform various movements at their own discretion (walk, pick flowers, run, climb on stumps, throw cones at a target, step over streams). To the words of the teacher: “Rain!” - the children run to their houses. The adult, together with the children, checks whether everyone has occupied their houses, and helps the kids find their house if they do not remember them.

Card No. 9

"By the Bear in the Forest"

Tasks. Improve running in one and different directions. Develop imagination. Encourage children to act independently.

Children live on the opposite side of the forest. The teacher says: “Let’s go, children, for a walk, pick mushrooms and berries.” Children go into the forest, imitating picking mushrooms and berries. The teacher reads a poem:

“By the bear in the forest And the bear is sitting

I take mushrooms and berries, and he growls at us.”

When the teacher says the last words of the text, the bear runs out of the den with a growl, and the children run home.

Card number 10

"Bees."

Tasks. Improve running in a certain direction, learn to navigate in space, imitate bees.

"The bear-bear is coming,

It will take away the honey from the bees,

Bees, go home!

The bees fly to a certain corner of the room - the hive. The bear, waddling from one foot to the other, goes in the same direction. The bees and the adult say:

“This hive is our house.

Get away from us, bear,

W-w-w-w!”

The bees flap their wings and buzz, chasing away the bear. The bear leaves, and the bees fly out into the clearing again. They can treat the bear with honey at the end of the game.

Card No. 11

"Catch the ball"

Tasks. Improve running in different directions. Cause revival and joy in the child. Encourage independence.

Card number 12

"Mice-cowards"

Tasks. Encourage children to act in accordance with words. Learn to coordinate your actions with the actions of other children. Develop imitation. Encourage children's independence and initiative.

Game content. Children pretend to be little mice. In response to the words of the teacher (children can coax): “The mice came out one day to see what time it was” - the mice walk around the group. “One-two, three-four, the mice pulled the weights” - the mice imitate the movement with their hands. “Suddenly there was a terrible ringing (you can ring a bell, hit a tambourine), the mice ran away” - the children run away. Children should try to act in accordance with the words of an adult.

Card number 13

"Birds and Cars"

Tasks. Improve walking in different directions, on a limited surface. Develop attention and the ability to respond to signals. Encourage active interaction with peers.

Material. Bird hats or emblems, car emblems, benches, cubes or other items.

Game option. One part of the children is placed on one side of the group; the playgrounds are birds. On the other side there is another part of the children - these are cars. An adult says: “The birds are flying!” - birds fly, flap their wings, squat, peck grains. Birds can climb onto benches, cubes, etc. At the signal: “The cars have left!” - children pretending to be cars drive onto the road, and the birds fly away to their nests. Cars drive along the road, avoiding obstacles (benches, cubes). When repeating the game, children change roles.

Card number 14

"Geese"

Tasks. Improve running in combination with hand actions. Create a need for imitation. Create pleasure from joint actions.

Adult: Geese, geese!

Children: Ga-ga-ga.

Adult: Do you want something to eat?

Children: Yes, yes, yes!

Adult: Come to me!

Children-geese fly towards an adult, flapping their wings, hissing: “Sh-sh-sh.” Then the adult says, “Ksh! Run into the field!” The geese run back to their place.

Card number 15

"Let's go, let's go, let's go"

Tasks. Practice walking in a column one at a time, and running with a change of direction. Learn to act in a team, listen to an adult’s signal, and navigate in space. Arouse interest in the game and joint activities.

Game content. Children stand one after another in a column, with an adult in front. When the teacher says, “Let’s go, let’s go,” the children walk at their usual pace. To the words: “Let’s go, let’s go,” they run at a slow pace set by an adult. At the signal “Let's go, let's go,” the children go again. The adult changes the direction of movement, accompanying the actions with words indicating the direction - to a tree, to a slide, etc. The game is repeated 3-4 times.

Note. It is better to play the game on the site or in the hall.

Card number 16

“Feet walked along the path”

Tasks. Exercise children in independent walking. Learn to walk in one direction. Encourage pleasure in communicating with adults. Instill confidence in your abilities.

Come on, more fun, top, top.

These are our legs, top top,

They walk along the path."

Straight along the path, stomp, stomp. That's what we can do, top top,

Card number 17

"Cat and Chicks"

Tasks. Improve running, climbing on and off objects. Develop attention and spatial orientation. Maintain interest in interacting with peers. Encourage imitation of animals. Develop imagination.

The chicken clucks: “Ko-ko, don’t go far.” At these words, the chickens become wary and look around. And the chicken slowly continues:

The cat opens its eyes

And the chickens catch up.”

"On the bench by the window

The cat has settled down and is dozing.

At the last words, the chickens run away from the cat, and the cat tries to catch up with them.

When children have mastered the game well, the role of the crested hen and cat can be assigned to the most active of them.

Game options

To enrich the motor experience of children, you can include
varied, but already familiar to children movements. For example, crawl-
diving under the rope.

You can designate houses of various shapes and colors,
which the chickens must remember and, when running away from the cat, find exactly
your house.

Card number 18

"On the bumps"

Tasks. Improve the ability to climb on and off objects (the height of objects increases gradually: 10-15-20 cm). Maintain independence and interest in action.

Game content. On the floor there are 2-3 boxes or cubes 40-60 cm wide and 25-20 cm high (bumps). Between the hummocks you can place soft paths or a foam mat (swamp). The teacher invites the children to visit a bear or a bunny. The children set out on a journey, and on the way they encounter a swamp. They climb up and down hummocks, thus crossing the swamp and ending up with a bear or bunny. You can play catch or hide and seek with the bear, and then return home through the swamp over the bumps. It is necessary to follow the rule: you cannot jump off a hummock, you must calmly descend.

Card number 19

"Climb over the log"

Tasks. Improve climbing and ability to overcome obstacles. Develop large muscles of the body, the ability to navigate in space. Arouse positive emotions from playing and communicating with adults and peers.

Game option. A bear, dog, cat, etc. can live behind the fence. Depending on this, children make different movements: walk like a bear, crawl, arching their back like a cat, etc.

Card number 20

"Crawl through the collar"

Tasks. Learn to crawl under objects without touching them. Encourage them to perform movements independently. Reward for successful actions.

Game option. You can place two or three gates to include 2-3 children in the game at once.

Card number 21

"Snowflakes are spinning"

Tasks. Develop balance. Induce a feeling of joy and pleasure.

Contents of the game. Children pretend to be snowflakes. The teacher says: “Snowflakes have come down from the sky to the ground.” Snowflakes fly around the group and squat down. In response to the words of an adult: “Suddenly the wind blew, lifted them into the air and whirled them around,” the snowflakes rise and spin slowly at first. The teacher says: “But the wind is blowing stronger and stronger.” The children are spinning more and more, but each at their own pace. At the adult’s signal: “The wind has begun to subside,” they slow down and squat down.

Card number 22

"Get through the hoop"

Tasks. Develop climbing skills and agility. Create a feeling of joy from communicating with an adult.

Card number 23

"Hit the Hoop"

Tasks. Learn to throw at a target and maintain the direction of the throw. Induce pleasure from the movement performed.

Card number 24

"Roll the ball"

Tasks. Learn to push the ball with both hands and give it the desired direction. Encourage them to perform movements independently and choose a partner. Arouse interest in activities with the ball.

First, the teacher rolls the ball to the children, focusing on the fact that the ball must be pushed with both hands.

Game option. Children sit in a circle and roll the ball at will from one child to another, calling the name: “Vova, catch the ball!” Etc.

Card No. 25

"Catch the ball"

Tasks. Learn to throw the ball with both hands from below in a certain direction. Develop attention. Encourage independent action. Maintain a feeling of joy from joint actions.

Game option. When the kids learn to throw the ball in a certain direction and catch it, you can offer to throw the ball to each other (distance 1.5-2 m).

Card number 26

"Heavy - light"

Tasks. Learn to roll a ball. Introduce the concept of “heavy - light”. Develop dexterity.

Material. Inflatable balls, light (diameter 20-25 cm), stuffed balls, heavy (diameter 20-25 cm, weight 500 g).

Then the guys sit down near the line designated by the adults and roll the balls one by one, while saying: “Heavy ball, light ball.” Then they run after the balls.

Card No. 27

"Pass the ball"

Tasks. Learn to pass the ball with both hands and receive it. Develop attention. Maintain independence in actions.

Card number 28

"Birds in Nests"

Tasks. Learn to jump from a small height, run in all directions. Develop attention.

The teacher says: “The sun is shining outside, all the birds are flying out of their nests, looking for grains.” Children-birds jump or descend from heights, fly, flap their wings, squat, and peck grains. To the words of an adult: “It’s raining!” - the birds fly away to their nests.

When the kids master the game, the adult, instead of saying “It’s raining!” opens the umbrella, and the bird children hide in their nests at this signal.

Card number 29

"Sunny bunnies"

Tasks. Increase physical activity. Develop dexterity. Evoke positive emotions from the actions performed.

“The runners are jumping - Jump, jump around the corners,

Sunny bunnies, Were there - and they are not there.

We call them - they don’t come, Where are the bunnies? Gone

They were here - and they are not here. We couldn't find them anywhere."

A. Brodsky

In accordance with the words of the text, children attract bunnies, spread their arms to the sides, and jump after the sunbeams. An adult directs sunbeams in different directions of the room.

Card No. 30

“My cheerful, ringing ball”

Tasks. Learn to jump on two legs, listen carefully to the text, act on a signal. Induce a feeling of joy from active actions.

“My cheerful, ringing ball, Yellow, red, blue,

Where did you run off to? Can’t keep up with you!”

(S. Marshak)

Kids imitate the movements of the ball and jump on the spot. To the words: “I can’t keep up with you!” - children run from an adult who is catching up with them. Guys who don’t know how to jump do a “spring”.

Card number 31

"Take off the ribbon"

Tasks. Practice jumping high on the spot. Develop dexterity. Induce a feeling of pleasure from the action performed. Learn to act on a signal.

Material. Stand with a stretched rope. Ribbons (their number should be greater than the number of participants in the game).

Game content. An adult hangs the ribbons on a rope stretched on racks higher than the child’s height with his hand raised up 10-15 cm. One end should be longer. At the adult’s signal “Jump-jump”, the children jump and take off the tape. The adult encourages the children. If children cannot cope, an adult can help them by lowering the tape. Repeat the game 3-4 times.

Card No. 32

"Bunny in the House"

Tasks. Exercise children in jumping. Learn to push off strongly from the floor. Encourage action on cue.

they run to the hoops and jump into them. Then the game continues. One or more children can participate in the game. The teacher encourages: “What a strong bunny, he pushed off well and jumped straight into the house.”

Game option. Everyone has it bunny his own house in the form of a circle, squareyeah, triangle.

Card number 33

"Stop near the toy"

Tasks. Practice running. Develop attention and dexterity.

Material. The toys are large (according to the number of children).

Game content. Children run around the hall or area during a walk, walking around toys. As soon as a signal sounds, for example, hitting a tambourine, they stop near the toy. If the child didn’t have time, the teacher says: “Sasha, Sasha, hurry up, stand by the toy!” An adult encourages children to run between toys in different directions. Toys are placed at a distance of 60 cm from each other.

Card number 34

"Cars"

Tasks. Learn to move while maintaining direction, perform actions in different conditions, maintain interest in movements. Develop attention and ability to act in a team. Strengthen knowledge of sensory standards. Create a feeling of joy from communicating with adults and peers.

Material. Breastplates with images of cars (according to the number of players), tracks of various types, cubes or other objects, a circle, a cardboard square (garage).

Game options

Cars can drive on a bridge (a plank lying on the floor),
along a winding road, avoiding objects, along a soft path (swamp)
and so on.

Each car can have its own garage in the form of a circle, triangle, square. The garage may be marked with a colored flag.
In this case, children remember what shape or color their garage is.

Card number 35

"Find the tree"

Tasks. Develop orientation in space. Strengthen walking and running skills. Induce a feeling of pleasure from movements. Cultivate attention. Learn to distinguish trees, their leaves, and name them.

Contents of the game. During a walk, an adult takes the children to the trees that grow on the site, for example, a maple. They examine the tree, its leaves, and he names the tree. Then the children come up to the birch tree and also examine it and name it. The kids repeat the names of the trees. At the teacher’s signal, the children run around the area, carefully watching him. When an adult picks up a maple leaf, they run to the maple, birch - to the birch. The teacher encourages the children and makes sure they run around the entire area. The game is repeated 4-5 times.

Game options

If the teacher wants to calm the children, then running can be replaced
walking.

Showing a leaf can be replaced with a verbal signal: birch, maple. Kids must run up or approach the tree when given a signal.

The teacher shows a leaf from a tree and offers to find the same one. Children find leaves and bring them to the teacher. A bouquet of these leaves can be placed in a group.

The teacher gives the children different leaves and asks them to take them to the corresponding tree.

Card number 36

"Hide and Seek"

Tasks. Learn to navigate independently in space. Develop and maintain interest in communicating with adults. Improve your walking.

Game options

An adult hides from a child and shouts: “Ay, ay!” The child finds him. (For children 1 year 6 months - 2 years.)

The adult hides from the child and rings the bell. The child finds the adult by calling. (For children 1 year 6 months - 2 years.)

The child hides, and the adult looks for him and sings a song:

“I’m walking around the room, Well, where should I go?

I can't find Masha. Where can I find Mashenka?”

After these words, the child shouts: “Ay, ay!” - or rings the bell. An adult finds him. (For children 2 years 6 months - 3 years).

Card number 37

"Find the object"

The teacher hides the object (flag, ball, doll, etc.) after examining it with the children. Kids look for a hidden object throughout the group. The child who finds the object gets the right to hide it.

Game option. Children sit on chairs. One child drives. He turns to the wall, and the teacher hides the doll. Then he says:

“The Tanya doll ran away.

We need to look for her

Vova, Vova (the name of the driving child), look,

Dance with our Tanya."

The child finds a doll and dances with it, and all the children clap their hands.

Card number 38

"Visiting the animals."

Tasks. Practice spatial orientation and imitate animals. Strengthen the skills of walking, running, jumping. Increase physical activity. Encourage pleasure in the game.

Benefits. Stands with models depicting animals (6 pcs.).

Contents of the game. The teacher places racks with models depicting animals on the site at a distance of 5 meters from each other. The total driving distance is 30 meters. Then the adult invites the children to stand one after another and go visit the animals. The teacher stands in front of the column and pretends to be a steam locomotive, and the kids are carriages. The train starts moving towards one of the models. An adult announces the name of the station, for example “Bear”. Children stop, say hello to the bear, walk like a bear and go to the next station. For example, having reached the “Zaychik” station, they jump like bunnies, and at the “Petushok” station they walk, raising their legs high, etc.

Game option. The layout can depict: a tree (children rise on their toes and show how big they are), bushes (squat down, showing how small the bushes are), an airplane (spread their arms to the sides and swing their wings), a watch (tilt their torso in one direction , then to the other, saying: “Tick-tock, tick-tock”).

Card number 39

"Rattle, play"

Tasks. Develop the ability to run. Learn to act in accordance with the words of the text. Cultivate attention. Evoke positive emotions.

Lyrics of the song: children's actions:

Ding, ding, ding-ding-dong They run around the hall rattling rattles.
The chime can be heard everywhere.
The rattle plays
All the kids are amused.

2. Knock, knock, dance, squat down, knock
Let the kids watch. rattles on the floor.
Rattle, play
Amuse all the kids.

3. Ding, ding, high, standing still, raise high
It will be heard far away. rattle and rattle it.
The rattle plays
Our kids are amused.

Rattle, don’t ring, Turn the body left and right,
Hush, hush, rest, standing still.
Rattle, don't play
Don't play and relax.

5. Ding-ding, let's run. They run around the room.
Let's ring the rattle
Rattle, play
Amuse our children.

6. No, no, it doesn’t ring, They hide the rattle behind their back.
She hid somewhere, silent. and spin around in place.
Rattle, don't joke.
Where can we find you?

Ding, ding, ding-ding-dong, Easy to squat in place
The chime can be heard everywhere. and quietly rattle the rattle.
The rattle plays
All the kids are amused.

Note. The game can be shortened depending on the capabilities of the children and the tasks that the adult solves, and can also be used instead of a complex of morning exercises

Card number 40

"Crows"

Tasks. Improve your running. Develop attention and ability to imitate. Learn to act in accordance with the text. Create a feeling of joy from joint actions.

Material. Hats or emblems with images of crows, a toy dog.

“The crows are fast asleep, and will wake up at dawn,

Everyone is sitting on their nests, They will croak in the yard.”

In accordance with the text, the crow children squat down, bow their heads, and close their eyes. At the last words of the text, they wake up and say: “Kar-kar-kar”, then fly around the room, flapping their wings. The adult accompanies their actions with the words:

“They flew, they flew, the crows flew in,

The crows flew: They pecked every last crumb:

„Kar-kar." "Knock-knock-knock, knock-knock-knock" -

Auntie came out onto the path, their beaks were knocking.”
The crows are sprinkled with crumbs.

The crow children squat down and tap their fingers on the floor, saying: “Knock-knock-knock.”

An adult takes a toy dog ​​and says:

“Tuzik was walking around the yard,

The crow scared:

“Aw-aw, aw-aw!”

The dog catches up with the crows, and the crows fly away to their nests.

Card number 41

"Moths"

Tasks. Increase physical activity. Arouse interest and desire to perform actions in accordance with the text

The words of the teacher: “Moths fly in the green meadow.

And they flutter merrily from flower to flower.

Tanya went out into the meadow, she had a net in her hands. Be careful, moth, fly away quickly, my friend!”

Children's actions:

They run, flap their wing-like arms, flutter from hummock to hummock (soft paths or rugs laid out in a group).

They run away from an adult who is holding a bright net in his hands and is trying to catch moths.

Card number 42

"Mosquitoes and the Frog"

Tasks. Learn to perform actions according to the word of an adult. Encourage children's independence and initiative. Create a feeling of joy from joint actions.

Material. Hats or breastplates with images of mosquitoes and frogs, chairs (according to the number of children) on which handkerchiefs lie.

“A mosquito sat on a bush, dangled its legs under a leaf,

On a spruce tree stump, I hid!”

Mosquitoes sit on chairs and hide behind handkerchiefs. The driver comes out wearing a cap or with a frog emblem and says: “Where are the mosquitoes? I'll find them now! Kva-kva-kva!” Searches, but doesn't find. The game repeats itself. Then the frog driver finds mosquitoes with the words: “Here they are!” The mosquitoes fly away and the frog tries to catch them.

Card number 43

"White Bunny"

Tasks. Enrich motor experience. Learn to act on the word of an adult. Strengthen knowledge about color and shape. Develop attention. Maintain interest in movement. Encourage them to perform movements independently. Evoke positive emotions.

Material. Hats or breastplates with the image of a bunny (according to the number of children), flags of different colors or circles, a square of thick cardboard or linoleum.

Teacher's words: Children's actions:

1. “The little white bunny is sitting, they squat down in their
He moves his ears - in a wide formation and, applying
Like this, like this, hands to ears, moving them.

He wiggles his ears.

2. It’s cold for the bunny to sit, they clap for the words “clap-clap”
We need to warm our paws - clap our hands.

Clap, clap, clap, clap.

We need to warm our paws.

3. It’s cold for the bunny to stand -
The bunny needs to jump,
Skok, skok, skok, skok
The bunny needs to jump.

Someone scared the bunny
The bunny jumped... and ran away."

The adult checks with the children whether all the bunnies have found the holes correctly.

Game option. When the kids distinguish colors and shapes, an adult can quietly swap the positions of the burrow houses

Card number 44

"Vaska the Cat"

Tasks. Increase physical activity. Promote positive emotions from joint actions.

The teacher and children sing or say:

“The little white Vaska walks and runs like an arrow,

Vaska’s tail is gray and runs like an arrow.”

The cat runs to a chair standing at the end of the room, sits down on it, and falls asleep. Adults and children sing:

“The eyes close, the cat’s teeth -

Is he sleeping or pretending? Sharp needle."

An adult goes to see if the cat is sleeping and invites the mouse children to take a walk. The mice run up to the chair and scratch on it. Adult says:

“Only mice will scratch,

Gray Vaska is right there.

He’ll catch everyone!”

The cat catches up with the mice, and they run away from him.

Card number 45

"Journey into the Forest"

Tasks. Improve basic movements. Cause imitation of animals. Learn to act in a team and encourage independence. Create a feeling of joy from joint actions.

Material. Emblems with images of animals placed on stands at a distance of 4-5 m from each other.

Contents of the game. The teacher invites the children to go to the forest by train. Children stand one after another and, at a signal from an adult, move one after another, saying: “Chu-chu-chu-chu.” To the words of an adult: “Stop, the trailers have stopped!” - the children stop. The teacher draws the children’s attention to the emblem with the image of a bunny and asks: “Who is this?” The children answer: “Bunny.” An adult invites everyone to go out into the clearing and jump like bunnies. Then, at the teacher’s signal, the guys again line up one after another and go to the next stop, where the emblem

a bear is depicted. The children again go out into the clearing and imitate the bears, walking, waddling from side to side.

Note. It is better to play the game outside. Emblems with stands can be positioned in a circle or in a straight line. The number of emblems with images of animals is taken taking into account the level of development and age of the children, but not more than 6 pieces.

Card number 46

"Rain"

Tasks. Enrich children's motor experience. Create a desire to play with an adult. Encourage children to be independent and take initiative.

The teacher says:

“Rain, rain, Sunny, sunshine,

Stop pouring rain, shine a little light,

The kids are sitting at home, the kids are going out for a walk,

Like birds in a cage. They will run and play."

Children get up and run around the group, clap their hands, stomp their feet, jump or do a “spring”, imitating an adult and showing their independence. Accompanied by the words of the teacher, “It’s raining again,” the children run to their houses.

Card number 47

"Zainka"

Tasks. To teach children to listen to singing, understand the content and perform movements in accordance with the lyrics of the song. Evoke imitation of an adult.

“Bunny, stomp your foot, Like this, stomp your foot,

Gray, stamp your foot! That’s it, stomp your foot!”

Children, standing in a circle, stomp their feet, keeping their hands on their belts.
“Zainka, clap your hands, Like this, clap your hands,

Gray, clap your hands! That’s it, clap your hands!”

Children clap their hands.

“Bunny, turn around, like this, turn around,

Gray, turn around! That’s it, turn around!”

Children turn 1-2 times, keep their hands on their belts.
“Bunny, dance, dance like this!”

Gray, dance! Like this, dance

Children jump on two legs as best they can.

“Bunny, bow, like this, bow,

Gray, bow! That’s it, bow down!”

Children bow, spreading their arms to the sides.

When playing the game, the number of verses can be reduced, especially when the game is not yet familiar to children. At first, you can take only the first, second and fourth verses. Subsequently, the children perform all five verses. In addition, when the children know the content of the song well, you can choose one child - Zainka, who stands in the middle of the circle and performs all the movements according to the text of the song.

The role of Bunny should be entrusted to a brave and active child who will not be embarrassed while performing the movements. If the role of Bunny is introduced, you can add one more verse:

“Bunny, choose, Like this, choose,

Gray, choose! That’s it, choose!”

The child chooses another Bunny, and the game is repeated. The teacher should sing the song not very quickly, but not slowly, so that the singing matches the tempo of the children’s movements.

Card number 48

"Legs, stomp stomp"

Tasks. Teach joint action. Induce pleasure in them.

Note. The game is best played while walking in winter.

Card number 49

"Carousels"

Tasks. Develop the function of balance, the ability to coordinate your actions with the words of the text. Evoke positive emotions.

“Barely, barely, barely, barely Hush, hush, don’t rush,

The carousel is spinning, stop the carousel.

And then, then, then One-two, one-two,

Everybody run, run, run! So the game is over."

Card number 50

"Bubble"

Children and an adult stand in a circle, holding hands. The teacher says:

"Inflate, bubble, stay like that

Puff up big, but don’t burst.”

The kids gradually move back and expand the circle. In response to the words “The bubble has burst,” the children lower their hands and say: “Sh-sh-sh.”

Card No. 51

"On a smooth path"

Tasks. Practice walking on a limited surface. Develop balance. Strengthen the foot. Learn to act rhythmically, coordinating actions with the rhythm of the poem. Encourage independence. Maintain confidence in your actions.

Material. Paths of different lengths (2.5-1 m) and widths (15cm-30 cm - 60 cm), soft, hard, winding paths (length 2 m, width 30-40 cm).

Words from an adult: Actions from children:

1. “On a level path, They walk along the path.
On a flat path

Our feet are walking.

One-two, one-two.

2. They jump on the pebbles, on the pebbles.
Stone by stone, stone by stone.

One-two, one-two.

3. Along a flat path, they stop.
On a smooth path,

Our legs are tired

Our legs are tired.

This is our house -

We live in it."

Game option. Instead of a flat path, you can take a winding, short, long, narrow, wide, soft, hard one. Then, in accordance with the quality of the path, the text changes, for example: “Our feet walk along the soft path...”. Etc.

Project
first junior group "Yagodki"
“Outdoor games as a means of improving health and strengthening basic movements.”

Compiled by:
Kamshilova O.I.
Kaporskaya E.L.
2015
Type of project: educational and gaming, recreational.
Project duration: from November 2015 to May 2016.
Project participants: children of the 1st junior group “Yagodki”, teachers, parents.
Relevance of the project:
Outdoor games, which are based on a variety of movements, best satisfy the growing body's need for active actions and are a vital need for children of primary preschool age.
The great value of outdoor games lies in the general mobility of children, in the simultaneous work of various muscle groups and, consequently, in their more uniform development. In the game, the child’s physical strength develops, the hand becomes stronger, the body, or rather the eye, becomes more flexible, intelligence, resourcefulness, and initiative develop. Organizational skills, endurance, etc. are developed.
But the importance of outdoor games is not only this - they play a big role in the all-round development of children. The advantage of such games is that they are the most accessible and understandable, due to the closeness of game images and plots to children's imagination, as well as due to the social principle inherent in them.
Outdoor games, like other types of games, are a form of organizing children's lives. They are of great importance in nurturing relationships, the best means of nurturing a child’s personality. In addition, they contribute to the development of intelligence, observation, attention, imagination, the development of positive feelings, and teach one to navigate in space.
All of the above indicates that with the help of outdoor games you can solve various problems (educational, educational, health), and for this you need to widely practice them in everyday work with children.
The goal of the project: to develop children's skills to play outdoor games, during which basic movements are improved (running, walking, jumping, crawling, throwing, balance exercises).
Project objectives:
- Learn to develop the necessary movement skills, the ability to convey the simplest actions of some characters (jump like bunnies, run like mice, etc.)
- Develop and enrich children’s motor skills using outdoor games.
- To develop in children a desire to play outdoor games with simple content together with their peers and the teacher.
- Develop speech and enrich children’s active and passive vocabulary.
-Strengthen and heal the body of children, create conditions for joyful emotional experiences of children.
- Contribute to the creation of an active position of parents in joint motor activities with children.
Main areas of work in educational areas
OO "Communication":
Activate children's active and passive vocabulary.
NGO "Socialization":
Teach children to play together with their peers and teacher
- Encourage empathy and responsiveness.
- Develop interaction skills.
NGO "Reading art" literature":
- Develop verbal communication. Encourage the transition from communication using gestures and facial expressions to communication using accessible speech means.
OO “Cognition”: Contribute to expanding the stock of understandable words in the process of free communication with peers and adults.
Planning outdoor games
November
"Catch me"
"Aircraft".
"Sparrows and the car"
“The children went to kindergarten”
"By the Bear in the Forest"
December
"Pancakes"
"The snow is spinning"
"The little white bunny is sitting"
"Father Frost"
"To the Christmas tree"
January
"Get in the circle."
"Run to what I call"
"The Crow and the Dog"
“Inflate, my balloon!”
February
“Who will throw the bag next?”
"Horned goat"
"Locomotive"
“Birds, one! Birds, two!
“The gray bunny washes himself”
March
"The mice dance in circles"
"Birds in Nests"
“Who will throw the bag next?”
"Bunny, go out into the garden"
"Loaf"
April
"Sunny bunnies"
“We hear - we do”
"Chicks"
"My funny ringing ball"
"Bear"
May
"Sun and Rain"
"Geese"
"Cat and Mouse"
"Birds and Rain"
Working with parents:
- Questioning of parents.
- Conducting a parent meeting on the topic “The importance of outdoor games at an early age.”
- Conversations with parents about the need to play outdoor games within the family.
- Design of a folder for parents with a description of outdoor games.
Preliminary work:
- holding a parent meeting;
- conducting a survey of parents;
- study of relevant literature;
- preparing homework for parents;
- selection of literature for consultations and conversations with parents.
Project implementation stages
Preparatory stage:
- Studying the literature on physical education of younger preschoolers and the role of outdoor games at an early age.
- Conducting a survey of parents to identify knowledge about outdoor games and their importance at an early age.
- Conducting a parent meeting on the topic: “The importance of outdoor games at an early age”
- Selection of outdoor games according to the theme of the project.
MAIN STAGE:
- Use of game exercises, game tasks;
- The use of corrective gymnastics in classes and exercises with imitation movements of animals (bear, geese, etc.);
- Learning outdoor games with children to reinforce all types of basic movements.
The final stage:
1. “Health Day” for children using outdoor games on a walk and in a group.
2. An open lesson for parents using outdoor games to reinforce basic movements.
Expected results of the project:
1. Increasing the knowledge of children and parents about outdoor games and their importance at an early age.
2. Involving parents in making a folder with a description of outdoor games and their attributes.
3. Development of children’s ability to play outdoor games with peers.
4. Development of children's creative abilities.
5. Development of motor activity in children.
Bibliography
Gaidai E.P. Games, fun, entertainment. - M.: “ARKTI” 2000.
Golubeva L.G. We grow up healthy. - M.: “Enlightenment” 2003.
Patrikeeva A.Yu. Outdoor games. - M.: “VAKO” 2007.
Shcherbak A.P. Thematic physical education classes. - M.: “Enlightenment” 2008.
Baturina E. G. Collection of games for the “Education Program in Kindergarten” - M.: “Education” 1974.
Laizane S.Ya. Physical education for kids: A book for kindergarten teachers. garden – M.: “Enlightenment” 2002.
Outdoor games for learning with children
during the project implementation
Outdoor game “Catch me”
Goals: to teach how to quickly navigate in space; develop dexterity; cultivate a desire to play with the teacher.
Outdoor game “Who will throw the bag farthest?”
Goal: to practice throwing, develop arm strength, and cultivate a desire to perform physical exercises.
Outdoor game: “Get in the circle.”
Goals: improve the ability to operate with different objects, learn to throw objects in a certain direction with both hands, develop the eye, coordination of movement, dexterity, cultivate the need for motor activity.
Outdoor game "Planes".
Goals: learn to run in one direction, learn to act on a signal.
Outdoor game “Birds in Nests”
Goals: learn to run without bumping, develop memory, attention, speed of movements, spatial orientation, cultivate an attentive attitude towards peers
Progress:
Draw several circles on the ground - these are nests. An adult says the words: “Here the birds were flying, small birds. They all flew, they all flew, flapping their wings. They sat down on the path and ate grains. Peck-peck-peck-peck, how I love grains .We’ll clean the feathers so that they are cleaner. Like this, like this, so that they are cleaner! We jump on the branches so that the children can be stronger. Jump-jump, jump-jump, we jump on the branches.” - At the signal: “Fly home to your nests!” children return to their “nests”.
Outdoor game “Sparrows and a car”
Goal: 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. develop speed, attention, cultivate an attentive attitude towards peers Meeting: Children sit on chairs or benches on one side of the playground or room. These are sparrows in nests. The teacher stands on the opposite side. It depicts a car. After the teacher’s words “Let’s fly, sparrows, onto the path,” the children rise from their chairs, run around the playground, waving their winged arms.
At the teacher’s signal, “The car is moving, fly, little sparrows, to your nests!” the car leaves the garage, the sparrows fly into their nests (sit on chairs). The car returns to the garage.
The children went to kindergarten
Objectives: to clarify knowledge about voices; learn to act according to the text of the poem.
Progress of the game
Educator.
The children went out into the green garden to dance and dance.
(Children move freely, dance)
The geese began to cackle and cackle in surprise.
(Children shout: “Ha-ha-ha!”) The gray horse neighed in the stable: “Igo-go!” Igo-go!
(Children repeat: “Igo-go! Igo-go!”)
Why do you need to spin, for what, for what?
(All the children are spinning.)
And the cow was surprised: “Moo-moo-moo!” Moo-moo-moo!"
(Children repeat: “Moo-moo-moo!”) Why are you so happy?
I don’t understand, I don’t understand!
(The teacher pretends to gore everyone. The children scatter to the sides.) The game is repeated 2-3 times
Run to what I call
Goals: to recall the names of objects, to teach how to run in a “flock”.
Rules: be able to listen to an adult.
Progress of the game
Children stand near the teacher and listen to what he says. The teacher explains: “Where I tell you, you will run there and wait for me.” Then he says: “One, two, three. Run to the sandbox!”
Children run in a flock to the sandbox. The teacher follows them, does not rush, gives them time to rest. He praises that everyone ran correctly and says: “One, two, three, run to the veranda!”
Then the game repeats. Children run to the swing, to the table, to the slide, etc.
Birds and rain
Goals: learn to act on an adult’s command; practice pronouncing sounds.
Material: emblems with images of birds.
Progress of the game
V. distributes bird emblems to the children, clarifies who has which, and explains: “Everyone must listen to the words as the game progresses and perform the named actions.”
V. begins: “The birds fly (children run around the playground), peck grains (children sit down, “peck”), fly away again.
Suddenly an angry autumn wind blew in, howled and made noise. (“Vvv!” - say the children.) Frequent rain started dripping, knocking on the roof: “Knock!” Knock! Knock! - the children will repeat. “Hide, birds! “Otherwise all the feathers will become wet,” the adult calls. - All the birds hid: some under a bush, some under a leaf (the children sit down). The rain passed, and again the birds flew, sang a cheerful song, and were happy.” (Children imitate the voices of familiar birds.)
Game continues. You can complicate the plot by the appearance of a dog or a car on the site. Each time the “birds” fly away in different directions.
By the bear in the forest
Goal: learn to act according to the words of the text.
Material: large toy (bear).
Progress of the game
The teacher (V.) plants the bear under a bush and tells the children that in the fall they can go to the forest and pick mushrooms and berries; asks which of the children went mushroom picking with their parents: “Did you bring a lot of mushrooms? Have you ever found raspberries in the forest? Who loves raspberries? Of course a bear! He comes to feast on sweet berries, but when he sees someone, he immediately growls, drives everyone away, and wants to pick the berries alone. Look what a bear with a sweet tooth! Let's go into the forest too!
V. slowly reads the poem:
By the bear in the forest
I take mushrooms and berries,
And the bear is looking
And he growls at us: “Rrrrr!”
While listening to the text, the children slowly approach the bear (soft toy).
As soon as the bear “roars,” everyone runs away in different directions.
Then V. asks: “Who wants to be a bear? Are you, Misha? Will you growl? Then sit next to me. We will have two bears."
At the request of the children, the game is repeated 3-4 times, the “bears” can change.
Father Frost
Goal: to instill the ability to perform characteristic movements.
Progress of the game
The teacher invites the children to start the game. Everyone remembers together that Santa Claus lives in the forest and brings gifts to children in winter.
The teacher says in a rough voice:
I am Frost Red Nose,
Overgrown with a beard.
I'm looking for animals in the forest.
Come out quickly!
Come out, bunnies!
Children jump towards the teacher like bunnies.
The teacher tries to catch the children: “I’ll freeze you!” I'll freeze you!" The children run away.
The game repeats itself.
Each time “Santa Claus” invites new “animals” (bears, foxes), forest birds to come out of the forest. Children imitate their movements and then run away from “Santa Claus”.
Crow and dog
Goals: teach to imitate the movements and voices of birds; move without interfering with each other.
Material: big fluffy dog, crow emblems.
Progress of the game
The teacher says:
Near the green Christmas tree
Crows are jumping and cawing:
“Kar! Kar! Kar!
Children jump, pretending to be crows, making croaking sounds.
The teacher approaches the “crows”, picks up a toy dog ​​and says:
Then the dog came running
And the raven scattered everyone:
“Aw! Aw! Aw!”
The Ravens scatter in different directions.

Inflate, my balloon!
Objectives: learn to perform various movements, forming a circle; practice pronouncing the sound [w].
Progress of the game
The teacher (V.) says: “Let’s, guys, let’s inflate a balloon. Let’s inflate it so that it becomes big and big and doesn’t burst.”
Everyone stands in a circle close to each other, holding hands. V. slowly, melodiously pronounces the words, stepping back:
Inflate, my balloon!
Blow up big...
Everyone stops, holding hands and forming a large circle. V. continues:
Stay like this
And don't burst!
V. clarifies: “Look what a big balloon we inflated!” And all together: “Sh-sh-sh-sh!” Without letting go of their hands, everyone runs to the middle. “Our balloon is deflated!” - states the teacher. - “Let’s cheat again!” - and repeats the words of the game.
The third time, the children, holding hands, disperse, forming as wide a circle as possible.
V. commands: “Clap!” Children unclasp their hands and run in different directions: “The balloon has burst!”
The snow is spinning
Goal: to teach how to correlate your own actions with the actions of the participants in the game.
Material: headbands with snowflake emblems.

Progress of the game
The teacher (V.) reminds the children that the snow is light, it slowly falls to the ground, and swirls when the breeze blows.
Then he offers snowflake headbands to all participants in the game. V. invites the children to spin around, saying: “Snow, snow is spinning, the whole street is white!”
Then, with a gesture inviting the children to come closer, he says: “We all gathered in a circle, spinning like a snowball.”
Children perform actions arbitrarily and slowly squat at the end. V. says: “A cold wind blew. How? V-v-v-v! (“V-v-v!” - say the children.) The snowflakes scattered, scattered in different directions.”
Children run around the playground.
The game is repeated 3-4 times at the request of the children.
To the Christmas tree
Goal: teach to imitate the characteristic movements of animals.
Progress of the game
V. reminds the children that the New Year is coming soon. There will be decorated Christmas trees everywhere, everyone will dance around them, sing songs, and dance. Forest animals also love this holiday, they come to visit children, admire the Christmas tree, and have fun.
Q: “Guys, listen and immediately do what the little animals are doing.”
Come on, Christmas tree, brighten up,
Sparkle with lights!
We invited guests
Have fun with us.
Along the paths, in the snow,
Through the forest meadows
Came to visit us on holiday
Long-eared bunny.
(Children jump like bunnies; skip and run.)
And behind him, look everyone,
Red fox.
The fox also wanted
Have fun with us.
V.: “Run quietly, like a little fox.”) Waddles
Clubfoot bear.
He brings honey as a gift
And a big shot.
V.: “Slowly stomps, waddles.”) Come on, Christmas tree, lighten up, sparkle with lights,
So that the paws of the animals can dance on their own!
(The children dance as they please.)
Horned goat
Goal: learn to perform actions in accordance with the words of the poem.
Material: emblems with the image of a goat's face.
Progress of the game
The teacher (V.) suggests: “Let's play. We will all be goats. Show how the goat walks and wanders, how it stomps its legs and bats its eyes. How does he cast his voice? Show me what kind of horns the goat has. Wow, how horned everyone is! How will you butt heads? Now let's play." Educator:
The horned goat is coming,
There's a butted goat coming
For the little guys.
With your feet, stomp, stomp,
Eyes clap-clap-clap.
Who doesn't eat porridge?
Doesn't drink milk?
I'll gore you! I'll gore you!
Children perform appropriate actions.
The teacher pretends to butt the children. Children run up to “butt heads” and shout: “Me-e-e!”
The game is repeated 2-3 times.
Bunny, go out into the garden
Goal: learn to act in accordance with the words of an adult.
Material: emblems with the image of a bunny's face.
Progress of the game
The teacher slowly sings the song. Children perform movements.
Bunny, go out into the garden,
Little Belenky, go out into the garden.
Like this, like this
Go out into the garden
Go out into the garden.
Bunny, stamp your foot,
Little white one, stamp your foot.
Like this, like this
Stomp your foot
Stomp your foot.
Bunny, spin around,
Little White, spin around.
Like this, like this
Spin around
Spin around.
Bunny, dance,
Little white one, dance.
Like this, dance like this!
Your legs are good!
The game is repeated 2-3 times at the request of the children.
Engine
Goals: to teach to move at different paces, change direction, show objects, convey the characteristic movements of animals and birds; practice pronouncing sounds.
Progress of the game
V. tells the children: “Everyone needs to stand behind each other - we will be trailers. There are gifts in the trailers. There is a locomotive ahead."
V. plays the role of a locomotive: he stands in front of the children, facing them and, moving slowly, says: Chukh-chukh! Chug-chug! The train is rushing at full speed.
The children move after V. and say: “Choo-choo!” Then everyone sings out together: “Uh-oh!”
V. continues:
I puff, puff, puff.
I drag a hundred carriages.
All together: “Oooh!”
V. turns first one way and then the other. Continues: “We have arrived.” “Shhh!” - the children repeat after him.
V. Steam locomotive, locomotive,
What did you bring us as a gift?
Children: Balls! Children begin to bounce like balls. V. says: “Oooh! The locomotive is calling everyone!” Children line up one after another.
The locomotive began to hum and the carriages drove away:
Choo-choo! Choo-choo! I'll take you far!
Woohoo! Choo-choo!
The children repeat after V.: “Choo-choo! Choo-choo!”
Game continues. The little train brings children rabbits, frogs, and bear cubs as gifts. Each time, children perform imitation movements and practice sound pronunciation characteristic of this or that “gift.”
Ladushki-pancakesGoal: to teach children to clap their hands in different ways, to count: “One, two.”
Progress of the game
A subgroup of children (3-4 people) participates in the game.
Everyone stands, forming a circle. The teacher says: “Grandma bakes pancakes, pours butter on them, and treats all the children.”
The teacher says slowly:
Okay, okay,
Grandma baked pancakes
I poured oil on it,
I gave it to the kids.
One, two! - Dasha,
One, two! - Tanya.
Children clap their hands.
The teacher slaps each child with one or the other palm. Together they count: “One, two!” Two for everyone! Two for everyone!
The teacher claps both hands of each child.
Our grandmother's pancakes are good!
If one of the children wants, he can be the leader.
The game repeats itself.
Mice dance in circles
Purpose: to train children in performing movements.
Progress of the game
V. says that all the children will be mice, and one of them will be Vaska the cat. V. takes the child, who has agreed to be a cat, to a secluded corner of the playground and asks: “Do you know how a cat meows?” Further, V. explains to everyone: “We are mice, we will dance in a circle, run, play, have fun, but as soon as Vaska the cat wakes up, immediately run away so that the cat does not catch you, the mice. Show how mice run. Quickly, quickly and quietly, quietly, so as not to wake the cat. How do they squeak?
The “mice” lead a round dance: children move quietly around the playground and sing along with the adults. V. sings:
The cat is dozing on the stove.
Hush, mice, don't make noise,
Don't wake up Vaska the cat.
Vaska the cat will wake up -
Our round dance will be broken!
- The mice don’t listen, they run and squeak.
Vaska the cat woke up,
The round dance has started!
The "cat" meows and tries to catch up with the "mice". They run away.
Birds, one! Birds, two!
Goals: to train children in performing movements; teach counting.
Progress of the game
V. says: “Now we’ll play. How many legs does a bird have? What about the eye, the little wing?”
Birds, one! (Children move one leg forward.)
Birds, two! (Put out the other leg.)
Skok-skok-skok! (Children jump on both legs.)
Birds, one! (Children raise their “wing.”)
Birds, two! (Raise the “wing.”)
Clap! Clap! Clap! (Children clap their hands.)
Birds, one! (Children cover one eye with their hand.)
Birds, two! (Close the other eye.)
The “birds” open their eyes and run around, flapping their “wings,” chirping, squeaking.
Teacher: “Everyone was flying!”
If desired, the game is repeated 2-3 times.
The little white bunny is sitting.. Purpose: to train children in performing various actions, in accordance with the text.
Children standing in a circle say words and make movements that illustrate the text.
-The little white bunny is sitting,
He wiggles his ears
Like this, like this
He wiggles his ears.
It's cold for the bunny to sit, we need to warm his little paws,
Clap, clap, clap, clap
We need to warm our paws.
It's cold for the bunny to stand
The bunny needs to jump,
Jump-jump, jump-jump,
The bunny needs to jump.
Someone scared the bunny
The bunny jumped and ran away!
(children run to their “homes” and sit on chairs).

Sunny bunnies
Objectives: clarify directions: up, down, to the side; learn to perform a variety of movements.
Material: small mirror.
Progress of the game
The teacher (V.) holds a small mirror in his hand and says: “Look, a cheerful sunbeam has come to visit us. See how happy he is, jumping up, then down, then to the side. And he started dancing! (He leads the sunbeam along the wall of the veranda.) Let’s play with him.” V. says:
The runners are jumping -
Sunny bunnies.

(Children try to catch a sunbeam.)
We call them - Don't come.
Were here - And they are not here.
Jump! Jump! Up - down - sideways!
Jump, jump around the corners.
Were there - And they are not there.
Where are the runners?
Sunny bunnies?
Children join the game and look for a sunbeam.
The gray bunny is washing his face...
Goal: to teach children to listen carefully to the poem and act according to the text.
Material: emblems with images of rabbits.
Progress of the game
The teacher gives the children emblems and explains that they must listen carefully and perform the actions.
The teacher says:
The gray bunny washes himself,
Apparently he's going to visit. (Children “wash themselves.”)
I washed my nose,
Washed my tail
I washed my ear. (Children rub their noses, tails, ears with their palms.)
Wiped it dry!
And he galloped:
Jump-jump!
Jump-jump! (Children are jumping.)
The teacher asks the children: “Who are you going to visit, bunny? Tell us."
The game repeats itself.
Loaf
Goal: learn to perform actions while listening to the words of the song and music.
Progress of the game
The teacher calls those who want to play, puts the children in a circle (at random) and asks: “Who wants to be sung a song about him?”
Misha (Masha, Tanya) comes out. V. (sings).
Like for Misha on his birthday (Children clap their hands.)
We baked a loaf -
Such a height, (Stand on tiptoes.)
Here is such a lowland, (Sit down.)
This is the width. (Show with hands.)
These are the dinners, (Children run in a circle.) Loaf, loaf,
Whoever you want, choose! (Children clap their hands.)
(The child chooses one or two guys and dances with them.)
Dance, dance!
Our kids are good! (Clap their hands.)
The game is repeated at will.
We hear - we do
Purpose: to check your understanding of the meaning of familiar poetic texts.
Progress of the game
The teacher tells the children: “Guys, I will recite poems, and you do what you hear.” Educator.
Teddy Bear
Walking through the forest.
Collects cones
Sings a song. (Children waddle and sing: “La-la-la!”) Along a narrow path
Our feet are walking (Children are walking.)
Over the pebbles, Over the pebbles (Children jump.)
And into the hole - bang! (Children crouch.)
Washing the geese's feet
In a puddle near a ditch. (Children “wash their paws.”)
One is grey, the other is white
They hid in a ditch. (Children crouch.)
The birds have flown
Small birds
Everyone was flying
Everyone was flying
They flapped their wings. (Children perform the movements.)
The game can be continued by reading other poetic texts
Chickens
Goal: learn to perform imitative movements, imitate the vocal reactions of birds.
Material: emblems with images of chickens and hens.
Progress of the game
The adult pronounces the text, the children perform the movements. Children follow the teacher in a crowd.
Educator.
The chicken went out for a walk,
Pinch some fresh grass.
And behind her are the chickens -
Yellow guys.
Ko-ko-ko! Ko-ko-ko!
Don't go far.
Row your paws,
Look for the grains!
Children perform imitation movements.
Educator: “Did you find any grains? Peck! Now drink some water – beaks up! Well done!”
The "chickens" are running and squeaking. Game continues.
Cat and mice
Goal: learn to imitate the sounds made by mice, run quietly like mice.
Material: large toy (cat), emblems with images of mouse faces, cord.
Progress of the game
The teacher explains that on one side of the cord there will be a mouse house - a mink. On the other side of the cord (at a distance of 2-2.5 m) a cat is sleeping on a bench. He distributes emblems to all the children and invites the “mice” into the hole. The teacher says slowly:
On a bench by the path
The cat has settled down and is dozing. (“Mice” crawl under the cord, run carefully, squeak.)
The cat opens its eyes
And the little mice catches up with everyone:
- Meow! Meow! (“The mice” hide in a hole.)
The teacher takes the toy cat and catches up with the children.
The game is repeated 2-3 times.
bear
Purpose: imitation of movements.
Progress of the game
The teacher tells the children: “Guys, I will recite poems, and you do what you hear.” Educator:
Teddy Bear
Walking through the forest.
Collects cones
Sings a song.
Suddenly a cone fell
Right in the bear's forehead,
Mishka got angry
And with the foot: Top! (Children waddle and show movements)
Geese
Goal: to teach interactive speech.
Material: wolf (soft toy).
Progress of the game
The teacher (V.), holding a soft toy wolf in his hands, explains to the children: “The geese went to the field to nibble fresh grass, then they swam in the river, got ready to go home, but they couldn’t get through! There is a wolf sitting under the mountain, trying to grab the geese.” Educator.
Geese, geese! (Children: “Ha-ha-ha.”) Do you want to eat? (Children: “Yes, yes, yes”) So fly home!
V. (says with the children).
Gray wolf under the mountain
Doesn't let us go home.
One, two, three - run home!
Children are running.
The adult picks up the wolf, “growls”, “catches up” with the children, then praises: “Well done, geese! They all made it, but the wolf didn’t catch anyone!”
Sunshine and rain
Purpose: to learn to perform movements on a signal.
Material: umbrella
Progress of the game
The teacher says: “The sun is in the sky! You can go for a walk."
- The sun is shining through the window,
He looks into our room.
We'll clap our hands
Very happy about the sun!
(Children run around the playground)
To the signal: “Rain!” - children run under an umbrella.
The game is repeated several times.
My funny ringing ball...
Goal: to develop the ability to jump on two legs and run in all directions.
The teacher invites the children to turn into balls, jump on two legs and reads a poem
- My funny ringing ball,
Where did you run off to?
Yellow, red, blue,
Can't keep up with you!
After this, the children run away and the teacher catches them.