Didactic games for preschool children (5–7 years old). Card index of didactic games "preparatory group" "Who can come up with more words"
Didactic games are a type of games for the purpose of teaching and raising children. Didactic games were specially created by teachers to teach children. They are aimed at solving specific problems of teaching children, but at the same time, they demonstrate the educational and developmental influence of gaming activities. This is one of the methods of active learning for preschoolers and elementary school students, and this is no coincidence. A child will not sit and listen to a boring lecture or report; he will not remember anything, because he is not interested in it. The child loves to play. Therefore, pedagogy has combined business with pleasure; by playing didactic games, the child learns without even knowing it. He's interested. He remembers. We offer many educational games on completely different topics to educators and primary school teachers, as well as parents on the 7guru website.
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Card index of didactic games TRIZ and RTV (preparatory group).
Our kindergarten operates using TRIZ technologies. Teachers systematically develop their didactic games using TRIZ technologies.
I would like to present to you my developed games.
Game "Let's build a kindergarten"
Target.
Introduce children to a systematic approach to the world around them (component and functional).
Show the dependence of the object on the place of residence.
Brainstorming - built a kindergarten in the water, in the mountain. Discuss work and life in this kindergarten. For clarity, use group resources. For example: mountain - cubes, basket, blanket. Sea - aquarium - jar - box.
Game "Parts - Whole" on the theme of kindergarten.
Target.
Introduce children to the focal object method, explaining to children the technology of working with this method.
Learn to change familiar objects (or part of an object), constructing completely new ones from them. Thinking through their functions, their relationship with surrounding objects and people.
Conduct a small analysis of the positive and negative in our kindergarten, in the group.
Offer to come up with a completely new kindergarten, explaining how to use the focal object method.
For example: in kindergarten there are different groups - glass, prickly, fabric... Think over the functions of these groups.
Question: - What can the walls be used for in a group, dressing room, if they...?
Part of the wall is barbed, part...? What can this wall be used for?
Part of the ceiling, part of the floor...? Furniture, benefits...?
Think about what you can use in a group to make a model of such a kindergarten for dolls. Use group resources.
Target.
Determine the main function of a kindergarten for children, for adults working in a kindergarten, for parents.
Add a new row to the morphological table - kindergarten employees.
Game "Why?"
Why do children need kindergarten? Parents? Teachers? Other employees? The city needs a kindergarten, children?
Work on the morphological table, identifying possible changes and situations with a certain choice of cards.
Complication.
Conduct a comparative analysis of kindergartens for children and kindergartens for animals. Name them, look at the illustrations: incubator, poultry farm, calf farm. "Kindergarten" for penguins and ducklings.
Compare what birds and animals teach their children in our kindergartens.
Question: Why do they teach this?
A fantastic situation: a child ended up in a “kindergarten” of penguins, ducklings, calves.
Game "Fairy-tale characters in kindergarten"
Target.
Introduce children to the Ring of Lull.
Learn to generalize phenomena that do not have obvious connections.
Learn to imagine an event in the sequence of its development, to establish relationships between individual events.
Offer the children a fantastic situation: all the adults in the kindergarten went on vacation, and instead of themselves they left fairy-tale characters, very similar to themselves in everything.
Question: - Who in the group will be the teacher for...?
Who will be the assistant teacher?
Children name heroes of fairy tales and cartoons who will work in kindergarten instead of employees.
A discussion is required - why this particular hero will be instead of adults?
Analysis:
Question: - What is better and what is worse if in the group there is not a teacher, but, for example, Vasilisa the Beautiful. Who is better and who is worse?
Show the children a sample (incomplete) of Lull's ring. Offer to make one for your group and play with it.
Children can draw, write or stick images on the sectors of the rings themselves.
1 ring - fairy tale heroes.
2 ring - kindergarten employees.
Ring 3 - kindergarten premises.
Play around the ring, considering each option - the sequence of events, the consequences of this change for the hero himself and those around him.
Target. Teach children to set an ultimate goal, approach it, planning a sequence of actions.
Strengthen the ability to use symbolic analogy.
Show the dependence of the system on the environment.
Game "Words are partners."
The teacher names the word, and the children find two words - a partner, which show the sequence of actions on the topic "Plant World".
For example: Lilac - vase - flowers. Grain - flour-bun. Planted - grew - collected.
Game "Chain of Goals".
What goal do you set for yourself... when washing your face,
eating, planting potatoes, picking berries, apples.
Reveal the sequence of any action of children, breaking it down into many small goals, in the correct sequence.
To go into the forest to pick mushrooms you need to: get out of bed, get dressed, and wash. Have breakfast, pack a basket, get dressed for the forest (put on tights, trousers, socks...) take a basket. Wait for dad or mom, etc.
Carry out several tasks proposed by the children along the chain of goals.
Show that any action can cause an anti-action.
For example: “We were digging a deep hole -
We got a tall mountain."
Give a few more examples of similar actions.
Offer to symbolically “write down” the sequence of any task, and then “read” it to the children.
Game “Choose food for lunch”
Target.
Systematize products of animal origin.
Teach depending on the goal, combine real objects, creating an unusual object.
Conduct a systematic analysis of food of animal origin. The component diagram is built - drawn symbolically on a large sheet of paper.
Meat - animals, poultry (egg), fish (caviar).
Dairy - fresh milk: butter, cheese. Sour milk: sour cream, cottage cheese, yogurt.
If it is difficult to visualize, you can use pictures or write.
Name many familiar dishes prepared from these products, revealing the sequence of cooking along the way. Pay attention to the ratio - more - less.
Read "The Cook" by O. Grigoriev
The cook was preparing dinner
And then the lights were turned off.
Chef bream beret
And puts it in compote.
Throws logs into the cauldron,
He puts jam in the oven,
Stirs the soup with a poker,
Ugli hits with a ladle.
Sugar pours into the broth,
And he is very pleased.
It was a vinaigrette.
When they fixed the light!
At the request of the children, make a Lull ring or a morph table, combining plant and animal foods to create an unusual object.
Target. Teach by connecting familiar animals to invent someone completely unknown. Show how an animal's size or changes in size can affect its life and relationships with others.
Arrange the animals by size: from smallest to largest.
Find their analogue in geometric forms. Beat: which is greater, which is smaller. First on animals, then on symbols.
For example. Part of the line: fox, wolf, bear, elephant.
Question: - Who is bigger than a wolf, but smaller than an elephant, etc.
Is Triton bigger than an elephant or smaller?
Discuss how an animal's size or changes in size can affect its life and relationships with others.
You can read "The Crow and the Cat" by Tim Sobakin.
Big Crow walks along the path.
The Raven is taller than the Cat!
The cat would start a fight with the crow,
If she were the height... of a dog.
Using morphological analysis, each child (or teaming up in groups of two or three) comes up with an unreal animal. Come up with a name for it. Think about how and where it will live, what it will eat.
Target.
To develop in children the ability to detect hidden dependencies and connections and draw conclusions based on them. Show hidden animal resources.
Teach children to evaluate both the process itself and the result.
Game "Ecological balance".
Once upon a time, nature invented a hare, but for complete happiness he lacked cabbage and... a wolf. If there is no cabbage, he will die from hunger; if there is no wolf, he will die from disease.
And if suddenly there was a lot of cabbage, they increased the quantity.
To prevent the whole earth from becoming overgrown, they came up with a hare. The number of hares also increased, there were many of them - wolves were invented. But there are a lot of hares, why run around catching them, they just run past.
Question: - If the wolf does not move, what will happen? How to make a wolf move? There are a lot of wolves - what did they come up with? Etc.
A similar situation can then be discussed with another pair of animals of the children’s choosing.
Game "Forest Riddle"
Target. Learn to establish cause and effect relationships.
Target. Learn to establish cause and effect relationships.
To develop the ability to view familiar objects and situations from an unusual point of view.
Strengthen your mastery of fantasy techniques.
Make a detailed morphological table with the children. Reveal in it the parts of the body of animals that are vital for them: how they get food, how they defend themselves, how they move. If there are illustrations, consider how the means of adaptation of animals have changed over the period of evolution.
To summarize, everything in animals is vital. When considering, pay attention to the influence of the environment on changes in the animal’s body.
Collect from the table an animal that can do everything on its own. Who has all the means just in case. Discuss whether it will be good or bad for him to live now in his usual habitat. What character (whose?) will this animal have? Formulate the contradictions that arise when this animal adapts to the surrounding world. Try to resolve them yourself.
Preliminary work: Offer to bring photographs of your relatives, yourself and your parents in childhood.
Game "I am a robot"
Target.
To consolidate knowledge about the structure and functions of a person with the help of a system operator. Show the interdependence of a person and his environment. Give the concept of gender and generations.
Invite children to imagine that they are robots, externally and internally everything is like a person. Turn on the music and move like robots.
Movement coordination exercise.
Children are sitting or standing. Touch your right ear with your left hand, and your left ear with your right. Now change hands and move the left one to the right shoulder, and the right one to the left. Change hands, touch the waist, then the knees, and then the ankles. We do the same in the upward direction: knees - waist - shoulders - ears. Repeat the exercise three times.
Imagine that there are many buttons in your head, and when you press them, you start laughing, crying...
Question: - Who presses these buttons?
Can you say "stop" when someone presses these buttons?
Family relationships.
Buttons - things to do.
Question: - How to lift (spoil) your mood, make you happy, make you sad?
Wake you up, meet you from work, from the store.
The work was carried out with cards showing the time of day, apartment, and enterprise.
How a person can change something in himself using familiar techniques. For example - to immediately become fat, tall... Remember what technique the strong hare used.
Why a person may need to change something in his appearance.
Game "On the contrary" on the topic: "Family, home, child."
For example. Big - small, mom - dad, grandma - grandpa. Girl - boy, older - younger...
Read "Who is who to whom?" Yakov Akim.
- Grandma is grandma, whose daughter?
- You are Fedya’s daughter, my son.
- My dad is big, but not a son at all!
- Son. Brother of my four daughters,
Do you remember when we visited the eldest, Avdotya?
- Did we really visit our daughter? My aunt has!
- I rocked your aunt in the cradle...
- Grandma, stop, explain first,
Who am I, Natasha and her two brothers.
- Okay, let's try to figure it out:
Their mother, husband's nieces, sister,
Oh, she was a nimble little girl!
And you get to them... It's a tricky thing...
- Grandma, something is burnt!
- Ugh, while I was thinking,
All the milk has escaped from the pan
The Chain of Goals game is the opposite.
Target.
Show the children the action of the “Verse versa” technique.
Consider the main functional responsibilities in the family and additional ones.
One of the children says the sequence of an action. The second one says them backwards. You can record each step with some symbol.
Then the first child says the opposite - the second builds the correct chain.
To sum it up, we called everything backwards.
Question: - What can we choose with the symbol “On the contrary”. Children offer various heroes, whose character does everything the other way around, or objects (this could be: Parsley, Ivanushka the Fool, Tumbler, an hourglass).
Game "It's the other way around."
Target.
Reinforce knowledge of the functions of different parts of the body.
Consolidate mastery of the technique "On the contrary".
Learn to solve problems using this technique.
Cultivate a sense of humor and the ability to find a way out of unconventional situations.
The child names some part of the body, the second child names what it does, the third child names it the other way around.
After a few words, the game is played in reverse - the case is called - body parts are found.
For example - hand - takes - throws away. Walking - standing - leg. Nails - grow - shrink, etc.
Discuss options when two opposite properties occur simultaneously.
For example: You sit and drive, you sit and fly, sick and healthy, small and big.
Game “I am an adult”
Target.
To consolidate knowledge and ability to use moral and ethical standards in life, to understand the consequences of their non-compliance. Strengthen a systematic vision of yourself in the world around you.
According to the system operator, beat - a child in the system, with a change in the supersystem. Supersystem: house, street, hospital, bus, kindergarten, store, etc.
Show how the view of a child will change depending on his location and what he will be called. Show a multifaceted view of the child, his many social roles.
Consider the genetic line - who will be when he grows up in the family, at work.
Family relationships with current relatives and with future ones. Dependence of social (family) role on age and family composition. Relationships, mutual care in the family.
You can read proverbs to children:
"Don't spit in the well - it will be useful to fill the water."
“Before you do it, you need to think carefully.”
“As it comes around, so it will respond.”
Game "Broken Phone".
Target. Introduce children to the principle of the mediator.
Learn to understand the figurative meaning of words, phrases, proverbs.
You can offer a more complicated game. The first child says some very familiar proverb, the second says its original meaning, the third also explains what he understood in his own words. The last child must guess what proverb the first child said. For example, the chain could be like this. Chickens are counted in the fall - if you have worked well by autumn, a lot of chickens will grow up - you need to do everything well, then there will be a lot of everything - what goes around comes around - skillful hands do not know boredom.
For the game you can take the following proverbs:
If you love to ride, you also love to carry a sled.
If you hurry, you will make people laugh.
Business before pleasure.
As it comes back, so it will respond, etc.
At the end of the game, again consider the advantages and disadvantages of the mediator.
Game "Chain of words"
Target. Show children the method of garlands and associations (without naming).
To develop an unconventional view of familiar real things, using familiar methods of change on a familiar subject.
Bring children to understand that there are always two sides involved in any process.
Invite the children to name a few words that they associate with winter.
Carry out the method of garlands and associations on the topic: “Winter,” “Snow,” “Frost.” At the end, summarize that the children said a lot of very similar words.
Question: - Why? What do all these words have in common? Offer to draw the chain again, but end it with the same word with which you started - winter.
During the game, to activate inactive children, use a small toy to pass on to the next one in the chain. It's great to pass a piece of ice - this allows the game to go very quickly.
Offer children the game “Chain of Goals” (direct version and reverse version) on the topic - home, winter, work.
Game "Who (what) can't live without what?" on the same topic.
Game "Announcer - TV"
Target. Secure mastery of “floor design.”
Introduce the "quantization - continuity" technique.
Develop the ability to express yourself in your work. Strengthen the skills of independent creative work.
Add a TV model to the group. Review the TV according to the system operator. Invite children to become television announcers for today. The first program that will be shown on “TV” is an introduction to him, a press conference. Children can ask the TV (or TVs) questions from their seat. But TV announcers can speak themselves.
The announcers begin their speeches: “I am the TV, so they turned me on...
I am TV, I’m very glad to meet you, otherwise in the store...
The speeches reflect the past and present life of television.
If desired, children can put a “TV” on their head. We got acquainted with televisions. The news began - real and fantastic. Children talk about events that happened yesterday and today.
You can include someone with advertising. Make changes to the floor design of the “TV at home.”
Discuss options for continuous operation of the TV. Or continuous display of one particular program. Think about what's good and what's bad about it. How quantity develops into quality.
Remember in which works the action is continuous or interrupted.
You can first give an example to the teacher, the children find similar examples.
Games with toys.
Target.
Learn to systematize games for adults and children.
Teach children not only to change, but also to transform, combine, creating new games for the child.
Develop the ability to evaluate both the process itself and the result.
With your children, make a morphological table of the games that children play. When compiling, think about how you can call in one word games that are played by running, jumping, etc.
Games played while sitting at a table.
Think about how this can be depicted on a table. Randomly select components from each row and come up with a game. Discuss the rules of the game. Play if possible. If you can’t play in a group, you can deliberately add something from the table or add it yourself. A slight deviation from the accepted rules is allowed if they are difficult to comply with.
Discuss what games can teach. Try, starting from the function, to come up with a game to learn how to do it.
For example: read. Building from cubes with letters, with syllables, now a house, now a fence, now a path, repeat the syllables, make up words,
Jump on one leg. A stream appears on the floor, and in it there are “pebbles” - bricks so small that you can’t stand on them with both feet. And on the other side a friend is waiting.
The teacher encourages the children to come up with games with a variety of functions. Games vary in mobility. For example, you can jump on your toes while sitting on a chair. Only the legs jump. Jump while sitting on the floor - only the feet are involved.
After the game, build a line of games that adults play. Games can be classified into indoor, outdoor and television games.
Think about which of these games we could play. Discuss what games we play, and these adults play at work and at home. That is, what is work for them is play for us.
Game "Auction".
Target.
Teach children to describe objects and games, finding obvious and hidden advantages in them.
To be able to describe not only a real object, but also an object is a fruit of the child’s imagination.
A lot of new items and toys are brought into the group. Each child chooses what he will present at the auction by choosing an item; children all together choose words using the focal object method or use fantasy techniques. The main thing is that the result is an unusual object or toy. Children think through its new obvious and hidden Advantages and functions.
Payments for items at auction are made up in advance or math handouts are used.
Children take turns presenting their items, the rest buy or not. The child who bought it must say what he liked most about this item.
Some things may be real, but with an additional set of functions.
After the auction, children play with toys and objects. Toys and objects remain in the group either forever or for a long time.
The game "Parts - Whole" is forward and backward on transport.
Target.
Introduce children to the law of increasing the degree of ideality.
To learn to see the claims to the means of transportation from which certain features of modern transport emerged.
Make riddles about transport for children.
Ask if they guessed what we will talk about today.
Consider what types of transport children know. Group by tables - garages: ground, underground, air, water, space.
Within groups: ground and air sorted by type of activity.
Having selected one of the machines, conduct a system analysis.
Pay special attention to the development line.
Post (preferably photographs or illustrations) how vehicles have changed over the centuries.
Consider what they have in common with modern transport and their differences. Find claims to ancient modes of transport that are permitted by man. What exactly was done and, if possible, how it was done. Please note that the person improved transport all the time, but after some time something again did not satisfy him. Discuss this with examples, formulating the contradictions and what methods they were used to resolve.
Game "Press Conference"
Target. To consolidate the understanding of the law of increasing the degree of ideality.
Learn to design new structures based on analogies and necessary functions.
Repeat the names of the vehicles. Remember and discuss what kind of transport the children chose on the street. Examine and compare the cars in the catalog or from photographs and the one on the street. Game "What cars don't exist without"
Draw children's attention to a systematic approach to the questions asked.
Talk about environmentally friendly transport – in terms of function and appearance. Find analogues of machines in nature.
Discuss what is good and what is bad about this.
When discussing, pay attention to how much money was spent on the production of transport and how many functions it performed. How much effort and money does a person now expend for the normal operation of transport? List which ones exactly.
Can we say that now the cars are the best; or after some time it will not suit people.
Question: - What else would you like the machine to do? What do you call a machine that can do whatever you want?
Question: - Why is there transport for humans, but there is no special one for animals, birds, insects, plants? When is such transport needed? How are animals transported now? Why do birds need transport? Using what principles can you come up with such a transport?
Target.
Introduce children to the fantasy technique of “changing the laws of nature.”
Teach children, based on real situations, to generalize phenomena that have no analogues in nature.
Read to the children “Answer, is it true?” Givi Chichinadze.
At this hour, joyful hour,
I have some riddles in store for you.
The blizzard swept the field,
And the plane tree is all the trouble.
In March the snow and ice melted,
Winter is coming to us.
The cat likes it for lunch
Grapes and vinaigrette.
At night in the rain, like a shepherd,
The rooster took the chickens out for a walk.
A swan swims in a pond
Sleeping on an apple tree in the garden.
We wound the wool into a skein,
A silk scarf will come out.
Even though the snail is small,
The whole house was taken away.
The dog Barbos cackled,
And he laid an egg in the nest.
Grab with your paw, click with your teeth.
The predator is the tiger and the predator is the wolf.
That's right, kids! Well done!
You will be rewarded with lollipops.
The lollipop has melted
And the poems came to an end.
While the teacher reads the poem, the children put as many chips in front of them on the table as there are inaccuracies they find.
Then the children check how many people have correctly identified the inaccuracies.
Question: - How would this be correct? Some moments from the poem are corrected to be real.
Those situations that always happen are discussed and named. For example: the sun always rises in the morning. The tree always grows upward. First the egg appears, and then the chicken comes out of it.
Game "On the contrary".
One of the children names a real situation, passes a small object to another child, who says this situation in reverse.
For example: the wind is blowing, so the cloud flies. The cloud is flying, so the wind is blowing.
Explain to children the concept of “law”. Discuss what we have now done with these laws of nature. We changed them. Therefore, fantastic situations turned out.
Game "Change the fairy tale"
Question: - What will any fairy tale look like if we change the laws of nature in it?
If you change the laws of nature in the fairy tale "The Wolf and the Seven Little Goats", how will the fairy tale change?
Make up a fairy tale using modified situations. You can come up with it as a whole group, or individually.
Target.
Teach, using the techniques of change, to change the fairy tale yourself, inventing a new one.
Strengthen the ability to imagine events in the sequence of their development, establish relationships between individual events, create new images, planning their actions, life stages.
Be able to solve fabulous problems that arise independently, if possible, using moral and ethical standards.
Children independently choose from a large number of proposed fairy tales one to change. Briefly retell the main plot lines of the fairy tale.
The characters of her heroes.
Next, children are invited to independently make changes to this fairy tale, using any modification techniques they wish.
As you build a new storyline, solve problems that arise.
Each child “writes down” new fairy tales on their own pieces of paper.
At the end of the work, those who wish to tell their tales. Similar situations are found and options for solving similar problems are compared.
If you wish, you can compose one general fairy tale at the end.
The teacher, directing the games of the senior group pupils, takes into account their increased capabilities. At this age, children are characterized by curiosity, observation, and interest in everything new and unusual: solving a riddle themselves, expressing a judgment, finding the correct solution to a problem. Children 5-6 years old do this with great enthusiasm.
As the volume of knowledge expands, the nature of children’s mental activity also changes. New forms of thinking are emerging. The child’s performance of mental work is based on understanding, a process that is based on analysis and synthesis. With the development of thinking, the analysis becomes more and more detailed, and the synthesis more and more generalized and accurate. Children are able to understand the connection between surrounding objects and phenomena, the causes
observed phenomena, their features. The main thing in mental activity is the desire to learn new things: to acquire new knowledge, new ways of mental action.
When selecting games, the main attention is paid to the degree of difficulty of the game rules and actions, so that when performing them, children show efforts of mind and will. When selecting objects and materials for games, the teacher also takes into account changes in the children’s thought processes, so the main signs of differences between objects for games are less noticeable, sometimes hidden behind their external similarity. And vice versa, behind the external differences of objects it is sometimes necessary to discover their similarities.
In children's games, competitive motives occupy an important place; they are given greater independence both in choosing a game and in creatively solving its problems.
During the game itself, the role of the teacher also changes. But here, too, he clearly and emotionally introduces the children to the new game, its content, rules and actions, clarifies their understanding of the players, and participates in the game with them to find out to what extent its rules have been mastered. Then he invites the children to play on their own, while at first he monitors the progress of the game and acts as an arbiter in conflict situations.
However, not all games require such active participation of the teacher. Sometimes he may limit himself to only explaining the rules of the game before it starts. Children in the older group can act independently without the participation of a teacher. This applies in particular to many board-print games.
In the games of older children, the rules become more complex and there are more of them in number. Therefore, before offering children a game, the teacher must himself thoroughly understand these rules and the sequence of game actions.
How to finish the game? (This is important so that children want to play it again.) Drawing forfeits, honoring the winners, announcing a new version of the game that will happen next time.
It is very important for the teacher himself to analyze the game: whether it was well chosen, whether the children have the necessary knowledge, ideas, and skills to play it, whether everything was provided for in the organization of the situation and, most importantly, whether all the children were active enough in the game, what moral qualities were manifested and what social and moral qualities have been formed; for example, joy not only from one’s successes, but also from the successful actions of comrades, the ability to subordinate one’s behavior to the rules of the game, the desire to communicate with peers.
At the end of the game, the teacher will definitely evaluate both the children’s correct solutions to game problems and their moral actions and behavior, celebrate successes, and support those who have not yet succeeded.
Organizing didactic games for children of the older group requires, therefore, a lot of thoughtful work from the teacher and in the process of preparing for their implementation: enriching children with relevant knowledge, selecting material, and sometimes making it together with the children, organizing the environment for the game (where they will sit and children move, where they will hide objects, where to put materials for games), and in the process of playing the game itself, where you need to clearly define your role from beginning to end.
When selecting material for games for older children, the teacher provides for its use in creative, sports play. For example, in the game “Shop” they sell not just toys, but sports equipment: rackets, balls, jump ropes, shuttlecocks, referee’s whistle, net, etc. Having “purchased” such items, the children take them with them for a walk and organize sports entertainment there.
Children in their sixth year of life are preparing for school. Their successful learning depends on how they are prepared for school. Therefore, when conducting didactic games, the teacher pays special attention to the clear, mandatory observance by children of the rules of the game and behavior during play activities: organization, discipline, friendliness, respect for playmates and elders. All these qualities are extremely necessary for a future student.
Six-year-old children are the oldest in kindergarten, so they must be active, they must have a desire to help the younger ones, make an entertaining game for them, play with them, teach them how to play interestingly. The teacher takes all this into account when organizing games for his students.
Games with objects
Make no mistake!
Didactic task. Exercise children in distinguishing objects by material; consolidate knowledge about such properties of objects as hard, soft, dense, rough, smooth, shiny, matte.
Game rules. Collect objects of the same quality in a basket, talk about the properties of the objects.
Game actions. The search for objects is carried out by the links, they compete: whoever finds the most objects of the same material wins. The search begins and ends at the leader's signal.
Progress of the game. The game begins with a short conversation between the teacher and the children about the objects that surround them in the group room.
During the conversation, the teacher clarifies the children’s knowledge that there are many objects in the group room and they are all made of some kind of material.
- Now look at this toy! (Shows a nesting doll.) What do you think it’s made of? (Children answer.) Yes, it is made of wood. But what is this item made of? (Shows scissors. Children answer.) This object, you correctly said, is made of metal.
Come, Vika, to the table, pick up a matryoshka doll and scissors and tell me which is colder: scissors or a matryoshka doll. Vika was right when she said that scissors are colder. Metal is cold, and wood is warmer.
Now tell me, what is this ball made of? (Shows a plastic ball. Children answer.) Yes, it is made of plastic. Look how he bounces! How can we talk about this property of plastic? (It is elastic. The ball jumps.) But what is this bubble made of? That's right, it's made of glass. What can you say about the properties of glass?
The teacher leads the children to the answer: it is fragile and breaks easily. Therefore, you must always be very careful with objects made of glass.
- Now, guys, we will play the game “Make no mistake!” We will have four links. Let's choose the link ones with a counting counter. We will give each member of the team a basket: on this basket there is a ball glued. (Shows a basket with a ball.) Here you will need to find and put all the objects made... What are they made of?
“Made of plastic,” the children answer.
- And on this basket there is a picture with scissors. This is where we will collect all the items...
- Metal.
- And in this basket (with a matryoshka doll pasted on it) we will put objects...
- Wooden.
— We’ll put all the items in this basket...
- Glass.
- Start the search and end only at the signal: strike the tambourine. Whoever collects the most items wins.
Using a counting machine, four members are selected. They take baskets and, together with the members of their team (there should be an equal number of them), after the sound of the tambourine, they go to collect objects. After the second hit of the tambourine, everyone comes up to the teacher’s table, takes turns laying out the objects, counting them, checking to see if any mistakes have been made, and talking about the properties of the objects.
At the end the winning link is announced. The winners are greeted with applause.
The game can be varied using objects made from other materials: cardboard, fabric, rubber, etc.
Whoever comes up, let him take it!
Didactic task. Teach children to talk about an object, highlighting its most characteristic features: color, shape, quality and its purpose; by description, find an object in a room or on an area (if the game is played on an area), recognize tools, machines, who uses them at work; develop attention, memory, thinking and speech.
Game rules. According to the description of the object, find it in the room or area, name it correctly. Whoever makes a mistake and brings an item that is not the one described, pays a forfeit, which is redeemed at the end of the game.
Game actions. Riddles, guessing, searching for objects.
Progress of the game. The teacher reminds the children that they recently had a conversation in class about how different objects, tools, and machines help people in their work. Speaks:
— Today we will play this game: in our group we have a lot of instruments and machines (toys). You will choose one of them and tell us so that we know what tool or machine you are talking about. But you cannot name the object. We have to figure it out ourselves. Whoever guesses first will find this item and bring it here to the table.
— I wished for an item that the tailor needed. It's metal. You can also make a riddle: “Two ends, two rings, and a carnation in the middle.” These are scissors,” says Vova.
- Go, Vova, bring and put the scissors on the table.
“Guess what it is,” the next participant continues the game. - A car, wheels like a tank. He knows how to do everything: he plows, he sows, and he carries loads. Works on a collective farm.
The one who guessed (“This is a tractor!”) comes up first and finds a tractor among the toys and also puts it on the table.
The game continues until many different tools and machines are on the teacher’s table. The game ends with winning back the forfeits of those who made a mistake and brought the wrong item.
Didactic task. Teach children to compare objects, notice signs of similarity in color, shape, size, material; develop observation, thinking, speech.
Game rules. Find two objects in the environment and be able to prove their similarity. The one to whom the arrow points answers.
Game action. Search for similar items.
Progress of the game. Various items are prepared in advance and discreetly placed in the room.
The teacher reminds the children that they are surrounded by many objects, different and identical, similar and completely different.
— Today we will find objects that are similar to each other. They can be similar in color, shape, size, material. Listen to the rules of the game. You need to walk around the room, select two similar objects and sit down. The one to whom the arrow points will tell you why he took these two objects and what their similarities are.
Most often, children find similar objects by color and size. Hidden quality is difficult for them to detect. This game helps children solve a problem. For example, taking a teaspoon and a dump truck, the child explains his choice by saying that they are similar because they are made of metal. At first, this combination of objects makes children laugh.
— How are a spoon and a dump truck similar? - the children are perplexed and laugh. - Of course, they are not alike.
But the child who called them similar proves the correctness of his selection.
While playing, children learn to find signs of similarity between objects, which is much more difficult than noticing signs of their differences.
Do you know?
Didactic task. To consolidate children’s knowledge about sports, to awaken a desire to engage in them; cultivate interest in athletes and pride in their victories.
Game rule. When selecting the items needed for a given sport, name the sport and items correctly.
Game action. Select pictures depicting different sports (see figure).
Progress of the game. The teacher examines with the children large pictures that depict sports scenes: games of football, hockey, volleyball, rhythmic gymnastics, rowing, etc.; talks with children, clarifies their knowledge. After handing out pictures to the children, the teacher invites them to select the necessary items for each athlete. He draws the children's attention to objects that lie on the carpet: a hoop, a ribbon, a soccer ball, a stick, a puck, a racket, a shuttlecock, a boat, oars, etc. The children name them.
- Now listen to the rules of the game. At the signal (whistle), you will find and put to the picture where one sport is drawn, those items that these athletes need. Be careful!
Gives a signal. After all the objects are placed with the corresponding pictures, the children check to see if there is a mistake.
The game consolidates knowledge about sports, sports equipment, and also cultivates interest in sports. You can end the game with a conversation about Soviet athletes - competition champions, looking at paintings and photographs on sports topics.
Then the teacher offers the items that were used in the game to take with them for a walk and play sports games on their own.
Whose clothes?
Didactic task. To foster in children an interest in people of different professions; clarify knowledge about work clothes; teach to distinguish people of different professions by their work clothes: postman, miner, builder, doctor, diver, pilot, electric welder, etc.
Game rules. Determine the profession based on work clothes, find the right picture and show it to the children. For the correct answer, the player receives a chip.
Game action. Dressing dolls in work clothes.
Progress of the game. Before starting the game, the teacher clarifies the children’s knowledge about work clothes, finds out whether they have noticed that people work in special clothes and that by their clothes you can find out who they work with. Shows pictures:
- Look, children (in the picture there is a civil aeroflot pilot), can you tell by their clothes who is shown in the picture? Yes. This is a pilot. How did you guess?
Children talk about the cap, suit, shoulder straps. Then the teacher reads poems from L. Kuklin’s book “Who’s Dressed How.”
The worker works quickly and deftly.
The work uniform is called overalls.
Each job has its own clothes -
My book will tell you about this.
Miner
On a work shift
The miner will go to the mine.
Miners wear helmets -
Safety helmets.
He will go underground
By high-speed elevator.
Canvas robe
Puffs up on him.
Both blast furnaces and factories
Delivered on time
Miner's spoils -
Choice coal!
Electric welder
Have you seen how he controls fire?
He is wearing an iron mask.
Here's a house being built - look in the morning:
He sits in the wind in a quilted jacket.
He welded the supports of mighty bridges,
He made ships from huge sheets...
He can weld iron with iron!
He is a good wizard, what can I say!
The teacher shows pictures showing clothing models of people of different professions, and the children recognize: miner, builder, doctor, postman, diver, pilot, electric welder, etc.
Then the teacher offers to dress the dolls in clothes previously sewn and prepared for this game. All dolls are then used in independent creative games. The teacher advises the children how to play with them (depending on the impressions received and knowledge about different professions).
Tops and roots
Didactic task. To consolidate the knowledge that vegetables have edible roots - roots and fruits - tops, some vegetables have both tops and roots edible; practice assembling a whole plant from its parts.
Game rules. You can look for your top or spine only when given a signal. You can’t pair up with the same player all the time; you have to look for another pair.
Game actions. Search for a pair; composition of a whole plant.
Progress of the game. Option 1. After harvesting the crops in his garden, the teacher gathers the children, shows them what a good harvest they have grown, and praises them for their useful work. Then he clarifies the children’s knowledge that some plants have edible roots - roots, others have fruits - tops, and some plants have both tops and roots edible. The teacher explains the rules of the game:
- Today we will play a game called “Tops and Roots.” On our table are the tops and roots of plants—vegetables. We will now divide into two groups: one group will be called tops, and the other will be called roots. (Children are divided into two groups.)
There are vegetables on the table here; The children of the first group take the top in their hands, and the children of the second group take the spine. So, did you take everything? And now, at the signal (clap your hands), you will all scatter around the area and run in all directions. When you hear the signal “One, two, three - find your pair!”, quickly find a pair for yourself: the spine to your top.
The game is repeated, but you have to look for another top (or spine). You can't be paired with the same player all the time.
Option 2. The tops (or roots) stand still. Only one subgroup of guys is running around the site. The teacher gives the command: “Roots, find your tops!” Children should stand so that the tops and roots form one whole.
The correctness of the task can be checked by the “magic gate” (the teacher and one of the children), through which all pairs pass. To ensure that interest in the game does not fade, you can offer to exchange tops and roots. In the older group, for this game you should take vegetables with subtle differences in the tops, for example, parsley and carrots, turnips and radishes. You can put sprigs of dill and let the children look for their roots. If the player does not find it, it means that the dill roots are inedible, which means he is left without a pair.
Printed board games for children 5-6 years old
Who built this house?
Didactic task. Systematize children's knowledge about who builds houses, about the sequence in building a house, about tools and machines that help people in construction; to cultivate respect for the profession of builders, the desire to take on the roles of builders in creative games.
Game rules. Match small cards to match the designs on large cards. Whoever covers all the cells on the map first gets a chip. Exchange of cards. Whoever gets the most chips is declared the winner of the game.
Game actions. Search for cards. Competition.
Progress of the game. The teacher, together with the children, examines large maps on which architects, builders, and finishers are drawn. A short conversation is held about the content of the pictures, about the stages in building a house, about people, machines, and tools used at the construction site. The teacher shows small pictures that show the details of a large map. Then he invites the children to take one large card each and, at a signal (knocks the cube on the table), select the necessary cars and cover the cells on the cards with them. Whoever is the first to find the right cards without making a mistake and names all the mechanisms correctly wins.
The game can be continued, then the children exchange cards or the composition of the players changes.
You can end the game by talking with the children about caring for your home, the green spaces near it, that is, everything that was created by people’s labor.
A game on the theme “Transport” is played on the same principle. It systematizes and deepens children's knowledge of what means of transportation people use on land, on water, and in the air.
Large cards depicting the earth, sky, and sea are prepared for the game. For them, children select small cards with different types of transport: for example, for a large card where the earth is drawn, they select pictures such as a bus, trolleybus, bicycle, tram, train, metro, etc.
As in the first game, here the number of pictures should be the same. The winner is the one who quickly and correctly covers all the empty cells on large cards.
Guests of Moscow
Didactic task. To clarify and consolidate children’s knowledge about the capital of our Motherland - Moscow (see figure), to cultivate a love for the main city of our country, a desire to learn more about its attractions.
Game rules. Describe a picture with views of Moscow, guess a part of the city from the description, find the same picture.
Game actions. Selection of guides, imitation of tourists traveling by car around Moscow.
Progress of the game. The teacher tells the children about how many guests come to Moscow from other cities, union republics and other countries. Everyone wants to see our beautiful city and its attractions.
— Today we’ll play guides. A guide is a person who accompanies guests, shows them, tells them interestingly about what they will see. I have a car in my hands (a toy Volga). This is what you will use to transport guests. Each guide will show only one place, and another guide will take guests to another. Look, I have a cube in my hands. There are numbers on it: 1, 2, 3, 4, 5, 6. And on the playing field, the pictures also have their own number. If the cube falls so that the number 3 is on top, then you will need to take the guests to this place, in the picture you will see the number 3. You need to drive along the street in a car as indicated by the arrows. Having stopped, you need to tell what kind of building or place it is in Moscow, what the guests could see there. And everyone else listens carefully. Whoever guessed this place first finds the same picture on his desk and shows it. If the answer is correct, it becomes a guide; He also uses the cube to determine where to take the guests, what to show, what to tell.
For this game, you need to have two sets of identical pictures (postcards), from which species, places, and structures familiar to children are selected.
At the end of the game, the teacher thanks the guides for their good work and expresses confidence that the guests of the capital were satisfied with their excursion.
Complication of the game is possible by enlarging the pictures on the playing field.
This game can be played to consolidate knowledge not only about Moscow, but also about your hometown or village. The teacher uses sets of postcards about many cities. If there are two sets of postcards about his city, he will be able to successfully conduct a travel game with children around his hometown, village, or state farm. It is only necessary to select scenes from sets of pictures that reflect the sights of their hometown familiar to children.
Collect a picture
Didactic task. Exercise children in composing a whole picture from individual parts; through the content of the pictures, consolidate children’s knowledge about different types of work on the collective farm; cultivate interest in grain growers, vegetable growers, and livestock breeders.
Game rule. Within a certain time, correctly assemble a whole picture from parts.
Game actions. Search, folding parts of the picture.
Progress of the game. The teacher, together with the children, looks at pictures depicting different types of agricultural work (for example, sowing, harvesting bread, planting seedlings, collecting vegetables, making hay, caring for calves, etc.). Explaining the rules of the game, the teacher recalls the already known rule of how to put together a whole picture from individual parts.
“But now we have one more rule: you have to fold it quickly.” Start putting together a picture and finish at the signal: hit the table with the cube,” the teacher clarifies the rules of the game.
Having distributed the pictures according to the number of players, the teacher says: “Let’s start!” and hits the table with the cube. Children select the necessary parts of their picture from a box on the table. Whoever put the picture together first gets a chip. Then you can exchange pictures and repeat the game. The teacher draws attention to those who cannot yet quickly follow the rules of the game, encourages them, asks those who quickly put together a picture to help a friend.
For this game you need to have two sets of pictures: one consists of whole pictures, the other of their parts (at least 9 - 12).
Zoological domino
Didactic task. Strengthen children's knowledge about wild and domestic animals; cultivate intelligence and attention.
Game rule. Whoever puts down all his cards first is considered the winner.
Game actions. Be careful, don’t miss a move, put your card down on time.
Progress of the game. The cards depict wild and domestic animals. Four people play. The cards are laid out face down. Children are asked to count out 6 cards. Then the teacher reminds the rules of the game: you can only put the same picture next to each other. If the required picture is not available, the child skips a turn. If one of the players is left without cards, he is considered to have won the game. The game is repeated, but at the same time you need to mix the cards and take others.
The “Botanical Lotto” game is played on the same principle, during which children’s knowledge about plants is acquired and systematized.
Traveling around the city
Didactic task. Consolidating knowledge about your hometown: who lives and works in it, what kind of transport it is, how it is decorated.
Game rule. Select only those pictures that correspond to the task for your group: people, transport, labor, city decoration.
Game actions. Search for pictures. Actions on a signal.
Progress of the game. The teacher selects different pictures in advance: some depict city residents (schoolchildren, mother with children, grandmother with a basket, students, etc.); on others - the labor of people (builders, postmen, drivers, painters, etc.); transport (tram, bus, trolleybus, bicycle, motorcycle); buildings and decorations of the city (post office, shop - crockery, bookstore, grocery store, fountain, square, sculpture).
Pictures are laid out on tables in different places in the group room.
Using a counting rhyme, children are divided into four groups of two or three people. Each group is given a task: one - to see who lives in the city and collect pictures of people; the other is what people drive, collect pictures of vehicles; the third - pictures in which the various work of people is reproduced; fourth - consider and select pictures with drawings of beautiful buildings of the city, its decorations.
At the driver’s signal, travelers walk around the room and select the pictures they need, the rest wait for their return and watch them.
Having returned to their seats, travelers place pictures on the stand (each group separately from the other). Participants in each group tell why they took these particular pictures and what they depict. The group whose players made no mistakes and quickly placed their pictures wins. The game is repeated, and some pictures need to be replaced.
What grows where?
Didactic task. Strengthen children's knowledge about plants; develop the ability to establish spatial connections between objects; group plants according to their place of growth, develop activity and independent thinking.
Game rule. Compete to see who is the fastest to select and cover empty cells with pictures of plants on large maps that depict a forest, field, garden, or vegetable garden.
Game actions. Children, competing, select pictures and cover empty spaces.
Progress of the game. Players receive a large map with different landscapes; small cards are in a box. At the driver’s signal, the children select small cards in accordance with the picture on the large card. The winner is the one who quickly closed all the empty cells and named the plants correctly.
In this game, the names of cereals and mushrooms cause difficulty, so children are introduced to them in advance during classes and excursions. The guys exchange cards, the small cards are shuffled, and the game continues.
To ensure that interest in the game does not fade away, cards with new plant species are introduced into it.
"Pick up a toy"
Target:practice counting objects by the named number and memorizing it; learn to find an equal number of toys.
Content.V. explains to the children that they will learn to count out as many toys as he says. He calls the children one by one and gives them the task of bringing a certain number of toys and placing them on one table or another. Other children are instructed to check whether the task has been completed correctly, and to do this, count the toys, for example: “Seryozha, bring 3 pyramids and put them on this table. Vitya, check how many pyramids Seryozha brought.” As a result, there are 2 toys on one table, 3 on the second, 4 on the third, and 5 on the fourth. Then the children are asked to count out a certain number of toys and place them on the table where there are the same number of such toys, so that it can be seen that there are equal numbers of them. After completing the task, the child tells what he did. Another child checks whether the task was completed correctly.
"Pick up a figure »
Target:consolidate the ability to distinguish geometric shapes: rectangle, triangle, square, circle, oval.
Material:Each child has cards on which a rectangle, square and triangle are drawn, the color and shape vary.
Content. First, V. suggests tracing the figures drawn on the cards with your finger. Then he presents a table on which the same figures are drawn, but of a different color and size than the children’s, and, pointing to one of the figures, says: “I have a big yellow triangle, what about you?” Etc. Calls 2-3 children, asks them to name the color and size (large, small of their figure of this type). “I have a small blue square.”
"Name and Count"
Target:teach children to count sounds by calling the final number.
Content.It is better to start the lesson by counting toys, calling 2-3 children to the table, then say that the children are good at counting toys and things, and today they will learn to count sounds.IN.invites the children to count, using their hand, how many times he hits the table. He shows how to swing the right hand, standing on the elbow, in time with the blows. The blows are made quietly and not too often so that the children have time to count them. At first, no more than 1-3 sounds are produced, and only when the children stop making mistakes does the number of beats increase. Next, you are asked to play the specified number of sounds. The teacher calls the children to the table one by one and invites them to hit the hammer or stick against a stick 2-5 times. In conclusion, all children are asked to raise their hand (lean forward, sit down) as many times as the hammer hits.
"Name your bus"
Goal: to practice distinguishing a circle, square, rectangle, triangle, to find figures of the same shape, differing in color and size,
Content. V. places 4 chairs at some distance from each other, to which models of a triangle, rectangle, etc. (brands of buses) are attached. Children board the buses (stand in 3 columns behind the chairs. The teacher-conductor gives them tickets. Each ticket has the same figure on it as on the bus. At the “Stop!” signal, the children go for a walk, and the teacher swaps the models. At the “On the bus” signal. Children find faulty buses and stand next to each other.The game is repeated 2-3 times.
“Is it enough?”
Goal: to teach children to see equality and inequality of groups of objects of different sizes, to bring them to the concept that number does not depend on size.
Content. V. offers to treat the animals. First he finds out: “Will the bunnies have enough carrots and the squirrels have enough nuts? How to find out? How to check? Children count the toys, compare their numbers, then treat the animals by placing small toys next to large ones. Having identified an equality and inequality in the number of toys in the group, they add the missing item or remove the extra one.
"Gather a figure"
Goal: learn to count objects that form a figure.
Content. V. invites the children to move the plate with chopsticks towards them and asks: “What color are the chopsticks? How many sticks of each color? He suggests arranging sticks of each color so that different shapes are obtained. After completing the task, the children count the sticks again. Find out how many sticks went into each figure. The teacher draws attention to the fact that the sticks are arranged differently, but there are equal numbers of them - 4 “How to prove that there are equal numbers of sticks? Children lay out the sticks in rows, one below the other.
"At the Poultry Farm"
Goal: to train children in counting within limits, to show the independence of the number of objects from the area they occupy.
Content. V.: “Today we will go on an excursion to a poultry farm. Chickens and chickens live here. There are 6 hens sitting on the top perch, 5 chicks on the bottom perch. Compare hens and chickens and determine that there are fewer chickens than hens. “One chicken ran away. What needs to be done to get an equal number of hens and chicks? (You need to find 1 chicken and return it to the chicken). The game repeats itself. V. quietly removes the chicken, the children look for a mother hen for the chicken, etc.
"Tell me about your pattern"
Goal: to teach to master spatial representations: left, right, above, below.
Content. Each child has a picture (a rug with a pattern). Children must tell how the elements of the pattern are located: in the upper right corner there is a circle, in the upper left corner there is a square. In the lower left corner there is an oval, in the lower right corner there is a rectangle, in the middle there is a circle. You can give the task to talk about the pattern that they drew in the drawing lesson. For example, in the middle there is a large circle - rays extend from it, and flowers in each corner. At the top and bottom are wavy lines, to the right and left are one wavy line with leaves, etc.
"Yesterday Today Tomorrow"
Goal: in a playful way, to exercise the active distinction of temporary concepts “yesterday”, “today”, “tomorrow”.
Content. In the corners of the playroom, three houses are drawn with chalk. These are “yesterday”, “today”, “tomorrow”. Each house has one flat model, reflecting a specific time concept.
Children walk in a circle, reading a quatrain from a familiar poem. At the end they stop, and the teacher says loudly: “Yes, yes, yes, it was... yesterday!” The children run to the house called “yesterday”. Then they return to the circle and the game continues.
“Why doesn’t the oval roll?”
Purpose: to introduce children to an oval shape, to teach them to distinguish between a circle and an oval shape
Content. Models of geometric shapes are placed on the flannelgraph: circle, square, rectangle, triangle. First, one child, called to the flannelograph, names the figures, and then all the children do this together. The child is asked to show the circle. Question: “What is the difference between a circle and other figures?” The child traces the circle with his finger and tries to roll it. V. summarizes the children’s answers: a circle has no corners, but the rest of the figures have corners. 2 circles and 2 oval shapes of different colors and sizes are placed on the flannelgraph. “Look at these figures. Are there any circles among them? One of the children is asked to show the circles. Children's attention is drawn to the fact that there are not only circles on the flannelgraph, but also other figures. , similar to a circle. This is an oval-shaped figure. V. teaches to distinguish them from circles; asks: “How are oval shapes similar to circles? (Oval shapes also have no corners.) The child is asked to show a circle, an oval shape. It turns out that the circle is rolling, but the oval-shaped figure is not. (Why?) Then they find out how the oval-shaped figure differs from the circle? (the oval shape is elongated). Compare by applying and superimposing a circle on an oval.
"Count the Birds"
Purpose: to show the formation of numbers 6 and 7, to teach children to count within 7.
Content. The teacher places 2 groups of pictures (bullfinches and titmice) in one row on a typesetting canvas (at some distance from one another and asks: “What are these birds called? Are they equal? How can I check?” The child places the pictures in 2 rows, one below the other. He finds out that there are equal numbers of birds, 5 each. V. adds a titmouse and asks: “How many titmouses are there? How did you get 6 titmouses? How many were there? How many were added? How many are there? Which birds are there more? How many are there? Which are fewer? How many are there? is the number greater: 6 or 6? Which is smaller? How to make the birds equal in number to 6. (He emphasizes that if you remove one bird, then there will also be an equal number of 5.) He removes 1 tit and asks: “How many of them are there? How did the number turn out?” 5". Again, he adds 1 bird in each row and invites all children to count the birds. In a similar way, introduces the number 7.
"Stand in Place"
Goal: to train children in finding locations: in front, behind, left, right, in front, behind.
Content. V. calls the children one by one, indicates where they need to stand: “Seryozha come to me, Kolya, stand so that Seryozha is behind you. Vera, stand in front of Ira” Etc. Having called 5-6 children, the teacher asks them to name who is in front and behind them. Next, the children are asked to turn left or right and again name who is standing from them and where.
"Where is the figure"
Goal: to teach correctly, name the figures and their spatial location: middle, top, bottom, left, right; remember the location of the figures.
Content. V. explains the task: “Today we will learn to remember where each figure is. To do this, they need to be named in order: first the figure located in the center (middle), then above, below, left, right.” Calls 1 child. He shows and names the figures in order and their location. Shows it to another child. Another child is asked to arrange the figures as he wants and name their location. Then the child stands with his back to the flannelgraph, and the teacher changes the figures located on the left and right. The child turns and guesses what has changed. Then all children name the shapes and close their eyes. The teacher swaps the places of the figures. Opening their eyes, the children guess what has changed.
"Sticks in a Row"
Goal: to consolidate the ability to build a sequential series in size.
Content. V. introduces the children to the new material and explains the task: “You need to line up the sticks in a row so that they decrease in length.” Warns children that the task must be completed by eye (trying on and rearranging sticks is not allowed). “To complete the task, it’s true, you need to take the longest stick each time out of all those that are not laid in a row,” explains V.
"Parts of the Day"
Purpose: to train children in distinguishing parts of the day.
Material: pictures: morning, day, evening, night.
Content. V. draws 4 large houses on the floor, each of which corresponds to one part of the day. A corresponding picture is attached behind each house. Children line up facing the houses. The teacher reads the corresponding passage from a poem, and then gives a signal. The passage should characterize part of the day, then the game will be more entertaining and interesting.
1. In the morning we go to the yard,
Leaves are falling like rain,
They rustle under your feet,
And they fly, fly, fly...
2.Happens on a sunny day
You will go into the forest in a quieter place
Sit down and try it on a stump
Take your time... Listen...
3. It’s already evening.
Dew.
Glistens on nettles.
I'm standing on the road
Leaning against the willow...
4. The yellow maples cried at night:
We remembered the maples,
How green they were...
"Who can find it faster"
Goal: to practice correlating objects by shape with geometric patterns and generalizing objects by shape.
Content. Children are invited to sit at tables. One child is asked to name the figures standing on the stand. V. says: “Now we will play the game “Who can find it faster.” I will call one person at a time and tell them what object needs to be found. The first one to find the object and place it next to a figure of the same shape wins.” Calls 4 children at once. Children name the selected object and describe its shape. V. asks questions: “How did you guess that the mirror is round? Oval? etc.
In conclusion, V. asks the questions: What is next to the circle? (square, etc.). How many items are there in total? What shape are these objects? How are they all similar? How many are there?
“Find an object of the same shape”
Children identify shapes in specific objects in their environment using geometric patterns. There are geometric shapes on one table, objects on the other. For example, a circle and round-shaped objects (ball, plate, button, etc.), an oval and oval-shaped objects (egg, cucumber, acorn, etc.).
“Which figure is the odd one out?”
The child is offered various sets of four geometric shapes. For example: three quadrangles and one triangle, three ovals and one circle, etc. It is required to identify an extra figure, explain the principle of exclusion and the principle of grouping.
Options:
Group real objects according to their shape using 2-3 samples, explain the principle of grouping.
"Make a whole from parts"
Make a design of 2-3 geometric shapes according to the model.
Options:
make a design from memory, according to description;
create a geometric figure by selecting the necessary parts from the many proposed parts (8-9).
Game "How many »
exercises children in counting. 6-8 cards with different numbers of objects are fixed on the board. The presenter says: “Now I’ll tell you a riddle. The one who guesses it will count the items on the card and show the number. Listen to the riddle. The girl is sitting in prison, and her scythe is on the street.” The players, having guessed that it is a carrot, count how many carrots are drawn on the card and show the number 4. Whoever raised the number faster becomes the leader. Instead of riddles, you can give a description of the object. For example: “This animal is affectionate and kind, it does not speak, but knows its name, loves to play with a ball, a ball of thread, drinks milk and lives with people. Who is this? Count how many."
Game “Count - don’t be mistaken! »
1. "Domino"
Goal: to teach children to find one specific figure among many, to name it. The game reinforces knowledge about geometric shapes.
Stimulus material: 28 cards, each half depicts one or another geometric figure (circle, square, triangle, rectangle, oval, polygon). The “take” cards depict two identical figures; the seventh “double” consists of two empty halves.
The cards are laid out face down on the table. After explaining the rules to the child, the game begins by laying out the “double-empty” card. As in a regular domino, in one move the child selects and places one required card at either end of the “track” and names the figure. If the player does not have the required figure on the card, he looks for a picture with this figure from the total number of cards. If the child does not name the piece, he does not have the right to make another move. The one who gets rid of the cards first wins.
2. "Unravel the confusion"
Goal: to teach children to freely use objects for their intended purpose.
Material: toys, differently designed, that can be grouped (dolls, animals, cars, pyramids, balls, etc.).
All toys are placed on the table in a certain order. The child turns away, and the leader changes the location of the toys. The child must notice the confusion, remember how it was before, and restore the previous order.
First, for example, swap a blue cube with a red one. Then complicate the task: put the doll to sleep under the bed, cover the ball with a blanket. Once a child gets the hang of it, he can create confusion himself, inventing the most incredible situations.
3. “Pick a Pair”
Goal: to teach children to compare objects by shape, size, color, purpose.
Material: geometric shapes or thematic collections of images of different objects that can be combined in pairs (apples of different colors, large and small, baskets of different sizes or houses of different sizes and the same bears, dolls and clothes, cars, houses, etc.) .
Depending on what kind of stimulus material you have, the child is presented with a problem: help the doll get dressed, help him harvest, etc.
The toys thank the child for the well-chosen pair.
4. “Help Fedora”
Goal: to form and develop color concepts in children. Teach them to correlate the colors of dissimilar objects.
Stimulus material: cards with images of cups and handles of different colors.
“Guys, poor Grandma Fedora’s cups were all broken in her house. Their handles broke off, and now she won’t be able to drink her favorite tea with raspberry jam from them. Let's help Grandma Fedora glue her cups. But to do this, you need to carefully look at these cards with pictures of cups and find pens that match the color.” If the child finds it difficult to complete this task, show him how to look for paired cards. Then they complete this task independently.
5. “Find objects of similar color”
Goal: to train the child in matching objects by color and generalizing them based on color.
Stimulus material: various postal items, toys of five shades of each color (cup, saucer, thread; clothes for dolls: dress, shoes, skirt; toys: flag, bear, ball, etc.).
Toys are placed on two tables placed side by side. The child is given an object or toy. He must independently select all the shades of this color to the color of his toy, compare them and try to name the color.
6. “Find an object of the same shape”
Goal: to teach the child to identify specific objects from the environment by shape, using geometric patterns.
Stimulus material: geometric shapes (circle, square, oval, triangle, rectangle), round-shaped objects (balls, balls, buttons), square-shaped objects (cubes, scarf, cards), triangular-shaped objects (building material, flag, book), oval shapes (egg, cucumber).
Arrange geometric shapes and objects into two piles. The child is asked to carefully examine the objects. Then we show the child a figure (it’s good if the child names it) and ask him to find an object of the same shape. If he makes a mistake, invite the child to first trace the figure with his finger, and then the object.
7. "Magic Circles"
Goal: to continue teaching the child to identify specific objects by shape.
Stimulus material: a sheet of paper with circles of the same size drawn on it (ten circles in total).
“Let's look carefully at this sheet. What do you see on it? What figure is drawn on a piece of paper? Now close your eyes and imagine a circle.”
8. “Lay out the ornament”
Goal: to teach the child to identify the spatial arrangement of geometric shapes, to reproduce exactly the same arrangement when laying out the ornament.
Stimulus material: 5 geometric shapes cut out of colored paper, 5 each (25 pieces in total), cards with ornaments.
“Look at the ornaments in front of us. Think and name the figures you see here. Now try to make the same ornament from the cut out geometric shapes.”
Then the next card is offered. The task remains the same. The game is over when the child has laid out all the ornaments shown on the card.
9. "Game with circles"
Goal: to teach children to denote in words the relationships of objects by size (“largest”, “smaller”, “more”).
Stimulus material: three circles (drawn and cut out of paper) of different sizes.
It is suggested that you look carefully at the circles, lay them out in front of you, and trace them along the outline on paper. Next, the child is asked to compare 2 circles, then the other 2 circles. Try to have your child name the size of all three circles.
10. "Balls"
Goal: to develop and consolidate the ability to establish relationships between elements in size (more - less, thicker, longer, shorter).
Stimulus material: a set of five sticks, uniformly decreasing in length and width, a set of five circles, which also uniformly decreasing in accordance with the sticks.
“Let's see what happens. On the street, kind grandfather Fedot was selling balloons. How beautiful they are! Everyone liked it. But suddenly, out of nowhere, a wind rose up, so strong that all of Grandfather Fedot’s balls came off their sticks and scattered in all directions. For a whole week, kind neighbors brought back the balls they found. But here's the problem! Grandfather Fedot cannot understand which ball was attached to which stick. Let's help him! "
First, together with the child, sticks are laid out on the table in size from the longest and thickest to the shortest and thinnest. Then, using the same method, the “balls” are laid out - from largest to smallest.
11. “Help Santa Claus”
Goal: to teach the child to use an intermediate means - a measure - when determining the height of objects.
Stimulus material: a set of five strips, the length of which systematically changes, four pyramids, the height of which also decreases.
“Santa Claus came to the children for the holiday and brought them toys as gifts - pyramids. They are all different in size: the smallest pyramid is for the youngest, and the largest is for the oldest. Find a pyramid like this (one of the stripes is shown).”
After all the pyramids have been found, ask the child to show the largest pyramid, then the smallest. Next, invite your child to arrange the “pyramids” in decreasing order. Next, let him check himself by applying measuring strips
Problems in verses for older preschoolers and younger schoolchildren
0
Badger Grandma
I baked pancakes.
Treated two grandchildren -
Two pugnacious badgers.
But the grandchildren didn’t have enough to eat,
The saucers are knocking with a roar.
Come on, how many badgers are there?
Are they waiting for more and are silent?
Egorka was lucky again,
It’s not in vain that he sits by the river.
Two crucian carp in a bucket
And four minnows.
But look - at the bucket,
A sly cat appeared...
How many fishes go home Egorka
Will he bring it to us?
Seven sparrows descended onto the beds,
They jump around and peck at something without looking back.
The cunning cat suddenly crept up,
He instantly grabbed one and rushed off...
This is how dangerous it is to peck without looking back.
How many of them are left in the garden now?
Two boys were walking along the road
And they found two rubles each.
Four more follow them.
How many will they find?
There were ten trees in the garden.
Eight were cut down last year.
Guys, I can't find the answer:
How many trees are left in the garden?
(To find the answer here,
And there is no need to count.
If there are no eight trees,
This means there is no garden).
1
At Kolya and Marina's.
Four tangerines.
My brother has three of them.
How much does your sister have?
At the house in the morning
Two hares were sitting
And together a cheerful song
Sang.
One ran away
And the second one looks after me.
How much is the house
Zaitsev is sitting?
Three white doves were sitting on the roof.
Two pigeons took off and flew away.
Come on, tell me quickly,
How many pigeons are left sitting?
A nut fell by the path,
Broke into two halves.
They won't divide it up
Three Crows
Two halves
Equally.
But here -
So much fun!
Two more nuts fell
And also in two halves
We crashed along the same path.
Now
Three black crows
The spoils will be divided equally!
We wish them success in this!
But to every raven,
If equally
How many nuts did you get?
We gave the children a lesson at school:
Ten forty jumps into the field.
Nine took off, sat on a spruce tree,
How many forty are left in the field?
2
The hedgehog went mushroom picking
I found ten saffron milk caps.
Eight put in the basket,
The rest are on the back.
How many saffron milk caps are you lucky?
A hedgehog on its needles?
Somehow four guys
They rolled down the hill.
Two people are sitting in a sleigh
How many fell into the snow?
Four ripe pears
It was swinging on a branch.
Pavlusha picked two pears,
How many pears are left?
Misha has one pencil,
Grisha has one pencil.
How many pencils?
Both kids?
Cinderella lost her shoe.
I came running from the holiday - and there was silence.
They began to try on the lost one for her. WITH
How many of them does Cinderella have again?
The duck was carrying carrots in a basket,
I was pleased with this purchase.
If you still buy her carrots,
How many will there be?
Can you fold?
Three bear cubs in the apiary
They played hide and seek by the barrel.
One barely fit into the barrel.
How many ran into the forest?
Three apples.
One to rip
The little hand continues to stretch.
But first we must count -
How long will there be left?
On a bush in front of the fence
Six bright red tomatoes
Then four came off,
How much is left on the bush?
There are seven grasshoppers in the choir
Songs were sung.
Soon five grasshoppers
They lost their voice.
Count without further ado,
How many votes are there?
3
A hedgehog walked through the forest
And I found snowdrops:
Two under the birch tree,
One is near the aspen tree,
How many will there be?
In a wicker basket?
Four magpies came to class.
One of the forty did not know the lesson.
How diligently
Did you study for forty?
Marina entered the class,
And behind her is Irina,
And then Ignat came.
How many guys are there?
A rooster flew up onto the fence.
Met two more there.
How many roosters are there?
Who has the answer?
There are seven plums on a plate,
Their appearance is very beautiful.
Pavel ate four plums.
How many plums did the boy leave?
We ran through the forest
Eight frisky goats
White and gray,
Tail up.
Five white goats.
How many gray ones were there?
Three baby squirrels and mother squirrel
We waited near the hollow.
They have a mother squirrel for breakfast
I brought nine cones.
Divide by three -
How much is each of them?
4
Two chickens are standing
Two are sitting in a shell.
How many children will there be
At my hen's?
Once to the bunny for lunch
A friend - a neighbor - galloped up.
The bunnies sat on a tree stump
And they ate two carrots.
Guys, who is clever at counting?
How many carrots did you eat?
The hedgehog gave the ducklings
Eight leather boots.
Which one of the guys will answer?
How many ducklings were there?
Games to develop logic for preschoolers of the preparatory group
Game "Flowers in Flowerbeds".
Target
: multi-colored cardboard, scissors.
Description: The teacher cuts out three flowers of red, orange, blue and three flower beds from cardboard - round, square and rectangular. Invite the child to distribute the flowers in the flowerbeds in accordance with the story: “Red flowers grew neither in a round nor in a square flowerbed, orange flowers - neither in a round nor in a rectangular one. Where did what flowers grow?
Logic problems.
Target: develop attention, logical thinking.
Description: The teacher invites the children to play logic problems; chips are given out for each correct answer. Whoever has more chips wins.
1) There are objects in front of Cipollino: a bucket, a shovel, a watering can. How to make the shovel go to the extreme position without moving it? (You can place the watering can in front of the shovel or in front of the bucket.)
2) Winnie the Pooh, Tigger and Piglet cut out three flags of different colors: blue, green, red. The tiger was not carved by a red one, and Winnie the Pooh was not a red or blue flag. What color flag did each person cut out? (Winnie the Pooh cut out a green flag, Tigger - blue. Piglet - red.)
3) There are four apples on the table. One apple was cut and put back. How many apples are on the table? (4 apples.)
4) Arrange two chairs in the room so that there is a chair against each wall. (You need to place chairs in two opposite corners.)
5) Fold a triangle from one stick and a square from two sticks on the table. (You need to put the chopsticks on the corner of the table.)
Game "I made a wish...".
Target:
Description: The teacher makes a wish for an object. Invite the child to find out the name of the object using clarifying questions.
Does this item fly? (Yes.)
Does he have wings? (Yes.)
Does he fly high? (Yes.)
Is he animated? (No.)
Is it made of plastic? (No.)
Made of iron? (Yes.)
Does it have a propeller? (Yes.)
Is this a helicopter? (Yes.)
Game "Choose the right one."
Target: develop logical thinking.
Description: Children are offered options that contain extra positions, for example:
The boot always has: a buckle, a sole, straps, buttons.
In warm regions live: bear, deer, wolf, penguin, camel.
Winter months: September, October, December, May.
In a year: 24 months, 12 months, 4 months, 3 months.
A father is older than his son: often, always, rarely, never.
Time of day: year, month, week, day, Monday.
A tree always has: leaves, flowers, fruits, roots, shadow.
Seasons: August, autumn, Saturday, holidays.
Passenger transport: combine harvester, dump truck, bus, diesel locomotive.
This game can be continued.
Game “I take it with me on the road.”
Target: develop logical thinking.
pictures with images of single objects.
Description: Place images face down. Invite your child to go on a sea voyage. But in order for the trip to be successful, you need to thoroughly prepare for it and stock up on everything you need. Ask your child to take one picture at a time and talk about how this item can be useful. The objects in the pictures should be very different. For example, a child takes out a picture of a ball: “The ball can be played while resting, the ball can be used instead of a lifebuoy because it does not sink, etc.” You can play out various situations: on a desert island, on a train, in a village.
Game “How are they similar and how are they different?”
Target: develop logical thinking.
Description: The presenter offers the children two objects, the children must compare them and indicate the similarities and differences. For example: plum and peach; little girl and doll; bird and plane; cat and squirrel; an orange and an orange ball of the same size; felt-tip pen and chalk.
Game "Resettlement of birds".
Target: develop logical thinking.
Game material and visual aids: 20 cards with images of birds: domestic, migratory, wintering, songbirds, birds of prey, etc.
Description: invite the child to place the birds in nests: in one nest - migratory birds, in another - all those who have white plumage, in the third - all birds with long beaks. Which birds were left without a nest? What birds can be placed in several nests?
Game "Associations".
Target: develop logical thinking.
Description: children are divided into two groups. One group invites the other to talk about an object, using words denoting other objects in their story. For example, talk about carrots using the words: duck, orange, cube, Snow Maiden. (It is the same color as an orange. It can be cut into cubes. Ducks love the top part of it. If you don’t eat it, you will be as pale as the Snow Maiden.) Then the groups change roles. The subject to be described and the words-characteristics are set by the presenter.
Game "Come up with a proposal."
Goals: develop logical thinking and speech activity; develop a sense of language.
Game material and visual aids: ping pong ball.
Description: The teacher sits with the children in a circle and explains the rules of the game. He says some words, and the children come up with a sentence using this word. For example: the teacher calls the word “close” and passes the ball to the child. He takes the ball and quickly answers: “I live close to the kindergarten.” Then the child says his word and passes the ball to the person sitting next to him. So, in turn, the ball passes from one player to another.
Games for speech development for preschoolers of the preparatory group
Game "Make a sentence".
Target: develop the ability to compose sentences from these words and use plural nouns.
Description: Invite your child to make a sentence out of words. In the first lessons, the number of words should not be more than three, for example: “shore, house, white.” Sentences can be like this: “There is a house with a white roof on the bank of the river” or “In winter, the roofs of houses and rivers become white from snow,” etc. Explain to the child that the form of words can be changed, that is, they can be used in the plural, changed ending.
Game "Opposites".
Target: consolidate the ability to select words that have opposite meanings.
Game material and visual aids: chips.
Description: invite the child to come up with pairs of opposite words one by one. For each pair invented, a chip is given out. The one with the most chips at the end of the game wins. In the first part of the game, pairs are made - nouns; then - adjectives, verbs and adverbs (fire - water, smart - stupid, close - open, high - low).
Game "Good and Bad".
Target: develop monologue speech.
Description: invite the child to identify good and bad traits in fairy tale heroes. For example: the fairy tale “The Cat, the Rooster and the Fox.” The rooster woke the cat up for work, cleaned the house, cooked dinner - this is good. But he did not listen to the cat and looked out the window when the fox called him - this is bad. Or the fairy tale “Puss in Boots”: helping your master is good, but for this he deceived everyone - this is bad.
Game "Contradictions".
Target: develop the ability to select words that are opposite in meaning.
Description: invite the child to find signs of one object that contradict each other. For example: a book is dark and white at the same time (cover and pages), an iron is hot and cold, etc. Read the poem:
In plain sight of passers-by
An apple hung in the garden.
Well, who cares?
The apple was just hanging.
Only the horse said that it was low,
And the mouse is high.
Sparrow said it was close
And the snail is far away.
And the calf is worried
Because the apple is not enough.
And the chicken - because it is very
Big and heavy.
But the kitten doesn’t care:
Sour, why is it?
"What do you! - the worm whispers. -
He has a sweet side.”
G. Sapgir
Discuss the poem. Draw the child's attention to the fact that the same object, the same phenomenon can be characterized differently, depending on the point of view, both in the literal and figurative sense.
Game "Who left?"
Target: teach to use proper nouns in the nominative singular case.
Game material and visual aids: chairs.
Description: children spectators sit on chairs. In front of them, on the side, 4 chairs are placed for the participants in the game. The teacher tells the children that now they will guess who left. Summons four children. Three sit in a row, the fourth sits opposite. The teacher invites him to carefully look at who is sitting opposite him, say what their names are, and go to another room. One of the three is hiding. The guesser returns and sits down in his place. The teacher says: “(Child’s name), look carefully and tell me who left?” If the child guesses, the hidden person runs out. The children sit down, and the teacher calls the next four children, and the game resumes.
Game “How do we dress?”
Target: teach the correct use of common nouns in the accusative case, singular and plural.
Game material and visual aids: items of children's clothing.
Description: each child comes up with an item of clothing, for example: a scarf, a skirt, a dress, gloves, panties, a T-shirt, etc. Then he quietly calls it to the teacher so that the other children do not hear (the teacher makes sure that the children do not choose the same thing same). The teacher begins to talk about something, for example: “Vasya was going sledding and put on...”
Interrupting the story, he points to one of the participants in the game. He names the item of clothing he has in mind. The rest of the children must judge whether the boy is dressed correctly. This game is very fun, as sometimes you get funny combinations.
Game “Who will move the objects most quickly?”
Target: consolidate in children's speech the correct use of common nouns in the singular accusative case.
Game material and visual aids: children's dishes and furniture.
Description: children playing sit on chairs, opposite them are two chairs, on which 5-6 items of different categories are placed, for example: children's dishes (cup, saucer, teapot), children's furniture (crib, chair, table). Two empty chairs are placed at a distance. Two children from different teams stand near the chairs and on command: “One, two, three - take the dishes!” - they begin to transfer the necessary objects to the empty chairs standing opposite. The winner is the one who most correctly and earlier than others transfers all the objects belonging to the category named by the teacher and names them. Then the next pairs of children compete.
Sample speech: “I moved the teapot (cup, saucer).”
Game "One - one - one."
Target: teach to distinguish the gender of nouns.
Game material and visual aids: small items are mixed in the box (pictures):
Masculine
pencil
Neuter gender
towel
Feminine
pot
Description: Children take turns taking objects out of the box, calling them: “This is a pencil.” The teacher asks the question: “How much?” The child answers: “One pencil.” For the correct answer, the child receives a picture, at the end of the game he counts the number of pictures for each child and reveals the winner.
Game "Guess what it is?"
Target: learn to use adjectives in speech and correctly coordinate them with pronouns.
Game material and visual aids: natural fruits (dummies).
Description: The teacher shows the children fruits, then calls the children one by one. The person called is blindfolded and asked to choose a fruit. The child must guess by touch what kind of fruit it is and what its shape is or determine its hardness.
Children's speech sample:"This Apple. It is round (solid).”
Game “What do you love?”
Target: learn to conjugate verbs.
Game material and visual aids: subject pictures on any topic.
Description: one child chooses a picture (for example, with a picture of cherries), shows it and, turning to another child, says: “I love cherries. What do you like?" In turn, the second child takes a picture (for example, with a picture of plums) and, turning to the third child, says: “I love plums. What do you like?"
When playing the game again, you can change the theme of the pictures.
Literacy games for children 6-7 years old in kindergarten
Game "Where is our home?"
Target:
Game material and visual aids: a set of object pictures (lump, ball, catfish, duck, fly, crane, doll, mouse, bag), three houses with pockets and a number on each (3, 4 or 5).
Description: the child takes a picture, names the object depicted on it, counts the number of sounds in the spoken word and inserts the picture into a pocket with a number corresponding to the number of sounds in the word. Representatives of the row come out one by one. If they make a mistake, the children in the second row correct them. For each correct answer a point is counted. The row that scores the most points is considered the winner.
Game "Let's build a pyramid."
Target: develop the ability to determine the number of sounds in a word.
Game material and visual aids: a pyramid is drawn on the board, the base of which consists of five squares, above - four squares, then - three; pictures depicting various objects whose names have five, four, three sounds (respectively five, four, three pictures - bag, scarf, shoes, mouse, pear, duck, vase, elephant, wolf, poppy, wasp, nose).
Description: The teacher invites the children to fill out the pyramid. Among the pictures displayed on the typesetting canvas, you must first find those whose names have five sounds, then four and three. An incorrect answer will not be counted. Correct completion of the task is rewarded with a chip.
Game "Lost and Found".
Target: learn to perform sound-letter analysis of words.
Game material and visual aids: object pictures with pockets, cards with the names of the object shown in the picture are inserted into them, but each word is missing one consonant (for example: tig instead of tiger), a set of letters.
Description: The teacher shows the children pictures with captions and says that some letters in the words are lost. It is necessary to restore the correct record. To do this, you need to go to the “lost and found” table, where all lost things go. The children take turns going to the teacher and calling out the picture, identifying the missing letter in the signature, taking it from the “lost and found” table, and putting it in its place.
Game “What are their names?”
Target: develop the ability to determine the first sound in a word, to compose words from letters.
Game material and visual aids: a set of subject pictures (the name of a boy or girl will be made from the initial letters of their names); plates with images of a boy and a girl with pockets for inserting pictures and letters; cards with letters.
Description: The teacher hangs up signs with pictures of a boy and a girl and says that he has come up with names for them. Children can guess these names if they highlight the first sounds in the names of the pictures placed in the pockets and replace them with letters.
Two teams play - girls and boys. Team representatives name the objects shown on the cards and highlight the first sound in the word. Then they take the corresponding letter from the split alphabet and replace the picture with it. One team guesses the girl's name, the other team guesses the boy's name.
The team that comes up with a name first wins.
Sample material: boat, donkey, cancer, aster; ball, snail, gun, stork.
Game "Scattered letters".
Target: develop the ability to form words from given letters, perform sound-letter analysis.
Game material and visual aids: split alphabet according to the number of children.
Description: The teacher names the letters, the children type them from the alphabet and form a word. For a correctly composed word, the child receives one point (chip). The one who scores the most points at the end of the game wins.
Game "Zoo".
Target: develop the ability to select words with a given number of syllables.
Game material and visual aids: three pockets, on each of which there is a cage for animals, under the pockets there is a graphic representation of the syllabic composition of words (the first pocket is one syllable, the second is two syllables, the third is three syllables); cards with images of animals and their names.
Description: The teacher says that new cages have been made for the zoo. Offers to determine which animals can be placed in which cage. Children go to the teacher in order, take cards with a picture of an animal, read its name syllable by syllable and determine the number of syllables in the word. Based on the number of syllables, they find the cage for the named animal and put the card in the corresponding pocket.
Sample material: elephant, camel, tiger, lion, bear, crocodile, rhinoceros, wolf, fox, giraffe, elk, jackal, hare, badger.
Game "Chain".
Target: develop the ability to select words one syllable at a time.
Description: The teacher says: “Window.” Children divide this word into syllables. Next, children select a word that begins with the last syllable in the word “window” (no-ra). Then they come up with a new word beginning with the syllable ra (ra-ma), etc. The winner is the one who finished the chain last and named the most words.
Game "Encrypted ABC".
Target: consolidate knowledge of the alphabet and its practical application.
Description: the teacher selects several of the letters of the alphabet that are most often found in words, and assigns each of them its own license plate. For example:
A O K T S I N L D M
1 2 3 4 5 6 7 8 9 10
The teacher shows the child how to write down words, replacing them with numbers: 9 2 10 (house), 5 6 8 1 (strength), etc. Number all the letters of the alphabet. Invite your child to play “scouts” by sending encrypted letters to each other.
Game "Help Pinocchio".
Target: consolidate the ability to identify vowels and consonants.
Game material and visual aids: two boxes, cards with vowels and consonants.
Description: Buratino comes to visit the children. He entered school and asks to check his homework: Buratino put cards with vowels in one box, and cards with consonants in another. Check if all the letters are laid out correctly. The child takes care of one card at a time and checks whether the task is completed correctly. You can deliberately mix up the letters, put several vowels in a box with consonants and vice versa. When all the mistakes are corrected, Pinocchio says goodbye and goes to school.
Game "Scouts".
Target: develop phonemic awareness, logical thinking, speech skills.
Description: The teacher shows another way of ciphering - using the first letters of the lines:
The lizard lives in the desert.
Animals can be wild and domestic.
December is a winter month.
In the morning we have breakfast.
A dark cloud obscured the sun.
If the snow has melted, it means spring has come.
A log is a cut down tree.
Raspberries ripen in summer.
From the first letters of each line it turned out: I'm waiting for you. Can be encrypted in various ways.
Math games for children 6-7 years old in kindergarten
Game "Hen and Chicks".
Goals: strengthen counting skills; develop auditory attention.
Game material and visual aids: cards with pictures of chickens of different numbers.
Description: The cards show different numbers of chickens. Roles are assigned: children are “chickens”, one child is a “hen”. The “mother hen” is chosen using a rhyme:
They say at dawn
Gathered on the mountain
Pigeon, goose and jackdaw...
That's the whole counting rhyme.
Each child receives a card and counts the number of chickens on it. The teacher addresses the children:
The chickens want to eat.
We have to feed the chickens.
The “mother hen” begins her play actions: she knocks on the table several times and calls the “chicks” to the grains. If the “mother hen” knocks 3 times, the child who has the card with the image of three chickens squeaks 3 times (pee-pee-pee) - his chickens are fed.
Game "Number Houses".
Target: consolidate knowledge about the composition of the first ten numbers, basic mathematical signs, the ability to compose and solve examples.
Game material and visual aids: silhouettes of houses with inscriptions on the roof of one of the houses from 3 to 10; set of cards with numbers.
Description: houses are distributed to the players, the child examines cards with numbers. Ask your child to name the numbers and put them in order. Place a large card with a house in front of the child. A certain number lives in each of the houses. Invite the child to think and say what numbers it consists of. Let the child name his options. After this, he can show all the options for the composition of the number by placing cards with numbers or dots in the boxes.
Game "Guess the number."
Target: strengthen addition and subtraction skills, the ability to compare numbers.
Description: invite the child to guess what number they have in mind. The teacher says: “If you add 3 to this number, you get 5” or “The number I thought of is more than five, but less than seven.” You can change roles with the children, the child guesses the number, and the teacher guesses.
Game "Collect a flower".
Target: develop counting skills, imagination.
Game material and visual aids: the core of a flower and separately seven petals cut out of cardboard, on each of the petals an arithmetic expression for addition or subtraction up to 10.
Description: invite the child to collect a magical seven-flowered flower, but inserting a petal into the core is possible only if the example is solved correctly. After the child picks a flower, ask what wishes he would make for each petal.
Game "Solve the numbers."
Target: practice children in forward and backward counting.
Game material and visual aids: cards with numbers from 1 to 15.
Description: arrange the prepared cards in random order. Invite the child to lay out the cards in ascending order of numbers, then in descending order. You can choose other layout options, for example: “Lay out the cards, skipping every second (third) number.”
Game "Transformation of numbers".
Target: Train children to perform addition and subtraction operations.
Game material and visual aids: counting sticks.
Description: invite the child to play magicians who turn several numbers into one: “What number do you think the numbers 3 and 2 can turn into?” Using counting sticks, move three towards two, then remove two from three. Write down your results in the form of examples. Ask your child to become a wizard and use magic wands to transform some numbers into others.
Game "Number Holiday".
Target: strengthen addition and subtraction skills.
Description: declare every day a holiday of some date. On this day, the birthday number invites other numbers to visit, but with a condition: each number must choose a friend who will help it turn into the number of the day. For example, the holiday of the number seven. Number 7 invites number 5 to visit and wonders who will accompany her. Number 5 thinks and answers: “2 or 12” (5 + 2; 12 - 5).
Game "Fun Squares".
Target: strengthen addition skills, mathematical operations.
Game material and visual aids: drawn squares.
Description: in the drawn squares, it is necessary to arrange the numbers in the cells so that along any horizontal and vertical rows, as well as along any diagonal, the same specific number is obtained.
Number 6
Game "Mathematical Kaleidoscope".
Target: develop ingenuity, intelligence, and the ability to use mathematical operations.
Description:
Three boys - Kolya, Andrey, Vova - went to the store. On the way they found three kopecks. How much money would Vova find if he went to the store alone? (Three kopecks.)
Two fathers and two sons ate 3 eggs at breakfast, and each of them got a whole egg. How could this happen? (Three people were sitting at the table: grandfather, father and son.)
How many ends do 4 sticks have? What about 5 sticks? What about 5 and a half sticks? (4 sticks have 8 ends, 5 sticks have 10 ends, 5 and a half sticks have 12 ends.)
The field was plowed by 7 tractors. 2 tractors stopped. How many tractors are there in the field? (7 tractors.)
How to bring water in a sieve? (Freeze her.)
At 10 o'clock the baby woke up. When did he go to bed if he slept for 2 hours? (At 8:00.)
Three little goats were walking. One is in front of two, one is between two, and one is behind two. How were the kids doing? (One after another.)
My sister is 4 years old, my brother is 6 years old. How old will your brother be when your sister turns 6? (8 years.)
The goose weighs 2 kg. How much will he weigh when he stands on one leg? (2 kg.)
7 candles were burning. Two were extinguished. How many candles are left? (Two because the rest burned down.)
Kondrat walked to Leningrad,
And there were twelve guys coming towards us.
Each person has three baskets.
There is a cat in every basket.
Each cat has 12 kittens.
How many of them went to Leningrad?
K. Chukovsky
(Kondrat alone went to Leningrad, the rest went to meet him.)
Game "Collect scattered geometric shapes."
Goals: consolidate knowledge of geometric shapes; teach using a drawing (sample) to assemble geometric shapes in a certain sequence in space; support children's desire to play.
Game material and visual aids: a set of color charts depicting geometric shapes and colored geometric shapes for each child.