Home Diseases and pests Card index of memory development games. Didactic games What disappeared? Game "Guess What's Disappeared"

Diseases and pests

Card index of memory development games. Didactic games What disappeared? Game "Guess What's Disappeared"

An adult places 3 vegetables or 3 pictures of vegetables on the table. The child names them. Then the adult asks the child to close his eyes. At this time, he hides one of the vegetables. After the child opens his eyes, the adult asks: “What’s missing? Which vegetable has disappeared?” Sample answers: “No onion”, “No cucumber”, etc.

One - many (with a ball)

The adult names the vegetable in the singular and throws the ball to the child.

The child calls it in the plural and returns the ball to the adult: tomato - tomatoes; cucumber - cucumbers; turnip - turnips; carrots - carrots.

You can complicate the task (for children with a good level of speech development who are able to repeat these forms of words). An adult hides vegetables in a basket and asks the child: “What’s missing?” He answers: “Tomatoes - tomatoes; cucumbers - cucumbers; turnips - turnips.”

Remember with your child what you looked at today and what you talked about. Praise him. You can make a vegetable salad or vinaigrette with your child.

Discuss each action (washing, cutting, peeling, stirring, etc.), describe the vegetables (the cucumber is small, green, oval, rough, grown in a garden bed).

It is advisable to paste images of vegetables in the child’s notebook (this was discussed earlier) (cut out (with your help with special children’s scissors) and glued by the child himself).

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Speech material

You can consolidate everything learned in class with the help of games and specially selected literary works.

You can ask your child riddles about vegetables, and he will name the answers or show them:

Summer in the garden - Fresh, green,

And in winter in a barrel - Yellow, salty

Guess, well done, What is our name?

The red nose has grown into the ground,

And the green tail is on the outside.

We don't need a green tail

All you need is a red nose. (Carrot.)

What's that squeak?

What's that crunch?

What kind of bush is this?

How can there be no crunch?

(Cabbage.)

The grandfather is sitting, wearing a hundred fur coats,

Who undresses him?

He sheds tears.

White, crumbly, tasty,

And it is always on the table.

Games

Wonderful pouch

Target: fix the names of vegetables and their colors.

Equipment: bag, natural vegetables or dummies.

Move. Before the game, the child is introduced to vegetables and their properties. The baby takes vegetables out of the “wonderful bag” one by one and names them. Then he answers the adult’s questions about the shape, color, and size of vegetables. If a child finds it difficult, an adult helps him.

Zaykin's riddles

Target: teach to identify an object by its characteristics, activate vocabulary on the topic.

Equipment: a toy hare, a bag, natural vegetables or dummies.

Move. The adult explains to the child that the bunny wants to play with him and ask riddles: “The bunny will find some vegetable in the bag and tell you about it, and you have to guess what it is.” Zaika's riddles: “Long, red (carrot). Green, long (cucumber). Round, red (tomato)”, etc.

One is many

Target:

Equipment: ball.

Move. The adult names the vegetable in the singular and throws the ball to the child. The child calls it in the plural and returns the ball to the adult. For example: cucumber - cucumbers, tomato - tomatoes, turnip - turnips.

Call me kindly

Target:

Equipment: pictures depicting large and small vegetables.

Move. An adult shows the child a picture of a large vegetable, for example, a tomato, and asks what it is called. Then he explains, showing a picture: “This tomato is big. What would you affectionately call the same small vegetable?” (Tomato.) Other vegetables are treated similarly (cucumber - cucumber, turnip - turnip, carrot - carrot, onion - onion, potato - potato). A non-speaking child is asked: “Show me the tomato. Now show me the tomato.”

What vegetable did you miss?

Target: activation of vocabulary on the topic, development of attention and visual memory.

Equipment: toy hare, vegetables (models).

Move. The adult shows the child the hare and explains that today is his birthday. Guests came and brought many gifts. An adult lays out gifts-vegetables in front of the hare, naming them. He doesn't name one vegetable. The child must guess which one. He names or shows it depending on the level of speech development.

Scullion

Target: activate the vocabulary on the topic, teach the correct use of nouns in the accusative case.

Equipment: pictures of vegetables or natural vegetables.

Move. The adult asks the child to “cook” a treat for him (salad or cabbage soup). The child selects the necessary vegetables for the dish and names them. Then he explains how he will prepare this “treat” (take, wash, peel, cut, cook).

CLOTH

Goals:

To clarify and activate children’s vocabulary on this topic,

summarize;

development of general and fine motor skills, holistic perception of the subject.

Equipment: a paper doll with a set of clothes, a toy locker or envelope, a board educational game “The Fourth Wheel” or individual pictures from lotto, an album, simple and colored pencils, object pictures depicting winter and summer clothes, a glue stick.

PROGRESS OF THE CLASS

Organizational moment

Drawing the "Striped Skirt" pattern

An adult draws a skirt in a child’s album. The child draws horizontal lines with colored pencils. It is necessary to maintain the intervals between the lines and do not lift the pencil from the paper.

Didactic game

Dress Anya

An adult demonstrates a paper doll of Anya to a child. Anya is a big fashionista, she has a lot of things. One by one, items of clothing are removed from a toy cabinet or envelope. The child names them.

The adult seeks an answer with a simple sentence: “Anya has a dress,” “Anya has a sweater,” etc. A generalizing word “Clothes” is selected.

Then the clothes are sorted into cold and warm, summer and winter. An adult describes the doll’s clothes: “Anya has a red dress. The dress has a collar, sleeves and pockets. The sleeves are short." , Activating the child’s speech, the adult asks: “Where are the sleeves of the dress? Show me. What did you show?

Dynamic pause

Finger gymnastics

Alenka-malenka (Clap with palms, strike with fists

Nimble, fast: against each other - 2 times.)

I applied water (.Bend fingers one at a time,

I finished the sundress, starting with the big one.)

Knitted a sock

I picked berries

Finished the song

It ripened everywhere. (Clap palms, strike

She cares about hunting. fists against each other 2 times.)

Didactic games

Fourth wheel

A ready-made board game is used or subject pictures are selected, for example, from lotto. In a row of objects, the child selects an extra object and explains his choice. For example, a dress, a sundress, trousers, a matryoshka doll (an extra doll, since it is a toy, and everything else is clothing); shorts, fur coat, T-shirt, sundress (an extra fur coat, since these are winter clothes, and everything else is summer clothes).

What is missing?

An adult draws trousers without one leg, a dress without sleeves, a shirt without buttons in the child’s album.

The child names and completes the missing details and colors the items of clothing.

5. Summary of the lesson. Assessment of child activity

The adult and the child remember what they looked at and what they talked about today in class.

The child, with the help of an adult, cuts out items of clothing (mother’s old magazines like “Cosmopolitan” and “Liza” are useful here) and pastes them into an album.

Winter and summer clothes are glued on different pages.

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Speech material

A Russian folk nursery rhyme is offered for memorization:

Cat on the window

Sews a shirt

Chicken in boots

Sweeps the hut.

Games

Let's put the doll to sleep

Purpose: to introduce items of clothing, their details, patterns, colors.

Equipment: doll with a set of doll clothes, doll bed.

Move. The adult offers the child to put the doll to sleep. The child undresses the doll, and the adult comments on his actions: “First you need to take off your dress and hang it on the back of the chair. To take off the dress, you need to unfasten the buttons,” etc. As the game progresses, the adult should activate the child’s speech by asking leading questions: “What needs to be unbuttoned on the dress?” If the child finds it difficult to answer, the adult answers himself.

The doll woke up

Target: clarify the names of doll clothes, their details, patterns, colors.

Equipment: doll on the crib, doll clothes.

Move. An adult shows a child a doll that sleeps in a crib. He then explains that the doll has woken up and needs to be dressed. The child dresses the doll, and the adult accompanies his actions with the speech: “Let’s put a T-shirt on the doll, a clean white T-shirt.” To activate children’s speech, an adult asks the child questions: “What are you putting on the doll? What color is the T-shirt?

Let's dress up the doll

Target:

Equipment: cardboard doll, set of paper clothes.

Move. The adult invites the child to dress the doll depending on the situation (for skiing, on a holiday, to the beach, etc.). A child puts on a doll, for example, for a walk. An adult describes the doll’s clothes: “We’ll dress the doll in a blue coat. The coat has a collar, sleeves, and pockets. They fasten it with buttons.” To activate the child’s speech, an adult asks: “Where are the sleeves of the coat? Show me. What did you show?

Call me kindly

Target: teach how to form nouns with diminutive suffixes.

Equipment: subject pictures depicting clothes of large and small sizes.

Dress - dress; T-shirt - T-shirt; socks - socks; sundress - sundress; shirt - shirt.

Who's wearing what?

Target: compare the clothes of a boy and a girl, activate the vocabulary on the topic.

Equipment: pictures with a boy and a girl.

Move. An adult compares the children’s clothes: “Nastya has a dress, and Sasha has a shirt and trousers. Nastya’s dress has short sleeves, and Sasha’s shirt has long sleeves,” etc. The adult activates the child with questions: “What kind of clothes does Nastya have? What about Sasha? What color is Nastya’s dress?” If the child finds it difficult, the adult answers the questions himself.

What is missing?

Target: development of a child’s holistic perception of an object. Equipment: pictures of trousers without one leg, dresses without sleeves, shirts without buttons.

Move. See the game from the "Toys" topic.

TEA ware

Goals:

I clarify and activate the vocabulary on the topic, generalize;

About the development of general and fine motor skills, logical thinking.

Equipment: cut picture “Cup” (two horizontal cuts), a set of toy teaware or real (preferably plastic) teaware (cup, saucer, dessert plate, teaspoon, sugar bowl, teapot), real or toy table, illustrated book “Three Bears” , five real cups and spoons (or toy ones), an album, children's scissors, a glue stick.

PROGRESS OF THE CLASS

Organizational moment

Cut-out picture “Cup”. The child collects the picture and names it.

Didactic games

Tea party

An adult asks a child to set the table for tea. The kid carries out the instructions given to him: “Put the teapot and sugar bowl in the middle of the table. Place small plates and cups and saucers nearby. Place teaspoons to the right of each cup."

A child with a good level of speech development can be introduced to such objects and words as “breadbox”, “candy bowl”, “dessert plate”. Then the child selects a generalizing word for all objects - dishes. The adult clarifies that this is tea utensils, since they are used while drinking tea.

Let's treat the bears to tea

Ideally, a set of dishes of different sizes is used for the game. For an individual lesson, the well-illustrated book “The Three Bears” is suitable. From a set of dishes, the child chooses a cup, spoon and plate for the bear, she-bear and bear. The adult comments on the child’s actions using the adjectives “big”, “medium” and “small”. Mishutka's dishes are affectionately called and the baby is encouraged to do so: cup - cup; plate - plate; spoon - spoon.

Dynamic pause

One - many (with a ball)

The adult throws the ball to the child and calls the noun in the singular, the child returns the ball to the adult and calls the noun in the plural: cup - cups; spoon - spoons; saucer - saucers; plate - plates; teapot - teapots; sugar bowl - sugar bowls; bread bin - bread bins; candy bowl - candy bowls.

Didactic game

Count it out

An adult places five cups in a row in front of the child and asks them to count them. The baby counts objects, correctly matching numerals with nouns: “One cup, two cups, three cups, four cups, five cups.”

Similarly, the child counts spoons: “One spoon, two spoons, three spoons, four spoons, five spoons.”

5. Summary of the lesson. Assessment of child activity

The adult and the child remember what they did during the lesson. As a reward, treat your child to sweets and cookies for tea.

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Let's treat the bears to tea

Target: consolidate the names of utensils, introduce the diminutive form of words, introduce the adjectives “big”, “medium”, “small” into the passive dictionary.

Equipment: three sets of dishes of various sizes, a picture from the fairy tale “The Three Bears”.

Move. The child chooses from a set of dishes a cup, a plate and a spoon for a bear, a bear and a bear. The adult comments on the child’s actions using the adjectives “big”, “medium” and “smallest”. Mishutka’s dishes should be called affectionately and the child should be encouraged to do so: cup - cup; plate - plate; spoon - spoon.

Let's wash the dishes

Target: expand your vocabulary on the topic, intensify your speech.

Equipment: basin with water, doll dishes.

Move. The adult explains to the child that the dishes need to be washed after breakfast. He starts washing the dishes, saying that the dishes were dirty, but now they are clean. Then invites the child to join the game. The child must be encouraged to name dishes and actions (wash, dry).

One is many

Target: teach how to form the plural of nouns.

Equipment: ball.

Move. The adult names the dishes in the singular and throws the ball to the child. The child calls it in the plural and returns the ball to the adult: cup - cups; spoon - spoons; saucer - saucers; plate - plates; teapot - teapots; bread bin - bread bins.

Spoon and glass

Target: form an understanding of some prepositions.

Equipment: two spoons and two plastic glasses.

Move. There is a glass with a spoon in front of the adult and in front of the child. The adult demonstrates to the child actions with these objects and comments on them: “I put the spoon in the glass. I took the spoon out of the glass. I put the spoon behind the glass,” etc. After this, if the child is speaking, he can independently demonstrate any action and comment on it. At this time, the adult monitors the correctness of the baby’s speech.

What's missing?

Target: clarify the names of utensils, teach how to form the genitive case, develop visual attention and memory.

Equipment: doll or real dishes.

Move. An adult places three or four pieces of utensils on the table. Then he asks the child to close his eyes and at this time hides one of the objects. The child names the missing object. The game is repeated 3-4 times.

Goals:

Clarify and activate the vocabulary on this topic (introduce the names of parts of the house - window, wall, pipe, roof, door; introduce the concepts of high and low);

Develop an understanding of the preposition “on”, learning the correct use of this preposition;

Development of fine motor skills and logical thinking.

Equipment: cut picture “House” (two horizontal cuts), cubes, paper butterfly, hoop, album, pencils and colored pencils.

PROGRESS OF THE LESSON 1.

Organizational moment

Folding a cut picture “House”. You can draw the picture yourself on cardboard and cut it into three parts (two horizontal cuts). The drawn house must have a triangular roof, a chimney, a window and a door.

The child collects a picture. Names what happened. Names all parts of the house.

Didactic games

Build a house

Following the example of an adult, the child builds a house from cubes (a cube and a triangular roof). The adult explains that the roof is placed on top of the cube. In this way, several houses are built - a street.

The adult clarifies that we pronounce the word “on” when we put the roof on top. Then a tall house is built (two or three cubes and a triangular roof). The concepts of “high” and “low” are introduced. Then the adult asks the child to show where the high house is and where the low one is. Where did the butterfly land?

An adult shows the child a paper butterfly (preferably on a string). Places a butterfly on the roof, on a pipe, on a window, on a door, on the wall of a drawn house (a house made from a cut-out picture is used).

The adult activates the child’s speech with the question: “Where did the butterfly land?” The child responds with the sentence: “The butterfly sat on the roof,” “The butterfly sat on the door,” etc. It is advisable to emphasize the preposition “on” in a voice.

ATTENTION!

When studying any grammatical categories, it is important throughout the entire exercise or lesson (if it is entirely devoted to this topic) to use intonation and voice to highlight the correct ending, a certain prefix, suffix and other grammatical features of Russian speech. For example: one cup, two cups, five cups. When studying prepositions, the preposition is highlighted by voice: on the table, under the table, etc.

Dynamic pause

The bear has a big house, (Raise your hands up,

stretch on your toes.)

And the bunny's is small. (Sit down, lower your arms down.)

Our bear went home. (Waddles from side to side

to the side, depict the gait of a bear.)

And the bunny jumped. (Jumping in place, hands

at chest level, hands down - like the paws of a bunny.)

Didactic game

Whose house?

The child stands inside the hoop lying on the floor - it is in the house. The adult explains that this is a cow's house. Then he “knocks” on the house and asks: “Who lives in this house?” The child responds with onomatopoeia: “Moo-oo!”

If the baby has a high level of speech development, he can answer in complete sentences: “This is a cow’s house. She knows how to moo: moo-oo!”

The game is played similarly with other characters:

Dog's house: "Woof! Woof! (barks).

Geese house: “Ha-ha-ha!” (cackle).

Chicken house: “Ku-dah-tah-tah!” (cackle) or “Ko-ko-ko!” (cluck).

Cat's house: “Meow! Meow!" (meows).

5. Summary of the lesson. Assessment of child activity

Remember what you talked about in class today. Let the child describe the house in which he lives (high or low; what parts of the house there are; how many floors; what houses are located nearby).

In the album, the child draws a house with all the necessary details (pipe, window, etc.). The child must comment on all his actions.

An adult helps him with questions: “What are you drawing?”, “Where is your window? Show”, “Draw a pipe. What did you draw? etc.

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Speech material

The poem “The Bear Has a Big House” is recommended for memorization.

Games

My house

Target: introduce parts of the house.

Move. An adult and a child look at their house on a walk, get acquainted with its parts: window, wall, roof, door, pipe; determine whether a high house or a low one.

Then the adult asks the child to guess what he is talking about: “People come and go through this part of the house. What is this?" (door); “The house needs this in order to protect its residents from rain and snow” (roof), etc.

Call me kindly

It is performed with throwing a ball or with pictures of house -, house; window - little window; door - door.

cat house

Target: activate the vocabulary on the topic, develop an understanding of the prepositions “in”, “on”, “from”, “under”.

Equipment: toy (cardboard) house and cat.

Move. The adult tells the child that there is a cat living in the house. He shows how the cat entered the house, left the house, climbed onto the roof, and sat under the window. Then asks the child to do the same actions. If the baby has difficulty, they help him. Then the child is asked to comment on his actions.

colorful street

Target: consolidate and expand vocabulary on the topic, teach how to place objects exactly in a row.

Equipment: cardboard houses of different colors and sizes.

Move. The adult invites the child to build a street, placing the houses on the table in one row (from left to right). After the child has laid down the house, he is asked questions: “What did you put down? What color is this house? What does the house have?

Builder

Target: activate vocabulary on the topic.

Equipment:

Move. Build a town of houses based on the example of an adult. The house consists of two parts (a cube and a triangular roof). The adult accompanies all actions with a speech: “Now you and I will build a house. Let’s put a red cube and put a blue roof on top.” They activate the child’s speech by asking him questions: “What should we put first? What color is the cube? The adult draws the child’s attention to the fact that many houses are a street.

Goals:

Equipment: a toy “Bear”, a well-illustrated book “The Three Bears”, a ball, an album, a glue stick, children’s scissors, object pictures depicting a variety of furniture, simple and colored pencils.

Nouns: furniture, table (lid, legs), chair (legs, seat), bed, sofa, armchair, wardrobe.

Adjectives: soft, hard, wooden, plastic.

Verbs: sit, lie, eat, put, wipe.

Literature: fairy tales “The Three Bears”, “Cat’s House” by S. Marshak.

PROGRESS OF THE CLASS

1. Organizational moment

Development of fine motor skills.

Finger gymnastics exercises “Table” and “Chair”.

Place your left palm vertically.

Clench the right one into a fist and place it against the lower part of the left one.

Clench your left hand into a fist

Lower your right palm from above

with straightened fingers.

Exercises are accompanied

poems by V.V. Tsvintarny:

Legs, back and seat - ,

Here is a chair for your surprise.

The table has four legs.

The top is like a palm-shaped lid.

Didactic game

Visiting Mishutka

The adult shows the child a toy bear and says that today Mishutka from the fairy tale “The Three Bears” invites him to visit her. Then they look at the illustrations for the fairy tale, discuss what objects the bears have in their house (chairs, beds, table, closet). All this can be called in one word - furniture. The adult shows the child parts of the furniture, names them: legs, back, doors, seat. Then asks the child to show them.

The child’s attention is drawn to the fact that all of Mishutka’s furniture is small and can be called affectionately. An adult invites the child to play. He takes the ball, names a piece of furniture and throws the ball to the child. The child forms a noun with a diminutive suffix and returns the ball: bed - crib; chair - stool; table - table; wardrobe - locker; sofa - sofa; armchair - armchair.

Dynamic pause

A jackdaw sat down on a birch tree, (Sit down, hands to knees.)

Then it flew off the tree. (Stand up and wave your arms.)

Fedot is sleeping on the bed (Sit down, hands under your cheek.)

And he doesn't get out of bed. (Stand up, spread your arms to the sides.)

Didactic games

Hide the ball

At the request of an adult, the child hides the ball under various pieces of furniture. In his voice, the adult identifies the preposition: “Hide the ball under the chair,” “Hide the ball under the table,” etc.

The child performs actions with the ball, commenting on them. The adult activates the child’s speech with the question: “Where did you hide the ball?” The child’s answers can be either a whole sentence or one word with a preposition: “I hid the ball under the table” or “Under the table.”

What is missing?

An adult draws a chair without a back and a table without a leg. Asks you to think, name and fill in the missing details.

5. Summary of the lesson. Assessment of child activity

The child remembers who came to visit today, what he did today. Cuts out and pastes pieces of furniture into an album. He remembers how all these objects can be called in one word (rooms can be: bedroom, children's room, living room, kitchen).

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1. Speech material

Nouns: house, kitchen, room, windows, wall, roof, pipe, door, stairs, fence, teremok, street - many houses.

Adjectives: primary colors, colorful, high, low, fabulous, beautiful, different.

Verbs: build, live, enter, exit, open, close, clean.

Numerals: many, one.

Puzzles

Invite your child to solve riddles. The child names the answers or shows them.

I have legs, but I don’t walk, I have four legs,

With a back, but not lying down, only one hat,

You sit down - I'm not sitting. Needed when it becomes

(Bed, pillow.) Family dinner. (Table.)

Games Visiting the doll Olya

Target: clarify the name of the furniture and its purpose.

Equipment: doll furniture, doll.

Move. An adult invites a child to visit the doll Ole. The doll has different furniture at home.

An adult and a child examine the furniture, determine what it is made of, and clarify its purpose. The adult activates the child’s speech with questions: “Show me where the chair is? What is it for?

Hide the ball

Target: develop the skill of understanding prepositional constructions.

Equipment: ball.

Move. The child is asked to perform actions with the ball as directed by an adult: “Put the ball on the chair, under the chair, behind the chair, near the chair,” etc. After this, the child himself can perform actions with the ball, commenting on them.

Furniture for Mishutka

Target: teach how to form nouns with diminutive suffixes.

Equipment: ball.

Move. First, reread the fairy tale “The Three Bears” to the child. Then the adult invites the child to play. An adult will name the furniture for Mikhaila Ivanovich, and a child - for Mishutka (with throwing the ball): bed - crib; chair - stool; table - table; wardrobe - locker; sofa - sofa; armchair - armchair.

One is many

Playing with pieces of furniture (see p. 15): table - tables; chair - chairs; wardrobe - cabinets, etc.

Master

Target: activate vocabulary on the topic.

Equipment: building material (cubes).

Move. Following the adult's lead, the child makes furniture for his favorite doll or other toy. The adult comments on all actions, activating the child’s speech with questions: “Now we will make a chair for Olya’s doll (makes a chair from a brick and a cube). What color cubes did I take? Make another chair for Olya’s doll.”

HUMAN. FAMILY

Goals:

Equipment: story picture “Family” or family photographs, doll, mirror, album, simple and colored pencils.

PROGRESS OF THE CLASS

1. Organizational moment Finger gymnastics

Brothers

Russian folk nursery rhyme

Ivan the Bolshak has to chop wood.

Vaska the pointer - to carry water.

Little bear needs to light the stove.

Trishka the orphan needs to cook porridge.

And for little Timoshka to sing songs,

Sing songs and dance,

To amuse my siblings.

The adult explains to the child that each finger on the hand has its own name - thumb, index, middle, ring and little finger. Shows them. Then asks the child to show his thumb, index, middle, etc. fingers.

Didactic game

My family

An adult and a child look at the “Family” story picture or family photographs. Name all family members. A child with a good level of speech development determines who is a grandfather, grandson, son, etc.

Then there is a discussion about who is doing what in the picture. The adult activates the child’s speech with questions: “What else can dad do? Mother? girl?" etc. Select as many verbs as possible for each noun. For example: “A girl can walk, run, jump, read, play, sing, draw, eat, sleep, drink,” etc.

Dynamic pause

The movements correspond to the words of the physical minute.

We stamp our feet, we throw up our hands,

We clap our hands, We shake our hands,

We nod our heads and run around.

We raise our hands and run around.

Didactic game

Two and two

The adult shows the child the Anya doll (it’s better if it’s an unfamiliar toy). The child names all parts of the doll’s body: eyes, lips, cheeks, hair, etc. It is important to pay attention to places such as eyebrows, eyelashes, knees, elbows, heels, hands, shoulders. Then the adult asks the child to look and say why the doll has two (eyes, ears, elbows, knees, shoulders) and two (arms, legs, lips, hands, heels, eyebrows, nostrils). If a child is lagging behind in speech development, just show him the parts of the doll’s body, tell him which parts are two and two. Then ask your child to show you where the doll’s nose, ear, eye, etc. You can take a mirror. Looking at his own image, the child will tell or show his body parts.

5. Summary of the lessons. Assessment of child activity

In the album, the child draws a person. It is important that the person drawn has all parts of the body - neck, ears, fingers, etc. Then the child draws all members of his family.

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Speech material

Nouns: person, man, woman, child, boy, girl, head, hair, eyes, ears, nose, mouth, teeth, neck, face, arms, palms, legs, knees, body, fingers, back, chest, belly.

Adjectives: right, left.

Verbs: run, walk, jump, watch, sit, sleep, listen, eat, drink, talk, breathe, cry, smile, wash, take, wear, play, draw.

Numerals: one, two, many.

Literature: folk nursery rhymes:

Water, water, From behind the forest, from behind the mountains

Wash my face

To make your eyes sparkle,

To make your cheeks blush,

To make your mouth laugh,

So that the tooth bites.

Big feet

Walked along the road:

Top, top, top,

Top, top, top

How big our family is

Yes funny:

There are two standing by the bench;

Two want to study;

They overeat;

Two Dashas at the porridge

They eat;

Two Ulkas in a cradle

Swinging;

Only Masha is not ours,

Yes, that one is good too.

Because of the forest, because of the mountains

Grandfather Yegor is coming.

On a horse myself

Wife on a cow

Children on calves

Grandchildren on lambs.

Katya, Katya, little,

Katya is remote,

Walk along the path

Stomp, Katya, with your little foot.

Little feet

Running along the path:

Top, top, top, top, top,

Top, top, top, top, top.

Stand up, baby, one more time,

Take a small step.

Our boy walks with difficulty,

Walks around the house for the first time.

Games

Doctor

Target: clarify and activate vocabulary on the topic.

Equipment: toy doctor attributes.

Move. An adult invites the child to play sick and doctor.

At first the child will be the doctor. An adult complains that he has a headache (arm, leg, ear, etc.). The “doctor” must examine the “patient” and “treat” him.

Then the adult and child change roles.

One is many

eye - eyes; ear - ears; hand - hands; leg - legs, etc.

Call me kindly

nose - spout; eye - little eye; hand - pen; head - head, etc.

Two and two

Target: introduce the child to the numerals “two” and “two”, teach them to use them in speech.

Equipment: mirror.

Move. An adult explains to a child in front of a mirror that he has two eyes. Then he invites the kid to think about what he has two more. The child shows and names parts of the body. The adult corrects all the mistakes made by the child when choosing a word.

Remember what it does

Target: clarify, expand and activate vocabulary on the topic.

Equipment: pictures of a boy, girl, mom, dad.

Move. An adult shows the child a picture of a boy and asks him to think and say what a boy can do (walk, run, jump, eat, play, draw, etc.).

The selection of actions based on other pictures occurs in a similar way.

Olya's assistants

Target: teach how to form plural forms of verbs, diminutive forms of nouns.

Equipment: Olya doll.

Move. The adult tells the child that the doll Olya and her assistants have come to visit him. He asks the question: “Guess what they are called and what they help Ole do.” Then the adult shows how the doll blinks. He asks: “What does Olya have? (These are eyes, Olya’s assistants.) What are they doing? (They look, blink, open, close, squint.) What are they affectionately called? (Eyes).” Feet, ears, hands, teeth are treated similarly.

After this, the adult reads the poem, encouraging the child to add a word at the end of each quatrain.

Olya's assistants

Olya runs merrily

Along the path to the river,

And for this, Our Ole needs... (legs).

Olya takes berries

Two, three pieces each.

And for this we need

Our Olya... (hands).

Olya is gnawing on kernels,

The shells are falling

And for this we need

Our Olya... (teeth).

Olya looks at the cat

The picture shows fairy tales,

And for this we need

Our Olya... (eyes). E. G. Kurganova

After reading the poem, the adult asks the child: Who are your helpers? What can they do?

A series of lessons on the topic

"Pets"

DOG AND CAT

Goals:

Equipment: toy cat and dog; subject pictures depicting a cat, kitten, dog, puppy, kennel; album, glue stick.

PROGRESS OF THE CLASS

Organizational moment

An adult asks the child to guess riddles:

Soft Paws,

And there are scratches in the paws. (Cat.)

He is friends with the owner,

The house is guarded

Lives under the porch

And the tail is a ring. (Dog.)

The child solves riddles. An adult demonstrates a toy cat and dog.

Didactic games

Help mom find her baby

An adult shows object pictures depicting a cat, dog, puppy and kitten. Tells the baby that the mothers - a cat and a dog - have lost their cubs. Let's help them find their children.

The child matches the picture of a cat with the picture of a kitten. Calls the cub: “Kitten.” Then he depicts how the mother calls her baby: “Meow! Meow!" (meows). Similarly, a puppy approaches a dog. The dog calls to his baby: “Woof! Woof! (barks). The adult and the child clarify that the cat and dog live in the house of a person who takes care of them, so they are pets.

Who hid where?

An adult hides a toy cat on a chair, under a bed, on a sofa, under a pillow, etc. and asks the child to find it. After the child finds the toy, the adult asks: “Where did the dog hide?” (Under the table.) “That’s right, the dog is under the table.” The adult identifies the preposition with his voice. Then the adult invites the child to hide the toy, according to his instructions, on or under any object.

Dynamic pause

Finger anthem

Dog

Turn your right palm edgewise towards you. Give a thumbs up. Press the index, middle and ring fingers together. The little finger moves up and down.

The exercises are accompanied by poems by V.V. Tsvintarny.

The dog has a sharp nose

There are ears and a tail.

Cat

Connect the middle and ring fingers with the thumb. Raise your index and little fingers up.

And the cat has ears on the top of her head,

To better hear the mouse in the hay.

Didactic games

Call me kindly

An adult and a child look at pictures of a dog and a puppy. An adult asks the child to show parts of the dog’s body: tail, paws, nose, ears, eyes.

Then he asks to affectionately name the same parts of the puppy’s body: tail - ponytail; paw - paw; nose - spout; ear - ear; eye - little eye.

Whose house?

Target: teach how to compose a whole from three parts, activate speech during work and after it is completed.

Equipment: sectional pictures “Kennel” (two vertical sections), “Stable” (vertical and horizontal sections).

Move. The child is asked to lay down a kennel (stable). During the work and after its completion, they activate the child’s speech with questions: “What did you find first? What then? Who lives in the kennel (stable)?

5. Summary of the lesson. Assessment of child activity

The kid remembers who came to “visit” him for class today. Cuts out and pastes into an album images of cats and dogs with babies. Draws a kennel for a dog.

PIN THE TOPIC

Speech material

Russian folk nursery rhymes for reading:

Our hostess Oh, don’t worry about grieving -

She was smart, and had nowhere to put the cat.

I brought work to everyone in the hut to the yard,

For the holiday I gave it: I planted it on the fence -

The dog washes the cup with its tongue, and the cat has already run,

The mouse collects crumbs under the window, scared all the guys,

The cat scratches the table with its paw, all the lambs and calves,

The chicken sweeps the doormats with a broom. And little guys!

Mice dance in circles, like our cat

The cat is dozing on the bed. The fur coat is very good

Hush, mice, don't make noise, like a cat's whiskers.

Don't wake up Vaska the cat. Amazingly beautiful

Vaska the cat will wake up, bold eyes,

It will break up the whole round dance. The teeth are white.

Hush, Little Baby, Do not Say a Word,

I bless my Mashenka.

Come, cat, spend the night,

Rock my daughter.

I'm already a cat for you,

I will pay for the work:

I'll give you a piece of the pie

Yes a jug of milk

You're already eating, don't crumble it,

Don't ask for more, kitty.

Cat with kitten

Nouns: animal, cat, cat, kitten; their body parts: head, muzzle, ears, eyes, body, paws, tail; covered with wool; live in a house, eat milk, fish, and meat.

Adjectives: homemade, fluffy, soft, warm, gray, red, long (tail), big, small. Onomatopoeia: meow-meow, kitty-kiss. Verbs: walk, run, lap, sleep, lie, sit, jump, catch (mouse), play, meow, squeak. Numerals: one, many.

Literature: S. Marshak “Mustachioed and Striped”, nursery rhyme “Pussy”.

Pussy, pussy, pussy, scat!

Don't sit on the step!

Our baby will go

He will fall on the step.

Dog with puppy

Nouns: animal, dog, puppy, wool; body parts: head, muzzle, ears, body, paws, tail; kennel, booth, roof, wall, bowl; eats meat.

Adjectives: homemade, fluffy, soft (wool), big, small.

Onomatopoeia: woof-woof.

Verbs: walk, sit, run, lie, sleep, eat, play, bark, stroke, feed. Numerals: one, many.

Literature: V. Suteev “Who said “Meow”?”, A. Barto “Dog”.

There's a shaggy dog at the porch

He lay down with his paws buried in his nose.

Quietly, peacefully he snores,

Maybe he's dozing, maybe he's sleeping.

Try to get in there, thief -

Instantly he barks throughout the yard. L. Barto

COW AND PIG

Goals:

0 clarify and activate the vocabulary on the topic, generalize;

Equipment: album, colored pencils, glue stick; subject pictures depicting a cat, kitten, dog, puppy, cow, calf, pig, piglet; ball.

PROGRESS OF THE CLASS

Organizational moment

Drawing a pattern -“Checked rug”-

An adult draws a rectangle (cat mat). The child draws horizontal and vertical lines. We reinforce the concept of “one - many” (one line - many lines).

Didactic games

Who is screaming?

An adult makes sounds characteristic of a pet and throws the ball to the child. He names this animal and returns the ball: meow-meow! - cat; Bow-wow! - dog; Mu Mu! - cow; Oink-oink! - pig.

Well-developed attention and memory of a child is the key to successful learning at school. If a child has well-developed attention, then he monitors the situation in the classroom, listens carefully to the teacher, and therefore remembers educational information well. At the beginning of schooling, along with attention, memory also plays a huge role. In elementary school, there is absolutely no way to develop memory. Children in the first grade do not yet know how to write, so everything needs to be memorized, including homework. The leading activity of preschoolers is play, so the most effective way to develop a child’s memory and attention is play. Memory and attention are strongly interconnected, so the games that have been developed are aimed at developing both memory and attention.

Didactic game “Disappeared object”

The game is intended for children from 5 years old, at least two people can play.

Purpose of the game: develop attention and short-term memory of children; teach to purposefully remember information, cultivate honesty.

Materials: several small toys.

Progress of the game: If several children play independently, at the beginning of the game you need to choose a leader, but if you play with one child, then it is advisable to take on the role of leader. Several small toys are placed on the table. Children are asked to remember the objects on the table. Then the players turn away, and the leader hides one object and invites the participants to guess which object has disappeared. For each correct answer, the presenter gives a chip. The one who collects the most chips wins.

Note: There are times when a child cannot cope with the game, because... he needs means of mastering voluntary attention and memorization, which do not yet exist. As such a means, a “pointing gesture” with a finger (the child himself points) and a detailed verbal description of those objects and their spatial location that need to be remembered and reproduced were introduced. The child is invited to take each toy in his hands (from those that need to be remembered), examine it, feel it, describe its appearance out loud, and then also explain out loud to himself where the toy is located. “Explaining to yourself” is no accident: another person would hardly be able to understand this explanation, since group members often do not know the concepts of “left”, “right”, “up”, “down”. At first, this whole procedure is performed out loud, after a while in a whisper, and then silently. Then just point your finger at the toy. If you follow this method of memorization, the result is usually good. As soon as the child tries to simply remember, mistakes begin again.

Didactic game “What has changed?”

The game is intended for children aged five years and older and can be played by at least two players.

Purpose of the game: develop voluntary attention and short-term memory; cultivate honesty.

Material: several small toys or other objects familiar to children.

Progress of the game: Several small toys or other objects that are familiar to children are placed on the table. A leader is selected who invites the players to remember what is on the table and in what order. Then the presenter invites the participants to turn away, while he himself swaps several toys and invites the children to guess what has changed on the table. For each correct answer, the presenter gives a chip. The one who collects the most chips wins.

If this game turns out to be difficult for the child, it is advisable to use the same memorization method as in the previous game.

Didactic game "Buttons"

The game is intended for children aged five years and above (subject to the simplest selection of buttons). Two people can play.

Purpose of the game: develop memory and attention of preschool children; teach ways to memorize objects.

Materials: two identical sets of buttons(one for each player), and not a single button inside the set is repeated. The number of buttons from a set depends on the difficulty level of the game: the more complex the game, the more of them are used. To begin with, you can take only three buttons, but at the same time, the players have the entire set from which these buttons were taken. Every player should have playing field, which is a square divided into cells. The more complex the game, the more cells there should be in a square. To begin with, you can take a playing field that contains four or six cells.

Progress of the game: The player who begins the game places three buttons from his existing set of buttons on his field. The second participant in the game must look at the location of the buttons, remember where each button is, after which the first player covers his field with a scarf or sheet of paper, and the second must select the necessary buttons from his set and arrange them accordingly on his playing field. Then the first player opens his playing field, and both check that the task was completed correctly. While the game is at a primitive level, the time of memorization and playback is not taken into account; as the game becomes more complex, the time limit should become one of the conditions of the game. The player who does not make a single mistake wins.

For that child for whom this game will be difficult, it is advisable to use the same memorization method as in the previous two games.

Didactic game "Chameleon"

The game is intended for children from 5 years old; as many people as you like, at least two, can play. The game is played in the form of competitions.

Purpose of the game: develop the memory and attention of preschoolers, teach them to listen carefully and respond quickly; fix the names of the colors.

Material: chips for players.

Progress of the game: At the beginning of the game, you need to tell the children who a chameleon is. Explain that this is a lizard that changes its color depending on the place where it is, so that it is not noticeable. For example, if a chameleon climbs onto a gray stone, it will turn gray, and if it sits on yellow sand, it will turn yellow. Then the presenter begins to ask the players what color the chameleon will become if it sits: in green grass, on a brown log, on a black stone, on gray asphalt, on a chessboard, etc. Children must answer quickly, after which correct and incorrect answers are analyzed. At the beginning of the game, the answer time is not taken into account, it is only important to answer correctly, but then an additional condition is introduced that the winner will be the one who gives the correct answer the fastest. For each quick and correct answer, the player receives a chip. The one who collects the most chips wins.

Didactic game "Mirror"

Up to two people can play. The game is suitable for children from four years old (depending on the complexity of the movements).

Purpose of the game: develop preschoolers’ attention, motor activity, memory, and imagination.

Progress of the game: The leader is chosen, everyone else is a mirror. The leader comes up with a movement, and the rest must repeat it exactly. The one who doesn't make a mistake wins.

Didactic game “Noisy Pictures”

One person can play. The game is intended for children aged 5 – 6 years.

Purpose of the game: develop voluntary attention.

Materials: cards with the image of chaotically intertwined lines, behind which there is an image, and maybe more than one.

Progress of the game: in front of the players is a picture that shows chaotically intertwined lines, behind which there is a hidden image - you need to find it.

Didactic game "Fishermen"

Any number of people can play, at least two. The game is intended for children from four years old if they are familiar with the activities of fishermen.

Purpose of the game: develop voluntary attention, motor activity, memory and imagination.

Progress of the game: The players stand in a circle. They are "fishermen". A driver is selected, stands in the center of the circle and shows the others the movements of the “fishermen”: “pulls the net”, “takes out the fish”, “rows with oars”, “throws out a fishing rod”, “repairs the net”, etc. The player who repeats the movements incorrectly leaves the game. And the one who repeated it best becomes the driver.

Memory needs to be trained from early childhood.
Moreover, this can be done unnoticed by the child himself, in a playful way.

You can start as soon as the child has learned to speak in sentences, from about 1.6-2-3 years old.

“I take it with me on a hike...”
The number of players is not limited. But the more participants there are, the more interesting and fun the competition will be. “I take a porridge pot with me on a hike,” says the first participant. The next child names another irreplaceable thing on a hike. And so on until the participant in the game runs out or makes a mistake, saying, for example, that a cat is needed on a hike. The winner, therefore, is the one who has a wider vocabulary, a good outlook, and intelligence. The game trains auditory memory.

"What's missing?"
Visual memory, in turn, can be developed by offering children the game “What’s missing?” Place various objects in front of the baby: a doll, cubes, a pyramid, a mug, a pacifier, a comb, etc. The child is given 30-40 seconds to remember what objects were in front of him. Then he closes his eyes, and the leader removes one or more things. The little player's task is to understand what exactly disappeared from the table. The game can be modernized without removing items altogether, but replacing them with others. Depending on the age of the child, you can increase the number of disappearing objects.

"Let's go shopping!"
Ask your child to buy from the “store”, whose role will be assigned to boxes of toys, two cars, red and blue, three forks and a frying pan, a doll and a ball. In the process of completing this task, the baby trains auditory memory. With each new shopping trip, the number of purchases should be increased.

By the way, you can play this game for real. When going to the store, write a list of necessary goods on a piece of paper and say them out loud so that your baby can hear. And in the store, ask him to remind him what he needed to buy, since the list was allegedly forgotten at home.

"Let's dance together"
Children usually love to dance. They are not yet constrained by the fear of a possible negative reaction from society, and therefore they are as free as possible in their actions and manifestations. In order for dancing to develop a child not only physically, but also intellectually, a system of movements is needed that the child must follow. Come up with it yourself or use already created dance lessons. Move with your child. This game teaches the child to follow the rules, concentrate on a specific task, and develops visual memory.

"Learning poetry"
Let your child learn poetry as often as possible, not only on New Year's Day or March 8th. Thanks to the rhythmic structure, poems are easy to remember, expand the child’s vocabulary, and train memory. You can even organize poetry battles with your family. And so that the child has an incentive to memorize, give the winner a valuable prize.

A good memory is, in a way, a formula for success for a person. Career achievements and self-realization largely depend on the ability to remember information. True, they also emphasize that, in addition to exercises for memory development, good, healthy sleep and high-quality, balanced nutrition are important.

"Seasons"

Adult drawsdifferent pictures representing the seasons, cuts them out and places them in front of the child. Next, a blank sheet is taken, and the adult asks the child to choose pictures that remind him of this or that time of year. For example, put all the pictures that talk about winter on one sheet of paper, and on anotherabout summer, and so on. Discuss each picture with your child, ask him why it reminds him of this time of year, and why he chooses it. It’s not scary if the baby suddenly makes a mistake, because he hasHe had not yet had much experience with the changing seasons, which he perceived consciously.

All pictures should be large and clear - for example, winter candisplay pictures with large snowflakes, houses with snowdrifts, sleds, snow women, and summer - butterflies, flowers; spring can be characterized by sunshine and icicles dripping with water; autumn - red and yellow leaves on trees, rain, etc.

If the child is older, you can invite him to draw pictures of the seasons himself.

"Construction"

Almost every child has a construction set, regardless of who grows up in the family - a boy or a girl. Any construction kit will be useful – from serious houses with various elements to stylized “bricks”. To begin with, the adult tells the child about the builders, together they remember where they saw construction sites, what the builders did, what material they used. Then the child needs to explain that first they draw a house, create a drawing. Offer to make him a drawing of a house, and then together with your child, figure out how to assemble such a house using a construction set.

If you do not have enough parts for the roof, then it can be made of paper; steps, door and window openings can also be filled with parts made of paper, stylized as a building element.
If you don’t have a construction set, then a “house” can be built from available materials - cubes, boxes, and so on.
If there are small toys–. these could be toys from “Kinder Surprises”, for example, you can even create a small microdistrict from “houses” made from construction sets.

"Market"
Games of this kind are usually very popular with children, as they simulate the situation in which they find themselves when they go to the market with their parents.At the same time, children gain skills in the concepts of what “fruits”, “vegetables”, “greens”, “seedlings” and so on are. Together with your child, draw different vegetables and fruits, and other products that are sold at the market. Lay them out on the “counter” - table. The “seller” can emphasize his profession by wearing, for example, an apron. The “buyer” can be an adult. You can ask the “seller” for some fruit from the “assortment” of the counter.

If the child still finds it difficult to choose, you can show him the desired picture or start listing the characteristics of the fruit.– what the product is like in color, shape, taste, so that the baby can guess for himself.

For older children, you can also include counting in the game - that is, write price tags for each “good” and “pay” with a larger bill so that the child can “make change.” To begin with, it should, of course, be small money.–. within ten rubles, and so that the change is a round sum.

"Lies - Truth"

RIt is recommended to use such games for the development of a child; they are needed for the development of his logical thinking and reasoning skills.To conduct such games, you can use books on Computer Science for preschoolers, or you can simply come up with different exampleson one's own.

To begin with, simple ones: for example, ask whether the statement that people fly is true or false. You need to prepare for the fact that children may answer that people fly on airplanes, and in this case this statement also turns out to be true, just like the answer that people cannot fly.

Even more obvious questions that require clear answers can get different answers: is the mouse, for example, red? If a child has a very developed imagination, then he can answer that if you shine a light on a mouseflashlight with a red lamp, it will turn red.You shouldn’t extinguish your child’s fantasies, you can support him.

In order for the child to see the results of the game, you can make several red, green and yellow cards. If the answer is correct, a green card is given, if the answer is incorrect, a red card, and if the answer was given based on additional conditions, as in the previous examples, then a yellow card.

For older children, you can use more complex questions. For example, tell children about some phenomenon, and then, based on the story, make a statement and ask whether it is true or not. For example, tell children about birds: those that live permanently in one place and those that fly south to winter. Then you can make a few statements, and make some of them funny and make the children laugh. For example, we can assume that magpies have four legs or that tits do not fly, but.crawling like snakes. Then you can ask whether pigeons are migratory birds, etc.

A good memory is a very important quality for successful study. Memorizing poems and songs develops mainly mechanical memory, but now I would like to focus on the ability to memorize, which is necessary for completing real tasks, in this case, for solving game problems.

"Memory development"
To play we will need several (4-7) toys of approximately the same size. For example: doll, ball, bear, house, car, horse, cube.

Important :
Choose toys that are familiar to your baby; he should not only know their names, but also use them in his speech. In addition, it is necessary that all objects are “named” differently. For example, it is impossible for two different dolls to participate in the game if the child calls them both dolls, and not a bear, a monkey, or something else.

Rules games:
1. The simplest version of the game, which is usually started with two-year-olds: take three toys and place them in a row. Together with your child, you need to “remember” the names of all three toys and say them before starting the game.

2. Now the driver (at first it’s an adult) asks the baby to close his eyes and hides one of the toys behind his back. Important: at this first stage, in the row of toys, in the place of the hidden one, there remains, as it were, a “hole”: a gap, an empty space. This will allow the child to use additional visual memory.

3. The driver allows the baby to open his eyes and asks: “What did I hide? What toy is behind my back? What are we missing here? What was here (points to an empty space in the row) and is now gone?”

When your baby learns the rules of the game, be sure to change places with him. Let him, in turn with you, “drive” and hide the toy from you. With your eyes open, tell in detail out loud how you “remember”: “Yeah, there was something here... What did we have here? The bear is in place... The doll is in place... You know, this is probably a ball? Yes? Show me..."

4. Intuitively, parents complicate this game by increasing the number of objects in a row. This is correct, but it is not enough. Starting with four items in a row, you can add complexity in other ways.

Firstly, when removing a toy, do not leave “empty space” where it was: move adjacent objects so that the distance between all remaining toys is the same. This is a more difficult task, because the child cannot rely on visual memory to the same extent as before, but must already include more semantic memory, although he is still helped by the constant order of the toys.

5. Secondly, at a more complex stage, the order of the toys in the row can be changed after one of them has been hidden. Now the child’s visual memory will not help, and he will have to use a more abstract mechanism: semantic, verbal.

6. Please note: whenever you want to make the game more difficult, do it in only one way. That is: either increase the number of toys, or complicate the task by changing the location of the toys. There's no need to rush.

7. And one more important condition. The next day it is better to take a slightly different set of toys to participate in the game. For example, if you played with a doll, a house and a ball, the next day you can take the doll, house and car. The child must understand that the skills he acquires do not depend on specific subjects.

The teaching aid “Magic Capsules” is made from scrap material.

Goal: To develop in children the ability to group objects by color. Reinforce knowledge about yellow, blue, red, green colors. Develop fine motor skills of the hands. Develop children's interest in board games.

Didactic games are one of the important methods of active learning for preschool children. During play, the child develops physically and learns to overcome difficulties. He develops intelligence, resourcefulness, and initiative.

Play is the leading activity of preschool children. Didactic games are one of the means of raising and teaching children.

For this purpose, a didactic manual “Colored Caps” was created, which is multifunctional.

it is correct to call them,
develop the ability to concentrate.

Progress of the game:

The teacher invites the children to look at the pictures and name the objects that are depicted. Please note that the pictures are repeated, i.e. they are paired. The teacher shows how to find a pair of identical pictures. Then he asks the children to complete this task.

develop visual perception.

Progress of the game: The teacher invites the children to look at the lids with colored circles glued on and asks them to name the color. Then he invites the children to choose pairs of identical colored circles.

Goal: to consolidate knowledge of the main 4 colors, to develop visual perception.

Progress of the game: The teacher shows the children, for example, a lid with a yellow circle, asks what color it is and invites the children to choose an object picture of the same color. Then he shows the lid with a green circle, the children name the color and also select the picture.

Goal: enrich children's vocabulary with adjectives; develop thinking and attention.

Progress of the game: The teacher takes the lid so that the children do not see the picture on it, and begins to describe the object. Children guess what it is. If the answer is correct, the teacher shows the answer.

Goal: develop attention.

Progress of the game: The teacher lays out 3-4 covers with pictures in front of the children and asks them to look at them carefully. Children name objects. Then the children close their eyes, and the teacher hides 1 lid. Children guess which object is missing.

Development of games for older children:

the ability to change nouns according to numbers.

Progress of the game:

The teacher invites the children to compose a story based on pictures. The pictures can be swapped, then the sequence of the story will change. You can replace the pictures, then the meaning of the story will change. If a single picture is used, then the story must use a singular noun; if paired pictures, then a plural noun must be used.

Goal: to teach how to navigate in space, to develop attentiveness.

Progress of the game: The teacher lays out 4-5 caps with pictures in front of the children and asks them to determine which picture lies between the other two, on the left, on the right.

You can arrange the pictures in 2 rows and then form the concept of “above”, “under” in children, ask them to name the picture in the upper right corner or in the lower left corner.

Download:

Preview:

TEACHING MANUAL “COLORED LIDS”

The teaching aid “Magic Capsules” is made from scrap material.

Play is the leading activity of preschool children. Didactic games are one of the means of raising and teaching children.

What are educational games for preschoolers? These are interesting games, during which the baby begins to become interested in subjects that are practically of no interest to him outside the playing situation. In addition to the intellectual sphere, such didactic games are very closely intertwined with the emotional sphere of the child, because the purpose of this game, in addition to acquiring new knowledge, is also to give the child pleasure from the gameplay. The characteristic features of didactic games are that they are created by adults for the purpose of teaching and raising children. However, created for didactic purposes, they remain games. The child in these games is attracted, first of all, by the game situation, and while playing, he unnoticeably solves a didactic problem. Each didactic game includes several elements, namely: a didactic task, content, rules and game actions. The main element of a didactic game is a didactic task. It is closely related to the program and educational areas. All other elements are subordinate to this task and ensure its implementation. Didactic tasks are varied. This can be cognition (familiarization with the surrounding world: nature, flora and fauna, communication (speech development: consolidation of correct sound pronunciation, enrichment of vocabulary, development of coherent speech). Didactic tasks can be associated with consolidation of elementary mathematical concepts, development of creative abilities.
For this purpose, a didactic manual “Colored Caps” was created, which is multifunctional.

Didactic game “Make pairs of subject pictures”

Goal: to teach to distinguish and compare object pictures with each other,
it is correct to call them,
develop the ability to concentrate.

Progress of the game:

Didactic game “Make pairs by color”

Goal: ability to select pairs based on similar sensory attributes;
develop visual perception.

Didactic game “Match a picture by color”

Goal: to consolidate knowledge of the main 4 colors, to develop visual perception.

Didactic game “Guess the object I’m describing”

Goal: enrich children's vocabulary with adjectives; develop thinking and attention.

Didactic game “What’s missing”

Goal: develop attention.

Development of games for older children:

Didactic game “Make a story”

Goal: development of coherent speech using supporting subject pictures;
the ability to change nouns according to numbers.

Progress of the game:

Didactic game “Locate the object”

Goal: to teach how to navigate in space, to develop attentiveness.

Progress of the game: The teacher lays out 4-5 caps with pictures in front of the children and asks them to determine which picture lies between the other two, on the left, on the right.

You can arrange the pictures in 2 rows and then form the concept of “above”, “under” in children, ask them to name the picture in the upper right corner or in the lower left corner.

If you want to develop your child’s visual memory, we suggest you play the interesting game “What’s Missing?”

Necessary materials. Everything you have at your fingertips, no matter where you are, in a restaurant, at the dinner table or anywhere else. The main thing is that there are many different objects nearby.

Number of players. 2 or more.

Time. Allow 5 minutes for each move.

How to play. This game is good to play at the dinner table when adults and children get together. One player selects an object on the table and, when the other participants close their eyes, hides it in his lap. After he says “Ready!”, all players look at the table and try to guess what has disappeared. The first one to guess correctly earns 1 point and hides the next item. The player with the most points is the winner.

Modifications for older children. This game is ideal for children of any age. Penny loves to play it with her children and grandchildren at family dinners. If you play using objects on the tray (according to the paragraph “Hints and options”), then do not forget that their number should correspond to the age of the children. When playing with younger children, limit them to three or four objects. For older children, you can increase their number to ten.

Hints and options. You can play at home by placing a few items on a tray. One player closes his eyes, and the other removes any object from the tray. If the first participant, after opening his eyes, can guess what has disappeared, then he earns 1 point. If he cannot, then another player gets 1 point. Children take turns. The number of items on the table or tray should correspond to the age of the child. You may need to play it a few times to figure out which number is optimal for it.

There is another version of the game: One player arranges items on a table or tray in a row. The other one examines them, then closes his eyes, and the first one swaps the objects. Having opened his eyes, the child must arrange the objects in their original order.

Developed skills. Like the game "Shells", this game teaches the child to reproduce the image of an object he saw in order to remember it. When we find it difficult to find something, we try to imagine where we last saw it and what was nearby. If we succeed, we often easily remember where we put the lost item. There are many ways to train memory, and it is important for a child to learn how to use them when he is trying to remember something.