Svetlana Parkhomenko
Didactic games for older preschoolers
Didactic games for older preschoolers
Didactic game“I am the question, you are the answer”
Target. Development of logical thinking, formation of the principles of ecological culture, expansion of children's horizons senior preschool age , instilling in them a readiness to create and protect all living things.
Progress of the game.
1. How is a frog different from a toad? (The frog is a diurnal animal, and the toad is nocturnal)
2. Which bird barks? (Male partridge)
3. Does a mosquito have teeth? (22 pieces)
4. Who has ears on their feet? (At the grasshopper)
5. Who drinks with their feet? (Frog)
6. Why can't polar bears live in the forest? (They eat fish)
7. How is a hedgehog similar to a bear? (sleeps in winter)
8. How many wings does a beetle have? (Two pairs)
9. Whose tongue is longer than the body? (At the chameleon)
10. Why do fish cough? (Cleans the gills from silt)
Didactic game"Riddles - answers"
Target. Development of cognitive interest, creative thinking, fostering a humane attitude towards surrounding nature at older preschoolers.
Progress of the game.
1. The peas ran along the path,
Sprinkled a little on the bush,
The path immediately became a furnace,
And the bush was soaked through.
(Rain)
2. In the forest - running,
Rushing down the mountain,
In the thick grass - he crawls in a hurry,
And all, to the bottom,
Glowing from the sun
(Creek)
3. Worth the sun
Hide in the clouds
And the rain will drizzle,
How in a hurry he is to reveal himself completely
And close us with yourself!
(Umbrella)
4. Under the pine tree,
Beautiful to look at
In a fashionable red hat,
The good fellow is standing -
No good.
Because his people
He doesn’t even take him into his house.
(Amanita)
5. The belt stretched out,
Through the field and forest,
Don't take it with your hands,
Don't roll it up into a ball.
(Path)
Publications on the topic:
Didactic games for the development of logical thinking in older preschool children 5–7 years old with speech pathologies Presentation Slide 1 Topic: Didactic games for the development of logical thinking in older preschoolers 5-7 years old with speech pathologies. Slide.
Didactic games for the development of emotional speech in preschoolers The development of a child’s speech is directly related to the development of his emotions and feelings. Currently, taking care of the physical and cognitive.
Didactic games for preschoolers to prepare for learning to read and write Didactic games for preschoolers to prepare for learning to read and write. Awareness is one of the prerequisites important for mastering literacy.
Dear Colleagues! I would like to provide you with didactic games for the development of fine motor skills in preschoolers. "Funny Paper Clips" Purpose: to promote.
Didactic games as a means of developing musical abilities of preschool children Lesson summary Motivational and orientation stage Guys, today we will go to a fairy tale. You are all familiar with the hero of this fairy tale.
Didactic games as a means of ethnocultural education of preschool children It is impossible to imagine the culture of Russia without folk art, which clearly reveals the origins of the spiritual life of the Russian people.
Didactic games for educating the sound culture of speech of preschoolers“Noise jars” 3-4 years Purpose: to practice identifying objects by ear (type of cereal) Equipment: metal jars with cereals: rice,.
My topic for self-education is “The role of didactic games in the sensory development of preschoolers.” I would like to bring to your attention several didactic ones.
Didactic games are effective means in the training and education of preschool children.
The main feature of didactic games is determined by their name: they are educational games.
These games help develop cognitive activity, intellectual operations that represent the basis of learning. Didactic games are characterized by the presence of an educational task - a teaching task.
What attracts a child to a game is not the educational task inherent in it, but the opportunity to be active, perform game actions, achieve results, and win. However, if a participant in the game does not master the knowledge and mental operations that are determined by the learning task, he will not be able to successfully perform game actions or achieve results.
Thus, active participation, much less winning in a didactic game, depends on how much the child has mastered the knowledge and skills that are dictated by the learning task. This encourages the child to be attentive, remember, compare, classify, and clarify his knowledge. This means that the didactic game will help him learn something in an easy and relaxed manner.
Didactic games and exercises for the formation of grammatically correct speech in children, developed by me for older and preparatory children, are combined into three groups:
- to enrich the grammatical structure;
- to work on a proposal;
- for word formation
Didactic exercises and games in the senior group
Exercises on the grammatical structure of speech in combination with retelling
« Brave hedgehog »
Target: to consolidate in children the ability to retell the text in their own words, to coordinate nouns with adjectives in number.
Visual material: magnetic theater figures, object pictures depicting forest inhabitants.
Text:
The wind rustles the trees,
Our hedgehog is in a hurry to get home,
And a wolf meets him,
On a hedgehog with your teeth - click!
The hedgehog showed his needles
The wolf ran away in fear.
Questions to the text:
- Where was the hedgehog going?
- Who did he meet in the forest?
- Why did the wolf run away from the hedgehog?
The teacher asks the children to retell the content of the text in their own words, select from the subject pictures those that depict the characters, and answer correctly:
An evil (who?) wolf lives in the forest.
There are many evil (who?) wolves living in the forest.
At night, evil (who?) wolves howl in the forest.
Grandmother told a fairy tale about an evil (about whom?) wolf.
« Bunny and rain »
Target: strengthen children’s ability to retell text in their own words; use plural nouns correctly and singular in the instrumental case.
Visual material: tabletop or magnetic theater.
Text:
A bunny sits in a clearing
Basking in the sun (forest, clearing, bunny, sun).
But then a cloud rolled in,
A cloud covered the sun (cover the sun with a cloud). The bunny hid in the bushes. It’s dry under the bush, the hare’s coat won’t get wet.
Questions for children:
- Where was the bunny sitting?
- Why did the bunny hide under a bush?
The teacher asks the children to retell the text in their own words.
« Summer »
Target: strengthen children's ability to retell text; use verbs in speech that denote opposite actions; learn to form first-person verbs from third-person verbs (by analogy); reinforce the correct use of nouns in indirect cases with a pretext.
Text:
Tanya and Olya were walking in the meadow. They collected flowers and wove wreaths. And a river flowed nearby. Tanya and Olya ran to the river. The water in it is clean and warm. Well, how can you not take a swim here! Now they will undress and bathe.
Questions for children:
- What were the girls doing in the meadow?
- Where did Tanya and Olya run?
The teacher asks the children to retell it close to the text; compare opposite actions (based on demonstrated actions):
Tanya gets dressed. - Olya undresses.
Tanya is putting on her shoes. - Olya is taking off her shoes.
Tanya quits. - Olya unties.
Then the children name the actions by analogy:
Olya is bathing, and I am bathing.
Olya gets dressed, and I get dressed.
Olya washes herself, and I wash myself.
The teacher asks them to say correctly:
The children went to swim (where?) in the river.
Children swim (where?) in the river.
Children swim across (what?) the river.
Boats float (where?) on the river.
Working with a proposal
Didactic game “Why”
Target: teach children to compose complex sentences and use conjunctions because.
Progress of the game
Text of A. Rybakov’s fairy tale “About Because and Why”:
They lived and lived because and why? They see a log rolling.
Why is it rolling? – asked Why.
“It rolls because it’s round,” replied Because.
Why don't we make something round? – asked Why.
Then they began to plan and saw for this reason, and they got a round wheel. They sat down and rolled on the ground. They roll and see: a bird is flying.
Why is she flying? – asked Why.
“The bird flies because it has wings,” replied Because.
Then they made wings for that reason, and they got an airplane. And they flew off to be surprised.
This, guys, is why everything is done in the world, because there is a reason.
Questions for children:
- What questions did you ask? Why?
- How did Because answer?
Children make proposals on the following questions:
- Why did the doctor come?
- Why do people take umbrellas?
- Why do birds fly away?
- Why can't you swim in winter?
- Why don't they wear fur coats in the summer?
- Why do they wear mittens in winter?
Didactic exercise “About Mishutka”
Target: the use in speech of verbs with prefixes based on the actions being demonstrated.
Visual material: tabletop theater - house, forest, Mishutka.
Text:
Now we will come up with a fairy tale about Mishutka. I will start this fairy tale, and you will help. “Once upon a time Mishutka lived in the forest. One day he was walking through the forest and saw a house in a clearing. Teddy bear approached the house (what did he do?) and walked around the house (what did he do?). And then I went into the house (what did I do?) He found honey there. And then he left the house (what did he do?) I got off the porch (what did I do?) He crossed the clearing (what did he do?) and went to his home. And now we ourselves will compose a fairy tale about Mishutka. Tell the story expressively.
Didactic exercise “What are children doing?”
Target: introduce verbs with prefixes into children's speech.
Visual material: paired plot pictures.
Questions for children:
- What is the boy doing? (Draws.)
- What did the boy do? (Drew.)
Pairs of verbs: sculpts - blinded, washes - washed, sang - sang, plays - played, walked - walked.
Word formation
Didactic exercise “Athletes”
Target: teach children to form nouns using suffixes.
Visual material: pictures of athletes.
The teacher begins the sentence, and the children finish.
An athlete who skis is ... (skier).
An athlete who skis is ... (skier).
Jumps into the water... (jumper, jumper).
Vocabulary material: runner - runner, gymnast - gymnast, swimmer - swimmer.
Didactic exercise “Who serves in our army”
Target: teach children word formation using suffixes.
Visual material: pictures of warriors different kinds troops.
Vocabulary material:
Chick-ist
rocket man tanker
mortar operator
artillery pilot
antiaircrafter
Didactic exercise “Complex words”
Target: teach children to educate Difficult words by merging two bases.
Visual material: Pictures.
Vocabulary material:
catches fish...(fisherman),
breeds bees... (beekeeper),
flies by itself...(plane),
the forest is being cut down...(lumberjack).
Word formation
Didactic game “Who has what kind of mother”
Target: Teach children to form nouns using suffixes (- ic, - their, - ok).
Visual material: pictures of animals.
Vocabulary material:
lioness hare calf (cow)
tigress deer lamb (sheep)
fox hedgehog foal (horse)
wolf pig (pig)
mother bear chick (chicken)
camel
Didactic game “Name the profession”
Target: teach children to form nouns using suffixes - shield, - body, - ist.
watchmaker builder pianist
crane operator teacher bulldozer operator
mason tractor driver
glazier
Didactic exercise “Name the car by one name”
Target: Exercise children in the formation of complex words.
Progress of the game:
The teacher tells the children: “The machine that peels potatoes is a potato peeler.”
Vocabulary material: coffee maker, coffee grinder, vegetable cutter, juicer, vacuum cleaner, floor polisher, clay mixer.
Didactic exercises “Say in one word”
Vocabulary material: long ear - long-eared, short tail- short-tailed, long horns - long-horned, red-tailed - red-tailed, loves work - hardworking, walks quickly - fast. And so on.
Didactic exercise “Say what they are doing”
Target: Teach children to form words by explanation.
Progress of the game:
The teacher asks the children:
- Who grows the bread? (Grain growers.)
- Who grows the grapes? (Vinegrowers.)
- Who grows tea? (Tea growers.)
- Who grows beets? (Beet growers.)
- Who grows cotton? (Cotton growers.)
Text retelling exercises
Didactic exercise “Winter”
Target: Teach children to retell the text, expanding each simple sentence with already familiar words - adjectives. Learn to select adjectives for words snow, animals, trees, winter, skates. Continue to teach children to form, teach children to form words with the same root ( bear, fox, squirrel, hare). Select epithets for words:
What kind of snow? – white, soft, fluffy, light...
What kind of skates? – iron, sharp, shiny, childish...
Text:
Winter came. There is snow all around. The trees are bare. The animals hid in holes. Children are happy about winter. They ski and skate.
Questions to the text:
- What time of year is it?
- What's on the ground?
- Where did the animals hide?
Didactic exercise “Birdhouse”
Target: Teach children to retell text in the first person.
Text:
Sasha decided to make a birdhouse. He took socks, a saw, and sawed some boards. I made a birdhouse out of them. The birdhouse hung on a tree. May the starlings have a good home.
Exercise: retell the text in the first person; remember who lives where (starling in a birdhouse, fox in a hole, bear in a den, etc.).
The story of K. Ushinsky “Four Wishes”
Target: continue to teach children to form comparative adjectives.
Progress of the game:
The teacher tells the children:
Each season of the year seemed better to the boy than the previous one. The summer was good, but the fall was better. Now we will compare. Spring is warm and summer is warmer or very warm. The grass is green. Late autumn sun cold, and in winter cold or colder.
Cheerful - more fun - more fun.
High - higher - very high.
Slender - slimmer - more slender.
Light - lighter - very light.
Use of participles in speech
Didactic exercise “Come up with a proposal”
Progress of the game:
The teacher shows the children a picture of a green pine tree and asks them to make sentences using the following phrases:
young pine (A young pine grew at the edge of the forest); a tall young pine tree (a tall young pine tree has beautiful long needles); to the green pine tree (The guys approached the green pine tree); the green pine tree (They admired the green pine tree); about a green pine tree (The teacher read a poem about a green pine tree).
The game is played only after all the children have understood the meaning of the grammatical forms that form the participle.
Didactic exercise “Jumping hares”
Progress of the game:
The teacher tells the children that Nina has a very interesting toy - jumping hares, and invites them to make sentences about this toy based on the mentioned phrases.
Jumping hares (Nina has jumping hares).
Jumping hares (Jumping hares have soft fur).
To the jumping hares (Nina brings carrots to the jumping hares).
With jumping hares (Nina often plays with her jumping hares).
About the jumping hares (She always takes care of the jumping hares).
Writing proposals
Didactic exercise “Say it differently”
Target: to train children in expressing the same thought using different syntactic constructions.
Progress of the game:
The teacher tells the children a sentence, for example: “In the forest we saw a blossoming bird cherry tree,” and asks them to say it differently. Possible children's answers:
In the forest we saw a bird cherry tree that was blooming.
In the forest we saw cherry blossoms in bloom.
To arouse children's interest, you can use words in sentences that indicate the names of animals that children saw in the forest or zoo.
In the forest we saw a squirrel jumping from branch to branch.
In the forest we saw a squirrel, it was jumping from branch to branch.
In the forest we saw a squirrel jumping from branch to branch.
Didactic game "Traffic Light"
Target: In an accessible form, set children the task of constructing complex sentences, help them correlate the words in the sentence with the toys and actions demonstrated, encourage the children to independent turnover selection of verbal material for inclusion in a sentence.
Visual material: transport - toys, table traffic light.
Progress of the game:
The teacher creates on the table game situation: traffic moving along the street and stopping at an intersection at a traffic light. When the red light “turns on” at the traffic light, the teacher says: “The red light turned on at the traffic light, and the cars stopped.” “When the traffic light turned red, the traffic stopped.” “Buses and trolleybuses stopped because the traffic lights turned red.” Children pronounce sentences, practically mastering these constructions.
The teacher shows a new episode: the traffic light is green. Asks children the question: “What and how will you say it?” Children express themselves by constructing sentences based on learned models.
Didactic game "Telephone"
Target: Improve children's ability to compose complex sentences.
Progress of the game:
Children say something to each other, ask about something, and then make sentences about what was said:
Petya said that the weather is bad today.
Irina asked me to give her paints.
Tolya replied that he did not have a book.
Didactic management “Say it correctly”
Target: teach children to identify correctly composed sentences by ear.
Progress of the game:
The teacher reads pairs of sentences and asks the children to choose the correct phrase:
Katya was given a book because it was her birthday, because it was her birthday.
It was Katya's birthday because she was given a book.
The sun rose because it was warm.
It became warm because the sun had risen.
The rooks arrived because spring had come.
Spring has come because the rooks have arrived.
The guys went swimming because the day was hot.
The day was hot because the guys went swimming.
Didactic game “On the contrary”
Target: Teach children to construct statements using the proposed plot.
Visual material: toys.
Progress of the game:
The teacher creates a game situation and depicts the plot on a tape recorder. (The squirrel is carrying matryoshka dolls on a sled. The dolls are carrying the squirrel.) And gives a sample statement:
First, the squirrel carried the nesting dolls on a sled, and then the nesting dolls pushed the squirrel on a sled.
After the squirrel pushed the nesting dolls on a sled, the nesting dolls began to roll it.
When the squirrel pushed the nesting dolls on a sled, the nesting dolls began to roll it.
Then they offer the children a new story (The bear is carrying Puss in Boots, a hare, a fox and a squirrel on a sled. Puss in Boots, a hare, a fox and a squirrel are pushing the bear.).
Children make complex sentences using the teacher's speech pattern.
Didactic exercises “At the bus stop”
Target: Exercise children in composing complex sentences with subordinate clauses.
Visual material: transport (trolleybus, bus, tram) is placed on the teacher’s desk; stops (trolleybus, bus, tram); several dolls.
Progress of the game:
The teacher uses an example to explain to the children what and how to talk about: “Passengers can go to the skating rink by tram, and to the puppet theater by bus. The Snow Maiden wanted to go to the skating rink, and Pinocchio wanted to go to puppet show. Why did Snegurochka come to the tram stop, and Buratino to the bus stop?” (Puppets are placed at the named stops.)
Sample answer:“The Snow Maiden came to the tram stop because she needed to get to the skating rink, and Pinocchio came to the bus stop because the bus would take him to the puppet theater.”
Questions for children:
Why did Snegurochka come to the tram stop, and Buratino to the bus stop?
Children pronounce the sentence according to the teacher’s model.
Didactic game “Complete the sentence”
Target: Exercise children in composing complex sentences with subordinate clauses of reason and purpose.
Progress of the game:
The teacher says the beginning of the sentence, and the children complete it with subordinate clauses, forming a complex sentence. Grammatical constructions like:
We water the flowers in the flower beds because... (they need moisture to grow).
The children ran out into the yard in warm clothes because... (it’s winter outside).
The trees and bushes were covered with frost because... (it became cold).
There wasn’t a single leaf left on the trees because... (late autumn has arrived).
We came to the site with shovels in order to….
Kolya took the toy in order to…. And so on.
Didactic games with mathematical content
Senior preschool age
Games are widely used when teaching the beginnings of mathematics. With their help, children’s ideas about numbers, about the relationships between them, about the composition of each number, about geometric shapes ah, temporal and spatial representations. Games contribute to the development of observation, attention, memory, thinking, and speech. They can be modified as the program content becomes more complex, and the use of various visual materials allows not only to diversify the game, but also to make it attractive to children.
A didactic game should retain its entertaining and emotional character, which is characteristic of games, thereby increasing the performance of children in the classroom.
The success of mastering and consolidating mathematical concepts during the game depends on the correct guidance of the teacher. The pace, duration of the game, evaluation of children's answers, calm, businesslike, friendly, friendly reaction to children's mistakes, correct use of mathematical terms are controlled and directed by the teacher.
The article offers games that can be used both in class and in everyday life.
Senior preschool age
"Correct the mistake"
The game helps to practice counting and strengthen the ability to designate different quantities of objects with the corresponding number. The game can use a counting ladder or a flannelgraph with a set of volumetric or planar counting material, geometric shapes of different colors, counting cards, cards with images of different numbers of objects, and numbers.
Starting the game, the teacher places several groups of objects on the flannelgraph. For example, 4 pyramids, 2 Christmas trees. Children help put the corresponding number next to each group of objects. Then, on command, they close their eyes. The teacher swaps the numbers. For example, substitutes the number 4 for a group of three objects, and the number 2 for a group of four objects. Having opened their eyes, children should detect mistakes. Someone at the board corrects mistakes and explains their actions.
At the beginning of the year, children count objects and designate them with numbers within 5, and then within 10. The number and complexity of tasks gradually increase. So, at first the teacher makes 1-2 “mistakes”, swapping only the numbers; along with increasing the groups of objects (up to 7-8), the number of “errors” can also be increased. Groups of objects can also change places, while the numbers remain in the same places. The location of groups of objects and numbers can be changed, 1-2 objects can be added or removed. Thus, the number next to a given group of objects. The teacher can leave the counting material and numbers without violating the correspondence between them, but at the same time ask them to find the error. Children must determine that there are no mistakes, everything remains unchanged.
The game is repeated several times. As children master knowledge, the pace of the game increases.
"Name the neighbors"
The game is aimed at consolidating ideas about quantitative relationships between consecutive numbers, the order of the natural series of numbers. The game can use numbers, cards, a cube with numbers printed on its faces.
Rules of the game. The teacher gives the children a number. Children must find the “neighbors” (previous and subsequent) of a given number and explain why these particular numbers are “neighbors” of the named number, one is the previous one, the second is the next one. The game is repeated several times. It can have many options. So, for example, the teacher throws up a cube with numbers on the sides. Children watch which number turns towards them and call the “neighbors” of the number indicated by this number. You can set a number by hanging different number cards on the board or by tapping a certain number of times with a hammer.
You can offer cards with different numbers of drawn objects or number cards, as well as special cards with empty windows before and after a given number (the number can be indicated by circles or a number). Children's answers should be organized in different ways. They can verbally name the “neighbors” of the numbers, and can show them with numbers or number cards.
When preschoolers are just beginning to learn quantitative relationships between numbers and become familiar with the terms “subsequent” and “previous,” it is advisable to lay out a number series on the board, which will allow children to quickly navigate the numbers. Then the “hint” is gradually removed.
As children master the program material, the pace of the game increases.
The game is aimed at mastering the order of numbers in the natural series, practicing forward and backward counting, developing attention and memory.
"Wonderful bag"
The game is aimed at training children in counting using various analyzers, consolidating ideas about quantitative relationships between numbers.
The “wonderful bag” contains counting material: small toys, natural material, 2-3 types of objects or toys. The presenter chooses one of the children and asks to count as many objects as the child hears the blows of a hammer, tambourine, or as many objects as there are circles on a number card posted on the board. The presenter may not name which items the child should count, but make a guess about this riddle. For example, “Who gnawed the cones on the branch and threw the nuts down?” The child guesses and counts the named number of buns. Then the presenter invites the children to come up with a task for the child standing at the board. The tasks should be varied: jump as many times as he took out objects, or sit down one less time (more), hit a tambourine, climb through a hoop, clap his hands as many times (more, less) as objects were taken out of the bag, or find a number card corresponding to the number of items counted, or a number, count from the indicated number in forward or reverse order, name the “neighbors” of this number. The child who completes the task correctly becomes the leader. He names one of the children and asks them to count a certain number of objects. The game is repeated several times.
"Make no mistake"
The game is aimed at strengthening children's ideas about quantitative relationships between numbers, exercising in finding the next and previous numbers, practicing counting using auditory and visual analyzers, and developing the ability to designate different quantities with the corresponding number. The game uses sounding objects, counting material, numbers, and number cards. Before the game starts, the presenter gives the children the task: “Close your eyes, I will hit with a hammer. Listen carefully, and then show the number that indicates the number of beats.” After counting the blows, the children show the number and explain why they showed it. For example: “I showed the number 4 because I heard 4 beats.” Depending on the tasks and skills of the children, the teacher can use various options games: count strokes with eyes open or closed, show number cards or numbers indicating the number of strokes, count the same number of objects or one more (one less) of the indicated number. The game is repeated several times.
“Which hand has how much?”
The game helps to consolidate knowledge of the composition of a number from two smaller numbers, the formation of attention and memory. The material for the game can be small objects: beads, nuts, pebbles, etc. (i.e., everything that can be hidden well in a child’s hand). The teacher shows the children the objects prepared for the game and counts them together. Then, so that the children do not see, he places these objects in both hands. In order not to slow down the pace of the game, the teacher agrees with the children to first name how many objects are in the left hand, and then how many are in the right, then say how many are obtained together. For example, “Three and four, but together seven,” “One and five, but together six,” etc. In the hands of the teacher, the pebbles are arranged in such a way that one of the possible compositions of the number is obtained. Children, trying to guess exactly this option, list all possible options, until, finally, they call the intended teacher. For children who correctly name one of the options for the composition of the number, but not the one that was intended, the teacher answers: “Three and three, together six. It may be so, but it’s different for me.” The child who correctly names in which hand how many objects are hidden becomes the leader. Now he places the objects in two hands and calls the children until someone names the variant of the composition of the number he has conceived. So the game is repeated several times.
When children get acquainted with the composition a certain number of the two smaller numbers, as a hint, it is advisable to lay out all possible options for the composition of a given number on a board or flannelgraph. As the composition of the number is mastered, the visual material changes.
Didactic games and exercises in a preparatory school group.
"What changed?"
The game helps to consolidate the concept of ordinal counting, the development of spatial orientation, as well as the development of observation and memory. Materials for the game can include object pictures, counting material, and toys. In front of the children there is a row of toys or objects on the table or board. The teacher suggests counting them in order (first, second, third, fourth, etc.). Then the players close their eyes, and the leader changes the order of 1-2 objects. Having opened their eyes, children must tell where the toy or picture was before and where it is now.
The presenter can direct the children's attention to determining the location of one object in relation to another. Having opened their eyes, the guys must say what has changed. What objects were to the left and to the right of the inverted object, what objects are to the left and to the right now, and also between what objects was the object that was removed and turned over.
The game is repeated several times. The number of permutations and the pace of the game are determined by the knowledge, observation and ability of the players to switch from one task to another.
"Confusion"
The game helps to consolidate knowledge of numbers, develop observation and memory. The game uses numbers placed in order on the board. The game is that children close their eyes, and at this time the teacher removes one of the numbers. Having opened their eyes, the guys must discover “what’s wrong” and put the number in its place. One of the children becomes the leader. When the players understand the rules of the game, removing a number, the teacher can move the remaining numbers so that there is no space between them, swap the numbers, breaking the order of the number series, or add a number that was not there at the beginning of the game. You can also leave the number series unchanged, but at the same time turn to the children with the question “What’s messed up?” Children must answer that this time all the numbers are in order.
The game is repeated several times, the pace of the game accelerates. At the beginning of the year, the game is played with numbers within 5, then with numbers from 0 to 10.
“Call me quickly”
The game helps to remember the sequence of days of the week, develop attention, and intelligence. The game is played with a ball. Children stand in a circle. The presenter throws the ball and asks: “What day of the week comes before Sunday; which one is before Wednesday, which day of the week is after Tuesday, after Friday, between Tuesday and Thursday, between Saturday and Monday. what day of the week will be the day after Monday, the day after Thursday?” Etc. The pace of the game depends on the children’s knowledge and speed of response. The teacher should strive to increase the pace of the game. It is advisable that you take part in the game greatest number children.
"Find a toy"
The game is aimed at developing in children the ability to change direction while moving and navigate in space. The game uses toys hidden in different places rooms, a prepared “letter”.
The teacher says: “At night, when the children were not in the group. Carlson flew to us and brought toys as a gift. Carlson loves all sorts of jokes, so he hid the toys in a letter and wrote how to find them.”
He opens the envelope and reads: “You need to stand in front of the table, go straight.” One of the children completes the task, goes and approaches the closet, where there is a car in a box. Another child performs the following task: goes to the window, turns left, crouches, and finds a nesting doll behind the curtain. There may be 3-4 “letters” from Carlson.
"Come to the flag"
The game is aimed at developing memory and attention. Before the start of the lesson, the teacher places flags in different places in the room. Pinocchio or another fairy-tale character, with the help of a teacher, gives the children the task: “Go to the window, take three steps to the right.” The child completes the task and finds the flag. When children are not yet confident enough to change the direction of movement, the number of tasks increases. For example: “Walk forward five steps, turn left, take two more steps, turn right. You will find a flag there.”
The game is repeated several times.
“Guess where what is?”
The game is aimed at developing children's ability to navigate in space. The teacher invites preschoolers to see what objects or which of the children are on the left, right, in front, behind them.
For example, a teacher turns to different children with the question: “What is in front of you?”
One child answers that there is a board in front of him, another there is a chair in front of him, and a third there is a closet in front of him. After listening to the answers of 3-4 children, the teacher asks: “What is to your left?” The children, whom the teacher asks, name different objects located to the left of them, without repeating each other.
For each correct answer, the child receives a chip. At the end of the game, the number of points received - chips - is calculated.
List of materials used:
1. Bondarenko A.K. “Didactic games in kindergarten.” M., 1990
2. Vasilyeva M. A. “Management of children’s games in preschool institutions" M., 1986
3. Gerbova V.V. “Raising children.” M., 1981
4. Sorokina A. I. “Didactic games in kindergarten.” M., 1982
5. Usova A. T. “The role of games in raising children.” M., 1976
6. “Didactic games for speech development” - “Preschool education” 1988 No. 4.
7. “Didactic games with mathematical content” - “Preschool education” 1986 No. 6.
Nomination: didactic game as a means of developing cognitive activity of older preschoolers.
Position: educational psychologist
Didactic game “Look and Remember”
(intended for children of senior preschool age)
Target: development of cognitive mental processes using eidetics methods as stimulants.
Tasks:
Educational
- To clarify and consolidate children’s ideas about the color and shape of objects in the surrounding world.
- Improve the ability to understand the meaning of spatial relationships of objects, reflect in speech their spatial location (on, next to, under).
- Practice matching words in a sentence.
Developmental
- Develop visual perception, visual attention, visual memory, imaginative thinking.
- Develop observation and attentiveness.
- Develop coherent speech.
Educational
- Cultivate endurance, patience, and a friendly attitude towards peers.
Material for the game: demonstration cards with images various stories, questions with three possible answers for each card, chips.
Progress of the game
The teacher shows a demonstration card with a picture of a plot for 30 seconds, after the time has elapsed, turns the card over and asks questions about its content. The first one to answer the question correctly gets a chip. Cards with a simpler plot and the fewest questions are shown first. The game continues as long as the children remain interested. The one with the most chips at the end of the game wins.
Rules of the game
- You can’t shout out the answer, you need to raise your hand;
- The one who raised his hand first answers;
- you cannot interrupt your comrade;
- the chip is not given if the answer is incorrect;
- a full detailed answer is given to asked question(for example: “The girl is holding a doll in her hands”).
Description of work experience using the game “Look and Remember”
in activities with preschool children
6 pupils of the preparatory speech therapy group took part in the game. This game was offered to children as surprise moment during a correctional and developmental lesson on the development of the psychological basis of speech. Together with the children, an unfamiliar envelope with the inscription was found on the table "To future first-graders." We found out that the envelope arrived at the address, because... they are going to school soon. After a short conversation about who first-graders are, what qualities they should have (they should be attentive, diligent, they should remember a lot of new information, etc.), she suggested opening the envelope and looking at its contents. The envelope contained a new unknown game. She invited the children to play it. After reading the rules of the game, the guys willingly joined in the game action. They looked at the demonstration card with enthusiasm. After the time allotted for examining the picture had expired, she turned it over and began asking questions about its contents. Since everyone really wanted to answer quickly, the children broke the rules of the game by shouting the answer and forgetting to raise their hand.
As the game progressed, all assigned tasks were solved in in full. Children's ideas about the shape and color of objects in the surrounding world were consolidated. The ability to understand the meaning of spatial relationships of objects was improved. Children used prepositions in their speech to denote the spatial location of objects (on, next to, under). We practiced matching words in a sentence. Children's cognitive mental processes developed. This game helps to develop endurance, patience, and a friendly attitude towards peers, because you need to listen to the answers of other children without interrupting, raise your hand before answering, wait for your turn to answer.
The game lasted until all the cards were played, which indicates the children's interest in the proposed game. At the end of the game, the children counted the chips, determined the winner and expressed their desire to play the game at the next lesson.
This game can be updated periodically with new demonstration cards to keep children interested.
Didactic games
on environmental education
for older preschoolers.
Didactic games of ecological content help to see the integrity of an individual organism and ecosystem, to realize the uniqueness of each natural object, and to understand that unreasonable human intervention can lead to irreversible processes in nature. Games bring children a lot of joy and contribute to their all-round development. In the process of games, knowledge about the surrounding world is formed, cognitive interests, love for nature, a careful and caring attitude towards it, as well as environmentally appropriate behavior in nature are cultivated. They broaden children's horizons and create favorable conditions for solving sensory education problems. Games contribute to the development of children's powers of observation and curiosity, inquisitiveness, and arouse their interest in natural objects. In didactic games, intellectual skills are developed: planning actions, distributing them over time and between game participants, and evaluating results.
I recommend adding this card index to the program in the direction of “Cognitive Development” (Acquaintance with the Natural World) for 2015-2016 and using it in the daily routine for seniors and preparatory groups for the purpose of environmental education of preschool children.
№1
Topic: “Guess and draw”
Target: Develop fine motor skills and voluntary thinking.
Didactic material:Sticks for drawing on snow or sand (depending on the season)
Methodology:The teacher reads a poetic text, the children draw the answers with sticks on the snow or sand. Whoever lets slip is out of the game.
№2
Topic: “Whose seeds?”
Target: Exercise children in differentiating vegetables, fruits and their seeds. Develop memory, concentration, observation.
Didactic material:cards of vegetables, fruits, fruit trees; plate with different seeds.
Methodology:Children take a set of seeds and place them on the corresponding fruit or vegetable card.
№3
Subject: “Children from which branch?”
Target: Differentiate the distinctive features of trees.
Didactic material:cards with images of rowan, birch, aspen, willow, etc. tree leaves; tree cards.
Methodology:Chairs are placed on the veranda at some distance from each other. Cards with a picture of a tree are placed on them. Children are given cards with pictures of leaves. At the command “one, two, three, run the leaf to the tree,” the children scatter to their places, then the cards are changed.
№4
Subject: “What insect, name it?”
Target: To form the concept of “insect” in children. Recognize and name representatives of insects: fly, butterfly, dragonfly, ladybug, bee, bug, grasshopper...
Didactic material:Cut pictures of insects.
Methodology:Children must quickly assemble a picture and name the insect. If someone finds it difficult, you can use riddles:
She's cuter than all the bugs
Her back is red.
And there are circles on it
Little black dots.
(Ladybug)
She has 4 wings
The body is thin, like an arrow,
And big, big eyes
They call her...
(Dragonfly)
Drinks the juice of fragrant flowers.
Gives us both wax and honey.
She's nice to everyone,
And her name is...
(Bee)
I don't buzz when I sit
I don't buzz when I walk.
If I'm spinning in the air,
I'll have a blast at this point.
(Bug)
We'll spread our wings -
The pattern on them is beautiful.
We're spinning and fluttering -
What space all around!
(Butterfly)
№5
Subject: “Find the same flower”
Target: Exercise children in finding objects similar to those in the picture. Cultivate attentiveness, concentration, and shape children’s speech.
Didactic material:real indoor flowers, corresponding cards for them.
Methodology:Children are given cards with pictures of indoor flowers; they must find the same one in the group, show it and, if possible, name it.
№6
Topic: “Who sings like?”
Target: Form articulation of speech. Practice correct onomatopoeia for birds. Strengthen children's knowledge about the characteristics of birds.
Didactic material:Audio recording of birds singing. Cards with a picture of a bird
Methodology:An audio recording of birds singing is heard. Children must guess and find a card with a picture of a bird.
№7
Topic: “Guess the spring flower”
Target: Listen to riddles to the end, cultivate attentiveness. Act on the teacher's signal. Develop speech and logical thinking.
Didactic material:Poems riddles about spring flowers. Subject pictures depicting flowers.
Methodology:The teacher reads the riddles, and the children use the answers to find the corresponding flower and name it.
On a sunny spring day
A golden flower blossomed.
On a high thin leg
He kept dozing by the path.
(Dandelion)
Spring comes with affection and its fairy tale,
Waves a magic wand -
And the first flower will bloom from under the snow
(Snowdrop)
It's May, it's warm and summer is coming. Everything and everyone is dressed in green. Like a fiery fountain - Opens up...
(Tulip)
It blooms in May,
You will find him in the shadow of the forest:
On a stalk, like beads, hardly
Fragrant flowers hang.
(Lily of the valley)
№8
Topic: “What do we take in the basket?”
Target: to consolidate in children the knowledge of what crops are harvested in the field, in the garden, in the vegetable garden, in the forest. Learn to distinguish fruits based on where they are grown. To form an idea of the role of people in preserving nature.
Didactic material: Medallions with images of vegetables, fruits, cereals, melons, mushrooms, berries, as well as baskets.
Methodology:Some children have medallions depicting various gifts of nature. Others have medallions in the form of baskets. Children - fruits, disperse around the room to cheerful music, with movements and facial expressions they depict a clumsy watermelon, tender strawberries, a mushroom hiding in the grass, etc. Children - baskets must pick up fruits in both hands. Necessary condition: each child must bring fruits that grow in one place (vegetables from the garden, etc.). The one who fulfills this condition wins.
№9
Topic: “Tops - roots”
Target: Teach children to make a whole from parts.
Didactic material:two hoops, pictures of vegetables.
Methodology:
Option 1. Take two hoops: red, blue. Place them so that the hoops intersect. You need to put vegetables in the red hoop, the roots of which are used for food, and in the hoop of blue color– those that use tops.
The child comes to the table, chooses a vegetable, shows it to the children and puts it in the right circle, explaining why he put the vegetable there. (in the area where the hoops intersect there should be vegetables whose tops and roots are used: onions, parsley, etc.
Option 2. On the table are the tops and roots of plants - vegetables. Children are divided into two groups: tops and roots. Children of the first group take the tops, the second - the roots. At the signal, everyone runs in all directions. To the signal “One, two, three – find your match!”
№10
Topic: “Air, earth, water”
Target: Strengthen children's knowledge about natural objects. Develop auditory attention, thinking, and intelligence.
Didactic material: Ball.
Methodology:
Option 1. The teacher throws the ball to the child and names an object of nature, for example, “magpie.” The child must answer “air” and throw the ball back. To the word “dolphin” the child responds “water”, to the word “wolf” - “earth”, etc.
Option 2. The teacher calls the word “air”; the child who catches the ball must name the bird. For the word “earth” - an animal that lives on the earth; for the word “water” - the inhabitant of rivers, seas, lakes and oceans.
№11
Topic: “Guess what’s in the bag?”
Target: Teach children to describe objects perceived by touch and guess them by their characteristic features.
Didactic material:Vegetables and fruits characteristic shape and different densities: onions, beets, tomatoes, plums, apples, pears, etc.
Methodology:You need to play like the game “Wonderful Bag”. Children feel the object in the bag; before taking it out, it is necessary to name its characteristic features.
№12
Topic: “Nature and man”
Target: To consolidate and systematize children’s knowledge about what is created by man and what nature gives to man.
Didactic material: Ball.
Methodology:The teacher conducts a conversation with the children, during which he clarifies their knowledge that the objects around us are either made by human hands or exist in nature, and people use them; for example, forests, coal, oil, gas exist in nature, but houses and factories are created by humans.
"What is made by man"? asks the teacher and throws the ball.
“What is created by nature”? asks the teacher and throws the ball.
Children catch the ball and answer the question. Those who cannot remember miss their turn.
№13
Topic: “Choose what you need”
Target: Strengthen knowledge about nature. Develop thinking and cognitive activity.
Didactic material:Subject pictures.
Methodology:Object pictures are scattered on the table. The teacher names some property or sign, and the children must choose as many objects as possible that have this property.
For example: “green” - these can be pictures of a leaf, cucumber, cabbage, grasshopper. Or: “wet” - water, dew, cloud, fog, frost, etc.
№14
Topic: “Where are the snowflakes?”
Target: Reinforce knowledge about the different states of water. Develop memory and cognitive activity.
Didactic material:cards depicting different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.
Methodology:
Option 1. Children dance in a circle around cards laid out in a circle. The cards show various states water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.
While moving in a circle, the following words are said:
So summer has come.
The sun shone brighter.
It's getting hotter,
Where should we look for a snowflake?
With the last word everyone stops. Those in front of whom the required pictures are located must raise them and explain their choice. The movement continues with the words:
Finally winter has come:
Cold, blizzard, cold.
Go out for a walk.
Where should we look for a snowflake?
The desired pictures are again selected and the choice is explained, etc.
Option 2. There are 4 hoops depicting the four seasons. Children must distribute their cards to the hoops, explaining their choice. Some cards may correspond to several seasons.
The conclusion is drawn from the answers to the questions:
At what time of year can water in nature be in a solid state?
(Winter, early spring, late fall).
№15
Topic: “The birds have arrived”
Target: Clarify your understanding of birds.
Didactic material:Poem about birds.
Methodology:The teacher names only birds, but if he suddenly makes a mistake, then the children should stomp or clap.
For example. Birds arrived: pigeons, tits, flies and swifts.
Children stomp -
What is wrong? (flies)
And who are these flies? (insects)
Birds arrived: pigeons, tits, storks, crows, jackdaws, macaroni.
Children are stomping.
Birds arrived: pigeons, martens...
The children are stomping. Game continues.
The birds have arrived:
Tit pigeons,
Jackdaws and swifts,
Lapwings, swifts,
Storks, cuckoos,
Even owls are scops owls,
Swans, starlings.
Well done to all of you.
Result: the teacher, together with the children, identifies migratory and wintering birds.
№16
Topic: “When does this happen?”
Target: Teach children to distinguish the signs of the seasons. With the help of poetic words, show the beauty of different seasons, the diversity of seasonal phenomena and people's activities.
Didactic material:For each child, pictures with landscapes of spring, summer, autumn and winter, poems about the seasons.
Methodology:The teacher reads the poem, and the children show a picture of the season mentioned in the poem.
Spring.
In the clearing, blades of grass appear near the path.
A stream runs from a hillock, and there is snow under the tree.
Summer.
And light and wide
Our quiet river.
Let's run to swim and splash with the fish...
Autumn.
The grass in the meadows withers and turns yellow,
The winter crops are just turning green in the fields.
A cloud covers the sky, the sun does not shine,
The wind howls in the field,
The rain is drizzling.
Winter.
Under blue skies
Magnificent carpets,
Glistening in the sun, the snow lies;
The transparent forest alone turns black,
And the spruce turns green through the frost,
And the river glitters under the ice.
№17
Topic: “Animals, birds, fish”
Target: Strengthen the ability to classify animals, birds, fish.
Didactic material: Ball.
Methodology:
Option 1: Children stand in a circle. One of the players picks up an object and passes it to the neighbor on the right, saying: “Here is a bird.” What kind of bird?
The neighbor accepts the item and quickly answers (the name of any bird).
Then he passes the item to another child with the same question. The item is passed around in a circle until the stock of knowledge of the game participants is exhausted.
They also play by naming fish and animals. (you cannot name the same bird, fish, or animal).
Option 2: The teacher throws the ball to the child and says the word “bird”. The child who catches the ball must pick up a specific concept, for example, “sparrow,” and throw the ball back. The next child must name the bird, but not repeat himself. The game is played in a similar way with the words “animals” and “fish”.
№18
Topic: “Guess what grows where”
Target: To clarify children’s knowledge of the names and places of plant growth; develop attention, intelligence, memory.
Didactic material: Ball.
Methodology: Children sit on chairs or stand in a circle. The teacher or child throws a ball to one of the children, naming the place where the plant grows: garden, vegetable garden, meadow, field, forest.
№19
Topic: “Fold the animal”
Target: Strengthen children's knowledge about pets. Learn to describe using the most typical features.
Didactic material:pictures depicting different animals (each in duplicate).
Methodology:one copy of the pictures is whole, and the second is cut into four parts. Children look at whole pictures, then they must put together an image of an animal from the cut parts, but without a model.
№20
Topic: “What is made of what?”
Target: Teach children to identify the material from which an object is made.
Didactic material:wooden cube, aluminum bowl, glass jar, metal bell, key, etc.
Methodology: Children take different objects out of the bag and name them, indicating what each object is made of.
№21
Topic: “Guess what”
Target: Develop children’s ability to solve riddles, correlate a verbal image with an image in a picture; clarify children's knowledge about berries.
Didactic material: pictures for each child with images of berries. Book of riddles.
Methodology:On the table in front of each child there are pictures of the answer. The teacher makes a riddle, the children look for and pick up the answer picture.
№22
Topic: “Edible - inedible”
Target: To consolidate knowledge about edible and inedible mushrooms.
Didactic material:Basket, subject pictures with images of edible and inedible mushrooms.
Methodology:On the table in front of each child there are pictures of the answer. The teacher makes a riddle about mushrooms, the children find and put down a picture of the answer. edible mushroom add to cart
№23
Topic: “Find your pebble”
Target: Develop tactile sensations, attention, memory.
Didactic material:Collection of stones.
Methodology: Each child chooses the stone he likes best from the collection (if this game is played outside, he finds it), examines it carefully, remembers the color, and touches the surface. Then all the stones are put in one pile and mixed. The task is to find your stone.
№24
Topic: "Flower shop"
Target: Strengthen the ability to distinguish colors, name them quickly, find the right flower among others. Teach children to group plants by color and make beautiful bouquets.
Didactic material: petals, color pictures.
Methodology:
Option 1. There is a tray with multi-colored petals on the table different shapes. Children choose the petals they like, name their color and find a flower that matches the selected petals in both color and shape.
Option 2. Children are divided into sellers and buyers. The buyer must describe the flower he has chosen in such a way that the seller can immediately guess which flower he is talking about.
Option 3. Children independently make three bouquets of flowers: spring, summer, autumn. You can use poems about flowers.
№25
Topic: "The Fourth Wheel"
Target: Strengthen children's knowledge about insects.
Didactic material: No.
Methodology: The teacher names four words, the children must name the extra word:
Option 1:
1) hare, hedgehog, fox, bumblebee;
2) wagtail, spider, starling, magpie;
3) butterfly, dragonfly, raccoon, bee;
4) grasshopper, ladybug, sparrow, May beetle;
5) bee, dragonfly, raccoon, bee;
6) grasshopper, ladybug, sparrow, mosquito;
7) cockroach, fly, bee, cockchafer;
8) dragonfly, grasshopper, bee, ladybug;
9) frog, mosquito, beetle, butterfly; 10) dragonfly, moth, bumblebee, sparrow.
Option 2: The teacher reads the words, and the children must think which of them are suitable for the ant (bumblebee...bee...cockroach).
Dictionary: anthill, green, flutters, honey, shifty, hardworking, red back, passive, annoying, hive, shaggy, ringing, river, chirping, web, apartment, aphids, pest, “flying flower”, honeycomb, buzzing, needles, “champion” by jumping", motley-winged, big eyes, red-whiskered, striped, swarm, nectar, pollen, caterpillar, protective coloration, repellent coloration.
№26
Topic: “Arrange the planets correctly”
Target: Reinforce knowledge about the main planets.
Didactic material: Belt with sewn rays - ribbons of different lengths (9 pieces). Caps with images of planets.
It's so hot on this planet
That it’s dangerous to be there, friends.
What is our hottest planet, and where is it located? (Mercury because it is closest to the sun).
And this planet was shackled by a terrible cold,
The sun's rays did not reach her with warmth.
What kind of planet is this? (Pluto because it is farthest from the sun and the smallest of all the planets).
A child in a Pluto cap takes hold of the longest ribbon No. 9.
And this planet is dear to us all.
The planet gave us life... (all: Earth)
In what orbit does planet Earth rotate? Where is our planet from the sun? (On the 3rd).
A child in an “Earth” cap takes hold of ribbon No. 3.
Two planets are close to planet Earth.
My friend, name them quickly. (Venus and Mars).
Children wearing “Venus” and “Mars” hats occupy the 2nd and 4th orbits, respectively.
And this planet is proud of itself because it is considered the largest.
What kind of planet is this? What orbit is it in? (Jupiter, orbit No. 5).
The child in the Jupiter cap takes place No. 5.
The planet is surrounded by rings
And this made her different from everyone else. (Saturn)
Child - Saturn occupies orbit No. 6.
What kind of green planets are they? (Uranus)
A child wearing a matching Neptune cap occupies orbit #8.
All the children took their places and began to revolve around the “Sun”.
The round dance of the planets is spinning.
Each has its own size and color.
For each the path is determined,
But only on Earth is the world inhabited by life.
№27
Topic: “Who eats what?”
Target: To consolidate children's knowledge of what animals eat. Develop cognitive interest.
Didactic material: Pouch.
Methodology:The bag contains: honey, nuts, cheese, millet, apple, carrots, etc.
Children get food for the animals, guess who it is for, who eats what.
№28
Topic: “Useful – Unuseful”
Target: Reinforce the concepts of healthy and unhealthy foods.
Didactic material: Cards with images of products.
Methodology: Place what is useful on one table, and what is not useful on the other.
Healthy: rolled oats, kefir, onions, carrots, apples, cabbage, sunflower oil, pears, etc.
Unhealthy: chips, fatty meats, chocolate candies, cakes, Fanta, etc.
№29
Target: Strengthen your knowledge of medicinal plants.
Didactic material: Cards with plants.
Methodology:The teacher takes plants from the basket and shows them to the children, clarifies the rules of the game: here they are medicinal plants. I will show you some plant, and you must tell me everything you know about it. Name the place where it grows (swamp, meadow, ravine).
For example, chamomile (flowers) is collected in the summer, plantain (only leaves without stems are collected) in the spring and early summer, nettle - in the spring, when it is just growing (2-3 children's stories).
№30
Subject: “What kind of animal am I?”
Target: Reinforce knowledge about African animals. Develop your imagination.
Didactic material: No.
Methodology:
Option 1: A group of guys participate in the game, the number of players is not limited. The group has a leader. One of the players is removed for short distance, turns away and waits until he is invited. A group of guys are conferring among themselves about the beast, i.e. what a beast they will be.
Option 2: You need to answer the presenter's questions. So, the beast is guessed, the participant is invited, the game begins.
A participant asks questions to a group of players, for example: is the animal small? maybe crawl? jump? does he have fluffy fur? etc.
The guys, in turn, answer the presenter “yes” or “no.” This continues until the player guesses the animal.
№31
Topic: “Name the plant”
Target: Improve knowledge about indoor plants.
Didactic material:Houseplants.
Methodology:The teacher asks to name the plants (third from the right or fourth from the left, etc.). Then the game condition changes (“Where is the balsam?”, etc.)
The teacher draws the children's attention to the fact that plants have different stems.
Name plants with straight stems, with climbing ones, without stems. How should you care for them? How else do plants differ from each other?
What do violet leaves look like? What do the leaves of balsam, ficus, etc. look like?
№32
Topic: “Who lives where”
Target: Strengthen knowledge about animals and their habitats.
Didactic material:Cards “Animals”, “Habitats”.
Methodology:The teacher has pictures with images of animals, and the children have pictures of the habitats of various animals (burrow, den, river, hollow, nest, etc.). The teacher shows a picture of an animal. The child must determine where it lives, and if it matches his picture, “settle” it by showing the card to the teacher.
№33
Topic: “Flies, swims, runs, jumps”
Target: Strengthen knowledge about living nature objects.
Didactic material:Pictures depicting different animals.
Methodology:
Option 1: The teacher shows or names an object of living nature to the children. Children must depict the way this object moves. For example: when hearing the word “bunny,” children begin to run (or jump) in place; when using the word “crucian carp”, they imitate a swimming fish; with the word “sparrow” they depict the flight of a bird.
Option 2: Children classify the pictures - flying, running, jumping, swimming.
№34
Topic: “Take care of nature”
Target: To consolidate knowledge about the protection of natural objects.
Didactic material:Cards with objects of living and inanimate nature.
Methodology:On the table or typesetting canvas are pictures depicting plants, birds, animals, humans, the sun, water, etc. The teacher removes one of the pictures, and the children must tell what will happen to the remaining living objects if there is no hidden object on Earth. For example: if he removes a bird, what will happen to the rest of the animals, to humans, to plants, etc.
№35
Topic: “What would happen if they disappeared from the forest...”
Target: To consolidate knowledge about the relationships in nature.
Didactic material:Cards with wildlife objects.
Methodology:The teacher suggests removing insects from the forest:
What would happen to the rest of the inhabitants? What if the birds disappeared? What if the berries disappeared? What if there were no mushrooms? What if the hares left the forest?
It turns out that it was no coincidence that the forest gathered its inhabitants together. All forest plants and animals are connected to each other. They won't be able to do without each other.
№36
Topic: “Droplets go around in circles”
Target: Reinforce knowledge about the water cycle in nature.
Didactic material:Accompanying text for the game.
Methodology:To do this, you need to turn into small drops of rain. (Music sounds like rain) the teacher says the magic words and the game begins.
The teacher says that she is Tuchka’s mother, and the guys are her little children, it’s time for them to hit the road. (Music.) The droplets jump, run, and dance. Mama Tuchka shows them what to do.
Droplets flew to the ground... Let's jump and play. They got bored jumping around alone. They gathered together and flowed in small cheerful streams. (The droplets will form a stream, holding hands.) The streams met and became a big river. (The streams are connected into one chain.) Droplets float in big river, travel. The river flowed and flowed and ended up in the ocean (children form a round dance and move in a circle). The Droplets swam and swam in the ocean, and then they remembered that Mother Cloud told them to return home. And then the sun just warmed up. The droplets became light and stretched upward (crouched droplets rise and stretch their arms upward). They evaporated under the rays of the sun and returned to mother Tuchka. Well done, droplets, they behaved well, they didn’t get into passers-by’s collars or splash themselves. Now stay with your mom, she misses you.
№37
Topic: "I know"
Target: Strengthen knowledge about nature. Develop cognitive interest.
Didactic material: No.
Methodology:Children stand in a circle, in the center is a teacher with a ball. The teacher throws a ball to the child and names a class of natural objects (animals, birds, fish, plants, trees, flowers). The child who caught the ball says: “I know five names of animals” and lists them (for example, elk, fox, wolf, hare, deer) and returns the ball to the teacher.
Other classes of natural objects are called similarly.
№38
Topic: “Recognize a bird by its silhouette”
Target: To consolidate knowledge about wintering and migratory birds, to practice the ability to recognize birds by silhouette.
Didactic material:Pictures with silhouettes of birds.
Methodology:Children are offered silhouettes of birds. Children guess the birds and call them migratory or wintering birds.
№39
Topic: “Living - nonliving”
Target: To consolidate knowledge about living and inanimate nature.
Didactic material:You can use pictures “Living and inanimate nature”.
Methodology:The teacher names objects of living and inanimate nature. If it is an object of living nature, the children wave their arms; if it is an object of inanimate nature, they crouch.
№40
Topic: “Which plant is gone?”
Target: Exercise children in naming houseplants.
Didactic material:Houseplants.
Methodology:Four or five plants are placed on a table. Children remember them. The teacher invites the children to close their eyes and removes one of the plants. Children open their eyes and remember which plant was still standing. The game is played 4-5 times. You can increase the number of plants on the table each time.
№41
Topic: “Where does it ripen?”
Target: Learn to use knowledge about plants, compare the fruits of a tree with its leaves.
Didactic material:Flannelgraph, branches, fruits, leaves of plants.
Methodology:Two branches are laid out on the flannelgraph: on one - the fruits and leaves of one plant (apple tree), on the other - the fruits and leaves different plants. (for example, gooseberry leaves, and pear fruits) The teacher asks the question: “Which fruits will ripen and which will not?” children correct mistakes made in drawing up a drawing.
№42
Topic: "Guess what's in your hand?"
Target: Exercise children in naming fruits.
Didactic material: Fruit replicas.
Methodology:Children stand in a circle with their hands behind their backs. The teacher places fruit models in the children's hands. Then he shows one of the fruits. Children who have identified the same fruit in themselves run up to the teacher at a signal. You cannot look at what is in your hand; you need to recognize the object by touch.
№43
Topic: “Fairy tale game “Fruits and Vegetables”
Target: Deepen knowledge about vegetables.
Didactic material:Pictures of vegetables.
Methodology:The teacher says: - One day a tomato decided to gather an army from vegetables. They came to her with peas, cabbage, cucumbers, carrots, beets, onions, potatoes, and turnips. (The teacher puts pictures of these vegetables on the stand one by one) And the tomato told them: “There were a lot of people willing, so I set the following condition: first of all, only those vegetables will go to my army whose names have the same sounds as mine.” poommiidoorr.” - What do you think, children, what vegetables responded to his call? Children name, highlighting the necessary sounds with their voices: gorrooh, morrkoov, karrttoofel, turnip, cucumber, and explain that these words have the sounds p, p, as in the word tomato. The teacher moves pictures depicting the named vegetables on the stand closer to the tomato. Tomato conducts various training sessions with peas, carrots, potatoes, and turnips. Good for them! And the rest of the vegetables were saddened: the sounds that made up their names did not fit the sounds of the tomato, and they decided to ask the tomato to change the condition. Tomato agreed: “Have it your way!” Come now, those whose names have as many parts as mine.” - What do you think, children, who responded now? Together we find out how many parts there are in the word tomato and in the name of the remaining vegetables. Each answer explains in detail that the words tomato and, for example, cabbage have the same number of syllables. Pictures depicting these plants also move towards the tomato. - But the onions and beets were even more saddened. Why do you think, children? The children explain that the number of parts in the name is not the same as that of a tomato, and the sounds do not match. - How to help them. Guys? What new condition could a tomato offer them so that these vegetables would join his army? The teacher should lead the children to formulate the following conditions themselves: “Let those vegetables come whose names have an emphasis in the first part” or “We accept into the army those whose names contain the same sounds (onions, beets).” To do this, he can invite the children to listen and compare where the stress is in the remaining words - the names of vegetables, and compare their sound composition. - All the vegetables became warriors, and there were no more sorrows! – the teacher concludes
№44
Topic: “Distribute the fruits by color”
Target: Develop knowledge about vegetables and fruits. Teach children to classify objects.
Didactic material:Game character Winnie the Pooh, dummies of vegetables and fruits.
Methodology:
Option 1 “Distribute the fruits by color.”The teacher invites the children to distribute the fruits by color: put fruits with a red tint on one dish, yellow ones on another, and green ones on the third. The game character (for example, Winnie the Pooh) also participates in this and makes mistakes: for example, he puts a yellow pear with green fruits. The teacher and children kindly and delicately point out the teddy bear’s mistake and name shades of color: light green (cabbage), bright red (tomato), etc.
Option 2 “Distribute the fruits according to shape and taste”The teacher invites the children to arrange the fruits differently, according to their shape: round - on one dish, oblong - on another. After clarification, he gives the children the third task: distribute the fruits according to taste - put sweet fruits on one dish, savory ones on another. Winnie the Pooh is happy - he loves everything sweet. When the distribution is over, he puts the dish with sweet fruits next to him: “I really love honey and everything sweet!” “Winnie the Pooh, is it really good to take all the delicious things for yourself? - says the teacher. – Children also love sweet fruits and vegetables. Go wash your hands, and I’ll cut the fruits and vegetables and treat everyone.”
№45
Topic: “Medicinal plants”
Target: To develop knowledge about medicinal plants.
Didactic material:Cards “Plant habitat (meadow, field, vegetable garden, swamp, ravine)”, “Medicinal plants”, basket.
Methodology:The teacher takes plants from the basket and shows them to the children. Clarifies the rules of the game: here are the medicinal plants. I will show you some plant, and you must tell me everything you know about it. Name the place where it grows. And our guest.
Theoretical seminar:
Target: To systematize and deepen teachers’ knowledge on the topic “Didactic games for preschool children.”
A didactic game is a multifaceted, complex pedagogical phenomenon: it is a gaming method of teaching preschool children, a form of education, an independent gaming activity, and a means of comprehensive education of a child’s personality.
Didactic game as a gaming method of teachingis considered in two types: games - activities and didactic or autodidactic games. In the first case, the leading role belongs to the teacher, who, to increase children’s interest in the activity, uses a variety of gaming techniques, creates a gaming situation, introduces elements of competition, etc. The use of various components of gaming activity is combined with questions, instructions, explanations, and demonstration.
With the help of games and activities, the teacher not only conveys certain knowledge, forms ideas, but also teaches children to play. The basis for children’s games are formulated ideas about the construction of a game plot, about various play actions with objects. It is important that conditions are then created for the transfer of this knowledge and ideas into independent, creative games.
The didactic game is used in teaching children mathematics, their native language, familiarization with nature and the surrounding world, and in the development of sensory culture.
Didactic game as a form of teaching childrencontains two principles: educational (cognitive) and gaming (entertaining). The teacher is both a teacher and a participant in the game. He teaches and plays, and children, while playing, learn. If the lessons expand and deepen knowledge about the world around them, then in the didactic game (games - activities, actually didactic games) children are offered tasks in the form of riddles, suggestions, questions.
Didactic game as an independent gaming activitybased on awareness of this process. Independent play activity is carried out only if children show interest in the game, its rules and actions, if they have mastered its rules. How long can a child be interested in a game if its rules and content are well known to him? Children love games that are familiar to them and enjoy playing them. This can be confirmed by folk games, the rules of which are known to children: “Colors”, “We won’t tell you where we were, but we will show you what we did”, “On the contrary”, etc. Each such game contains interest in game actions. For example, in the game "Paints" you need to choose a color. Children usually choose fabulous and favorite colors: gold, silver. Having chosen a color, the child approaches the driver and whispers the name of the paint in his ear. “Jump along the path on one leg,” says the driver to the one who named the paint, which is not among the players. There are so many interesting play activities for children here! That's why children always play such games.
The teacher takes care of complicating the games and expanding their variability. If children's interest in the game wanes (and this is more true for board and printed games), it is necessary to come up with more complex rules together with them.
Independent play activities do not exclude control by an adult. The participation of an adult is indirect: for example, the teacher, like all participants in the lotto game, receives a card and tries to complete the task on time, rejoices if he wins, that is, he is an equal participant in the game. Children can play educational games on their own both in and outside of class.
Didactic games, especially for younger children age groups, are discussed in preschool pedagogy as a method of teaching children role-playing games: the ability to take on a certain role, follow the rules of the game, and develop its plot. For example, in the didactic game “Put the doll to sleep,” the teacher teaches children of the younger group the sequence of actions in the process of undressing the doll - carefully folding clothes on a standing chair, treating the doll with care, putting it to sleep, singing lullabies. According to the rules of the game, children must select from the lying objects only those that are needed for sleep. There are several such games in younger groups: “Katya’s doll’s birthday”, “Let’s dress Katya for a walk”, “Katya is having lunch”, “Katya’s bathing”. Games with dolls are effective method teaching children independent creative role-playing games.
Didactic games have great importance to enrich imaginative play for older children as well. Games such as “Smart Machines”, “Dairy Farm”, “Who Needs What for Work” cannot leave children indifferent; they have a desire to play builders, grain growers, and milkmaids.
The didactic game also acts as a means of comprehensive education of the child’s personality.
Mental education.Contents of didacticgames form in children the correct attitude towards phenomena public life, nature, objects of the surrounding world, systematizes and deepens knowledge about the Motherland, the army, profession, work activity.
Children are given knowledge about the life around them according to a certain system. Thus, familiarizing children with difficulty takes place in the following sequence: children are first introduced to the content of a certain type of labor, then to machines that help people in their work, making work easier, to the production stage when creating necessary objects, products, and then the meaning of any type of work.
With the help of didactic games, the teacher teaches children to think independently, to use the acquired knowledge in different conditions in accordance with the task.
Didactic games develop children's sensory abilities. The processes of sensation and perception underlie a child’s cognition of the environment. Familiarizing preschoolers with the color, shape, and size of an object made it possible to create a system of didactic games and sensory education exercises aimed at improving the child’s perception characteristic features items.
Didactic games develop children’s speech: the vocabulary is replenished and activated, correct sound pronunciation is formed, coherent speech develops, and the ability to correctly express one’s thoughts. Some games require children to actively use generic, species concepts, for example, “Name one word” or “Name three objects.” Finding antonyms, synonyms, words that sound similar - the main task many word games.
During games, the development of thinking and speech is carried out in an inextricable connection. In the game "Guess What We're Up to" you need to be able to pose questions to which children answer with only two words "yes" or "no".
Moral education.Preschoolers develop a moral understanding of caring for surrounding objects, toys as products of adult labor, norms of behavior, relationships with peers and adults, positive and negative personality traits. In nurturing the moral qualities of a child’s personality, a special role belongs to the content and rules of the game. Working with children younger age The main content of didactic games is the acquisition of cultural and hygienic skills by children.
The use of didactic games in working with older children solves slightly different problems - the education of moral feelings and relationships.
Labor education.Many didactic games develop in children respect for working people, arouse interest in the work of adults, and a desire to work themselves. For example, in the game “Who built this house,” children learn that before building a house, architects work on a drawing, etc.
Children acquire some labor skills in the production of material for didactic games.
Aesthetic education.Didactic material must meet hygienic and aesthetic requirements: toys must be painted with bright colors and artistically designed. Such toys attract attention and make you want to play with them.
Physical education.The game creates a positive emotional uplift, causes good health, and at the same time requires a certain tension nervous system. Particularly important are games with didactic toys, where the small muscles of the hands develop and strengthen, and this affects mental development, preparing the hand for writing, visual arts, i.e. to schooling.
Main types of games.
All didactic games can be divided into three main types: games with objects (toys, natural material), board-printed and word games.
Games with objects.
Playing with objects uses toys and real objects. By playing with them, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects and their characteristics: color, size, shape, quality. In games they solve problems of comparison, classification, establishing sequence in solving problems. As children master new knowledge about the subject environment, the tasks in the games become more complicated: the children practice identifying an object by any one quality, combine objects according to this characteristic (color, shape, quality, purpose, etc.), which is very important for the development of abstract , logical thinking.
Children of the younger group are given objects that differ sharply from each other in properties, since kids cannot yet detect subtle differences between objects.
IN middle group use items in which the difference between them becomes less noticeable. In games with objects, children perform tasks that require conscious memorization of the number and location of objects, and finding the corresponding object. While playing, children acquire the ability to put together a whole from parts, string objects (balls, beads), and lay out patterns from various shapes.
A variety of toys are widely used in educational games. They clearly express color, shape, purpose, size, and the material from which they are made. This allows children to be trained in solving certain didactic tasks, for example, selecting all the toys made of wood (metal, plastic, ceramics), or toys necessary for various creative games: for playing family, builders, etc. Using didactic games with similar content , the teacher manages to arouse interest in independent play, suggest to them the idea of games with the help of selected toys.
The teacher uses games with natural materials (plant seeds, leaves, various flowers, pebbles, shells) when conducting such didactic games as “Whose children are these?”, “Which tree is the leaf from?”, “Collect a bouquet of autumn leaves", etc. The teacher organizes them during a walk, directly in contact with nature. In such games, children’s knowledge of their surroundings is consolidated natural environment, thought processes are formed (analysis, synthesis, classification) and a love for nature and a caring attitude toward it are cultivated.
Games with objects include plot-didactic games and dramatization games. In the plot-didactic game, children play certain roles: seller, buyer in games like “Shop”, bakers in games “Bakery”, etc. Drama games help clarify ideas about various everyday situations, literary works"Journey to the land of fairy tales", about norms of behavior "What is good and what is bad?"
Board-printed games.
Printed board games are a fun activity for children. They are varied in type: paired pictures, lotto, dominoes. The developmental tasks that are solved when using them are also different.
Selection of pictures in pairs.The simplest task in such a game is to find exactly the same ones among different pictures: two hats, identical in color, style, etc. Then the task becomes more complicated: the child combines pictures not only by external signs, but also in meaning: find two planes among all the pictures. The planes shown in the picture may be different in shape and color, but they are united by belonging to the same type of object, making them similar.
Selection of pictures based on common features.Some generalization is required here, establishing connections between objects. For example, in the game “What grows in the garden (forest, city)?” Children select pictures with corresponding images of plants, correlate them with their place of growth, and combine the pictures according to one feature. Or the game “What Happened Then?”: children select illustrations for a fairy tale, taking into account the sequence of the plot.
Memorizing the composition, quantity and location of pictures.For example, in the game “Guess which picture was hidden,” children must remember the contents of the pictures, and then determine which of them was turned upside down. This game is aimed at developing memory, memorization and recall. The gaming didactic objectives of this type of games are also to consolidate children’s knowledge of quantitative and ordinal counting, the spatial arrangement of pictures on the table, and the ability to talk coherently about the changes that have occurred with the pictures and their content.
Making cut pictures and cubes.The purpose of this type of games is to teach children logical thinking, to develop their ability to form a whole object from individual parts. In younger groups, pictures are cut into 2-4 parts, then in middle and older groups the whole is divided into 8-10 parts. At the same time, for the game in the younger group, one object is depicted in the picture: a toy, a plant, items of clothing, etc. For older ones, the picture depicts a plot from familiar fairy tales, works of art familiar to children.
For the curious. The birthplace of puzzles is England, born in 1763. The author is the English engraver D. Spilsbary, who made a geographical map cut along the borders of countries from mahogany. The map was used as a teaching aid at school. In the second half of the 19th century, puzzles appeared in Europe and America. They are starting to be made from cardboard. A revolutionary discovery was the invention of a special puzzle technique, namely, individual elements were fastened together and made up a compact pattern, which is how puzzles differ from mosaics.
Description, story about the picture showing actions, movements. In such games, the teacher sets a learning task: to develop not only children’s speech, but also imagination and creativity. Often a child, in order for the players to guess what is drawn in the picture, resorts to imitation of movements, or imitation of the movements of an animal, its voice. For example, in a game (“Guess who it is?” the child, who took the card from the driver, carefully examines it, then imitates the sound and movements (cats, rooster, etc.) This task is given to children in the younger group.
In older groups, more complex problems are solved: some children depict the action depicted in the picture, others guess who is depicted in the picture, what people are doing there, for example, firefighters putting out a fire, sailors sailing on the sea, builders building a house, etc.
In these games, such valuable qualities of a child’s personality are formed as the ability to transform, creative search in creation is necessary th image.
Word games.
Verbal games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them. Since these games require the use of previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental problems; describe objects, highlighting their characteristic features; guess from the description; find signs of similarities and differences; group items by various properties, signs. These didactic games are carried out in all age groups, but they are especially important in the upbringing and teaching of children of senior preschool age, as they help prepare children for school: they develop the ability to listen carefully to the teacher, quickly find an answer to the question posed, accurately and clearly formulate their thoughts, apply knowledge in accordance with the task.
For ease of use of word games in the pedagogical process, they can be conditionally divided into four groups.
The first of them includes games with the help of which they develop the ability to identify the essential features of objects and phenomena: “Guess it?”, “Shop”, “Yes - No”, etc. The second group consists of games used to develop children’s ability to compare , compare, make the right conclusions: “Similar - not similar”, “Who will notice fables more?” Games, with the help of which the ability to generalize and classify objects according to various criteria are developed, are combined in the third group: “Who needs what?”, “Name three objects”, “Name in one word”, etc. In a special fourth group, games based on development of attention, intelligence, quick thinking, endurance, sense of humor: “Broken phone”, “Paints”, “Flies - does not fly”, etc.
The required structural elements of a didactic game are: a teaching and educational task, game actions and rules.
Didactic task.
To select a didactic game, it is necessary to know the level of preparedness of the students, since in games they must operate with existing knowledge and ideas.
When defining a didactic task, it is necessary, first of all, to keep in mind what knowledge and ideas of children about nature, about surrounding objects, about social phenomena) should be acquired and consolidated by children, what mental operations should be developed in connection with this, what personality qualities in connection this can be shaped by the means of this game (honesty, modesty, observation, perseverance, etc.).
For example, in the well-known game “Toy Store” the didactic task can be formulated as follows: “To consolidate children’s knowledge about toys, their properties, purpose; to develop coherent speech, the ability to determine the essential characteristics of objects; to cultivate observation, politeness, and activity.” This didactic task will help the teacher organize the game: select toys that are different in purpose, material, appearance; give a sample description of the toy, polite address to the seller, etc.
Each didactic game has its own learning task, which distinguishes one game from another. When defining a didactic task, one should avoid repetition in its content and cliched phrases (“to develop attention, thinking, memory, etc.). As a rule, these tasks are solved in each game, but in some games more attention must be paid to the development of memory, in others - thinking, thirdly - attention. The teacher must know in advance and accordingly determine the didactic task. So, use the game “What has changed?” for exercises in memorization, “Toy Store” - for the development of thinking, “Guess what you are planning” - observation, attention.
Game rules.
The main purpose of the rules of the game is to organize the actions and behavior of children. Rules can allow, prohibit, prescribe something for children in the game, making the game entertaining and tense.
Compliance with the rules in the game requires from children a certain effort of will, the ability to deal with peers, and overcome negative emotions that appear due to negative result. It is important, when determining the rules of the game, to place children in conditions under which they would receive joy from completing the task.
Using a didactic game in the educational process, through its rules and actions, children develop correctness, goodwill, and self-control.
Game actions.
A didactic game is different from game exercises the fact that the implementation of game rules in it is directed and controlled by game actions. For example, in the game “Does it happen or not?” the rules of the game require: notice in the poem “Is this true or not?” L. Stancheva all fables:
Warm spring now
The grapes are ripe here.
Horned horse in the meadow
In summer he jumps in the snow.
Late autumn bear
Loves to sit in the river.
And wash among the branches
Ha-ha-ga the nightingale sang.
Quickly give me the answer -
Is this true or not?
The game is played so often that the children take turns, raising their hands, calling out all the fables they notice. But to make the game more interesting and all the children to be active, the teacher introduces a game action; the one who noticed the fable while reading the poem puts a chip in front of him. There are six fables in this poem. This means the winner will have six chips. They will receive a prize.
The development of play actions depends on the teacher’s imagination. Sometimes children, preparing for the game, make their own suggestions: “Let’s hide it, and someone will look for it!”, “Let me choose the driver with a counting rhyme!”
"Recognize the elements of the pattern."
Didactic task.To clarify and consolidate ideas about the main elements of any painting, to learn to isolate individual elements of a pattern, to develop observation, attention, memory and speed of reaction, to arouse interest in painting.
Material. Large cards, decorated with some kind of painting, at the bottom of which there are three or four free windows. Small cards with individual elements of the pattern, including various paintings that differ in color and detail.
Game rules.Determine which of the proposed cards depicting elements of the painting fit the elements of the pattern of the main card.
Progress of the game. Having received a large card and several small ones, having carefully examined them, the players select those elements that are found in the pattern and place them in empty windows. The leader monitors the correct completion of the task.
Options. The players are given large cards, the host is given small cards. He shows the cards one at a time. Whichever player has such an element in the pattern on the large card takes it for himself. The winner is the one who collects all the elements of his pattern faster.
Players are given large cards, small cards are given to the leader. To get the right card, the player must describe it, for example: “I need a card on a red background with a black currant on it.” If he completed the task accurately and correctly, the presenter gives him a card. If he makes a mistake in the description, he skips a move.
Before the game starts, the teacher makes a set of three to four cards, the elements of which correspond to the pattern of one of the products. Large cards are shuffled. Players receive one or two devices. Their task is to match the existing set of elements with a card with the product. The one who completes the task wins.
Theoretical seminar:
"Didactic games for preschool children"
"Domino"
Didactic task.To consolidate ideas about the main elements of any painting, to teach them to distinguish and compare them with each other, to name them correctly, using names invented by masters of the craft, to develop observation, attention, speed of reaction, and to arouse interest in painting.
Material. Cards rectangular shape, divided into two parts. Each of them depicts a pattern element.; The options differ in color and details.
Game instillations.Players place cards so that the image of an element exactly matches the same image of another card. The first one to lay out all his cards wins.
Progress of the game. Two or more children can take part. All cards are laid out in the center of the table with the pictures down - this is the “bazaar”. Each player collects a certain number of cards, which is agreed upon before the start of the game. The one who has the doublet card makes the first move. The next player finds a card with the same element and places it next to the first one. If the player does not have what he needs, he uses the “bazaar”. If the “bazaar” is empty, he skips a turn. The one who gets rid of the cards first wins.
Option. The player makes a move and names the element of the painting. If the name is incorrect, the move is skipped.
"Lotto".
Didactic task.Same as in Domino
Materials. Large cards depicting objects decorated with some kind of painting. Along the edges of the cards there are up to six cells depicting elements of bottom painting. Cards with variants of pattern elements, differing in color and details.
Game rules.Players select cards according to the picture on large maps. They carefully monitor the progress of the game, not missing elements on their map.
Progress of the game. Two or more children can take part. The presenter distributes one large card to everyone, and mixes the small ones. Then, taking out one card at a time, the presenter asks what kind of element is depicted on it and who needs such a card.
Option. The game can be played in the form of a team competition. In this case, each team is given several cards at once to fill out simultaneously.
"Find a match."
Didactic task.The same as in Domino.
Material . Rectangular cards divided into two cells: one with pattern elements, the other empty. Cards with variants of pattern elements, forming pairs to the drawings on the stripes.
Game rules.Players select cards according to the pattern on the large cards. The first person to match pairs of all the elements on their cards wins.
Progress of the game. Two or more children can take part. The presenter gives everyone the same number of double cards, the small ones are mixed in the center of the table. At the leader’s command, the players select a pair of elements on their cards.
Options.
- After completing the task, the player names all the elements of the painting. If the name is given incorrectly, the card is not counted.
- Players take turns taking cards from the pile. If the card does not fit, the player places it at the bottom of the deck and skips the turn.
- "Rucheek" - two teams are made up of the players; one receives double cards, the other receives paired pictures. On command, a player from one group must find a member from another group with the same card to form a pair. In pairs, players approach the teacher, who checks the correctness of the choice. Forms a "stream".
- “Pass it around” - players have three large cards, the small ones are mixed and placed face down on the table. Taking a small card, the player covers an empty cell with it; if the element matches, the pair is found. In addition, he gets the right to take the next card from the deck; if the card does not fit, passes it on, i.e. misses a move.
Lesson No. 1
Subject: "Didactic game in the pedagogical process of kindergarten."
Target: Systematize and deepen teachers’ knowledge about the main functions, types, and structure of didactic games.
Plan.
- Basic functions of a didactic game.
- Types of didactic games.
- The structure of the didactic game.
Lesson #2:
"Methodology of organization and management of didactic games."
Target: To improve the knowledge and skills of teachers in the methods of organizing and managing didactic games.
Plan:
- Methodology for organizing didactic games.
- Guide to didactic games.
“Play must necessarily be present in a children’s group. A children’s group that does not play will not be a children’s group... Imagination develops only in a group that necessarily plays.”
Makarenko A.S.
2. Methodology for organizing didactic games.
The organization of didactic games by the teacher is carried out in three main directions: preparation for conducting the didactic game, its implementation and analysis. (Task for micro groups: write the main components of each stage of the didactic game).
Preparation for conducting a didactic game includes:
- selection of games in accordance with the objectives of education and training: deepening and generalization of knowledge, development of sensory abilities, activation of mental processes (memory, attention, thinking, speech), etc.;
- establishing compliance of the selected game with the program requirements for the education and training of children of a certain age group;
- determining the most convenient time for the did.game (in the process organized training in classes or in free time from classes and other routine processes);
- choosing a place to play where children can play quietly without disturbing others;
- determining the number of players (the whole group, small subgroups, individually);
- preparing the necessary educational material for the selected game (toys, various objects, pictures...);
- preparing the teacher himself for the game: he must study and comprehend the entire course of the game, his place in the game, methods of managing the game;
- preparing children for play: enriching them with knowledge, ideas about objects and phenomena of the surrounding life necessary for solving a game problem.
Conducting didictic games includes:
- familiarizing children with the content of the game, with the material that will be used in the game (showing objects, pictures, a short conversation, during which the children’s knowledge and ideas about them are clarified);
- explanation of the course and rules of the game. At the same time, the teacher pays attention to the behavior of the children in accordance with the rules of the game, to the strict implementation of the rules;
- demonstration of game actions, during which the teacher teaches children to perform the action correctly, proving that otherwise the game will not lead to the desired result (for example, if one of the children is spying when you need to close your eyes);
- determining the role of the teacher in the game, his participation as a player, fan or referee. The degree of direct participation of the teacher in the game is determined by the age of the children, their level of preparation, the complexity of the task, the game rules. By participating in the game, the teacher directs the actions of the players (with advice, question, reminder);
- summing up the results of the game is a crucial moment in its management, because Based on the results that children achieve in the game, one can judge its effectiveness and whether it will be used with interest in the children’s independent play activities. When summing up the results, the teacher emphasizes that the path to victory is possible only through overcoming difficulties, attention and discipline.
At the end of the game, the teacher asks the children if they liked the game and promises that next time they can play a new game, it will also be interesting. Children usually wait for this day.Analysis of the gameis aimed at identifying methods of preparing and conducting it: which methods were effective in achieving the goal, what did not work and why. This will help improve both the preparation and the process of conducting the game, and subsequently avoid mistakes. In addition, the analysis will allow us to identify individual characteristics in behavior and character of children and, therefore, correctly organize individual work with them. Self-critical analysis of the use of the game in accordance with the goal helps to vary the game and enrich it with new material in subsequent work.
3.Management of didactic games.
Successful management of educational games primarily involves selecting and thinking through their program content, clearly defining tasks, determining their place and role in the holistic educational process, and interacting with other games and forms of education. It should be aimed at developing and encouraging cognitive activity, independence and Children’s initiatives, their use of different ways to solve game problems, should ensure friendly relations between participants and a willingness to help their comrades.
In the process of playing with toys, objects, materials, small children should be able to knock, rearrange, move them, disassemble them into their component parts (collapsible toys), put them back together, etc. But since they can repeat the same actions many times, the teacher It is necessary to gradually transfer children's play to a higher level.
For example, the didactic task “teach children to distinguish rings by size” is implemented through the game task “assemble the turret correctly.” Children have a desire to learn how to do it correctly. Showing a method of action simultaneously contains the development of a game action and a new game rule. Choosing ring after ring and putting it on the rod, the teacher gives a visual example of a game action. He runs his hand over the put-on rings and draws the children’s attention to the fact that the turret becomes beautiful, even, and that it is assembled correctly. Thus, the teacher clearly shows a new game action - check that the turret is assembled correctly - invites children to do it themselves.
The development of interest in did-them games and the formation of play activities in older children (4-6 years old) is achieved by the fact that the teacher sets increasingly complex tasks for them and is in no hurry to suggest play actions. The play activities of preschoolers become more conscious, they are more aimed at achieving results and not on the process itself. But for older preschoolers, the management of the game should be such that the children maintain an appropriate emotional mood, ease, so that they experience the joy of participating in it and a sense of satisfaction from solving the assigned tasks.
The teacher outlines a sequence of games that become more complex in content, tasks, game actions and rules. Individual isolated games can be very interesting, but using them outside the system, it is impossible to achieve a general educational and developmental result. Therefore, the interaction of learning in the classroom and in the didactic game should be clearly defined.
For children early age Didactic game is the most suitable form of learning. However, already in the second, and especially in the third year of life, children are attracted to many objects and phenomena of the surrounding reality, intensive assimilation of their native language occurs. Satisfaction cognitive interests children of the third year of life, the development of their speech requires a combination of didactic games with targeted learning in the classroom, carried out in accordance with a specific program of knowledge, abilities, skills. In the classroom, methods of teaching are also formed more successfully than in the game: voluntary attention, the ability to observe, watch and see, listen and hear the teacher’s instructions and follow them.
It should be taken into account that in a didactic game, the correct combination of clarity, the words of the teacher and the actions of the children themselves with toys, play aids, objects, etc. is necessary. Visualization includes: 1) objects with which children play and which form the material center of the game; 2) pictures depicting objects and actions with them, clearly highlighting the purpose, main characteristics of objects, properties of materials; 3) visual display, explanation in words of game actions and compliance with game rules.
Special types of educational games have been created: with paired pictures, such as picture lotto, dominoes with thematic series of pictures, etc. The initial demonstration of game actions by the teacher, a trial run, incentive-control badges, chips - all this is also included in the fund of visual aids that are used for organizing and managing games.
With the help of verbal explanations and instructions, the teacher directs the children's attention, organizes, clarifies their ideas, and expands their experience. His speech helps to enrich the vocabulary of preschoolers, master various forms of learning, and contributes to the improvement of play actions.
When directing games, the teacher uses a variety of means of influence on preschoolers. For example, acting as a participant in the game, he directs the game unnoticed by them, supports their initiative, and empathizes with them the joy of the game. Sometimes the teacher talks about an event, creates an appropriate gaming mood and supports him during the game. He may not be involved in the game, but as a skillful and sensitive director, preserving and preserving its amateur character, he guides the development of game actions, the implementation of the rules and, unnoticed by the children, leads them to a certain result. Supporting and awakening children's activity , the teacher most often does this not directly, but indirectly: he expresses surprise, jokes, uses various kinds of game surprises, etc.
We must remember, on the one hand, the danger of over-intensifying the teaching moments, weakening the beginning of the game, giving the educational game the character of an activity, and, on the other hand, being carried away by the entertainment, moving away from the task of learning.
The development of the game is largely determined by the pace of children’s mental activity, the greater or lesser success of performing game actions, the level of assimilation of the rules, their emotional experiences, and the degree of enthusiasm. During the period of assimilation of new content, new game actions, rules and the beginning of the game, its pace is naturally more slowed down. Later, when the game unfolds and the children get carried away, its pace quickens. Towards the end of the game, the emotional upsurge seems to subside and the pace slows down again. Excessive slowness and unnecessary acceleration of the pace of the game should not be allowed: an accelerated pace sometimes causes confusion in children, uncertainty, untimely execution of game actions, violation of rules. Preschoolers do not have time to get involved in the game and become overexcited. A slow pace of play occurs when overly detailed explanations are given, many small comments are made. This leads to the fact that game actions seem to move away, the rules are introduced untimely, and children cannot be guided by them, they commit violations, make mistakes. They get tired faster, monotony reduces emotional uplift.
In a educational game, there is always the possibility of unexpected expansion and enrichment of its concept in connection with the initiative, questions, and suggestions shown by children. The ability to keep the game within a set time is a great art. The teacher compresses the time primarily by shortening his explanations. Clarity, brevity of descriptions ,stories, and replicas are a condition for the successful development of the game and the completion of the tasks being solved.
When finishing the game, the teacher should arouse children’s interest in continuing it and create a joyful perspective. Usually he says: “ A new game it will be even more interesting." The teacher develops versions of games familiar to children and creates new - useful and exciting.
I would like to end my speech with the words of N.K. Krupskaya: “For preschool children, games are of exceptional importance: for them, play is study, play for them is work, play for them is a serious form of education.”
Pedagogical value of didactic games.
(What do you think is the pedagogical value of educational games?)
- In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties.
- They promote the development of sensations and perceptions in preschoolers, the formation of ideas, and the assimilation of knowledge. These games provide an opportunity to teach children a variety of economical and rational ways of solving certain mental and practical problems. This is their developmental role.
- It is necessary to ensure that the didactic game is not only a form of assimilation of individual knowledge and skills, but also contributes to general development child, served to develop his abilities.
- Didactic play helps solve the problems of moral education and develop sociability in children. The teacher places children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.
Lesson No. 3:
Planning didactic games in the educational process.
Target:
- To give recommendations to teachers on planning didactic games when working with children.
- Draw up a cyclogram of various types of didactic games for planning when working with children.
Plan.
- Results of the thematic test: "Didactic game in the pedagogical process."
- Recommendations for educators on planning didactic games.
- Creation of a cyclogram for the use of didactic games in working with children in the educational process.
1.Results of the thematic test: “Didactic game in the pedagogical process of kindergarten”:
- didactic games are not always used in accordance with the age of the children;
- there is no system in planning didactic games;
- the time allocated for gaming activities is not fully used;
- Board-printed, musical and didactic games, verbal and didactic games are not used enough in educational work with children.
2.When planning it is necessary:
- Create the required conditions for organizing games indoors and on site; equip the pedagogical process with games and game material in accordance with the age, development and interests of children.
- Observe the time allotted for games in the daily routine; help ensure that their organization provides children with an interesting, meaningful life.
- In the process of joint play activities, cultivate perseverance, endurance, and form positive relationships between children: friendliness, mutual assistance, and the ability to follow the rules.
- Systematically develop gaming skills in children, facilitate the transformation of play into their independent activity, and encourage the exercise of initiative.
Planning didactic games should occupy a significant place in planning all educational work with children. Being an effective teaching tool, they can be integral part classes, and in an early age group, the main form of organizing the educational process. In addition, during the hours allocated for games, games are planned and organized both jointly and independent activity children, where they can play as they wish as a group, in small groups or individually. The plan should provide for the selection of games and material for them in accordance with general plan pedagogical work.
Observations of children’s independent games make it possible to identify their knowledge, their level mental development, features of behavior. This can tell the teacher what games are useful for children, what they are strong in, what they are lagging behind.
- Didactic games are short-term (10-20 minutes);
- It is very important to maintain the child’s enthusiasm for the gaming task throughout the game, to try to ensure that the mental activity of the players does not decrease during this time, and that interest in the task does not fall.
Children must be given the opportunity to play different time of the day: in the morning before breakfast, between breakfast and class, during breaks between classes, on a walk, in the afternoon. Games in the morning help create a cheerful, joyful mood in children for the whole day. Everyone can play their favorite games, if desired, team up with friends. It is not uncommon for children to come to kindergarten with certain play intentions, they continue the game they started the day before. If breakfast interrupts the game, it is necessary to give the children the opportunity to return to it again after breakfast, during the break between classes. In this case, the nature of the upcoming lesson should be taken into account. physical education activity Quiet games are preferable, and if the activity requires a monotonous position, more active outdoor games or verbal games with a motor component are desirable. It is necessary that the time allocated for games be completely devoted to the game. Sometimes due to the excessive workload of children with organized educational activities or due to irrational use of time - game time is reduced. This should not be allowed!
When planning didactic games, teachers need to take care of complicating the games and expanding their variability (possibly coming up with more complex rules).
The classes use those games that can be played frontally with all children. They are used as a method of consolidating and systematizing children’s knowledge.
When planning d/games in the educational process, it is necessary that new games taken in class are then held in a block of joint activities with children and used by children in their independent activities, being the highest indicator of the ability to engage in activities that require the application of mental effort.
D/games in most cases are held when children have already acquired certain knowledge and skills in classes, otherwise it will be quite difficult to implement the game.
For example, a child, only on the basis of knowledge, can by touch identify an object in a “magic bag” and name it or find similar or different qualities of objects depicted in pictures. These games rely on children’s ability to consciously remember and reproduce what they perceived. It is necessary that In children's games, all children achieved certain results, and not just those who showed themselves most actively.
D/games can also be used to test children’s knowledge and skills. An important indicator of learning outcomes is the assimilation of what has been covered in classes by all children.
Most often, this is checked by playing a game, during which the teacher establishes to what extent not only capable, but average and weak children have correctly understood and mastered the content of the lesson. Having identified the level of knowledge and skills of children, it is necessary to outline further work to eliminate shortcomings.
D/game is a practical activity with which you can check whether children have mastered knowledge in detail or superficially and whether they know how to apply it when needed. Children learn knowledge the more fully the more widely it can be applied in practice in various conditions. Enough It often happens when a child acquires certain knowledge in a lesson, but does not know how to use it in changed conditions.
Due to the fact that play is an indispensable means of overcoming various difficulties in the mental development of children, it is necessary to plan the use of play in individual work with children. How often and how much? As needed, very individually, depending on the needs and level development of children. Individual work with children using educational games can be planned for all types and types of games. Individual educational games organized by the teacher create favorable conditions for direct contact with the child, help to better understand the reasons for the child’s lag, and promote more active exercise in the educational material.
In the d/game, knowledge acquired in class is applied, information obtained through personal experience is summarized, cognitive processes are activated and the level of mental development of lagging children increases.
D/games contribute to the development of all aspects of the human personality. If they are conducted lively, by a skillful teacher, children react to them with great interest and bursts of joy, which certainly increases their significance.
A.M. Gorky, defending the child’s right to play, wrote: “A child under 10 years of age requires games, fun, and his demand is biologically justified and legal. He wants to play, he plays with everyone and learns about the world around him, first of all, and more easily It's all about the game, the game."
Education should be such that it causes an effort of thought, but does not require tension, does not cause fatigue, fear and reluctance to learn before the child comes to school.
