Didactic games ecological content help to see the integrity of an individual organism and ecosystem, to realize the uniqueness of each natural object, 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 features 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 around and around -
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 -
Reveals...
(Tulip)
It blooms in May,
You will find him in the forest shade:
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 conservation of 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. Prerequisite: 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 here. (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 characteristic features.
Didactic material: Vegetables and fruits with characteristic shapes and various densities: onion, beet, tomato, plum, apple, pear, 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 depict different states of 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 autumn).
№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.
The 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 depicting 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. Next child must name the bird, but not repeat it.
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 characteristics.
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 it out of the bag various items and name it, indicating what each item 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 the others. Teach children to group plants by color and make beautiful bouquets.
Didactic material : petals, color pictures.
Methodology :
Option 1. On the table is a tray with colorful petals of 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
Topic: “Medicinal plants”
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 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 (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 carrying out:
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 moves away a 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 objects of living nature.
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 related 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 a large river and 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
Subject: " What 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
Subject: “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 of 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
Subject: " 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 of 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 make up their names in no way 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
Subject: " Sort 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 « Sort 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
Subject: " 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, Little Red Riding Hood, will play and listen to medicinal herbs together with us. 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)
№46
Topic: “Yes - no”
Target:Develop pantomime skills and fine motor skills.
Didactic material: Cards with animals and plants.
Methodology: All questions from the presenter can only be answered with “yes” or “no”. The driver will go out the door, and we will agree on what animal (plant) we will wish for him. He will come and ask us where this animal lives, what it is like, what it eats. We will answer him with only two words. You can use cards in the game.
№47
Subject: " Name a houseplant"
Target:To develop knowledge about the external characteristics of a plant.
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 the 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?
№48
Subject: " Similar - not similar"
Target:To develop in children the ability to abstract, generalize, identify objects that are similar in some properties and different in others, compare, compare objects or images.
Didactic material: Game sheet (screen) with three “window-slots” into which tapes with symbols properties; ribbon strips indicating the properties of objects. Strips depicting objects are inserted into the first and third “windows”, and a strip indicating properties is inserted into the second.
Methodology:
Option 1.The child is asked to install the “screen” so that the first and third windows contain objects that have the property indicated in the second window. On initial stage When mastering the game, the property is set by adults, then children can independently set the feature they like. For example, the first window is an apple, the second window is a circle, the third window is a ball.
Option 2.One child installs the first window, the second selects and sets the property that this object has, the third must select an object that matches the first and second windows. For each correct choice, children receive a chip. After the first round, the children change places.
Option 3.Used on final stages development. You can play with large group children. The child asks a “riddle” - he lines up images in the first and third windows that have a common property, while the second window is hidden. The rest of the children guess how the depicted objects are similar. A child who correctly names a common property gets the right to open a second window or make a new riddle.
№49
Topic: “Finish my sentence”
Target:Teach children to make inferences and find cause-and-effect relationships.
Didactic material: A selection of proposals.
Methodology: The teacher reads a sentence of his choice. The children finish them.
Winter
The children prepared their skates because...
Fishermen went out for winter fishing because...
In the morning everything was white and white because...
Passers-by were frozen through on a winter day because...
Small white balls fell on the clothes of passers-by because...
By evening there were big snowdrifts because...
On the street everyone was falling and sliding because...
Birds moved closer to human habitation because...
A bear can sleep in a den all winter because...
Tits, crows, sparrows, and pigeons winter in Russia because...
Trees are at rest because...
The grass doesn't freeze in winter because...
Children love summer because... etc.
Spring
Icicles under the sun... (melt).
Snowdrifts from the sun's heat...(settle).
The buds on the trees...(swell, burst).
In the spring, birds nests...(build, build).
In the spring, the bear comes out of hibernation... (awakens).
In the spring, birds hatch chicks...(hatch, feed).
In spring, the ice on the river...(melts, cracks, breaks).
Spring in the gardens fruit trees...(bloom).
In the thawed patches the first flowers...(bloom).
In the spring, insects after winter ... (come to life).
In the spring, people ... (sow) rye in the fields.
The first grass emerges from the ground... (breaks through).
Autumn
If the trees don't shed their leaves in the fall, then...
If the bear does not gain fat in the fall, then...
If insectivores and waterfowl If they don’t fly south, then...
If squirrels, mice and rodents do not prepare supplies for the winter, then...
If the insects do not have time to fall asleep and become numb, then...
If you collect autumn leaves in the forest every year, then...
If frost comes early in the fall or snow falls, then...
If forest animals do not have time to replace their fur with winter fur in the fall, then...
Summer
In summer, plants bloom because... (they need to produce as many seeds as possible).
In summer it gets hot because...(the sun is actively shining).
In summer, birds leave their nests and fly into the forest in order to... (teach their chicks to fly)
There is no snow in summer because ... (the weather is warm, the sun shines brightly).
In summer, everyone grows quickly - plants, animals, children, because (a lot of heat, vitamins, moisture)
№50
Subject: "Winter or autumn?"
Target:Teach children distinguish changes in nature at different times of the year, understand and appreciate the beauty of our native nature.
Didactic material: Children's magazines, books about nature.
Methodology: Looking at photographs in magazines, illustrations in books, ask questions: “Is it spring or autumn?”, “Does this happen in December?”, “Will winter come here soon?” etc.
Developed by: teacher of BU preschool educational institution DSOV No. 5 "Rostok", Loseva Elena Vladimirovna
Alexandra Kuyanova
Didactic games to familiarize yourself with the environment (middle group)
"Confusion"
(average)
Didactic task: To clarify children’s knowledge about the structural features indoor plant (root, stem, leaf, flower). Learn to name parts correctly and construct sentences. Practice assembling an object from parts. Develop visual perception and logical thinking. To instill in children a caring attitude towards plants and an interest in them.
Dictionary: geranium, chlorophytum, stem, cactus.
Game rule: do not make a mistake in choosing.
Game action: finding parts and putting together the whole picture.
Move games: The teacher invites the children to look at parts of the whole picture. Children choose a flower to fold. They say its name. Then they create their own flower from the set of pictures.
During games The teacher asks the children questions:
Tell me what it is? (plant parts)
Is it possible to arrange them like this? (confuse).
Why can't it be arranged like this?
Do it right.
Explain why the parts of the plant need to be arranged this way.
Bottom line games: The one wins who folded the flower before others.
"Flies, jumps, swims..."
(average)
Didactic task: To consolidate children’s knowledge about the methods of movement of insects, animals, birds. Develop the ability to compare, find signs of similarities and differences. Cultivate determination and endurance.
Material: cards with images of insects, animals, birds.
Game rule: answer after receiving the pebble.
Game actions: passing a pebble.
Move games: The teacher puts out a card with an image, for example, of an insect and asks to name the actions that the butterfly performs. Children passing pebbles to each other They say: “Flies, flutters, flutters, sits, waves, spreads...” The one who does not name the actions is out games. Then the next picture is displayed - a grasshopper...
Bottom line games: The winners are those children who did not drop out games(2 - 3 children).
"Seek and you will find"
(average)
Didactic task: Exercise in distinguishing the characteristic features of individual seasons. Develop attention, memory, speech.
Game rule: Answer one after another.
Game action: description of the card, relating it to a certain time of year.
Dictionary: snowy, windy, rainy, cloudy, sunny, autumn, summer, winter, spring.
Move games: The teacher lays out cards in front of the children, then names the season. Children find a card that can be used to determine the sign of this time of year. Define this time of year. Children receive chips for the correct answer.
Bottom line games: Whoever earned the most chips wins.
"Who lives where?"
(average)
Didactic task: Systematize ideas about animals. Learn to establish connections, features of their structure with their habitat.
Dictionary: hollow, nest, den, hole.
Game actions
Game rule: listen to the teacher’s question, answer it with a complete answer.
Move games: The teacher shows a picture, asks what is shown on it, who can live in this place. Children answer questions. You can use riddles.
Bottom line games: For the correct answer, the child receives a chip.
"Fold the Animal"
(average)
Didactic task: Consolidate knowledge about animals and their appearance. Develop intelligence and speed of reaction.
Dictionary: prickly, dexterous, slow, forest, waterfowl.
Game rule: listen carefully to the teacher, look at the sample, act on the signal.
Game action: make up a whole picture from parts.
Move games: The teacher invites the children to look at whole pictures depicting animals. Name the animals depicted on them. He distributes pictures to several children, and cut up pictures of the same animals lie on the table. From these, children must select those that depict parts of the animal that is on their table. Fold the picture according to your pattern.
Bottom line games: whoever completes the task quickly wins.
"Hunter and Shepherd"
(average)
Didactic task: To consolidate children's knowledge about domestic and wild animals. Learn to use generalizing words correctly. Develop voluntary attention, intelligence, and flexibility of thinking.
Dictionary: wild, domestic, curly, well-fed, clumsy, cheat, Burenka.
Game rule
Game action: Search for the desired card.
Move games: Educator asks: “Who hunts wild animals?” Then he finds out who is tending the household. He proposes to divide into two teams, some are hunters, others are shepherds. At the teacher’s signal, the children come to the table and choose the desired card and stand at the end of their column.
Bottom line games: The team that completes the task faster wins.
“Describe it, I’ll guess!”
(average)
Didactic task: Identify and name the characteristic features of an object in response to questions from an adult. Develop connected speech and thinking.
Dictionary: black currant, pomegranate, apple, pear, tomato, cherry, plum, gooseberry, red currant, sweet cherry, grapes, sour, sweet, rosy, small, striped, round, juicy, aromatic.
Game rule: You cannot name what is being described. Answer the teacher's questions clearly and correctly.
Game actions: asking riddles.
Move games: Children are given cards with pictures of vegetables and fruits. Without showing it to the teacher, they describe the depicted object. If the description is short, the teacher asks additional questions.
Bottom line games: for correct and accurate descriptions, children receive chips and are considered winners.
“Who loves what?”
(average)
Didactic task: To clarify children’s knowledge of what individual animals eat. Develop quick wits and quick thinking.
Dictionary: millet, leaves, carrots, cabbage, grass, juicy, sweet, white cabbage.
Game rule: Do not interfere with each other, listen carefully to the teacher’s question and answer it.
Game action: anwser the questions.
Move games: The teacher shows a card with a picture of the food of a particular animal. Asks: "Who's eating this?" Children answer what is shown in the picture and who is eating it.
Bottom line games: Children receive chips for the correct answer. The one who earns the most chips wins.
"Vegetables and fruits"
(average)
Didactic task: To consolidate children's knowledge about vegetables and fruits. Learn to make a whole from parts. Develop reaction speed and attention.
Game rule: act on a signal.
Game action: Search for the desired card.
Dictionary: garlic, eggplant, banana, turnip, juicy, ripe, velvety.
Move games: Children sitting around the table, on which the cards are laid out. At the teacher’s signal, you need to find and put together a whole picture depicting a vegetable or fruit. Tell what is shown on it.
Bottom line games: The one who completes the task first wins.
“Whose children?”
(average)
Didactic task: Consolidating knowledge about domestic animals and their babies. Develop the ability to correlate pictures by content. Develop voluntary attention and speech.
Game rule: You can put a card with a picture of a baby on the flannelgraph only after you hear the voice of an adult animal, which children imitate, and also after you name the baby correctly.
Game actions: onomatopoeia, picture search.
Move games: The teacher shows the children a card with a picture of an adult animal. Children in chorus perform onomatopoeia corresponding to this animal. After this, the child finds a card with a picture of a baby of the heard animal.
Option 2: One groups children are adult animals, and the other has cubs. Some children take turns naming the animal and pronouncing the corresponding sounds, while others quickly find their babies, run up to the table and put both pictures side by side. When all the pictures are matched in pairs, the game ends.
Bottom line games: Those children who made the correct pairs win.
“What grows, blooms and ripens?”
(average)
Didactic task: Teach children to classify plants according to their characteristics, focusing on their place of growth. Develop reaction speed.
Dictionary: vegetable garden, field, garden, meadow, blooms, grows, ripens.
Game rule: act after the signal.
Game action: Show cards.
Move games: The teacher gives the children cards with pictures of fruits, vegetables, and flowers. Then he names the place of growth. For example: "Garden!". Those children whose cards show something that grows in the garden pick up the cards.
Bottom line games: Those who never make a mistake win.
"Tops and Roots"
(average)
Didactic task: To consolidate children’s knowledge that vegetables have edible roots - roots, and non-edible ones - tops. Practice composing a whole plant from its parts. Develop intelligence and speed of reaction.
Dictionary: tops, roots, vegetable garden, beets, potatoes, eggplant, radishes, turnips, white, burgundy, oval.
Game rules: You can look for your spine or top only when given a signal.
Game actions: searching for your mate.
Move games: The teacher divides the children into two groups. One of them gives the tops, the other the roots. “All the tops and roots are mixed up. One, two, three, find your match!”- says the teacher. After the signal, the children choose a pair for themselves.
Bottom line games: The couple that finds each other the fastest wins.
"Find out and name"
(average)
Didactic task: Exercise children in the names of animals, quickly find a picture in accordance with the task. Tell us about its appearance, what it eats, where it lives. Develop memory, speech, visual perception.
Dictionary: wild animals, animals of hot countries, similarities, differences.
Game rules: act on the teacher’s signal.
Game actions: Search for identical pictures.
Move games: The teacher gives group of children task, find among cards lying on the table for a specific animal. Answer questions: "Who is this? Where does he live? What does it eat?”
Bottom line games: For a correct and complete answer, children receive chips.
“Guess who I’m telling you about”
(average)
Didactic task: Teach children to recognize aquarium fish by describing their characteristic features. Develop auditory attention and memory. Cultivate a desire to play with friends.
Game rules: Do not interfere with the guesser’s ability to solve the riddle on his own. Listen carefully to the teacher.
Game actions: guessing, choosing a card with the image of a given fish.
Move games: The teacher says that he bought fish for an aquarium at a pet store. The children will have to guess what kind of fish he bought. Then the teacher describes the appearance of the fish, highlighting it characteristics. Children call. The teacher puts out cards with pictures of fish, and the one in question is selected.
"Recognize a fish by its tail"
(average)
Didactic task: Teach children to recognize fish by their tail. Develop the ability to hold a specific goal in memory without being distracted by extraneous things. Independently identify the purpose of body parts and define them in words. Develop speech, attention, auditory analyzer. Cultivate a caring attitude towards the inhabitants of the natural area.
Game rules: The pinwheel is handed over to the participants games in turns. Say the words together while helping the arrow select the card. The one who rotates the arrow needs to stop it at the signal "Stop!".
Game actions: Saying words, rotating the arrow.
Move games: Cards are laid out on the table, the teacher says that only the tails of the fish are hidden. You need to find out and name the fish whose tail is shown by the arrow. The selected child rotates the arrow, all together in unison They say: “Arrow, arrow, spin around. Show yourself to all the cards. And which one is dearer to you, show us quickly. Stop!" The children put aside the card that the arrow points to and guess.
Bottom line games: Children receive chips for the correct answer.
"Who lives in the aquarium?"
(average)
Didactic task: Teach children to describe fish by their characteristic features and recognize them by description. Develop the ability to be observant. Activate the processes of thinking, recall, attention, and speech of children. Foster a desire to play in a team.
Game rule: listen carefully to your comrades, do not give hints.
Game action: writing a descriptive story about a fish.
Move games: The teacher makes a wish riddle: “There is a pond on the window, fish live in it. There are no fishermen near the glass shores.” Children guess - aquarium. The teacher suggests populating the aquarium with fish. One by one, the children come to the table and take cards, without prompting each other. Then take turns describing the fish on their card. The rest are guessing. If the fish is guessed, the card is placed on the table.
Bottom line games: For correctly guessing the fish, the child receives a chip.
“Recognize the animal by description”
(average)
Didactic task: To consolidate knowledge about animals kept in a corner of nature. Learn to recognize them by description. Develop attention, auditory perception, memory. Foster a caring attitude towards animals.
Dictionary: fluffy, bouncy, big-eyed, nimble, motley.
Game rules: Observe complete silence; it is forbidden to name the object or suggest it to a friend.
Game actions: Description of the animal, guessing.
Move games: One of the children chosen by the teacher describes an animal from a corner of nature (appearance, habitat, nutrition) The rest are guessing.
Bottom line games: The one who names the animal first receives a card with its image.
"Name the insect"
(average, older)
Didactic task: Teach children to solve riddles. Develop intelligence and mental operations. To consolidate knowledge about insects, their appearance, habits, the benefits and harm they bring. Foster environmental thinking.
Game rules: The one who was asked answers.
Game action: guessing.
Move games: The teacher invites the children to guess the insect that is hidden in the box. Makes a riddle. The child who correctly guessed the insect receives a card with its image.
1. Guess who this is - is it a golden fly?
He goes on a flight so that there is honey in the house.
Busy and bold from our apiary.... (bee).
2. A helicopter landed on a daisy at the gate,
Golden eyes, who is it? ... (dragonfly).
3. From branch to path, from grass to blade of grass
A spring jumps, a green back... (grasshopper).
“Make a riddle, and we will solve it!”
(average)
Didactic task: Teach children to describe insects by their characteristic features, recognize them by description. Develop observation skills concentration, stability and arbitrariness of attention. Develop the ability to comply certain rules, learn to control your behavior.
Game rules: Listen carefully to your comrades.
Game actions: asking a riddle, imitating movements.
Move games: “Let’s imagine that we are in a clearing, and you are all insects. Think about what kind of insect you will be, but don't say out loud. The one the teacher calls talks about the insect he has in mind, without naming it. The others must guess who he is. If the answer is correct, children imitate the movements of the guessed insect.
Bottom line games: A child who successfully guesses a riddle receives a chip with the image of this insect.
“Guess whose house?”
(average)
Didactic task: To consolidate children’s knowledge about the conditions of keeping animals and birds in a corner of nature. Develop attention, thinking, ability to compare, explain, prove. Foster a caring attitude towards animals kept in a corner of nature.
Game rules: each player chooses a picture depicting one of the proposed animal houses.
Game actions: card selection, children's answers.
Move games: The called child chooses a card, names what is depicted on it and says for whom this house is intended. Then he finds a tenant. Explains his choice.
Bottom line games: If the answer is correct, then the children clap their hands.
“When does this happen?”
(average)
Didactic task: To consolidate children's knowledge about the seasons. Develop the ability to remember, correlate knowledge with the image in the picture. Develop thinking.
Dictionary: blooming, autumn, winter, warm, cold.
Game action: listen to the teacher’s question and answer it.
Game rule: do not interfere with each other, listen and respond.
Move games: The teacher shows a picture depicting the season. Children answer question: “What season is depicted? By what signs did you recognize this? Come up with a riddle."
Bottom line games: For a correct and complete answer, children receive a chip.
"Pet Shop"
(average)
Didactic task: To form children’s knowledge that in cities, pets for indoor living corners are bought in pet stores, where people can buy cages, terrariums, aquariums, as well as items and equipment to care for them. Teach children to describe and find pets, care items and equipment based on their characteristic features. Develop observation, attention, memory, logical thinking. Cultivate love for all living things.
Dictionary: names of pets, equipment.
Game rules: The buyer must describe pets, equipment for their care, without naming objects. The seller needs to recognize the purchase, name it and issue it.
Game actions: search for objects by characteristic features, naming, description.
Move games: pictures depicting pets and equipment for caring for them are placed. This "Pet Shop". Buyers - children do not name the desired purchase, but only describe it. The seller must find out and name, and then only issue the purchase. At first games the teacher can play the role of a buyer and show a sample description, recalling the sequence (according to the sequence diagram for describing animals).
1. does it apply to animals (which one exactly? group, to birds, fish, reptiles, mammals.
2. where does he live?
3. what do you need for life? (what conditions).
4. what does the animal eat?
5. what color?
6. what parts of the body can you name?
7. how the animal moves (crawls, runs, jumps, etc.)
8. Does it make any sounds?
Equipment description diagram:
1. Who can be cared for with this item?
2. What material is the item made of?
3. What parts does it consist of?
4. what can they do?
Then the teacher himself describes the subject. Then children play the roles of sellers and buyers. During games roles may change.
Current page: 1 (book has 7 pages in total) [available reading passage: 2 pages]
L. Yu. Pavlova
A collection of didactic games to familiarize yourself with the world around you
The game as a phenomenon has not been ignored by many domestic and Western teachers and psychologists. The use of the game to solve various pedagogical problems contributed to the development of both its form and content. Recognizing the influence of play on the development of mental formations and on the comprehensive development of a child’s personality, both emphasized that the opportunity to play is very important for children.
Experts note that play, to a certain extent, is one of the ways to understand the world around us, especially when children use the game as a reflection of reality. Game, as Professor A.V. Zaporozhets pointed out, does not arise spontaneously, as a product of individual creativity, but under the influence and as a result of the assimilation of social experience. A child, like an adult, is a social being. He lives and is brought up in the society of his parents, peers, surrounded by kindergarten workers, etc. This is how a personality is gradually formed. It should be noted that the environment in which a child develops is not limited to the natural sphere; it includes both the production sphere and relationships between people. The child learns about the world around him through sensory perception and through certain sources of information (adults, older children, peers, literature, art, media, etc.). Small child is a kind of carrier of certain biophysical components, which, on the one hand, make it a part of nature, and on the other, distinguish it from other living beings found in nature and society.
It should be noted that there is some difference between how the world actually is and how the child perceives it. A teacher will help a child to correctly understand the surrounding reality (natural and social) in the educational process through certain forms of work with him. The impressions received by children not only create the basis for the development and formation of correct ideas, but also provide a certain basis for conducting joint games. In our daily work, we use didactic games as a means of introducing and clarifying knowledge about the natural environment and, more broadly, as a means of introducing children to the social world. Games prepared by the teacher, taking into account all the requirements for their implementation, will help ensure the correct, painless assimilation of social experience by children. During the game in situations modeled by the teacher, it is easier for the child to plan his activities and learn the norm of behavior in the world around him.
The educational nature of the game increases as a result of enriching children with knowledge, that is, in the process of educational work. M. Gorky believed that “education has three goals: saturating a person with knowledge about himself and the world around him; character formation and will development; formation and development of abilities.” A game is a kind of activity that can solve these problems, because in a game, as in any creative collective activity, there is a clash of minds, characters, and plans. At the same time, there is an interaction between play and real relationships between children.
On modern stage development of society is required new type a person who has deep knowledge about the world around him and knows how to choose correct behavior, healthy image life. The behavior of each person is related to the amount of knowledge available to him. In raising the younger generation (in this case, children preschool age) it is the didactic game that turns out to be the most effective means for introducing, clarifying and systematizing knowledge about the surrounding not only natural, but also social world.
When planning the content of a didactic game to familiarize children with social reality, the teacher must first of all create conditions under which there will be an impact on the intellectual, moral and volitional development of the child and the formation of his emotionally positive attitude towards the environment. For example, the content of the didactic game “Do the Right Thing” is aimed at developing the child’s ideas about the positive and negative actions of a person in everyday life. This game is based on V. Mayakovsky’s poem “What is good and what is bad.” The material for this game is a series of pictures that depict children in various everyday situations that correspond to the plots of the poem, that is, examples of both positive and negative behavior of children are given. During the game, children are asked to look at the images, evaluate the actions of the characters, and put cards depicting positive actions in one direction and negative ones in the other. Find out what children would do in similar situations. This game reveals children's ability to assess the situation based on their own experience and the rules and norms determined by society. IN game form the initial skills to sympathize, empathize, and come to the rescue develop, that is, the child’s life position in the social and everyday environment is formed. A child’s comprehension of events and explanation of the actions of characters from a series of plot pictures enriches the preschooler’s experience and forms an emotional and evaluative attitude towards the society in which he is located.
An integral part of familiarization with society is made up of didactic games, the content of which is related to people’s professions. For example, you can bring to children's attention a game "Map of professions." The material for it is a large painting consisting of fastened multi-colored sheets with various public institutions depicted on them. In this picture there is a starting position for the players, from which there is a path of circles to one or another institution. Moving along one of these paths, the child names the professions of the people who work where the path leads. This game is aimed at identifying general ideas children about where adults work, knowledge of specialties, correlation of place, specialty and type of activity (a doctor works in a hospital, clinic, he treats people, a teacher works in a school, he teaches children, etc.). After such a game, it is advisable to introduce games to familiarize yourself with a certain type professions (builder, postman, driver, etc.), which give a more complete picture of the work and uniqueness of people’s professions. The content of these games also includes familiarizing children with the mechanisms that help people work (builders, drivers, loaders, ambulance crews, etc.).
Games in which children are invited to play the role of people of a particular profession are effective. For example, in a didactic game "Make up a fairy tale" children become animators: they independently compose “frames” for a filmstrip based on a familiar work. The materials for this game are an improvised “film strip”, “frames”, filled and empty, which the children themselves must sketch, and colored pencils. The features included in this game not only help intellectual development children, skills development visual arts, but also develop in children the ability to work together. The result of the children’s joint work will be the compilation and sketching of a “film strip.” With its help, you can work on composing creative retellings.
The structure and features of these games determine their great potential. A unique combination - the replacement of real objects with figurative ones and the presence of a didactic task inherent in the game - allows the teacher, on the one hand, to achieve cognitive goals during the game, and on the other hand, to simulate various (real and unreal) situations in which children decide how to gaming and cognitive tasks. Balancing between the real and the figurative, existing and fiction, of course, attracts the attention and interest of children. The imagery of the content of many didactic games allows us to compare them with a fairy tale, but only the game allows children to be active, which is very important for preschool children. Actions in a didactic game can be different both in practical and mental terms - from actions that allow the development of sensory processes to complex logical conclusions. The game fits organically into all sections of educational work with children.
To obtain a positive result, it is necessary to think through the content of games for each area of educational work with children. You can include a game in one form or another more than once. At the same time, new elements need to be introduced into the content of games already known to children. The use of a particular game is dictated not only by the didactic tasks and content inherent in it, but also by the set of visual didactic material. It is advisable to use a wide range of visual materials of large and small forms, you can attract musical accompaniment, include artistic and creative activities of children.
The games offered to the attention of children must be interconnected in each form of educational work. The interconnection of didactic games is quite easy to implement if you do certain requirements to these games: from game to game the mental activity of children should develop; each subsequent game should, if possible, continue the sequence of actions and events of the previous one; After each topic covered, it is necessary to create a set of games to practice the acquired knowledge, skills and abilities. Let us now illustrate how these requirements are met using the example of several educational games.
Builder
Target. To identify the level of children's knowledge about the professions of builders, machines that help build houses, building materials for building a house, the construction process, and consolidate knowledge of ordinal counting (1st, 2nd floor, etc.). Develop the ability to form nouns with suffixes -schik-, -chick–(crane operator, mason, plumber etc.).
Material. Pictures depicting blocks, panels of houses, pictures depicting machines that help in the construction of houses, etc.
Tasks:
1. Select from a large number of proposed mechanisms and materials necessary to build a “house”.
2. Establish the sequence of construction of the “house”.
3. Build a “house”.
During this game, the teacher explains to the children that building a house is a complex process. Draws children's attention to a certain sequence of work of builders. First, the architect determines the location for the construction of the building. At this site, workers and engineers dig a pit to a certain depth and level it. Next, they begin to build the foundation. Foundations can be different: strip, on piles, etc. - depending on the bearing capacity of the soil on which the building is built. When the foundation work is completed, work begins on the construction of the building itself, floor by floor.
Plan your city
Target. To consolidate children's knowledge of what a city is, what buildings, institutions, houses are located in the city. Find out with your children how best to plan the construction of a city using a map. Draw children's attention to the ecology of the city. To develop the ability to create a city model from a large “Builder” based on a map, and the ability to operate with substitute objects. Pay attention to the beauty of architectural structures in Moscow.
Material. A large map of the city, large cards depicting city objects and cards depicting trees, bushes, fountains, a large “Builder”, colored pencils, adhesive tape, scissors.
Tasks:
1. Outline the center and outskirts of the city.
2. Move hazardous industries outside the city limits.
3. According to the plan, build a model of the city from a large “Builder”.
These games reinforce children's knowledge of building houses in the human world. The first game gives children the opportunity to implement the knowledge acquired in the classroom in elementary play activities. This game is not particularly difficult, but it teaches the child to use knowledge and listen to the opinions of peers.
In the next game, the content and tasks become more complicated, children are given complete independence in building a city model, and the teacher’s participation in this game is minimal. Children outline the center and outskirts of the city; based on their life experience, they determine what should be in the city and what should not be; determine where government buildings and offices should be located, and where residential areas and social infrastructure should be located. The teacher deliberately leaves objects that are not fully ready for the game (bakery, pharmacy, etc.). Children work independently with substitute objects - finishing the drawings, gluing them. In this game, the teacher has the opportunity to find out how children communicate (determine the level of communication), how they distribute play responsibilities among themselves (who will do what), and, of course, identify the level of knowledge of each child.
It should be noted that the development of children’s cognitive activity is influenced not only by the gradual complication of games in terms of cognitive tasks, content, game actions, rules, but also by the amount of visual material used. It can either increase or decrease. Didactic games with a minimum amount of visual material are useful.
The content of didactic games conducted by the teacher with children must correspond to the seasons, because with the changes occurring in nature, changes occur in the world of people, starting with clothing and ending with the activities of people characteristic of a particular season. For example, in the autumn, games are held, the content of which reflects the autumn phenomena of inanimate nature and their impact on wildlife, as well as the life and activity of living beings in nature and humans in cities and villages precisely during this period of time (harvesting, preparing for the winter, caring for domestic animals, etc.).
In each season, children need to become familiar with such didactic games, thanks to which they realize the beauty of this time of year, its beneficial effect on human activity (people create paintings, music, sculptures, poems, fairy tales, etc.).
Didactic games to practice terminology are important. For example, you need to practice terms related to the structure of a plant (root, stem, leaves, flowers, bud, fruit, etc.). The names of such parts of a plant as leaves, flowers, roots are learned well by children, but names such as stems cause certain difficulties. Children can call it both “stick” and “pillar”. Teachers have developed various games on this topic. Playing only one game does not give a significant result. It is necessary to conduct several games, which one after another will introduce children to the structural features of plants, while continuing to create conditions for practicing terms.
For example, after using three consecutive games “Miracle flower”, “Who needs water, and who needs a clearing”, “Prepare medicine”, children begin to correctly name the various parts of the plant and more easily master the term “stem”. The didactic game “Miracle Flower” is aimed at consolidating children’s knowledge about the appearance of a plant, its structure (root, stem, leaves, flower, fruit), to familiarize themselves with the needs of a plant in certain external conditions (water, soil, sunlight, air , heat) for normal growth and development, to become familiar with the stages of development of a living being, its properties, qualities, and to develop generally accepted aesthetic standards.
The game “Who needs water, and who needs a clearing” introduces children to the place of residence of the plant. In what places does it like to grow: in a sunny meadow or on a shaded edge of a forest, next to water or in water (what kind of it is - moisture-loving, drought-resistant, light-loving, shade-tolerant)? How does it adapt to the abundance or lack of moisture? During the game, one becomes familiar with the variety of appearance of the plant, the structural features of the root, leaves, etc.
In the game “Make Medicine,” children continue to consolidate knowledge about the structure of a plant, where it grows, the features of its structure, and also learn about medicinal properties, which are embedded in certain parts of it. Children are thus offered various games that have one goal: to develop children’s knowledge about the structure of a plant, its characteristics and benefits for people.
This book contains educational games that can be divided into three categories:
– games for familiarization with flora and fauna, aimed at introducing children to the way of life of plants and animals;
– games to familiarize yourself with environment, aimed at familiarizing with the relationships between living objects and the environment;
– games to familiarize children with the human-created habitat of people and animals, aimed at familiarizing children with various professions and various human activities in the world around us.
Didactic games, correctly used in the educational process, are, on the one hand, effective remedy mental, aesthetic and moral education, and on the other hand, a kind of practical activity of the child to master the surrounding reality.
Games to familiarize yourself with flora and fauna
Life in the seeds
(game for children 5–7 years old)
Target. Introduce children to the variety of vegetable seeds (seeds of peppers, tomatoes, cucumbers, beans, beans, peas), and the stages of plant development. Develop the ability to compare seeds and mature plant of the same type, distinguish vegetable seeds by shape, color, size.
Material. Vegetable seeds, cards depicting the stages of vegetable development, special cups with lids and a wet filter.
Exercise. Examine a seed, select the desired set of cards, arrange the stages of development of a vegetable crop in order, talk about the life and development of this plant.
Rules:
1. The number of players depends on how many sets have been prepared; The number of players can be increased by playing in teams.
2. The winner is the one who told and did everything well and correctly.
Algorithm
1. The teacher tells the children about the life of a small seed.
“Throughout the long winter, our seeds were sleeping in a box. Look how small and defenseless they are, but in each of them lies an extraordinary power of life. Now in every small seed the life of the future plant sleeps. We will wake them up and then dream about what they will be like.
The teacher, together with the children, places the seeds of various vegetable crops in special cups on a damp filter and closes with a lid. After a while the lid fogs up.
– These are our seeds that have woken up, they are breathing. It won't be long before each of them has a little white tail. (Shows a sprouted seed.)
– What do you think this is? (This is a small spine.)
– This sprouted seed needs to be planted in the ground, and an adult plant will gradually grow from it, unless, of course, you forget to take care of it.
– Now let’s dream about what plants will grow from our seeds (pepper, tomato, cucumbers, beans, beans, peas).
2. Each child is given a seed, asked to carefully examine it and select cards for him or her depicting the stages of development of this vegetable crop. (On each card there is a picture of the seed from which the given plant grew. The shape, color and size of the seed drawn in the pictures help guide the selection of cards.)
3. Children select the necessary cards, arrange them in correct sequence, talk about their plant.
4. At the end of the game the result is summed up.
Build a house for an animal
(game for children 6–7 years old)
Target. To consolidate children's knowledge about the life characteristics of various wild animals, their housing, and the building materials they use. Develop the ability to select the right material to build a house for any of the animals.
Material. A large didactic picture, cards with images of animal houses (anthill, beehive, bird's nest, etc.), building materials (twigs, blades of grass, fluff, leaves, etc.), and the animals themselves.
Tasks:
1. Choose from the proposed animals those you want to help.
2. Choose from the proposed building materials only what is needed for your animal.
3. Choose a house for the animal.
4. Talk about your choice.
Rules:
1. The game is played in teams (3 teams of 2-3 people each).
2. Whoever completed the task quickly and correctly and was able to explain his choice won.
A didactic game can be carried out as a whole lesson or used as part of it. At the beginning of the lesson, the goal of the didactic game is to organize and interest children, to intensify their activity; in the middle, it should help in mastering the educational task for a given section (topic). Using the game at the end of the lesson can be exploratory in nature.
CONTENT OF DIDACTIC GAMES
1st WEEK
FIND A ROOM FOR YOUR TOY
The purpose of the didactic game. Teach children how to properly place play materials and treat them with care.
Game tasks.
1. Playing with toys (2-3 new toys) - recite a poem, ask a riddle, find out by description, sing a song, etc.
2. Put toys in place. Evaluate together the correctness of the task: where the best place for toys. The role of the leader can be played by the teacher or the child.
Equipment. Toys.
LET'S GET ACQUAINTED
The purpose of the didactic game. Learn to accurately and expressively perform simple dance movements, reflecting in them the changing nature of the music.
Game tasks.
1. Children become pairs facing each other and move in a side gallop to the music. At the end of the music, they give their friend a hand and say their name.
2. Perform dance movements as desired.
3. Moving forward in a circle, the partner is replaced.
4. At the strong sound of music, they scatter around the hall, at the signal they find a partner and, calling his name, stand in a circle.
Equipment. Audio recording (“Pair dance”, Karelian folk melody, or “Heel”, Russian folk melody; “Bulba”, white dance; “Dance”, music by T. Lomova).
Target. To form in children a positive attitude towards accessible, beautiful and understandable advertising.
Game tasks.
1. Children guess whose advertisements are hanging on the “tree” (they were placed in the forest by animals - the heroes of K. Chukovsky’s poem “Telephone”).
2. Having divided into teams, the children come up with their own ad and place it on the “tree”. Members of the other team must determine which of the animals will be interested in such advertising. For example: “We offer cabbage, tasty, sweet. It contains a lot of vitamins,” “Buy honey. Everyone needs it to be healthy.”
3. Children advertise “their business,” their product. For example: “Pancakes, pancakes, pancakes! Dad, mom, daughter!”, “Buy paintings. They will tell you about how beautiful the world is, how we live, sing, draw, dance”, “”. He will teach you how to build fairy houses and make different animals for our zoo.”
4. “Pick up what you need for class.” Each team receives a set of cards depicting objects, toys, aids necessary for different types children's activities. The teacher names, for example: physical education, music class, drawing, modeling, and the children try to quickly select the attributes. They create an advertisement for “Our Games”. Which team attracted more participants to the game?
Equipment. Advertisements for “little animals” based on the content of K. Chukovsky’s work “Telephone”; pictures depicting vegetables, fruits, objects, toys, aids; story pictures; paper, pencils, markers, glue, scissors; chips for awards.
WEEK 2
WHAT DOES A STUDENT NEED?
Target. Introduce children to the school supplies of a preparatory class student, teach them how to keep them in order and be able to quickly prepare for a lesson (in mathematics, reading, labor, physical education, drawing, rhythm). Reinforce the rules of behavior at school, in the classroom, during a lesson, during recess, in the cafeteria, on the playground.
Game tasks.
1. Children name what supplies the student needs.
2. At the teacher’s signal, the children in each row try to quickly and correctly prepare manuals for a specific lesson. The row that completes it first gets a flag.
3. Having been divided into groups, children depict game situations like “We are at recess” (in the dining room, in the gym, etc.).
Equipment. School supplies, chips for rewarding.
WHAT CHANGED?
Target. During the game, consolidate the concepts: above, below, between, to the right (right), to the left (left). Cultivate attention and observation.
Game tasks.
1. Introduce toys located on the table and shelves; determine their place in relation to one another.
2. After replacing toys, changing their place, tell what has changed.
3. Find the changes that have occurred in the group room (class).
Equipment. Toys, chips for rewarding.
FIND OUT WHO WE ARE?
Target. Teach children to understand a piece of music and compare musical images.
Game tasks.
1. Guess who enters the class after whom: a crybaby, a feisty one or a playful one.
2. Improvise musical and game images.
Equipment. Audio recording (plays “Crybaby”, “Crybaby”, “Frolic”, music by D. Kabalevsky).
Target. During the game, develop children's attention and interest in various colors and shades, a feeling of joy when perceiving the beauty in nature.
Game task. Each player receives a picture depicting a summer (autumn) landscape. By applying colored stripes to the image, the child selects the colors that are in his picture (the stripes are placed behind the braid attached at the bottom of the picture). Whoever composes the composition correctly and talks about it receives a set of postcards (for example, “Autumn Bouquet”; the children themselves make the postcards in advance).
Equipment. Pictures of landscapes, colored stripes, sets of postcards.
WEEK 3
TOP AND ROOTS
Target. To consolidate children's knowledge about vegetables (name, shape of fruits, stems, leaves, coloring, taste), about their meaning for humans. Cultivate a desire to grow the right plants.
Game tasks.
1. One group of children receives “roots” (onions, turnips, carrots, potatoes, etc.), and the other receives “tops” (tops). At the leader’s signal, all children find their pair (you need to create a whole from parts).
2. They pass through the “magic gate” (the correctness of the task is checked), after which they exchange “tops” and “roots”.
Game option. The game is played with paired pictures.
Equipment. Vegetables (paired pictures), chips for rewarding.
TRAVEL TO THE LAND OF ROAD SIGNS
Target. During the game, consolidate knowledge of the rules traffic transport and pedestrians on city (village) streets. Cultivate attention and organization.
Game tasks.
1. A ride on a bus (made up of chairs or a large construction set), correct entry and exit, stops at traffic lights, a canteen, a medical aid station, etc.
2. Act according to the instructions of the police officer; monitor the traffic lights.
Equipment. Driver and policeman hats, road signs“Pedestrian crossing”, “Attention, children!”, “Turn”, “Road repair”, “Entry of vehicles is prohibited”, “Sharp turn ahead”, etc.; traffic light, rod
COMPLETE A WHOLE FROM PARTS
Target. Learn to fold geometric shapes from individual parts; develop children's eye and coordination of movements. Cultivate resourcefulness.
Game tasks.
1. Consider geometric shapes (samples) and name them.
2. According to the teacher’s instructions, put together whole figures from individual parts.
3. Independent games: a) who will make the most pieces in certain time; b) who has a more beautiful pattern from geometric shapes.
Equipment. Flat geometric figures, their parts (of different colors), chips.
HELLO, AUTUMN!
Target. Teach children to perform movements in accordance with the rhythm and content of the song.
Game tasks.
1. One participant in the game depicts autumn (he stands in a circle), the second child depicts rain (located on the side). Children holding hands move in a circle and sing a song. Autumn answers the questions contained in the song, and the children perform the appropriate actions.
2. At the end of the song, the children run away to hide from the rain, and the rain catches up with them, clapping its hands.
3. To the accompaniment of light music, children run out from under the umbrella (roof), stand in a circle, and the game is repeated.
Equipment. Audio recording (“Hello, autumn!”, music by V. Vitlin, lyrics by E. Blaginina), autumn and rain costumes, autumn leaves, garlands, umbrella.
COME UP WITH A DRAWING
Target. To develop the creative imagination and imaginative thinking of children in play, to teach them to give an objective assessment of their work and teamwork.
Game task. Complete each of the four geometric shapes drawn on the board (circle, triangle, semicircle, rectangle) so that you get interesting drawings. For example, from a circle - a ball, a bun; from a semicircle - a mouse, a sailboat; from a triangle - a cockerel, etc. The one who has created the most drawings based on one geometric figure wins.
2-3 groups of children can take part in the game.
Equipment. Colored crayons, badge (souvenir, craft) for awarding.
WEEK 4
GET IT BY YOUSELF
Target. Teach children to correctly form sentences with a given number of words.
Game task. Come up with sentences of two, three, four, five words. The first child to make a sentence gets a chip. The one with the most chips wins.
Game option. You can give supporting words to make sentences.
Equipment. Chips for awards.
GUESS, WE WILL GUESS
Target. In the game, clarify children's knowledge about garden plants, name their characteristics, describe and find them by description.
Game task. Children describe any plant in the following order: shape, color, taste, smell. The driver should recognize the plant from the description.
Equipment. Vegetables, fruits, berries, leaves (in kind or in pictures), chips for rewarding.
LEARN THE SONG
Target. Recall the names of familiar songs from the picture and repeat their content.
Game tasks.
1. Participants in the game are divided into 2-3 groups, choose 2-3 pictures depicting objects and together find out what songs they remind of the content of.
2. Children of one group show their pictures and sing songs. The rest must find out the name of the song and determine whether the task was completed correctly.
At the end of the game, the best choir is awarded.
Game option. The group can perform a song without naming it, and the guys must find out what object is shown in the picture.
Equipment. A set of pictures depicting objects (Christmas tree, birch tree, bird, flag, autumn leaves, etc.)” audio recording (phonogram).
WEEK 5
WHAT DO YOU HAVE?
Target. Teach children to write a sentence on a specific topic.
Game task. Each child receives an envelope (bag) containing a small object (toy). You need to make a sentence with the name of the item he received. At the signal from the presenter, he speaks his proposal.
The game is repeated 3-4 times.
Equipment. Envelopes (bags) with objects or toys, chips.
JOURNEY TO THE COLLECTIVE FARM (STATE FARM)
Target. During the game, expand children's knowledge about the life of the people of the collective farm village, cultivate respect for agricultural professions. Develop coherent speech.
Game tasks.
1. Select pictures about the life of collective farmers, their work (work in the field, in the garden, in the garden, on the farm, etc.); talk about them, characterizing the professions of field farmer, milkmaid, combine operator, poultry worker, etc.
2. Talk about the work of your parents (rural children), grandparents.
3. Find out the content of the pictures (children exchange them among themselves) by the child’s imitation of actions performed by people of different rural professions.
Whoever identifies the content of the picture more correctly and quickly gets a chip.
Equipment. Pictures, children's books, photo illustrations, chips.
POST YOUR FIGURE
Target. Teach children to act according to a model, remember and accurately reproduce it. Cultivate attention and perseverance.
Game task. Consider and remember the sample. Lay out the figure yourself, check the correctness of the work done (check with the sample).
Equipment. Boxes with colored sticks of different sizes, samples, chips.
WE ARE THE DRUMMERS
Target. Teach children the simplest techniques for playing the drum (hold your hands correctly, follow general dynamics, tempo), perform movements in accordance with the three-part form of music.
Game task. One group of children plays the drums, the children of the second group learn the melody and perform movements to the music (marching, clapping, squats, etc.). Which group did the task better?
Equipment. Audio recording (“Drummers”, music by D. Kabalevsky; “On the mountain there is a viburnum”, Russian folk song in the style of Yu. Chichkov), drums.
WEEK 6
COME UP WITH A PROPOSAL
Target. Learn to compose sentences with a word given in a certain form; develop speech activity.
Game task. The teacher names the word, and the child makes a sentence with it. For example, the word “nearby” is the sentence: “# I live not far from the kindergarten” (words can be different forms: mom, winter, came, good, etc.).
Whichever child made a mistake pays a phantom, and for the correct answer receives a chip.
Equipment. Scene pictures, chips.
INVITATION TO VISIT
Target. Teach children to correctly say their last name, first name, home address; follow the rules of behavior when visiting, be polite, show attention and care for others.
Game tasks.
1. The child introduces himself to the children and invites them to visit (for a birthday, holiday, etc.), and correctly names his home address.
2. The teacher and children discuss how to behave when visiting and what gift to prepare for the birthday boy.
3. The teacher (or Parsley, a fairy tale character) invites the children to kindergarten for a performance (puppet theater, picture theater). The teacher (children) names the kindergarten number and address.
4. Puppet show (picture theater) “Let’s get acquainted.”
Equipment. Puppet theater (or picture theater).
FUN GAMES - PUZZLES
Target. Promote the development of children's intellectual abilities.
Game tasks.
1. Make two squares from seven sticks.
2. From several geometric shapes make the desired drawing.
3. Name quickly: 5 different girls' names; 5 boys names; 5 flowers; 5 pets; 5 items a student needs.
4. Who can arrange 3 sticks in different ways? Who will complete the task with 4 and 5 sticks?
Equipment. Counting sticks, samples of patterns for making, chips.
MAKING MUSIC
Target. Learn to come up with a melody based on the words of familiar quatrains; develop singing skills.
Game task. Children (5 people) choose cards with text at will, then they must “read” it, and I will come up with a melody. The rest of the guys (jury members) watch their actions, listen to the performance, discuss the choice best option. The best “composer” is awarded a diploma (winner badge).
Game option. The task is performed by a group of children. The best creative team is awarded a diploma.
Equipment. Cards with text (plot), diploma, musical instruments(optional), audio recording (phonogram).
WEEK 7
REMEMBER THE LETTERS
Target. Exercise children in recognizing and memorizing letters.
Game task. All players receive object pictures. Having seen a letter placed by the teacher on a typesetting canvas, children put down pictures depicting objects whose names begin with this letter (a letter in the middle of a word, at the end of a word). The one with the most correctly selected pictures wins.
Equipment. Object pictures, letter box, typesetting canvas.
WHAT DOES WHO NEED?
Target. During the game, train children in the classification of objects, the ability to name objects, necessary for people rural professions. To cultivate love and respect for work, the desire to provide all possible assistance to adults.
Game task. The presenter (teacher or child) names the person by profession (field farmer, tractor driver, beekeeper, agronomist, etc.) - Children name what each of them needs for work. The one who names the most items wins.
Equipment. Illustrative material on the topic “Work on a collective farm”, subject pictures, chips for rewarding.
OUR ORCHESTRA
Target. Teach children to distinguish the timbre coloring of the sound of musical instruments.
Game tasks.
1. The presenter (teacher or child), behind the screen, plays one of the instruments. Children guess what instrument it sounds. The one who answers correctly gets a chip.
2. Children who answered correctly will organize an orchestra. A conductor is chosen. Imitating playing instruments, the orchestra begins the performance: first the trumpeters - boom-boom-boom..., then the drummers enter - tra-ta-ta..., violinists - tili-tili-tili..., cymbalists - la-la-la... etc.
Equipment. Children's musical instruments (trumpet, drum, violin, cymbals, pipe, bell, etc.), chips, audio recording (phonogram).
RAINBOW
Target. The game reinforces children's ideas about primary and secondary colors.
Game tasks.
1. Children arrange the sticks to make a rainbow - the solar spectrum - red, orange, yellow, green, blue, indigo, violet.
2. Select sticks painted in primary colors and select additional colors for them.
3. Put on hats (colors of the spectrum) and at the presenter’s signal “Sunny!” run (“walk”) all over the site; to the signal “Rain!” gather in a “rainbow” and say the words:
And I am a rainbow-arc and high and tight,
I'll give you a bucket full of rain.
Equipment. Reproduction with the image of a rainbow, multi-colored sticks, hats.
WEEK 8
LIVING SYLLABLES
Target. Exercise children in reading straight syllables.
Game task. Divide the game participants into three identical subgroups. One subgroup receives cards with consonants, the second - with vowels. At the teacher’s signal, the children come together in pairs, holding up cards with letters. Children from the third subgroup read the resulting syllable.
Equipment. Cash register of letters, cards with letters, chips.
WHAT CHANGED? (WHAT'S MISSING?)
Target. Teach children to describe a toy (object) from memory, develop visual memory.
Game tasks.
1. Children remember all the toys (objects) that are on the table. The leader hides the toy or changes its position, and the children (one by one or together) find out what has changed (or what has disappeared). Name the toy and describe it.
2. When naming or describing a new toy, you must indicate how and what games you can play with it.
3. Playing with new toys.
Equipment. Toys.
TANGRAM(geometric constructor)
Target. Teach children to recreate simple figures from geometric shapes: bunny, cockerel, bird, etc., using 7 figures. Offer to tell how the child thinks about completing the task, and then check the correctness of the solution. Look for solutions to problems collectively, give all playing children the opportunity to speak out.
Option. On a piece of checkered paper, make a poster of various geometric shapes (story picture).
Equipment. Geometric constructor, sheets of checkered paper, simple pencils(pens).
SUPERMARKET
Target. To consolidate children's knowledge of ordinal counting and the composition of numbers. Develop speech and thinking.
Game tasks.
1. Choose the necessary vegetables and fruits in the store; calculate their cost and pay to the cashier; give the check received from the cashier to the controller.
2. Name the products and tell what can be prepared from them.
Equipment. Attributes for the game "Shop".
GUESS THE BELL
Target. Learn to distinguish between high, middle and low sounds; develop children's ear for music.
Game task. Children receive mugs in red, yellow and green. The leader (teacher or child) has 3 bells - large, medium and small. The presenter calls them one by one. Children raise their mugs according to the sound: a red circle - to the low sound of a large bell; yellow - medium; green - for the high sound of a small bell. The game can be played with a metallophone (the presenter alternates playing in the upper, middle and lower registers).
The jury records the mistakes of the participants in the game.
Equipment. 3 musical bells, colored mugs.
SCULPTORS
Target. Fix constructive (an object is created from separate parts) and plastic (an object is created from a whole piece by stretching) methods of sculpting. Independently distribute tasks in group work. Develop imaginative thinking and creative imagination.
Game tasks.
1. Two groups of children are given the task of creating sculptural composition(for example, according to the content of the work “Grandfather Mazai and the Hares” by N. Nekrasov), using the products they made in the modeling class and adding new ones. You are given 20-30 minutes to work.
2. Collective viewing and discussion of works. The evaluation takes into account the expressiveness of the image.
3. Acting out created images using literary text (tabletop theater).
Creative teams receive diplomas and their works are offered for exhibition.
Equipment. Plasticine or clay, stacks, boards, auxiliary material, diplomas.
WEEK 9
ADD YOUR OFFER
Target. In the game, develop speech activity and quick thinking.
Game task. The teacher says a few words, and the children must add new ones to make a complete sentence. For example: Mom bought... books (notebooks, toys, candies).
The game is played with children individually, in groups or in rows. The child (row, group) who has made the most sentences wins.
Equipment. Chips.
CHOOSE A WORD
Target. Find words with the desired sound (letter) at the beginning, middle, and end of the word.
Game task. Name words with the desired sound [k] or [s’]. Read words with the correct letter. For the correct answer - a chip (flag).
Who named and read more words?
Equipment. Cash register of letters, syllabic table, chips.
FRIENDLY WEEK
Target. During the game, consolidate knowledge of the names and sequence of days of the week. Correlate the days of the week with past, present and future times: today is Monday, tomorrow will be Tuesday, yesterday was Sunday.
Game tasks.
1. Conversations about the days of the week: “I am Monday - the first day after the week, and who are you?”, “I am the second day - Tuesday,” “I am the middle of the week - Wednesday,” etc.
2. Remember interesting events on certain days of the week, outline interesting things to do for the following days in a group, at home.
3. Complete tasks: at the leader’s signal, line up according to the order of the days of the week; one of the days of the week, named the leader, invites the next (previous) day of the week to a couple's dance.
Equipment. Caps with the names of the days of the week, gramophone record.
WHAT IS THIS BIRD?
Target. Clarify and expand children's understanding of bird life in autumn. Describe birds based on their characteristics. Cultivate a caring attitude towards birds.
Game tasks.
1. Children from one subgroup describe the bird, and from the other, they find out what kind of bird they are talking about and bring a card with its image (the task is performed by subgroups one by one).
2. Making and guessing riddles.
3. Repetition of familiar proverbs and sayings about birds.
Equipment. Cards with images of birds, badges (for awarding winners).
COUNT MORE
Target. In the game, consolidate quantitative and ordinal counting (from 1 to 10).
Game tasks.
1. “Keep counting.”
2. “Count how many apples are in the basket.”
3. “Name your place in the ranks” (children of each subgroup stand one after another).
4. “Complete the task” (the presenter suggests: “The 4th will bring 6 cones”; “The 7th will make 5 jumps”, etc.).
5. “I will name a number, and you name the object that contains this number. For example, I will say “five” (there are five fingers on my hand, five corners on a napkin, etc.).
Equipment. Small counting material, chips, pennant for the winning team.
JOURNEY
Target. Perform familiar songs, games, round dances.
Game task. There are 4 stations throughout the site: “Pesennaya” (homemade records are laid out here, which depict the content of familiar Russian and Belarusian songs), “Plyasovaya” (there are handkerchiefs, wreaths, hats, a tambourine, etc.), “Mysterious” (cards are located with an image that reveals the content of the task, for example: a musical staff - you need to sing a song, a children's musical instrument - you need to perform a piece on it, etc. The cards are laid out face down), “Game” (the attributes for individual musical-didactic games, round dances are located).
Children, arriving at each station, complete the appropriate tasks.
Game option. Children are distributed into groups according to the number of stations. The teacher and two or three children travel around the “stations” and watch the children perform. Some of them are directly involved.
Equipment. Homemade records, costume details (handkerchiefs, wreaths, budenovkas, etc.), attributes (steering wheels, horses, mask hats), cards with musical riddles, children's musical instruments, audio recording (phonogram).
PANNO “FESTIVAL AUTUMN”
Target. Convey the holiday mood with the help of color, develop creative imagination, and develop teamwork skills.
Game tasks.
1. Children remember the signs of autumn, a holiday in the city (village); note how this is expressed in color.
2. On large sheets paper (2-3 sheets) “artists” (team of “artists”) perform the composition, cutting out images from paper according to the plan (you can also use natural material, ready-made forms).
3. “Main artists” comment on collective works. The participants of the game (jury) decide who will be awarded 1 (2, 3) place.
After the game, a general composition can be prepared from the panels made, which is used to decorate the room (hall) for the holiday.
Equipment. 2-3 sheets of paper for the background, colored paper, natural material, glue, scissors, brushes, diplomas for the winners.
Collect a plant
Target. To consolidate children's knowledge about the structure of a plant, its parts and their significance for plant life.
Material. A large picture of a lawn (without flowers, grass, etc.) and slots for plants, cut parts of a plant (root, stem, leaves, flower, fruit).
Tasks
1. Remember what the structure of the plant is.
2. Select from the proposed material something that may be part of the plant.
3. Collect parts of a whole plant, name it and plant it on the lawn.
Rules
1. The number of players is from 4 to 6 people.
2. The winner is the one who quickly and correctly collected his plant and planted it on the lawn.
Algorithm
1. Teacher:
— Guys, beautiful flowers once grew in this clearing. But one day a terrible hurricane swept through here. After him, this is what was left... (The teacher shows the children an empty yellow-brown lawn under a blue sky.)
— Do you like this lawn? Can you call it that? (No.)
- How to make her beautiful? (We need to plant plants.)
-Let's bring this lawn to life. Let's plant flowers and make it beautiful. Flowers will grow on it, elegant butterflies, dragonflies, and bees will fly in. It will be the same as before, and even better. It will delight not only us, but also all people with its beauty.
2. Children are provided with sets of not only cut parts of plants, but also unnecessary items.
3. Children choose what they want and then make a plant, name it and plant it on the lawn.
4. In the process of general work, a colorful picture is obtained depicting a beautiful lawn.
5. Children who excel in completing the task are given the opportunity to place the “arriving” butterflies, dragonflies and bees on the flowers of the lawn.
6. At the end of the game the result is summed up.
House for a pig
Target. Provide initial information about the process of building a house (choosing a location, preparing for construction, procuring building materials, etc.). Develop the ability to plan your activities and work together. Develop the ability to listen to a friend, take into account his opinion, and help.
Material. S. Mikhalkov’s fairy tale “The Three Little Pigs”, cards depicting the heroes of the fairy tale, a large picture of a forest, “building materials” (stones, straw, branches drawn and cut out of paper), outlines of houses on which the “building materials” will be glued, a glue stick.
Exercise. Build a house for each pig and tell about the construction process.
Rules
1. 3 - 6 people can take part in the game.
2. Work together in teams; those who interfere with the productive activities of the team bring their team a negative score.
3. If the team independently, without reminding the teacher, decorated its building and the area around it, then it is given additional points.
4. The winner is the team that has no negative points and that completed the task (built the house neatly and beautifully and was able to talk about the construction process).
Algorithm
1. Children are divided into three teams of 2-3 people.
2. Each team chooses one of three piglets: Nif-Nif, Nuf-Nuf or Naf-Naf. Someone they would like to help build a house.
3. Children in teams consult on where it is best to locate their hero’s house and plan joint activities.
4. The construction process takes place.
Miracle flower
Target. To consolidate children's knowledge about the appearance of a flower, its structure (root, stem, leaves, flower, fruit). Introduce the needs of the plant in certain conditions (water, soil, sunlight, air, heat) for normal growth and development. Introduce the stages of development of a living being, the properties, and qualities of a living being. Form generally accepted aesthetic standards. Develop thinking, imagination, speech. Instill a love of nature, the need to care for living beings (in this case, a plant).
Material. A didactic picture divided into two halves: on one half there is a layer of soil and air, on the other there are cards depicting favorable conditions for the growth and development of a plant, stages of a plant’s life, which can be inserted into the first half of the didactic picture in a certain sequence, thereby illustrating plant life cycle.
Tasks
1. Select only those cards that depict the conditions for the successful development of the plant, and insert them into the first half of the picture.
2. Carefully consider the stages of a plant’s life, sequentially talk about them and arrange them in a didactic picture.
Rules
1. The number of players is no more than 5 people.
2. Play in turns.
3. The one who completed the task correctly is considered an expert.
Algorithm
1. The teacher conducts a short conversation with the children, setting them up for the future game.
- We all love flowers - both adults and children. Why do we love them? (For beauty.)
— It’s good when there are a lot of flowers. They decorate our home and lift our spirits. Do you think the flowers are alive, do they feel anything? It turns out that flowers, like any living creature, require care, love, certain conditions accommodation. Do you have flowers at home? How do you take care of them? What do they need every day?
2. The teacher invites the children to look at the visual material and guess what the game will be about.
3. The teacher introduces the rules of the game and the task.
4. At the end of the game the result is summed up.
Prepare the bunny and squirrel for winter
Target. Introduce children to changes in the color of the fur of forest animals with the arrival of winter, find out the reasons for this phenomenon. To develop the ability to correctly select and make clothes for animals. Develop logical thinking, speech, imagination. Instill interest in natural objects.
Material. Two paintings depicting the same forest in autumn and winter period; a set of bunnies and squirrels who will have to make clothes for the winter; clothing blanks (templates).
Tasks
1. Choose which of the animals you would like to make clothes for.
2. Choose the right clothes and dress the animal in winter clothes.
3. Place it in the forest.
Rules
1. The number of players is 3-4 people.
2. Play together, do not interfere with each other.
Algorithm
1. The teacher conducts a short conversation on the topic.
— Wild animals that live in the forest and domestic animals that live next to humans, when winter comes, replace their light summer outfits with winter ones. Why do you think? (To avoid freezing in the cold winter.)
- You know, today bunnies and squirrels came to our kindergarten. (Show.)
—They ask you to prepare clothes for them for the winter. Let's fulfill this request.
2. The teacher gives each child a bunny or squirrel and clothing templates (templates).
3. When the children complete all the tasks and place the animals in the winter forest, the teacher asks them two questions:
- Do you think that in such an outfit our bunny (squirrel) will be noticed by a wolf, fox or hunter?
— What can happen if a bunny (squirrel) is noticed?
4. When answering these questions, a child who chose clothes for a bunny or squirrel in bright colors (yellow, red, etc.) understands his mistake. He is given the opportunity to fix it.
5. At the end of the game the result is summed up.
Builder
Target. To consolidate children's knowledge about the profession of builders, machines that help build houses, and building materials. Reinforce knowledge about the process of building a house. Strengthen knowledge of ordinal counting (1st, 2nd floor, etc.). Develop the ability to form nouns with the suffix -schik-, -chik- (bricklayer, plumber, crane operator, etc.)
Material. Paintings depicting blocks, panels of houses; paintings depicting machines that help in the construction of houses; flannelgraph; distinctive cards.
Tasks
1. Select mechanisms and materials from a large number proposed for building a house.
2. Establish the sequence of building the house.
3. “Build” a model of the house on a flannelgraph, taking into account all the construction features.
Rules
1. The number of players is 4-5 people.
2. For correct answers, children receive a distinctive card.
3. Those children who actively “built” the house together and have distinctive cards win.
Algorithm
1. The teacher says:
- Today we will be builders. We will build a house. What can it be built from? (Children speak out.)
-Who builds houses? What machines do you think will help us?
2. Children choose from the proposed machines (tractor, passenger car, bulldozer, crane, bus, truck, etc.) needed. Determine the construction sequence.
3. The teacher asks the children:
—What needs to be done before starting construction of a house? (Clear the area.)
- And then? (Children answer.)
4. Children perform play actions. The flannelgraph has a strip of brown paper at the bottom representing the earth. Children choose the machines needed for construction. The bulldozer “rides” along this strip, levels the ground, prepares the site for construction, the excavator “digs a foundation pit” (the middle of the brown paper is removed and a black strip is inserted, symbolizing the laying of the foundation). The faucet is being installed. The installation of “floors” begins, that is, the installation of blocks and panels. Next, the children “install the roof.” After “construction” is completed, “ Finishing work" Children are given the opportunity to improve the area near the house (“plant” trees, shrubs, flowers, etc. next to it).
5. At the end of the game the result is summed up.