Materials:

Progress of the game:

Educator: Correct.

Game "Guess what to do"

Game "Butterfly, fly!"

Game "Loud - Quiet"

Game "Clock"

Game “Bear cubs eat honey”

The game is repeated 3-4 times.

Game "Frog and Little Frogs"

Goal: To develop children's speech attention.

Game "Shop"

Game "Be careful"

Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness.

Game "Bells"

Goal: To develop children's speech attention.

Game "Animals Are Coming"

Goal: To develop children's speech attention.

Exercise “Blow on a ball”

Goal: To develop the articulatory apparatus of children.

Exercise "Breeze"

Goal: To develop the articulatory apparatus of children.

Exercise “Lick your lips”

Goal: To develop the articulatory apparatus of children.

Game "Cuckoo and the pipe"

Goal: To develop children’s phonemic hearing and speech attention.

Game "Mend the clothes for the bunnies"

Teach children to distinguish colors and use color names in speech. Strengthen the ability to recognize geometric figures and name them (circle, square, triangle). Develop fine motor skills, color perception, attention.

Materials:

Silhouettes of clothes, geometric shapes cut out of cardboard.

Progress of the game:

A hare appears with a basket and cries.

Educator: Why are you crying, little bunny?

Bunny: I bought gifts for my bunnies - shorts and skirts. While I was walking through the forest, I touched a bush and they tore. (Shows cardboard shorts and skirts).

Educator: Don’t cry, bunny, we will help you. Children, let's pick up patches and patch up the holes. What do the holes in skirts and shorts look like?

Children: triangle, square and circle.

Educator: Correct.

The hare places her shorts and skirts on “stumps” (tables), on which patches are laid out in advance. Children come to the tables and complete the task. The teacher asks each child what color patch he put on and what geometric figure it resembles.

Hare: Thank you very much children!

Game "Guess what to do"

Target. Teach children to correlate the nature of their actions with the sound of the tambourine. Developing children's ability to switch auditory attention.

Preparatory work. Prepare 2 flags for each child.

Progress: Children sit in a semicircle. Each person has 2 flags in their hands. If the teacher rings the tambourine loudly, the children raise the flags up and wave them; if quietly, they keep their hands on their knees.

Methodical instructions. An adult needs to monitor the correct posture of children and correct execution movements; It is necessary to alternate the loud and quiet sound of the tambourine no more than four times so that children can easily perform the movements.

Game "Butterfly, fly!"

Target. Achieve long, continuous oral exhalation.

Preparatory work. Prepare 5 brightly colored paper butterflies. Tie a thread 50 cm long to each and attach them to the cord at a distance of 35 cm from each other. Pull the cord between two posts so that the butterflies hang at face level standing child.

Progress: Children sit on chairs. An adult says: “Children, look at what beautiful butterflies: blue, yellow, red! There are so many of them! They look like they're alive! Let's see if they can fly. (Blows on them.) Look, they flew. Try to blow too. Who will fly further? The adult invites the children to stand one by one next to each butterfly. Children blow on butterflies.

Methodical instructions. The game is repeated several times, each time with new group children. It is necessary to ensure that children stand straight and do not raise their shoulders when inhaling. You should only blow on one exhalation, without drawing in air. Do not puff out your cheeks, move your lips slightly forward. Each child can blow for no more than ten seconds with pauses, otherwise he may become dizzy.

Game "Loud - Quiet"

Preparatory work. The teacher selects paired toys of different sizes: large and small cars, large and small drums, large and small pipes.

Progress: An adult shows 2 cars and says: “When a big car drives, it makes a loud signal: “beep.” How does a big car signal? Children say loudly: “Bee-Bee.” The teacher continues: “And the small car beeps quietly: “beep.” How does a small car honk? Children quietly say: “Bee-Bee.” The teacher removes both cars and says: “Now be careful. As soon as the car starts moving, you must give a signal, make no mistake, a large car honks loudly, and a small one - quietly.”
The rest of the toys are played in the same way.

Methodical instructions. Depending on the number of children in the group, you can use one pair of toys or 2-3. Make sure that when pronouncing onomatopoeia quietly, children do not whisper.

Game "Clock"

Goal: To develop children's speech attention.

Progress: V-l: Listen to how the clock ticks: “Tick-tock, tick-tock,” how the clock strikes: “Bom-bom...”. In order for them to walk, you need to wind them up: “backgammon…”!
Let's wind up a big clock (children repeat the corresponding sound combination 3 times); Our clock goes and first ticks, then strikes (sound combinations are repeated by the children 5-6 times).
Now let's wind up the small clock, the clock goes and sings quietly, the clock strikes very quietly (the children imitate the ticking and ringing of the clock with their voices each time).

Game “Bear cubs eat honey”

Goal: To develop the articulatory apparatus of children.

Progress: The teacher tells the children that they will be bear cubs, and bear cubs really love honey. He suggests bringing your palm closer to your mouth (with your fingers away from you) and “licking” the honey - the children stick out their tongues and, without touching their palm, imitate that they are eating honey. Then, lifting the tip of the tongue, remove it. (mandatory demonstration of all actions by the teacher.)
The game is repeated 3-4 times.
Then the teacher says: “The bear cubs are full. They lick the upper lip (show), lower lip (show). They stroke their bellies, saying: “Oooh” (2-3 times).

Game "Frog and Little Frogs"

Goal: To develop children's speech attention.

Progress: The teacher divides the children into two groups: large and small frogs. He says: “Big frogs jump into the pond, swim in the water and croak loudly: “Kva-kva” (children imitate that they are swimming and croak loudly).
Little frogs also jump into the pond, swim, and croak quietly (children imitate the actions and croak quietly). All the frogs got tired and sat down on the sand on the shore.” Then the children change roles and the game is repeated.

Game "Shop"

Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness.

Progress: The teacher suggests going to the store and buying toys. You can only buy it if you talk like a toy. Children come up to the table and pronounce characteristic sound combinations for this toy (doo-doo, me-me, bi-bi)

Game "Be careful"

Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness.

Progress: Educator: I have different pictures, if I show a picture of an animal, you must scream as it screams and raise the blue circle. If I show you a toy, you raise the red circle and name the toy.

Game "Bells"

Goal: To develop children's speech attention.

Progress: Q: Look, this is a big bell, and this is a small bell. The girls will be little bells. They ring: “Ding-ding-ding.” Boys will be big bells. They ring: “Ding-ding-dinging.”
The teacher offers to “ring” and sing songs first to the girls, then to the boys. The exercise is repeated 2 times, then the children change roles and the game is repeated.

Game "Animals Are Coming"

Goal: To develop children's speech attention.

Progress: The teacher divides the children into four groups - elephants, bears, piglets and hedgehogs.

Educator: The elephants are walking, they stomp their feet very loudly (the children loudly pronounce the sound combination “top-top-top”, repeat it 3-4 times.

The bears are walking, they stomp more quietly (children repeat the sound combination 3-4 times a little more quietly).

The piglets are coming, they are stomping even quieter...

The hedgehogs are coming, they are stomping very quietly...

The elephants go (children walk around the group, stomp and pronounce the sound combination loudly).

The same work is carried out with other animals. Then the children change roles according to their choice, and the game is repeated.

Exercise “Blow on a ball”

Goal: To develop the articulatory apparatus of children.

Procedure: Children take the ball by the thread, hold it in front of their mouth and say: “Pf-f-f” (blow on the ball). The exercise is repeated 3 times, then the children rest and repeat the exercise 3 more times.

Exercise "Breeze"

Goal: To develop the articulatory apparatus of children.

Procedure: Children take a piece of paper by the thread, hold it in front of their mouth and say: “Pf-f-f” (blow on autumn leaf). The exercise is repeated 3 times, then the children rest and repeat the exercise 3 more times.

Exercise “Lick your lips”

Goal: To develop the articulatory apparatus of children.

Move: Teacher: Let's eat candy (children and teacher imitate eating candy and smack their lips). The candies are delicious, let’s lick our lips (demonstration: run your tongue over upper lip from edge to edge, then along the lower lip - you should get circular movements).

Game "Cuckoo and the pipe"

Goal: To develop children’s phonemic hearing and speech attention.

Progress: Q: A bird lives in the forest - a cuckoo (show picture). She crows: “Ku-ku, kuk-ku” (children repeat the sound combination 3-4 times). One day the children came to the forest to pick mushrooms. We picked a lot of mushrooms. We got tired, sat down in a clearing to rest and played the pipes: “Doo-doo-doo” (children repeat the sound combination 3-4 times).

The teacher divides the children into two groups - cuckoos and pipes. Without a system, he gives different commands 6-7 times (sometimes to cuckoos, sometimes to pipes). Then the children change roles and the game is repeated.

Game “Hit a nail with a hammer”

Goal: To develop children’s phonemic hearing and speech attention.

Progress: B: When the big hammer knocks, you can hear: “Knock-knock-knock” (children repeat the sound combination 5-6 times). When a small hammer knocks, you can hear: “Bale-buck-buck” (children repeat the sound combination 5-6 times).

Let's hammer the nail with a big hammer...

Now let's hammer in a small nail with a small hammer...
Close your eyes and listen to which hammer is knocking (without a system, the teacher repeats sound combinations 4-5 times, and the children say which hammer is knocking).

Winner all-Russian competition"The most popular article of the month" October 2016

Card index of games for the second junior group.

Selection by Krokhina O.A.

Didactic games for speech development

2nd junior group

WONDERFUL BAG

Goal: To focus on the gender of a noun when determining an object by its characteristics.

Equipment: Hare, carrot, cucumber, apple, tomato, bag.

Progress of the game:

Let's tell the children something like this: “Come to our kindergarten the hare came. Running bunny, what's in your bag? Can I have a look? What is this? (Carrot.) What carrot? (Long, red.) Put the carrots on the table. And what's that? (Cucumber.) What cucumber? (In the same way we take out a tomato, apple, etc.)

Now the hare wants to play with you. He hid all the vegetables and fruits in a bag. The bunny will put his paw into the bag, take a vegetable or fruit and tell you about it, and you must guess what the bunny has in his paw. Listen carefully. It is long and red. What is this? (Carrot.) It is green and long. What is this? (Cucumber.) It is round and red. What is this? (Apple.) It is round and red. What is this? (Tomato.)"

If the children answer the last two questions incorrectly, we repeat, emphasizing the pronoun in our voice: “Listen again. It is round and red. It's round and red.

Now find and put vegetables in the bag. What's left? (Apple.) Apples are fruits.

Thank you, hare, for coming to us. Goodbye".

MULTI-COLORED CHEST

Goal: We learn to focus on endings when agreeing words in gender.

Material: Chest, subject pictures: egg, cookies, jam, apple, towel and other objects designated by neuter and feminine nouns, according to the number of children.

How to play: Place a chest with pictures on the table. Let’s invite the children to take out the pictures one at a time, while asking questions: “Which egg? What matryoshka?” Etc. The interrogative pronoun agrees with the noun and helps the child correctly determine the gender of the latter.

If the pictures show 2-3 objects, the game will take on a new meaning: the child will be able to practice forming the nominative plural forms of nouns.

Goal: Focus on the ending of a verb in the past tense when agreeing it with a noun.

Material: Wooden house, toy animals: mouse, frog, bunny, fox, wolf, bear.

Progress of the game: Let's put a tower on the carpet. We will seat the animals near the tower. We will tell a fairy tale, encouraging children to take part in the storytelling.

There is a tower in a field. She ran to the tower... who? That's right, mouse. (Children give hints based on the meaning of the verb and its ending.) “Who lives in the little house?” Nobody here. The mouse began to live in the little house.

A frog galloped up to the tower. Etc. In conclusion, let's summarize:

Listen to how we say: the frog galloped, and the hare galloped; the fox came running, and the wolf came running.

WHAT'S MISSING?

Material: Pairs of objects: nesting dolls, pyramids (large and small), ribbons (of different colors and different sizes - long and short), horses, ducklings, Pinocchio, bag.

Progress of the game: Pinocchio appears in front of the children with a bag. He says that he brought toys for the guys. Children look at toys. They are called. They put it on the table.

We comment:

What is this? Matryoshka. Let's see what's inside the nesting doll. Another matryoshka. Place them next to each other. Vova, now take out the toy. What is this? (Pyramid.) Is there another pyramid? Etc.

Remember what items are on the table. There are pyramids, nesting dolls, and ducklings. Pinocchio will play with you. He will hide toys, and you will have to say which toys are missing: nesting dolls, pyramids, ducklings or something else.

Three pairs of objects remain on the table: nesting dolls, pyramids, horses. Children close their eyes. We hide the nesting dolls and put ribbons in their place. (“Who is missing?”) Then we hide the line dots, and put pyramids in their place. (“What’s missing?”) Etc. Finally, we remove all the toys and ask: “Which toys are missing?”

WHERE ARE OUR HANDS?

Purpose: To practice the formation of genitive plural forms of nouns.

How to play: Children sit on chairs. Let's address them, inviting them to a joke or a game with intonation:

Where are our pens? Our pens are gone! (We hide our hands behind our backs. Children do the same.) Here are our hands! (We show our hands and play with our fingers.)

Where are our legs? Our legs are gone! (Children hide their legs under the chair.) Here are our legs! (They stomp their feet.)

Where are our pens? What's missing? (Pens.) Here are our pens! - Where are our legs? What's missing? (Nozhek.) Here are ours

The game is repeated 2-3 times.

Purpose: To practice the formation of plural forms of nouns (in the nominative and genitive cases).

Material: Pictures depicting objects in the singular and plural (matryoshka - nesting dolls, bucket - buckets, wheel - wheels, ring - rings, etc.).

How to play: We distribute pictures to the children, keeping the paired ones. We explain the conditions of the game:

This is a game of attention. I will show pictures. Each picture shows a toy. Anyone who has a picture with the same toys should quickly say about it. For example, I have a wheel. And Vera has wheels. Faith must quickly say, “I have wheels,” or “I have many wheels.” Toys must be named.

The one who hesitates gives his picture to an adult. If the child quickly and correctly names the toy, we give our picture to him.

At the end of the game, the losers (who do not have pictures on their hands) are offered comic tasks: jump on one leg, jump high, sit down three times, etc. We come up with tasks together with the children.

ORDERS

Purpose: To practice the formation of imperative forms of the verbs to jump, to go.

Material: Truck, mouse, bear.

Progress of the game: We bring a truck and a mouse and a bear into the room. We address the children:

Do you want the mouse and the bear to ride in a truck? If you want, ask them. You have to say: “Bear, go!” You can also ask the mouse and the bear to jump: “Mouse, jump!” (Requests are accompanied by actions with toys.)

Oleg, who do you want to ask, a mouse or a bear? What will you ask for?

The game continues until the children's interest in it runs out.

BEAR, LEAN!

Purpose: To practice the formation of imperative forms of the verbs lie, sing.

Material: Teddy bear (voice toy).

Purpose: Comes to visit children

little bear. We tell you that he knows how to carry out orders. You can ask the bear: “Bear, lie down on your side... lie down on your back... lie down on your tummy.” He can also sing, you just have to ask: “Bear, sing!” (The story is accompanied by actions with the toy.)

At the request of the children, the little bear performs various tasks. If the child finds it difficult to formulate the task, we ask leading questions: “Do you want the bear to lie down? On the tummy or on the back? Let’s say together: bear, lie down on your tummy.”

You can give the bear cub other tasks: go (downhill), jump, dance, write a letter, etc.

Goal: Correctly use prepositions with spatial meaning in speech (in, on, about, under, before).

Material: Truck, bear, mouse.

Progress of the game: The bear and the mouse are visiting the children again. The guests began to play hide and seek. The bear leads, and the mouse hides. We invite children to close their eyes. We say:

The mouse hid. Open your eyes. The bear is looking: “Where is the mouse? He’s probably under the car?” No. Where is he, guys? (In the cockpit.) Look where he got into!

Close your eyes again, the mouse will hide again. (We put the mouse on the cabin.) Where is the mouse? Guys, tell the bear!

In the same way, children look for a little mouse, together with a bear, who is hiding under a car, near a car, in front of a car.

Games and exercises with grammatical content can be included in scripts group activities, or it can be carried out at the request of children with small subgroups during leisure hours. You can organize games with children, with the help of which they would learn to correlate the producing and derivative words. This is done on the basis of nouns denoting animals and their young. The formation of methods of verbal word formation is closely related to form formation. It is carried out in outdoor games, dramatization games, special didactic games Oh.

LOST

Goal: Match the name of the animal with the name of the baby.

Material: Toy house, animals (toys): duck and duckling, hen and chick, goat and kid, cow and calf, horse and foal.

Progress of the game: Place adult animals around the room. Their cubs are on the carpet in the house. Let's invite the children to find out who lives in the house.

Let's get a look. Quack-quack-quack - who is it? Duck? We take out a toy from the house. Is the duck big or small? Small? This, guys, is a duckling. Little duckling. And the duck is his mother. Help the duckling find his mother duck. Vasya, take the duckling. Look for the duck.

The rest of the characters are played out in a similar way. When all the babies have mothers, the adults and cubs are placed together. Let the children look at them, say the words: duck-duckling, hen-chicken, etc. Then the animals leave by car to visit other children.

Goal: To distinguish between adult animals and young ones by sound imitations, to correlate the names of an adult animal and its baby.

Material: Toys: mouse and mouse, duck and duckling, frog and frog, cow and calf.

Progress of the game: Animals come and visit the children. The animals want to play. Children must guess whose voice they heard.

Moo-oo - who moos like that? (Cow.) Who moos subtly? (Calf.)

The rest of the toys are played out in the same way. After the game, children can play with the toys. To get a toy, the child must call it correctly (“Frog, come to me!”, “Duckling, come to me!”).

Goal: Use the names of baby animals.

Material: Tray with toys: squirrels, hares, ducklings, mice, etc. - according to the number of children, building material.

Progress of the game: We bring a tray with toys into the room. We say that children should build houses for the kids. Everyone must first decide for whom he will build a house, and correctly ask an adult: “Please give me a duckling (bel-chonka).”

If necessary, you need to suggest the whole word or just the beginning and ask the child to repeat the name.

We lay out building material on the carpet. Children build houses for their animals and play.

ORDERS

Goal: Name baby animals.

Material: Toys: squirrel and kitten.

Progress of the game: Imitate the meowing of a cat. We ask the children: “Who is that meowing? Where?" We go out with them into the next room. - Guys, guests have come to us! Look, they are very small. It's not just a squirrel and a pussy. This is a kitten and a baby squirrel. Animals want to play with you. They can be given instructions. If you ask correctly, the baby squirrel will jump. Little squirrel, jump! That's how it jumps! And you can ask the kitten: kitten, sing! This is how a kitten sings! Who do you want to ask? About what?

After the game, the animals say goodbye to the children and leave (leave).

FRIENDLY GUYS

Goal: To correlate the names of adult animals with the names of their young animals, to activate the names of young animals in speech.

Material: Squirrel and fox.

Progress of the game: Explain to the children the content of the game:

Now we will play the game “Friendly Guys”. Get into pairs. Now line up in two columns. The first column is squirrels, the second is fox cubs. Here are your houses (we place chairs at different ends of the room, on which we sit the squirrel and the fox). If you hear dance music, dance and run - frolic on the lawn. At the command “Danger!” run home to your moms. The one who gets it together the fastest wins.

The game is repeated 3-4 times.

Plastic sketches and exercises also contribute to the activation of the names of baby animals and their correlation with the names of adult animals. For example, an adult takes on the role of a mother hen, and children take on the role of chickens. A hen with her chicks walks through the clearing. Everyone is raking the grass, looking for worms, drinking water, and cleaning their feathers. At the command “Danger!” The chickens run under the wing of their mother hen.

To activate the names of baby animals, variants of the games “Hide and Seek”, “Where are our hands?” can be used. (“Where are our little animals? Are there no our kittens? Are there no our little squirrels? Here are our little animals. Here are our little squirrels”), “Loto”, “Who’s missing?..”, “Wonderful bag” and other games, descriptions of which are given below.

Goal: Correlate the words of the poem with your own movements.

Progress of the game: Children are standing. An adult reads a poem, and children accompany the reading with rhythmic movements.

All summer the swings swayed and sang, and we flew on the swings to the sky.

(Children swing their arms back and forth, slightly springing their legs at the knees.)

We've arrived autumn days. The swings were left alone.

(By reducing the swing stroke, children spring in their knees and reduce the swing of their arms until they gradually stop.)

Lying on a swing V

Two yellow leaves. And the wind swings slightly.

(V. Danko. Swing.)

(Children perform a slight swing with their arms extended forward left and right.)

JUMP OVER THE MOAT

Goal: Form the imperative form of a verb using prefixes.

Progress of the game: Players are divided into two teams, which line up opposite each other. On the site in front of each team, an adult draws two parallel lines at a distance of 50 cm from one another - this is a moat. To the words:

If you want If you want

Be smart, be healthy.

If you want, jump over the ditch! -

Be strong.

(According to Ya. Satunovsky.)

everyone is jumping. The team with the most children able to jump over the ditch without stepping on the line wins. Game continues. Using the same words, the losing team makes a second attempt to jump over the ditch. You can invite children to jump with their eyes closed.

Goal: To consolidate the ability to correlate a word with the action it means.

How to play: Children stand one after another, placing their hands on the shoulders of the person in front. The adult driver says:

Chug, chug, puff-chu, Ko-le-sa-mi

Puff-choo, puff-choo (pronounced 2 times). I'm twirling, twirling (pronounced 2 times),

I don't want to stand still! Sit down quickly

Ko-le-sa-mi I'll give you a ride!

I knock, I knock. Chu! Chu!

(E. Karganova. Train.)

To the words “I don’t want to stand still,” the “train” begins to move slowly, gradually increasing speed. Then the children perform movements in accordance with the text of the poem. To the words “I’m knocking the wheels, I’m knocking,” they stomp their feet; to the words “I’m spinning the wheels, I’m spinning them,” I make circular movements with my hands in front of me. To the words “Chu! Chu!” The "train" stops.

WE WILL NOT TELL WHERE WE WERE

Goal: Activate verbal vocabulary, correlate the word with the action it means.

Progress of the game: The driver steps aside, and the children agree on what activity they will pretend to do. To the driver’s questions “Where have you been? What did you do?" the children answer: “We won’t tell you where we were, but we’ll show you what we did” and show various movements (washing clothes, drawing, etc.). The driver must correctly name the action based on his movements, using the second person plural form of the verb. For example: “You are sawing wood.” If the answer is correct, the children run away, and the driver catches up with them. The one who is caught becomes the driver.

(This game is not available to all children of primary preschool age. It is more popular with older preschoolers.)

FITCHEN CHICKEN

Goal: Practice pronouncing onomatopoeia.

Progress of the game: A chick is selected from the children and a cap is put on its head. At the driver’s signal, a dialogue begins:

Ruffed hen,

Where are you going?

To the river.

Little hen, why are you going?

For water.

Little hen, why do you need water?

Give the chickens water. They are thirsty.

They squeak all over the street - Pee-pee-pee!

(Russian folk song.) After the words “The whole street is squeaking,” the chicken children run away from the chicken and squeak (pee-pee-pee). Having touched the caught child, the chicken says: “Go to the well and drink some water.” Children who are caught leave the game. The game is repeated with the choice of a new hazel hen.

SILENCES

Goal: Form verbs using prefixes.

Progress of the game: Before starting the game, the children say in chorus:

Firstborns, firstborns. The bells rang. On fresh dew. In someone else's lane. There are cups, nuts, Honey, sugar, Silence!

(Russian folk song.) After the word “silence” everyone should shut up and freeze. The leader (adult) watches the children. If someone laughs, speaks or moves, he gives the presenter a forfeit.

At the end of the game, children buy forfeits by performing actions on command (climb under the table and climb back out; jump in place twice; leave the room and come back in; push back the chair and push it back in; look out the window; sit down and stand up; throw the ball ; jump over a rope, etc.).

Children of middle preschool age play this game with interest. With younger children, it is better to play a phantom as soon as one of the players laughs or speaks; The teams are created by an adult. Older children come up with teams themselves.

ADD A WORD

Goal: Find the word (verb) that has the right meaning.

Material: Gena doll.

Progress of the game: The game begins with a conversation about how children help their parents and what they can do. Next, we’ll tell the children that Gena came to visit them. He also loves to help his relatives: grandparents, dad, mom, brother and sister. And what exactly Gena can do, the children will now have to guess.

I know how to clean my bed (the verb is chosen by the children). I can sweep the floor... (sweep). I can dust... (wipe away). I know how to do dishes... (wash, rinse). I know how to make a bed... (make it). I know how to... (water flowers). I help the table... (set). I help the plates... (arrange) I help the forks... (arrange) I help the crumbs... (sweep) I help the room... (clean) When the game is repeated, the children move from choral statements to individual ones (verb names the one to whom Gena directly addresses).

INVISIBLE

Purpose: To form second person singular and plural verb forms.

Material: Dolls, invisible hat, screen, musical instruments (toys), doll furniture.

Progress of the game: The Invisible Man comes to visit the children. He says he has an invisibility cap. When you put it on, you can be invisible. Shows his hat, puts it on and immediately hides behind the screen. Then the Invisible Man tells and shows what he loves and can do (dance, sing, read poetry, run, jump, play musical instruments, sit, stand, walk, etc.).

The invisible man puts on his hat, hides behind a screen and performs one of the above actions. Children guess what the Invisible Man is doing by asking him questions: “Are you sleeping?”, “Are you doing exercises?” etc. The one who guesses correctly wins; he also receives the right to be Invisible.

When the game becomes familiar to the children, it will be possible to choose two Invisibles, then they will form the plural form of verbs.

NAME WHAT YOU DID DO

Goal: Compose (supplement) sentences with homogeneous predicates.

Material: Paper, scissors, etc. (at the discretion of an adult).

Progress of the game: Umeika comes to visit the children, who knows how to do everything (the child must be prepared in advance). An adult gives him a task so that no one hears: “Go to the table, take a piece of paper, cut a strip and give it to Seryozha.” The clever one begins to complete the task, and at this time the children carefully watch him. Then they name everything that Umeika did. The child who correctly lists all the actions performed by Umeika wins. The winning child gets the right to replace the guest.

Umeika's tasks can be very different: run to the door, jump and run back; go to the table, take the book and give it to Vadim; take the car, park it in the garage; leave the room and come back in; go to the cube and jump over it; take the ball and throw it up; put the doll to sleep.

WHO CAN NAME THE MOST ACTIONS

Goal: Actively use verbs in speech, form various verb forms..

Material: Pictures: items of clothing, airplane, doll, dog, sun, rain, snow.

Progress of the game: The Incompetent comes and brings pictures. The children’s task is to select words that denote actions related to objects or phenomena depicted in the pictures. For example:

what can you say about the plane, what does it do? (Flies, hums, takes off, rises, lands...);

what can you do with clothes? (Wash, iron, put on, sew up, clean...);

what can we say about the rain? (It walks, it drizzles, it pours, it drips, it whips, it makes noise, it knocks on the roof...);

what can we say about snow? (Walks, falls, spins, flies, lies down, shines, melts, shimmers, creaks...);

what can you do with the doll? (Place to bed, feed, roll in a stroller, treat, take for a walk, dress, dress up, bathe...);

what is the dog doing? (Barks, chews bones, wags its tail, jumps up, whines, walks, runs, guards...);

what can we say about the sun? (It shines, it warms, it rises, it sets, it bakes, it rises, it falls, it shines, it smiles, it caresses...).

This game can be played on different topics: “Household Items”, “Natural Phenomena”, “Seasons”, “Animals and Birds”, etc.

Goal: Form verbs from onomatopoeic words.

Material: Toys: cat, dog, chicken, cockerel, car.

Progress of the game: Toys come to visit children by car. The adult shows them (one at a time), and the children name them.

Crow! Who is this? (Cockerel.) How does a cockerel crow? (Crow.)

Where, where, where, where! Who is this? (Hen.) How does the hen cackle?

Woof woof woof! Who is this? (Dog.) How does the dog bark?

Meow meow! Who is this? (Cat.) How does a cat meow?

Crow! Who is this? (Cockerel.) What does the cockerel do? (Cuckoos.)

PROFESSIONS

Goal: Match the noun with the verb.

Material: Pictures (photographs) with images of people of different professions (farmer, baker, pharmacist, tailor, salesman, postman, soldier).

Progress of the game: An adult asks questions, children answer.

Who plows, sows, harvests grain? (Grain grower)

Who bakes our bread? (Baker.)

Who dispenses the medications? (Pharmacist.)

Who sews clothes for us in the cold and heat? (Tailor.)

Who is selling it, finally? (Salesman.)

He comes to us with a letter, straight to our house - who is he? (Postman.)

The elder brother serves the dear Fatherland. He protects our lives, He... (Soldier.)

When you become adults, each of you will have some kind of profession. All of them are very important, be it the profession of a farmer, baker, pharmacist, tailor, salesman, postman or builder. But the main thing, no matter who you become, is to work well and honestly.

Goal: Match the verb with the noun.

Material: Olya doll, basket, pipe, hat, candy (sho-koladka), bird, beetle, fish, dog.

Progress of the game: The adult tells the children that

It’s Olya’s doll’s birthday today. She came with gifts that her friends had given her. (All gifts are in the basket.)

Vova gave a gift that you can blow. What did Ole Vova give?

After the children answer, the pipe is taken out of the basket and placed on the table. Then the game continues based on the poem by E. Moshkovskaya “What kinds of gifts are there?” Accompanied by actions with toys.

Kolya gave me something to wear. What can you wear?

Petya gave a delicious gift that everyone likes. This gift can be eaten, but the golden piece of paper will remain.

Sasha gave a gift that could fly, sit in a cage and sing.

Vitin's gift can crawl.

Tolin's gift can swim and paddle with fins.

Misha brought a gift that is on the way!

Who wags his tail and barks,

And everyone wants this gift. - Now Olya wants to know what your family and friends give you on your birthday, what you do with your gifts.

AT UNCLE JAKOV'S (Russian folk game)

Goal: Relate the verb to the action it denotes.

Progress of the game: Children go in a circle and recite:

Uncle Yakov has seven children.

Seven, seven cheerful sons.

They both drank and ate.

Everyone looked at each other,

And everyone did it like this.

And like this, and like this.

On the last two lines, the circle stops, and the leader, and then all the players, perform various actions: pipe, drum, trumpet, ring bells, play the guitar, harmonica, etc. At the end of each action, the leader asks: “ What did the sons do? The children answer and the game continues.

SAY A WORD

Goal: Focusing on the endings of verbs, select words in

Material: Umeika doll.

Progress of the game: The adult says that Umeika wanted to read poetry to the children, but on the way he lost all the last words. Offers to help Umeika. Reads poetry, children finish the necessary words.

(S. Marshak.)

The bunny drums loudly, He is busy with serious business.

(I. Tokmakova.)

The phone is ringing again, it's making my ears ring (ringing).

(A. Barto.)

The runners are jumping -

Sunny bunnies...

Where are the bunnies?

Haven't you (found them) anywhere?

(A. Brodsky.)

I sewed a shirt for the bear, I will sew pants for him. You need to sew a pocket to them and (put a handkerchief).

(3. Alexandrova.)

WHAT WOULD HAPPEN IF...

Goal: Independently form the subjunctive form of verbs.

Progress of the game: An adult reads to the children K.I. Chukovsky’s fairy tale “Fedorino’s Grief.” At the end he asks questions:

Why did all the things run away from Fedora?

What would happen if you scattered all your toys and broke them? h

What would happen if you took care of the toys, treated them well, did not scatter them in corners, but put them back in their places after playing?

What would happen if you left your shoes everywhere?

What would happen if you put the dishes on the windowsill and a strong wind blew?

What if you washed the dishes after dinner and put them away in the buffet?

JOKIC LETTER

Progress of the game: The children are read a comic letter, which was supposedly written to the boy Kolya by his uncle from a rest home. Children must notice and correct errors contained in the letter.

“Hello, Kolya. I am writing you a letter from the holiday home. I find life here very interesting and fun. I'll tell you a few cases.

One day I go out into the yard and see that all the vacationers have woken up and are chewing food with their eyes, looking with their ears, walking with their teeth, listening with their feet, working with their noses, and smelling with their hands.”

Children name mistakes, an adult helps with questions (“What are they doing with their eyes?” Etc.).

“Yesterday we had a tour of the kindergarten. We arrived there, and there: the crybaby does everything with her left hand, the left-hander cries, the little girl fights, the bully is capricious.”

Children answer the question: “What did uncle mix up?”

“We were also in the village. It’s very interesting there: goats moo, cows bleat, grasshoppers cackle, geese chirp.”

Children correct mistakes again.

WHAT DID YOU HEAR?

Purpose: Use different ways formation of verbs.

Progress of the game: Using a counting rhyme, the driver is selected. He sits blindfolded on a chair in the far corner of the room. Then one of the players makes several movements (actions). For example, he moves the table, moves the chair to another place, goes to the door, opens and closes it, takes the key out of the lock and puts it on the table, pours water from a decanter into a glass, etc. The driver’s task is to listen carefully and try to follow the sounds understand and remember everything that happens. When he is allowed to remove the blindfold, he must tell about everything and, if possible, repeat all the actions in the same sequence in which they were performed.

Then you can choose another driver and repeat the game, but the actions of the players should be different.

Game option. All children close their eyes and listen to what the driver is doing, and then tell the story.

Goal: To correlate the meaning of the verb with the action it denotes.

Progress of the game: An adult reads a poem, and children depict the cockerels that it talks about.

The cockerels fluttered. But they didn’t dare to fight. If you are very cocky. You might lose your feathers. If you lose feathers. There will be nothing to fuss about.

(V. Berestov. Cockerels.)

Goal: Use words of the same root in speech.

Material: Toys or pictures: goose, goose, goslings.

Progress of the game: An adult examines toys (pictures) with children: “This is... a goose. He is winged, loud-mouthed, and has beautiful flippers. Legs like flippers.

And this is the mother... gu... son. The goose and goose have gosling children. Gu...sata. One gosling, many goslings.

Someone who is intimately familiar with goslings. He knows: goslings walk in single file. Anyone who is closely acquainted with the gander will never go to them barefoot.

(V. Berestov. Geese.)

Show how the goslings walk in single file. They stretched out their necks, slapping their paws and flippers, and waddling around. The goslings follow their mother goose and father goose in single file.”

Naughty doll

Goal: Clarify the meanings of verbs.

Progress of the game: Children listen to V. Berestov’s poem “Naughty Doll”, then say that the doll was confused, what she did wrong.

Every hour we repeat to our doll twenty times: “What kind of education! Just a punishment!)

They ask the doll to dance,

The doll crawls under the bed.

What kind of education!

Just punishment! Everybody play - she lies down, Everybody lies down - she runs.

What kind of education! Just punishment!

Instead of soup and cutlets

Give her some sweets.

What kind of education!

Just punishment! Oh, we suffered with her. Everything is not the same as with people. What kind of education! Just punishment!

EARRING AND NAILS

Goal: Select a rhyme based on the endings of verbs.

Progress of the game: An adult reads V. Berestov’s poem “Seryozha and Nails” twice. When reading again, children help him by suggesting words (verbs).

The whole house shakes. He hits Seryozha with a hammer. Blushing with anger. Hammers nails. The nails bend. The nails wrinkle, the nails squirm. They are simply mocking Seryozha.

They do not drive into the wall. It's good that your hands are intact! No, hammering nails into the ground is a completely different matter! Here you go - and you can't see the hat. They don't bend. They don't break. They are taken out again. (V. Berestov. Seryozha and nails.)

Didactic games for

introduction to sound reality

2nd junior group

"Guess what to do"

Target. Teach children to correlate the nature of their actions with the sound of the tambourine. Developing children's ability to switch auditory attention.
Preparatory work. Prepare 2 flags for each child.
Progress: Children sit in a semicircle. Each person has 2 flags in their hands. If the teacher rings the tambourine loudly, the children raise the flags up and wave them; if quietly, they keep their hands on their knees.
Methodical instructions. An adult needs to monitor the correct posture of children and the correct execution of movements; It is necessary to alternate the loud and quiet sound of the tambourine no more than four times so that children can easily perform the movements.

“Sun or rain?”

Target. Teach children to perform actions according to the different sounds of the tambourine. Developing children's ability to switch auditory attention.
Progress: The adult says to the children: “Now you and I will go for a walk. We go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring the tambourine, you will have fun walking to the sound of it. If it starts to rain, I will start knocking on the tambourine, and when you hear the knock, you must run into the house. Listen carefully when the tambourine rings and when I knock on it.”
Methodical instructions. The teacher plays the game, changing the sound of the tambourine 3-4 times.

"Guess what sounds 2"

Goal: Continue to isolate and recognize the sounds of individual musical instruments.
Procedure: The teacher shows musical instruments one by one and demonstrates how they sound. Then the teacher offers to solve riddles. He closes the screen and acts with different instruments, and the children recognize what different sounds belong to.

"Guess what 1 sounds like"

Goal: To introduce children to the sounds of the world around them, to isolate and recognize them.
Progress: The teacher shows the objects one by one and demonstrates how they sound. Then the teacher offers to solve riddles. He closes the screen and acts with different objects, and the children recognize which objects the different sounds belong to. Explains that there are many sounds in the world and they all sound differently.

“Where did you call?”

Target. Teach children to determine the direction of sound. Development of the direction of auditory attention.
Preparatory work. An adult prepares a bell.
Progress: Children sit in a circle. The adult chooses a driver who stands in the center of the circle. At the signal, the driver closes his eyes. Then the teacher gives one of the children a bell and invites them to call. The driver, without opening his eyes, must indicate with his hand the direction from which the sound is coming. If he points correctly, the adult says: “It’s time” - and the driver opens his eyes, and the one who called raises and shows the bell. If the driver makes a mistake, he guesses again, then another driver is appointed.
Methodical instructions. The game is repeated 4-5 times. You need to make sure that the driver does not open his eyes during the game. Indicating the direction of the sound, the driver turns to face the place from which the sound is heard. The call should not be very loud.

"Butterfly, fly!"

Target. Achieve long, continuous oral exhalation.
Preparatory work. Prepare 5 brightly colored paper butterflies. Tie a thread 50 cm long to each and attach them to the cord at a distance of 35 cm from each other. Pull the cord between two posts so that the butterflies hang at the level of the standing child’s face.
Progress: Children sit on chairs. The adult says: “Children, look how beautiful the butterflies are: blue, yellow, red! There are so many of them! They look like they're alive! Let's see if they can fly. (Blows on them.) Look, they flew. Try to blow too. Who will fly further? The adult invites the children to stand one by one next to each butterfly. Children blow on butterflies.
Methodical instructions. The game is repeated several times, each time with a new group of children. It is necessary to ensure that children stand straight and do not raise their shoulders when inhaling. You should only blow on one exhalation, without drawing in air. Do not puff out your cheeks, move your lips slightly forward. Each child can blow for no more than ten seconds with pauses, otherwise he may become dizzy.

"Launching the Boats"

Target. Achieve from each child the ability to pronounce the sound f for a long time on one exhalation or repeatedly pronounce the sound p (p-p-p) on one exhalation. Developing the ability to combine the pronunciation of a sound with the beginning of exhalation.
Preparatory work. An adult prepares a bowl of water and paper boats.
Procedure: Children sit in a large semicircle. There is a bowl of water on a small table in the center. The summoned children, sitting on chairs, blow on the boats, pronouncing the sound f or p. The teacher invites the children to ride on a boat from one city to another, marking the cities with icons on the edges of the pelvis. In order for the boat to move, you need to blow on it slowly, with your lips pressed together, as if you were pronouncing the sound f. You can blow by simply stretching your lips with a tube, but without puffing out your cheeks. The ship moves smoothly. But then a gusty wind comes. “P-p-p...” - the child blows. (When repeating the game, you need to drive the boat to a certain place.)
Methodical instructions. Make sure that when pronouncing the sound f, children do not puff out their cheeks; so that children pronounce the sound p on one exhalation 2-3 times and do not puff out their cheeks.

"Loud quiet"

Target. Teach children to change the strength of their voice: speak loudly, then quietly. Developing the ability to change the strength of your voice.
Preparatory work. The teacher selects paired toys of different sizes: large and small cars, large and small drums, large and small pipes.
Progress: An adult shows 2 cars and says: “When a big car drives, it makes a loud signal: “beep.” How does a big car signal? Children say loudly: “Bee-Bee.” The teacher continues: “And the small car beeps quietly: “beep.” How does a small car honk? Children quietly say: “Bee-Bee.” The teacher removes both cars and says: “Now be careful. As soon as the car starts moving, you must give a signal, make no mistake, a large car honks loudly, and a small one - quietly.”
The rest of the toys are played in the same way.
Methodical instructions. Depending on the number of children in the group, you can use one pair of toys or 2-3. Make sure that when pronouncing onomatopoeia quietly, children do not whisper.

"Watch"

Progress: V-l: Listen to how the clock ticks: “Tick-tock, tick-tock,” how the clock strikes: “Bom-bom...”. In order for them to walk, you need to wind them up: “backgammon…”!
- Let's wind up a big clock (children repeat the corresponding sound combination 3 times); Our clock goes and first ticks, then strikes (sound combinations are repeated by the children 5-6 times).
- Now let’s wind up the small clock, the clock goes and sings quietly, the clock strikes very quietly (the children imitate the movement and ringing of the clock with their voices each time).

Did. game "Bear cubs eat honey"

Progress: The teacher tells the children that they will be bear cubs, and bear cubs really love honey. He suggests bringing your palm closer to your mouth (with your fingers away from you) and “licking” the honey - the children stick out their tongues and, without touching their palm, imitate that they are eating honey. Then, lifting the tip of the tongue, remove it. (mandatory demonstration of all actions by the teacher.)
The game is repeated 3-4 times.
Then the teacher says: “The bear cubs are full. They lick the upper lip (show), lower lip (show). They stroke their bellies, saying: “Oooh” (2-3 times).

Did. game "Frog and little frogs"

Goal: To develop children's speech attention.
Progress: The teacher divides the children into two groups: large and small frogs. He says: “Big frogs jump into the pond, swim in the water and croak loudly: “Kva-kva” (children imitate that they are swimming and croak loudly).
Little frogs also jump into the pond, swim, and croak quietly (children imitate the actions and croak quietly). All the frogs got tired and sat down on the sand on the shore.” Then the children change roles and the game is repeated.

Did. Game "Let's feed the chicks"

Goal: To develop the speech apparatus of children.
Progress: (I am the mother bird, and you are my little chicks. The chicks are cheerful, they squeak, “pee-pee,” and flap their wings. The mother bird flew for tasty crumbs for her children, and the chicks fly merrily and squeak The mother flew in and started feeding her babies (the children squat down, raise their heads up), the chicks open their beaks wide, they want tasty crumbs. (The teacher gets the children to open their mouths wider.) The game is repeated 2-3 times.

Did. ex. "At the doctor"

Goal: To develop the articulatory apparatus of children.
Progress: The doll is a doctor. She wants to see if the children's teeth hurt.
Q: Show the doctor your teeth (the teacher with the doll quickly walks around the children and says that everyone has good teeth. Now the doctor will check if you have a sore throat. Whoever she approaches will open his mouth wide (the children open their mouths wide).
The doctor is happy: no one has a sore throat.

Goal: To clarify and reinforce the correct pronunciation of sounds.
Progress: The teacher shows the toys and asks who it is, asks to say how it screams. The screen is closed and one subgroup of children takes the toys and takes turns speaking for their animals. Another group guesses who shouted.

Did. game “Who lives in the house?”

Goal: To reinforce the correct pronunciation of sounds. Develop children's speech breathing.
Progress: (The teacher shows a picture of a dog). Who is this? The dog barks loudly: “aw-aw.” And who is this? (children's answers) The puppy barks quietly (children repeat the sound combination 3-4 times). (The teacher shows a picture of a cat). Who is this? The cat meows loudly: “Meow-meow.” And who is this? (children's answers) The kitten meows quietly.
Let the little animals go home (the pictures are put away behind the cubes). Guess who lives in this house: “av-av” (pronounced loudly)? (Children's answers) That's right, dog (shows a picture). How did she bark? (children's answers).
Guess who lives in this house: “meow-meow” (pronounced quietly)? How did the kitten meow?
Similarly, children guess who lives in other houses and repeat sound combinations several times.

Did. game “Who is screaming?”

Goal: To develop children's speech attention.
Progress: The mother bird had a little chick (puts out pictures). His mother taught him to sing. The bird sang loudly: “chirp - chirp” (children repeat the sound combination). And the chick answered quietly: “chirp-chirp” (children repeat the sound combination 3-4 times). The chick flew and flew far away from its mother (moves the picture of the chick further away). The bird is calling its son. What does she call him? (Children, together with the teacher, repeat the sound combination). The chick heard its mother calling him and chirped. How does he tweet? (Children say quietly). He flew to his mother. The bird sang loudly. How?

Did. game "Call your mom"

Progress: All children have object pictures with baby animals. Educator: “Who is your picture, Kolya? (chicken) Who is the chicken's mother? (chicken) Call your mother, chicken. (Peep-pee-pee) The teacher imitates the clucking of a chicken and shows a picture.
The same work is carried out with all children.

Did. game "Answer"

Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness.
Progress: Educator: This is a goat (showing a picture). How is she screaming? Who is her cub? How does he scream? This is a sheep (show picture). How does she bleat? And how does her baby lamb scream? etc. Pictures are displayed on flannelgraph.
The teacher hands out pictures of animals and birds to the children. The kids are walking (children leave the tables), they are nibbling grass, nibbling crumbs. Whose mother or whose father will call the cub. He must shout - answer them - and run - put the picture next to them.
The teacher pronounces the cry of an animal or bird. The child with the cub depicted makes sounds and places the picture on the flannelgraph.

Did. game "Shop"

Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness.
Progress: The teacher suggests going to the store and buying toys. You can only buy it if you talk like a toy. Children come up to the table and pronounce characteristic sound combinations for this toy (doo-doo, me-me, bi-bi)

Did. game "Be careful"

Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness.
Progress: Educator: I have different pictures, if I show a picture of an animal, you must scream as it screams and raise the blue circle. If I show you a toy, you raise the red circle and name the toy.

Did. game "Bells"

Goal: To develop children's speech attention.
Progress: Q: Look, this is a big bell, and this is a small bell. The girls will be little bells. They ring: “Ding-ding-ding.” Boys will be big bells. They ring: “Ding-ding-dinging.”
The teacher offers to “ring” and sing songs first to the girls, then to the boys. The exercise is repeated 2 times, then the children change roles and the game is repeated.

Did. game "Animals are coming"

Goal: To develop children's speech attention.
Progress: The teacher divides the children into four groups - elephants, bears, piglets and hedgehogs.
Educator: The elephants are walking, they stomp their feet very loudly (the children loudly pronounce the sound combination “top-top-top”, repeat it 3-4 times.
- The bears are coming, they stomp more quietly (children repeat the sound combination 3-4 times a little more quietly).
- The piglets are coming, they are stomping even quieter...
- The hedgehogs are coming, they are stomping very quietly...
- Let's go the elephants (children walk around the group, stomp and pronounce the sound combination loudly).
The same work is carried out with other animals. Then the children change roles according to their choice, and the game is repeated.

Did game "Cuckoo and pipe"

Progress: Q: A bird lives in the forest - a cuckoo (show picture). She crows: “Ku-ku, kuk-ku” (children repeat the sound combination 3-4 times). One day the children came to the forest to pick mushrooms. We picked a lot of mushrooms. We got tired, sat down in a clearing to rest and played the pipes: “Doo-doo-doo” (children repeat the sound combination 3-4 times).
The teacher divides the children into two groups - cuckoos and pipes. Without a system, he gives different commands 6-7 times (sometimes to cuckoos, sometimes to pipes). Then the children change roles and the game is repeated.

Did. Game “Hit a nail with a hammer”

Goal: To develop children’s phonemic hearing and speech attention.
Progress: B: When the big hammer knocks, you can hear: “Knock-knock-knock” (children repeat the sound combination 5-6 times). When a small hammer knocks, you can hear: “Bale-buck-buck” (children repeat the sound combination 5-6 times).
Let's hammer the nail with a big hammer...
Now let's hammer in a small nail with a small hammer...
Close your eyes and listen to which hammer is knocking (without a system, the teacher repeats sound combinations 4-5 times, and the children say which hammer is knocking).

Did. exercise “Let’s blow on a balloon”

Goal: To develop the articulatory apparatus of children.
Procedure: Children take the ball by the thread, hold it in front of their mouth and say: “Pf-f-f” (blow on the ball). The exercise is repeated 3 times, then the children rest and repeat the exercise 3 more times.

Did. control "Veterok".

Goal: To develop the articulatory apparatus of children.
Procedure: Children take a leaf by a thread, hold it in front of their mouth and say: “Pf-f-f” (blow on an autumn leaf). The exercise is repeated 3 times, then the children rest and repeat the exercise 3 more times.

Did. ex. "Let's lick our lips"

Goal: To develop the articulatory apparatus of children.
Move: Teacher: Let's eat candy (children and teacher imitate eating candy and smack their lips). The candies are delicious, let’s lick our lips (demonstration: run your tongue along the upper lip from edge to edge, then along the lower lip - you should get circular movements).

Did. game "Geese"

Goal: to clarify and consolidate the pronunciation of the sound a, to prepare children for composing a descriptive text.
Material: painting "Geese"
Procedure: The teacher shows the children a picture, they look at it together. These are geese. Geese are white and gray. The goose has a long neck and red feet. The goose shouts: ha-ha-ha. What kind of neck does a goose have? What paws? How does a goose scream? (Children's answers.) Now we will be geese. We walk, shift from foot to foot. (The teacher shows how geese walk. Children repeat the movements after him.)

Cackle: ha-ha-ha.
B: Geese, geese!
Children: Ga-ga-ga
Q: Do you want to eat?
Children: Yes, yes, yes
Q: Show how geese open their beaks wide.
Children: Ga-ga-ga.
Q: Do you want to eat?
Children: Yes, yes, yes
The geese flapped their wings and flew away.
(The game is repeated 3-4 times)

Did. game “Teach the bunny to speak correctly”

Goal: To develop intonation expressiveness.
Q: The bunny brought a wonderful bag with him. It contains different pictures. The bunny will talk. What is written on them? If he says it wrong, you will teach him to say it correctly.
Ishka - children correct “bear”
Christmas tree - squirrel
Onik - elephant
(After “training” the bunny begins to name all objects correctly.

Did. game "Riddles"

Q: Our frog loves to solve riddles.
With the help of gestures, facial expressions, sounds, they depict an animal, children guess the riddle. The teacher offers to read a poem about the guessed animal. (The owner abandoned the bunny... The bear is clumsy...)
Next, the children make riddles.

Outdoor games for children of the 2nd junior group.

“Pass by, don’t touch me”

(walking and running games)

Pins (clubs) are placed in two rows on the floor. The distance between the rows is 35-40 cm, and between the pins of the same row is 15-20 cm. Children must walk or run along the corridor without touching the pins.

"Walk - don't fall"

(walking and running games)

The instructor places a board 25-30 cm wide on the floor, and behind it lays out cubes and bars at a distance of 25-30 cm from one another. Invites children to walk along a difficult path, first along the board, trying not to stumble, then stepping over cubes and bars without touching them.

"Run to the flag"

(walking and running games)

Children sit or stand on one side of the room. On the opposite side, at a distance of 6-8 m from them, flags (cubes) are laid out on chairs or on a bench. Children, at the suggestion of the instructor, go to the flags, take them and go to the instructor. Then, at his signal, they run to the chairs, place flags and return back.

"Cat and Mice"

(walking and running games)

Children sitting on a bench are mice in holes. On the opposite side of the room sits a cat, whose role is played by the instructor. The cat falls asleep (closes his eyes, and the mice scatter throughout the room. But then the cat wakes up, stretches, meows and begins to catch mice. The mice quickly run away and hide in holes (take their places). The cat takes the caught mice to his place. When the rest of the mice hide into the burrows, the cat walks around the room again, then returns to its place and falls asleep.

"Birds in Nests"

(walking and running games)

Children sit on chairs placed in the corners of the room - these are nests. At the instructor’s signal, all the birds fly to the middle of the room, scatter in different directions, crouch down, looking for food, and fly again, flapping their arms and wings. At the instructor’s signal, “Birds, go to their nests!” "return to their places.

"Sparrows and the car"

(walking and running games)

Children sit on a bench on one side of the playground - these are sparrows in their nests. The instructor stands on the opposite side. It depicts a car. After the instructor says: “The sparrows have flown onto the path,” the children rise from their chairs, run around the playground, waving their winged arms.

At the instructor’s signal, “The car is moving, fly, little sparrows, to your nests! “The car leaves the garage, the sparrows fly into their nests (sit down in their seats). The car returns to the garage - the sparrows have flown.

"Find your house"

(walking and running games)

The instructor invites the children to choose houses. These can be chairs, benches, cubes, hoops, circles drawn on the ground. Each has a separate house. At the instructor’s signal, the children run out of the houses, disperse around the playground and frolic until the instructor says, “Find your house! " At this signal, the children run to their houses.

“Pass and don’t get knocked down”

(walking and running games)

Several pins are placed in one row on the floor or cubes are placed at a distance of at least 1 m from one another. Children must go to the other side of the room, going around the pins (like a snake) and without touching them.

"T a c s i"

(walking and running games)

Children stand inside a large hoop (1 m in diameter, hold it in their lowered hands: one is at one side of the rim, the other is at the opposite side, one behind the other. The first child is a taxi driver, the second is a passenger. Children run around the playground or along the path. Through They switch roles for a while.

“Cucumber, cucumber. »

(walking and running games)

Children stand behind a line on one side of the playground. On the opposite side lives a mouse (the instructor or one of the children). Everyone walks along the site towards the mouse and says:

Cucumber, cucumber,

Don't go to that end:

There's a mouse living there

He'll bite your tail off.

With the end of the words, the mouse begins to catch the running children.

"We Stomp Our Feet"

(walking and running games)

The instructor and the children stand in a circle at a distance of arms straight out to the side. In accordance with the spoken text, children perform exercises:

We stomp our feet

We clap our hands

We nod our heads.

We raise our hands

We give up

We shake hands.

With these words, the children give each other their hands, forming a circle, and continue:

And run around

And we run around.

After a while, the instructor says: “Stop! “The children slow down and stop. When running, you can invite children to lower their hands.

"On a smooth path"

(jumping games)

The children, together with the instructor on one side of the site, mark the place where they will have a home and set off. The instructor pronounces a text, according to which the children perform different movements: walk, jump, squat.

On a smooth path,

On a flat path

Our feet are walking

One-two, one-two! (They go.)

By pebbles, by pebbles,

By the pebbles, by the pebbles

In the hole - bang! (They jump.)

On a smooth path,

On a flat path

Our legs are tired

Our legs are tired.

(Children walk and then squat.)

This is our home

This is where we live.

(Everyone runs into the house.)

"From bump to bump"

(jumping games)

On the site, the instructor draws circles with a diameter of 30-35 cm. The distance between them is approximately 25-30 cm. These are hummocks along which you need to get to the other side of the swamp. You can step over the bumps, run across, jump over.

"Through the Stream"

(jumping games)

Two lines are drawn on the site at a distance of 15-20 cm - this is a stream. Indoors, you can place two cords on the floor at the same distance from one another. Several children are asked to come closer to the stream and jump over it, pushing off with both legs at the same time.

"Frogs"

(jumping games)

In the middle of the site they draw a large circle or lay a thick cord in the shape of a circle - this is a swamp. Frog children are located along the edge of the swamp, and other children sit on chairs placed away from the swamp. The instructor, together with the children sitting on chairs, says the following words:

Here are the frogs along the path

They jump with their legs stretched out,

Kva-kva-kva, kva-kva-kva,

They jump with their legs stretched out.

Children standing in a circle jump, moving forward, pretending to be frogs. At the end of the text, children sitting on chairs clap their hands - they scare the frogs; frog children jump over the line - in a swamp and squat down. Then the game repeats.

"Catch a mosquito"

(jumping games)

Children stand in a circle at arm's length, facing the center of the circle. The instructor is in the middle of the circle. In his hands he holds a rod 1-1.5 m long, to which a figurine of a mosquito (made of paper or cloth) is tied with a cord. The instructor circles the cord slightly above the heads of the players - a mosquito flies overhead, the children jump, trying to catch it with both hands. The one who catches a mosquito says: “I caught it.”

"Little Bunnies"

(jumping games)

All children are bunnies. They are located on a hillock. They can serve as a slide on the site or in the room. Instructor says:

In a field on a hill

The bunnies are sitting

They warm their paws,

They move them.

Children make appropriate movements (clap their hands, move their arms). After some time, the instructor and children say:

The frost has become stronger,

We'll freeze sitting like this.

To warm up quickly,

Let's jump more fun.

Children run down the slide, begin to run, jump, and tap their paws on paws. At the instructor's signal, they return to the slide.

“Crawl through - don’t hit me”

(games with crawling and climbing)

Children are located on one side of the room. Chairs are placed at a distance of 3-4 m from them, with gymnastic sticks or long slats on their seats. Two or three children must crawl under the sticks, trying not to touch them, crawl to the bench on which the flags lie, stand up, take the flags and wave them, then run back.

"Run like a mouse, walk like a bear"

(games with crawling and climbing)

Children sit against one wall of the room. The instructor places two arcs in front of them: the first arc is 50 cm high, behind it at a distance of 2-3 m is the second, 30-35 cm high. The instructor calls one child and invites him to walk under the first arc on all fours, like a bear, i.e. resting on your feet and palms. Under the second arc - run like a mouse (on your palms and knees, then return to your place.

"The Mother Hen and the Chicks"

(games with crawling and climbing)

Children pretending to be chickens, together with a hen, are behind a rope stretched between chairs at a height of 35-40 cm. This is their home. On the opposite side of the platform sits a large bird. The hen calls the chickens: “Ko-ko-ko.” At her call, the chickens crawl under the rope, run to the hen and walk with her, look for food, squat, bend over, and run from place to place. At the instructor’s signal, “The big bird is flying!” “The bird catches the chickens, and they run away from it and hide in the house.

"Mice in the Pantry"

(games with crawling and climbing)

Children stand behind chairs (benches) or sit on them on one side of the playground - these are mice in holes. On the opposite side, at a height of 40-50 cm, there is a rope stretched, behind it is a storage room. An instructor playing the role of a cat sits to the side of the players. When the cat falls asleep, the mice sneak into the pantry, crawling under the rope. In the pantry they find treats for themselves, squat down, chew crackers, run from place to place to find something tasty. The cat wakes up, meows and runs after the mice. The mice run away from the pantry (they crawl under the rope) and hide in holes (the cat does not catch flies, she only pretends that she wants to catch them). Having not caught anyone, the cat returns to its place and falls asleep. Game continues.

"Throw it - catch it"

(throwing and catching games)

One child or several children take a ball and stand in an empty place on the court. Everyone throws the ball directly above their head with both hands and tries to catch it. If the child cannot catch the ball, he picks it up from the floor and throws it again.

"Catch and Ride"

(throwing and catching games)

An instructor stands opposite the child at a distance of 1.5-2 m from him. He throws the ball to the child, who catches it and rolls it back to the instructor.

"Knock down the mace (pin)"

(throwing and catching games)

A line is drawn or a rope is placed on the floor or ground. At a distance of 1-1.5 m from it, two or three large clubs are placed (the distance between them is 15-20 cm). Children take turns approaching the designated place, pick up the balls lying nearby and roll them, trying to knock down the club. After rolling three balls, the child collects them and gives them to the next player.

(throwing and catching games)

Children stand on one side of the hall or playground behind a drawn line or a placed rope. Everyone, at the instructor’s signal, throws the balls into the distance. Everyone should notice where their ball fell. At the instructor’s signal, the children run to their balls, stop near them, and raise the balls above their heads with both hands. The instructor marks those who threw the ball the farthest. After this, the children return back behind the line.

"Get in the circle"

(throwing and catching games)

Children stand in a circle at a distance of two or three steps from a large hoop or circle with a diameter of 1-1.5 m lying in the center. They have bags of sand in their hands, at the instructor’s signal they throw them into the circle, at the signal they come up and pick up the bags and return to their places.

"Throw Over the Rope"

(throwing and catching games)

Children sit on chairs along one wall of the hall. A rope is stretched at a height of approximately 1 m from the floor. A 3 m long rope with weights at the ends can be hung on the backs of two adult chairs or on jumping racks. At a distance of 1.5 m in front of the rope, a cord is placed on the floor. Near it lie one or two balls with a diameter of 12-15 cm. One or two children come up to the cord, take the balls and throw them, run under the rope; Having caught up with the balls, they return back.

"Find Your Place"

Each player chooses a house for himself - a place where he can hide. Indoors it can be a chair, bench, cube; You can draw circles on the area. The children are in their places. At the instructor’s signal, they run out onto the site and run easily in different directions. At the signal “Find your place! "return to their places.

"Find what's hidden"

(games for spatial orientation)

Children stand in a circle or in a line. The instructor places three to five objects on the floor in front of them (cubes, flags, rattles, balls, rings) and asks them to remember them. Then, at the instructor’s signal, the players turn their backs to the center of the circle or face the wall. The instructor hides one or two objects and says: “One, two, three! Turn and look! " Children turn their faces to objects and, looking closely at them, remember which ones are not there. The instructor asks the children to find these objects in the room. When the items are found, the game repeats.

"Guess who is screaming and where"

(games for spatial orientation)

Children stand in a circle with their backs to the center. The instructor stands in a circle. He appoints a driver, who also stands in the middle of the circle. One of the children is asked to shout, imitating a domestic animal or bird: a cat, a dog, a rooster. The child standing in the center of the circle must guess who shouted and where.

"Find your color"

(games for spatial orientation)

The instructor distributes flags of three or four colors: red, blue, yellow, green. Children with flags of the same color stand in different places in the room, near flags of certain colors. After the instructor says, “Go for a walk,” the children disperse around the playground in different directions. When the instructor says, “Find your color,” the children gather near the flag of the corresponding color.

Role-playing games

2nd junior group

Let's go for a walk

Goal: to develop in children the ability to select clothes for different seasons, to teach them to correctly name elements of clothing, to consolidate the general concepts of “clothing”, “shoes”, to educate them to care your attitude towards others.

Equipment: dolls, clothes for all seasons of the year (summer, winter, spring and autumn, a small wardrobe for clothes and a chair.

Age: 3–4 years.

Progress of the game: a new doll comes to visit the children. She gets to know them and wants to play. But the guys are getting ready to go for a walk and invite the doll to go with them. The doll complains that she cannot get dressed, and then the guys offer to help her. Children take it out of the locker doll clothes, they name it, choose what they need to wear now according to the weather. With the help of the teacher, in the correct sequence, they dress the doll. Then the children dress themselves and go out for a walk with the doll. Upon returning from a walk, the children undress themselves and undress the doll in the required sequence, commenting on their actions.

Goal: to teach children to classify objects according to common characteristics, to cultivate a sense of mutual assistance, to expand children’s vocabulary: to introduce the concepts of “toys”, “ furniture", "food", "dishes".

Equipment: all the toys, depicting goods that can be bought in the store, located on the display case, money.

Age: 3–7 years.

Progress of the game: the teacher invites the children to place a huge super-market in a convenient place with departments such as vegetable, grocery, dairy, bakery and others where they will go buyers. Children independently distribute the roles of sellers, cashiers, sales workers in departments, sort goods into departments - food, fish, bakery baked goods, meat, milk, household chemicals, etc. They come to the super market for shopping together with their friends, choose goods, consult with sellers, dis-la-chi-va-sitting at the cash register. During the game, the teacher needs to pay attention to the interaction between sellers and buyers. The older the children, the more departments and products there can be in the supermarket.

Toys at the doctor

Goal: to teach children how to care for the sick and use medical instruments, to cultivate attentiveness and sensitivity in children, to expand their vocabulary: to introduce the concepts of “hospital”, “ patient”, “treatment”, “medicines”, “temperature”, “hospital”.

Equipment: dolls, toy animals, medical instruments: thermometer, syringe, pills, spoon, phonendoscope, cotton wool, jars of medicine, bandage, robe and cap for the doctor.

Age: 3–7 years.

Progress of the game: the teacher suggests playing, Doctor and Nurse are chosen, the rest of the children pick up toy animals and dolls, come to the clinic reception Patients with various diseases come to the doctor: the bear has toothache because he ate a lot of sweets, the doll Masha caught her finger in the door, etc. Let’s clarify the actions: The doctor examines recognizes the patient, prescribes treatment for him, and the Nurse carries out his instructions. Some patients require inpatient treatment and are admitted to the hospital. Children of senior preschool age can choose several different specialists - a therapist, an ophthalmologist, a surgeon and other doctors known to children. When they get to the appointment, the toys tell them why they came to the doctor, the teacher discusses with the children whether this could have been avoided, and says that they need to take more care of their health. During the game, children watch how the doctor treats the sick - makes bandages, measures the temperature. The teacher evaluates how the children communicate with each other and reminds them that recovered toys do not forget to thank the doctor for the help provided.

Stepashka's birthday.

Goal: to expand children’s knowledge about the methods and sequence of setting the table for a festive dinner, to consolidate knowledge about tableware, to cultivate attentiveness, caring, responsibility, desire to help, expand vocabulary: introduce the concepts of “celebratory dinner”, “name day”, “serving”, “dishes”, “service”.

Equipment: toys that can come to visit Stepashka, tableware - plates, forks, spoons, knives, cups, saucers, napkins, tablecloth, table, chairs.

Age: 3–4 years.

Progress of the game: the teacher informs the children that today is Stepashka’s birthday, invites them to visit him and congratulate him. The children take their toys, go to visit Stepashka and congratulate him. Stepashka offers everyone tea and cake and asks them to help him set the table. Children actively participate in this and, with the help of education, set the table. It is necessary to pay attention to the interaction between children during the game.

We are building a house.

Goal: to introduce children to construction professions, to draw attention to the role of technology that facilitates the work of builders, to teach children how to build a simple structure, to develop friendly such mutual relations in the team, expand children’s knowledge about the peculiarities of the work of builders, expand children’s vocabulary: introduce the concepts of “construction”, “bricklayer”, “lifting” crane", "builder", "crane operator", "carpenter", "welder", "building material".

Equipment: large building materials, machines, a crane, toys for playing with the building, pictures of people in the construction profession: mason, carpenter, crane operator, driver etc.

Age: 3–7 years.

Progress of the game: the teacher asks the children to guess the riddle: “What kind of turret is there, and is there a light on in the window? We live in this tower, and it's called? (house) ". The teacher suggests that the children build a large, spacious house where toys can live. Children remember what construction professions there are, what people do at construction sites. They examine the pictures of the builders and talk about their responsibilities. Then the children agree to build a house. The roles are distributed between the children: some are Builders, they build a house; others are Drivers, they deliver construction materials to the construction site, one of the children is a Crane Operator. During construction, attention should be paid to the relationships between children. The house is ready and new residents can move in. Children play on their own.

Goal: to expand children’s knowledge about wild animals, their habits, lifestyle, nutrition, to cultivate love and humane attitude towards animals, to expand children’s vocabulary.

Equipment: toy wild animals familiar to children, cages (made of building material, tickets, money, cash register.

Age: 4–5 years.

Progress of the game: the teacher informs the children that a zoo has arrived in the city and invites them to go there. Children buy tickets at the box office and go to the zoo. There they talk about the animals, talk about where they live and what they eat. During the game, children should pay attention to how to treat animals and how to care for them.

Kindergarten

Goal: to expand children’s knowledge about the purpose of a kindergarten, about the professions of those people who work here - a teacher, a nanny, a cook, a music worker, to instill in children a desire to to imitate the actions of adults, to treat your students with care.

Equipment: all toys necessary for playing in kindergarten.

Age: 4–5 years.

Progress of the game: the teacher invites the children to play in the kindergarten. If desired, we assign children to the roles of Educator, Nanny, Musical Director. Dolls and little animals act as educators. During the game, they monitor interactions with children and help them find a way out of difficult situations.

Salon

Goal: to introduce children to the profession of hairdresser, to cultivate a culture of communication, to expand the vocabulary of children.

Equipment: robe for the hairdresser, cape for the client, wig-making tools - comb, scissors, bottles for cologne, varnish, hair dryer, etc.

Age: 4–5 years.

Progress of the game: knock on the door. The doll Katya comes to visit the children. She meets all the children and notices a mirror in the group. The doll asks the children if they have a comb? Her braid has come undone and she would like to comb her hair. The doll is told to go to the hairdresser. It is clarified that there are several halls there: women's, men's, manicure, good masters work in them, and they will quickly put Katya's hair in order. Assigned tea

Hairdressers, they take their jobs. Other children and dolls go into the salon. Katya remains very pleased, she likes her hairstyle. She blesses the children and promises to come to this hairdresser next time. During the game, children learn about the duties of a wig-ma-her - cutting, shaving, styling hair, manicure.

"Let's put the dolls to sleep"

Goals: to consolidate the ability to compare two objects in length, width and height by applying each other to each other, to cultivate goodwill.

Equipment: 2 dolls, different in height, 2 cribs different lengths, 2 chairs of different heights, 2 sheets of different lengths, 2 blankets of different widths.

Progress of the game: Two dolls come to visit the children. Children get to know them, play, and treat them to delicious cookies and tea. The children didn’t even notice that it was time for the dolls to rest. They need to be put to bed. Since these dolls are different in height, they need to choose the right crib and bed. Children, with the help of a teacher, complete this task. They take out sheets and a blanket from the box, compare them and make the bed, putting the dolls to bed correctly. The teacher monitors the children’s speech, emphasizing that they correctly use the words of the comparison result: “higher - lower”; “wider – narrower”; "longer - shorter."

"Katya got sick"

Goals: to diversify children’s role-playing participation in playing with a doll; contribute to enriching the plot of children's games; develop children's speech and enrich their vocabulary; help children establish interactions in joint play; cultivate friendly relationships in the game.

Materials and equipment: spatula, phonendoscope, thermometer, medicines (substitute items are used); doctor's bag, gown, cap (2-3 copies).

Progress of the game: The teacher tells the children that her daughter is sick.

We need to put Katya to bed and call the doctor. I will be a doctor myself. I have a robe, a cap and tools.

Vova, do you want to be a doctor?

Here's your robe, cap and tools too. Let's treat dolls together, let's start with my daughter Katya. Let's listen to her. What is needed for this? (a tube.)

Can you hear Katya’s heart beating: “Knock-knock-knock”?

Breathe, Katya. Now you, Vova, ask Katya to breathe deeply.

Now let's put a thermometer on Katya. Like this. Now let's see her throat. Where's the spoon?

Katya, say: “A-ah-ah.”

You see, Vova, Katya’s throat is red and her temperature is high. Let's give her some medicine.

Now let Katya sleep.

"Let's build a house for the dolls"

Goals: to learn to select toys and attributes for play, to unite in groups of two or three for independent games; continue to develop interest in playing with dolls and building materials; develop children's speech and enrich their vocabulary; help children establish interactions in joint play; cultivate friendly relationships in the game.

Material and equipment: Set building material: cubes, bricks, plates; dolls of different sizes; shaped toys (hare, bear, squirrel, fox, etc.).

Progress of the game: The teacher addresses the children:

The doll of Sveta came to visit us. She says she has nowhere to live. Let's build a house for Sveta. Who wants to build a house?

The teacher places the doll on the carpet.

What will we build the house from? (made of bricks).

How do we place the bricks? (narrow side).

These will be the walls of the house, but how to make the roof? (you need to put a brick on top of the walls).

If the doll is tall, then the teacher shows how to build a tall house.

Now we need to make doors to keep the house warm.

In this case, you can put one or two bricks, regardless of the size of the house built.

During the process of building a house, the teacher involves other children who are interested in playing in the work: he offers one to build a fence, another - a path to the house, etc. Encourages children to play together.

"Professions"

Goals: to develop children's interest in role-playing games, help create a gaming environment; enrich vocabulary, consolidate sound pronunciation; to develop in children the ability to use building floor materials and act with them in a variety of ways; consolidate previously acquired knowledge about the work of a doctor, seller, hairdresser; cultivate friendly relationships in the game.

Progress of the game: Educator:

We build cribs, a chair, a tap for washing hands, and set the table. We carry the cubes one at a time, without disturbing anyone. The doctor, hairdresser and salesman go to their work. And the rest of the kids take care of their children. (I help develop the game, establish relationships between those who have chosen certain roles, and help implement into the game the impressions the children received earlier.)

A certain amount of game time passes.

Educator:

Evening has come in our town, the working day is over, the hospital, hairdresser, and store are closing. We put everything back in place.

All the kids did well, tell me, who were you today, Vanya? How did you take care of your son? Where did you go with him? Dasha, what did you feed your daughter? Julia, which bed did you put your daughter to sleep on? What kind of doctor was Kirill? Hairdresser? Salesman?

"Hospital"

Goals: continue to introduce children to the professions of doctor and nurse; arouse interest in professions medical workers; develop children's speech and enrich their vocabulary; help children establish interactions in joint play; cultivate a sensitive and attentive attitude towards the patient, kindness, responsiveness, and a culture of communication.

Equipment: medical cards according to the number of children, a toy phonendoscope, a spatula, an ENT mirror, a thermometer, brilliant green, a table, 2 white coats for a doctor and a nurse, 2 white caps, cotton wool, a bandage, a syringe.

Progress of the game: The teacher-doctor acts out a dialogue with the bunny-patient (child).

Doctor. The hospital opens. I am a doctor. Who came to my appointment?

Bunny patient (complainingly). I am a doctor.

At the doctor's office, sit down, patient. Tell me exactly where your pain is concentrated?

Patient. I have a cough and my ears hurt.

Doctor. Let me listen to you. Breathe deeply. (Listen to the patient with a tube.) You are coughing a lot. Show your ears. My ears are inflamed. Now we need to measure the temperature. Take a thermometer. High temperature. You need to take medicine. This. (gives a bottle.) Pour into a spoon and drink every day. Did you understand?

Patient. Yes. I will take the medicine as you ordered. Thank you Doctor. Goodbye.

"Bathing a Doll"

Goals: to teach how to combine games with a single plot: first, the doll must be undressed, bathed, dressed, put to bed, correctly named objects and their purpose; consolidate a variety of game actions; develop gaming skills; enrich vocabulary; cultivate respectful attitude towards each other and careful attitude towards toys.

Equipment: bath, soap (brick), soap dish, towel, ladle (all items in 2-3 copies); Katya doll (her hands are “dirty”).

Progress of the game: The teacher, addressing the doll, asks:

Oh you dirty girl

Where did you get your hands so dirty?

Then he speaks to the children.

Katya doll got dirty. We need to buy it. What do we need for this?

When washing the doll is finished, the teacher invites Elya to dry it with a towel.

The doll became clean.

Then the doll is dressed and put to bed.

The game can be repeated 2-3 times with the involvement of children who have a low level of gaming skills.

Didactic games

on ecology

2nd junior group

“Where is the bunny hiding!”

Purpose: describe, name, plants by characteristic features and in connection with environment. Write descriptive riddles and guess riddles about plants.

Rules of the game: you can name a plant only after describing any characteristic one by one.

Progress of the game:

The game is played in the park, in the forest, in the square. A driver is selected from a group of children, the rest are divided into two subgroups. The driver hides the bunny under some plant (tree, bush) so that the other children do not see where the toy is hidden. Then the driver describes the plant (if it is difficult, the teacher helps). Whichever group guesses faster what plant the bunny is under, goes to look for it. For example, a toy is hidden under an oak tree. The leader asks the 1st subgroup a riddle: “This is a tree, it has a strong, mighty trunk” (Answers from the children of the 1st subgroup), to the 2nd subgroup: “The leaves of this tree turn brown in the fall” (Answers from the children of the 2nd subgroup) . Etc.

The description riddles continue until one of the subgroups guesses.

“Where does it grow?”

Goal: to teach children to group vegetables and fruits, to develop quick reaction to the teacher’s word, endurance, and discipline.

Rules of the game: sort out the vegetables and fruits, and put some in the garden, others in the garden (imitation - pictures of the garden and vegetable garden). The team that quickly puts all the items in their places wins.

Progress of the game:

The children are divided into two teams: vegetable growers and gardeners. Vegetables and fruits (dummies can be used) are laid out on the table. At the teacher’s signal, children sort vegetables and fruits into the ones corresponding to the pictures. The team that finishes the job first wins. Children not participating in the teams check the correctness of the selection.

After this, the winning team is announced. The game continues with other teams.

"Our friends"

Goal: To expand children’s ideas about the lifestyle of animals that live in the house (fish, birds, animals), about caring for them, about their homes, to cultivate a caring attitude, interest and love for them.

Material: lotto cards with images of animals: parrot, aquarium fish, parrots, hamster, turtle, etc. Small cards depicting their homes (cage, terrarium, aquarium, box, etc.), food.

Progress of the game:

Lotto cards are distributed to the participants of the game; the presenter has small cards with the image turned down. The presenter takes any card and shows it to the participants. The participant who needs this card raises his hand and explains why this card is needed specifically for his animal.

To make it more difficult, you can add squats that are not related to these animals.

"Flower shop"

Goal: to consolidate children’s knowledge about plants (meadows, indoors, gardens), to consolidate the ability to find the right flower according to the description. Learn to group plants by type.

Material: you can use botanical lotto cards; you can take real indoor plants, but not very large ones.

Progress of the game:

A leader is chosen, he is the seller (at first the leader is an adult. And then you can do a little counting), the rest of the children are buyers. The buyer must describe the plant in such a way that the seller can immediately guess what plant he is talking about.

"The postman brought a parcel"

Goal: To form and expand children’s ideas about vegetables, fruits, mushrooms, etc., to teach them to describe and recognize objects by description.

Material: objects (dummies). Each is individually packaged in a paper bag. You can use riddles.

Progress of the game:

The parcel is brought to the group. The presenter (teacher) distributes parcels to each child. Children look into them and take turns telling what they received in the mail. Children are asked to describe what is in their bag using a description or a riddle.

"Edible - not edible"

Goal: to form and consolidate children’s knowledge about vegetables and fruits and berries. Develop memory and coordination.

Material: Ball.

Progress of the game:

The presenter names a vegetable, fruit, berry or any object, throws the ball to one of the participants, if the object is one of the given ones, then he catches it.

You can play with the whole group at once using claps (clap if the item is not one of the given ones)

"Wonderful bag"

Goal: To form and consolidate children’s knowledge about various natural objects (animals, vegetables, fruits, etc.). Develop fine motor skills of fingers, tactile sensations, and speech of children.

Material: Beautifully designed bag, various toys imitating animals, real or fake vegetables and fruits.

Progress of the game:

The presenter holds a bag of objects, invites the children to come up one at a time and identify the object by touch without pulling it out, and name the characteristic features. The rest of the children must guess from its description what kind of object it is, which they have not yet seen. After this, the child pulls out an object from the bag and shows it to all the children.

“What first, what then?”

Goal: To form and consolidate children’s knowledge about the degree of ripeness of vegetables, fruits, the order of growth of various plants, living creatures (fish, birds, amphibians).

Material: Cards with different order of maturity 3 – 4 – 5 cards for each item (for example: green, small tomato, brown and red), order of growth (seed, sprout, taller sprout, adult plant).

Progress of the game:

Children are given cards with different orders. At the leader’s signal, they must quickly find and line up in order with the required pictures in order.

Shop "Seeds"

Goal: To develop and consolidate children’s knowledge about the seeds of different plants. Learn to group plants by type and place of growth.

Material: Sign “Seeds”. On the counter, in different boxes with models: tree, flower, vegetable, fruit, in transparent bags, there are different seeds with a picture of this plant.

Progress of the game:

The teacher suggests opening a store selling seeds. The store will have four departments. Sellers are selected for each seed department. As the game progresses, child buyers approach the sellers and name their profession: florist, gardener, vegetable grower, forester. Then they ask to sell the seeds of the plant they described and the method of growing them (one per hole, one per furrow, “pinch”, seedlings).

“Everyone go home!”

Goal: To form and consolidate children’s knowledge of different plants (trees, bushes), according to the shape of their leaves (fruits, seeds). Reinforce the rules of behavior in the forest and in the park.

Progress of the game:

Before going for a walk with children, the rules of behavior in the forest (park) are reinforced. It is advisable to play the game in the fall (when there are already seeds and fruits), or in the summer (only based on the shape of the leaves). The teacher suggests going on a hike. Children are given leaves (fruits, seeds) of different plants (bushes, trees). Children are divided into groups. The teacher suggests imagining that each group has a tent under a tree or bush. Children walk through the forest (park), at the teacher’s signal “It’s raining. Everyone go home!”, the children run to their “tents”. Children compare their leaves, etc. with those that grow on the tree or bush to which they ran up.

“Collect mushrooms in a basket”

Goal: To develop and consolidate children's knowledge about edible and inedible mushrooms, about the place of their growth; about the rules of collecting in the forest.

Material: Flat baskets, a model representing a forest, flannelgraph, cards with mushrooms (edible, non-edible).

Progress of the game:

Children are given cards with mushrooms. The children’s task is to name their mushroom, describe it, where it can be found (under a birch tree, in a spruce forest, in a clearing, on a stump, etc.), what it is: edible, put in a “basket”, not edible, leave in the forest (explain Why).

“Which branch are the kids from?”

Goal: To develop and consolidate children's knowledge about trees, their seeds and leaves. Reinforce the rules of behavior in the forest and in the park.

Material: Dried leaves of various trees (seeds, fruits).

Progress of the game:

Before going for a walk with children, the rules of behavior in the forest (park) are reinforced. It is advisable to play the game in the fall (when there are already seeds and fruits), or in the summer (only based on the shape of the leaves). Children walk through the forest (park), at the teacher’s signal “All children on the branches!”, Children run to their trees or bushes. Children compare their leaves, etc. with those that grow on the tree or bush to which they ran up.

“When does this happen?”

Goal: To clarify and consolidate children’s knowledge about seasonal changes in nature and animal life in different seasons of the year.

Material: Large lotto cards with a picture of any season. Small cards with models of signs of different seasons.

Progress of the game:

The game is played like a lotto. The presenter has small cards with the image turned down. The presenter shows a card with a model, the players say what it is and when it happens. The child explains why this card is needed specifically for him. The one who closes his card first wins. But the game continues until all participants close their cards.

"Guess by the description"

Goal: To develop and consolidate knowledge about the appearance of natural objects (animals, plants, fish, insects, etc.). Develop memory and speech.

Material: Cards with various types of animals, fish, birds, insects, according to the number of participants or more.

Progress of the game:

Cards are distributed to children. Their task is to describe the object without showing it so that others can guess who is depicted on their card. You can use riddles.

"Place the animals in their homes"

Goal: To develop and consolidate children’s knowledge about the places where animals live and the names of their homes. Develop speech.

Material: Flannelgraph, different natural zones of the earth (illustrations). Small cards with a variety of animals, birds, etc.

Progress of the game:

Different natural zones of the earth are located on the flannelgraph. Children have small cards with various animals, birds, etc. The children's task is to name their animal, where it lives, and place it on a flannelgraph near the desired natural area.

"Journey Underwater"

Goal: To develop and consolidate knowledge about fish: sea, lake, river; about sea inhabitants, plants, and their habitats.

Material: Large lotto cards with a picture of a body of water. Small cards with fish, aquatic animals, plants, etc.

Progress of the game:

The teacher suggests going on a boat trip to different bodies of water. You can divide the children into teams. Each team goes on a journey to a specific body of water. Next, children select living objects for their ponds from a total number of small cards. The team that knows the inhabitants and plants of its pond better wins.

Or the game is played like a lotto.

"The Fourth Wheel"

Goal: To clarify and consolidate children’s knowledge about the classifications of various natural objects. Develop logical thinking and speech.

Material: cards with various objects.

Progress of the game:

Cards are displayed: three of one type, and the fourth of another. The children's task is to identify the extra card and explain their choice.

You can complicate the task and play the game verbally. Naming objects and objects.

"Let's Harvest"

Goal: To develop and consolidate children's knowledge about vegetables, fruits and berries. Their place of growth (garden, vegetable garden, bed, tree, bush, in the ground, on the ground).

Material: Baskets with models: vegetables, fruits and berries (one basket). Models of vegetables, fruits and berries, or lotto cards with vegetables and fruits.

Progress of the game:

In certain places in the group, pictures of a vegetable garden and a garden are placed, where dummies or cards are located. Children can be divided into two teams: gardeners and gardeners. At the leader’s signal, the teams collect the harvest in their basket with the model. Condition: You can only transfer one item at a time.

"Vegetable store"

Goal: To develop and consolidate children’s knowledge about the external signs and characteristics of vegetables and fruits, their external signs for storage and preparation, and methods of their preparation.

Material: Planar image of jars for pickling and compotes, barrels for sourdough, storage boxes, freezer. Sets of small cards with vegetables, fruits and berries.

Progress of the game:

Each child has a set of small cards with vegetables, fruits and berries. Divide the children into teams (depending on the number of children). Each team makes its own “preparations” from its own vegetables, fruits and berries.

Or, from the total number of small cards, teams (salt, ferment, fold for storage) choose for which preparations certain vegetables, fruits and berries are needed

"Zoo"

Goal: To form and expand children’s ideas about the nutrition of domestic and wild animals (birds, animals), to cultivate a caring attitude, interest and love for them.

Material: cards of different animals, birds, insects, food, vegetables and fruits.

Progress of the game:

Children are encouraged to feed the animals at the zoo. The game is played like a lotto. The presenter shows cards with food and insects. The player who needs this card raises his hand and explains why this card is needed specifically for his animal or bird.

When organizing didactic games for children from 3 to 4 years old, the teacher needs to know them well age characteristics: the child becomes more active, his actions are more complex and varied, the desire to assert himself increases: “I am myself!” But the baby’s attention is still unstable, he is quickly distracted. Solving a problem in didactic games requires greater stability of attention and enhanced mental activity than in other games. From here for small child known difficulties arise. They can be overcome through entertainment in learning, that is, the use of didactic games that increase the child’s interest in knowledge, and, above all, a didactic toy that attracts attention with its brightness and interesting content.

It is important to combine the mental task in the game with the active actions and movements of the child himself. For example, rolling colored balls into hoops of the same color or imitating the movement of an animal (in the word game “Bunny”).

The fun of the game increases if elements of mystery are included in it. For example, a teacher brings in a box with vegetables on it, examines it with the children, and then says: “Guess, children, what’s in this box.”

Games known to children become more interesting if something new and more complex is introduced into their content, requiring active mental work. Therefore, it is recommended to repeat the games different options with their gradual complication.

For children fourth year life is characterized by the predominance of sensory knowledge of the surrounding world. Taking this into account, the teacher selects such didactic material (toys) that all children could examine and actively use.

In games, children get to know each other better - by voice, clothes: “Guess who called!”, “Do you know what his (her) name is?” and etc.

When conducting a didactic game with young children, the teacher explains the rules as the game progresses. For example, in the game “Assemble the Pyramid Correctly,” the teacher explains the rule when assembling a toy. Each child has a pyramid in his hands. The teacher suggests removing the rings from the rod and putting them on the table. Then, turning to the children, he says: “Children, let’s put together a pyramid again, like this. (Shows.) To make such a pyramid, you must first find the largest ring and put it on a stick. (Children do.) And now again we’ll look for the largest ring and put it on a stick too.”

Children look for and find the largest ring and put it on the rod. The game is repeated until its participants learn the basic rule: each time you need to find and put the largest (of the remaining) ring on the rod. Having learned the rule, children willingly play with pyramids. Now you can introduce an element of competition: who can assemble the pyramid faster? At the same time, the teacher of the younger group remembers that his speech should be emotional, clear and at the same time calm.

You need to be more demanding of your gestures and facial expressions. Small child reacts sensitively to the expression of the eyes, facial expressions, smile of the teacher: the teacher opens his eyes wide in surprise, the children imitate him; the teacher has a sad face - and all the children instantly have sadness on their faces. This must be taken into account when reading fiction. For example, when imitating a wolf or a bear, do not speak in a too rude voice, do not make terrible grimaces on your face. Small children get scared and sometimes refuse to play.

When explaining the rules of the game, the teacher needs to turn his gaze first to one, then to the other player, so that everyone thinks that they are telling him about the game. The teacher, reinforcing the rules, can ask the children: “What will you, Vova, do when you approach the “wonderful bag”? And you, Lena, after you put your hand in the bag, what will you do?”

To make the game more successful, the teacher prepares children for the game: before the game, he must introduce them to the objects that will be used, their properties, and images in the pictures.

If the game uses a poem or nursery rhyme, the teacher knows them by heart and reads them expressively.

Summing up the results of playing with young children, the teacher, as a rule, notes only the positive aspects: they played together, learned to do (specify exactly what), put the toys away. It is also necessary to create interest in new games in young children: “Today we played “wonderful bag” well.” And next time there will be other toys in the bag. And we will guess them.”

Interest in the game increases if the teacher invites the children to play with those toys that were in the bag, which the children talked about during the game (if these are dishes, then play kindergarten, cook, etc.).

Games with objects for children 3-4 years old

Katya doll woke up

Didactic task. To consolidate children's knowledge about the name of the doll's clothes: T-shirt, panties, dress, tights, shoes, nightgown; about the sequence of the dressing process; practice the actions of dressing a doll; activate children's speech; cultivate a caring attitude towards the doll - a play partner.

Game rules. Select the necessary clothes (according to the size of the doll) and place large items of clothing next to the large doll, and small ones next to the small one. Name the clothes in the order in which they will be put on the doll.

Game actions. Finding clothes, dressing, buttoning, tying.

Progress of the game. In advance, before the game starts, the teacher puts clothes for small and large dolls on the closet shelf so that several children can come up and take them, and the rest can watch their actions.

On two beds (large and smaller) there are two dolls - Tanya and Katya. There is all the bedding: mattress, sheet, pillow, blanket with duvet cover. (The game is played in the play corner during class hours.) Place the children in a semicircle on chairs so that everyone can see the sleeping dolls, all the items of clothing for them and can freely go out when invited to the teacher. The teacher explains the rules of the game:

- Children, look who sleeps in this crib. Did you recognize her? Yes, this is a Katya doll. Who sleeps on this one? Right. This is Tanya.

The teacher, addressing the large doll, says:

- Katya, are you awake yet? Will you get up? Children, she says that she wants to get up, but first we need to find her clothes. What is needed to dress Katya?

“A dress, a T-shirt, panties, tights, shoes,” the children answer in unison.

- That's right, guys. Look carefully at the shelf. Do you see the clothes? (Children make sure that there are clothes for dolls in the closet.)

— I saw Katya’s dress.

- Go, Sasha, show the guys what you saw. Bring it to us and we'll take a look.

Sasha brings a dress. The teacher puts a dress on Katya's doll.

- Children, look, does Katya’s dress suit her? (Children smile: the dress is clearly too small.) No, it’s too small. This means the dress is not for Katya. Who is it for? It's probably for Tanya's doll. She is also still sleeping. Sasha, take this dress and put it on the chair next to Tanya. Look for another dress. (Sasha finds a larger dress and tries it on the doll. Everyone sees that it fits and asks him to put it on Katya.) Should we put the dress on the doll right away or will we put on other things first? - the teacher asks a question, drawing their attention to the doll’s underwear.

“We need to put on panties and a T-shirt first,” the children answer.

- So, we need to find them. Faith! Find panties and a T-shirt for Katya doll. Just make no mistake!

Vera goes to the closet, chooses clothes: she puts a small T-shirt aside, takes a large T-shirt and brings it to the teacher.

Other things are found this way. Inviting children to his place, the teacher asks one to put panties on the doll, another - a T-shirt, a third - a dress, a fourth - to fasten the buttons and tie a belt. At the same time, children demonstrate both observation, attention, and motor activity. You can dress another doll in the same way.

Children take dressed dolls for a walk to play with. It is important that the process of dressing is not divorced from their further activities. Having dressed the dolls, the teacher says:

- So Tanya and Katya are dressed. They are ready to do gymnastics, then have breakfast.

In this way, the teacher seems to outline the prospects for further independent play of children with dolls.

Katya doll is having lunch

Didactic task. To consolidate children’s knowledge about tableware, to activate their speech; cultivate a culture of behavior during meals, a caring attitude towards the doll.

Game rules. Correctly find and select dishes for lunch. Display items accurately. At making the right choice dishes, children clap their hands, if there is a mistake, they shake their finger.

Game actions. Cover the toy table for feeding the doll, lay out a tablecloth, put dishes, a napkin holder, put a chair, sit the doll at the table.

Progress of the game. The game is played in the game corner. There are dishes on the table: tea, dining, kitchen (see picture). Katya doll is sitting at the table.

“Children, Katya needs to be fed lunch,” says the teacher and points to the table at which the doll is sitting. “And here are the dishes.” (Points to the table standing to the side.) We will play like this: put on the table only what is needed for lunch.

One by one, at the invitation of the teacher, the children find the desired item. If the item is selected correctly, everyone claps their hands; if they make a mistake, they shake their finger.

- Vova, what will you put on Katya’s table?

“I’ll put this here,” says Vova.

- How does is called?

— The plate is deep for soup.

As a sign of approval, the children clap their hands, and Vova places a plate in front of the doll.

At the request of the teacher, children find all the items that will be needed to feed the doll: plates (deep and shallow), fork and spoon (large and small), bread box, cup; They are called correctly and beautifully arranged on the table. Don’t forget to put a glass with napkins and lay out a tablecloth. And with every correct action, the children clap their hands. At the end of the game, the teacher asks the children to wish Katya a good appetite, and for one of the children to clear everything from the table after dinner.

Other games with the doll are also played according to this plan: “Let’s dress the doll for a walk (in different time year)", "Bathing a doll", "Doll's birthday". A series of games with a doll with short intervals between them helps children learn the sequence of actions with the doll and establish relationships between them (the doll wakes up, has lunch, walks, bathes, goes to bed). This allows children to assimilate knowledge more firmly and then use it in independent creative play with a doll, the content of which will be much richer and more interesting.

New doll

Didactic task. Teach children to correctly name furnishings in a group room; clarify their purpose; activate children's speech; cultivate an attentive, friendly attitude towards newcomers.

Game rules. Name only the object to which the doll approached; the one to whom the doll is addressing answers; If she addresses all the children, everyone answers in unison.

Game actions. They walk around the room, choose objects to describe, and introduce a new doll to them.

Progress of the game. Children sit on chairs placed along the wall. The teacher is preparing to start a conversation, but suddenly there is a knock on the door.

“Someone is coming to us,” says the teacher.

Turning away from the children for a moment, he quietly picks up the doll (the children have not seen it before), then continues:

-What's your name, baby?

Presses the doll to the cheek, imitating the doll's secret answer. The teacher pretends that she did not understand quite well and repeats the movement with the doll.

- Now I understand. Children, our guest's name is Valya. She wants to stay with us, in our group. Let's show her our room. If you want, Valya, we will show you everything and tell you everything.

The doll agrees. Children name objects.

Then the teacher with a doll in his hands, together with the children, approaches one or another object, imitating the doll’s questions, asking:

- What do you have?

- This is our aquarium. Beautiful fish live in it,” the children answer.

- What do you have here?

— This is a toy closet.

The teacher approaches the corner with books and, on behalf of the doll, asks the question again and finds out from the children that this is a book corner.

So the doll Valya became acquainted with the toys and other items that were in the group, and found out what they were for; She was surprised, praised her for the order, and thanked her for her attention. The children eagerly talked to the doll.

This technique helps the teacher to include in the game new toy, children have a desire to play with it, take care of the doll, and a good attitude is formed towards children new to the team.

In further work with young children, the teacher uses this technique to reinforce their caring attitude towards toys and goodwill. For this purpose, the teacher conducts a conversation about whether the Valya doll lives well in the group, with whom she most often plays, who she considers a good playmate and why, i.e. uses this technique for the purpose of moral education children.

What changed? (game with nesting dolls)

Didactic task. Exercise children in correctly naming objects and their actions (the nesting doll hid, came running, stands still), notice and name the difference in the color of clothing and the size of the nesting dolls, cultivate in children visual memory, voluntary memorization, observation, and speech.

Game rule. Only the one who is called matryoshka-mama (the largest nesting doll) answers.

Game action. Guessing what has changed in the arrangement of the nesting dolls.

Progress of the game. The teacher shows the children one by one five different-sized multi-colored nesting dolls. The children look at them. All nesting dolls are different in size and are dressed in different sundresses and scarves (see figure).

Together with the children, the teacher names the colors of clothes and notes that all nesting dolls are different in size.

Children sit at a table in a semicircle; it is placed so that everyone can see the nesting dolls standing on the teacher’s table.

The teacher asks a question:

- Children, what do you see on my table?

“Matryoshka dolls,” the children answer in unison.

- Look at how tall the nesting dolls are. (Places two, then three, and then four nesting dolls next to each other.) Are they the same height or not? (“Different.”) What is different about them? Look carefully!

At first, the children find it difficult to answer correctly, the teacher helps them with leading questions:

- Look at the handkerchiefs. What are they? (Touches first one, then another nesting doll.) That's right. One nesting doll has a red scarf, another has a green one, and this one has a blue one. How can we say about handkerchiefs in one word? (“The nesting dolls have handkerchiefs of different colors.”) And sundresses? How can you say? Right. Their sundresses are also different. (Together with the children, name the color of each nesting doll’s sundress: red, green, blue.) Look at them and remember how the nesting dolls are dressed.

Now let’s play like this: I’ll cover the matryoshka dolls with a screen, and then you’ll find out which doll will hide. But you need to answer only one at a time, so the one who notices will come up to me and say quietly so that others do not hear.

When the game is played again, the one the matryoshka points to answers.

You can use other items in the game, depending on what tasks are being solved.

"Wonderful bag"

Didactic task. Teach children to recognize objects by their characteristic features.

Game rules. Guess a familiar object by touch. You can take an object out of the bag and show it only after you have talked about it; the bag does not open if the item is not recognized by the description or is incorrectly named.

Game actions. Feeling an object; making riddles about an object.

Progress of the game. When organizing the game, the teacher selects objects familiar to the children. Having seated the children in a semicircle so that all objects are visible to the children, he conducts a short conversation. Then he asks several children to repeat the name of the object and answer what it is for.

The teacher says:

- Now we'll play. Whoever I call must guess what I will put in the bag.

Vasya, look carefully at all the objects that are on the table. Remember? Now turn away! I'll put the toy in the bag, and then you can guess what I put. (Places the item in the bag.) Vasya, put your hand in the bag. What's in there? You named the item correctly. And now Vasya will choose someone who will come up to me and also find out what toy I put in the bag.

The game continues until all objects are named.

In this game, memorization processes develop (which toys are on the table) and endurance is developed. Everyone, except the called child, sees what object the teacher put in the bag, everyone wants to give a hint, but this cannot be done.

In order to complicate this game, another rule is proposed: several toys are placed in a bag. None of the children know about them. The called child, putting his hand into the bag and groping for one of the toys, talks about it. The bag will open if the children recognize the toy (item) by description.

Find out the taste

Didactic task. Exercise children in determining the taste of vegetables and fruits (sweet, sour, salty, bitter); activate children's speech; develop memory, concentration, endurance.

Game rules. Without looking at the vegetable, determine its taste, correctly name the taste in a word, wait patiently until the vegetable is given for testing.

Game actions. Close your eyes, don’t peek, don’t rush to answer until you can chew it. Anyone who makes a mistake is given the opportunity to taste another vegetable. Find a whole vegetable on the teacher's table.

Progress of the game. On the teacher’s table on a tray there are fruits and vegetables familiar to the children: cucumber (fresh and salted), carrots, cabbage, turnips, radishes; apple, pear, plum. On another tray, these vegetables and fruits are cut into small pieces for each child. Here are paper napkins. The teacher with a tray goes around everyone playing. To whomever he approaches, he invites him to close his eyes, puts one piece of vegetable or fruit on a napkin and asks the child to take this piece into his mouth. Without opening his eyes, he guesses the name of a vegetable or fruit by taste and smell. Then he finds a vegetable or fruit on the table. And so the teacher walks until all the children are involved in the game.

The game ends with a listing of the vegetables or fruits brought, determining the taste of each of them.

When organizing games, you should remember the hygiene requirements: you cannot give vegetables or fruits to all children to try from one fork; used napkins must be placed on a separate tray.

All children participate in the game, but you can also play with small subgroups of children.

Such a leaf - fly to me!

Didactic task. Exercise children in finding leaves by similarity, activate children's vocabulary (names of trees: maple, oak, rowan, birch), cultivate auditory attention.

Game rules. You can run only after you correctly name the tree from which the leaf comes, after the words of the teacher: “Such a leaf - fly to me.”

Game actions. Comparing leaves, finding identical leaves and trees, running at the teacher’s signal, determining the winners (who has never made a mistake).

Progress of the game. The teacher, on a walk with the children, collects leaves (according to the number of children) from trees growing on the site. He keeps one leaf from each tree for himself. Children stand in a semicircle near the teacher. Addressing them, the teacher says:

- Children, do you know what trees grow on our site? Let's name them and go to them (names, children look at the tree, leaves.) Look what kind of leaves the maple tree has. Large, with teeth, and here is a rowan leaf. The leaf has small leaves. The leaf itself looks like a feather.

By comparing and naming leaves, the teacher finds out what children know about trees and how their leaves differ.

- Now we’ll play. I have leaves from different trees in my hands. (Shows.) Let's repeat their names. I'll give you all a piece of paper. And I'll keep a few of them for myself. When I show a leaf and say: “Whoever has the same leaf, fly to me!” - you will run to me. Be careful! Try not to make mistakes.

Stepping aside, he gives a signal: “Whoever has the same leaf, fly to me!”

The teacher makes sure that the children run only after the signal. Praises those who do not break this rule.

This game can be complicated by another task: at the teacher’s signal, run up to the corresponding tree with a leaf. Children run to different trees, compare your leaf with the leaves of a tree. To consolidate knowledge, you can exchange leaves and resume the game.

Who will collect it most quickly?

Didactic task. Teach children how to assemble a pyramid correctly, first selecting large rings, then smaller and smaller ones; practice naming the size of the ring (large, smaller, even smaller, smallest).

Game rule. String the rings after the teacher’s signal. The one who assembles the pyramid faster and more correctly wins.

Game actions. Stringing rings, competition; the winner is awarded a prize (chip, flag, etc.).

Progress of the game. Play with a small group of children. The teacher, having seated the children at the table, hands out a pyramid to everyone. Looking at his pyramid, he draws the children’s attention to it:

- Look, children, which ring is below: big or small?

- Big.

- What is this? (Points to the ring underneath.)

- It's smaller.

- What ring is at the top?

- The smallest.

If the children cannot answer on their own, the teacher reminds them of this:

- Remember that the largest ring is at the bottom. Which one is upstairs?

- The smallest.

- Right. Now listen to how we will play with the pyramids. Let's look at the pyramid first. (Takes off the rings and puts them on the table.) And you do the same. And then, when I hit the ring on the table, you will quickly begin to assemble the pyramid. We need to assemble it correctly. Whoever collects the fastest wins. He will get a flag.

The kids take apart their pyramids, the teacher gives a signal, and the children begin to assemble them. It is not immediately possible for everyone to assemble the pyramid correctly; the teacher reminds them that they need to choose the largest one each time:

- Put on a ring, look for the biggest one, put it on again, find the biggest ring again. Here is the last, smallest allotment. The pyramid was assembled correctly and quickly.

The game can be played several times, since the action with rings arouses interest among the children. And here we still need to hurry up.

The teacher sums up the game:

- You are all good and quick at assembling pyramids. But Vitya was our winner twice. Let's tell him: “Well done!” - and clap.

Find an item by description

Didactic task. To develop the ability to find an object by its most characteristic features; develop observation and resourcefulness; teach children to describe an object without naming it; cultivate endurance.

Game rule. The one he calls Pinocchio is looking for.

Game actions. The game is led by Pinocchio, with children guessing his riddles; searching for objects in the group room.

Progress of the game. The teacher, together with Pinocchio and the children, examines the objects that he has picked up for the game: a ball, a truck, a dog, a bucket, a doll (see figure).

At the same time, the teacher pays attention to appearance objects, their shape, color, what they are made of, what they are needed for. Then he invites the children to turn away, at this time he quickly puts all the objects in different places and says:

- All our toys ran away. Now you will look for them.

“First, I’ll tell you about the toy that you should find very first,” Buratino offers. “Listen!” You need to find a round, rubber object that jumps and rolls on the floor. You love to play with him.

- It's a ball, a ball! - the children answer in unison.

- That's right, guys. Seryozha, find the ball.

Seryozha walks around the room, looking for the ball. Having found it, he brings it and places it on the teacher’s table. Next Pinocchio describes another toy:

— Plastic, green, with a handle, they carry water in it to water the plants. What is this item?

Children will recognize the bucket by the description. “Lena, look for the bucket and bring it here,” Buratino continues the game. Lena finds it and brings it to the table, putting it in its original place. The game continues until all the toys are returned to their place.

Pinocchio celebrates children who are active, attentive, and resourceful. Then he invites everyone to play with the toys: now they know how to play with them.

For such games, you can take toys in which children, for some reason, have lost interest, and which they have forgotten about for a while.

Choose dishes for the doll

Didactic task. Strengthen children's knowledge about different types dishes; develop the ability to use utensils for their intended purpose; cultivate resourcefulness, attention, speech.

Game rule. At the teacher’s signal, quickly select the necessary utensils (tea, dining, kitchen).

Game action. Search for utensils needed for the work of a nanny or cook.

Progress of the game. The game is played after the children have become acquainted with the work of a nanny, a cook, and have learned what kind of utensils are used in their work.

The teacher prepares three dolls for the game: one in a chef's jacket (cook), another in a robe (nanny) and the third doll is just a girl. The cook is standing at the stove (toy), the nanny is preparing the dishes for dinner, and a girl doll is sitting at the table (made of toy furniture). The teacher looks at the dolls with the children, talks about who they are, what they do, what kind of utensils they need; asks them to remember what they saw during the excursion to the kitchen.

There are different dishes on the table near the teacher. Showing an object, the teacher tells what this object is called (saucepan), who needs it (the cook). Then, turning to the child, he says:

- Kolya, please take the pan to the cook and put it on the stove. (The child completes the task.)

- What is this item called and who needs it?

- This is a bread box. It must be taken to the nanny.

- And what's that? - says the teacher, showing a teaspoon.

- This is a teaspoon, it is needed to eat compote and drink tea.

So, one by one, children practice selecting dishes and correlating them with the profession of people they know. To maintain the children’s interest in the game throughout its entire duration, the teacher shows objects and talks about them in such a way as to evoke an active reaction in the children:

— And probably no one needs these dishes? (Shows a ladle, colander or teapot.)

- Needed! Needed! - the children answer in unison.

- Who needs a ladle?

- To the cook.

- Does the nanny need it too?

- Needed, needed!

- So, how many ladles are needed?

- Let's look for another ladle.

Among the remaining dishes, the children look for a ladle and find it; they take the ladle to both the cook and the nanny.

The game “Pick up the dishes” not only helps to master knowledge about household items and their purpose, but also arouses children’s interest in playing with dishes: kids play the role of a nanny, a cook. They have a desire to give the doll tea, etc.

Living domino

Didactic task. To consolidate knowledge about color (ribbons), understanding of words are the same, paired; cultivate attention and speed of reaction to words.

Game rules. Children are paired only with the one who has a ribbon of the same color tied to his hand; get into pairs after running scattered, when the teacher says: “Find your pair!”

Game actions. Searching for your mate, running at the teacher’s signal.

Progress of the game. The teacher ties a ribbon on each child’s hand before the game. The color of the ribbon is different: red, yellow, green, blue, orange - it is repeated so that children can find the same one and pair up.

The teacher, tying a ribbon on his hand, gives the children the opportunity to look at it, touch it, and finds out how kids distinguish colors:

— Olya, what color is your ribbon? What about you, Vova? Whoever has the same color ribbons, lift them up.

This is how the teacher leads young children to understand the rules of the game. Then he says:

- Children, now we will play. You will run around the room, wherever you want. And when I say: “Find yourself a match,” you will look for someone who has the same ribbon. They ran, they all ran around the room.

The teacher sings a song or claps his hands to encourage the children. Children run around the room until they hear the words “Find yourself a mate.” (The teacher claps his hands once.) Children look for ribbons of the same color on the hands of their comrades and get into pairs. The teacher asks them to check if they identified the color correctly.

- Children, look at the ribbons! Nobody made a mistake? Have you all found your match correctly? Vova, what color is your ribbon? What about Lena? So you have the same green ribbons. What kind of ribbons do Seryozha and Sveta have?

“Red ones, also the same,” the children answer.

The game may end with a general dance or round dance.

You can also play a game where children must find a pair of figures: a circle, a square, an asterisk, an oval, a rectangle. In this case, the figures must be the same color so that the attribute of the object (its shape) is clearly visible in the picture. Children learn the words same, different, pair in the game.

More less

Didactic task. Exercise children in distinguishing and comparing the size of objects (more, less, the same); cultivate attention, speed of reaction to the teacher’s word, and the ability to check for yourself whether the rules of the game are being followed correctly.

Game rules. According to the teacher, arrange objects first in decreasing order of size - large, smaller, even smaller and the smallest, and then vice versa: first the smallest, followed by a slightly larger and larger one. The one who puts it first and correctly wins; begin and end the arrangement of objects only at the teacher’s signal; select items of the required size. The winner gets a chip.

Game actions. Search for objects, laying them out on a signal.

Progress of the game. For the game, the teacher uses natural material: cones, acorns, leaves, pebbles, shells (everything that is in the group and on the site), different in size, so that there is the same number of each type. The children sit at the table, and the teacher looks at the objects together with them, the children name them. The teacher asks the children, holding two cones of different sizes:

- Look, children, at these cones. Do you think they are the same size or different?

- Yes, they are different.

- Vitya, show me which one is bigger. Lena, so what kind of bump is this?

- Slightly less.

- Right! Today we will play with these cones, pebbles, leaves and shells. We will learn to arrange them by size: first we will put the largest object, and then smaller and smaller ones. (Shows the action on the table with acorns.) You need to put only identical objects in a row. The one who took the cones puts only the cones in a row. And whoever takes the leaf will put it in a row?

- Leaves.

- That's right, children. I will now give a command, and you will begin to select and place your items in a row.

- Start! - the teacher commands.

Items are placed on the tray so that they can be easily seen and taken. Children select objects and arrange them by size (5-6 objects of each type). The one who quickly and correctly puts all the items in a row wins. The teacher gives the other children the opportunity to finish the game. He does not forget to name and praise the winner.

To maintain interest in the game, another task is proposed: placing objects in a row in descending order.

- Now, guys, put everything on the tray, take other items, change and choose the smallest one, and then more, more and finally the largest item. Try not to make mistakes. Get started! - the teacher gives a signal.

The game is repeated. Then all the items are put into the box and the game ends.

Didactic games for children 3-4 years old allow the child to explore the world around him, master the concepts of color, shape, spatial and numerical relationships between objects. Such games are best played in a small group of children in kindergarten. This way, each preschooler will better develop the ability to interact with other children.

For children you can make them yourself, which will be especially interesting for them. Materials can be made from Interesting games, which are becoming popular in teaching preschoolers. There is a wide variety of games aimed at mastering the material.

Didactic games for children 3-4 years old contribute to the sensory development of every child in a variety of areas and sectors of life.

When, during play, the baby communicates with other children and teachers or parents, he learns the skill of interacting with people and communicating with them. Also, the baby receives his first knowledge about colors, different forms, sizes, tastes, sounds, quantities, the whole and its parts.

Educational didactic game for children 3-4 years old. Figures

During the game, children verbally communicate with each other and with adults, replenish their verbal vocabulary, and develop speed and clarity of speech. What is important, games contribute to the manifestation of the artistic and aesthetic perception of a preschooler through the development of sensory and fine motor skills hands and fingers.

Sensory development is very important for children 3-4 years old, since at this age it is the first and most important life experience. If a preschool child does not have enough sensory development, then at a later age this deficiency will be difficult or impossible to fill.

Thanks to sensory, children will be able to learn how to accurately perceive objects in full and in the form of division into parts. It is with the study of objects and phenomena that a complete perception of the world as a whole begins. All subsequent memorization, imagination and thinking will be built on this basis.

The mental development of children 3-4 years old is based on complete and developed perception; this is the foundation of full-fledged learning. A child who has absorbed knowledge about colors and their shades, geometric shapes, and sizes will learn better in the future.

An activity that is suitable for children 3-4 years old and develops sensory skills is:

1. Exercises with collapsible and educational toys.
2. Hand training various materials and substances.
3. Verbal communication with other children and adults.

By mastering sensory skills, children will be able to easily assimilate the signs of different objects, and they will not have to make the mistakes that they would make if they gained such experience spontaneously.

Speech development exercises

For preschool children, there are a huge number of didactic games that promote speech development. We will give examples of different exercises to improve speech, which will be very interesting.

Learning vowel letters of the alphabet for kids

“Vowels” is an exercise aimed at demonstrating and consolidating in children the skill of isolating vowel sounds from a given word, as well as general development speech. It is better to do this exercise daily, preferably at the beginning of classes or during a minute of physical activity.

Everything is very simple, the adult must give each student a word consisting of 2-3 syllables, and the child must name the vowels in this word.

An interesting exercise “Magic Bag” will help develop tactile sensations and perception of different materials in preschool children. You can make the equipment yourself; for this you need a bag filled with toys made from different materials. The children take turns taking out a toy and everyone must say what material it is made of. Materials can be very different, for example, wood, glass, plastic, rubber, cotton wool, clay.

“Name Three Words” is a fun activity that is aimed at improving speech and expanding the vocabulary of preschool children. The point is that each of the children can name three words on a given topic. To make it more interesting, the children should stand in a line and take turns answering the question, taking a step along with the answer and not slowing down the movement. Examples of questions: “What should I draw?”, “Who can fly?”, “Who swims in water?”.

Didactic pictures on mathematics

Math games for preschool children allow children to gain a basic understanding of numbers and mathematical operations in the form of addition and subtraction.

Juicy Math – a game for teaching children the basics of mathematics

Advice: It’s better and more interesting to conduct such classes if you have a card index with mathematical operations, it will be easier to explain the tasks to the children. A mathematical card index can be made with your own hands, you can also involve children in this, it will be educational and interesting.

For example, it is desirable that your file cabinet has an image where you need to calculate, for example, the weight of turtles. Each turtle will have a number written on it indicating how much it weighs. You need to add up the numbers indicated on the turtles and find out how much two turtles weigh. And if this card index is black and white and every student has it, you can also color it.

Another simple and interesting example would be a card index, where you need to count the number of birds drawn and write the number in the box. This card index can also be printed and decorated.

How to choose a form of study

A didactic game is a convenient method of teaching preschoolers, which is a way of comprehensive learning. Such tasks help:

1. Good speech of preschoolers of 3-4 years old, it becomes clearer and more precise, and the vocabulary is replenished and new words are used in speech.
2. Demonstration of children's mental abilities.
3. Social formation in a group.
4. Mastering concepts such as justice, sensitivity, empathy, and so on.

There are several types of didactic exercises:

1. They are so printed that they allow you to quickly and easily familiarize your child with the world around them. This could be a hand-made animal card index, or lotto, dominoes or paired pictures.
2. Verbal, they help preschoolers independently solve mental problems.
3. Subject-based, they allow children to become familiar with shapes, colors, materials, and teach children to make comparisons and make differences.

The teacher can choose any form of teaching, depending on what needs to be given more attention.

Using the samples, you can make suitable games for kids with your own hands, which will be especially useful and memorable material for them. It is important to pay attention to the development of sensory skills, which refers to educational measures to improve the senses. All this contributes to a fast and efficient cognitive process.

For kindergarten children, various games are developed that are necessary for this age. Every year, new methods appear that promote fast and effective learning for preschoolers.

Games are played with children to help them quickly assimilate the material covered. IN preschool age specially designed exercises are needed to improve speech skills.

Didactic game “What without what?”

MBDOU kindergarten No. 175 “Skvorushka” Gorodetskaya S.V.

Do-it-yourself didactic and educational games.

June 2017.

"Color Geometry"

Target: development of sensory-motor standards in children while playing on the Geometric multifunctional simulator.

To achieve the goal, the following tasks are solved:

Fine motor skills.

Target: Develop differentiated finger movements by practicing coordinated actions of two fingers (thumb and index) and a pinch (three fingers).

Hand-eye coordination.

Target: Formation of coordinated actions in the “eye-hand” system

Sensory perception.

Form perception:

Target: Learn to remember the form; operate with the image of shapes in the representation and draw various shapes using rubber bands on a micro-plane.

Color perception:

Target: To form ideas about color, which is fixed in the word - the name, to teach how to operate with these concepts in the process of work.

Perception of magnitude:

Target: Strengthen the skills of visual correlation of objects by size (length, height, width).

Holistic perception of the subject:

Purpose: To give the concept that a whole object can consist of separate parts, each of which has its own shape, size, its own specific place in the whole, spatial arrangement.

Perception of space and orientation in it:

Goal: Formation of spatial directions (right, left, above, below) and the ability to navigate on a micro-plane (top - bottom, middle, sides).

Funny Games with clothespins:

3. “Funny Clothespins”

4. Theater "Kolobok", "Turnip"

Didactic game “Whose tail?”

Purpose of the game:

Strengthen the use of possessive adjectives in independent speech

Game objectives:

Strengthen knowledge on the topics "Wild and Domestic Animals"

Create conditions for activating the child’s vocabulary on these topics,

Strengthen the ability to form possessive adjectives,

Strengthen the ability to use nouns in the genitive case. numbers,

Develop the ability to analyze, consolidate the ability to distinguish and name animals,

Develop fine motor skills

Develop visual attention, the ability to distinguish objects by their silhouette image.

There are many options for this game, here are some of them:

The teacher asks the children to name which animal’s tail (Whom) is lost. The child consolidates the genitive case of nouns in independent speech: Whose tail? - This is a fox's tail.

*The teacher asks to name the shadow of which animal (Whom) the child sees on the card. The child consolidates the genitive case of nouns in independent speech: Shadow of whom? - This is the shadow of a moose.

*The teacher asks the children to name whose tail is lost. This is how you get acquainted with words that answer whose questions? whose? whose? whose? - fox, wolf, bear, etc.

*Children independently look for where whose tail is and pronounce words that answer the questions of whose? whose? whose? whose? - fox, wolf, bear, etc.

Games with clothespins are ideal for developing fine motor skills of fingers. Unfortunately, few parents know why they need to develop fine motor skills at all. The thing is that the speech and motor centers are located nearby in the cerebral cortex, hence the connection between the sense of touch and the development of speech. The more your child feels objects (preferably of different shapes and textures), the less likely he is to have speech problems. Also, by playing with clothespins, you can memorize various poems, thereby developing the child’s memory. Playing games with clothespins is very exciting and fun!

Progress of the game: The child is asked to replace the missing parts in the drawing with clothespins, accompanying this process by memorizing small and funny poems.

Target: develop fine motor skills and creative imagination of preschoolers. Teach children to manipulate objects according to a model, to show imagination, choosing the right one from the several proposed figures. To promote the expansion and activation of a preschooler’s vocabulary, as well as the development of memory and thinking.

Kolobok Theater ( on clothespins)

Theater "Turnip"

(on clothespins)

Theatrical activities allow solving many pedagogical problems:

"Tales on Clothespins"

Educational:

• to develop interest in puppet theater,
• introduce children to various types dolls,
• broaden the horizons of pupils;

Educational:

• develop acting skills;
• creative imagination,
• speech, attention, memory, thinking, hand motor skills;

Educational:

• to cultivate children's interest in the art of puppet theater;
• instill a love of folklore and folk tales;
• cultivate respect for each other.

Developmental board game for children over 4 years old

Purpose of the game:

• During the game, logical thinking develops,
• observation,
• attention,
• memory,
• fine motor skills improve,
• reaction speed, and the game helps the youngest players to consolidate their knowledge of colors and counting skills.

Children from 4 years old can play, the number of players is from 2 to 6.

Preparing for the game:

To start the game, place the cards in a pile. Place a hammer or bell in the middle so that everyone can reach it, pour rubber bands nearby, mixing the colors. Shuffle all the cards and place them, face down, on the other side of the hammer or bell.

Games with lids:

• Purpose of the game: consolidate knowledge about geometric shapes and color. Practice counting figures regardless of shape and color. To cultivate children’s ability to compare figures, find signs of similarity, activate vocabulary, speech, develop intelligence, concentration, quick thinking, develop joint play activities, and be able to clearly follow the rules of the game.
• Progress of the game (1).
• The players are dealt cards with figures, the presenter takes a figure out of the bag and gives it to the player who has such a figure on the card. The one who covers the entire card the fastest wins.
• Progress of the game (2).
• The players are given cards, given the task of counting geometric shapes (only circles, only triangles, etc.) and finding the numbers indicating the number of shapes.
• Game progress (3) for individual work.
• The child is given a card and asked to find all the figures of the same shape, naming its color (red square, yellow square, green square).
• Game progress (4) for individual work.
• The child is given a card and asked to find figures of a given color and name them (red circle, red rectangle, red triangle). Course of the game (5) for individual work.
• The child is given a card and asked to count the figures and compare their numbers (more, less, equal).

"Tic Tac Toe"

Goal and tasks:

Training logical thinking, creative imagination, attention, memory;

Development of communication skills, formation of skills of cooperation with peers, group cohesion;

Identification of an informal leader, generator of ideas, organizer of activities;

Relieving emotional stress.

"Feed Masha and Sasha"

“Let’s treat Sasha and Masha with vitamins”

ALGORITHM :

The teacher informs the children that beans, peas, and pasta are vitamins for Sasha and Masha. Children are happy to treat Sasha and Masha with vitamins. Take one item at a time (one vitamin each) and place it in the opening of the mouth.

"Let's feed Masha and Sasha"

Target: development of fine motor skills, tactile sensitivity, formation of mathematical concepts (counting, size, color, quantity, volume).

The game promotes cohesion, competitive passion, and increases players’ self-esteem and mood.

Materials: not tall plastic jars with lids, beans, peas, colored film ((yellow, red, blue).

Making Masha and Sasha:

On the lids of the jars, depict the faces of children using self-adhesive film.

Make a hole in the mouth with a heated awl.

Progress of the game:

The teacher tells the children that the buns are very hungry and need to be fed.

Players must fill the jars with peas, beans, and a variety of pasta.

At the command of the leader, the game begins, the player who fills the jar the fastest wins. You can only pick up peas (beans) with two fingers, one piece at a time.

"Massage track and ring throw."

The purpose of the “Massage Track” manual

1. prevention of flat feet,

2. foot massage.

3. develops coordination of movements and balance.

4. stimulates the work of internal organs.

5. relieves fatigue and tension.

The purpose of the “Ring Throw” manual

1. develops the eye and the strength of the arm swing.

2. the hand develops when catching a load in a glass. The child becomes dexterous.

Used in gymnastics before and after sleep, in physical education classes.

"Funny hedgehogs!"

The educational game Hedgehogs is an exciting board game for children.

There is a new addition to Mickey the Hedgehog's family - four healthy and strong babies. There are not a single needle on their backs yet, but they are looking forward to their appearance. Players roll the dice and put “needles” on their hedgehogs.

During the game, the child learns to count, recognize colors, develop strategic planning skills and fine motor skills. Players roll the dice and collect as many pegs as the dotted dice shows. Pegs are inserted into the holes of the game board in accordance with the number rolled on the die. The winner will be the one whose hedgehog is the first to put on all thirty pins and fill his board with pegs. Young and old alike will love this delightful dice game!

The set contains 123 parts:

1 wooden playing field (60x60x2 cm),

120 wooden needles,

1 basket,

1 cube (1-6),

“Guess the number by touch”

• Purpose of the game: Teach children to recognize and name numbers within 10 by touch. Practice counting within 10. Develop fine motor skills, tactile sensations, thinking, speech, consistency and coordination of movements. Cultivate perseverance and the desire to achieve your goals.
• Game description: Buttons in the shape of numbers from 0 to 10 are sewn onto colored cardboard. For each card, a flannel cover is made into which it is easy to insert and remove the card.
• Game Guide: Didactic game “Guess the number by touch.”

Children can play this game either independently or under the guidance of a teacher: during individual work with children; as part of the lesson and tasks for mathematical leisure. With this game you can teach children to recognize and name numbers.

Task options:

1 – option: “Guess by touch and name”

A fabric bag is placed on the card, the child examines this card with his fingertips and names a number - the development of tactile sensations and fine motor skills of children’s hands.

2 – option: “Guess by touch and find a pair.”

The cards come with fabric bags. Children examine the cards and, using tactile sensations, find 2 identical numbers - the development of thinking.

Option 3: “Guess by touch and perform as many actions as this number indicates.”

A fabric bag is put on the card, the child determines the number by touch and makes as many claps, jumps or other movements. How much does this number mean” – the development of psychophysical processes.

Exercise “Funny Pencils”

Target:

• Improving hand coordination;
• Development of finger mobility;
• Development of fine motor skills.

Progress of the exercise:

The child rolls a pencil between his palms and fingers, saying:

I roll a pencil in my hands,

I twist it between my fingers. Definitely every finger

I will teach you to be obedient.