Word games for middle school children
Children of middle preschool age are more active in their desire to learn about the world around them. This is the age of “why”, when children intensively develop thinking and speech, their vocabulary increases, and speech becomes more coherent and consistent. Children begin to identify the essential features of objects, group objects according to material, quality and purpose. They can, for example, combine various vegetables, flowers, trees, clothes, dishes, toys, etc. into one group. They begin to understand the simplest causal relationships if they encounter phenomena familiar to them from past experience, and at the age of 4 they already know what happens and what doesn’t happen if you tell them about familiar objects and phenomena.
The teacher develops children's curiosity by answering their questions; encourages you to try to independently find the answer by observing phenomena and performing actions with various objects. He teaches kids to compare objects by color, size, shape, and correctly name their characteristics; In all types of games, it encourages active verbal communication of children, expands their vocabulary, and develops coherent speech.
The teacher conducts verbal games based on the children’s accumulated ideas about the environment. And in the middle group, he continues to lead the game, either personally participating or observing it. But the role of the leader in the game is increasingly entrusted to one or another child.
Initially, the teacher can use verbal games that are already familiar to children in the younger group, the purpose of which was to develop speech, mental and motor activity, and then begin games with a more complex task.
This section offers a number of different games, many of them folk, known to educators from childhood, such as “Geese-geese”, “Where we were, we won’t tell...”, etc.
Games are played both with the whole group and with small groups of players. The teacher encourages children to play independently with words.
We won’t tell you where we were, but we’ll show you what we did.
Purpose of the game. Teach children to call an action a word, use verbs (tense, person) correctly, develop creative imagination and ingenuity.
Progress of the game. The teacher, addressing the children, says: “Today we will play this game. The one of you whom we choose to lead will leave the room, and we will agree on what we will do. When the driver returns, he will ask: “Where have you been? What did you do?" We will answer him: “We won’t tell you where we were, but we’ll show you what we did!” They choose a driver and he comes out.
The teacher pretends that he is sawing wood. "What am I doing?" - he asks the children. - “Saw wood.” - “Let’s all cut wood.”
They invite the driver. "Where have you been? What did you do?” he asks. The children answer in unison: “We won’t tell you where we were, but we’ll show you what we did.” The children and the teacher pretend to be sawing wood, and the driver guesses: “You are sawing wood.” To continue the game, choose another driver.
When the new driver leaves the room, the teacher invites the children to come up with an action that they will demonstrate: wash, dance, draw, chop wood, play the piano, etc.
The teacher monitors the correct use of verbs. If, while guessing, the child incorrectly uses the form of the verb, says, for example: “You dance, you draw,” the teacher ensures that the child learns how to say it correctly. “Children, what are you doing? - asks the teacher. “What did Vova say correctly?” Children: “We draw.” “Vova, tell me correctly what the children are doing,” the teacher suggests. Vova: “They are drawing.”
Mice
Purpose of the game. To develop the speech and motor activity of children, to develop a reaction to a verbal signal.
Progress of the game. The teacher stands in a circle with the children and explains the rules of the games: “Now we will play the game “Mice”. We will choose mice (3-4 children choose), they will run in a circle, run away from the circle and run into it again. And You and I will be a mousetrap.” The children and their teacher walk in a circle and say the following words:
Oh, how tired the mice are!
Everyone gnawed, everyone ate.
They're climbing everywhere - what a misfortune!
We'll get to you.
Beware, you cheaters!
How to set mousetraps
Let's catch everyone now!
The children and the teacher hold hands, raise them high, letting the mice pass.
When the teacher says the word “clap”, the children lower their hands without letting the mice out of the circle. Those who remain inside are considered caught and join the general circle.
Sparrows and car
Purpose of the game. Exercise children in correct sound pronunciation and develop a reaction to a verbal signal.
Progress of the game. Children sit on chairs away from the area where the sparrows will fly. The teacher holds the steering wheel in his hands and says: “Children, this is the steering wheel. I'll be the car. The car hums: "Uh-oh." How does the car honk?” “Uh-oh,” the children repeat. “Now we’ll play like this,” the teacher continues. - I am a car, and you are all sparrows. Listen, I’ll read a poem about sparrows:
Sparrow from a birch
Jump on the road!
No more frost
Tick-tweet!
When I say the word “jump,” you get up from your chairs and jump quietly on your tiptoes along the road (points to the place where the children will jump). Together with me you will say: “Jump, jump, jump.” When I say “chick-tweet!”, you will fly wherever you want, flap your wings and chirp: “Chick-tweet!” And when you hear the car horn, fly to your nests.”
After explaining the game, the teacher performs all the movements together with the children, but does not try to perform the movements first. Let the children themselves hear the words “jump”, “chik-chirk” and begin to perform the corresponding movements.
The game is repeated 2-3 times. Then, when the children remember the quatrain, they can play on their own.
Who lives in the house?
Purpose of the game. Strengthen children's knowledge about animals and the ability to pronounce sounds correctly.
Progress of the game. The teacher divides the children into several groups (first 3, then 4-5). Children depict birds or animals they know.
Each group builds a house out of chairs. The teacher tells the children that they will be in their houses and scream as the animal they are portraying screams. Then, with each group, the teacher repeats the sounds that the children must pronounce. After that, he goes around the houses in turn, knocks on each one and says: “Knock-knock-knock, who lives in this house?” Children answer: “Mu-mu-mu”, “Me-e”, “Meow-meow”, “Be-e, be-e”, “I-go-go”, “Ga-ga-ga”, “ Ko-ko-ko." The teacher guesses who lives in the house.
If children pronounce sounds not well enough, that is, not clearly and loudly enough, the teacher asks them to repeat them. If the question: “Who lives in this house?” - the children answer: “We” or “Cats, dogs,” - the teacher says: “How do cats meow?” and so on.
The game is repeated several times, the number of animals gradually increases.
You should not change the roles of children in one lesson: this confuses them, they forget who they should portray. When the kids have learned the rules of the game, one of them can knock on the houses and guess who lives there.
Geese
Purpose of the game. To develop dialogical speech in children, the ability to act on a verbal signal, to combine words with actions.
Progress of the game. The teacher suggests playing the game “Geese”: “You, children, will be the geese, and I will be your mistress. You graze on the grass here (indicates a place where children can walk, “grab the grass”), and in this corner there will be my house.” The teacher explains to the children the course of the game.
Teacher's words: | Children's actions: |
The geese continue to nibble the grass and walk through the meadow. When the children have learned the text, one of the children can become the hostess. Geese-geese Purpose of the game. To develop dialogical speech in children, to ensure that their speech is expressive. | |
Words from the owner of the geese: Well, fly as you wish | Geese answers: |
The geese run to their owner, and the wolf tries to catch them and take them to him. When the wolf catches several geese, the owner looks for them and then helps them out, offering to escape from the wolf. The wolf catches them, but cannot catch them all; some run away. How many? Purpose of the game. To develop children's auditory attention, the ability to act in accordance with the text, and to practice counting. Rowers sit on benches | |
Words: 2nd quatrain 3rd quatrain 4th quatrain | Movements: |
This game is played at the end of the year. Does this happen or not? Purpose of the game. Develop logical thinking, the ability to notice inconsistencies in judgments. Sample stories from a teacher: Note. At first, only one fable should be included in the story; when the game is repeated, the number of fables is increased, but there should not be more than three. Mirror Purpose of the game. Develop speech and motor activity of children. Loaf Purpose of the game. To train children in the correct coordination of actions and text, to develop an understanding of the different sizes of an object, and to develop speech and motor activity. |
Words: | Movements: |
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This game is good to play on children's birthdays. But you can remember that Nina and Sveta recently had a birthday, and be the first to choose them in the circle. Kite Purpose of the game. Exercise children in dialogical speech, teach them to quickly respond to a verbal signal. Carousel. Purpose of the game. Teach children to speak at a fast and slow pace, coordinate movements with the words of a poem, and respond to a verbal signal. Barely, barely, barely, At first we will walk slowly, and after the word “run” we will run in a circle. After I say the word “turn,” we will turn around, take the rope in our left hand and walk in the other direction, saying the following words: Hush, hush, don't rush, The carousel begins to spin slowly and finally stops. When the carousel stops, you get off it (put the rope on the floor), run around the site, and at the signal (hit the tambourine, ring the bell) get back on the carousel.” Bunny Purpose of the game. Develop the ability to coordinate movements with words, act on a verbal signal. | |||||||||||||||||||||||||||||||||||||
Words: | Movements: Starting with the word “clap”, clap your hands. Starting with the word “skok”, they jump on two legs in place. The teacher claps his hands, and the children run off to their “homes.” |
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What do they plant in the garden? Purpose of the game. Teach children to classify objects according to certain characteristics (by where they grow, by their use), to develop quick thinking and auditory attention. What season Purpose of the game. Teach children to correlate descriptions of nature in poetry or prose with a certain time of year, to develop auditory attention and quick thinking. Puzzles What did you give Natasha? Purpose of the game. Encourage children to look at objects, remember the qualities of those objects that the child does not currently see. Add a word Purpose of the game. Exercise children in correctly indicating the position of an object in relation to themselves, and develop spatial orientation. What then? Purpose of the game. To consolidate children's knowledge about the parts of the day, about the activities of children at different times of the day. When does this happen? Purpose of the game. Clarify and deepen children's knowledge about the seasons. What is wide (long, high, low, narrow)? Purpose of the game. To clarify children’s ideas about the size of objects, to teach them to classify objects according to a certain criterion (size, color, shape), and to develop quick thinking. Word games for younger children Which adult has not noticed how very young children love to play with sound? The child has not yet uttered words, suddenly a sound breaks out by chance, and now the baby is already repeating it in every way - humming. There is so much joy in the eyes of a child while partying!
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Word games for children of senior and preparatory school groups
By observing the phenomena of nature and social life, participating in the life of the family and kindergarten, playing and getting accustomed to organized activities, children of senior preschool age (6-7 years old) acquire, to the best of their abilities, a relatively wide range of knowledge, which should form the basis for subsequent mental development and help them with their studies at school.
Along with the expansion of the range of knowledge, changes occur in the nature of mental activity, and new forms of thinking arise. The child’s performance of mental work is based on the process of understanding, which is based on analysis and synthesis. As a result of the development of thinking, analysis becomes more and more detailed, and synthesis becomes more generalized and accurate. Children want to understand the connection between surrounding objects and phenomena, the causes of observed phenomena, and their features. With the development of logical thinking, the ability to establish and reveal various connections that actually exist between objects and phenomena and within each of them develops.
Children aged 6-7 years are characterized by great curiosity, observation, inquisitiveness, and interest in everything new and unusual. Guessing a riddle yourself, expressing a judgment, coming up with a story or its end, beginning, generalizing objects according to certain characteristics - this is not a complete list of interesting mental problems solved by children of this age.
Solving puzzles and following certain rules of the game is more exciting for children of this age than playing and winning without imagination and without effort. The main thing in mental activity is the desire to learn new things. The motives of competition are gaining more importance than before. Children of senior preschool age develop new motives for mental activity, and verbal and logical thinking intensively develops.
What is the verbal-logical thinking of 6-7 year old children?
Generalization of sensory experience, expansion of horizons in connection with the emerging ideas create the opportunity to think not only about directly perceived objects, but also about absent ones. At the age of 6-7 years, a child, when looking at pictures, listening to stories, fairy tales, in various types of activities, can identify, abstract more or less significant features of objects, synthesize them, generalize, classify objects into certain categories, and classify.
Within the limits of their existing experience, children express correct judgments about surrounding objects and phenomena, combine them with each other, move from the general to the particular and from the particular to the general, make conclusions in which they correctly reveal the cause-and-effect and other connections of phenomena accessible to them, learn to notice contradictions in their reasoning and eliminate them depending on the depth of knowledge about the subjects. The child’s ability to perform such diverse mental actions indicates that at this age his verbal and logical thinking is actively developing.
Verbal games aimed at developing children's thinking are divided into four groups. C. each group is assigned general mental tasks. For example, it is known that it is easier for children to compare objects than to generalize and classify them, therefore games for comparing objects are offered earlier than for classification and generalization. And within the groups, games are arranged according to the degree of difficulty of the game tasks.
When conducting verbal games with older children, the role of the teacher also changes: he gives more advice, helps, encourages the resourceful, and pays more attention to individual work with children who are shy, slow, and less intelligent.
Children are given greater independence not only in choosing the game itself, but also in creatively solving its problems.
I. GAMES THAT EDUCATE THE ABILITY TO IDENTIFY THE SIGNIFICANT, MAIN SIGNS OF OBJECTS AND PHENOMENA
What does it mean to find the most characteristic features of an object? This means finding those features that distinguish one object from others. If, for example, it is necessary to indicate how a table and a chair differ from each other, then it will be necessary to say about their purpose, i.e., that they eat at the table, study, work, etc., and sit on the chair. But if you need to highlight the features that distinguish a chair from a stool, then the sign that someone is sitting on a chair will not be the main thing that distinguishes it from a stool. The main distinguishing feature in this case will be the presence of a backrest. Or, if you compare a sofa and a chair, the main feature that distinguishes them will be that one person can sit on a chair, and several can sit on a sofa.
Before starting the games of the first group, it is recommended to have a conversation session. The content of this lesson comes down to the following: the teacher tells the children that people are surrounded by many objects, that objects are similar and different from each other, each has its own shape, color, a person needs it for something, etc. The objects themselves are like talk about themselves. “Let’s figure out what a book could tell us about ourselves,” the teacher suggests.
The children say: “I am made of paper, sewn from leaves, I can tell fairy tales and stories in an interesting way. I have a beautiful cover, bright pictures.” “How interesting the book told about itself! We recognized her immediately,” says the teacher. So you can offer to “tell about yourself” to the TV, an apple tree, etc. You can end the lesson with riddles about vegetables, flowers, animals, etc.
When the teacher is convinced that the children understand how to describe the characteristic features of objects, he offers the game “Guess it.”
Guess it
Purpose of the game. Teach children to describe an object without looking at it, to identify significant features in it; recognize an object by description.
Progress of the game. The teacher reminds the children how during the lesson they talked about familiar objects, made and guessed riddles about them, and suggests: “Let's play. Let the objects in our room tell us about themselves, and we will guess from the description which object is speaking. Choose something for yourself and speak for it. You just need to follow the rules of the game: when you talk about an object, don’t look at it so that we don’t guess right away, and talk only about those objects that are in the room.”
After a short pause (children must choose an object to describe and prepare to answer), the teacher places a pebble on the lap of anyone playing (instead of a pebble, you can use a ribbon, a toy, etc.). The child stands up and gives a description of the object, and then passes the pebble to the person who will guess. Having guessed, the child describes his object and passes the pebble to the next player to guess.
The game continues until everyone comes up with their own riddle. If the game takes place during class and, therefore, all the children in the group take part in it, its duration will be 20-25 minutes.
During the game, the teacher makes sure that when describing objects, children name their essential features that would help them recognize the object. He can ask the questioner: “Where is this object located?” or: “What is this item for?” But you shouldn’t rush with leading questions. It is necessary to give the child the opportunity to remember the object, its main features and talk about them.
Children give the following descriptions of objects: “Wooden, polished, glass in front, can tell interesting stories” (TV), “Iron, made of twigs, stands on the windowsill, from there you can hear the singing of a bird (cage), “Brilliant, with a spout, boiled water in it " (kettle).
Shop
Purpose of the game. Teach children to describe an object, find its essential features, and recognize an object by description.
Progress of the game. Children sit in a semicircle in front of a table and a shelf with various toys. The teacher, addressing them, says: “We have opened a new store.
Look how many beautiful toys it contains! You can buy them. But in order to buy a toy, you need to fulfill one condition: do not name it, but describe it, and you cannot look at the toy. Based on your description, the seller will recognize it and sell it to you.”
A seller is chosen using a short counting rhyme. The teacher buys the toy first, showing how to follow the rules of the game. Educator: “Comrade seller, I want to buy a toy. She is round, rubber, can jump, and all children love to play with her.” The seller hands the ball to the buyer. “Thank you, what a beautiful ball!” - says the teacher and sits down on a chair with the ball.
The seller names the name of any of the players. He comes up and describes the toy that he chose to buy: “Please sell me this toy: it’s fluffy, orange, it has a long beautiful tail, a narrow muzzle and sly eyes.” The seller gives the toy to the fox. The buyer thanks and sits down.
The game continues until all the children have bought toys for themselves.
The role of the seller can be performed by several guys in turn.
Children who “bought” toys then play with them in the room or on a walk.
It is better to play the “shop” game after sleep before independent games.
The teacher also brings toys to the “store” that the children have not played with for a long time, in order to awaken interest in them and remind them how interesting and beautiful they are.
Note. The same principle applies to the “Flower Shop” game, where children describe indoor plants, their leaves, stems, and flowers.
Radio
Purpose of the game. Develop the ability to be observant and activate children’s speech.
Progress of the game. The teacher, addressing the children, says: “Today we will play a new game called
she is "Radio". Do you know what they call a person who speaks on the radio? That's right, they call him an announcer. Today on the radio the announcer will be looking for the children of our group. He will describe one of us, and we will learn from his story which of us is lost. I'll be the announcer first, listen. Attention! Attention! The girl is lost. She is wearing a red sweater, a checkered apron, and white ribbons in her pigtails. She sings songs well and is friends with Vera. Who knows this girl? So the teacher begins the game, showing the children an example of a description. Children name a girl from their group. “And now one of you will be the announcer,” says the teacher. A new speaker is chosen using a counting rhyme.
The teacher makes sure that the children name the most characteristic features of their friends, how they dress, what they like to do, and how they treat their friends.
If the announcer gave such a description that the children could not recognize their friend, everyone answers in unison: “We don’t have such a girl (boy)!” And then the announcer pays a forfeit, which is redeemed at the end of the game.
Where was Petya?
Purpose of the game. Activate the processes of thinking, remembering, attention, and activate the speech of children.
Progress of the game. Option 1. The teacher tells the children that they will play a game that will make them remember everything they saw in their kindergarten: what rooms are there, who is in them, what is in each room, what they do in it.
The teacher says: “Let’s imagine that a new boy, Petya, has come to our kindergarten. Together with his teacher, he went to inspect the kindergarten. But where he went and what he saw there, Petya will tell. On behalf of Petya, you will tell everything one by one. Don't call the room a word. We must recognize her ourselves from your description.”
If children are already familiar with the games “Guess”, “Shop”, “Radio”, they should independently, without the help of a teacher, give a description of the individual rooms and the work of the kindergarten adults.
Here are approximate descriptions given by the children: “Petya went into a room where there was a lot of clean things on the shelves.
linen Maria Petrovna was stroking him, the washing machine was humming.” (Laundry.) “Petya looked into the room where children were singing, dancing, and someone was playing the piano. The room was large and bright." (Hall.)
The teacher warns the children that they need to describe only what Petya could see in the kindergarten building. If a child talks about something that is not in kindergarten, he is considered a loser.
Option 2. You can make this game more difficult. When repeating it, the teacher suggests remembering what Petya could see when he went out to the kindergarten site. Children describe the site, buildings, trees, shrubs, highlight the features that distinguish the site of one group from the site of another.
The teacher needs to activate the children's vocabulary by asking them to name the same thing in different words. For example, a child described a vegetable storehouse: “Petya went down the stairs and saw jars with different fruits, juices, compotes on the shelves: there were carrots in the bags, and potatoes in a large box. It was cool there." The children answer: “Petya ended up in the basement.” The teacher asks you to think and say in other words. Children’s answers may be: “To the food warehouse”, “To the pantry”,"In the vegetable store."
The teacher confirms the correctness of the children’s answers: “Yes, the room where Petya looked can be called differently.”
Option 3. You can offer a more complex option. The teacher tells the children: “You and I know our city (or district) well, we went on a tour with you, we saw what institutions, buildings, and streets there are in the city. But Petya only recently arrived in our city. Tell us where he has already been and what he has seen. And we will guess." Children talk about the library, school, cinema, main street, etc.
The teacher helps children identify the most significant distinctive features of the object being described and clarifies the children’s knowledge. For example, Ira gave the following description: “Petya entered the house. There were many shelves with books, people stood and looked at them.” From this description it is difficult to guess where Petya was: in a bookstore or in a library? The teacher clarifies the child’s story: “Were books sold or given out there?” - “They gave it away.” - “Where did Petya end up?” Children answer;
"To the library". - “What was the main thing in Ira’s description?” - asks the teacher. “The fact that books were given out there.” - “Who issued the books?” - “Librarian.” - “Who sells books?” - “Seller.” - “Where does the seller work?” - “In the store.” In this way, the teacher clarifies and deepens children’s knowledge about the environment.
Other options can be used.
Option 4. The teacher says that Petya went on vacation with his parents. The children should tell where Petya could go and what he could see there.
For example, the following description was given: “Petya came to his grandmother. I went for a walk with her and saw a long, long barn with a lot of pigs in it. There they were fed, they ate and grunted.” The children answer: “Petya visited the collective farm.”
The teacher, activating the children’s thinking and vocabulary, asks them to think about whether they can answer differently. The children give the following answers: “Petya visited a pig farm, in the village.”
“All the answers are correct,” the teacher sums up.
Option 5. Next time, the teacher invites the children to think and say what Petya could see if he were a traveler. Children talk about Africa, the Arctic, etc., using their existing knowledge acquired in kindergarten and at home. The teacher clarifies and deepens the children's knowledge and strives to enrich their vocabulary.
Option 6. The teacher tells the children that Petya loves to read books and suggests: “Let him talk about some character in the book, and we will find out what book Petya read.” He warns that you can only talk about those heroes that everyone read about in kindergarten, otherwise not everyone will be able to guess.
Here are some stories from children:
"
The little girl loved her grandmother very much, she went to visit her in the forest, brought her pies and milk, and picked flowers along the way.”
“Old people lived by the very blue sea. The old man was fishing, and the old woman scolded him all the time, she was angry, picky.”
“Grandfather was very kind. Spring came, the ice melted, the river overflowed, and the hares did not know where to hide. He came to them in a boat and saved them.”
Children can come up with games about Petya themselves. “Let Petya find out the name of this song,” Tanya suggests. One of the children or all of them sing the words of the song together, and the driver must remember its name and author. The teacher encourages creative independence. At the end of the game, he can invite the children to sketch what they talked about in the game “Where was Petya?”
What kind of bird is this?
Purpose of the game. Teach children to describe birds by their characteristic features and recognize them by description.
Progress of the game. This game requires a lot of preliminary preparation. Children watch birds, pay attention to their special features (for example, the size and length of the beak, legs, color of feathers, where this bird lives, what it eats, how it screams or sings), by which one can find out what it is for the bird.
The game begins with the appointment of a driver, who makes a guess as to what kind of bird has arrived. He recites his riddles, and everyone else repeats certain words in chorus (see below). Here, for example, is how the driver describes the crane in such a game:
I have a bird
Like this, like this! -
shows with his hands how big his bird is. All players say:
Driver:
Bird's wings
Like this, like this! -
and, with his arms spread wide, shows how big the bird’s wings are. All players:
The bird flies, flies, flies towards us!
Driver:
This bird's beak is like this, like this!
But the driver is not yet sure that the players recognized the bird. He says where the bird lives, what it eats, etc., and ends with a question:
What kind of bird flew to us? Well, guess what kind of bird this is?
Not all children answer the question in unison, but only one, whom the driver points to. If the child answers correctly, the children say:
This is the bird that flew to us! This is the bird that flew to us!
The one who guessed becomes the driver and gives a description of the bird he guessed.
If the child’s answer was incorrect, the driver tells him:
This is not the kind of bird that came to us! This is not the kind of bird that came to us!
Then he turns to the other player and repeats his question:
What kind of bird flew to us? Well, guess what kind of bird this is?
The person named as the driver can guess only once.
The new driver describes some other bird that has special features, for example, an eagle, a parrot, a woodpecker, a crow, a rooster, a goose.
Another version of this game is possible. Children give descriptions of various animals: tiger, hare, fox, elephant, deer and many others. You just need to change the words:
I have an animal like this, like this!
Everyone says the words:
The beast is running, running, running towards us! Etc.
Not really
Purpose of the game. Teach children to think, pose questions logically, and make correct conclusions.
Progress of the game. Option 1. The teacher tells the children the rules of the game and explains the name. "Why is this game
so called? Because you and I can only answer the driver’s questions with the words “yes” or “no.” The driver will go out the door, and we will agree on what object in our room we will wish for him. He will come and ask us where the item is, what it is, and what it is needed for. We will answer him with only two words. First, I will be the driver. When I leave the room, Vova will tell you what object he proposes to wish for. Then you will call me.
The teacher leaves, then enters the room and asks: “Is this object on the floor?” - "No". “On the wall?” - “No.” "On the ceiling?" - "Yes". "Glass? Does it look like a pear?” - "Yes". "Bulb?" - "Yes".
Taking on the role of the first leader, the teacher teaches children to ask questions logically. He explains: “Children, did you notice how I asked? First I found out where the object was, and then I found out what it was. Try to guess the same.”
This game teaches children to think logically: if an object is not on the floor, then it can be on the wall or ceiling. Children do not immediately draw the right conclusions. It happens like this: having learned that this object is not on the floor, the child continues to ask: “Table?”, “Chair?” In such cases, the teacher helps the child come to the correct conclusion: “Ira, we told you that the object is not on the floor. Where is the chair, the table?” - "On the floor". “Should I have named them?” - "No". “You found out that the object is on the wall. Look at the objects on the wall and guess what we wished for,” the teacher suggests. “Is it square?” - “Yes.” “Framed?” - "Yes". “Does it have flowers on it?” - "Yes". "Painting?" - "Yes".
Option 2. You can offer a more complex option. The teacher makes a guess for an object that is located outside the room: “Children, there are a lot of objects, and it will be difficult to guess if you don’t know whether it is on earth or in the sky, in the house or on the street, whether it is an animal or a plant.”
If children have played this game several times, they quickly begin to select questions and guess the intended object. For example, the children wished for the sun. Misha the guesser asks the following questions: “In the house? On the street? In the garden? In the forest? On the ground? In the sky?" Having learned that the object is in the sky, he asks the following questions: “Air? Clouds? Snow? Sparrows? Rocket? Airplane? Sun?"
Based on his questions, one can trace the course of logical thinking: having learned that an object is in the sky, he names only those objects that can be there.
II. GAMES THAT DEVELOP CHILDREN'S ABILITY TO COMPARE, CONTRAST, AND MAKE CORRECT CONCLUSIONS
Before starting such games, the teacher conducts a conversation with the children. In the conversation, he reminds that the objects surrounding people are very diverse; they have both differences and similarities. “Now I will name two objects, and you will tell me how they differ from each other and how they are similar,” he addresses the children. “Look at the table and chair and compare them.”
Usually children begin to name the signs of difference, this is easier:
- They sit on a chair, write on the table, draw, eat.
“The table is larger than the chair,” they continue.
- The table does not have a back, but the chair does.
- The table has high legs, and the chair has lower legs.
- The table has a cover, and the chair has a seat.
“Did you say how a table and a chair are similar or how they are not alike?” - asks the teacher. - “How are they different?” - “That’s right, you named the signs of difference, that is, how they differ from each other. How are they similar? Do they have anything similar in common?” This problem is more difficult for children to solve, and therefore the teacher can help them with additional questions: “Look what the table and chair are made of, what color they are,” etc.
Children answer:
- The table and chair have the same color. They are yellow.
- Both the table and chair are made of wood.
- They have sharp corners.
- The table and chair have four legs.
- Both the table and the chair are furniture.
The teacher summarizes: “Now you have named the signs of similarity, that is, how the table and chair are similar to each other. This means that these objects are somewhat similar and somewhat different from one another. You noticed this yourself. Now let's do it differently. I will tell you about two objects, I will tell you how they differ from each other and how they are similar, and you try to recognize them from my description.” And the teacher gives, for example, a description of two domestic animals - a cow and a horse. Then he invites the children to talk about two objects, name how they differ and how they are similar. The rest of the children will guess.
This task is difficult, the children do not immediately perform it correctly, and the teacher has to clarify the children’s descriptions and help them. For example, a child makes a riddle: “One tree is thorny, and the other is not thorny.” The teacher clarifies: “The thorny tree has small needles, the second tree has smooth, white bark.” After clarification, children can guess that these are spruce and birch.
When children learn how to find signs of similarity and difference between objects, the teacher offers them the game “Similar - Dissimilar.”
Similar - not similar
Purpose of the game. Teach children to compare objects, find signs of differences and similarities in them, and recognize objects by description.
Progress of the game. The teacher, having seated the children in a circle or at tables, invites them to play a new game called “Similar - Not Similar.”
Addressing the children, he says: “Remember, you and I learned to describe two objects, tell how they are similar and how they differ? Today we will play like this. Everyone will think of two objects, remember how they differ from each other and how they are similar, and tell us, and we will guess. Remember (pause). I have a pebble in my hands, whoever I put it to will make a wish.”
The person who receives the pebble asks a riddle, for example: “Two flowers, one with white petals and a yellow center, the other pink, with beautiful fragrant petals, with thorns. One is in the field, the other grows in a flower bed.” After a short pause, the guesser passes the pebble to any of the players. He must answer quickly and ask a riddle. If the guesser is wrong, he pays a forfeit, which is redeemed at the end of the game.
Examples of riddles invented by children.
Galya. “Two beetles crawled. One is small, red, with black dots, and the other is large, brown. One doesn’t buzz at all, but the other buzzes a lot” (ladybug and cockchafer).
Ira. “The animals are both agile. One is gray, the other is red. They live in the forest, one is in a hole, and the other is just running around. One loves the cockerels, and the other attacks the flock” (fox and wolf).
Seryozha. "Two cars. One plows the land, the other carries loads. One rattles loudly, and the other goes quietly (tractor and truck).
The teacher suggests next time choosing objects with less noticeable signs of difference for comparison. Children understand this task and give a description, for example, of a cat and a kitten, a spruce and a pine tree, a sofa and a bench, etc.
Older children love playing fable games.
During these games, they develop coherent, figurative speech, develop an understanding of humor, and the ability to make jokes themselves. These games increase children's interest in acquiring new knowledge.
Before playing the game, the teacher finds out whether the children know what fables are and where they heard them. Children answer that a fable is a fiction, something that does not happen in life; fables are often found in fairy tales. If they cannot answer, the teacher himself will tell them about it.
He invites the children to tell some fable from familiar fairy tales. Children remember: “Little Red Riding Hood could not come out of the wolf’s belly alive,” “Geese cannot carry Ivanushka on their wings,” “Fish cannot do miracles,” “Animals cannot talk,” etc.
After the children learn to notice fables, the teacher reads them a work with fables and introduces them to the entertaining content. It happens that the children have questions that the teacher cannot immediately answer, for example: do elephants swim, do they fill a rocket with gasoline, etc. In such cases, he promises to tell the children about this tomorrow and, having found out for himself, required, the next day he always gives them the correct answer. Otherwise, the kids will lose interest in such games.
When playing the game, you should not take the entire work, but only part of it. Initially, the passage may contain 2-3 fables, and then there may be more. Experience in conducting games shows that children can remember and name 6-7 fables contained in the passage. Based on this, the teacher independently breaks the work into semantic parts.
Who will notice more fables?
Purpose of the game. Teach children to notice fables, illogical situations, and explain them; develop the ability to distinguish the real from the imagined.
Progress of the game. Children sit down so that they can put chips on the table. The teacher explains the rules of the game: “Children, now I will read you Korney Chukovsky’s poem “Confusion”1. There will be many fables in it. Try to notice and remember them. Whoever notices a fable will put down a chip, whoever notices another fable will put a second chip next to it, etc. Whoever notices more fables will win. You can put down the chip only when you yourself have noticed the fable.”
First, a small part of this poem is read. The poem is read slowly, expressively, places with fables are emphasized.
After reading, the teacher asks the children why the poem is called “Confusion.” Then the one who put aside fewer chips is asked to name the fables he noticed. Children who have more chips name those fables that the first responder did not notice. You cannot repeat what has been said. If the child has placed more chips than fables in the poem, the teacher tells him that he did not follow the rules of the game and asks him to be more attentive next time.
Then the next part of the poem is read. It is necessary to ensure that children do not get tired, since the game requires a lot of mental effort. Noticing from the children’s behavior that they are tired, the teacher must stop playing. At the end of the game, those children who noticed more fables and explained them correctly should be praised.
Make up a tall tale
The game is played after the children have played the previous game several times.
Purpose of the game. Teach children to invent their own fables, including them in their stories, to develop children’s imagination.
Progress of the game. The introduction to the game is the following conversation from the teacher: “Writers and poets have created many interesting, funny poems, fairy tales, and stories. You and I have read a lot of them. But we can try to come up with a funny story ourselves. Listen to the fable I came up with..."
An example story from a teacher:
“In the morning, when the sun set, I got up and went to work. I approached the kindergarten and saw children there. I told them goodbye. Everyone answered me cheerfully: “Goodbye.” We went to the kindergarten, went into the room, wiped our feet and immediately sat down at the table to have breakfast.”
Children listen carefully, and then name fables. “Now try to come up with a story with fables yourself. We will listen and notice fables,” the teacher suggests.
Here are examples of fable stories invented by children: “A girl lived in the forest. She had a magic wand. A bunny without antennae and short ears galloped up to her. She wanted to touch him, but the hare was gone. She looked here and there - there was no hare. She raised her eyes up, and the hare was sitting on the top of a pine tree and laughing.”
“One man left the house and went for a walk. He saw a boat by the river. He got into it and swam. The boat capsized and the man fell to the bottom. He walks along the sand at the bottom and looks at a shark coming towards him. She swallowed him, and he tore open her belly and crawled out.”
What do they plant in the garden?
Purpose of the game. Teach children to classify objects according to certain characteristics (by where they grow, by their use), to develop quick thinking and auditory attention.
Progress of the game. The teacher asks: “Children, do you know what they plant in the garden? Let's play this game: I will name different objects, and you listen carefully. If I name something that is planted in the garden, you will answer “yes,” but if something that does not grow in the garden, you will say “no.” Whoever makes a mistake loses.”
- Carrot.
- Yes!
- Cucumbers.
- Yes!
- Beet.
-Yes 1
- Plums.
- No!
If someone is in a hurry and answers incorrectly, the teacher can say: “If you rush, you will make people laugh. Be careful!" You can also play games: “Let’s set the table for guests” (the teacher names the tableware), “Let’s plant a garden,” “Furniture,” “Clothing,” etc.
What season
Purpose of the game. Teach children to correlate descriptions of nature in poetry or prose with a certain time of year, to develop auditory attention and quick thinking.
Progress of the game. The teacher has written short texts on cards about different seasons of the year. The texts are given mixed. The teacher asks: “Who knows when this happens?” - and, opening the card, reads the text. Children guess.
Riddles I have a lot of things to do - I cover the whole earth with a white blanket, I clean up the ice of the river, I whiten the fields, the houses My name is...
(Winter)
I open the buds, I dress the trees in green leaves, I water the crops, I am full of movement. My name is...
(Spring)
I am made of heat, I carry the warmth with me. I warm the rivers, “Swim!” - I invite you. And you all love me for this. I...
(Summer)
I bring the harvests, I sow the fields again, I send the birds south, I strip the trees. But I don’t touch the pines and fir trees. I...
(Autumn)
What did you give Natasha?
Purpose of the game. Encourage children to look at objects, remember the qualities of those objects that the child does not currently see.
Progress of the game. The teacher says: “Grandma sent Natasha a gift. Natasha looks: there is something round, smooth, green in the basket, and red on one side; if you bite it, it’s delicious, juicy. Grows on a tree. “I forgot what it’s called,” thought Natasha. Children, who will help her remember the name of what her grandmother sent her?”
Another variant. The teacher recalls: “Once a guest came to the kindergarten. He was dressed in a beautiful fur coat, hat, and felt boots. He had a long white hair, white mustache, eyebrows. Kind eyes. He held a bag in his hands. Who do you think was our guest? What did the guest have in the bag? What was the holiday in kindergarten?
The teacher can conduct such riddle conversations about various objects and phenomena.
Add a word
Purpose of the game. Exercise children in correctly indicating the position of an object in relation to themselves, and develop spatial orientation.
Progress of the game. The teacher says to the children: “Let's remember where our right hand is. Pick her up. All the objects that you see on the side where your right hand is are on the right. Who knows where the objects are located that you see on the side where your left hand is? Do you know what the words “ahead of me” and “behind me” mean? (He also clarifies these concepts.) Now we’ll play. (Children sit at the table.) I will start a sentence, name different objects in our room, and you will add words: “right”, “left”, “behind”, “in front” - answer where this object is located. The teacher begins:
- The table is... (says the child’s name).
- Behind
- There is a shelf with flowers hanging...
- On right.
- The door is from us...
- On the left.
If the child makes a mistake, the teacher offers to stand up, raise his hand and point to the object with this hand.
- Which hand is closest to the window?
- Right.
- So, where is the window from you?
-- On right.
You can play this game this way. The teacher says the words: “left”, “right”, “in front”, “behind”, and the children say what objects are in the named direction.
To play this game, children should not be seated in a circle; it is better to sit them on one side of the table, so that the objects are located equally in relation to them. In older groups, children can be seated in a circle. This complicates the solution of the game problem, but the children successfully complete the task, since they are already well oriented in space.
What then?
Purpose of the game. To consolidate children's knowledge about the parts of the day, about the activities of children at different times of the day.
Progress of the game. Children sit in a semicircle. The teacher explains the rules of the game: “Remember, we talked in class about what we do in kindergarten all day long? Now let’s play and find out if you remember everything. We will tell you in order about what we do in kindergarten in the morning. Whoever makes a mistake will sit on the last chair, and everyone else will move.” You can introduce such a game moment. The teacher sings a song: “I have a pebble. Who should I give it to? Who should I give it to? He will answer.”
The teacher begins: “We came to kindergarten. We played in the area. And what happened then? Passes the pebble to one of the players. “We were doing gymnastics,” the child answers. "And then?" (The teacher passes the pebble to another child.) Etc.
The game continues until the children say the last thing - going home.
Note. It is advisable to use a pebble in such games, since it is not the one who wants to answer, but the one who gets the pebble. This forces all children to be attentive and ready to respond.
The game is held at the end of the year.
When does this happen?
Purpose of the game. Clarify and deepen children's knowledge about the seasons.
Progress of the game. The teacher asks the children if they know when they pick vegetables, fruits, when there are a lot of yellow leaves, etc. The children’s answers show to what extent they correlate certain phenomena and human labor with the time of year. “And now I will name the time of year, and you will answer what happens at this time and what people do. For example, I will say: “Spring” and put a pebble to Vova, Vova will quickly remember and say what happens in spring. For example: “The snow melts in the spring.” Then he will pass the pebble to the person sitting next to him and he will remember something else about spring.” When all the children understand the rules, the game can begin. If someone cannot answer, the teacher helps him with questions.
What is wide (long, high, low, narrow)?
Purpose of the game. To clarify children’s ideas about the size of objects, to teach them to classify objects according to a certain criterion (size, color, shape), and to develop quick thinking.
Progress of the game. Children sit in a circle. The teacher says: “Children, the objects that surround us come in different sizes: large, small, long, short, low, high, narrow, wide. During classes and on walks, we saw many objects of different sizes. Now I will name one word, and you will list which objects can be called by this one word.” The teacher has a pebble in his hands. He gives it to the child who must answer.
“It’s long,” says the teacher and gives him a pebble.
sitting next to him.
“The road,” he answers and passes the pebble to his neighbor.
“A dress, a rope, a day, a fur coat,” the children remember.
“Wide,” the teacher suggests the following
word.
Children call: road, street, river, ribbon, etc.
This game is played with children at the end of the year, when they have gained knowledge about the size of objects.
The game is also played with the aim of improving children’s ability to classify objects by color and shape. The teacher says:
- Red.
Children take turns answering: flag, ball, berry, star, etc. Or:
- Round.
Children answer: ball, sun, apple, wheel, etc. Those children who named more words should be praised.
Goal: to develop children's intelligence and observation skills.
Progress of the game. The driver is selected. He goes out the door. The remaining children agree on what movements they will make. Then they invite the driver.
Leading. Hello children!
Where have you been,
What did you do?
Children. We won't say where we were
And we’ll show you what they did.
If the driver guesses the movement performed by the children, then a new driver is selected. If he couldn't guess, he drives again.
Cucumbers."
Goals: develop reaction speed, attention; consolidate knowledge about eating cucumbers.
Progress of the game. The game is played on the playground, which in this case will be a “garden”. Children walk in a column one after another throughout the “garden”, pronounce words and perform the appropriate movements:
Grew up in the garden Children walk in a column.
Green strands, Transition to a half squat.
Cucumbers were hidden in them. They squat.
And the sun warmed up, They stand up and raise their hands up.
They instantly turned yellow. Hands dropped.
But they are good in a barrel!
After the word good children run and take place in a “barrel” (a drawn circle or hoop) of five people each. Whoever remains outside the “barrel” names a dish made from cucumbers. At the end of the game, the teacher involves the children in assessing the execution of movements, notes how quickly the children acted on the signal, what they learned about cucumbers in this game
Goalkeeper".
Goals: to strengthen the ability to navigate in space; develop reaction speed and movement accuracy.
Progress of the game. The adult throws the ball to the child, while simultaneously warning where the ball should go. The child must make a goalie movement in the given direction.
Child. It’s not for nothing that I’m called a goalkeeper:
I will always catch the ball.
Adult: One, two, three,
On the right (left, straight) look at the ball!
Water the horse."
Goal: to develop dexterity of movements.
Progress of the game. The child stands at a distance of 4–5 meters from the horse toy. They give him buckets and blindfold him. You need to go up to the horse and “drink” it from a bucket (bring the bucket to the horse’s face
Butterflies, frogs and herons."
Goal: to develop imitative movements.
Progress of the game. Children run freely around the playground. At the teacher’s signal, they begin to imitate the movements of butterflies (waving their arms), frogs (go down on all fours and jump), and herons (freeze while standing on one leg). As soon as the teacher says: “Let's run again,” the children begin to run across the meadow in any direction.
Guess what our house is?”
Goal: describe the trees and find them based on their descriptions.
Progress of the game. A driver is selected from a group of children, the rest of the children are divided into two groups. Each subgroup chooses a tree for itself, describes it to the driver, and he must recognize the plant and name the “house” in which the children “live.”
For example, the children say in chorus: “Guess what our house is, we’ll tell you everything about it.” Then one of the children gives a description: names the color of the trunk, remembers the height of the tree, shape, size of leaves, fruits and seeds.
LIST OF FOLK GAMES PODG GR
Russian folk game "Wolf".
Russian folk game "Wandering Ball".
Bashkir folk game “Sticky Stumps”.
Belarusian folk game “Vanyusha and the swans”.
Udmurt folk game “Water”.
Caucasian folk game "Tug".
Mordovian folk game "Circular".
Game of the peoples of the North "Drag".
Caucasian folk game "Blind Man's Bluff Porters".
Tatar folk game “Guess and Catch Up”.
Russian folk game "Keys".
Game of the peoples of the North “I Am”.
Russian folk game "The Herd".
Belarusian folk game “Prela-gorela”.
Belarusian folk game "Ring".
Dagestan folk game “Pick up the toy.”
Kazakh folk game “Scarf with a knot”.
Russian folk game "Snow Woman".
Buryat folk game “Needle, thread and knot”.
Georgian folk game "Day and Night".
Buryat folk game "Wolf and Lambs".
Dagestan folk game “Put on your hat.”
Belarusian folk game “Hare-month”.
Georgian folk game "Children and the Rooster".
Tatar folk game "Clappers".
Tatar folk game "Interceptors".
Tatar folk game “Foxes and hens”.
Game of the peoples of the North “Tag on a sled.”
Game of the peoples of the North “Catching Reindeer”.
FOLK GAMES
PREPARATION GR
Russian folk game "Bees and Swallow".
Goal: to develop dexterity and speed of movement.
Progress of the game. Children playing - “bees” - are squatting. “Swallow” is in its “nest”.
Bees (they sit in a clearing and hum).
The bees are flying and collecting honey!
Zoom, zoom, zoom! Zoom, zoom, zoom
Martin. The swallow flies
He'll catch the bees!
“Flies out” and catches “bees”. The one who is caught becomes a “swallow”.
Russian folk game "Cabbage".
Goal: to develop motor activity in children.
Progress of the game. The circle is a vegetable garden. Scarves are folded in the middle to represent cabbage. The “owner” sits down next to the “cabbage” and says:
I'm sitting on a pebble
I touch the pegs with chalk.
I play with small pegs,
I will build my own vegetable garden.
So that the cabbage is not stolen,
They didn’t go to the garden
Wolves and tits, beavers and martens,
The hare is mustachioed, the bear is clubfooted.
Children try to run into the “garden”, grab the “cabbage” and run away. Whoever the “owner” catches is eliminated from the game. The participant who takes away the most “cabbages” is the winner.
Russian folk game "Ball Up".
Target. develop the ability to hit the target.
Progress of the game. The players stand in a circle, the driver goes to the middle of the circle and throws the ball, saying: “Ball up!” At this time, the players try to run as far as possible from the center of the circle. The driver catches the ball and shouts: “Stop!” Everyone must stop, and the driver, without leaving his place, throws the ball at the one who is closest to him. The player who was hit by the ball becomes the leader.
Nadezhda Lumpanova
Lesson on speech development for children 2–3 years old. Didactic game “We won’t tell you where we were, but we’ll show you what we did”
Didactic game"Where are we were, we are not let's say, And what did, we'll show you»
Target: encourage attempts children participate in a collective conversation, make joint decisions; develop creative imagination; encourage children to improvise; explain how to choose a driver using a rhyme; activate in children's speech verbs.
Progress of the lesson
The teacher explains the rules games: “Using a counting rhyme, we will choose a driver, then ask him to leave the room. While the driver is away, we will agree on what and how we will depict. When the driver returns, he will ask: "Where are you were, girls and boys? What do you did? What will the driver ask? We will answer him So: Where are we were, we are not let's say, And what did, we'll show you" What will we answer to the driver?
The teacher calls two people to him children and silently, performs the role of a hairdresser with their help. Asks what he is doing now did. The children say he was pretending to be a hairdresser ( “You cut Denis’s hair, and combed Olenka’s hair.”) .
With the help of a rhyme, the teacher chooses a driver from among the elders children:
A ram was walking
Over steep mountains
Pulled out the grass
I put it on the bench.
Who will take her?
That one will go too.
During the game, the teacher first advises what and how to depict. When the children get used to it, he only tells them what to depict and how to depict it do, they decide for themselves.
It is possible to improvise such content: the kids woke up, stretched, began to wash themselves; children in the forest collecting berries: one - in the mouth, the other - in the box; children in music or physical education class; children draw with paints; children feed calves (the scene involves 2 children, chickens, etc.
Each next driver is selected from among those willing using a counting rhyme.
Purpose of the game: teach children to identify the characteristic features of an action and depict the action itself with their help; teach children to recognize the meaning of the depicted action through pantomime.
Age: from 3 years.
Progress of the game: using a counting rhyme, a driver is selected and asked to go into another room. The remaining children agree among themselves what action they will portray. The driver returns and asks a question:
- Where have you been? - children answer:
- We won't tell!
The driver asks:
- What did you do?
– We won’t tell, we will show!
Children depict the intended action, the driver must guess what exactly the children are doing. All children or only some of them can depict the intended action. Then, using a counting rhyme, a new driver is selected, and the game continues. If the driver could not guess what was depicted, he is told the correct answer, and he continues to drive. The teacher should pay attention to ensuring that shy children are not left out during the game.
Who's come?
Purpose of the game: teach children to identify characteristic features in people’s behavior and be able to depict these features with actions; teach children to identify people by characteristic signs of behavior.
Age: from 3 years.
Progress of the game: using a counting rhyme, children choose a driver. The teacher tells the child who he should portray, and he leaves the room. Then the child returns to the room and knocks on the door. The other children ask:
- Who's come?
The child answers:
- I won’t tell you, but I’ll show you.
The driver begins to portray someone, the rest of the children must guess who exactly he wants to portray. For example, the driver pretends to be a mother: pretends to open the door with a key, prepares dinner, feeds it to the doll, washes the dishes, puts the doll to bed. The child who first guesses the planned character becomes the new driver. The teacher can help children with the game; if the driving child has difficulty performing the actions, the teacher can ask leading questions. If the same children take an active part in the game, and shy kids remain on the sidelines, the teacher can change the rules a little and offer the choice of a new driver using a counting rhyme or at his own discretion.
What it is?
Purpose of the game: teach children to identify the characteristic features of objects and depict these objects; teach children to guess objects depicted using pantomime.
Age: from 3 years.
Progress of the game: the teacher invites the children to divide into teams with a small number of people (4-6 children in each group). Each team is tasked with depicting an object; the opposing teams must guess what exactly was intended. Depicting an ordinary object is not always easy, so the teacher offers objects in which it is easy to identify distinctive features or objects that are in a certain given situation, for example, a bus with people, a washing machine, a vacuum cleaner, a crane, etc. The teacher should Pay close attention to shy children whether they are participating fully in the game or watching the game from the side.
What's the score?
Purpose of the game: teach children to depict various manifestations of emotions.
Age: 5–6 years.
Progress of the game: the teacher explains to the children the rules of the game: the child driving must depict what emotions a child experiences when he receives a certain given grade. A child who receives an A portrays wild joy; a child who receives a four is moderately happy; a child who receives a C is sad; a child who receives a two is sad; a child who receives a one is a very upset person. Children choose a driver using a counting rhyme, the teacher secretly tells the child the grade “he received”, the child pretends to show emotions, the rest of the children try to determine which grade the child pretended to receive. During the game, the teacher notes the most artistic children and encourages the shy ones. It is advisable to play the game in groups of children of senior preschool age.
Portray your emotions
Purpose of the game: teach children to portray given emotions, such as sadness, joy, delight, boredom, crying, fun, etc.
Age: from 3 years.
Progress of the game: children choose a driver using a counting rhyme. The teacher secretly names the emotion to the driver, who reproduces it using facial expressions and gestures. The rest of the children guess what exactly the driver depicted. The child who first names the correct answer becomes the new driver. For children of primary preschool age, the task can be given in a situational form: for example, the teacher calls a conditional phrase: “Pinocchio is happy (sad, bored, etc.).”
What is my name
Purpose of the game: introduce children to each other, help in remembering names.
Age: from 3 years.
Progress of the game: children stand in a circle and take each other’s hands. One of the children starts the game. He says his name. The child standing next to him continues the game - says the name of the first child, then adds his own. The next child must say the name of the first child, then the second, then adds his own. All subsequent players continue the game, calling a chain of names of the children in front of them and their own name. Depending on the age of the children, the chain may consist of a different number of names. For three-year-old children, the chain should not exceed three names, for seven-year-olds - no more than five names.
Good words
Purpose of the game: teach children to say kind words to each other.
Age: from 3 years.
Progress of the game: the teacher tells the children a story: “In one distant city, children began to say a lot of bad words, and completely forgot the good ones. Good Words were very tired of sitting idle and decided to leave this city to other places where the children would not forget them. And something terrible began in this city. Children began calling names, completely stopped being friends, teachers at school and kindergarten teachers completely stopped praising children, mothers and fathers only began to scold their children. It was very difficult for the children, and they went looking for good words to ask them to return to their city. The children searched for these words for a very long time and finally found them. Good words were very happy that the children needed them again, and happily returned. But now, as soon as someone says a bad word, everyone immediately remembers how good words left the city, and everyone immediately doesn’t want to swear. Let's remember the good words we know and say them to each other." Children, turning to others, name kind words that are familiar to them.
Compliments
Purpose of the game: teach children to find good traits in each other, say compliments and nice things to each other.
Age: from 4 years.
Progress of the game: first, the teacher explains to the children the meaning of the word “compliment” and tells why people compliment each other. Then the teacher invites the children to stand in a circle and picks up the ball. The teacher turns to one of the children, gives him some compliment and throws the ball. Compliments must be specific and justified in some way. Instead of: “Sasha is good,” you should say: “Sasha is generous, he always shares toys with other kids.” The child must “catch the compliment,” that is, catch the ball and return it to the teacher. The game continues for some time until all the children have received their compliment, then its rules may change. The child who “caught the compliment” chooses one of the children, tells him his compliment and throws the ball. He catches the ball and, in turn, compliments the next one. The teacher gently corrects and guides the children’s play and helps children in case of difficulties. The game should not be played at a fast pace; children should have time to think about the compliment they want to give.
The best
Purpose of the game: teach children to find positive traits in each other, to compliment each other.
Age: from 3 years.
Progress of the game: a “throne” is prepared in advance, for example, an armchair covered with a beautiful fabric. Above the throne in large bright letters is the inscription: “THE BEST.” Children sit on chairs. With the help of a counting rhyme, the driver is selected, who takes a place on the throne. Within a few minutes (the time is regulated by the teacher), the other children explain why this child is the best and come up with diminutive derivatives of his name. At the end, the leader chooses the next child to take the throne. The teacher can suggest that you can thank the children for their compliments and ask the child to describe the emotions that he experienced while on this throne. All children must sit on the throne once. In this game, shy children should not be among the first players, it is necessary to give them time to get comfortable and get used to the idea that they will soon have to be the center of attention. Of course, the teacher must explain to the children that it is unacceptable to say offensive words; that it is very unpleasant to listen to unpleasant things in public, and that if someone is not happy with something in the behavior of other children, it is better to say it face to face in a tactful and gentle manner. If a shy child categorically refuses to sit on the throne, you should not force him, you can invite him to take part later, perhaps he will change his mind. The teacher can tell the child that it is in vain that he refuses to play, because the teacher has long wanted to tell him how much he values in this child... (the teacher names the quality of the child that characterizes him on the positive side), and now an excellent opportunity has presented itself. Shy children may simply be afraid to hear something unflattering about themselves.
Pink glasses
Purpose of the game: help children see positive traits in each other, increase self-esteem and good mood in children.
Age: from 3 years.
Progress of the game: the game is played in a small group of children. The teacher explains to the children the meaning of the expression “rose-colored glasses” - this expression implies that a person sees the environment in a “rosy light”, i.e. only good, without noticing everything unpleasant and negative. The teacher puts on pre-prepared glasses with pink lenses, looking at each child, gives him a brief positive description, describes his strengths and advantages. After this, the teacher can invite each child to put on glasses and look around - look at other children and see good features in each. For children over 5 years old, a teacher can offer a psychological technique for relieving tension in conflict situations - if a child is angry or angry with someone, you can mentally imagine putting rose-colored glasses on your eyes, and the world is transformed, the unpleasant person appears in a different light.