Printed board games for preschool educational institutions. Preschool age. Summary of a printed board game for children of the senior group “Loto-Birds” Didactic printed board games

Game "Find a Pair"

Didactic task. Exercise children in comparing objects depicted in the picture, in finding similarities and in selecting identical images; cultivate attention, concentration, form speech, develop the ability to follow the rules of the game.

Progress of the game: children are invited to find a pair for each mitten - exactly the same.

Game "Build a train"

Target: expand and activate the vocabulary on the topic “Transport”,

improve ordinal counting skills, develop visual perception and attention, develop the skill of grouping objects by color, cultivate perseverance and friendly relationships.

Progress of the game: children are invited to assemble a train in which all the parts are the same color. After this, you need to count the number of cars on each train. .

GAME “Continue the pattern”

Target: Teach children to continue a given pattern, selecting and alternating cards with the same elements of the pattern, develop attention, thinking, and consolidate knowledge about geometric shapes.

Progress of the game: children receive a strip of cardboard with a started pattern consisting of various geometric shapes; they need to lay out the pattern on the strip of cardboard to the end.

Game "Umbrella"

Tasks: consolidation and generalization of children’s knowledge about the color, shape and size of objects, development of fine motor skills, cultivation of perseverance and friendly relationships.

Progress of the game: Children are invited to put patches on the umbrella so that it becomes beautiful again.

Game "Houses"

Target: consolidation of knowledge about the color, shape and size of objects, development of fine motor skills, attention, and thinking.

Progress of the game: children are invited to assemble entire houses by inserting figures that match the color, size and shape into the windows.

Game – lacing “Connect the figures”

Target: development of fine motor skills, consolidation of knowledge about geometric shapes and colors.

Progress of the game: children are asked to find figures that are identical in shape but different in color, name them, determine the color and use a cord to connect them into a pair.

Paired pictures

Didactic task. Exercise children in comparing objects depicted in the picture, in finding similarities and in selecting identical images; cultivate attention, concentration, form speech, develop the ability to follow the rules of the game.

Game rules. Show and name only the same picture; Whoever correctly selects and names the paired picture gets a chip.

Game action. Finding the cards you need.

Progress of the game. The teacher has a set of paired pictures (ready-made, factory-made or made by the teacher himself). The pictures show objects: toys, dishes, clothes, etc. The teacher looks at the pictures together with the children, and the children name them. Then the teacher takes two identical pictures and, showing one of them, asks:

- What is this?

“A cup,” the children answer.

- Is there a cup in this picture too? Look carefully and name what kind of cups these are. How can you tell about them?

The teacher is in no hurry to answer the question himself. Children guess and say:

- They are identical.

- Yes, they are the same, paired, two cups are a pair, which means they are paired, and the pictures are also paired. Today we will play with paired pictures. (Holds both pictures - cups) in his hand.) Listen to how we will play. I’ll put pictures on this table, and I’ll give you one picture too. Whoever I call will come up and find the same picture on the table and find a match for it. The one who makes no mistakes and names the item loudly wins.

The teacher, laying out the pictures on the table, asks the children to name what is depicted on them: a spinning top, a ball, a cup, a doll, a bear, a teapot, etc. The children name all the objects in unison.

“Now I’ll give you the pictures,” says the teacher. Whoever I call will say what picture he has and find the same one on my table.

First he calls on the more active children to be an example in following the rules of the game, then the most indecisive and shy ones. A child approaches and looks for a pair and, having found it, picks up both pictures. For the correct answer, the child receives a chip. The pictures are put in a box.

In order not to lose interest in the game, you can offer another version of the game, more complex: the teacher, having distributed pictures to the children, asks them to be attentive and answer who has the same picture. He himself does not show his card, but talks about the object depicted on it so that the one who has the same one can guess it and show it.

— In my picture there is a long-eared, gray one, eating carrots. Who has the same picture? - asks the teacher.

Children are looking. The one with the bunny says:

- I have such a bunny too! - and shows the children a picture.

The teacher shows his. Children compare them and confirm:

- Yes, they are the same.

“Let’s put them in a box,” the teacher suggests. Now listen to who else I’ll tell you about. In a red dress with a bow on her head, curly hair, blue eyes, pink cheeks. Who has the same picture?

—- This is a doll. I have one too,” the kid shows the same picture.

They compare two dolls, no one doubts their similarity.

The game continues until all the objects are described and pairs are found for them. Correct answers are rewarded with a chip. The teacher marks those who completed the task correctly and quickly.

Fold the picture

Didactic task. Exercise children in composing a whole object from its parts; cultivate will, perseverance, and determination.

Game rule. Don't make the wrong choice. The one who folds and names his picture first wins.

Game actions. Finding parts, putting together the whole picture.

Progress of the game. The box contains whole pictures depicting different objects: vegetables, fruits, toys, plants. In another box there are the same pictures, but only cut into four equal parts vertically or diagonally. The teacher introduces the children to the pictures. They name what is depicted on them. Then he shows part of the picture and asks:

- What picture do you think this piece is from?

“From an apple,” the children answer.

The teacher superimposes part of the picture onto the whole.

- Now let's find other parts of the apple.

Children, together with the teacher, look for pictures depicting parts of an apple and give them to the teacher. When all the pieces are found and placed next to the whole picture, the teacher says:

- Look, children, it turned out to be a whole apple. Now I will give you pictures. I will give Sveta a pear, and Vika a tomato. Vika, find your picture! And I’ll give Yulia carrots. Where is the picture? (So ​​all the children get a picture.) Now assemble whole pictures from their parts. The cut pictures are on the table.

The very process of searching, finding, and putting together parts captivates the children. “I already have a whole carrot,” “And I have a tomato,” they are happy that they themselves “made” a whole object (tomato, carrot, apple) from pieces.

“Now let’s put all the pictures in place and play differently,” the teacher suggests. “Now I’ll give you not the whole picture, but a piece.” And from this piece you can guess which picture needs to be assembled.

“I’ll probably make an apple,” one of the players guesses.

“Fold it, and we’ll see if you made a mistake,” the teacher continues to enthuse with the game.

By complicating the game, the teacher introduces an element of competition: whoever puts the picture together first wins and gets a chip. The complication can be in the number of parts (the picture is then cut into six parts) and in the content (in the picture there is not one object, but a short plot: a girl plays with a doll, a bunny eats carrots, a fox with a bun, etc.).

The game is also played with cut cubes. They should be given after children have learned to fold cut pictures.

Lotto

Didactic task. To train children in the ability to combine objects according to their place of growth: where what grows; consolidate children's knowledge about vegetables and fruits, flowers.

Game rule. Cover the cells only with those pictures that correspond to the content of the large map: vegetables - on the map where the vegetable garden is drawn, fruits - where the garden is drawn, flowers - on the flower bed and flower bed.

Game actions. Find small cards with images of vegetables, flowers and fruits and cover the cells on the large map with them. Competition - who will be the first to cover all the squares.

Progress of the game. In the teacher’s box there are large cards depicting a vegetable garden, a garden, a flower garden, and small cards depicting vegetables, fruits, and flowers. Children look at small cards, the teacher finds out what they have in their hands.

—Where do cherries grow? - asks the teacher of the child who is holding a picture of a cherry in his hands.

- On the tree.

- Where does the cherry tree grow?

“In the garden,” the guys answer.

—Where does the cucumber grow?

“In the garden, in the garden,” the children answer.

—Where do flowers grow?

- In the forest, in the meadow, in the flowerbed.

- Look, children, at these big pictures. What do you see here?

- Vegetable garden.

- And in this picture?

- Flowerbed.

Now you will play so that everything that grows in the garden appears in the garden, everything in the flower garden ends up in the flower garden, everything in the garden ends up in the garden, and everyone stands on their squares. (Shows the cells on the map.) Whoever closes all the cells first wins.

Children exchange cards and the game continues.

This type of game is used when the task is to systematize and consolidate knowledge about other objects, for example, dishes, furniture, clothing, shoes, supplies for work, for classes, etc. Having mastered the rules, children use them in independent games.

Whose children?

Didactic task. Consolidate knowledge about domestic animals, their babies, who screams what; practice correct sound pronunciation; develop the ability to correlate the image of cubs with the picture of a large animal.

Game rules. You can put a card with a picture of a baby on the flannelgraph only after you hear the voice of an adult animal, which is imitated by children, and also after you name the baby correctly.

Game actions. Onomatopoeia. Find the baby in the picture and place it on the flannelgraph next to the adult animal.

Progress of the game. The teacher prepares for the game a flannelgraph and a set of pictures depicting animals and their young: a cow and a calf, a horse and a foal, a goat and a kid, a dog and a puppy, a cat and a kitten (there may be other animals). Before the game starts, the teacher and the children look at the pictures and clarify the children’s knowledge of the names of animals and their babies (see figure). Children practice onomatopoeia.

- Let's show how a cow moos. How does a kitten meow? Let's play now. Look (there is a strip of green paper on the flannelgraph) - this is a clearing. What a beautiful lawn! (Shows.) Animals will walk here.

I'll give you the pictures now. Animals will come to the meadow and call their cubs. You will find that cub whose mother is walking through the meadow and calling him to her. You will put up the picture only after you hear the animal’s voice. Got it? Here she came out into the meadow. . . (Pause.)

Children call:

- Cow.

The teacher puts the picture on the flannelgraph.

- What does she call her son?

- Moo-moo-moo! - the children say in unison, looking at their pictures.

Vova has a calf. He runs up to the flannelograph with his picture and places it next to it.

- Who came running to his mother, Vova?

- Calf.

- Right, children?

“Yes,” they confirm.

Other animals are placed in this manner in turn. Children make sounds characteristic of each animal.

- Louder, children! Otherwise, the baby goat will not hear its mother.

The teacher teaches how to pronounce sounds loudly and correctly:

be-be-be (or aw-aw-aw, meow-meow-meow, oink-oink-oink). After all the mothers have found their babies, the game ends by repeating the words in chorus and one at a time.

“A cow with a calf, a pig with a piglet, a dog with a puppy, a cat with a kitten are walking along the meadow,” the teacher finishes the game, while paying attention to the correct pronunciation of the end of the words: puppy, piglet, kitten.

Another version of the game is also possible: one group of children will have adult animals, and the other will have cubs. Some children take turns naming the animal and pronouncing the appropriate sounds, while others quickly find their babies, run up to the table and put both pictures of an adult animal and its baby next to each other. When all the pictures are matched in pairs, the game can be completed.

Who needs what for work?

Didactic task. To consolidate children’s knowledge that different things and tools help people in their work; to cultivate an interest in the work of adults and a desire to work themselves.

Game rule. Cover the cells on a large map only with those pictures that correspond to its plot (the work of a driver, a cook, a doctor, a pig farmer).

Game actions. Search for the necessary cards, competition - who can cover all the cells on the big map faster.

Progress of the game. The game is played according to the “Loto” type. The large cards show a cook, a doctor, a driver, a pig farmer, and the small ones show items needed for work. The teacher clarifies the children’s knowledge of professions and tools of their work. Then it reminds you of the rules of the familiar lotto game. If children have not played this game, the rules should be explained. They take one large card and look at it. Then they select the appropriate pictures for it, for example, for the cook - a saucepan, ladles, a meat grinder, a kettle, a baking sheet, a colander. The teacher helps those who are at a loss with questions: “What else does the doctor need? How does it measure temperature? What does he bandage with?”, “Look more carefully for all the items that the driver needs.”

This game is played after observing the work of people of different professions, paying attention to the tools of their work. As children become familiar with the work of adults, they add pictures depicting a builder, postman, salesman, milkmaid and the tools of their labor.

Domino

Didactic task. To consolidate children's knowledge about different machines that help people; name them correctly and select paired images: a car, a truck, a dump truck, a bulldozer, a crane, a sprinkler, a tractor, a combine harvester and other machines familiar to children.

Game rule. Place the cards one by one, next to the same picture. The first one to put all the cards down wins.

Game action. If the player does not have a paired picture, he skips the move and waits for a paired picture to appear at either end. When the game is repeated, the cards are dealt out again.

Progress of the game. The game begins with a short conversation from the teacher about cars. The teacher finds out what the children know about how these machines help people work. Children look at the pictures. Then the teacher draws attention to the fact that the card shows two cars separated by a vertical stripe (as in the game “Dominoes”):

- I’ll now give you cards (4 - 6 each), and we’ll play the game “Dominoes”. Here I put my card. What cars are shown here? Right. Tractor and crane. Whoever has a tractor in the picture will put it next to mine. (Shows how to put it.) Who has a crane, where will he put his card? (“On the other hand.”) Correct. Now what pictures are on our edges? (“A combine harvester and a Volga passenger car.”) Who has such pictures? Place them in one row.

Children find identical pictures and place them at the ends of the resulting row. So the game continues until the guys have no pictures left. In conclusion, they can play like this - slowly move the entire row around the table and say at the same time: “Let’s go, let’s go, all our cars.” Then all the pictures are put into a box, mixed and distributed again. Game continues. The teacher says:

- Now, children, listen to what rules still need to be followed in the game. Place your cards one by one: Vova will start, then Yulia will place her card, followed by Seryozha. Do you remember? If you don’t have the required paired picture in your hands, then you will skip the move and say: “I don’t have such a picture.” And you will wait for your paired picture to appear at the end of the row. The first one to put all his cards down wins. Be careful!

When does this happen?

Didactic task. To consolidate children's knowledge about the seasons and their characteristic features; develop coherent speech, attention, resourcefulness, endurance.

Game rules. He talks about his picture and guesses it to whom the arrow points. The picture is not shown until it is guessed.

Game actions. Making and guessing pictures. Arrow rotation.

Progress of the game. The children are sitting around the table. The teacher has several pictures in his hands depicting different seasons, 2-3 pictures for each season. For example, a winter landscape, winter fun, or children’s work in winter can be depicted: clearing paths, feeding birds. The teacher explains the rules of the game:

— Children, today we will play like this: look, I have a lot of pictures in my hands. I won't show them to you yet, and you won't

Show each other when I give them to you. We will guess what is drawn in the picture. Listen to what the rules are in this game. You see there is an arrow on the table. The one she points to will tell us what is drawn in his picture, and then the arrow will point to the one who must guess. Therefore, be careful, don’t make any mistakes!

The teacher gives everyone a picture. Then rotates the arrow in a circle. The one pointed to by the arrow carefully examines his picture and then talks about its contents.

“And now the arrow will point us to the one who can guess what time of year Sasha told us about.” (The name of the called child is called.)

After the answer, the first player shows his picture, the children are convinced that the answer was correct (or vice versa). The game continues until the children talk about all the pictures.

This game can be played after the children have accumulated knowledge about the characteristic signs of the seasons, about the work and fun of children.

A variant of this game could be for the teacher to read excerpts from works of art about seasonal natural phenomena and search for pictures with corresponding content.

The most important question that all parents ask is: how to prepare a child for adulthood. The main assistant in this work is the kindergarten, where the child spends most of his time. This means that the work of the preschool educational institution and the family must be coordinated. This also applies to such important techniques from the point of view of the success of the educational process as games. One of the most methodologically popular activities in preschool educational institutions is board and printed games.

Goals and objectives of board and printed games

A type of primary activity of preschool children, aimed at an analytical approach to solving a game situation, presented in the form of a visual aid, is called a printed board game.

Such games include:

• mosaics;
• didactic games in pictures (for example, a set of objects for the game “The Third Wheel”);
• folding cubes (in which the overall image is folded by turning over the faces of each cube);
• puzzles;
• lotto;
• domino;
• checkers, etc.

Board-printed games are an important part of the subject-development environment in kindergarten

The goals of introducing board-printed games into the educational process are:

• consolidation or development of acquired knowledge;
• development of thinking processes, attention, memory, imagination and speech;
• training in perseverance, discipline and the ability to finish a job;
• fostering compliance, a tolerant attitude towards partners, and the ability to cooperate.

To achieve these goals, it is necessary to systematically solve the following tasks:

• consolidate knowledge about objects, their purpose, species differences;
• teach preschoolers to generalize objects according to essential features and identify relationships between them, as well as to compose parts into a whole;
• identify children’s interests (for example, compiling collective pictures from mosaic parts, putting together puzzles on a particular topic, etc.);
• develop the ability to play in small groups (children play in pairs, in threes, but if there are many participants in the group, it becomes difficult for them to decide on their role in the team - showdowns and quarrels begin);
• develop the skill of choosing play partners (by temperament, mood, etc., and not just by appearance);
• methodically competently build a system of interaction between children (the teacher plays the role of guiding the game process, but not the leader);
• encourage children's independence.

This is interesting. Scientists have proven that the structure of the human brain in childhood makes it possible not to forget anything, but to put it away in a kind of “portfolio.” Over time, all lost situations will be consolidated, assimilated and become a habit of the baby’s behavior.

Visual material

Visualization is one of the main principles of gaming activities and the entire educational process in kindergarten.

To carry out this work, certain visual aids are required. In other words, to create a picture from a mosaic, you need its diagram, and to create a picture from a puzzle, you need a solid image as a hint.

• Games based on visual perception of information are associated with games such as:
• plot or symbolic pictures, images for the development of speech, mastering the basics of mathematics, familiarization with the world of things and nature, etc.;
• puzzles (including three-dimensional ones);
• lotto and domino sets;
• mosaics;
• cubes;

“Adventure games” with chips and dice.

Puzzles can be of different shapes, but it is important that each child receives a separate set

This is interesting. You can make simple puzzles with your own hands. It is enough to cut postcards with a plot that is understandable to everyone into several uneven parts.

In order not to lead to hysterics, immediately stipulate that each child will have his own set of props, for example, a separate puzzle. If kids see such toys for the first time, then you need to give them time to get to know each other, and only then move on to playing. Please note that in younger groups, the folding process itself is important for children, so the picture should be the same - then there will be no tears. In older groups, you can give each student their own puzzle, and the pictures will be different. If time allows, then include in the game the stage of exchanging details: this way the kids will be able to put together different stories, and training motor skills and thinking will be more productive.

Another important point. For some games, for example, lotto, dominoes, it is assumed that there is one set for a certain number of players. But there may be more children in the group. In this case, you should take care of purchasing not one, but two sets. And divide the playing chips (or other game materials) equally.

Video: example of a printed board game “Opposites” in the form of a puzzle

The didactic game “Fold the Square” fosters patience and perseverance in children

Card index of board-printed games in kindergarten

The card file of ready-made games is grouped according to the age of the children, which is reflected both in the tasks being solved and in the content of the game.

First junior group

For this category of kids, it is appropriate to use materials that involve putting together whole pictures from individual pieces, usually an even number (from 4 to 6). In addition, you need to use mosaics that develop fine motor skills. This type of game involves folding pictures based on a pattern.

Mosaic “Fold the picture” develops fine motor skills of children

Another important nuance regarding the methodology of the game: at first, the kids complete the task themselves with the help of an adult, then without an assistant. The last, most difficult stage of the work can be folding pictures at speed, but without a competitive moment.

Paired or group games are not introduced in classes; each participant must have their own set of materials to avoid the possibility of quarrels.

• “Who hid in the cubes?”
  introduce children to the main representatives of domestic and wild animals;
• develop the skill of combining elements into a single plot;

increase cognitive motivation.

1. Instructions:
2. “Guys, here is a picture of an animal, but it has split into 4 parts. Consider them." Note: if this is not the first time that children have performed such a task, then you can ask them to name those parts of the body that are on the faces of the cube.
3. “Now try to fold the little animal. To do this, find a cube with a head on it and place the rest on it.”

Together with the children we name the resulting animal.

• Mosaic, geometric shapes
• consolidate knowledge of basic geometric shapes (square, circle, triangle, oval);
• help kids learn to correlate a verbal image with an image;
• develop attention and memory;

increase cognitive motivation.

1. cultivate perseverance in work.
2. Children receive a set of geometric shapes and a base (cardboard or wood or plastic) with indentations. “Guys, name the shapes corresponding to each indentation.”

“Now find among your figures those that fit the shape on the base.”

In the first junior group, children do not play together, but side by side

Second junior group

In addition to the methodological subtleties characteristic of the first junior group, an element of team play is added.

• Dominoes "Animals"
• consolidate children's knowledge about domestic or wild animals;
• teach to correlate the visual and auditory images of a word;
• develop attention, speech;

increase cognitive motivation.

1. develop the ability to work in a team.
2. Each kid gets 4-5 dominoes.
3. The teacher places the first bone.

The kids take turns putting matching pictures of animals.

In the second younger group, you can gradually introduce elements of work in pairs

“The Third Wheel” (theme “Dishes”)

• teach children to separate an extra element from those united by some characteristic;
• develop logical thinking;
• cultivate patience.

increase cognitive motivation.

1. Children receive 3 pictures.
2. “Guys, look at the pictures, name the objects.”
3. “Which element and why is extra?”

Middle group

When working with this age group, the emphasis is on speech development. Therefore, all games involve detailed commentary along the way.

"What season?"

• consolidate children’s knowledge about the seasons and their defining features;
• develop speech and logical thinking.

increase cognitive motivation.

1. The teacher gives the children 2-3 pictures depicting characteristic signs of a particular time of year (for example, children are making a snowman, trees in the snow, a janitor clearing paths).
2. “Guys, don’t show your pictures to anyone. We will guess what is depicted on them.” Turning to the child, he asks him to describe what is drawn on the first card.
3. Whoever guessed correctly names the time of year.
4. The one who made the guess shows the picture to make sure that the season is guessed correctly.

Game "What time of year?" develops logical thinking and speech abilities of the child

"Paired pictures"

• train to find similarities and differences between two pictures, learn to select the same ones;
• develop the ability to follow the rules of the game.

increase cognitive motivation.

1. The teacher takes 2 pictures that depict the same objects. He asks what it is and also gives additional information (they are the same).
2. Then the teacher hands out 6 cards to the children and asks them to find pairs.

The game “Paired Pictures” develops the ability to combine objects based on certain characteristics

To make it more difficult, you can arrange the pictures in a column, give the kids a set of 3-4 cards and ask them to find pairs for their children in a common column.

Senior group

A distinctive feature of working with children of this age is that children need to be taught to compare objects according to a unifying characteristic.

"Numbers"

• teach ordinal counting from 1 to 10;
• learn to compare the number with the number of objects in the picture;
• train voluntary attention, cultivate patience.

increase cognitive motivation.

1. Children receive 2-3 central blocks with images of numbers and 10 figured cards with images of objects ranging from 1 to 10.
2. Kids must connect the central block with matching shapes to make a solid circle.

The game “Numbers” trains counting skills and voluntary attention

Preparatory group

“What does the doctor need?”

• generalize children’s knowledge about professions and expand knowledge about the purpose of certain work-related items;
• develop fine motor skills, speech, and the ability to logically construct statements.

increase cognitive motivation.

1. There are cut-out pictures (for example, tools) on the table.
2. Children collect entire episodes.
3. Explain the purpose of the images obtained.

“When does this happen?”

• consolidate children’s ideas about the times of day;
• cultivate patience and attention.

increase cognitive motivation.

1. The child receives a set of pictures depicting scenes related to different times of the day.
2. Children take turns saying what time it is and describing their picture (for example, “This is morning because we are doing exercises”).

Game "When does this happen?" reinforces preschoolers’ ideas about the times of day

Timing Game Plan

All elements of the educational process in kindergarten must be strictly timed. Only in this case there will be no violations of discipline, and all new information will be perceived as efficiently as possible. The game plan consists of 3 important stages:

1. Introduction - 1–2 minutes. The teacher explains or reminds the rules of the game and distributes the necessary materials. If they are already prepared on the tables, then the purpose of each is explained.
2. The game itself takes 3–7 minutes. The teacher helps and guides the children’s actions if necessary.
3. Summing up - 1–2 minutes. At this stage, it is important to praise each participant, regardless of the success of their game results.

Even the lotto game is played under the supervision of an adult

An example of the timing of the game “Where can I buy this?”

When studying the topic “Shopping,” the teacher explains to the kids in which departments of the store this or that product is sold. The purpose of this game is to consolidate children’s knowledge about various products and departments of stores (grocery, hardware, etc.), develop the ability to navigate the environment, and cultivate a desire to help adults.

1. Explanation of the rules: children discuss where mothers buy certain products, then the adult hands out small pictures of the products, and hangs a large poster on the wall depicting various departments of the store (2 minutes).
2. Children arrange the pictures into the appropriate sections, explaining their choice (2 minutes).
3. Summing up (3 minutes).

Game “Where can I buy this?” develops the preschooler’s ability to navigate the world around him

Example of a summary of the games “What Shape” and “Loto”

Printed board games in kindergarten are actively used both directly in the classroom and during leisure time. This type of activity helps not only to practice and consolidate acquired knowledge, but also develops cognitive processes, speech, fine motor skills, develops patience and the ability to follow rules. In addition, children enjoy mastering different forms of games: individual, pair and collective, which develops the skills of constructive interaction with peers.

Games to develop memory for children 4-5 years old

Game "Camera".

Target: develop associative thinking, voluntary attention, memory, speech.

: lotto cards or any other pictures.

Description: Show the child the card for 5 seconds. Then remove it and ask them to remember what was depicted on it. If the child finds it difficult to answer, ask him a leading question: how much, what color, etc.

Game "Find the differences".

Target: develop the ability to compare memorized objects, find similarities and differences in them.

story cards.

Description: Show the child the card for 2-3 minutes. Then offer him a second card, on which some objects or actions are missing or replaced with others. The child must determine what has changed.

Game "Magpie-white-sided".

Target: develop concentration and memory.

Game material and visual aids: 5-6 small items (toys).

Description: arrange objects (toys) on the table. Invite the child to look carefully at the table, remember what objects are on it, and then ask the child to turn away. Remove or replace one or more items. The child must determine what the magpie stole and what it replaced.

Game "Sleuths".

Target: develop associative thinking, memory.

Description: it is necessary to choose one child who will play the role of a “robber”, the rest - “detectives”. Tell some story with the children, from which it follows that the “robber” must now hide from the “detectives” and for this he needs to disguise himself. During the story, the “detectives” carefully examine the “robber,” who then goes off to disguise himself, and upon returning to the room they must find changes in his appearance.

Game "Describe the object."

Target: teach to remember the signs and properties of an object.

Game material and visual aids: objects familiar to the child (person, car, food, etc.).

Description: Children, under the guidance of a teacher, choose a familiar object. The teacher suggests remembering as many distinctive features and properties of this object as possible and naming one feature at a time. The loser is the one who cannot remember anything about the item when it is his turn.

Game “Repeat the ornament”.

Target: promote the development of concentration and memory.

Game material and visual aids: beads, buttons, counting sticks (12 pieces each).

Description: The teacher gives the child half of the playing material, takes the remaining half for himself, lays out an arbitrary composition of beads, then shows it to the child for 1-2 seconds. He must arrange exactly the same composition from his beads from memory. Then you can switch roles. To create the following compositions, you can add counting sticks and buttons to the beads.

Game “Remember - Draw.”

Goals: teach conscious perception; develop concentration of attention on a memorized object.

Game material and visual aids: a piece of paper, pencils, cardboard with images of objects.

Description: stick six pictures on cardboard in two rows: three on top, three on bottom. The pictures should show the simplest objects: an apple, a scarf, a flag, a button, a needle, a Christmas tree, a birch leaf. Show your child the top row for one minute. The child must sketch what he saw and remembered. Then show the same bottom row of pictures and again ask the child to sketch everything that he remembers. Open all the pictures at the same time and compare how well the child’s drawings match the image.

Game “What is she like?”

Target: promote the development of visual and auditory memory.

Description: name an object and invite the child to imagine what this object looks like, what shape, color it is, what sounds it can make, etc. Then ask him to describe everything that he imagined. For example: an egg is oval, white or brown, with spots, raw or boiled, white and yellow inside. Then you can not only talk about the characteristics of the object, but also sketch it.

Game "Illogical Associations".

Target: develop associative thinking.

Game material and visual aids: cards with a picture of an object.

Description: It is necessary to tell the child several words related to each other. For example: plate, soap, flower, street. It is better if the child has cards with images of these objects in front of him. Try with your child to find associations that would connect these words. Find a suitable picture for each association. Give space to the child’s imagination, do not limit them to logical associations. The result should be a short story.

Games for developing attention in middle preschool children

Game "Who Lives Where".

Target: develop visual attention and memory.

Game material and visual aids: drawings with images of families of different animals and their houses, with drawn lines connecting the animals with their houses, which are given in a chaotic order.

Description: you need to determine where whose house is without drawing a pencil along the lines.

Game "Clap Your Hands".

Goals: develop stability and switching of attention, cognitive activity of the child; expand your horizons.

Description: The teacher calls the child different words; if he hears a word that means, for example, an animal, he must clap his hands. Another time, suggest that the child stand up every time he hears a word for a plant. Then combine the first and second tasks, that is, the child claps his hands when he hears words denoting animals, and stands up when pronouncing words denoting plants. It's good to play these games with several children.

Game "Cross out all the letters K."

Target: develop stability, distribution and switching of attention.

Game material and visual aids: small text (from a newspaper or magazine), pen.

Description: Invite the child to carefully look at the letters in the text and cross out all the letters “k”. Record the time and number of errors. The task can be made more difficult by asking the child to cross out all the letters “w” and underline all the letters “u”.

Game "Change appearance".

Target: develop observation skills.

Description: several people play, everyone stands in one line, the leader names one child and invites him to remember the appearance of each participant in the game. This will take 1-2 minutes. Then the child turns away, the remaining participants in the game make minor changes to their costumes or hairstyles. Turning to the players, the driver must name the changes that he was able to notice.

Game "True or False".

Target: develop attention and memory.

Description: the teacher pronounces different phrases - true and false. If the phrase is correct, the children clap, if not, then they stomp. For example:

In winter, daisies always bloom. (Children stomp.)

Ice is frozen water. (Children clap.)

Hares have red fur. (Children stomp.)

There is no need to wash your hands before eating. (Children stomp.)

It always snows in winter. (Children clap and stomp.)

Game "Little Beetle".

Target: develop attention and spatial thinking.

Game material and visual aids: playing field, lined with 16 cells; buttons.

Description: the teacher invites the child to help the “beetle” (button) get to the other end of the field, while warning that the “beetle” crawls only in zigzags. The teacher marks a short segment of the “bug’s” path: “One cell forward, two to the right, one to the left.” The child must listen carefully, remember and follow this path with a “bug” across the playing field. When the child learns to remember all the moves of the beetle, you can move on to a more complex task by asking the child to make the moves mentally and place the beetle on the desired square.

Game “Follow the pattern”.

Target: develop concentration.

Game material and visual aids: checkered sheet with a pattern of squares, circles, triangles.

Description: The child continues the sample pattern (circle, square, triangle, dot, etc.) on the sheet.

Games for the development of thinking in preschool children 4-5 years old

Game "Yes-no-ka".

Goals: learn to ask questions, find criteria for classifying objects in the surrounding world; develop listening skills and being attentive.

Description: the teacher thinks of a word or tells a story, and the children must guess the word or explain the situation by asking the same questions, to which one of the answers can be given: “yes” or “no.”

Game "Visual yes-no-ki".

Goals: teach to analyze; develop thinking.

Game material and visual aids: cards with images of objects (animals) or small toys.

Description: lay out toys or pictures (no more than 10) on the table, give the child a little time to look at them. Then ask: “What object did I wish for?” The child, using leading questions (Is it on the right half of the table? Below? Is it yellow? Is it heavy? Is it round?) identifies the hidden object (picture). To begin with, it is better for the teacher to act as the questioner. This way the child will understand the game script faster.

Game "Treasure Chest".

Target: develop imagination, analysis skills.

Game material and visual aids: box (bag); any edible (inedible) thing that fits in a box (bag).

Description: Invite your child to guess what's inside using ten questions.

Game "Who was who?"

Target: develop attention and imagination.

Description: the child must name the state that preceded what the teacher calls him.

For example:

Who was the old man? (As a boy.)

What was the tree? (Rostkom.)

What was Pinocchio? (With logs.)

Game "Outside - Inside".

Target: learn to correlate the concepts of “big” - “small”, “inside” - “outside”.

Description: name a couple of objects to the child and ask him to say what can be inside and what can be outside. For example: house - pillow, cutlet - pan, heart - cat, fish - river, sugar - tea, etc. Then change roles - let the child name a couple of words.

Game "I - you".

Target: develop logical thinking, speed of reaction.

Description: the child must quickly understand what the opponent is talking about and answer him in the same way. For example, the teacher says: “I am a rainbow!” The child must answer: “I am the sun!” The teacher continues: “I am the sky.” The child answers: “I am an airplane.” Etc. (The game is suitable for individual lessons with a child and for playing in a small children's group.)

Game "Third Man".

Target: learn to classify objects according to the criteria specified in the conditions.

Description: the teacher names three words, for example: “dog”, “cat”, “fish”. The child must determine: all three words refer to the designations of wildlife, but “dog” and “cat” designate animals, but “fish” does not. This means that the word fish is “superfluous”. Examples of words: birch, pine, rose; soap, shampoo, toothbrush; milk, kefir, tea.

Game "Guess by description."

Goals: develop speech (ability to coordinate adjectives and nouns); consolidate knowledge about concepts that unite certain objects or creatures.

Description: Prepare riddle sentences in advance that children must answer.

For example:

A beautiful insect with colorful wings, loves to fly, feeds on nectar. (Butterfly.)

The transport is long, consists of several parts, and runs on iron rails. (Train.)

Wild animal, lives in the forest, howls at the moon. (Wolf.)

A wild animal with red fur always deceives in fairy tales. (Fox.)

Fruit with yellow skin. (Lemon.)

The game “What comes first, what comes next.”

Target: learn to arrange pictures in order of plot development.

Game material and visual aids: sets of pictures (for example, from N. Radlov’s book “Stories in Pictures”).

Description: the teacher takes out the pictures and shows them to the children, then says that if you put them in order, you will get an interesting story, but in order to put them correctly, you need to guess what happened first, what happened next and how it all ended. After laying out the pictures, the teacher asks the children to peel back the cards glued to them on top. If the pictures are positioned correctly, then on top of the cards you can see a correctly diverging arrow. If the arrow turns out to be incorrect, it means that the pictures are located incorrectly, you need to correct the work. After completing the task, you can invite the children to retell the story they received.

Games for speech development in preschool children 4-5 years old

Game "What is he like?"

Target: learn to actively describe the characteristics of objects.

Description: invite the child to bring everything square that he finds in the room. For example: a book, a box, a cube, etc. Ask him to describe all objects that are united by one characteristic - square. Let your child find and explain the similarities and differences of objects, as well as their purpose.

Game "What do you hear?"

Target: develop hearing, the ability to recognize speech and non-speech sounds.

Game material and visual aids: musical instruments (pipes, drum, rattles, tambourine), foil, paper, book.

Description: the teacher sits the child on a chair with his back to himself: he should not see, only hear, and then determine what was played or what was used to produce the sound. It is advisable to start with something simple - with musical instruments, and then move on to something else: paper, foil, turning pages in a book. You can make the task more difficult by moving around the room and making a sound to the right or left of the child. Then switch roles. When answering, you can deliberately make a mistake and see if the child corrects the mistake. Ask him to repeat the sound.

The game "Who speaks how."

Target: train phonetic memory (perceive, pronounce, distinguish sounds).

Description: invite the child to show how a cow talks, how her baby talks, how their voices differ. The child not only learns to distinguish voices based on several characteristics, but also tries to analyze the difference between sounds.

Game "Pictures-riddles".

Target: learn to distinguish between the main and the secondary; strengthen the skills of describing objects.

Game material and visual aids: cards with images of various objects.

Description: The driver is selected. He takes one of the cards out of the bag and begins to describe what is depicted on it. Players offer their answers. The next driver is the one who answered correctly first.

Game "Steps".

Target: contribute to the expansion of vocabulary and speech development.

Description: two teams line up opposite each other. A separate strip should be drawn between them.

The theme of the game is set. You can use the themes given in the previous game, and also name words, syllables, a specific letter or sound. You can take a step by saying the right word. The team that reaches the dividing line first wins.

Game "Prepositions".

Target: strengthen preposition skills.

Game material and visual aids: disposable cardboard plate, cube.

Description: draw the plate into sectors. In each sector, write the prepositions “on”, “in”, “under”, “above”, “with”, “for”, “in front”, “to”, etc. The child throws the cube onto the plate. The sector in which the cube lands becomes playable. With the pretext of the gaming sector, the child must come up with a sentence. Keep it simple at first.

Game "Similar words".

Goals: help to study synonyms, different meanings of the same word; learn to choose the most accurate words to describe a certain subject, avoid repetition.

Description: Explain to the child that one and the same thing can be said in different words:

Our kitten is cheerful. (Funny, funny, amusing, comical.)

The weather outside today is sad. (Sad, joyless.)

The hare is cowardly, what else can you call it? (Tearful, timid, fearful.)

The hare runs away from the fox. How else can you say it? (He runs away, rushes, flees, flies at full speed, takes off his feet.)

Game "Words".

Target: Expand words knowledge.

Description: invite the child to name as many words as possible for toys, vegetables, trees, flowers, wild pets, birds, tools, furniture, professions.

Game "The meaning of the word."

Target: learn to clearly express a thought, indicating the main type of use of an object, describing its characteristics.

Description: invite the child to explain how he understands the meaning of the words “bicycle”, “knife”, “hat”, “ball”, “letter”, “umbrella”, “pillow”, “nail”, “donkey”, “fur”, “diamond”, “connect”, “shovel”, “sword”, “trouble”, “brave”, “hero”, “poem”, etc.

Literacy games for children 4-5 years old

Playing with pictures in a book or magazine.

Goals: consolidate knowledge of the alphabet; teach word formation; develop attention and concentration.

Game material and visual aids: picture book (children's magazine), pencil.

Description: Together with the child, choose any letter, pronounce it several times, remember what words he knows for this letter. Then invite the child to find and circle this letter across the entire book page. After this, together with the child, count the number of letters found.

Game "Who Lives Here?"

Goals: teach children to form words from the given letters; develop reading skill.

Description: Together with your child, draw a house or a train with trailers, a rocket or a ship, an airplane on thick cardboard. Insert cards with letters into the window. The child must guess what words live in this house. Example:

A, L, I, S, E, O - fox, forest, donkey.

K, I, N, O, T, S, L - cat, whale, elephant, movie.

Game "Slogomyach".

Target: develop the skill of dividing words into syllables, quick thinking.

Game material and visual aids: ball.

Description: one player names a syllable, and the other must add an ending to this syllable so that it becomes a word. For example, you can add “rowa” to the syllable “ko” - you get “cow”; you can add “sa” to “li” - you get “fox”. It is important that children follow the rule: divide words into syllables correctly and pronounce them as they are written: “ko-ro-va”, but not “ka-ro-va”.

Game "Book Detective".

Goals: learn to correlate letters with specific pictures; develop quick thinking.

Game material and visual aids: books with illustrations.

Description: think of a letter and give the child a task - find a picture in the book for this letter. If several children are playing, introduce an element of competition: the one who finds the most required pictures wins. You can complicate the game by wishing for some object depicted in the book and warning the child that the intended word, for example, contains two letters “o”. (Cow.)

Game "Sleuths".

Goals: consolidate knowledge of the alphabet; develop the ability to correlate abstract letters with the letters that make up a word.

Game material and visual aids: cards with letters.

Description: Place cards with letters on different objects. The child must find all the cards and check whether they are laid out correctly, that is, whether the letter on the card corresponds to the letter with which the name of this item begins. For example, a card with the letter “k” lies on the sofa - this is wrong, it should hang, for example, on a picture. You can complicate the game by replacing cards with letters with cards with syllables.

Game "Following".

Target: develop reading skills (introduce the arrangement of words in the text, teach reading with intonation).

Description: The teacher and the child, sitting at the table, read a book. The teacher reads, and the child lags behind a little, repeating everything that the teacher reads. The child not only hears the text, but also sees it. It doesn’t matter that he doesn’t really read, he sees what words and sentences are made of, what punctuation marks accompany the text. He remembers the spelling of words, can recognize the simplest ones, and learns to respond to punctuation marks. The child ceases to be afraid of long words and sentences and tries to pronounce them correctly.

Game "Illustrator".

Goals: learn how to handle a book; instill a love for books; develop narrative speech, imagination, logic.

Description: Read a poem or short story to your child. Then offer to complete the task - match the pictures to the read text from other books. After this, ask him to retell the plot (short plot) of the work, based on the drawings he has selected.

Games for the mathematical development of middle preschool children

Game "Correct Score".

Goals: help in mastering the order of numbers in the natural series; strengthen forward and backward counting skills.

Game material and visual aids: ball.

Description: children stand in a circle. Before starting, they agree in what order (direct or reverse) they will count. Then they throw the ball and call the number. The one who caught the ball continues the count by throwing the ball to the next player.

Game "Who's Where".

Target: learn to distinguish the position of objects in space (in front, behind, between, in the middle, on the right, on the left, below, above).

Game material and visual aids: toys.

Description: place toys in different places in the room. Ask the child which toy is in front, behind, next to, far, etc. Ask what is on top, what is below, on the right, on the left, etc.

Game "A lot and a little."

Target: help to understand the concepts of “many”, “few”, “one”, “several”, “more”, “less”, “equally”.

Description: ask the child to name single objects or objects that are many (few). For example: there are many chairs, one table, many books, few animals. Place cards of different colors in front of the child. Let there be 9 green cards and 5 red cards. Ask which cards are more and which are fewer. Add 4 more red cards. What can we say now?

Game "Guess the number."

Goals: help prepare children for basic mathematical operations of addition and subtraction; help consolidate the skills of determining the previous and subsequent numbers within the first ten.

Description: ask, for example, which number is greater than three but less than five; what number is less than three but greater than one, etc. Think of, for example, a number within ten and ask the child to guess it. The child names different numbers, and the teacher says whether the number named is greater or less than the intended one. Then you can switch roles with your child.

Game "Counting Mosaic".

Goals: introduce numbers; learn to match quantities with numbers.

Game material and visual aids: counting sticks.

Description: Together with your child, make up numbers or letters using counting sticks. Invite the child to place the corresponding number of counting sticks next to the given number.

Game "Dot Traveler".

Goals: introduce the basics of writing numbers; develop fine motor skills.

Game material and visual aids: checkered notebook, pen.

Description: The teacher sits down at the table, puts the notebook down correctly, and shows the child how to hold a pen correctly. Offers to play dot-traveler. To do this, you need to invite the child to put a dot in the upper right corner of the cell, then in the fourth cell of the left corner at the bottom of the notebook, etc.

Game "Reading and counting".

Goals: help to understand the concepts of “many”, “little”, “one”, several”, “more”, “less”, “equally”, “as much”, “as much”; develop the ability to compare objects by size.

Game material and visual aids: counting sticks.

Description: When reading a book to a child, ask him to put aside as many counting sticks as, for example, there were animals in the fairy tale. After counting how many animals there are in the fairy tale, ask who there were more, who were fewer, and who were the same. Compare toys by size: who is bigger - a bunny or a bear? Who is smaller? Who is the same height?

Games to study the plant world for children 4-5 years old

Game "How do trees live?"

Goals: develop speech; help in studying the plant world.

Game material and visual aids: cards with images of trees in different seasons (summer - a green tree, autumn - a tree with yellow leaves, winter - a tree without leaves, spring - a tree with swollen buds).

Description: find out what time of year it is now. What the trees look like, what kind of leaves they have. Ask your child if he knows what happens to trees in autumn, spring, winter? Look at the pictures. Tell the child that the change of seasons affects the state of plants (in winter all plants fall asleep, in spring they awaken, in autumn they prepare for sleep, etc.).

Game “Where is whose leaf?”

Goals: develop the ability to classify objects by characteristics, memory, attention; help in studying the plant world.

Game material and visual aids: cards with images of trees (oak, maple), leaves of these trees, cut out of paper or real.

Description: Mix the leaves. Tell your child a fairy tale about how an evil wind tore all the leaves from the trees and mixed them up. They feel cold lying on the ground and want to go back to their trees. We need to help the leaves find their mother (father) - the tree. Invite your child to put the leaves near the corresponding tree. In the first lessons, choose leaves of a memorable shape (maple, oak, rowan). As you study trees, increase the number of varieties of leaves and trees. Select leaves of different trees that are similar in shape, carefully examine them, finding differences.

Game "Orchard".

Goals: develop speech, classification skills; introduce you to the plant world.

Game material and visual aids: dummies of fruits and vegetables; cards with images of fruit trees.

Description: Place fruits and vegetables in front of the child. Explain that the doll wanted to make compote, but the fruits were mixed with vegetables, and she couldn’t choose them because she didn’t know how they differed from each other. After the weight differences are identified, invite the child to separate fruits from vegetables. Ask if the child knows where fruits grow. Look at the fruit trees shown in the pictures. Cut an apple or orange and show your child the seeds hidden in them. To summarize: Fruits grow on trees. Trees are called fruit trees. Specially planted, such trees form an orchard. You can talk about what is prepared from fruits and what dishes they are added to.

Game "Indoor Flowers".

Goals: develop the skill of independence; introduce you to the plant world.

Description: if there are indoor plants, invite your child to take care of them. Give him a watering can, teach him how to loosen the soil, and wipe the leaves of plants with a damp sponge. Tell us that the plants have come a long way before reaching the windowsill. After all, many of them came to us from distant countries - India, Mexico, Africa, etc. If the child expresses a desire, find these countries on the world map. Continuing the story, explain that the weather conditions of those countries are different from ours, therefore each flower requires special care: sun or shade, a lot or little water, heat or coolness. When offering to water this or that plant, note: “To water this flower, you need to put very little water in the watering can, but this one likes to drink a lot, so please try to get a lot of water.” Explain to the child why the holes are made in the pots, why the soil needs to be loosened, why the dust should be wiped off the leaves, etc.

Target: teach how to put together a house from parts, tell what it consists of.

Equipment: cards with images of architectural details.

Rules of the game: Children disassemble and arrange the details of the house during their story. It may happen that children will interpret the same pictures in different ways; the presenter, helping the players with “tips,” should encourage their imagination.

Example:

“There are stairs in my house. I climb along it to (...) floor. Then I open the door and enter the apartment. In our apartment (...) windows, etc.

"Fold the picture"

Material : 8 cut-out color pictures with views of the city of Armavir.

Rules : find by color, add and name one of the types of the city.

"Cubes"

Material: 6 cubes, each of which is covered on all sides with a fragment of a photograph with a view of the city.

Rules: put together one of the views of the city.

"Magical city"

Target: consolidate the formed knowledge and ideas about the architecture of the city.

Tasks: recognize different types of city architecture (bridges, monuments, columns, grilles, palaces, cathedrals, museums) using riddles. To lead to an understanding of the features of architecture (strength, beauty, benefits.)

Middle preschool age

"Lotto"

Rules of the game: Children lay out cards on two fields, then take a working card and match the landmark with the color.

"Make a picture"

Target: 1.improve children’s knowledge about the architectural buildings of the city.

2. Teach children to make an image of a building from parts.

I Make a picture from parts (without a sample) and give the name of the architecture

II Compose a picture based on the model

III Compose a picture based on the model, superimposing it on the image.

"Battleship"

Material: two playing fields and cut-out pictures with numbering.

Rules: Plays with 2 or more children; The fields are filled with cards face down, after filling the players change fields and the battle begins, whoever guesses the hidden image first is the winner.

Middle preschool age

8. " Who moves how? Target: Strengthen children's ability to systematize animals according to their method of movement (legs, wings, fins)

Material: b Large maps depicting models of animal movement methods, pictures of animals.

Description. The presenter distributes large cards depicting models of animal movement organs (legs, wings, fins), then takes out small pictures depicting birds, fish, animals, children close the empty squares in accordance with the model.

9. “Who lives in our region” Target: Strengthen the ability to systematize animals by habitat. Develop skills in using models.

Material: b Large maps depicting different animal habitats, with pictures of animals.

Description.

The presenter distributes to all players large cards depicting models of various animal habitats (water, air, earth), then takes out small pictures depicting animals, birds, fish that are found in the Krasnodar Territory, the children cover the empty squares in accordance with the model.

Middle preschool age

10. “The postman brought the parcel”

Target: Develop the ability to describe objects and recognize them by description.

Material: fruits, vegetables box.

Description. IN the teacher brings a box to the group and says that the postman brought a parcel. The package contains various vegetables and fruits. Children look at and describe what the postman brought. The rest of the children guess.

11. “Paired pictures”

Didactic task: Exercise children in comparing objects depicted in the picture, in finding similarities and in selecting identical images; cultivate attention, concentration, form speech, develop the ability to follow the rules of the game.

Material: paired pictures-illustrations from Russian folk tales and tricks

Game rules: Show and name only the same picture; Whoever correctly selects and names the paired picture will receive a chip.

Game action: search for the necessary cards.

Middle preschool age

12. “Fold the picture”

Didactic task: Exercise children in composing a whole object from its parts; cultivate will, perseverance, determination

Game rules: Don't make a mistake in choosing. The one who folds and names his picture first wins

Game action: searching for parts, putting together the whole picture

13. "Domino"

Didactic task: To consolidate children's knowledge about Russian folk tales, to correctly name a fairy tale

Game rules: Place the cards one by one, next to the same picture. The first one to put all the cards down wins.

Game action: If the player does not have a paired card, he skips the move and waits for a paired picture to appear at either end. When the game is repeated, the cards are dealt out again.

Middle preschool age

14. “Pick up the dishes”

Target development of the manual: Build knowledge about cookware.

Tasks:

Expand children's knowledge about dishes and their purposes.

Teach children to assemble an object according to a model.

Learn to understand the concept of “part”

Develop motor skills, memory, coordination of movements,

Enrich vocabulary, develop attention.

Rules of the game:

The game is played by 2-3 people. We collect pictures according to the model, like puzzles, discuss what this item is for, what can be cooked in it, where to store it, how to wash it, etc. The winner is the one who collects the picture first and describes it. They answer one by one, no one interferes with each other, you can only complement. The game takes place under the guidance of the teacher, and the rest of the children monitor the progress and answers of the children. After the game, the teacher sums it up.

Middle preschool age

15. “From seed to bun”

Didactic task. To consolidate and systematize children’s knowledge of how bread is grown and produced; cultivate respect for grain growers; activate the dictionary:seeder, harrow, windrower, elevator, combine.

Game rules. You can select small cards and cover the cells with them only after the driver’s signal.

Game actions. Divide the players into three teams: “grain”, “spikelet” and “bun”. Competition - who will quickly select the necessary cards with images of machines that help grain growers in their work, and cover the empty cells on their field with them.

Progress of the game. A short conversation about the journey bread takes from grain to bun, how many people work to ensure that everyone has bread. Machines help grain growers: tractors, combines, etc. Children watch three pictures: a field in early spring, summer and autumn. How did you determine what time of year it was? What cars are needed? The winner is the team that correctly selects, names the cars and covers the empty cells with them.