Publication by a teacher on the topic Card file of didactic games for speech development. Playing didactic games and developing speech Didactic games for speech

A distinctive feature of children is that they perceive any information better in games, since the gaming component increases interest in the process, enhances attention and concentration, and repeated repetitions allow even the most absent-minded children to absorb knowledge. The competitive moment is very important for born leaders. During the game, a child’s character, peculiarities of imagination and thinking, activity, emotionality, level of social adaptation and a progressive need for contact and communication are revealed.

Didactic games for speech development are a special form of education for preschool children, which allows you to enrich, improve, activate and consolidate vocabulary in the process of play - one of the most important means of harmonious formation and education of a child’s personality.

Depending on the material used, didactic games for speech development are of the following types:

• Games with objects - toys, improvised and natural materials;
• Board games using printed materials;
• Word games.

Speech development through didactic games

The development of speech through didactic games occurs by replenishing vocabulary, teaching in a playful way the skills of using words (activating vocabulary), and improving communication skills.

During the period of preschool preparation, the child needs to master a vocabulary that allows him to communicate without problems with peers and adults, successfully obtain school knowledge, and understand the material presented (the content of literary works, the formulation of mathematical problems, etc.). Therefore, the main task of preschool education is the maximum development of speech, which occurs more effectively and efficiently through didactic games.

Didactic games for speech development successfully solve the following problems in preschool education of children:

• Provide quantitative accumulation of vocabulary necessary for full communication;
• Helps in understanding the meanings of words and their correct use with other words;
• Allows you to master the general meanings of words based on identifying common characteristic features of objects, actions or phenomena;
• Improve figurative thinking and its expression by verbal description, thanks to the use of special speech constructions;
• As cognitive abilities develop, didactic games for speech development help expand the objective conceptual content of words;
• Some games with ethical tasks, along with improving vocabulary, teach the inclinations of social ethics and morality;
• Stimulate the imagination, activating and enriching the preschooler’s vocabulary in an entertaining playful way;
• Develop logical and imaginative thinking necessary to solve assigned game problems;
• They not only help expand your vocabulary, but also actively introduce new words into everyday communication.

The vocabulary of a preschooler is significantly inferior in volume to the vocabulary of an adult. The main task of speech development through didactic games is to quantitatively enrich the child’s vocabulary by increasing the volume of accumulated knowledge about the world around him, to activate and teach him to use it competently.

Didactic games for the development of speech for children from two to three years old

At the age of 2-3 years, the child must master the names of items of clothing, dishes, furniture, toys that surround him in everyday life and arouse his interest. During this period, the names of the actions performed with these objects are also mastered.

The task of educators during this period, with the help of didactic games, is to teach children to name and distinguish:

• Parts of objects, parts of the body of animals and humans;
• Different sizes;
• Primary colors;
• Main taste qualities;
• Some physical qualities and properties.

It is necessary to develop the ability of children to denote in one word a group of similar objects united by a common feature and to distinguish between similar groups of objects.

It’s good at this age to start teaching your child to talk on the phone with an invisible interlocutor. This is a kind of didactic game that develops not only vocabulary, but also abstract thinking, the ability to express one’s thoughts without the help of gestures. You should structure such a conversation correctly, asking simple questions that do not require complex answers; you can make a telephone conversation, for example with your grandmother, a daily ritual.

The main goal of such games at this age, while improving vocabulary, is to instill in the child an interest in vocabulary activities.

Speech development through didactic games at four years old

At four years of age, the child’s vocabulary is further expanded, with a more detailed delving into the details and characteristics of the world around him. This is necessary to enhance differentiated perception and deepen knowledge about the characteristics of objects, their purpose, structure and expand the understanding of qualities and properties. At this age, the baby must learn the basic techniques of orientation in space and time, master the corresponding words (morning, evening, forward, backward, first, then). Didactic games for speech development, recommended for 4-year-old children, should begin with the phrases “What first, what then...”, “When it happens...”, “What has changed...”, “What will happen if...”, “What can be done with... ", "What can you do with...", "More than...Less than...", "One...many..." and the like.

It’s good if the child talks every evening about how he spent the day, what he played and with whom, what he saw and did. By answering parents' leading questions during role-playing games using their favorite toys, the baby will develop faster, expanding his vocabulary and improving his ability to use it.

Speech development through didactic games at 5-6 years old

Senior preschool age is a period when children, with the help of didactic games, actively acquire spoken language, mastering vocabulary, phonetics, and grammar. The vocabulary expands, based on in-depth knowledge of the surrounding world. The main task of didactic games for the development of speech at this age, along with further replenishment of the vocabulary, is to teach the child dialogic and monologue speech.

In a playful way, special communicative situations should be created in which the child must maintain a conversation, starting and conducting a dialogue. There are game moments in which the adult and the child change places and the child asks questions.

During the period of preschool preparation, it is important to teach the child narrative speech, the ability to compose and pronounce monologues - for this, in the form of a game, you can offer to describe specific situations, such as a long journey, a visit to the zoo, a fairytale journey, with a detailed description of the details (objects, properties, qualities, actions and etc.).

Didactic games for speech development contribute to the realization of the characteristic age-related opportunities for the harmonious mental development of preschoolers, preparing them step by step for school life.

Video from YouTube on the topic of the article:

Speech is a means of exchanging information with the outside world. Therefore, in school and preschool institutions, much attention is paid to the development of coherent speech. Didactic games for speech development are a way to form correct speech, pronunciation, develop motor skills and expand vocabulary.

Didactic games are useful because they develop speech functions in a playful way, without straining children. The card index of games for preschoolers includes methods used to develop speech, thinking and even memory.

For children, play is the main means of learning, which is systematically used by educators in preschool institutions and parents. The desire of preschoolers to play is constantly manifested; an experienced teacher will direct it in the right direction so that the child develops in a playful way. And correct and complete development is possible only with the right approach to setting up exercises.

The didactic rule developed by scientist and psychologist Ya.A. Komensky, speaks of the most important principle of clarity, without which learning will cease to be effective. The principle of visualization states that learning is expedient if the use of the senses is connected to it.

• The rule says that it is important to approach the formation of children’s cognitive processes from a practical point of view. The guys will do experiments, observe, make mistakes, and draw their own conclusions. Only through such methods will the process of acquiring knowledge become effective.

Games for the younger group

It’s not difficult to come up with exercises and create props for them with your own hands; the material can be found in every room. Kids are just beginning to understand the world around them, help them better understand speech, learn to formulate thoughts and answer questions. Play these games:

• Print out a picture of the room. Make your own or print and cut out pictures of animals: cats, dogs, parrots, fish. Say that animals don't remember where they belong. Ask your child to place the cat ON the sofa, the dog UNDER the table, the parrot ABOVE the sofa, and the fish IN the aquarium. The game is designed to teach prepositions. During this process, use your voice to highlight prepositions.
• Give your child a word. For example, "cup". Ask them to name the same object, only small. If he doesn’t guess correctly, say it’s a “cup.” Practice with multiple items in one game.
• Tell your child: “What is green around us?” Have him list the green items. Change the formulation of the question. Options: Which objects will I say are red? Do you know which objects are yellow?

The games are suitable for the first and second younger groups. Remember that children are not yet able to concentrate on one activity for a long time, so do not study with them for more than 20 minutes a day, unless the baby asks for more.

Games for the middle group

Children in the middle group of preschool educational institutions already know how to formulate some thoughts and have a small vocabulary. To influence the development of coherent speech, vocabulary and thinking of preschoolers, play didactic games with them:

• Ask your child: “What rides?” List the objects: train, plane, carousel, car, carriage. Ask your child to raise his hand when you name the vehicle that is running. Also play with him, asking him what flies, crawls, walks.
• Ask your child: “What kind of mother?” He will name the characteristics of the mother (kind, sensitive, affectionate). Play the same way, talking about dad and grandma. Later, ask to characterize the objects (the table is hard, large, brown, etc.).
• Teach your child to name opposite words. For example: big - small, light - heavy, cheerful - sad. Tell him 2 words as an example, after which he will express a desire to play further.

It's easy to get preschoolers interested, but don't overdo it so they don't lose interest as the game progresses.

Didactic games for senior and preparatory groups of preschool educational institutions

Children of the senior and preparatory groups have developed thinking and are able to identify the characteristics of objects. To develop thinking, memory and coherent speech, play the following games with them:

• Buy or sew a bag with your own hands, in which you put 5 items. Let the children take turns pulling an object out of the bag without looking into it. When he pulls out an object, ask him to name 3 characteristics of this object (pen - plastic, writing, white).
• Line up the children. Ask each child to name one object that is in the room. Ask the children to take turns naming the object without repeating themselves. Award the kid who can name the most words with a prize.
• Name a sentence: I bought a bun. Ask the children to say it in the plural: I bought some buns. Practice with at least 5 sentences in one game.

For children, play is important because they will not force themselves to do something because “it’s the right thing to do.” Don't force them to play if they don't want to.

Games for the development of sensory abilities

In everyday life, the baby constantly encounters colors, sounds, smells and other phenomena. Didactic material for games is a kind of props. Familiarizing a child with an ordinary nesting doll promotes the development of coherent speech, perception, and the study of colors and shapes; building materials in games help to study the shape of objects.

To develop children's sensory perception, play games with them:

• Place the children in a row and place a basket with colorful balls in front of them. Place colorful containers for balls nearby. Challenge each child, asking him to draw a ball of a certain color and put it in a container of the same color.
• You will need balloons and colorful threads. Call your child and ask him to tie a red thread on a red ball, a blue thread on a blue one, and a green thread on a green one. If your child finds it difficult, show him an example.
• Stock up on fishing line and beads: small and large. Show how you string beads onto a fishing line. Do this by alternating a small and a large bead. Ask the kids to repeat, making sure they string the beads in the correct order.

Sensory exercises are effective in preschool and primary school age for the development of speech and attention.

Communicative development: development of social-cognitive processes

Social-emotional development is important for a child because he is just settling into society. A large percentage of preschoolers go to kindergarten in a depressed state and do not relax in a group of peers. Games for communicative development help children develop socially, recognize the emotions and feelings of people around them. Play these educational games with your children:

• Print out several photos of people with different emotions. Invite the children to guess what emotion is shown in each picture.
• Invite children to draw sadness, joy, surprise and fear.
• Ask the children to repeat the emotions shown in the photographs. To do this, provide them with mirrors.

Such games have a positive effect on children who are withdrawn, as they help them overcome their fears of being in public.

Game: call me kindly

The game “Name It Kindly” shows the level of children’s grammatical development, helps expand the child’s own vocabulary and the artistic and aesthetic development of the child, which is why it is so popular. The essence of the game is that the teacher, under the control of a speech therapist, pronounces the following phrases:

• The flower is yellow, and the flower... The child answers: “yellow”;
• The pear is delicious, and the pear... Delicious;
• The cat is fluffy, and the kitten... Fluffy;
• The cake is sweet, and the cake... Sweet.

Come up with more of these phrases to work with children longer. Under the supervision of a speech therapist, the game can be played more effectively so that the correctness of speech is monitored.

Formation of grammatical structure of speech

The role of the formation of the grammatical structure of speech can hardly be overestimated, since speech is the main means of communication, which is considered the basis for the development of thinking, pronunciation and intelligence.

The formation of the grammatical structure of speech occurs in preschool age, and didactic games are the best means for this purpose. They not only promote artistic and aesthetic development, but also involve children in activities through games. The classification of didactic games allows each group to present material suitable for the age of the children.

Often, early development requires the help of a speech therapist, but didactic games are also used in this art.

Remember that family plays the most important role in human development. For children under 10 years of age, the family is an authority. So play games with your child. If you do not know any exercises, various manuals have been developed that are specifically suitable for the development of coherent speech, artistic and aesthetic thinking, intelligence, and vocabulary. You will appreciate the role of classes when your child goes to school, and you will easily adapt to the new environment.

Game: name what has changed

The game develops memory, attention and logical thinking. You will need at least 6 different toys. Place them in a row in front of the children. Ask them to remember the sequence of toys.

When the kids have seen enough, ask them to close their eyes, then swap several toys or remove one. Invite the children to guess what has changed. The most attentive child receives a prize.

Game: find out by description

The game is universal. It develops children's logic, memory, thinking, and teaches them to distinguish the characteristics of objects.

To play the game you will need several sets of pictures that differ in some ways. For example, a set with a blue and white snowman with a long or short carrot, with or without a broom. That is, all the pictures in the set are snowmen, but they are different. Ask the children to choose the snowman you describe.

As practice shows, the guys like this game.

Games for the sound culture of speech

The development of sound culture is an important component of child development. It helps the baby distinguish between sounds and words, pronounce sentences correctly and formulate thoughts. Sound culture games:

• Imitate animal voices. Invite the children to guess the animal by the sounds it makes. Swap roles with your child.
• Whisper into the ear of the child who sits first in the line the name of any object in the room. He passes this word along the chain, and the last kid in the line stands up and points to the object.
• Ask the guys what you can ride. They will list: car, bus, tram, etc. Also ask what you can fly, what you can eat, where you can walk, etc.

Didactic games are a universal method for the development of preschool children. Do them regularly, and your child will not experience difficulties at school.

Didactic game for speech development “What different words, we will always learn them.”

: I offer you a didactic printed board game that you can make with your own hands. The game is intended for preschool children. The material will be useful to teachers in preschool institutions.
Tasks:
For three-year-old children: continue to teach how to correlate a word with the name of an object; pronounce words clearly, listen to their sound.
For four-year-old children: to consolidate knowledge that words sound differently. Be able to listen attentively to a word, independently find words that sound similar and different.
For children five years old: to consolidate the ability to isolate certain sounds from a word.
For children six years old: consolidate the skills of dividing two-three-syllable words into syllables, determine the number of syllables in a word.
Equipment:
Three large cards, in the upper part of which there is a picture of a kid, a bear, and a frog, in the lower part there are three empty cells. Small cards with images: duckling, kitten, calf; cones, chips, mice; crackers, reels, cuckoos.

Game options for children of the 1st junior group.

1. A bear with a bag comes to visit the children. There are small cards in the bag. The bear gives each child one card and asks them to name what is written on it.

2.Give three children one large card each. Each child is asked to carefully look at what is drawn on his card and say the name out loud.

Game options for 2nd younger group.

1. The teacher asks riddles about a frog, a bear, a goat.
I'm on the river and in the swamp
And you will find me in the forest.
I sing the song loudly,
I definitely predict rain.
Green, amazingly fast.
For some, she is not beautiful.
For me, a leaf is a pillow.
Sleeps in the pond on it - (frog).
He is brown and clubfooted,
Catches fish with a powerful paw.
He also loves honey!
Who can name a sweet tooth? (Bear).
Curious, mischievous,
And shakes his head
Jumping, butting,
What is it called? (Kid).
Three children are given large cards. The little ones are lying on the table. Children name pictures of animals. The teacher ensures that the children listen well to the sound of spoken words. Then the children choose from the small cards those names that sound similar to the name on the large card. For example, a card with a picture of a frog is matched with pictures of a cuckoo, a cracker and a reel. The one who quickly selects cards with similar sounding words wins.

Game options for middle group children.

1.The course of the game is similar to the previous description. The difference is that a large card should be filled with three small ones, the names of which contain the same sound (for example, u). If there are no corresponding words, then the children must explain why the cells remained empty.

Game options for older children.

1. For the name of the large card, children find three small pictures, the names of which consist of the same number of syllables.
2. The children determine by the number of times the teacher claps which small cards they need to find.
3. At the request of the teacher, children choose cards with the given first sound.

PREPARATORY STAGE

1. Games for the development of the phonetic-phonemic aspect of speech

"Let's play a fairy tale"

The adult invites the child to remember the fairy tale “The Three Bears.” Then, changing the pitch of his voice, he asks to guess who is speaking: Mikhailo Ivanovich (low voice), Nastasya Filippovna (medium pitch voice) or Mishutka (high voice). The same replica is pronounced alternately in a voice of different pitches, in three versions:

Who was sitting in my chair?

Who ate from my cup?

Who slept in my bed?

Who was in our house? And so on.

"Broken phone"

Goal: to develop auditory attention in children.

Game rules. The word must be conveyed in such a way that children sitting nearby cannot hear. Who conveyed the word incorrectly, i.e. ruined the phone, moves to the last chair.

Game action: whisper a word into the ear of the player sitting next to you.

Progress of the game. Children choose a leader using a counting rhyme. Everyone sits on chairs placed in a row. The presenter quietly (in the ear) says a word to the person sitting next to him, who passes it on to the next person, etc. The word must reach the last child. The presenter asks the latter: “What word did you hear?” If he says the word suggested by the presenter, then the phone is working. If the word is wrong, the driver asks everyone in turn (starting with the last) what word they heard. This way they will find out who made a mistake and “damaged the phone.” The offender takes the place of the last in the row.

"Traffic light"

The adult gives the child two circles - red and green and offers a game: if the child hears the correct name of what is shown in the picture, he must raise the green circle, if the wrong one - red. Then he shows the picture and loudly, slowly, clearly pronounces the sound combinations:

Baman Paman Banan Banam Vitamin Mitanin Phytamine wavan davan

Bawan vanan vitanin mitavin fitavin album aybom anbom

Abbom cell kite cella alpom almom alm alm ablem kjekta

Flower Tlekta

2. Games for the development of the lexical side of speech (formation of a dictionary)

“We are moving to a new apartment”

Goal: to teach children to distinguish between objects that are similar in purpose and similar in appearance, to help them remember their names; activate the appropriate vocabulary in children's speech.

Game material:

1. Subject pictures (paired): cup-glass, mug-cup, butter-sugar bowl, teapot-coffeepot, saucepan-frying pan, scarf-kerchief, cap-hat, dress-sundress, sweater-vest, trousers-shorts, socks- knee socks, stockings-socks, gloves-mittens, shoes-sandals, slippers-sandals, backpack-briefcase, chandelier-table lamp.

2. Boxes for folding pictures.

Game progress: 6 children play. The teacher gives each child 2-3 pairs of pictures, for example: a cup-glass, a scarf-kerchief, a backpack-briefcase. He says: “Children, we got a new apartment. We need to collect all our things and pack them for moving. First I will pack the dishes. You will help me. Give me only the thing that I name. Be careful - many things look similar. Do not confuse, for example, a mug with a cup, or a teapot with a coffee pot. I will put the collected dishes in a blue box.”

The teacher names one item from each pair, for example a coffee pot. If the child makes a mistake (shows a teapot), the picture remains

him. By the end of the game, the children should not have a single picture left. The loser is the one who has the pictures left. Then, to activate the corresponding vocabulary in the children’s speech, the teacher invites one child to take the collected pictures out of the box and say what he got, and the rest to name the object paired with the one being presented.

"Tops-Roots"

Didactic task: Exercise children in classifying vegetables (based on the principle: what is edible - the root or the fruit on the stem).

Game rules. You can only answer in two words: tops and roots. Whoever makes a mistake pays forfeit.

Game action. Playing forfeits.

Progress of the game. The teacher clarifies with the children what they will call tops and what roots: “We will call the edible root of a vegetable roots, and the edible fruit on the stem – tops.”

The teacher names a vegetable, and the children quickly answer what is edible in it: the tops or roots. The one who makes a mistake pays a forfeit, which is redeemed at the end of the game.

The teacher may offer another option; he says: “Tops - and the children remember vegetables whose tops are edible.”

"Fruits vegetables"

Purpose of the game: differentiation of similar concepts.

Progress of the game. At the beginning of the game, the leader reminds the children which plants we call fruits and which vegetables. For fruits, select the picture “Garden”, and for vegetables – “Vegetable Garden”. These pictures are laid out on different edges of the table. Object pictures depicting fruits and vegetables lie on the table in a stack, pictured down. In turns, children take one picture from the pile, name it, and also explain which group it belongs to. The explanation must be complete: “A tomato is a vegetable because it grows in the garden.” If the child gave the wrong answer, the picture is returned to its place, and if the child correctly named the picture and attributed it to the desired concept, he takes it for himself. The game ends after

All pictures will be kept by the children. The one with the most pictures wins.

The game “Fruits and Berries” is played in the same way, only before the game these concepts are clarified and other pictures-symbols are selected: a bush for berries and a tree for fruit.

"Housewarming"

Purpose: differentiation of the concepts “clothing” and “shoes”.

Progress of the game. The following game situation is created: “Katya’s doll is having a housewarming party. She needs to pack her things to move to a new apartment. Help her arrange her things correctly so that she can easily find all her dresses and shoes in her new place. We will put clothes in one box, and shoes in another.” Then the child is given two sets of object pictures and two boxes, each with its own symbol: a dress for clothes, boots for shoes.

Lotto “In the world of plants”

Purpose of the game: Consolidate generalization words: flowers, trees, vegetables, fruits, berries; activation of vocabulary on these topics.

Description of the game. Lotto consists of six large cards, in the middle of which there is a plot picture depicting a given group of plants in nature. Along the edges there are subject pictures related to one generic concept, for example, flowers or trees. In addition to large cards, there are small cards with the same subject pictures.

Progress of the game. The game follows the general rules of playing lotto. When all the small cards have been dealt out, each player must name the entire group of their words - the names of plants - in one word.

"It flies, not a bird"

Purpose: differentiation of the concepts “birds” and “insects”.

Progress of the game. The presenter asks riddles about birds and insects. Children solve the riddles and explain which thematic group this animal belongs to. If the answer is correct, the presenter gives the child a chip or a symbol of that animal. The one who collects the most chips wins. Before the game, the presenter reminds the children of the identifying characteristics of birds: they have feathers, beaks, claws, wings, they build nests and hatch chicks, they can sing, they are big. Insects are small, have six legs, do not hatch chicks, and have no feathers.

In a dark dungeon Red paws

The girls are beautiful. They pinch your heels

Without thread, without knitting needles (Goose)

Knitting.

(Bees in the hive)

Black, agile, appeared in a yellow fur coat,

Goodbye, two shells. Shouts "crak"

(Chicken) The enemy of worms. (Rook)

A bird was flying, not an animal, not a bird,

Not feathered, not winged, But the nose is like a knitting needle.

Who will kill her? The flower was sleeping and suddenly woke up:

Human blood I didn’t want to sleep anymore.

It will spill. He moved, he started,

(Mosquito) Soared up and flew away. (Butterfly)

There are many masters of Vereshchanye, white-sided.

They cut down the hut without corners. And her name is... (magpie).

(Ants)

Little boy Zhu-zhu, zhu-zhu,

I'm sitting on a branch in a gray ball,

Snooping around the yards, I keep repeating the letter F,

Collects crumbs, knowing this letter firmly,

Spends the night in the field, I buzz in the spring and summer.

He steals hemp. (Bug)

(Sparrow)

In a clearing near the fir trees, There is a palace on a pole,

The house is built from needles. There is a singer in the palace,

He is not visible behind the grass, but his name is... (starling).

And there are a million residents there. (Anthill.)

"Blurred Letter"

Purpose: To practice composing common exercises.

Material. Teddy bear.

Organization. Educator:

The little bear received a letter from his brother. But the rain blurred some words. We need to help him read the letter. Here is the letter: “Hello, Mishutka. I'm writing to you from the zoo. Once I didn’t listen to my mother and got so far that... I wandered through the forest for a long time and... Coming out into a clearing, I fell... I fell into a hole because... It was so deep there that... Hunters came and... Now I I live in... We have a playground for... There is a lot in the playground for young animals... We play with... They are looked after... They love us because... A trainer from … Goodbye. Toptygin."

While reading the letter, the teacher uses intonation to encourage the children to complete the sentences.

"Living Words"

Purpose: To practice composing sentences using a structural diagram.

Organization. Each child depicts a word. Educator: - Let Slava depict the word “bear cub”; Anya – the word “loves”. Which third word should we choose? (Honey) Read the sentence: “The little bear loves honey.” Let's swap the second and third words. What happened? (The little bear loves honey). Let now the first word become the last. What will happen? (Little bear loves honey). Let's replace the word "honey" with another. Katya will now use the word “tumbling”. Read the sentence (The little bear loves to tumble). And now? (The little bear loves to tumble).

Make up your own sentences with the word "bear cub". (The bear cub is clubfooted, The bear cub loves raspberries, The bear cub is sleeping...)

“Add sentence”

Game rules. You need to find and say a word to make a complete sentence. You only need to add one word.

Progress of the game. The teacher says a few words of the sentence, and the children must add new words to it to make a complete sentence, for example: “Mom bought ... - ... books, notebooks, a briefcase,” the children continue.

"Come up with a proposal"

Didactic task: To develop children's speech activity and quick thinking.

Game rule. You can pass the pebble to another player only after you have come up with a sentence with the named leading word.

Progress of the game. The children and the teacher sit in a circle. The teacher explains the rules of the game:

Today we will come up with proposals. I will say a word, and you will quickly come up with a sentence with this word. For example, I will say the word “close” and give Dasha a pebble. She will take a pebble and quickly answer, “I live close to the kindergarten.” Then she says her word and passes the pebble to the person sitting next to her. The word in a sentence must be used in the form in which the person guessing suggests it. So, in turn, in a circle, the pebble passes from one player to another. If children find it difficult to answer, the teacher helps them.

“Who will notice more fables?”

Didactic task: Teach children to notice fables, illogical situations, explain them; develop the ability to distinguish the real from the imagined.

Game rules. Whoever notices a fable in a story or poem must put a chip in front of him, and at the end of the game name all the noticed fables.

Game action. Using chips. (Whoever noticed and explained the most fables won).

Progress of the game. Children sit down so that they can put chips on the table. The teacher explains the rules of the game:

Now I will read you an excerpt from Korney Chukovsky’s poem “Confusion.” There will be many fables in it. Try to notice and remember them. Whoever notices a fable will put down a chip, notice another fable, put a second chip next to it, etc. Whoever notices more fables wins. The chip can only be put down when you yourself have noticed the fable.

First, a small part of this 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 noticed fables. 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. We must ensure that children do not get tired, because... the game requires a lot of mental effort. Having noticed from the children’s behavior that they are tired, the teacher must stop playing. At the end of the game, those who noticed more fables and explained them correctly should be praised.

“Where is the beginning of the story?”

Goal: To teach to convey the correct temporal and logical sequence of a story using serial pictures.

Progress of the game. The child is asked to compose a story. Based on pictures. The pictures serve as a kind of outline for the story, allowing you to accurately convey the plot, from beginning to end. For each picture, the child makes one sentence and together they are connected into a coherent story.

“Find a place for the picture”

Goal: to teach how to follow the sequence of actions.

Progress of the game. A series of pictures is laid out in front of the child, but one picture is not placed in a row, but is given to the child so that he can find the right place for it. After this, the child is asked to compose a story based on the restored series of pictures.

Sets of serial pictures for posting

"Correct the mistake"

Goal: to teach how to establish the correct sequence of actions.

Progress of the game. A series of pictures are laid out in front of the child, but one picture is in the wrong place. The child finds the mistake, puts the picture in the right place, and then makes up a story based on the entire series of pictures.

“Which picture is not needed?”

Goal: to teach how to find details that are unnecessary for a given story.

Progress of the game. A series of pictures are laid out in front of the child in the correct sequence, but one picture is taken from another set. The child must find an unnecessary picture, remove it, and then make up a story

DEVELOPING PHASE

"Repeat"

The child is asked to repeat similar words, first by 2, then by 3 in the given order:

Mak-bak-tak

Tok-tok-tok

Bull-buck-buck

Dam-house-smoke

Com-house-gnome

skein-roller-flow

loaf-bud-concrete

booth-pipe-duck

cotton wool branch

cage film

When perceiving words, knowledge of concepts is not necessary. The peculiarity of this and subsequent selections of words is that they are accessible in terms of sound composition and do not contain difficult-to-pronounce sounds.

“It looks like it doesn’t look like it”

From every four words named by an adult, the child must choose a word that is not similar in sound composition to the other three:

Mac-buck-so-banana

Catfish-com-turkey-house

Lemon-car-cat-bud

Mac-bak-broom-cancer

Scoop-gnome-wreath-roller

Heel-fleece-lemon-tub

Branch-sofa-cage-mesh Skating rink-house-skein-stream

"Catch the Sound"

Vowel sounds highlighted in the sound stream (A, O, U, I, Y, E).

The adult names and repeatedly repeats the vowel sound, which the child must distinguish among other sounds (clap his hands when he hears). Then the adult slowly, clearly, with pauses, pronounces a sound series, for example:

A – U – M – A – U – M – I – S – S – O – E – R – W – F – L – V – G – F – X – S – A

Lotto “Name the picture and find the vowel sound”

Goal: to teach children to find a given sound in a word at the stage of loud pronunciation of the word by the child himself.

Description of the game. Children have cards with drawn pictures (four in each card). The presenter names any vowel sound, the children say the names of their pictures out loud and find the one they need. If the picture is named correctly, the presenter allows you to cover it with a chip, the one who covers his pictures first wins.

The same lotto set is used to recognize consonant sounds in a word. The game is played in the same way: the presenter calls an isolated consonant sound (in the words-names of pictures from this lotto you can distinguish the sounds: R, K, K, L, L, M, Ш, С, С, Т, Б, Н, Ж, Д , Ш, П, Б), and the children must name the desired picture.

“Who can find twenty objects whose names contain the sound S?”

Goal: consolidation of the ability to highlight a given sound in a word based on presentation, development of visual attention, learning to count.

Description of the game. A plot picture is given, in which there are many subject pictures, including those containing the sound C in the title (there should be twenty such pictures)

Progress of the game. Children are allowed to look at the picture and name the necessary objects. The one who names the most items wins. Children place chips on the pictures they find, and the presenter then checks whether the task was completed correctly and determines the winner.

Lotto “Name the picture and find the first sound”

Goal: to teach children to find the given first sound in a word at the stage of loud pronunciation of the word by the child himself.

Description of the game. Children have cards with drawn pictures (four on each card). The presenter names any vowel sound, the children say the names of their pictures out loud and find the one they need. If the picture is named correctly, the presenter allows you to cover it with a chip. The one who closes their pictures first wins.

"Close the chain"

Rule: the first word is matched to a word that begins with the sound that ends with the first word, the third word must begin with the last sound of the second word, and so on. Games can be oral, with moving the ball, or you can play a board game with pictures and practice children in laying out a chain without first speaking loudly, only by presentation.

To eliminate mistakes and teach children to act according to the rules and control the progress of the game themselves, the chain should be made closed. If all operations are performed in the required sequence, the chain is closed, i.e. the beginning meets the end. You need to start playing from a picture marked with a special icon. Systematic play helps in solving issues of children's mental development, because such a valuable quality of memory as recollection is improved, voluntary attention is significantly improved, and speed of thinking develops. Children's speech becomes clearer, more correct, and expressive.

“Find a place for the chip”

Purpose of the game: to teach how to determine the place of a given sound in a word (beginning, middle, end), based on loud pronunciation.

Description of the game. To play the game you will need cards, each with an object picture and a diagram: a rectangle divided into three parts. In the upper right corner is a letter indicating a given sound. In addition to subject pictures, chips are prepared according to the number of cards.

Progress of the game. Several people can play, but no more than the number of cards available. All cards and chips are on the table. The players take one card at a time, examine and name out loud the picture, the letter, and determine the position of the given sound in the word - the name of the picture, placing a chip in the appropriate place according to the diagram. Then they take the next card. The game continues until all cards have been analyzed. The one who manages to correctly analyze the most cards wins.

Pictures for the game: zebra(b), bus(s), robe(l), stork(s), heron(t), beehive(y), turkey(k), elk(o), bison(r), pen (h), newspaper(t), watch(s), cat(w), finish(w), sun(z).

"Walk around and don't get lost"

Goal: to teach how to determine the place of a sound in a word (beginning, middle, end) by representation.

Description of the game. The game consists of playing fields (a separate field for each sound), on which pictures and diagrams are placed. Labyrinths are laid from picture to picture: they start from each section of the diagrams and go to the next pictures. Only one maze will lead to the next picture: the one that departs from the correct position of the given sound (the sound is given by the letter located in the corner of the playing field). If the player correctly determines the location of the sound in each picture, he will go through the maze from picture to picture and return to the beginning movement (you need to move clockwise from any picture). The one who returns to the beginning on his playing field first wins.

Lotto "Paronyms"

Goal: development of the ability to distinguish words - paronyms by ear.

Description of the game. The game consists of large cards on which several pictures are drawn, the names of which can be pairs of words - paronyms, but the paired pictures are not on the same card. The presenter has small cards with written words.

Progress of the game. The presenter says the word out loud. The child who has this item depicted on the card must raise his hand and say the name of his picture. If the answer is correct, the presenter allows him to cover this picture with a chip or card - the name of this word (in this case, the children will practice global reading). If he makes a mistake, and in fact the leading word was named as a pair, the player receives a penalty point. The winner is the one who closes his pictures faster and receives fewer penalty points.

Cards with words for the game: cancer, poppy, roof, rat, brand, T-shirt, tub, reel, box, bun, shower, mascara, bow, bandage, soup, tooth, smoke, house, nut, jackdaw, jar, folder, bream, forest, tower, arable land, whale, cat, duck, fishing rod, mouse, bear, horns, spoons, ball, shawl, tin, six, llama, frame, ears, ducks, sleds, tanks.

“Every sound has its own room”

Goal: to teach how to conduct a complete sound analysis of a word based on the sound diagram and chips.

Progress of the game. Players receive houses with the same number of windows. Residents – “words” – must move into the houses, and each sound wants to live in a separate room.

Children count and conclude how many sounds there should be in a word. Then the presenter pronounces the words, and the players name each sound separately and place the chips on the windows of the house - “populate the sounds.” At the beginning of training, the leader speaks only words suitable for settlement, i.e. those in which there will be as many sounds as there are windows in the house. At subsequent stages, you can say a word that cannot be “settled” in a given house, and the children, through analysis, are convinced of the mistakes. Such a tenant is sent to live on another street, where words with a different number of sounds live.

"Who will be invited to visit"

Goal: to teach how to determine the number of sounds in words pronounced out loud by the child himself.

Progress of the game. Four people play, each player has a house of some kind. On the table there are subject pictures with images of various animals (according to the number of players), as well as a stack of cards with the images down. Children choose the pictures they need from those that lie face up - “find the owner of the house.” Then everyone, in turn, takes one picture card from the pile, says the word out loud and determines whether they should “invite this picture to your house for a visit or not.” If the word - the name of the picture opened by the child - has the same number of sounds as the sole - "the owner", then you need to invite him to visit, and then the player gets the right to make additional moves until an unsuitable picture is encountered. If the number of sounds is different, the picture is placed at the end of the stack. The one who called his guests first wins. One set includes four pictures with each number of sounds. Picture material for the game: pictures - “owners”: cat, wolf, wild boar, dog; pictures - “guests”: three sounds - wasp, catfish, beetle, crayfish; four sounds - goat, owl, beaver, mole; five sounds - jackdaw, giraffe, marmot, bear; six sounds - cow, chicken, rabbit, crow.

"Solve the puzzle"

Goal: to teach how to isolate the first syllable from a word, to compose words from syllables.

Progress of the game. Children are given cards with two pictures on them. There is a word “hidden” on the card. It must be compiled by isolating the first syllables from each word - name, and then forming a word from them, for example: chamomile, airplane - dew. The one who composes the most words wins.

Pigeons, crayfish - mountain

Bottle, rowan - borax

Balls, basins - mint

Ship, lark - leather

Crackers, balls - dry land

Chamomile, basins - company

Telephone, raspberry - theme

Stocking, home is a miracle

Carriage, mountain ash - Varya

Pencil, jar - boar

Banana, butterfly - baba

Kolobok, brand - mosquito

Girl, a shovel is a thing

Chanterelles, airplane - fox

Fur coat, rocket - Shura

2. Games for the development of the lexical side of speech (enrichment of vocabulary)

"Collect Five"

Goal: to teach how to assign individual objects to certain thematic groups.

Progress of the game. To play the game, you need to prepare a set of subject pictures, consisting of several thematic groups (clothing, dishes, toys, furniture, etc.). Several people play, according to the number of thematic groups. The pictures lie on the table face down. Everyone takes one picture, names it and the generic concept to which this picture belongs. In this way, it is established which group each participant will assemble. If identical groups are selected, one more picture is opened. Then the presenter shows the players one picture at a time, and they must ask for one or another picture: “I need a doll because I collect toys.” The winner is the one who first collected his group of pictures (the number of pictures in each group should be the same, for example, six pictures).

Goal: expanding the verb dictionary on this topic.

Progress of the game. The presenter reads a poem by G. Sapgir to the children.

The wind carried a spring song

A hunting dog barked a song,

The wolf howled this song at the edge of the forest,

The frogs croaked their song together.

The bull hummed this song as best he could.

The lynx purred

Som hummed.

The owl hooted

Already hissed

And the nightingale sang this song.

"Relay race"

Goal: activation of the verb dictionary.

Progress of the game. The players stand in a circle. The leader has a baton-relay. He says a word and passes the baton to the child standing next to him. He must choose the appropriate action word and quickly pass the wand on. When the baton returns to the leader, he asks a new word, but passes the baton in a different direction. If someone finds it difficult to name a word or chooses the wrong word, they are given a penalty point. After a player has scored three penalty points, he is out of the game. The one with the fewest penalty points at the end of the game wins.

Progress of the game: the dog barks, bites, runs, guards, whines, howls; cat – purrs, hunts, plays, dozes, meows, scratches.

"Vice versa"

Didactic task: To develop children's intelligence and quick thinking.

Game rule. Name words that have opposite meanings only.

Game actions. Throwing and catching the ball.

Progress of the game. Children and the teacher sit on chairs in a circle. The teacher says a word and throws a ball to one of the children, the child must catch the ball, say the word with the opposite meaning, and throw the ball again to the Teacher. The teacher says: “Go ahead.” The child answers “Back” (right - left, up-down, under - above, far - close, high - low, inside - outside, further - closer). You can pronounce not only adverbs, but also adjectives, verbs: far - close, top - bottom, right - left, tie - untie, wet - dry, etc. If the one to whom the ball was thrown finds it difficult to answer, the children, at the teacher’s suggestion, say the right word in unison.

"Who knows more"

Didactic task: Develop children's memory; enrich their knowledge about subjects, cultivate such personality qualities as resourcefulness and intelligence.

Game rule. Remember and name how the same item can be used.

Game action. Competition - who can name the most ways to use the item.

Progress of the game. Children, together with the teacher, sit on chairs (on the carpet) in a circle. The teacher says: “I have a glass in my hands.” Who can tell how and for what it can be used?

Children answer:

Drink tea, water flowers, measure cereals, cover seedlings, place pencils.

That’s right,” the teacher confirms and, if necessary, complements the children’s answers. Now let's play. I will name various objects, and you will remember and name what you can do with them. Try to say as much as possible. The teacher selects in advance the words that he will offer to the children during the game.

"Say it differently"

Didactic task. Teach children to select a synonym - a word that is close in meaning.

Progress of the game. The teacher says that in this game the children will have to remember words that are similar in meaning to the word that he names.

“Big,” the teacher suggests. Children name the words: huge, large, enormous, gigantic.

“Beautiful” - “handsome, good, beautiful, charming, wonderful.”

“Wet” - “damp, wet”, etc.

"Choose a word"

Didactic task: To develop children's intelligence and the ability to select words that have the right meaning.

Progress of the game. The teacher, addressing the children, asks them questions, for example: “Remember what you can sew?” Children’s answers: “Dress, coat, sundress, shirt, boots, fur coat, etc. “Darn – socks, stockings, mittens, scarf.” “Tie – shoelaces, string, scarf, ties.” “Pull on a cap, a scarf, a hat, a Panama hat, a peakless cap, a cap, a Budenovka.” “Wear a coat, dress, stockings, fur coat, raincoat, skirt, sundress, tights,” etc.

"First Grader"

Didactic task: To consolidate children’s knowledge of what a first-grader needs to study at school, to cultivate a desire to study at school, composure, and accuracy.

Game rule. Collect items when signaled.

Game action. Competition - who can quickly collect everything needed for school in a briefcase.

Progress of the game. There are two briefcases on the table. On other tables there are educational supplies: notebooks, primers, pencil cases, pens, colored pencils, etc. After a short conversation about the fact that the children of the preparatory group will soon go to school, and that they themselves will collect everything necessary for studying into their briefcases, they begin two players come to the table; at the driver’s command, they must select the necessary educational supplies,

carefully place them in the briefcase and close it. Whoever does this first wins. To keep the game going, children who complete the task choose other participants to take their place. The rest act as fans and objectively evaluate the winners.

The game defines the name and purpose of all items. The teacher draws the children’s attention to this. That you not only need to fold everything quickly, but also carefully; rewards those who accurately followed these rules in the game.

"Body"

Didactic task: Develop auditory attention, activate vocabulary, thinking; develop intelligence.

Game rules. You can “put” only those words that end in -ok in the box; The one who says the word passes the box to another child.

Game actions. Imitation of movement, as if an object is being lowered into a box; whoever makes a mistake by naming an object with a different ending pays a forfeit, which is then won back.

Progress of the game. The players sit at the table. The teacher puts the basket on the table, then asks:

Do you see, children, this little box? Do you know what you can put in the box? In this box you will put everything that can be called a word ending in -ok. For example: lock, scarf, stocking, sock, lace, leaf, lump, bun, hook. Fungus, boxes, etc. Everyone puts into the box what he wants, according to the rule, and passes it on to his neighbor, who will also put one of the things whose name ends in -ok and passes the box on.

"Find the extra picture"

A series of drawings is selected, among which three drawings can be combined into a group based on a common characteristic, and the fourth is redundant.

Offer your child the first four drawings and ask them to remove the extra one. Ask: “Why do you think that? How are the drawings you left similar?”

“Name three objects”

Didactic task: Exercise children in classifying objects.

Game rules. Name three objects with one common word. Whoever makes a mistake pays forfeit.

Progress of the game. Children, the teacher says, we have already played different games where we had to quickly find the right word. Now we will play a similar game, but we will only select not one word, but three at once. I will name one word, for example, furniture, and the one to whom I throw the ball will name three words that can be called furniture in one word. What items can be called, in one word, furniture?

Table, chair, bed.

“Flowers,” says the teacher and after a short pause throws the ball to the child. He answers: “Chamomile, rose, cornflower.”

In this game, children learn to classify three species concepts into one generic concept. In another version of the game, children, on the contrary, learn to find generic concepts using several specific concepts. For example, the Teacher calls: “Raspberries, strawberries, currants.” The child who caught the ball answers: “Berries.” A more complex version of the game will be when the teacher changes the task during one game: then he names specific concepts, and the children find

Generic, then names generic concepts, and children indicate specific ones. This option is suggested if children often played various games to classify objects.

3. Games for the development of grammatical structure of speech

“Let’s write a letter to the doll”

Goal: to teach how to determine the number of words in a sentence, relying on auxiliary means.

Progress of the game. To play the game, you need to prepare long strips for sentences and short strips for laying out words. The presenter says a sentence, the children lay out a long strip - “write a letter to the doll.” The second time they listen to the same sentence and place as many short strips under the long strip as there are words in the sentence. Then the second and third sentences are analyzed in the same way.

After “writing it down,” you can ask someone to “read” the first sentence, the second, and so on, to develop involuntary memory.

"Say the word"

Goal: to consolidate the use of nouns in the genitive plural in speech.

Progress of the game. Familiar lines of poetry are read aloud to children, without finishing the last word. (This word is in the genitive plural). Children add the missing word and receive a chip for each correct answer. The one who gets the most chips wins.

I give you my word of honor: He said: “You are a villain,

Yesterday at half past six. You eat people

I saw two pigs. So, for this my sword -

Without hats and... (shoes) Your head from... (shoulders)

Wait, isn't it for you Ant, ant

Last week. Doesn’t regret... (bast shoes)

I sent two pairs

Excellent... (galoshes)

Robin Bobin Barabek. Where is the killer, where is the villain?

I ate forty... (man) I'm not afraid of him... (claws)

"Who do I see, what do I see"

Goal: distinguishing in speech the forms of the accusative case of animate and inanimate nouns, developing short-term auditory memory.

Progress of the game. It is better to play this game while walking, so that there are more objects in front of your eyes to observe. Several people can play. Before the game starts, they agree that they will name the objects around them. The first player says: “I see... a sparrow” and throws the ball to any player. He must continue: “I see a sparrow, a dove” - and throws the ball to the next one. If someone cannot continue listing the objects that can be observed in a given situation, they are out of the game. The next round begins, a new proposal is drawn up, and so on.

"Hide and Seek"

Goal: to teach to understand and correctly use prepositions with spatial meaning in speech (in, on, about, before, under).

Progress of the game. Mishka and Mouse are visiting the children. The animals began to play hide and seek. The bear leads, and the mouse hides. Children close their eyes. The mouse hid. Children open their eyes. The bear is looking: “Where is the mouse? It's probably under the typewriter. No. Where is he, guys? (In the cockpit) Etc.

"Explain why..."

Goal: to teach correctly how to construct sentences with a cause-and-effect relationship, the development of logical thinking.

Progress of the game. The facilitator explains that the children will have to complete the sentences that the facilitator begins to say using the word “because.” You can select several options for one beginning of a sentence, the main thing is that they all correctly reflect the reason for the event stated in the first part. For each correctly executed continuation, players receive a chip. The one who collects the most chips wins.

Unfinished suggestions for the game:

Vova got sick... (got a cold) Mom took an umbrella... (it’s raining)

The children went to bed... (late) I'm very thirsty... (hot)

The ice on the river has melted... (warmth) The trees swayed strongly... (the wind is blowing)

It became very cold... (it started snowing)

"One and Many"

Goal: learn to change words by numbers.

Progress of the game. “Now we will play this game: I will name one object with a word, and you will name the word so that you get many objects. For example, I will say “pencil”, and you should say “pencils”.

Words for the game:

Book pen lamp table window

city ​​chair ear brother flag

child person glass tractor lake

name spring friend seed watermelon

“Now let’s try the opposite. I will say a word that denotes many objects, and you will say one.”

Words for the game:

claws clouds waves leaves

flowers saw well done stems

"Add words"

Goal: to teach how to make common sentences.

Progress of the game. “Now I’ll make a proposal. For example, “Mom is sewing a dress.” What do you think can be said about the dress, what is it like? (silk, summer, light, orange). If we add these words, how will the phrase change?” Mom sews a silk dress. Mom is sewing a summer dress. Mom is sewing a light dress. Mom is sewing an orange dress.

Suggestions for the game:

The girl feeds the dog.

The pilot controls the plane.

The boy drinks juice.

"Unravel the Words"

Goal: learn to compose sentences using these words.

Progress of the game. The words in the sentence are mixed up. Try to put them in their place. What will happen?

Suggestions for the game:

1. Smoke, coming, pipes, from.

2. Loves, little bear, honey.

3. Standing, in a vase, flowers, in.

4. Nuts, in, squirrel, hollow, hiding.

"Find the error"

Goal: learn to find a semantic error in a sentence.

Progress of the game. “Listen to the sentences and tell me if everything in them is correct. How should the sentence be corrected?

1. In winter, apples bloomed in the garden.

2. Below them lay an icy desert.

3. In response, I nod my hand to him.

4. The plane is here to help people.

5. I soon succeeded by car.

6. The boy broke the ball with glass.

7. After the mushrooms there will be rains.

8. In spring, the meadows flooded the river.

9. The snow was covered with a lush forest

“Right or wrong?”

Goal: learn to find grammatical errors.

Progress of the game. “Do you think it’s possible to say that?”

1. Mom puts a vase of flowers on the table.

2. When they want to buy something, they lose money.

3. Grandmother and grandfather live under the house on the edge of the forest.

4. There is a beautiful carpet on the floor.

“Why are the sentences inaccurate? – the teacher additionally asks the children.

4. Games for the development of coherent speech

"Guess it"

Purpose of the game: to teach children to describe an object without looking at it, to find significant features in it; recognize an object by description.

Progress of the game. The teacher reminds the children how 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. We must 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. Talk only about the 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. The child stands up and gives a description of the object, and then passes the pebble to the one who will guess. Having guessed, the child describes his object and passes the pebble to another player to guess.

Item Description Plan

It is multi-colored and round in shape. You can throw it up, roll it on the ground, but you can’t play it in a group, as it can break the glass

"Draw a fairy tale"

Goal: to teach how to draw up a drawing plan for the test and use it when telling stories.

Progress of the game. The child is read the text of the fairy tale and asked to write it down using drawings. Thus, the child himself makes a series of sequential pictures, based on which he then tells a fairy tale. The story should be short.

Of course, you can help the child, show him how to schematically draw a person, a house, a road; Determine with him which episodes of the fairy tale must be depicted, i.e. highlight the main plot twists.

"Photographer"

Goal: to teach how to write a description of a painting based on fragments of this painting.

Progress of the game. The adult asks the child to look at the large picture, as well as the small object pictures next to it. “The photographer took many pictures of one sheet. This is the overall picture, and these are parts of the same picture. Show where these fragments are located in the overall picture. Now tell me what this picture is about. Don’t forget to describe those details that the photographer photographed separately, which means they are very important.”

“What doesn’t happen in the world”

Goal: to teach how to find and discuss errors when looking at an absurd picture.

Progress of the game. After looking at the absurd pictures, ask the child not only to list the wrong places, but also to prove why this image is wrong. Then you will get a complete description of the picture, and even with elements of reasoning.

"How do you know?"

Goal: to teach how to select evidence when composing stories, choosing essential features.

Progress of the game. In front of the children are objects or pictures that they have to describe. The child chooses any object and names it. The presenter asks: “How did you know it was a TV?” The player must describe the object, choosing only the essential features that distinguish this object from the rest. For each correctly named attribute, he receives a chip. The one who collects the most chips wins.

"And I would..."

Goal: development of creative imagination, teaching free storytelling.

Progress of the game. After reading a fairy tale to your child, invite him to tell him what he would do if he found himself in this fairy tale and became one of the main characters.

Fixing stage

1. Games for the development of the phonetic-phonemic aspect of speech

"Make a Word"

Goal: to learn to isolate the first sound in words and compose words from the resulting sounds.

Progress of the game. Children have one card each, the leader has letters. He names the letter, and the children ask for the necessary letters and put them on the necessary pictures. When all the letters are collected, the child must read the resulting word. If he finds it difficult to read a word himself, an adult helps him and thus teaches him how to read initially.

"Solve the puzzle"

Goal: to consolidate the ability to isolate the first syllable from a word, to compose words from syllables.

Progress of the game. Children are given cards with three pictures on them. A word is hidden on the card. It must be compiled by isolating the first syllables from each word-name, and then forming a word from them.

Cards with subject pictures for the game:

Ear, bell, skis - injections

Crowbars, balls, sofa - horses

Kettlebell, slippers, rocket - guitar

Owls, shovel, car - straw

Cucumber, gun, pencil - edge

Houses, chamomile, weight - roads

Pencil, seal, Katyusha balls

Wasp, tit, thimble - aspen

Nuts, owls, cabbage - sedge

Crow, rose, plate - gate

Wasp, chickens, threads - perches

Banana, hare, fish - markets

Owl, balalaika, pencil - dog

“From syllables - a sentence”

Goal: to teach how to isolate the first syllable from a word, to compose words from the first syllables, and from them - sentences.

Progress of the game. The child is given a rebus card on which a whole sentence is encrypted. Each word in this sentence is placed on a separate line. The child identifies the first syllables of each picture related to one word, composes a word from them and remembers it. Then, on the next line, he analyzes the next group of pictures, composes the second word from the first syllables, and so on, until he deciphers all the words. Then he names the words received in order, forming a sentence.

2. Games for developing the lexical side of speech

"The Fourth Wheel"

Goal: to learn to establish the similarities and differences of objects according to essential features, to consolidate generalization words.

Progress of the game. Four pictures are laid out on the table, three of them belong to one thematic group, and the fourth to some other group. The children are given a task: look at the pictures and determine which one is the odd one out. Turn over the unsuitable picture, and name the remaining ones in one word.” Each participant eliminates the extra picture in turn. If he makes a mistake or does not complete the task, his version is offered to the next player to complete. For each correct execution they give a chip. The one who collects the most chips wins. A number of pictures for the game:

1. Shirt, shoes, trousers, jacket.

2. Apple, gooseberry, currant, raspberry.

3. TV, wardrobe, chair, bed.

4. Cuckoo, owl, butterfly, magpie.

5. Plate, bread, pan, spoon.

6. Chamomile, birch, spruce, poplar.

7. Tomato, cucumber, carrot, plum.

8. Cap, beret, hat, sock.

9. Axe, saw, handle, plane.

10. Bear, fox, teddy bear, hare.

"Is this true?"

Goal: development of auditory attention, activation of the verb vocabulary.

Progress of the game. Children are read a poem containing absurd situations. Children must answer the question: “Is this true? – after each sentence and prove why they think so. For the correct answer they get a chip. The one who gets the most chips wins.

Is this true?

They collect cheese from the bushes.

Cows are grazed with hares.

Oxen are being milked in the meadow.

The bear starts dancing.

The pumpkins began to sing songs.

Mowers are mowing the forests.

There is dew on the snow.

Is it true that once

Did the umbrella save us from the rain?

Why does the moon shine on us at night?

What don't children like sweets? L. Stanchev

"Find the extra word"

Purpose: to exercise the development of thought processes of generalization, abstraction, and identification of essential features.

Progress of the game. Invite your child to identify the word that is redundant. Read a series of words to your child. Each series consists of 4 words. 3 words in each series are homogeneous and can be combined based on a common feature, and 1 word differs from them and should be excluded.

List of series of words:

1. Old, decrepit, small, dilapidated.

2. Brave, angry, daring, daring.

3. Apple, plum, cucumber, pear.

4. Milk, cottage cheese, sour cream, bread.

5. Hour, minute, summer, second.

6. Spoon, plate, pan, bag.

7. Dress, sweater, hat, shirt.

8. Soap, broom, toothpaste, shampoo.

9. Birch, oak, pine, strawberry.

10. Book, TV, radio, tape recorder.

3. Games for the development of grammatical structure of speech

"Raise the number"

Goal: to teach how to determine the number of words in a sentence by ear.

Progress of the game. The presenter says the sentence out loud, and the children count the number of words and raise the corresponding number. Initially, sentences without prepositions and conjunctions are used for analysis.

Suggestions for the game:

1. Alyosha is sleeping.

2. Petya feeds the chickens.

3. The doctor is treating a sick child.

4. Mom bought Natasha a beautiful doll.

5. A strong athlete easily lifted a heavy barbell.

“Why do we need these things?”

Goal: to teach how to use complex target sentences in speech.

Progress of the game. The players have different objects in front of them: a ball, pencils, a book, a doll, a truck, a jump rope and other toys. Children must choose any item for themselves, but explain what it is for. The sentence must use the conjunction so: “I took a pencil to draw.”

"Make a phrase"

Goal: to strengthen the ability to form sentences from words.

Progress of the game. Invite children to come up with sentences using the following words:

funny puppy full basket

ripe berry cheerful song

thorny bush forest lake

4. Games for the development of coherent speech

"Make two stories"

Goal: to teach to distinguish the plots of different stories.

Progress of the game. Two sets of serial pictures are mixed in front of the child and asked to lay out two series at once, and then write stories for each series.

"Search for missing parts"

Goal: to teach how to write a description of a picture based on fragments of this picture.

Progress of the game. “The photograph has deteriorated, some fragments have been erased from the large picture. It's good that small photographs were preserved. Place each fragment in the right place and describe the picture that the photographer shot.”

A game for any child is not only the main type of accessible and interesting activity, but also a means of understanding the surrounding reality, developing useful skills and abilities. In the gameplay, character is formed, various types of thinking develop, and the physical and psycho-emotional development of the little man also occurs. Didactic games for children 5-6 years old help to move from an entertaining nature to an educational one, to preparation for classes at school.

Preschool children cannot sit in one place for a long time, they quickly get tired, are distracted from the teacher’s explanations, and begin to poorly assimilate the information they receive. That is why educational board games are replaced by physical education exercises or outdoor activities.

For didactic games created by pedagogical science, the main goal is a conscious teaching method, during which preschoolers gain new knowledge, improve skills, abilities, and develop intellectually. Teachers use various types of didactic activities, thereby developing:

• sensory – perception of external influences, as well as sensations;
• motor skills – motor activity in the form of gross and fine motor skills;
• memory;
• logical, spatial, imaginative thinking;
• perception of space, time;
• imagination;
• perseverance, diligence, patience;
• meticulousness, curiosity.

The expanded use of didactic games for preschoolers over 5 years of age is due to the fact that children of this age can already concentrate their attention for a longer period of time. Classes can last up to 20 minutes. Vocabulary allows them to express themselves without problems; children have developed imagination and sensory perception, which allows them to begin learning.

It is already possible to identify abilities and inclinations, correct and develop them. Preschoolers understand what rules are, the importance of following them, and are able to perform consistent actions independently.

Currently, there are several types of classification of educational didactic games.

By number of players:

• individual game;
• collective game.

By type of activity

• Journey. This should not be confused with excursions, which are educational activities in their purest form. A game journey can last several days, for example, “a journey along the Golden Ring”, “a cruise along the Volga”. The teacher develops assignments for each travelers stop. These can be drawings, songs, poems. While traveling, you can search for treasures, solve riddles and problems.
• Conversation, dialogues. The teacher teaches how to have a conversation and build a dialogue using the example of communicating with a fictional hero or a familiar cartoon character.
• Puzzles. They can be made not only by adults, but also by preschoolers.
• Assignment. Very similar to travel, but the tasks here are easier, and the duration of the gameplay is much shorter. For example, the task is set to help place punctuation marks in Dunno's copybook.
• Assumption. "If". "What would be". A question-assumption triggers a game process in which the child begins to fantasize and transform the imaginary reality.

According to the material used:

• desktop printed: lotto, puzzles, dominoes;
• with game items: chess, checkers, toys;
• verbal educational: riddles, puzzles.

According to the purpose of the event:

• speech development;
• teaching the basics of mathematics;
• development of logical thinking;
• acquaintance with nature and the surrounding world;
• development of sensory perception.

A feature of all didactic classes is that the initiator is always an adult. Such activities broaden your horizons and increase your vocabulary. Competitions for quick thinking, logic, and solving riddles and problems allow kids who are weak in physical exercises, but know a lot, to prove themselves.

Developing memory

Didactic games for 5-year-old preschoolers help develop attentiveness and memory, which is very useful for school. Almost all information at school is received orally, this is especially true for first-graders, when children do not yet know how to write quickly and a lot. Developed attention and memory will help consolidate new knowledge and remember the information received.

All tasks to consolidate memory and develop attention are carried out with toys and small objects. Sometimes the child fails to fulfill the conditions of the task, since voluntary memory is just beginning the process of formation. If tasks involve finding hidden toys or rearranging them, you can suggest using a “pointing gesture” with your finger before starting.

The preschooler points his finger at all the toys one by one and describes their appearance. The baby can pick up the toy and touch it for better memory. For the first lessons, you should not offer games with a large number of elements or details: a confused child may refuse to play and burst into tears.

"What disappeared." A leader is selected, at first it can be a teacher. When the children become familiar with the rules, each of them can try themselves as a leader. 3 - 4 small toys are placed on the table. The presenter suggests remembering what objects are on the table and turning away. When the preschoolers have turned away, the leader removes one toy. Players must remember which toy is missing. You can add a competitive element to the gameplay. Whoever remembers correctly first gets a chip or token.

"What changed". The presenter chooses. Several toys are placed on the table. Fidgets must remember which toys are placed and how. When the preschoolers turn away, the leader rearranges the toys and changes their places. The winner is the one who is the first to correctly say which objects were moved and where their original place was.

"Find the difference." 2 pictures are placed in front of each child. You need to find out how they differ. Alternatively, the picture may show hidden kittens or birds that need to be found in the bushes, behind trees or a fence.

"Similar or dissimilar objects." The goal is to develop attentiveness, observation, and teach how to find similarities in color, shape, size, and material.

Rules. The kid on whom the counting stopped answers answers. You need to find 2 objects with identical properties and prove your statement.

Actions. At the teacher’s signal, all preschool children take 2 objects with similar properties from the playroom.

It is necessary to maintain the level of difficulty of tasks, moving from easy to difficult gradually. Exercises that are too easy or difficult will not arouse the child's interest.

Knowledge of ecology

All human life is surrounded by the living world, plants, animals. The child must understand the importance of maintaining ecological balance in nature, take care of animals and plants, and not harm them. Didactic games on ecology for children 5-6 years old introduce preschool children to the world around them, develop vocabulary, and cultivate hard work, kindness, and attentiveness.

Ecology classes can be conducted during walks or indoors, especially in bad, rainy or frosty weather. Before each lesson, the teacher talks about the subject of the lesson. For example, the theme is autumn. The teacher tells when autumn comes, what external signs are: leaves turn yellow, leaves fall, birds fly away to warmer regions, and the like. After which a didactic lesson is conducted in a playful way.

"Guess the time of year." The goal is to provide an understanding of the signs corresponding to the seasons. To consolidate in memory the characteristic features of summer, autumn, winter and spring. Development of auditory attention. Ability to formulate and express thoughts.

Actions. The teacher names weather and natural phenomena. For example, it began to snow, a blizzard swept the street, a snowdrop blossomed, a bunny changed the color of its fur coat. Preschoolers must highlight the odd ones out, name the time of year and justify their choice.

“What grows where?” The goal is to introduce kids to the plant world and places where different plants grow.

Preparation. The teacher talks about trees and shrubs, where and in what area they grow, and shows pictures.

Actions. The children stand in a semicircle, facing the teacher. The teacher shows a picture of a plant and says: “This is a strawberry, it grows here.” If the kids agree, they jump in place. The teacher shows a card with a pineapple and says that it is a pineapple, it grows in the north. If the restless people don’t agree, they stand and wave their hands: no, that’s not true.

"Birds, animals, fish." The goal is to provide knowledge about the species concept, to teach how to distinguish objects into groups.

Preparation. The task is performed in a playful way, using a ball or a small toy.

Actions. Preschool children stand in a circle, facing each other. The host starts the game. Throws the ball and says it's a fish. The child who caught the ball must name the fish, for example, pike, crucian carp, and throw the ball to his neighbor. When a preschooler throws a ball, he sets a task: to name a representative of fish, birds or animals. The one who catches the ball must give the correct answer.

"Guess what's hidden." The goal is to teach how to identify the characteristic features of an object and recognize it by description.

The presenter covers the apple, banana or carrot with a napkin. Invites you to guess what is hidden based on the description. Fidgets can ask leading questions. The first one to name the hidden object wins.

Sensory perception

Didactic sensory games are aimed at developing visual and tactile perception. Before conducting play activities related to sensory sensations, the teacher explains to preschool children what geometric shapes are and how they differ from each other.

Kids get acquainted with such materials as wood, metal, glass, plastic. The fidgets, together with the teacher, find the features of each material. For example, glass is fragile and can break. The wood is warm, the metal is cold to the touch.

"Make no mistake." The goal is to teach kids to group objects by shape and material. To consolidate in the child’s memory the knowledge and understanding of such concepts as soft, hard, smooth, rough, shiny, matte in color. The child must distinguish a large object from a small one and consolidate the concepts of geometric shapes.

Actions. The teacher divides the kids into several teams, optimally 4 teams. For each group, a box or basket is placed on the floor, onto which a picture with an object made of a certain material is attached. For example, metal scissors, a soft toy, a rubber ball, a plastic cube.

The teacher repeats once again with the preschool children how one material differs from another, after which he gives the task to the teams. Each group must find and collect in their box as many items as possible from the material shown in the picture. The team that collects the most items the fastest wins.

You can change the conditions of the gameplay, offer to collect round, square, triangular objects.

"Air balloons". The goal is to give the concept of spectrum, to consolidate the colors of the spectrum in memory: red, orange, yellow, green, blue and violet.

Actions. Each preschooler has a picture with multi-colored balls in front of him. You need to find and tie a thread of the same color.

Any didactic game for a 5-6 year old child is primarily aimed at expanding vocabulary, as well as developing speech. Coherent, logically structured speech is an indicator of the speech development of a preschooler. After 5 years, the baby begins to control his speech. In a child’s conversation, not only simple but also complex sentences appear.

Children distinguish and identify groups of sounds in words. Speech becomes more expressive, the preschooler uses intonation correctly. Can emphasize a sad or cheerful mood with his voice. Preschoolers understand and are able to regulate the volume of their voice and its tempo. They can speak in a whisper, quickly or slowly.

Didactic games for speech development teach you to coherently express your thoughts, build a correct dialogue, and teach you to pronounce sounds correctly. In games for speech development, special attention is paid to the formation of speech and phonetic hearing of a preschooler. The teacher works with sounds and letters in a playful way, and teaches how to correctly formulate and pronounce entire sentences.

"Broken phone". The goal is to develop auditory perception, memory, ability to work in a team, honesty and goodwill.

Rules. The child whispers the word to the neighbor so that other children do not hear. If the child incorrectly conveyed the word, that is, damaged the phone, this child must sit in the last chair.

Actions. Preschoolers sit side by side on chairs, forming a chain. The first child quietly speaks a word into the neighbor’s ear, who passes it on. The kid who sits last names the word he hears. If the phone works, the word was transmitted correctly. If the phone breaks down, they ask along the chain who heard what word, and find where it was transmitted incorrectly.

"Solve the puzzle." The goal is to teach how to divide words into syllables, be able to highlight the first syllable, and form words.

Rules. In each word presented, highlight the first syllable and create a new word.

Actions. Find the word that is hidden on the card. Each preschooler receives a picture showing 3 drawings. You need to name the words, select 1 syllable from each word. Make a hidden word from the received syllables. For example, there are pictures with the following words:

• sun, shovel, car (straw);
• house, rose, guitar (roads);
• wolf, chamomile, tank (gate);
• owl, button accordion, cabbage (dog).

“Say the opposite.” The goal is to give the concept of antonyms and consolidate it in memory. Expansion of vocabulary, formation of correct speech. Developing mindfulness.

Rules. For each word, choose the opposite meaning. For example, big - small, up - down, far - close. You can use verbs: wet - dry.

Actions. Preschool children sit on chairs in a circle. The teacher takes the ball, says the first word and throws the ball. The kid catches the ball, says a word with the opposite meaning, and throws the ball to another child.

"One is many." Goal: The preschooler must learn to form a plural from a singular noun. Expand your vocabulary.

Rules. The teacher says the word in the singular, the child must form the plural.

Actions. The teacher throws the ball and says the word in the singular. The preschooler returns the ball, while naming the plural.

“Say more words.” The goal is to teach how to describe an animal not only by external signs, but also by traits and character traits.

Actions. The teacher suggests taking a picture of any animal and describing it. For example, a cat is fluffy, affectionate, loves milk, meows gently. The more words and definitions the fidget comes up with, the better.

Didactic games in mathematics allow you to consolidate previously acquired knowledge and learn new concepts. Knowledge of numbers and simple mathematical operations helps to begin solving problems with 1 or 2 steps. Solving mathematical problems develops thinking and intellectual abilities. Parents can conduct such activities in a playful way at home, using children's lotto or domino cards.

“Which number is missing.” The task is to consolidate ordinal counting in memory.

The teacher draws numbers on the board or attaches cards to them, but one number or several are missing. The baby must name the missing number, take a card from the table where it is depicted, and show it to everyone.

"More or less". Preschoolers must memorize the meaning of the concepts “more” or “less.” To do this, the child is asked to name a number that is greater or less than the number written on the board.

"Magic bag" The task is to consolidate knowledge about geometric shapes in memory. The children take turns taking a figure out of the bag by touch and describing it.

"Orientation in space." The preschooler must correctly navigate in space, understand the meaning of the terms: behind, side, left, right, below, above. You can offer to find a comfortable place for the doll. Place it in the middle, then move it back. Park the car behind.

The study of traffic rules in preschool institutions is given special importance. Knowing and following the rules of behavior on the road helps protect the life and health of preschoolers.

Acquaintance with road rules begins in a playful way with an acquaintance with the colors of traffic lights.

"Traffic light". The goal is to teach the rules of safe crossing of streets and intersections. Learn what the traffic light colors mean.

Preparation. The teacher shows a picture of a traffic light and explains the meaning of each color. He tells you how to cross the road correctly, what a zebra crossing is, whether you need to let a car pass, and how to check that there is no danger on the road. Children repeat and retell what they remember.

A model of a road with an intersection, where there is a roadway and a sidewalk, is being prepared. Figures of pedestrians are cut out of cardboard and painted. Car figures are made in the same way. Instead of cardboard crafts, you can use toy models of cars and small dolls.

Actions. One child places cars and dolls on a model road. Turns on the traffic light and changes colors one by one. The second kid guides pedestrians across the road and helps cars pass. After completing the gameplay, preschoolers change roles. When summing up, the number of errors is taken into account. The little one who makes the fewest mistakes wins.

To reinforce the educational material, you can conduct practical classes in the playroom or in the courtyard of a preschool institution. If the game activity is held indoors, then you can make a road, sidewalk and pedestrian zebra crossing using colored ribbons. On the street, all the details of the crossing can be drawn with white chalk.

There are board game sets for learning the rules of the road. They contain a playing field, cubes, chips, figures of cars and pedestrians, as well as road signs on stands. Several people can take part in the game. Preschoolers take turns throwing the dice, taking as many steps as the dice shows. If there is a red traffic light on the playing field, the pedestrian skips a turn, a green one - continues moving.

“Connect parts of signs into a whole.” Kids love to collect puzzles - images of something cut into pieces. Give each child a cut-out picture of a road sign to assemble. When the fidget has collected a road sign, he raises his hand. Tells his group mates what sign he has collected and what this road sign means.

Basics of life safety

Sometimes a circumstance may arise when a preschooler must urgently provide first aid, call the fire department, ambulance or police. It is necessary to prepare young children for such situations. Preschoolers should be able to call adults for help, call the phone and call an ambulance or fire truck.

"Fire, help." The goal is to help the little man prepare for an unplanned situation. Teach how to call emergency services, explain the rules of behavior.

Preparation. The teacher talks about dangerous household objects, things that are very dangerous to play with. Shows telephone numbers of firefighters, ambulance, police, which are written on a piece of paper. Tells you how to call for help correctly. 2 phones are brought.