Card index of didactic games on ecology for preschoolers card index on the world around us (preparatory group) on the topic. Ecological games for children of middle and senior preschool age Games on an environmental theme card index

Card index

environmental games

for children of the middle group.

Completed by: teacher

Suleimenova E.S.

1. Photographer

2. Micro-display

3. Sounds

4. Multi-colored fruits

5. Skinny vegetables and fat vegetables

6. Mix and match

7. Owls and crows

8. How different we all are

9. Repeat

10. Frame

11. Blind chicken

12. Find your tree

13. Windows of the earth

14. Not a nature trail

15. Guess who I am

16. Wonderful bag

17. What does it look like

18. Benefit - harm

19. On the contrary

20. Chain

21. 4 seasons.

22. The boy is the opposite

23. Shadow

24. What will we take with us?

25. Find the right word

26. Nature is not nature

27. Pumps

28. Report.

The teacher gives the task:

Stand on the left those who love the sea more, on the right those who love the river more, and in the middle let those who like both remain.

Then the children are asked questions:

Why do you like the sea?

Why do you love the river?

Why did you stay in the middle?

Task options: winter - summer,

chamomile - bell, rain - snow.

At the end of the game, the teacher must conclude that both are good, you just need to notice this good in nature. As a result of such games, it becomes difficult for children to choose what is best and they remain in the middle. However, this is not the goal of the game.

Card number 9. "REPEAT"

Goal: develop observation and creativityCard No. 1. "PHOTOGRAPHER"

Goal: to provide the child with the opportunity to gain experience of direct communication with nature.

The first option: “Am I a good photographer?”

The children split up in pairs. One child is a “photographer”, the other is a “camera”. The “photographer” points the “camera” at some object of nature, “takes a picture” (he slightly tugs his ears, having previously thought about what he wants to “photograph.” The teacher asks the children questions:

What did the “camera” “photograph”?

What did the “photographer” want to “photograph”?

Is this a natural object or not?

Why exactly did the “photographer” want to “photograph”7

Why did he like this natural object?

Why did the “camera” “photograph” this same natural object?

When children learn to notice something special, unique, very beautiful in nature, then the “camera” and the “photographer” will “photograph” the same thing.

Second option: “Instant photography”.

The principle of the game is the same, but the “photographer” points the “camera”, whose eyes are closed, then “takes a photo” (the child - the “camera” instantly opens and closes his eyes). This snapshot remains in the child’s memory for a long time. It’s better to photograph something special in nature: a bright insect or an unusual flower (you shouldn’t take many pictures in one day).

Card No. 2. "MICROPIShow"

Goal: to teach children to “see” nature (notice its smallest details and feel it). The game is played in nature.

The teacher lays out a “path” on the ground (a regular rope is used). Children go on a hike along this trail (crawl next to the rope, repeating its bends) and at the same time perform tasks like:

Count how many yellow blades of grass you met on your way.

Find and remove (if you come across along the way) non-natural objects, etc.

It is advisable if children imagine themselves as some small animal and do not raise their heads high from the ground (grass). If along the way you come across any real small insect, then the teacher gives tasks like:

Imagine yourself in the place of this insect, what do you think it said now, what would it think?

Where is it going now?

This game is a good opportunity to use trick techniques such as empathy and fantasy.

Card number 3. "SOUNDS"

Goal: to teach children to “hear” nature (carried out in nature).

The teacher gives the task:

“When you hear any sound, bend your finger, etc. When all five fingers are bent, open your eyes and be silent to give other children the opportunity to “count the sounds.”

The teacher asks the children questions like:

Which sound did you like best?

What sound did nature make, and what sound did man make, what sound was the loudest (quiest?

Did the wind make any sound?

In the future, you can “listen” to nature with both hands (use 10 fingers).

Card No. 4. “MULTI-COLORED FRUITS”

Goal: to show children the diversity and color of all living things.

The teacher puts on a flannelgraph an image of various fruits and asks the children questions like:

Which fruit is better (worse) and why, which one is thinner (thicker?

Which is the most beautiful (ugly), which is the darkest (lightest?

Why is this fruit beneficial (bad?

What would happen if all the fruits disappeared?

At the end of the conversation, the teacher concludes that the fruits of plants are varied and colorful, and all of them, even the most inconspicuous in appearance, are very necessary for humans.

Card No. 5. “VEGETABLES – “THIN” AND VEGETABLES – “FAT”

Goal: to develop children's creative abilities and the ability to explain and defend their point of view.

The teacher gives the children the task of remembering what vegetables they know and dividing at will into “skinny” vegetables and “fat” vegetables. Then depict these vegetables so that it becomes clear to everyone that this fruit is thin, and that one is plump (you can draw in or puff out your cheeks, press your arms to your body or round them). The child must choose the image method himself. The teacher asks the children questions like:

What vegetable are you representing?

Why did you choose this particular vegetable?

Why do you consider this vegetable to be “skinny” (“fat”?

Card #6 “MIX AND MATCH”

Goal: to teach children to notice the smallest details of natural objects, to develop observation skills.

The teacher distributes natural objects of the same name to all children (for example, maple leaves). Children should take a good look at them and then put them in one place, for example, on a table. The teacher mixes the leaves, lays them out one at a time on the table and gives a task: find each of your own leaves.

If the children cannot complete the task the first time and begin to get confused, then you need to give them the leaves again and repeat the task. When the children complete the task, the teacher asks the children questions like:

Why do you think this is your leaf?

How is your sheet different from your friend’s sheet?

In this game you can use natural materials (dry twigs, fruit seeds, etc.)

Card No. 7. “OWLS AND RAVENS”

Goal: to test and consolidate children’s ideas about the world around them.

Children should be divided into two teams: “Owls” and “Crows”. Both of them stand in a line opposite each other at a distance of 3 meters, with their houses behind them, also at a distance of 3 meters. The teacher gives the task:

The Owls love the truth, the Ravens love lies, so if I tell the truth, the Owls must catch the Ravens. "Crows" run away to their homes and vice versa.

Then the teacher pronounces phrases of natural history content:

bears love to eat tigers

birch trees have earrings in spring

elephants can't swim

dolphin is an animal, not a fish

Children must realize the correctness or incorrectness of the phrase, based on their knowledge on this topic, and themselves respond with their behavior (run away or catch up) to this phrase. After each time, it is advisable to ask the children why they acted one way or another, and after 2-3 phrases, change the players’ places.

Card No. 8. “HOW DIFFERENT WE ARE ALL”

Goal: to show the diversity of the natural world, its uniqueness, to highlight the good qualities of any natural object.

Children stand in a circle. The first child names an animal (bird, insect, depending on the topic proposed by the teacher) and makes a characteristic gesture of this animal. The next child repeats what the first one said and did, names his animal, shows his gesture. The next one repeats what the first two children said, names his animal and makes his own gesture, etc.

Basic rule: animal names and gestures must not be repeated. But you can give each other hints; it even brings the children closer together and makes the game more interesting.

The game involves 5-8 children, then you can increase the number of players

Card No. 10. “FRAME”

Goal: to expand the experience of direct communication with nature, to learn to notice the smallest details of natural objects and note their uniqueness.

The teacher needs to prepare frames for all children (fold the album sheet in half and cut out a window on one side). In this frame, children can place the most beautiful places made from natural materials (a leaf of a tree, a blade of grass, bark, just don’t tear it off. The teacher gives the task:

Make a portrait of autumn and name it.

Make a picture of today.

Card No. 11. “BLIND CHICKEN”

Goal: to provide an experience of direct communication with nature (carried out in nature).

Children should stand in single file, holding onto the belt of the person in front. The teacher blindfolds them and leads them along a certain route, overcoming an “obstacle course” (stepping over stones, going around trees, passing low under a lowered branch, etc.). The route is outlined by the teacher in advance and it is better if it goes in a circle. Having reached the beginning, the teacher unties the children's eyes and invites them to go through the same route with their eyes open, without holding on to their belts, in order to be able to look and touch what the teacher told them while going through the obstacle course, but which they themselves did not see. Let the children themselves try to guess where they bent down and where they walked around the stone.

Card No. 12. “FIND YOUR TREE”

Goal: to provide the opportunity to explore the environment, to use the experience of direct communication with it (carried out in nature).

The teacher blindfolds one child, spins him around several times and leads him to a tree. The child must explore this tree by feeling it. During the study, the teacher asks guiding questions:

Is it smooth or not?

Does it have leaves?

Do the branches start high from the ground?

Then the teacher takes the child away from the tree, confuses the tracks, unties his eyes and invites him to guess “his” tree, using the experience gained while feeling the tree.

In the future, you can offer children games in pairs.

Card No. 13.

"WINDOWS OF THE EARTH"

Goal: to develop imagination, fantasy and the ability to imagine oneself in the place of another (carried out in nature).

Children should lie down on the ground and not move. The teacher lightly throws leaves at them and gives them a task: imagine that you are pieces of earth, your eyes are “windows of the earth.” Questions to consider:

What is visible to the earth through the windows?

How does the earth feel now?

How many different blades of grass grow nearby?

What would the earth be afraid of at this moment?

How could she protect herself?

Card No. 14. “NOT A NATURE TRAIL”

Goal: to develop observation and the ability to notice the smallest details in nature (carried out in nature).

The teacher marks a “path” in nature and hangs and scatters various unsuitable objects on it. According to this teacher’s assignment, children must walk along the “path”, count how many non-natural objects they noticed and say this number in the teacher’s ear. At the end of the game, the most observant one is chosen.

Card No. 15. “GUESS WHO I AM.”

Goal: to develop creative, imitative abilities in children

The teacher selects one child, speaks the name of an animal into his ear and offers to portray it so that the other children can guess who it is, but the driver should not make a sound.

You can use another option, when a group of children portrays a representative of the animal world, and the child leader must guess who.

Card No. 16. “WONDERFUL BAG.”

Goal: to develop tactile sensations, imagination and fantasies in children.

This game requires a bag with two holes on the sides into which children can put their hands. A variety of natural materials are placed in this bag depending on the topic of the lesson.

First option: “Describe and guess.”

The child must stick his hands into the holes and guess what is in the bag, after first describing the natural object.

Second option: “Ask and guess.”

The child must stick his hands into the holes and feel the natural object. Children must guess what is in the bag by asking the child who is feeling the questions:

Is it smooth or not?

What shape is it?

How many angles does this object have?

Third option: “Let’s guess together.”

Two children participate in the game: one puts his hand on one side, the other on the other. Children should feel the natural material together and decide together what it is.

Card No. 17. . "WHAT DOES IT LOOK LIKE"

Goal: to develop creative imagination and fantasy in children

To play, you need a variety of natural materials, which are distributed to children (it is better to use tree bark).

"What does it look like? »

Children should offer options and then sketch the most interesting ones.

Card No. 18. “BENEFITS - HARM”

Goal: to make children understand that in nature there are neither useful nor harmful, only necessary ones.

Stage 1

First option: “Benefit – harm.”

(topic: wildlife).

Children should stand in a circle. The teacher asks the question: “What is the use of a bee? ", children must take turns answering the question without repeating the answers of their comrades. Then the task changes: “What harm does a bee do? »

Second option: “Like it - don’t like it.”

(topic: not living nature).

Principle of organization, see option 1.

Third option: “Good - bad.”

(topic: seasons and 4 elements: water, air, earth and fire). The principle is the same.

Stage 2

The teacher asks the question: “What would happen if all the bad qualities of natural objects disappeared, and everything around became good? "(the wolf became good - he stopped eating hares, there would be so many hares that they would gnaw all the bark on the trees, there would be fewer trees and many birds would have nowhere to live).

It turns out that if everything is only beneficial and no harm, then life on the planet will change dramatically and may even die.

At the end of the game, the teacher must conclude that there are no harmful creatures, no useful ones, there is nothing superfluous in nature, everything is necessary.

Card No. 19. “VERSCEPT”

Goal: to show children the presence of contradictions in nature and note that everything in nature is unique.

The organization of the game can be different:

1. The “circle” technique is used

2. Children are divided into two teams, which must be changed after 2-3 tasks.

The teacher gives the children the task of choosing something in nature:

beautiful - ugly

cold - hot

smooth – rough

It is necessary that children name only natural objects and not confuse them with objects created by human hands, i.e., the emphasis is on children’s ability to distinguish natural from non-natural. In the case of a team organization of children, the team that completes the task faster wins the game.

Card number 20. "CHAIN"

Goal: to develop children’s logical thinking and the ability to navigate verbal material of natural history content, expand children’s horizons about the interconnections and cause-and-effect relationships in nature, and develop the ability to critically evaluate the surrounding reality.

The teacher chooses the topic of the chain, for example: “SNOWFALL” and conducts a conversation with the children on this topic like:

It is good that there is a lot of snow, but the bad thing is that it is difficult to run if the paths are not cleared;

It’s good that the paths are not cleared, because you can see bird tracks on them, but it’s bad because then you won’t be able to get close to the birds, because it’s difficult to walk through the snow;

It’s good that you don’t get close to the birds, because you can scare them, but it’s bad that the birds are shy;

It’s good that birds are shy, otherwise some playful children might offend them, but the bad thing is that there are such children;

The conclusion is drawn that there is no need to offend anyone, one must be a good owner of nature. The teacher needs to direct the child’s thoughts along the right path and use natural history content to create a chain

Card number 21. "4 SEASONS"

Goal: to develop logical thinking and enrich children’s horizons with the concept of seasonal changes in nature.

The teacher names some object of the living world (living or plant) and invites the children to imagine and tell where and in what form this object can be seen in summer, winter, autumn, spring.

For example: MUSHROOMS.

In summer - fresh in the forest, along the edges of the road, in the meadow, as well as canned in jars, dried, if left over from last year or prepared this year.

In autumn it’s the same.

In winter - only canned or dried, but they can also be fresh only if they are grown in a specially designated place.

In spring - see winter, but add mushrooms that grow in spring (morels).

Card number 22. "THE BOY REVERSE"

Goal: to cultivate a correct attitude towards nature, to expand children’s understanding of the rules of behavior in nature.

The essence of the game is that there is a boy in the world who does everything the opposite if he hears bad advice.

The teacher gives the children negative and positive rules of behavior in nature, and the children must say what this boy would do in this or that case, and explain why

Card number 23. "SHADOW"

Goal: to expand children’s understanding of the rules of behavior in nature, about the useful activities of people in nature, to develop children’s imitative abilities (carried out in nature).

The essence of the game is that every person has a shadow, but our shadow is special, it exactly repeats the person’s movements only if he does something good. Otherwise, she says: “I won’t, I won’t repeat it,” and even explains why.

The teacher divides the children into pairs, in which the first child is a child, and the second is his shadow: “A child can do whatever he sees fit in nature, i.e., walk, smell flowers, collect dry twigs, etc., and The “shadow” evaluates his actions. At the end of the game, the child with the most obedient shadow is chosen

Card number 24. “WHAT SHOULD WE TAKE WITH US”

Goal: to expand children's understanding of different habitats.

The teacher invites the children to go on a trip (to a meadow, to a forest, to a lake). Children must choose from the proposed cards depicting the objects a person needs for this journey, explaining their choice or giving a verbal answer.

Card number 25. "FIND THE RIGHT WORD"

Goal: to develop fantasy, imagination, vocabulary, vocabulary of children.

Option 1: “Choose a definition for a natural object.”

Children must choose words for the teacher’s assignment:

What kind of leaves can there be?

What kind of snow can there be?

Option 2: “Select a natural object for the definition.”

The teacher gives the task:

What could be hot on the river bank (in the forest, at the sea?

What can be dark in the city (in a park, in a clearing?

The teacher must ensure that children use only natural objects for selection.

Card number 26. “NATURE IS NOT NATURE”

Goal: to highlight the differences in natural and non-natural objects, as well as their connection and interaction, to show children the role of man in the imagination of nature.

A set of cards or postcards depicting natural objects created by human hands is used. Children must choose images of natural objects from the total number of cards, after which the teacher conducts a conversation:

How do natural objects differ from everything that surrounds us?

What does a person use to create non-natural objects?

Do you think objects created by human hands can be called natural?

Using the same principle, you can play “living - nonliving” using a set of cards depicting living and nonliving objects of nature and conversation questions.

Card No. 27. "PUMPS"

Goal: to develop children's perception of smells.

To play, you need to have 3 opaque bags, each of which contains one saturated with the smell of different perfumes.

The essence of the game is that children are “hares”; they are hunted by a fox, which has its own specific smell (children are given 1 bag to smell - this is the smell of the fox). Hares are frolicking in the clearing, but their nose must sense everything and identify the “smell of a fox” in time in order to run away (children are given a chance to smell all three smells in turn and they must choose the smell of a fox). If the child correctly identified the smell that was offered to him earlier, then the “hare” remains intact, because he was able to sense the approach of danger in time and vice versa. At the end of the game, “hares” are selected - long-lived ones.

Card number 28. "REPORTAGE"

Goal: to develop the opinion of children by expressing their contradictions from communicating with nature in verbal form (carried out after the excursion).

The teacher uses the “circle” technique to compile reports on various topics (the most beautiful flower seen on the excursion). The child must come up with a name for his report and briefly talk about the flower. For example: what is it called, what is it like, why did you like it, etc.

You can use the theme: “forest newspaper report” when children compose reports on any topic. Homework assignments are also used:

Write a report about the indoor plants you have at home;

Write a report about your favorite animal;

make a report about the living inhabitants of your apartment.

Card#2

"Tops - roots."

Didactic task: teach children to make a whole from parts.

Materials: two hoops, pictures of vegetables.

Progress of the game. Option 1 . Take two hoops: red, blue. Place them so that the hoops intersect. In the red hoop you need to put vegetables whose roots are used for food, and in the blue hoop you need to put those whose tops are used.

The child comes to the table, chooses a vegetable, shows it to the children and puts it in the right circle, explaining why he put the vegetable there. (in the area where the hoops intersect there should be vegetables whose tops and roots are used: onions, parsley, etc.

Option 2. On the table are the tops and roots of plants - vegetables. Children are divided into two groups: tops and roots. Children of the first group take the tops, the second - the roots. At the signal, everyone runs in all directions. To the signal “One, two, three – find your match!”

Card#4

"The fourth is odd."

Didactic task: to consolidate children's knowledge about insects.

Progress of the game: the teacher names four words, the children must name the extra word:

1) hare, hedgehog, fox, bumblebee;

2) wagtail, spider, starling, magpie;

3) butterfly, dragonfly, raccoon, bee;

4) grasshopper, ladybug, sparrow, May beetle;

5) bee, dragonfly, raccoon, bee;

6) grasshopper, ladybug, sparrow, mosquito;

7) cockroach, fly, bee, cockchafer;

8) dragonfly, grasshopper, bee, ladybug;

9) frog, mosquito, beetle, butterfly;
10) dragonfly, moth, bumblebee, sparrow.

The teacher reads the words, and the children must think which of them are suitable for the ant (bumblebee...bee...cockroach).

Dictionary: anthill, green, flutters, honey, shifty, hardworking, red back, passive, annoying, hive, shaggy, ringing, river, chirping, web, apartment, aphids, pest, “flying flower”, honeycomb, buzzing, needles, “champion” by jumping", motley-winged, big eyes, red-whiskered, striped, swarm, nectar, pollen, caterpillar, protective coloration, repellent coloration.

Card#6

"The birds have arrived."

Didactic task: clarify the idea of birds.

Progress of the game: the teacher names only the birds, but if he suddenly makes a mistake, then the children must stomp or clap.

For example. Birds arrived: pigeons, tits, flies and swifts.

Children stomp -

What is wrong? (flies)

And who are these flies? (insects)

Birds arrived: pigeons, tits, storks, crows, jackdaws, macaroni.

The children are stomping.

Birds arrived: pigeons, martens...

The children are stomping. Game continues.

The birds have arrived:

Tit pigeons,

Jackdaws and swifts,

Lapwings, swifts,

Storks, cuckoos,

Even owls are scops owls,

Swans, starlings.

Well done to all of you.

Result: the teacher, together with the children, identifies migratory and wintering birds.

Card#8

"MIKROSHOW"

Goal: to teach children to “see” nature (notice its smallest details and feel it). The game is played in nature.

The teacher lays out a “path” on the ground (a regular rope is used). Children go on a hike along this trail (crawl next to the rope, repeating its bends) and at the same time perform tasks like:

Count how many yellow blades of grass you met on your way.

Find and remove (if you come across along the way) non-natural objects, etc.

Imagine yourself in the place of this insect, what do you think it said now, what would it think?

Where is it going now?

Card number 10.

“HOW ARE ALL DIFFERENT»

Goal: to show the diversity of the natural world, its uniqueness, to highlight the good qualities of any natural object.

The teacher gives the task:

Stand on the left those who love the sea more, on the right those who love the river more, and in the middle let those who like both remain.

Then the children are asked questions:

Why do you like the sea?
Why do you love the river?
Why did you stay in the middle?

Task options: winter - summer,

chamomile - bell, rain - snow.

Card number 12.

"BLIND CHICKEN"

Goal: to provide an experience of direct communication with nature (carried out in nature).

Card No. 14.

"FIND YOUR TREE"

Goal: to provide the opportunity to explore the environment, to use the experience of direct communication with it (carried out in nature).

The teacher blindfolds one child, spins him around several times and leads him to a tree. The child must explore this tree by feeling it. During the study, the teacher asks guiding questions:

Is it smooth or not?

Does it have leaves?

Do the branches start high from the ground?

Then the teacher takes the child away from the tree, confuses the tracks, unties his eyes and invites him to guess “his” tree, using the experience gained while feeling the tree.

In the future, you can offer children games in pairs.

Card No. 16

"VICE VERSA"

Goal: to show children the presence of contradictions in nature and note that everything in nature is unique.

The organization of the game can be different:

1. The “circle” technique is used

2. Children are divided into two teams, which must be changed after 2-3 tasks.

The teacher gives the children the task of choosing something in nature:

beautiful - ugly

cold - hot

smooth – rough

Card No. 18.

"SHADOW"

Goal: to expand children’s understanding of the rules of behavior in nature, about the useful activities of people in nature, to develop children’s imitative abilities (carried out in nature).

Card number 24.

"BENEFITS - HARM"

Goal: to make children understand that in nature there are neither useful nor harmful, only necessary ones.

Stage 1

First option: "Benefit - harm." (topic: wildlife).

Second option: “Like it - don’t like it” (topic: not living nature).

Principle of organization, see option 1.

Third option: “Good - bad.” (topic: seasons and 4 elements: water, air, earth and fire). The principle is the same.

Stage 2

It turns out that if everything is only beneficial and no harm, then life on the planet will change dramatically and may even die.

At the end of the game, the teacher must conclude that there are no harmful creatures, no useful ones, there is nothing superfluous in nature, everything is necessary.

Card#23

"FRAME"

Goal: to expand the experience of direct communication with nature, to learn to notice the smallest details of natural objects and note their uniqueness.

Make a portrait of autumn and name it.

Take a picture of today

Card number 21.

"WONDERFUL BAG."

Target : develop tactile sensations, imagination and fantasies in children.

This game requires a bag with two holes on the sides into which children can put their hands. A variety of natural materials are placed in this bag depending on the topic of the lesson.

First option: “Describe and guess.”

The child must stick his hands into the holes and guess what is in the bag, after first describing the natural object.

Second option: “Ask and guess.”

The child must stick his hands into the holes and feel the natural object. Children must guess what is in the bag by asking the child who is feeling the questions:

Is it smooth or not?

What shape is it?

How many angles does this object have?

Third option: “Let’s guess together.”

Two children participate in the game: one puts his hand on one side, the other on the other. Children should feel the natural material together and decide together what it is.

Card number 23.

« FIND THE RIGHT WORD"

Goal: to develop fantasy, imagination, vocabulary, vocabulary of children.

Option 1: “Choose a definition for a natural object.”

Children must choose words for the teacher’s assignment:

What kind of leaves can there be?

What kind of snow can there be?

Option 2: “Select a natural object for the definition.”

The teacher gives the task:

What could be hot on the river bank (in the forest, at the sea?

What can be dark in the city (in a park, in a clearing?

The teacher must ensure that children use only natural objects for selection.

Card No. 27

« Guess the plant from the description"

Didactic task. Find objects using the listed characteristics.

Game action. Search for an object using a riddle-description.

Rule. You can show the plant only after the teacher tells you at his request.

Equipment. For the first games, several indoor plants (2-3) with noticeable distinctive features are selected. They are placed on the table so that all children can clearly see each plant.

Progress of the game. The teacher begins to talk in detail about one of the plants. First, for example, he notes what it looks like (“like a tree,” like “grass”), then asks to say whether the plant has a stem. The teacher draws the children's attention to the shape of the leaves (round, oval - like a cucumber, narrow, long), the color of the flowers (primary colors), their number on the peduncle. The first description is given at a slow pace, so that the children can see and consider everything that the teacher is talking about. Having finished the description, the teacher asks: “What plant did I tell you about?” Children show the plant and, if they can, name it.You can invite the children to find all the plants in the group room that are similar to the one described.

Card No. 29

“Imagine that you are a spider.”

THE TEACHER SUGGESTS THE CHILDREN REMEMBER THE CARTOON ABOUT A SPIDER WHO HAD NO FRIENDS BECAUSE EVERYONE WAS AFRAID OF HIM AND CONSIDERED HIM UNBEAUTIFUL.

PROGRESS OF THE GAME: teacher. We talked a lot aboutinsects A spider is not an insect, that’s why it doesn’t have fur, but eight legs. But he is also very small compared to other animals. What do you know about the spider? Let's play? Imagine that you are little spiders. You have eight legs, and by deftly moving them, you can crawl along blades of grass and even along a flat wall. And you also know how to weave a web. It is light and airy. Sometimes drops of dew fall on it and shine in the sun. Then the web becomes even more beautiful. It is located in a very quiet and cozy place. You love to ride it when the breeze blows. (Next he addresses one child.)What can you say about yourself, spider? Describe your appearance. What do you think is most attractive about your appearance? Which insect or arachnid are you friends with? Is it good or bad when other insects get into your web? And if no one fell into your web, what would happen to you? Do you think that if you and the other spiders weren't on earth, anything would have changed? Who are you afraid of? How do you feel about the fact that many people are afraid of you and don’t like you? How do you feel when your cobwebs are brushed away with a broom? Where do you like to spin your web? What do you dream about when you relax on it? Do you know that people can be beautiful and ugly? You will not kill and offend ugly people, because it is not their fault that they were born. So animals, including insects and arachnids, are beautiful and ugly. It seems to me that everyone is beautiful in their own way, you just need to look very carefully. And there are no useless animals on earth. You looked at the world through the eyes of a spider. Now, I will know that you will not kill anyone, and you will not allow anyone to destroy the spiders.

Card No. 31

"On the ant trail."

Teacher (addresses different children in turn). Now I will touch you with a magic wand, say a spell, and you will turn into an ant. Not afraid? Tell me, little ant, what benefits do you bring to people in nature? You're so small. How would you feel if no one noticed you?

You are running along the track. Suddenly a man walks and does not look at his feet. He's so huge compared to you! Here he lifts his leg. How are you feeling at this moment? What do you want to shout to him? What can I blame? What to ask for?

You and your ant brothers spent a very long time building an anthill house. How many sticks and twigs had to be brought to assemble a house for everyone. How all the ants rejoiced when it was finally built! But some boy, for fun, destroyed an anthill with a stick, and even laughed at the scattering ants. How would you feel towards this destroyer? What did you tell him so that he would never do that?

Soon, the anthill will close for the night, but you are still far away. How do you feel when you are late for the anthill? Who would you ask to help you get home quickly?

Tourists often come to the forest. They love to make fires. How would you feel if a fire was lit right next to an anthill, what would you tell them? What would you whisper about?

There are many insects in your world. Which of them are you friends with? How do you protect yourself from enemies? What do you dream about after a hard day?

So you have been a little ant. And now, when you see an ant, say hello to it, ask how it is doing. Never offend the little ones, take care of the defenseless.

Card No. 33

“Nature created the burdock to pester.”

Educator. Children, imagine a warm sunny day. Daisies, bluebells, meadow carnations, porridge and other flowers bloom all around. A narrow path runs through the middle of the meadow. A lonely burdock grows near it. It clings to the clothes of all the people who pass by, to the fur of animals running past. People react differently to the sticky burr. Some are calm, even collecting round Velcro and making brooches, baskets, and toys out of them; others get angry, swear, tearing thorns from their clothes.

Imagine that you are the burdocks growing along the road. Why are you offended while standing by the road? What are you afraid of? How would you feel about children picking off your thorns and throwing them? What good things could you tell about yourself? For whom could you become a protection? Who could be cured? What healing powers do your roots and leaves have? What games could you play with your children? Would you like to grow up in a place where people don't go? Why? What are you dreaming about? Why do you cling to everyone?

Each plant is interesting in its own way and needs our attention and care.

Card#35

“A homeless person always feels bad.”

Educator: Yesterday we saw a stray puppy on the street. He had no owner. No one will caress him, feed him, or warm him. In the rain and snow he is alone outside.(Next addresses one child.)Do you feel sorry for the puppy? How can we help him? Imagine yourself in his place.

Why did you find yourself on the street? Do you think those who first get animals and then throw them away are doing the right thing? What would you advise people to do to prevent homeless animals? What can be built for homeless animals? What should every person know when buying any animal? Where would you live if you were left on the street? What would you dream about on a rainy or frosty day? How would you feel if you were kicked out of a warm entrance into the cold? What would you like to say to people who pass by you on the street and don't pay any attention? What do you think about at night when you're out in the yard? How would you thank the person who fed you? How do you feel when they say kind words to you, pet you, play with you? And when do they scold? You have friends? Who are they?

Stray dogs often get sick and attack people, so they are caught by special people and then taken to special kennels or destroyed. Is this fair? What should people do with someone who feels bad? What would you say to the person who took you home from the street? How would you feel about him?

It's very bad when you don't have a home. Always try to help the homeless. Remember to be responsible for those we have taught.

Environmental problems in our time are acute for humanity. Raising children so that they grow up to be cultured, enlightened and nature-loving people is one of the effective ways to solve these problems. Teachers of preschool institutions should begin work on the formation of an environmental culture in children from a very early age. Games with natural history and environmental content will help them with this.

Features of environmental education in kindergarten

“Ecology” is a word that is now more popular than ever before. The term, which previously meant only “the science of home,” that is, about the natural environment of planet Earth and the connections in it, has become much broader in the last half century: now it includes both natural history, environmental, and even moral aspects. “Environmentally friendly”, “ecological pollution”, “environmental problems” - these words are often heard from screens and flashed on the pages of magazines and newspapers. And these are not just phrases.

Relevance of environmental education

Pollution of air, water, soil, and the extinction of new species of animals and plants continues, although the scale of the disaster has decreased significantly compared to the middle of the last century, when the planet was on the brink of an environmental disaster. We can say that humanity stopped on the edge of the abyss and thought about what kind of world it would leave for its descendants.

Love the earth. It was not inherited by you from your parents, it was borrowed by you from your children.

Indian wisdom

The warnings of environmentalists have been heeded, and people around the world are increasingly paying attention to environmental protection. But it is not so easy to correct what the “conquerors of nature,” who did not expect favors from her, have done. Perhaps this is a matter of several generations. The most important thing we can do to preserve our planet is to educate its new defenders, literate, caring and skillful. To equip the younger generation with knowledge about nature and the connections in it, to teach how to use this knowledge, and most importantly, to instill love and respect for the complex and beautiful world that surrounds us, provides us with food and shelter.

Pictures of nature have long inspired people to do creative work.

Goals and objectives of environmental education in a preschool educational institution (DOU)

Preschool institutions have a special role: to awaken in the child a sense of admiration for the natural world, to provide primary knowledge about it, to lay the foundations for the formation of an educated, thinking and cultural personality who knows how to behave in a civilized manner in the environment. This is the main goal.

Environmental education of three-year-old children

Work on developing an environmental culture in kindergarten begins from the first days of the child’s stay, that is, in the early age group (third year of life). During this age period, she pursues the following educational goals:

To form in the child primary ideas about inanimate nature:
- about objects (sun, sky, earth, water, sand, stones, etc.), their manifestations in natural conditions (river water, icicles, streams), in everyday life (water for washing, drinking, cooking);
- about phenomena (such as snowfall, rain);
- about the connection between changes in nature and people’s lives (when it rains, you should dress warmly, put on waterproof shoes; when it’s warm and sunny, you can take a long walk, but you need to wear a Panama hat; in winter frosts, people wear hats, fur coats and coats, and children ride sledging).
To provide basic knowledge about living nature in the following areas:
- plants (learn to distinguish between trees and grass, flowers, vegetables and fruits);
- mushrooms (edible and dangerous - but this topic is studied more in the middle group);
- animals living near humans and their young (cat, kitten, dog, puppy, cow, calf, horse, foal, chicken, rooster, chick, duck, duckling, etc.);
- forest animals (fox, hare, bear, wolf, squirrel, etc.);
- birds (sparrow, tit, woodpecker, crow, etc.);
Study the seasons and seasonal phenomena:
- in the fall it becomes colder, it rains more often, the leaves on the trees turn yellow and fall off;
- In winter there is snowfall and frost;
- in the spring it gets warmer, the sun shines brighter, the snow melts, streams flow, grass and the first flowers grow, buds swell on tree branches, birds sing, insects appear;
- in summer it gets hot, there are a lot of flowers, butterflies fly.

Practical manifestations of acquired knowledge by the end of the academic year:

The child recognizes domestic and wild animals:
- in a toy
- in the natural environment (live),
- in the image (photo),
- in the picture (drawing);
in the natural environment it can show where the sun, sky, tree, flower are.

Educational tasks:

Foster a caring attitude towards nature in all its manifestations that are understandable to a child.
Teach to notice and appreciate the beauty of nature (This chamomile is so beautiful, white, with a golden center. There is no need to pick it, let other children admire it too).
Learn to enjoy natural phenomena, take an active part in winter fun, games with natural materials (especially water and sand).
Develop the ability to interact with nature without harming it (watch animals without scaring or touching them, collect fallen twigs, chestnuts, leaves for games).
Lay the foundations for caring for natural resources (do not spill water, value bread and vegetables).
Arouse interest in caring for plants and animals, support the desire to perform and imitate such actions.

Even a two or three year old child will find it easy to learn and master new knowledge and skills if they are presented in a playful way.

Observe, learn, love - these are the main rules of communication between a little person and nature

Environmental education of four-year-old children

In the fourth year of life, in connection with the transition of children from early preschool to junior age, the tasks of environmental education and upbringing become broader and more complex, but are based on the knowledge and skills already acquired.

In the field of familiarization with inanimate nature, children are given the following presentations:
- about the properties of water (it can be poured, it can be cold, warm; snow brought to the group in winter is melted into water);
- about the properties of sand (different characteristics of dry and wet);
- about other natural materials (stones, shells, clay); it is very useful to compare the properties of sand and stone placed in water: the stone remains the same hard, lies on the bottom, but can change color, become darker, and the sand lies on the bottom, when the water is mixed, its particles move;
- about the manifestations of water in nature (clouds, snow, etc.);
- about the importance of air for humans and animals.
The seasons are also studied in more depth.
- Children are given the idea of their sequence throughout the year, and also that this sequence is unchanged.
- When describing seasonal phenomena, they are characterized in more detail using epithets and comparisons (light clouds like fluff; pieces of ice transparent like glass).
- Work is deepening to establish connections between the phenomena of inanimate and living nature at different times of the year, between man, his actions and consequences for the natural environment. It is at this age that children are introduced to the autumn and spring migration of birds, the hatching of chicks, and the ability of some wild animals to hibernate.
- Much attention is paid to developing ideas about people’s work at different times of the year: in the fall they harvest vegetables, fruits, and berries; In winter, they regularly remove snow and sprinkle the paths with sand so that it is not slippery, and feed the birds; in the spring, seeds are sown in the beds, onions and potatoes are planted; in the summer they pick the first berries and fruits and take care of the flower beds. This knowledge is reinforced by the feasible participation of children in relevant work and observations.
When getting acquainted with plants, a number of new concepts are also introduced.
- Children learn to distinguish between trees, bushes and grass based on basic characteristics (height, presence or absence of a trunk).
- The dictionary of names of trees (poplar, maple, oak, chestnut, rowan, etc.), shrubs (lilac, viburnum), fruits (peach, apricot), berries (grapes, currants, raspberries, strawberries, cherries), vegetables (garlic) is significantly expanding , turnip), herbaceous plants (dandelion, coltsfoot, plantain).
- By the end of the year, children should be able to distinguish some vegetables and fruits not only by sight, but also by taste, and even by touch with their eyes closed.
- In addition to wild plants, children are also introduced to indoor plants, the conditions for their growth and development, the rules for caring for them and the tools that are necessary for this.
Knowledge about domestic and wild animals and their habits is also expanding and deepening significantly.
- Children begin to be introduced to the peculiarities of their behavior, nutrition, as well as the benefits they bring.
- Information is entered about pets that can be kept in kindergarten (parrots, canaries, goldfish, etc.), their appearance and habits; Children are taught the simplest actions to care for them (in the form of helping the teacher) and are taught love for them, the need to take care of smaller, weaker creatures.
- Children are getting acquainted not only with mammals, but also with amphibians (frog, turtle), insects (chafer beetle, ladybug, dragonfly), and fish.

Educational tasks:

To cultivate not only the desire to admire the beauty of nature, but also to express your impressions of its contemplation in speech and productive activities (drawing, modeling, appliqué, manual labor).
To cultivate a desire to do useful and good deeds based on knowledge about the simplest relationships in nature, as well as the results of one’s interaction with natural objects (we water a ficus - it will grow better, feed a canary - it will sing cheerfully), observe simple rules of behavior in nature (not pick flowers, do not break tree branches, do not offend or frighten animals, do not litter).

Ecology games in the first and second junior groups of preschool educational institutions

A game is a way to make the complex simple, and the inaccessible - close and understandable. The game is given to the child in order to bring the world of his desires closer to the world of real possibilities, to saturate the restless child’s nature with the impressions she dreams of through imitation and reincarnation.

Didactic games on ecology (card index)

What do we take into the basket?

Didactic task: to consolidate in children the knowledge of what crops are harvested in the field, in the garden, in the vegetable garden, in the forest.

Learn to distinguish fruits based on where they are grown.

To form an idea of the role of people in conservation of nature.

Materials: Pictures with images of vegetables, fruits, cereals, melons, mushrooms, berries, as well as baskets.

Progress of the game. Some children have pictures depicting various gifts of nature. Others have pictures in the form of baskets.

Children - fruits, disperse around the room to cheerful music, with movements and facial expressions they depict a clumsy watermelon, tender strawberries, a mushroom hiding in the grass, etc.

Children - baskets must pick up fruits in both hands. Necessary condition: each child must bring fruits that grow in one place (vegetables from the garden, etc.). The one who fulfills this condition wins.

The tops are the roots.

Did. task: teach children to make a whole from parts.

Materials: two hoops, pictures of vegetables.

Progress of the game.Option 1. Take two hoops: red, blue. Place them so that the hoops intersect. In the red hoop you need to put vegetables whose roots are used for food, and in the blue hoop you need to put those whose tops are used.

Option 2. On the table are the tops and roots of plants - vegetables. Children are divided into two groups: tops and roots. Children of the first group take the tops, the second - the roots. At the signal, everyone runs in all directions. On the signal “One, two, three – find your pair!”, you need

Ball game "Air, earth, water"

Did. task: consolidate children's knowledge about natural objects. Develop auditory attention, thinking, and intelligence.

Materials: ball.

Progress of the game: Option No. 1 . The teacher throws the ball to the child and names an object of nature, for example, “magpie.” The child must answer “air” and throw the ball back. To the word “dolphin” the child responds “water”, to the word “wolf” - “earth”, etc.

Option No. 2. The teacher calls the word “air”; the child who catches the ball must name the bird. For the word “earth” - an animal that lives on the earth; for the word “water” - the inhabitant of rivers, seas, lakes and oceans.

Guess what's in the bag?

Did. task: teach children to describe objects perceived by touch and guess them by their characteristic features.

Materials: vegetables and fruits of characteristic shape and varying density: onions, beets, tomatoes, plums, apples, pears, etc.

Progress of the game: Do you know the game “Wonderful Bag”?, today we will play differently. Whoever I offer to take an object out of the bag will not immediately pull it out, but after feeling it, he will first name its characteristic features.

Nature and man.

Did. task: consolidate and systematize children’s knowledge about what is created by man and what nature gives to man.

Materials: ball.

Progress of the game: the teacher conducts a conversation with the children, during which he clarifies their knowledge that the objects around us are either made by human hands or exist in nature, and people use them; for example, forests, coal, oil, gas exist in nature, but houses and factories are created by humans.

"What is made by man"? asks the teacher and throws the ball.

“What is created by nature”? asks the teacher and throws the ball.

Children catch the ball and answer the question. Those who cannot remember miss their turn.

Choose what you need.

Did. task: consolidate knowledge about nature. Develop thinking and cognitive activity.

Materials: subject pictures.

Progress of the game: Object pictures are scattered on the table. The teacher names some property or sign, and the children must choose as many objects as possible that have this property.

For example: “green” - these can be pictures of a leaf, cucumber, cabbage, grasshopper. Or: “wet” - water, dew, cloud, fog, frost, etc.

Where are the snowflakes?

Did. task: consolidate knowledge about the different states of water. Develop memory and cognitive activity.

Materials: cards depicting different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.

Progress of the game:

Option No. 1. Children dance in a circle around cards laid out in a circle. The cards depict different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.

While moving in a circle, the following words are said:

So summer has come.

The sun shone brighter.

It's getting hotter,

Where should we look for a snowflake?

With the last word everyone stops. Those in front of whom the required pictures are located must raise them and explain their choice. The movement continues with the words:

Finally winter has come:

Cold, blizzard, cold.

Go out for a walk.

Where should we look for a snowflake?

The desired pictures are selected again and the choice is explained.

Option No. 2. There are 4 hoops depicting the four seasons. Children must distribute their cards to the hoops, explaining their choice. Some cards may correspond to several seasons.

The conclusion is drawn from the answers to the questions:

At what time of year can water in nature be in a solid state? (Winter, early spring, late autumn).

Which branch are the kids from?

Did. task: consolidate children's knowledge about leaves and fruits of trees and shrubs, teach them to select them according to their belonging to the same plant.

Materials: leaves and fruits of trees and shrubs.

Progress of the game: Children look at the leaves of trees and shrubs and name them. At the suggestion of the teacher: “Children, find your branches” - the children select the corresponding fruit for each leaf.

The birds have arrived.

Did. task: clarify your understanding of birds.

Progress of the game: The teacher names only birds, but if he suddenly makes a mistake, then the children should stomp or clap.

For example. Birds arrived: pigeons, tits, flies and swifts.

Children stomp -

What is wrong? (flies)

And who are these flies? (insects)

Birds arrived: pigeons, tits, storks, crows, jackdaws, macaroni.

The children are stomping.

Birds arrived: pigeons, martens...

The children are stomping. Game continues.

The birds have arrived:

Tit pigeons,

Jackdaws and swifts,

Lapwings, swifts,

Storks, cuckoos,

Even owls are scops owls,

Swans, starlings.

Well done to all of you.

Result: the teacher, together with the children, identifies migratory and wintering birds.

When does this happen?

Did. task: teach children to distinguish the signs of the seasons. With the help of poetic words, show the beauty of different seasons, the diversity of seasonal phenomena and people's activities.

Materials: for each child, pictures with landscapes of spring, summer, autumn and winter.

Progress of the game: The teacher reads a poem, and the children show a picture depicting the season mentioned in the poem.

Spring.

In the clearing, blades of grass appear near the path.

A stream runs from a hillock, and there is snow under the tree.

Summer.

And light and wide

Our quiet river.

Let's run to swim and splash with the fish...

Autumn.

The grass in the meadows withers and turns yellow,

The winter crops are just turning green in the fields.

A cloud covers the sky, the sun does not shine,

The wind howls in the field,

The rain is drizzling.

Winter.

Under blue skies

Magnificent carpets,

Glistening in the sun, the snow lies;

The transparent forest alone turns black,

And the spruce turns green through the frost,

And the river glitters under the ice.

Animals, birds, fish.

Did. task: consolidate the ability to classify animals, birds, fish.

Materials: ball.

Progress of the game: children stand in a circle. One of the players picks up an object and passes it to the neighbor on the right, saying: “Here is a bird.” What kind of bird?

The neighbor accepts the item and quickly answers (the name of any bird).

Then he passes the item to another child with the same question. The item is passed around in a circle until the stock of knowledge of the game participants is exhausted.

They also play by naming fish and animals. (you cannot name the same bird, fish, or animal).

Guess what grows where.

Did.task: clarify children’s knowledge of the names and places of plant growth; develop attention, intelligence, memory.

Materials: ball.

Progress of the game: children sit on chairs or stand in a circle. The teacher or child throws a ball to one of the children, naming the place where the plant grows: garden, vegetable garden, meadow, field, forest.

Spring, summer, autumn.

Did. task: clarify children's knowledge about the flowering time of individual plants (for example, daffodil, tulip - in spring); golden ball, asters - in autumn, etc.; teach them to classify on this basis, develop their memory and intelligence.

Materials: ball.

Progress of the game: children stand in a circle. The teacher or child throws the ball, naming the time of year when the plant grows: spring, summer, autumn. The child names the plant.

Fold the animal.

Did. task: consolidate children's knowledge about pets. Learn to describe using the most typical features.

Materials: pictures depicting different animals (each in two copies).

Progress of the game: one copy of the pictures is whole, and the second is cut into four parts. Children look at whole pictures, then they must put together an image of an animal from the cut parts, but without a model.

What is made of what?

Did. task: teach children to identify the material from which an object is made.

Materials: wooden cube, aluminum bowl, glass jar, metal bell, key, etc.

Progress of the game: Children take different objects out of the bag and name them, indicating what each object is made of.

Guess what.

Did. task: develop children’s ability to solve riddles, correlate a verbal image with an image in a picture; clarify children's knowledge about berries.

Materials: pictures for each child with images of berries. Book of riddles.

Progress of the game: On the table in front of each child there are pictures of the answer. The teacher makes a riddle, the children look for and pick up the answer picture.

Edible - inedible.

Did. task: consolidate knowledge about edible and inedible mushrooms.

Materials: basket, subject pictures with images of edible and inedible mushrooms.

Progress of the game: On the table in front of each child there are pictures of the answer. The teacher makes a riddle about mushrooms, the children look for and put a picture of the answer to an edible mushroom in a basket.

Name three things.

Did. task: Exercise children in classifying objects.

Materials: ball.

Progress of the game: The teacher names one word, for example flowers, and the one to whom the teacher throws the ball must name three words that can be called one word. For example: flowers

Chamomile, rose, cornflower.

Flower shop.

Did. task: consolidate the ability to distinguish colors, name them quickly, find the right flower among others. Teach children to group plants by color and make beautiful bouquets.

Materials: petals, color pictures.

Game progress: Option 1. On the table is a tray with colorful petals of different shapes. Children choose the petals they like, name their color and find a flower that matches the selected petals in both color and shape.

Option 2. Children are divided into sellers and buyers. The buyer must describe the flower he has chosen in such a way that the seller can immediately guess what kind of flower he is talking about.

Option 3. Children independently make three bouquets of flowers: spring, summer, autumn. You can use poems about flowers.

The fourth one is extra.

Did. task: consolidate children's knowledge about insects.

Progress of the game: The teacher names four words, the children must name the extra word:

1) hare, hedgehog, fox, bumblebee;

2) wagtail, spider, starling, magpie;

3) butterfly, dragonfly, raccoon, bee;

4) grasshopper, ladybug, sparrow, May beetle;

5) bee, dragonfly, raccoon, bee;

6) grasshopper, ladybug, sparrow, mosquito;

7) cockroach, fly, bee, cockchafer;

8) dragonfly, grasshopper, bee, ladybug;

9) frog, mosquito, beetle, butterfly;
10) dragonfly, moth, bumblebee, sparrow.

The teacher reads the words, and the children must think which of them are suitable for the ant (bumblebee...bee...cockroach).

Dictionary: anthill, green, flutters, honey, shifty, hardworking, red back, passive, annoying, hive, shaggy, ringing, river, chirping, web, apartment, aphids, pest, “flying flower”, honeycomb, buzzing, needles, “champion” by jumping", motley-winged, big eyes, red-whiskered, striped, swarm, nectar, pollen, caterpillar, protective coloration, repellent coloration.

Wonderful bag.

Did. task: consolidate children's knowledge of what animals eat. Develop cognitive interest.

Materials: pouch.

Progress of the game: the bag contains: honey, nuts, cheese, millet, apple, carrots, etc.

Children get food for the animals, guess who it is for, who eats what.

Useful - not useful.

Did. task: consolidate the concepts of healthy and harmful products.

Materials: cards with pictures of products.

Progress of the game: Place what is useful on one table and what is not useful on another.

Healthy: rolled oats, kefir, onions, carrots, apples, cabbage, sunflower oil, pears, etc.

Unhealthy: chips, fatty meats, chocolates, cakes, Fanta, etc.

Find out and name it.

Did. task: consolidate knowledge of medicinal plants.

Progress of the game: The teacher takes plants from the basket and shows them to the children, clarifies the rules of the game: here are the medicinal plants. I will show you some plant, and you must tell me everything you know about it. Name the place where it grows (swamp, meadow, ravine).

For example, chamomile (flowers) is collected in the summer, plantain (only leaves without stems are collected) in the spring and early summer, nettle - in the spring, when it is just growing (2-3 children's stories).

What kind of animal am I?

Did. task: consolidate knowledge about African animals. Develop your imagination.

Progress of the game: A group of guys participate in the game, the number of players is not limited. The group has a leader. One of the players moves away a short distance, turns away and waits until he is invited.

A group of guys are conferring among themselves about the beast, i.e. what animal they will portray or 2nd option: answer the host’s questions.

So, the beast is guessed, the participant is invited, the game begins.

A participant asks questions to a group of players, for example: is the animal small? maybe crawl? jump? does he have fluffy fur? etc.

The guys, in turn, answer the presenter “yes” or “no.” This continues until the player guesses the animal.

Name the plant

Did. task: improve knowledge about indoor plants.

Progress of the game: The teacher asks to name the plants (third from the right or fourth from the left, etc.). Then the game condition changes (“Where is the balsam?”, etc.)

The teacher draws the children's attention to the fact that plants have different stems.

Name plants with straight stems, with climbing ones, without stems. How should you care for them? How else do plants differ from each other?

What do violet leaves look like? What do the leaves of balsam, ficus, etc. look like?

Who lives where

Did. task: consolidate knowledge about animals and their habitats.

Progress of the game: The teacher has pictures with images of animals, and the children have pictures of the habitats of various animals (burrow, den, river, hollow, nest, etc.). The teacher shows a picture of an animal. The child must determine where it lives, and if it matches his picture, “settle” it by showing the card to the teacher.

Flies, swims, runs.

Did. task: consolidate knowledge about living nature objects.

Progress of the game: The teacher shows or names an object of living nature to the children. Children must depict the way this object moves. For example: when hearing the word “bunny,” children begin to run (or jump) in place; when using the word “crucian carp”, they imitate a swimming fish; with the word “sparrow” they depict the flight of a bird.

Protect nature.

Did. task: consolidate knowledge about the protection of natural objects.

Progress of the game: on a table or typesetting canvas, pictures depicting plants, birds, animals, humans, the sun, water, etc. The teacher removes one of the pictures, and the children must tell what will happen to the remaining living objects if there is no hidden object on Earth. For example: if he removes a bird, what will happen to the rest of the animals, to humans, to plants, etc.

Chain.

Did. task: clarify children's knowledge about objects of living and inanimate nature.

Progress of the game: The teacher has in his hands an object picture depicting an object of living or inanimate nature. When handing over the picture, first the teacher, and then each child in the chain, names one attribute of this object, so as not to repeat itself. For example, a “squirrel” is an animal, wild, forest, red, fluffy, gnawing nuts, jumping from branch to branch, etc.

What would happen if they disappeared from the forest...

Did. task: consolidate knowledge about the relationships in nature.

Progress of the game: The teacher suggests removing insects from the forest:

What would happen to the rest of the inhabitants? What if the birds disappeared? What if the berries disappeared? What if there were no mushrooms? What if the hares left the forest?

It turns out that it was no coincidence that the forest gathered its inhabitants together. All forest plants and animals are connected to each other. They won't be able to do without each other.

Droplets go around in circles.

Target: consolidate knowledge about the water cycle in nature.

Progress of the game: The teacher invites the children to play an interesting and magical game. But to do this you need to turn into small drops of rain. (Music sounds like rain) the teacher says the magic words and the game begins.

The teacher says that she is Tuchka’s mother, and the guys are her little children, it’s time for them to hit the road. (Music.) The droplets jump, run, and dance. Mama Tuchka shows them what to do.

Droplets flew to the ground. Let's jump and play. It became boring for them to jump one by one. They gathered together and flowed in small cheerful streams. (The droplets will form a stream, holding hands.) The streams met and became a big river. (The streams are connected into one chain.) Droplets float in a large river and travel. The river flowed and flowed and ended up in the ocean (children form a round dance and move in a circle). The Droplets swam and swam in the ocean, and then they remembered that Mother Cloud told them to return home. And then the sun just warmed up. The droplets became light and stretched upward (crouched droplets rise and stretch their arms upward). They evaporated under the rays of the sun and returned to mother Tuchka. Well done, droplets, they behaved well, they didn’t get into passers-by’s collars or splash themselves. Now stay with your mom, she misses you.

I know.

Did. task: consolidate knowledge about nature. Develop cognitive interest.

Progress of the game: Children stand in a circle, in the center is a teacher with a ball. The teacher throws a ball to the child and names a class of natural objects (animals, birds, fish, plants, trees, flowers). The child who caught the ball says: “I know five names of animals” and lists them (for example, elk, fox, wolf, hare, deer) and returns the ball to the teacher.

Other classes of natural objects are called similarly.

What it is?

Did. task: consolidate knowledge about living and inanimate nature. Develop thinking.

Progress of the game: The teacher thinks of an object of living or inanimate nature and begins to list its characteristics. If the children guessed it, the next object is guessed; if not, then the list of signs increases. For example: “Egg” - oval, white, fragile, hard on top, often liquid inside, nutritious, can be found in a peasant’s yard, in the forest, even in the city, chicks hatch from it.

Recognize the bird by its silhouette.

Did. task: consolidate knowledge about wintering and migratory birds, exercise the ability to recognize birds by silhouette.

Progress of the game: children are offered silhouettes of birds. Children guess the birds and call them migratory or wintering birds.

Living - non-living.

Did. task: consolidate knowledge about living and inanimate nature.

Progress of the game: The teacher names objects of living and inanimate nature. If it is an object of living nature, the children wave their arms; if it is an object of inanimate nature, they crouch.

CARD INDEX

ENVIRONMENTAL GAMES

FOR PRESCHOOL CHILDREN

Prepared by the teacher:

Garus Natalya Petrovna

“WHAT GROWS WHERE?”

Target. Teach children to understand the processes occurring in nature; show the dependence of all life on earth on the state of the vegetation cover.

Progress of the game. The teacher names different plants and shrubs, and the children choose only those that grow in the given area. If they grow up, the children clap their hands or jump in one place (you can choose any movement), if not, the children are silent.

Plants : cherry, apple tree, palm tree, rose hip, currant, apricot, raspberry, orange, lemon, pear, pineapple, etc..

“WHAT IS EXTRA?”

Target. Strengthen knowledge of the signs of different seasons, the ability to clearly express one’s thoughts; develop auditory attention.

Progress of the game. The teacher names the season: “Autumn.” Then he lists the signs of different seasons ( Birds fly south; snowdrops bloomed; the leaves on the trees turn yellow; fluffy white snow is falling). Children name the extra sign and explain their choice.

"MY CLOUD."

Target. Develop imagination and imaginative perception of nature.

Progress of the game. Children sit on blankets or squat down and look at the sky and floating clouds. The teacher invites you to fantasize and tell them what the clouds look like and where they can float.

"INSECTS".

Target. Strengthen the ability to classify and name insects.

Progress of the game. Children stand in a circle, the leader names the insect ( fly), and passes the ball to a neighbor, who names another insect ( mosquito) etc. Whoever cannot answer leaves the circle. The presenter says " flying insect –butterfly" and passes the ball, the next one answers: " Mosquito" etc. At the end of the circle, the leader calls “ Hopper" and the game continues.

"THIRD WHEEL".

Target. To consolidate knowledge about the diversity of birds.

Progress of the game. The teacher names the birds randomly; whoever notices the mistake must clap his hands (sparrow, crow, fly, bullfinch, etc.).

"YES OR NO".

Target. Strengthen children's knowledge about the signs of autumn.

Progress of the game. The teacher reads a poem, and the children must listen carefully and answer “yes” or “no.”

Do flowers bloom in autumn? Is the entire harvest being harvested?

Do mushrooms grow in autumn? Are flocks of birds flying away?

Are the clouds covering the sun? Does it rain often?

The prickly wind is coming? Do we get boots?

Are the fogs floating in autumn? The sun is shining very hot,

Well, do birds build nests? Can children sunbathe?

Are the bugs coming? Well, what should you do -

Do animals close their holes? Should we wear jackets and hats?

"FLOWERS".

Target. Strengthen children's ability to classify and name indoor and garden plants.

Progress of the game. Children stand in a circle. A child names a houseplant (violet) and passes the ball to a neighbor, who names another plant ( begonia) etc. Whoever cannot answer leaves the circle. In the second round, the driver names garden plants, and the game continues.

"TELL WITHOUT WORDS."

Target. Reinforce ideas about autumn changes in nature; develop creative imagination and observation skills.

Progress of the game. Children form a circle. The teacher suggests depicting the autumn weather with facial expressions, hand gestures, movements: it has become cold (children shudder, warm their hands, put on hats and scarves with gestures); it's cold rain ( open umbrellas, turn up collars).

“LIKE - NOT LIKE.”

Target. Teach children to compare objects, recognize objects by description.

Progress of the game. One child makes a riddle of animals, and the others must guess them based on their descriptions.

"HUNTER".

Target. Practice the ability to classify and name animals.

Progress of the game. Children stand in front of the line, at the end of the area there is a chair. This " forest» (« lake", "pond"). The “hunter” - one of the players - goes to the “forest”. Standing still, he says the following words: “I’m going into the forest to hunt. I will hunt for...” Here the child takes a step forward and says: “Hare”, takes a second step and names another animal, etc. You cannot name the same animal twice. The winner is the one who reaches " forests" ("lakes", "pond") or moved on.

"LIVING AND NON-LIVING NATURE".

Target. Systematize children's knowledge about living and inanimate nature.

Progress of the game. "Live" ( non-living) nature,” says the teacher and hands one of the players an object ( or throws the ball). Children name natural objects ( the one indicated by the teacher).

Target. Teach children to describe an object and recognize it by description.

Progress of the game. The teacher invites the player to describe the plant or make a riddle about it. The other children must guess what kind of plant it is.

“WHAT KIND OF BIRD IS THIS?”

Target. Teach children to describe birds by their characteristic features.

Progress of the game. Children are divided into two groups: one group describes the bird (or asks riddles), and the other must guess what kind of bird it is. Then the groups change places.

“FIND OUT WHOSE LEAF IS IT.”

Target. Teach children to recognize and name a plant by leaf, to find it in nature.

Progress of the game. Collecting leaves that have fallen from trees and bushes. The teacher suggests finding out which tree or shrub the leaf is from and finding evidence ( similarity) with unfallen leaves of various shapes.

“IT HAPPENS - IT DOESN’T HAPPEN” (with a ball).

Target. Develop memory, thinking, reaction speed.

Progress of the game. The teacher says a phrase and throws the ball, and the child must quickly answer: frost in the summer ( can not be); snow in winter (It happens); frost in summer ( can not be); drops in summer (can not be).

"FIND A MATE."

Target. To develop children's thinking and intelligence.

Progress of the game. The teacher hands out one sheet of paper to the children and says: “The wind blew. All the leaves have scattered." Hearing these words, the guys spin around with leaves in their hands. The teacher gives the command: “One, two, three – find a pair!” Everyone should stand next to the tree whose leaf they are holding in their hands.

"FORESTER".

Target. To consolidate children's knowledge about the appearance of some trees and shrubs (trunk, leaves, fruits and seeds).

Progress of the game. A “forester” is selected, and the rest of the children are his assistants. They came to help him collect seeds for new plantings. “The forester” says: “There are a lot of birch trees growing on my site ( poplars, maples), let's get some seeds." The "forester" can only describe the tree without naming it. Children look for seeds, collect them and show them to the “forester”. The one who collected the most seeds and made no mistakes wins.

"NATURE AND MAN"I

Target. To consolidate and systematize children’s knowledge about what is made by man and what nature gives to man.

Progress of the game. “What is made by man?” - the teacher asks and throws the ball to the child. He answers: “The car.” After several answers from the children, the teacher asks a new question: “What was created by nature?” Children name natural objects.

"NATURE AND MAN"II

Target. To consolidate and systematize children’s knowledge about what is made by man and what nature gives to man.

Progress of the game. The teacher stands in a circle, holding a ball in his hands. He agrees with the children in advance: the teacher names the objects, and the children answer in one word: “Man!” or “Nature!” For example, a teacher throws a ball to a child and says: “Machine!”, The child answers: “Man!” The one who makes a mistake leaves the circle on one end.

"GET IT BY YOUSELF" (option 1 )

Target. Teach children to compose sentences with a given number of words.

Progress of the game. Offer children supporting words: autumn, leaf fall, snow, snowflakes. Ask the children to come up with sentences of 4 or 5 words. The child who makes a sentence first gets a chip.

(option 2)

Progress of the game. The teacher appoints a presenter and sets the topic: “Seasons”, “Clothing”, “Flowers”, “Forest”. The child comes up with words and says them to everyone else, for example: “Flowers, insects, have opened.” Children must come up with as many sentences as possible so that these words sound in them.

"WHO LIVES WHERE".

Target. Develop the ability to group plants according to their structure (trees, shrubs).

Progress of the game. The children will be “squirrels” and “bunnies”, and one child will be a “fox”. “Squirrels” and “bunnies” are running around the clearing. On the signal: “Danger is a fox!” - “squirrels” run to the tree, “hares” - to the bushes. "Fox" catches those who perform the task incorrectly.

"BIRDS".

Target. Strengthen the ability to classify and name animals, birds, fish.

Progress of the game. Children stand in a circle. The presenter names the bird ( fish, animal, tree...), for example, “sparrow” and passes the ball to his neighbor, who calls him “crow”, etc. Whoever cannot answer leaves the circle.

"DO NOT SNOOZE!" (wintering and migratory birds).

Target. Develop auditory attention and reaction speed.

Progress of the game. The teacher gives all the children the names of the birds and asks them to watch carefully: as soon as their name is heard, they must stand up and clap their hands; Anyone who misses their name leaves the game.

“NAME THREE OBJECTS”(option 1).

Target. Practice classifying objects.

Progress of the game. Children must name objects that correspond to this concept. The teacher says: “Flowers!” and throws the ball to the child. He answers: “Chamomile, cornflower, poppy.”

(option 2)

The teacher divides the children into two teams. The first child names the flower and passes the ball to the other team. She must name three names of flowers and pass the ball to the first team, which, in turn, also names three flowers. The team that named the flowers last wins.

"NATURE AND MAN".

Target. To consolidate and systematize children’s knowledge about what is made by human hands and what is made by nature.

Progress of the game.“What is made by man? – the teacher asks and throws the ball to the player. After several answers from the children, he asks a new question: “What is created by nature?” The children answer.

"FINISH THIS SENTENCE."

Target. Learn to understand the causal relationships between phenomena; practice choosing the right words.

Progress of the game. Educator (or child) begins the sentence: “I put on a warm fur coat because...”. The child who completes this sentence makes the beginning of a new one.

“WHEN DOES THIS HAPPEN?”

Target. Clarify and deepen children's knowledge about the seasons.

Progress of the game. The teacher names the time of year and gives the chip to the child. The child names what happens at this time of year and passes the chip to the next player. He adds a new definition and passes the token, etc.

“IS THIS TRUE OR NOT?”

Target. Teach children to find inaccuracies in the text.

Progress of the game. The teacher says: “Listen carefully to the poem. Who will notice more fables, things that don’t happen in reality?”

It's warm spring now. Loves to sit in the river.

The grapes are ripe here. And in winter among the branches

Horned horse in the meadow “Ga0ga-ga,” the nightingale sang.

In summer he jumps in the snow. Quickly give me the answer -

Late autumn bear Is it true or not?

Children find inaccuracies and replace words and sentences to get it right.

"WHAT SEASON?"

Target. Learn to perceive poetic text; cultivate aesthetic emotions and experiences; consolidate knowledge about the months of each season and the main signs of the seasons.

Progress of the game. Writers and poets in poems glorify the beauty of nature at different times of the year. The teacher reads a poem, and the children must highlight the signs of the season.

"THIRD WHEEL" (plants)

Target. To consolidate knowledge about the diversity of plants.

Progress of the game. The teacher tells the children: “You already know that plants can be cultivated and wild. Now I will name the plants mixed: wild and cultivated. Anyone who hears a mistake must clap their hands. For example: birch, poplar, Apple tree; apple tree, plum tree, oak etc.

“GUESS WHAT THIS PLANT IS.”

Target. Learn to describe an object and recognize it by description; develop the ability to choose the most striking feature of a plant.

Progress of the game. The teacher asks the child to name one of the most characteristic features of the plant; the rest of the children must guess the plant itself. For example, a white trunk ( birch); red hat with white dots ( flyhomo p) etc.

"GOOD BAD".

Target. To consolidate knowledge about the rules of behavior in nature.

Progress of the game. The teacher shows the children schematic rules of behavior in nature. Children should talk as much as possible about what is shown in the pictures, what they can and cannot do, and why.

"GOOD WORDS".

Target. Cultivate a love for nature and a desire to take care of it.

Progress of the game. The teacher says: “There are many different kind words, they need to be said to everyone more often. Kind words always help in life, but evil words always harm. Remember kind words when and how they are said. Come up with different kind words that you can use to address... a cat, a flower, a doll. friend, etc.

“GUESS WHAT BIRD IS.”

Target. Learn to describe a bird and recognize it by description.

Progress of the game. The teacher invites one child to describe the bird or make a riddle about it. The other children must guess what kind of bird it is.

“RIGGLE, WE WILL GUESS.”

Target. Systematize children's knowledge about garden plants.

Progress of the game. The driver describes any plant in the following order: shape, color, use. Children should recognize the plant from the description.

“WHAT DO THEY PLANT IN THE GARDEN?”

Target. Learn to classify objects according to certain characteristics (by place of growth, by method of their use); develop quick thinking, auditory attention, and speech skills.

Progress of the game. The teacher asks about what is planted in the garden and asks the children to answer “yes” if what he names grows in the garden and “no” if it does not grow in the garden. Whoever makes a mistake will lose.

"WHAT HAPPENS IF …"

Target. Learn to notice the consequences of your actions in relation to nature.

Progress of the game. The teacher sets a situation for discussion with the children, as a result of which the children come to the conclusion about the need to observe moderation and protect nature. For example: “What will happen if you pick all the flowers?...destroy the butterflies?”

“WHAT GROWS IN THE FOREST?”

Target. Consolidate knowledge about forest ( garden) plants.

Progress of the game. The teacher selects three children and asks them to name what grows in the forest. The teacher says: “Mushrooms!” Children must name the types of mushrooms one by one. The teacher says to the other children: “Trees!” Children name trees. The child who names the most plants wins.

"FLOWERS STORE"

Target. Teach children to group plants according to where they grow; describe their appearance.

Progress of the game. Children play the roles of sellers and buyers. To make a purchase, you need to describe the plant you have chosen, but not name it, just say where it grows. The seller must guess what kind of flower it is, name it, then issue the purchase.

"WHAT WHY?"

Target. Learn to name the seasons and corresponding months.

Progress of the game. The teacher names the season and gives the chip to the child, who must name the first month of this season and give the chip to another child, who names the next month, etc. Then the teacher names the month, and the children name the season.

"FEED THE ANIMAL."

Target. Learn to divide words into parts, pronounce each part of the word separately.

Progress of the game. Children are divided into two teams. The first team names the animal, and the second lists what it eats, trying to highlight two-syllable words, and then three-syllable ones.

"GUESS THE INSECT."

Target. Strengthen children's knowledge about insects.

Progress of the game. The teacher thinks of a word, but says only the first syllable. For example: the beginning of the word ko... Children select words ( mosquito). Whoever guessed first gets a chip. The child with the most chips wins.

Municipal budgetary preschool educational institution

“Kindergarten No. 4 “Lutik”, Evpatoria, Republic of Crimea

ECOLOGICAL

DIDACTIC GAMES

ON THE DEVELOPMENT OF ORAL SPEECH

Prepared by the teacher:

Garus Natalya Petrovna

February 2016

"FIND YOURSELF A MATE."

Target. Teach children to listen to the sound of words; practice independently naming words and clearly pronouncing the sounds in them.

Progress of the game. The teacher invites the children to find a mate. To do this, one of the children says a word, and the other responds with a similar word, for example: parsley - parsley. Children who form a pair step aside and come up with words that sound similar ( car - tire, sock – sand), but the child who selected the rhyme must answer.

"WHAT DOES IT MEAN?"

Target. Teach children to group words according to meaning, to understand the literal and figurative meaning of words.

Progress of the game. The teacher asks the children: “Can I say that? How do you understand this expression? Children explain phrases.

Fresh breeze - chill.

Fresh fish - recently caught, unspoiled I.

Fresh shirt - clean, washed, ironed.

Fresh newspaper - new, just purchased.

Fresh paint - not dried out.

Fresh head - rested.

“WHO CAN COME UP WITH THE MOST WORDS.”

Purpose of the game. Activate your vocabulary, expand your horizons.

Progress of the game. Children form a circle. The teacher names the sound and asks the children to come up with words in which this sound occurs. One of the players throws the ball to someone. The child who catches the ball must say a word with the specified sound. Anyone who does not come up with a word or repeats something already said by someone misses a turn.

"SEARCH."

Target. Exercise children in the use of adjectives that agree with nouns.

Progress of the game. Children should see around them as many objects of the same color as possible within 10–15 seconds ( or the same shape, or from the same material). At the teacher’s signal, one child begins to list the items, and other children complement. The one who correctly names the most items wins.

"GET IT BY YOUSELF".

Target. Teach children to correctly compose sentences with a given number of words.

Progress of the game. Key words are given: autumn, leaf fall, snow, snowflakes. You need to make a sentence of 3, 4, 5 words. The child who makes a sentence first gets a chip.

“DOES IT HAPPEN OR NOT?”

Target. Develop logical thinking, the ability to notice inconsistencies in judgments.

Progress of the game. The teacher says: “Now I’m going to tell you stories. You should notice this in my story. Which doesn't happen. Whoever notices, let him clap his hands.

In the evening, when I was rushing to kindergarten, I met a mother who was taking her child to school.

At night the sun was shining brightly and the stars were shining.

Apples ripened on the birch tree».

Children find contradictions in sentences.

"GAME OF RIDDLES."

Target

Progress of the game. Children are sitting on a bench. The teacher asks riddles. The child who guesses the riddle goes out and makes the riddle himself. For guessing and making riddles, the guys receive chips. The one who collects the most chips wins.

"STOP! WAND, STOP!”

Target. Practice independently naming words and clearly pronouncing the sounds in them.

Progress of the game. Children stand in a circle, the teacher is in the center. The teacher says that they will describe the animal, and each child must say something about it. For example, the teacher says: “Bear!” - and hands the wand to the child, who replies: “Brown!” - and passes the wand to the next one. Anyone who cannot say anything about the animal leaves the game.

“WHAT, WHAT, WHAT?”

Target. Learn to select definitions that correspond to a given example or phenomenon.

Progress of the game. The teacher names a word, and the players take turns selecting as many features as possible that correspond to the given subject.

Squirrel– red-haired, nimble, big, small, beautiful. Etc.

"WHO WILL REMEMBER MOST."

Target. Expand children's vocabulary.

Progress of the game. The teacher asks to look at the pictures and tell what the objects do: a blizzard ( sweeps, storms, storms); rain ( pours, drizzles, drips, drips, begins); crow ( flies, croaks, sits, eats).

“COME UP OF ANOTHER WORD.”

Target. Expand children's vocabulary.

Progress of the game. The teacher asks the children to make up word combinations following the example: milk bottle – milk bottle.

Cranberry jelly - …( cranberry jelly).

Vegetable soup - …( vegetable soup).

Mashed potatoes - …( mashed potatoes). Etc.

“WHAT DID I SAY?”

Target. Teach children to distinguish several meanings in a word, compare them, find common and different.

Progress of the game. The teacher says that there are words that we use often, and we call many different objects with the same word: head ( dolls, onions, garlic, human head); needle (at the syringe, at the spruce, at the pine, at the sewing machine, at the hedgehog); nose (at a person, at a teapot, at an airplane); leg; pen; wing, etc.

"VICE VERSA".

Target. To develop children's intelligence and quick thinking.

Progress of the game. Educator ( or child) names a word, children select a word with the opposite meaning ( far - close, high - low).

“SAY A WORD.”

Target. Teach children to select words with the same root.

Progress of the game. The teacher reads a poem, and the children must add words related to the word “snow.”

Quiet, quiet, like in a dream,

Falls to the ground...( snow).

All the fluffs are sliding from the sky -

Silver…( snowflakes).

Here's some fun for the guys -

Increasingly stronger...( snowfall).

Everyone is running in a race

Everybody wants to play ...(snowballs).

Like wearing a white down jacket

Dressed up...( snowman).

Nearby there is a snow figure

This girl…( Snow Maiden).

Like in a fairy tale, like in a dream,

Decorated the whole earth...( snow).

(I. Lopukhina)

What words did you choose? What word do they all resemble?

“SAY IT DIFFERENTLY.”

Target. Learn to select synonyms.

Progress of the game. The teacher says that in this game children will have to name words that are close in meaning (for example, cold - frost).

"TELL ME WHAT YOU HEAR."

Target. Develop phrasal speech.

Progress of the game. The teacher invites the children to close their eyes, listen carefully and determine what sounds they heard. (car horn, rustle of a falling leaf, conversation of passers-by, etc..) Children must answer in complete sentences.

"WHERE WAS I?"

Target. Teach children to form the accusative plural forms of animate nouns.

Progress of the game. The teacher says: “Guys, guess where I was? I saw jellyfish, seahorses, sharks. Where was I? ( On the sea).

Now tell me riddles about where you have been. Tell us who you saw. The main thing in this game is not guessing, but composing a riddle.

“YOU NEED TO SAY IT DIFFERENTLY.”

Target. Teach children to select words that are close in meaning.

Progress of the game. The teacher says: “One boy was in a bad mood. What words can you use to describe him? I came up with the word "sad." Let's also try replacing words in other sentences." It is raining ( it's pouring). Clean Air ( fresh).

“WHAT IS WRONG?”

Target. Develop auditory attention and speech; teach to detect semantic inconsistencies; select the right words taking into account the content of the text.

Progress of the game. Children are read the poem twice and asked to find the inconsistency.

Is it true or not that snow is black like soot,

Sugar is bitter, coal is white, but is a coward as brave as a hare?

That a cancer can fly, and a bear can dance,

That pears grow on willows, that whales live on land,

Why do mowers cut down pine trees from dawn to dusk?

Well, squirrels love cones, and lazy people love work,

Don’t girls and boys put cakes in their mouths?

If the children do not name all the mistakes, then the teacher reads the poem again.

“WHO WILL FIND THE SHORT WORD?”

Target. Learn to divide words into syllables.

Progress of the game. The teacher tells the children that you can find out the length of a word step by step ( or clapping). He says the word “bump” and walks at the same time. The teacher says that there was only one step, so this is a short word. Children line up along a line, and one by one they begin to say words and take steps. Anyone who incorrectly divides a word into syllables leaves the game.

“WHAT ELSE ARE THEY TALKING ABOUT?”

Target. Consolidate and clarify the meaning of ambiguous words.

Progress of the game. Please tell me what else you can say this about:

It's raining: it's raining... ( snow, winter, dog, smoke, man).

Playing... ( music, girl).

Bitter … ( pepper, medicine).

“NAME THE INSECT WITH THE RIGHT SOUND.”

Target. Develop phonemic sound and quick thinking.

Progress of the game. The teacher asks the children to remember the names of insects that have sounds (a), (j). Whoever names the most words wins. For example: butterfly, mosquito, dragonfly, etc.

"WHO KNOWS, LET IT CONTINUE."

Target. Reinforce the use of generalizing words in speech.

Progress of the game. The teacher names generalizing words, and the children name a specific concept, for example, “An insect is...”. Children: “Fly, mosquito,...”.

“KNOCK AND KNOCK, FIND A WORD, DEAR FRIEND.”

Target. Teach children to divide words into syllables (parts).

Progress of the game. Children stand in a circle, the teacher is in the center with a tambourine in his hands. The teacher hits the tambourine 2 times, the children must name insects that have 2 syllables in their names (mu-ha, ko-mar); then hits 3 times - three-syllable words (stree-ko-za, mu-ra-vey, ba-boch-ka, etc.)

FORMATION OF ELEMENTARY MATHEMATICAL CONCEPTS

73. “IMAGINE YOURSELF.”

74. “WHAT IS THIS?”

75. “MAKE NO MISTAKE!”

76. “HOW MANY ITEMS?”

77. “WHAT HAPPENS?”

78. "TRAVEL".

79. "CLAPS".

81. “WHO AM I?”

82. “GUESS WHAT’S IN THE BAG.”

83. “WHAT IS LIKE WHAT.”

73. “IMAGINE YOURSELF.”

Target. To develop the ability to use the same object as a substitute.

Progress of the game. The teacher (or driver) invites each child to choose one object (cube, leaf, pine cone, etc.) and fantasize: what do the objects look like?

74. “WHAT IS THIS?”

Target. Teach children to create images in their imagination based on the characteristic features of objects, to notice the unusual in the most ordinary things; develop imagination.

Progress of the game. Children stand in a circle, the teacher stands in the center of the circle. He places an object (or objects) and invites the children to think about what it looks like. Then the teacher throws the ball to one of the children. This child must answer, the rest of the children complement his answer.

75. “MAKE NO MISTAKE!”

Target. Develop quick thinking; consolidate knowledge of what children do at different times of the day.

Progress of the game. The teacher names different parts of the day (or the children’s actions). Children must answer in one word: “ Having breakfast" or " Let's wash ourselves"(or name part of the day).

76. “HOW MANY ITEMS?”

Target. Teach children subject counting; develop quantitative concepts, the ability to understand and name numerals.

Progress of the game. Find and name identical objects ( two three...), and then those that occur one at a time. The task can be changed: find as many identical objects as possible.

77. “WHAT HAPPENS?”

Target

Progress of the game.

What is wide? ( River, ribbon, road, street).

78. "TRAVEL".

Target. Teach children to find their way using landmarks.

Progress of the game. The teacher selects one or two presenters who, based on noticeable landmarks ( trees, shrubs, flower beds, buildings) determine the road. According to it, all children must come to the hidden toy.

79. "CLAPS".

Target. Develop quantitative concepts.

Progress of the game. Children stand in a circle. The teacher explains the rules of the game: “I will count to 5, and as soon as I say the word “five”, everyone should clap their hands. There is no need to clap when pronouncing other numbers.” Children, together with the teacher, count in order, at the same time bringing their palms together, but not clapping them. The teacher plays the game correctly 2-3 times, then begins to make mistakes: when pronouncing the number 3 or some other ( but not 5) he quickly spreads and joins his hands, as if he wants to clap. Children who repeated the movement and clapped their hands take a step out of the circle and continue playing around the circle.

80. “FIND AN OBJECT OF THE SAME SHAPE.”

Target. Clarify children's ideas about the shape of objects.

Progress of the game. The teacher raises a drawing of a circle, and the children must name as many objects of this shape as possible.

81. “WHO AM I?”

Target. Learn to name the indicated plant.

Progress of the game. The teacher points to a plant. The one who is the first to name the plant and its shape ( tree, bush, grass), receives a chip.

82. “GUESS WHAT’S IN THE BAG.”

Target. Teach children to describe the characteristics of an object perceived by touch.

Progress of the game. The teacher puts natural materials in a bag: pebbles, twigs, nuts, acorns. The child must identify the object by touch and talk about it without taking it out of the bag. The rest of the children must identify the object from the description.

83. “WHAT IS LIKE WHAT.”

Target. Develop imagination, ability to count; consolidate ideas about artificial objects (for children we call them objects of “non-nature”) and geometric shapes.

Progress of the game. The teacher names an object of “non-nature” to the children, and the children must guess what geometric figure it resembles.

FORMATION OF A COMPLETE PICTURE OF THE WORLD

84. “EARTH, WATER, FIRE.”

Target. To consolidate children's knowledge about the inhabitants of various elements.

Progress of the game. The players stand in a circle, with the leader in the middle. He throws the ball to the child, saying one of four words: earth, water, fire, air. If the presenter says, for example, Earth, the one who caught the ball must quickly name the animal that lives in this environment; at the word " fire" - throw the ball back. The one who makes a mistake leaves the game.

85. “And I.”

Target. Develop intelligence, endurance, sense of humor.

Progress of the game. The teacher says that he will tell a story. During the pause, children should say: “And I,” if the words make sense. If the words don’t make sense, then there is no need to say anything. For example:

One day I go to the river... (and I).

I pick flowers and berries... (and I).

86. “WHAT HAPPENS?”

Target. Learn to classify objects by color, shape, quality, material; compare, contrast, select names that fit the definition.

Progress of the game. The teacher asks: “Tell me what is green?” (Cucumber, crocodile, leaf, apple, dress, Christmas tree).

What is wide? ( River, ribbon, road, street).

For each correctly spoken word, the child receives a chip. The child who can name the most words wins.

87. “WHAT HAS CHANGED?” (fun game).

Target. Develop children's powers of observation.

Progress of the game. The driver closes his eyes and turns away from the children. Three children at this time change something in their appearance: they unbutton a button, take off a hairpin, change their shoes. Then the driver opens his eyes and is asked to look for changes in the children’s appearance.

88. “FIND WHAT I WILL DESCRIBE.”

Target. Teach children to find a plant based on its description.

Progress of the game. The teacher describes the plant, naming its most characteristic features. The one who guesses and names the plant first gets a chip.

89. “UNUSUAL Blind Man’s Bluff” (fun game)

Target. Develop observation skills.

Progress of the game. Two players are blindfolded, the rest of the children approach them in turn. Blindfolded players compete to see who can recognize their friends the most.

In this case, it is allowed to use only several methods of identification: by handshake; in a whisper; by coughing; by touching the hair, ears, nose.

Whoever correctly recognizes the arc gets a point. The player with the most points wins.

90. "CROCODILE"(emotional-didactic game).

Target. Develop dexterity, observation, attention.

Progress of the game. The driver is selected ( he will be a crocodile"), who stretches his arms forward one above the other, depicting a toothy mouth. The rest of the children put their hands into the “mouth”. The “crocodile” distracts the children with a calm look, sings songs, stomps its feet and unexpectedly closes its “mouth” hands. Whoever gets caught becomes a “crocodile.”

91. "WHO ARE YOU?"

Target. Develop auditory attention and reaction speed.

Progress of the game. The teacher comes up with a story in which all children get roles. Children stand in a circle, the teacher begins the story. When a character is mentioned, the child must stand up and bow. Children must be very attentive and monitor not only their role. But also in the roles of neighbors. The child who did not hear about his role and did not get up leaves the game.

92. "WHO (WHAT) IS IT FLYING?

Target. Strengthen children's knowledge about animals and birds.

Progress of the game. Children stand in a circle. The selected child names an object or animal, raises both hands up and says: “Flying.” If an object that flies is named, all children raise both hands up and say: “It flies.” If not, the children do not raise their hands. If one of the children makes a mistake, he leaves the game.

93. “GUESS IT!”

Target. Learn to describe an object without looking at it, highlighting its essential features, and recognize an object by description.

Progress of the game. At the teacher’s signal, the child who received the chip stands up and gives a description of any object from memory, then passes the chip to the person who will guess the object. Having guessed, the child describes his item and passes the chip to the next child, etc.

94. “WHO KNOWS MORE?”

Target. Develop memory, resourcefulness, intelligence.

Progress of the game. The teacher says: “I have a glass in my hands. Who can say what it can be used for? Whoever names the most actions wins.

95. “WHO NEEDS WHAT.”

Target. Exercise children in classifying objects; develop the ability to name objects necessary for people of a certain profession.

Progress of the game. The teacher says: “Let’s remember what people of different professions need to work. I will name a profession, and you will tell me what a person of this profession needs to work.” In the second part of the game, the teacher names the object, and the children say for what profession it might be useful.

96. “REPEAT EACH OTHER.”

Target. Develop memory and attention.

Progress of the game. The player names any insect, animal, bird, for example, a beetle. The second one repeats the named word and adds his own (beetle, mosquito…) etc. The one who makes a mistake is eliminated from the game.

97. “DO YOU REMEMBER THESE POEMS?”

Target. Develop memory, attention, sense of rhyme.

Progress of the game. The teacher reads excerpts from poems, and children must pronounce the missing words, for example:

Where did the sparrow have lunch?

At the zoo at... (animals).

Don't stand too close:

I'm a tiger cub, not...( pussy).

Wind on the sea ...(walks)

And the boat...( customizes).

98. “IT FLYS – DOESN’T FLY.”

Target. Develop auditory attention; cultivate endurance.

Progress of the game. Children stand in a circle, the teacher is in the middle. He names the object and throws the ball. If the object is flying, then the child to whom the ball is flying must catch it; if not, throw it away with his hands. Whoever makes a mistake goes out of the circle and misses one move.