Children's word games. “Verbal games and exercises for preschoolers Word games for children 5 6 card index

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Card index of word games for children 5–6 years old

Card index of word games for children 5 – 6 years old (senior group)

Guess it!

Goal: To teach children to describe an object without looking at it, to highlight essential features; recognize an object by description.

Rules: You must talk about the subject in such a way that the children do not immediately guess about it, so you cannot look at the subject. In this game you only need to talk about those objects that are in the room. Name three things

Purpose: To train children in classifying objects.

Rules: Call three objects with one common word. Whoever makes a mistake pays forfeit. (Furniture - table, chair, bed, etc.)

A toy shop

Goal: To teach children to describe an object, to find its essential features; recognize an item by description.

Rules: The seller sells a toy if the buyer talks well about it (without looking at it).

Where was Petya?

Goal: To activate the processes of thinking, recall, attention, and speech of children; cultivate respect for working people.

Rules: You only need to talk about what is in the building, on the kindergarten site or outside, i.e. what is provided for by the rules of the game.

Radio

Goal: To develop the ability to be observant and to activate children’s speech.

Rules: Talk about the most characteristic features in the behavior and clothing of the children in your group. Which of the announcers described so incompletely that the children did not know who they were talking about, pays a forfeit, which is redeemed at the end of the game.

Birds (Beast fish)

Goal: To strengthen children’s ability to classify and name animals, birds, and fish.

Rules: You can name a bird (fish, animal) only after you receive the ball, you must answer quickly, and you cannot repeat what has been said.

Children pass the ball to each other with the words: “Here is a bird. What kind of bird?”, and the receiver answers.

Who needs what?

Goal: To train children in the classification of objects, the ability to name objects necessary for people of a certain profession.

Rules: Name the profession and items necessary for people in this profession, pass the ball. Do not repeat something already said.

Fanta

Folk game

Goal: to train children in the correct selection of words, the ability to logically pose a question, answer quickly and correctly, avoiding the use of forbidden words. Rules: The leader goes around all the players, stops in front of one of them and says:

Grandmother sent one hundred rubles:

Buy what you want,

Don't take black and white

Don't say "yes" or "no"!

Broken phone

Goal: To develop auditory attention in children.

Rules: The word must be conveyed in such a way that children sitting nearby cannot hear. Whoever passed the word incorrectly, i.e. damaged the phone, moves to the last chair.

Flies - does not fly

Goal: To develop auditory attention in children and cultivate endurance.

Rules: You must raise your hand only if a flying object is named.

We won't say where we were

Folk game

Goal: To develop resourcefulness, intelligence, and the ability to transform in children.

Rules: Imitate the actions of people of different professions so that children recognize and name the profession. One group of children shows with the words: “We won’t tell you where we were, but we’ll show you what we did.”

Complete the offer

Goal: To develop speech activity and quick thinking in children.

Rules: You need to find and say a word to make a complete sentence. You only need to add one word.

Vice versa

Goal: To develop children's intelligence and quick thinking.

Rule: Name words that are only opposite in meaning.

Find the rhyme

Goal: To teach children to select rhyming words.

Rules: Choose words that rhyme, answer as desired.

Say the word with the correct sound

Goal: To develop phonemic hearing and quick thinking in children.

Rules: Anyone who cannot quickly and correctly name the word for a given sound and throw the ball pays a forfeit.

Goal: To strengthen in children the ability to correctly name the numbers of the natural series within 10 in forward and reverse order, starting from any number; develop quick thinking and auditory attention.

Who is this? What is this?

Goal: Learn to explain in detail the meaning of words.

Rules: Invite the child to compose a short descriptive story about an object, a person, without naming him.

(For example: this is a mechanism with arrows and numbers, they show the time. There are tabletop and manual).

Find yourself a match

Goal: To develop phonemic awareness, learn to find words that sound similar, and listen to the sound of words.

Rules: Everyone must find a pair according to the rule: one child must say a word, and someone must respond with a similar word (joke - duck - bear).

Let's remember different words

Goal: To consolidate the ability to listen to the sound of words, develop phonetic hearing, and practice clear pronunciation of sounds.

Rules: Children stand in a circle and select words on the topic (flowers, professions, etc.).

Children select words with a certain sound, with a certain sound in the word.

Who will get the ball?

Goal: To consolidate the ability to find long and short words.

Rules: Children stand in 2 lines facing each other. Those standing first hold the ball. In one line, children pronounce short words, in the other - long ones and pass the ball to the person standing next to them. If the word is named incorrectly, the team loses a point.

What sound is lost

Goal: To reinforce the idea that words are made up of sounds. Learn to recognize

words that are missing the first or last sound.

Rules: The teacher slowly reads the poetic text. In some words it skips sound. Children mark these words and pronounce them correctly, indicating which sound is lost.

Wand stop

Goal: Develop phonemic awareness, enrich children's vocabulary.

Rules: Children name words - characteristics of the object and at the same time pass the stick. The participants in the game agree in advance who will be discussed. If a word that has already been spoken is called, the child leaves the circle.

What does a doll need?

Goal: To consolidate the ability to hear individual sounds within a word.

Material: pictures (soap dish, soap, towel, toothpaste, brush, plate, kettle, cup, spoon, fork).

Progress of the game: 1. The teacher displays pictures on the stand, asks to name each item, say what it is for, what sounds are heard in its name.

2. The teacher suggests selecting pictures with items for washing.

First with the sound L, then with the sound T.

First with the sound L, then with the sounds K, Ch.

Tell me the sound

Goal: To reinforce the idea that words are made up of sounds. Learn to recognize words that lack the last sound.

Progress of the game: The teacher reads the words, but in some the last sound is lost.

For example:

A black-eared kitten was basking in the sun...

A white-footed puppy was looking at him...

The hunters made a bone in the forest...

The student held a pencil in his hand...

The kid asked his mother to buy a sha...

A hare ran out into a forest clearing...

In the zoo lived: Slo., Hippo., Crocodi...

A spotted woodpecker was knocking on the trunk...

The squirrel hid the nuts in the hollow...

Pets, chickens, ducklings wandered around the yard...

Remember the magic words

1. Remember the kolobok song.

2. What words were used to call Sivka-Burka.

3. How to turn Baba Yaga's hut.

4. Remember where Koshchei’s death is hidden.

5. Boast like the Boasting Hare.

6. With what words did the animals come running to the Teremok?

Tell me which fairy tale it's from

1. girl, brother, geese-swans,

Baba Yaga, mouse.

2. old woman, old man, bun, hare, wolf, bear, fox.

3. man, fly-fly, mosquito-squeaker, mouse-gnawing, frog-croak, bunny, fox, wolf, bear, mitten.

4. goat, kids, wolf.

Fabulous warm-up

1. Sivka…Burka

2. Zayushkina...hut

3. Ugly...duckling

4. Geese...swans

5. Scarlet…flower

6. Princess...frog

8. Grandfather...Aibolit

9. Koschey...immortal

10. Brother...Ivanushka

11. Sister...Alyonushka

12. Chicken...Ryaba

Fabulous warm-up

1. What name did the dog have in the family, which included: grandfather, grandmother, granddaughter? (Bug)

2. Who loved to brag and paid with his life? (Kolobok)

3. What was the name of the girl who went for a walk, got lost, and went into someone else’s house where bears lived? (Mashenka)

4. Who had an ice hut, and in which fairy tale? (Fox)

5. What animal discovered the little house in the forest? (Little Mouse)

Which hero is the odd one out?

1. “Geese-Swans” - girl, Baba Yaga, bear.

2. “Teremok” - hare, wild boar, wolf.

3. “The Wolf and the Seven Little Goats” - goat, little kids, wolf, bear.

4. “Zayushkina’s hut” - dog, hare, wolf, rooster, mouse.

“What kind of object?”

Goal: learn to name an object and describe it.

Move. The child takes out an object, a toy, from a wonderful bag and names it (it’s a ball). First, the teacher describes the toy: “It’s round, blue, with a yellow stripe, etc.”

"Guess the toy"

Goal: to develop in children the ability to find an object, focusing on its main features and description.

Move. 3-4 familiar toys are put on display. The teacher says: he will outline the toy, and the task of the players is to listen and name this object.

Note: 1-2 signs are indicated first. If children find it difficult 3-4.

“Who will see and name more”

Goal: to learn to designate parts and signs of the appearance of a toy with words and actions.

Move. Educator: Our guest is the doll Olya. Olya loves to be praised and people pay attention to her clothes. Let's give the doll pleasure, describe her dress, shoes, socks.

"Magpie"

Goal: to correlate the verb with the action it denotes and with the subject who performed this action.

Materials: needles, glasses, soap, bell, brush, iron. Brush, broom, toy – Magpie bird.

Move. Educator: While you were at home, a magpie flew into the kindergarten and collected various things in its bag. Let's see what she took

(The teacher lays out the items)

Children:

Magpie, forty
Give us the soap

Magpie:

I won't give, I won't give
I'll take your soap
I'll give my shirt to wash.

Children:

Magpie, forty
Give us the needle!

Magpie:

I won't give it up, I won't give it up.
I'll take a needle
I’ll sew a shirt for my little shirt.

Children:

Forty, forty,
Give us the glasses

Magpie:

I won't give it up, I won't give it up.
I'm without glasses myself
I can’t read forty poems.

Children:

Forty, forty.
Give us the bell.

Magpie:

I won't give it up, I won't give it up.
I'll take the bell.
I’ll give you the shirt - call me, son.

Educator:

You, magpie, don't rush
Ask the kids.
They will all understand you.
Everything you need will be served.

Educator:

What do you want to do, magpie? (Clean, iron, dye...)

Educator:

Children, what does a magpie need for this?

(Children name and bring all the items) The magpie thanks and flies away.

Goal: to train children in clear pronunciation of words.

Move. The teacher invites the children to look around them and name as many objects that surround them as possible (name only those that are in their field of vision). The teacher makes sure that the children pronounce words correctly and clearly and do not repeat themselves. When the kids can no longer name anything themselves, the teacher can ask them leading questions: “What’s hanging on the wall?” etc.

"Olin's Helpers"

Purpose: to form plural forms. Numbers of verbs.

Material: Olya doll.

Move. — The doll Olya came to us with her assistants. I’ll show them to you, and you can guess who these assistants are and what they help Ole do.

The doll is walking along the table. The teacher points to her legs.

- What is this? (These are the legs)

- They are Olya’s assistants. What are they doing? (Walk, jump, dance, etc.)

"Multi-colored chest"

Goal: to teach children to focus on the ending of the word when agreeing neuter (feminine) nouns with pronouns.

Material: box, subject pictures according to the number of children.

Move. Educator:

I put the pictures

In a multi-colored chest.

Come on, Ira, take a look,

Take out the picture and name it.

Children take out a picture and name what is shown on it.

“Tell me which one?”

Goal: To teach children to identify the characteristics of an object.

Move. The teacher (or child) takes objects out of the box, names them, and the children point out some feature of this object.

If the children find it difficult, the teacher helps: “This is a cube. What is he like?

"Magic Cube"

Game material: cubes with pictures on each side.

Rules of the game. A child throws a dice. Then he must depict what is drawn on the top edge and pronounce the corresponding sound.

Move. The child, together with the teacher, says: “Turn, spin, lie on your side,” and throws the dice. On the top edge there is, for example, an airplane. The teacher asks: “What is this?” and asks to imitate the rumble of an airplane. The other sides of the die are played in the same way.

"Unusual Song"

Rules of the game. The child sings vowel sounds to the tune of any melody he knows.

Move. Educator. One day, beetles, butterflies and grasshoppers argued who could sing a song best. The big, fat beetles came out first. They sang importantly: O-O-O. (Children sing a melody with the sound O). Then the butterflies fluttered out. They sang a song loudly and cheerfully. (Children perform the same melody, but with sound A). The last to come out were the grasshopper musicians, they began to play the violins - E-I-I. (Children hum the same melody with the sound I). Then everyone came out into the clearing and began chanting with words. And immediately all the beetles, butterflies, and grasshoppers realized that our girls and boys sang best.

"Echo"

Rules of the game. The teacher loudly pronounces any vowel sound, and the child repeats it, but quietly.

Move. The teacher says loudly: A-A-A. The echo child quietly answers: ah-ah. And so on. You can also use a combination of vowel sounds: ay, ua, ea, etc.

"Gardener and Flowers"

Goal: to consolidate children’s knowledge about flowers (wild berries, fruits, etc.)

Move. Five or six players sit on chairs arranged in a circle. This is flowers. They all have a name (the players can choose a flower picture; they cannot be shown to the presenter). The leading gardener says: “It’s been so long since I’ve seen a wonderful white flower with a yellow eye that looks like a little sun, I haven’t seen a chamomile.” Chamomile gets up and takes a step forward. Chamomile, bowing to the gardener, says: “Thank you, dear gardener. I’m happy that you wanted to look at me.” Chamomile sits on another chair. The game continues until the gardener lists all the flowers.

“Who can name more actions”

Goal: actively use verbs in speech, forming various verb forms.

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

Move. The Incompetent comes and brings pictures. The children's task is to choose words that denote actions related to objects or phenomena depicted in the pictures.

For example:

— What can you say about the plane? (flies, buzzes, rises)

— What can you do with clothes? (wash, iron, sew up)

— What can you say about the rain? (walks, drips, pours, drizzles, knocks on the roof)

Etc.

"Kids and the Wolf"

Target. Finish the fairy tale at its beginning.

Material. Flannelograph and attributes for the fairy tale “The Goat with Kids”, bunny

Move. The teacher tells the beginning of the fairy tale, showing the figures of the characters.

Educator: the bunny says...

Children: don’t be afraid of me, it’s me – a little bunny.

Educator: The kids treated him...

Children: carrots, cabbage...

Educator: then they became...

Etc.

"Wake up the cat"

Target. Activate the names of baby animals in children’s speech.

Material. Animal costume elements (hat)

Move. One of the children gets the role of a cat. He sits, closing his eyes, (as if sleeping), on a chair in the center of the circle, and the rest, optionally choosing the role of any baby animal, form a circle. The one to whom the teacher points with a gesture gives a voice (produces an onomatopoeia corresponding to the character).

The cat's task is to name who woke him up (cockerel, frog, etc.). If the character is named correctly, the performers change places and the game continues.

"Breeze"

Target. Development of phonemic hearing.

Move. Children stand in a circle. The teacher pronounces different sounds. If you hear a sound like oo, raise your arms and spin around slowly.

The sounds u, i, a, o, u, i, u, a are pronounced. Children, hearing the sound u, make the appropriate movements.

"Pinocchio the Traveler"

Target. Find your bearings in the meaning of verbs.

Material. Pinocchio doll.

Move. Pinocchio is a traveler. He travels to many kindergartens. He will tell you about his travels, and you will guess which rooms of the kindergarten or on the street he visited.

— I went into the room where the children were rolling up their sleeves, soaping their hands, and drying themselves.

- They yawn, rest, sleep...

- They dance, sing, spin...

There was Pinocchio in kindergarten when the children:

- they come and say hello... (When does this happen?)

- having lunch, thanking...

- get dressed, say goodbye...

- making a snow woman, sledding

"Hide and Seek"

Target. Formation of the morphological side of speech. Lead children to understand prepositions and adverbs that have spatial meaning (in, on, behind, under, about, between, next to, left, right)

Material. Small toys.

Move. The teacher hides the toys made in advance in different places in the group room, and then gathers the children around him. He tells them: “I was notified that uninvited guests have settled in our group. The tracker who was monitoring them writes that someone was hiding in the upper right drawer of the desk. Who will go on the search? Fine. Found it? Well done! And someone hid in the corner of the toys, behind the closet (Search). Someone is under the doll's bed; someone is on the table; what is standing to my right"

THAT. the children look for all the uninvited guests, hide them in a box and agree that they will again play hide and seek with their help.

"The postman brought a postcard"

Target. Teach children to form verb forms in the present tense (draws, dances, runs, jumps, laps, waters, meows, barks, strokes, drums, etc.)

Material. Postcards depicting people and animals performing various actions.

Move. The game is played with a small subgroup.

Someone knocks on the door.

Educator: Guys, the postman brought us postcards. Now we will look at them together. Who is on this card? That's right, Mishka. What is he doing? Yes, he drums. This card is addressed to Olya. Olya, remember your postcard. This postcard is addressed to Pasha. Who is pictured here? What is he doing? And you, Petya, remember your postcard.

THAT. 4-5 pieces are considered. And those to whom they are addressed must correctly name the character’s actions and remember the image.

Educator: Now I’ll check if you remember your postcards? Snowmen are dancing. Whose postcard is this? Etc.

"Finish the sentence"(use of complex sentences)

- Mom put the bread... where? (into the bread bin)

- Brother poured sugar... where? (into the sugar bowl)

— Grandma made a delicious salad and put it... where? (in a salad bowl)

— Dad brought sweets and put them... where? (into the candy bowl)

— Marina didn’t go to school today because... (fell ill)

— We turned on the heaters because... (it became cold)

- I don’t want to sleep because... (it’s still early)

- We will go to the forest tomorrow if... (the weather is good)

— Mom went to the market to... (buy groceries)

— The cat climbed a tree to... (to escape from the dog)

"Daily regime"

8-10 plot or schematic pictures about the daily routine. Offer to consider, and then arrange in a certain sequence and explain.

"Who's for a treat?"(use of difficult forms of nouns)

The teacher says that there are gifts for animals in the basket, but he is afraid of mixing up what. Asks for help. Pictures are offered depicting a bear, birds - geese, chickens, swans, horses, wolves, foxes, lynxes, monkeys, kangaroos, giraffes, elephants. Who needs honey? Who needs grain? Who wants meat? Who wants fruit?

"Say three words"(activation of the dictionary)

The children stand in a line. Each participant in turn is asked a question. It is necessary, taking three steps forward, to give three answer words with each step, without slowing down the pace of walking.

- What can you buy? (dress, suit, trousers)

“Who wants to become who?”

(use of difficult verb forms)

Children are offered story pictures depicting labor actions. What are the boys doing? (The boys want to make a model of an airplane) What do they want to become? (They want to become pilots). Children are asked to come up with a sentence with the word want or want.

"Zoo"(development of coherent speech).

Children sit in a circle, receiving a picture each, without showing them to each other. Everyone must describe their animal, without naming it, according to this plan:

1. Appearance;
2. What does it eat?

The game uses a "game clock". First, turn the arrow. Whoever she points to starts the story. Then, by rotating the arrows, they determine who should guess the animal being described.

"Compare objects"(for the development of observation, clarification of the vocabulary due to the names of parts and parts of objects, their qualities).

In the game you can use both things and toys that are the same in name, but differ in some characteristics or details, as well as paired object pictures. For example, two buckets, two aprons, two shirts, two spoons, etc.

An adult reports that a package has been sent to the kindergarten. What is this? Gets things out. “Now we will look at them carefully. I will talk about one thing, and one of you will talk about another. We’ll tell you one by one.”

For example: Adult: “I have a smart apron.”

Child: “I have a work apron.”

Adult: “It’s white with red polka dots.”

Child: “And mine is dark blue.”

Adult: “Mine is decorated with lace frills.”

Child: “And mine is with a red ribbon.”

Adult: “This apron has two pockets on the sides.”

Child: “And this one has one big one on his chest.”

Adult: “These pockets have a pattern of flowers on them.”

Child: “And this one has tools drawn on it.”

Adult: “This apron is used to set the table.”

Child: “And this one is worn for work in the workshop.”

"Who was who or what was what"

(activation of vocabulary and expansion of knowledge about the environment).

Who or what used to be a chicken (egg), horse (foal), frog (tadpole), butterfly (caterpillar), boots (skin), shirt (cloth), fish (egg), wardrobe (board), bread (flour), bicycle (iron), sweater (wool), etc.?

“Name as many objects as possible”

(activation of vocabulary, development of attention).

Children stand in a row and are asked to take turns naming the objects that surround them. The one who names the word takes a step forward. The winner is the one who pronounced the words correctly and clearly and named the most objects without repeating himself, and thus ended up ahead of everyone.

"Pick a Rhyme"(develops phonemic hearing).

The teacher explains that all words sound different, but there are also some among them that sound a little similar. Offers to help you choose a word.

There was a bug walking along the road,
Sang a song in the grass... (cricket).

You can use any verses or individual rhymes.

“Name the parts of the object”

(enrichment of vocabulary, development of the ability to relate an object and its parts).

The teacher shows pictures of a house, truck, tree, bird, etc.

Option I: children take turns naming parts of objects.

Option II: each child receives a drawing and names all the parts himself.

In our modern, high-speed world, there is less and less room for live communication. Everyone is constantly in a hurry to somewhere, including parents of babies, girls and boys, who so need simple communication with their always busy parents. But sometimes, in order to play with him, for the benefit of his education and development, not so much time is needed.

For example, on the way to kindergarten or home, you can not only ask the child about the past day, the activities he liked, his successes and failures, discuss what the child is interested in, but also play with him.

A very big advantage of such word games is that they do not require any game attributes, and their educational effect is great. And what lively, emotional, interesting and useful communication can result!

Our youngest daughter (her name is Margarita) enjoys playing such word games when we go to kindergarten, home or anywhere. She gladly offers the game and makes her own creative adjustments. And we are happy to see how each time the range of favorite games expands and the rules become more complex.

What word games can you play on the road?

In my opinion, the list of such games is huge, if not endless. For example, we constantly come up with new ones, and change and complicate the old ones.

Here are some examples of word games. Perhaps you, dear readers, will find them useful. Or maybe you will share your options for word games, tell us about your favorite similar games in your comments.

Word games

Game "Come up with a rhyme"

Players take turns asking each other one word to which they need to come up with a rhyme. You can come up with several such words at once and then combine them into simple ones. It ends up being a lot of fun.

For example, the given word is “flower”. We come up with: a leaf, a scarf, a wreath.

Rhymes:

I'll pick a fragrant flower.

I'll add a leaf to it.

I will weave a beautiful wreath.

And I’ll put it on a scarf. 🙂

Or other options: I'll hang it on a hook. I'll put it on a stump. I'll put it in a bag.

You, dear readers, can see for yourself that the possibilities for complexity and family creativity are endless.

Word game "Guess the number"

One player thinks of a number from 1 to 10 (20, 100), which depends on the child’s level of preparation, and the second player guesses it. When an incorrect number is called, you need to say “no - more” or “no - less.” The faster the intended number is guessed, the “cooler” the result. The numbers are guessed by the players one by one.

Game "Count the Cars"

If your route home or anywhere is along or near a road, you can count the cars you see. If there are not very many cars, you can count them by naming their brands and colors. If there are a lot of cars, you can count according to the given parameters. For example, “today we will count how many black cars we see” or “how many trucks will pass towards us.”

The next verbal logic game is “Find out what (who) I have in mind”

One player thinks of a word (noun): an object, a living creature, a phenomenon, etc. The other or other players must guess the intended word. You can ask any questions that will receive monosyllabic answers: “yes,” “no,” or “both yes and no.” The fewer questions needed to guess the right word, the more “advanced” the player is. If several players guess at once, the one who asks the final question wins. Then the winner and presenter change places.

This game promotes the development of the ability to classify, navigate various concepts, objects and their characteristics, develops.

Let me give you example 1.

The word "water" was conceived.

Questions: Is this an item? (No)

Is it alive? (Yes and no)

Do you have this at home? (Yes)

Is this in the kitchen? (Yes)

Is this needed for cooking? (Yes)

Is it liquid? (Yes)

This is water? (Yes! You guessed it!)

The word "doll" was conceived.

Questions: Is it alive? (No)

Is this an item? (Yes)

Do I have this at home? (Yes)

Is this furniture? (No)

It is a toy? (Yes)

Is this a girl's toy? (Yes)

Is this a doll? (Yes! I guessed it!)

Such chains of answer-questions can be very different both in size and content.

This game is suitable for people of almost any age, starting from middle preschool (although there are advanced kids...).

Game “Name 3 (5) objects”

This game also helps develop. It expands the child's vocabulary and horizons.

Players take turns asking each other tasks: “Name 3 (5) types of fruits, names of fairy tales, types of air transport, hats, pieces of furniture, etc.” The list of tasks is practically endless, and their number and complexity depends on the age and horizons of the players.

Word game “Are you going to the ball?”

Many adults will be able to remember this game from childhood (or its variations). The basic rule of the game is don’t say “yes” or “no”, don’t wear black and white. The host begins with the question: “Are you going to the ball?” And then you can ask a variety of questions: By car? By carriage? On what? What color is the dress? Are the shoes black? Etc. The player who violated the rule is eliminated from the game or changes place with the leader.

"Tell me which one"

A word (noun) is proposed, for which you need to come up with as many characteristics as possible. Whoever names the most adjectives wins. You can do this one by one. Then the winner will be the one who comes up with and names the sign last.

For example, “flower” (garden, field, fragrant, early, spring, favorite, yellow, variegated, large, double, long-awaited, capricious, indoor, etc. There are countless shades of color alone).

Game "Stringing".

Target: develop fine motor skills.

pasta of various shapes, painted by children, fishing line, berries, buttons, paper rings.

Description: The teacher invites the child to take part in the fair. To do this, you need to make beads, bracelets, and photo frames using gaming material.

Game "Color it right."

Goals: develop fine motor skills; learn to hatch objects with an inclination to the right, left, straight, with lines parallel to each other.

: pencils, outline images of various objects.

Description: children are invited to take part in a competition for the best hatcher. The teacher distributes contour images of objects, explaining the principle of shading (lines parallel to each other, slanted to the right (left, straight).

Game "Paper Crafts".

Goals: develop fine motor skills, develop the ability to fold a sheet of paper in different directions.

Game material and visual aids: paper.

Description: suggest the game “Paper Toy Store”. Then show examples of paper figures that children can make (cap, jackdaw, boat, dove).

Game "Shadow Theater".

Target: develop fine motor skills.

Game material and visual aids: screen (light wall), table lamp, lantern.

Description: before the game, it is necessary to darken the room, the light source should illuminate the screen at a distance of 4-5 m. Hand movements are made between the screen and the light source, from which a shadow falls on the illuminated screen. The placement of hands between the wall and the light source depends on the strength of the latter, on average it is 1-2 m from the screen. Children are invited to use their hands to create shadow figures (bird, dog, lion, eagle, fish, snake, goose, hare, cat). “Actors” of a shadow theater can accompany their actions with short dialogues, acting out scenes.

Game “Why not Cinderella?”

Target: develop fine motor skills.

Game material and visual aids: cereals (rice, buckwheat).

Description: The teacher complains to the child that a little trouble happened to him, two types of cereals (rice and buckwheat) were mixed, and there is not enough time to sort through them. Therefore, we need his help: divide the cereal into different jars.

Game "The letter grows."

Target: develop fine motor skills.

Game material and visual aids: sheet of paper, pencil.

Description: the child receives a sheet of paper with letters drawn at opposite ends - one very small, the other very large. Invite the child to depict the process of increasing or decreasing letters, that is, next to the small one, draw a larger letter, the next one even larger, etc. Draw the child’s attention to the fact that the letter should grow little by little, thus bringing the letter to the size indicated on the opposite end of the sheet .

Games aimed at developing fine motor skills in older preschoolers

Game "Travel around the city."

Target: develop attention, observation.

Game material and visual aids: pictures with images of city residents (mothers with children, schoolchildren, grandmother with a basket, students), people of different professions (drivers, postmen, builders, painters), modes of transport (bus, trolleybus, tram, bicycle), buildings, city decorations ( post office, shop (dishware, bookstore), fountain, square, sculpture).

Description: pictures are laid out in different places in the room. Using a counting rhyme, children are divided into 4 groups of 2-3 people. These are the "travelers". Each group is given a task: one - to see who lives in the city, collect pictures of people; the other is what people drive, collect pictures of vehicles; the third - pictures in which the various work of people is reproduced; fourth - consider and select pictures with drawings of beautiful buildings of the city, its decorations. At the driver’s signal, the “travelers” walk around the room and select the pictures they need, the rest wait for their return, watching them. Having returned to their seats, the “travelers” place pictures on stands. Participants in each group tell why they took these particular pictures. The group whose players made no mistakes and placed their pictures correctly wins.

Game “What has changed?”

Target: develop attention.

Game material and visual aids: from 3 to 7 toys.

Description: The teacher places toys in front of the children, gives a signal for them to close their eyes, and removes one toy. Having opened their eyes, children must guess which toy is hidden.

Game "Be careful!"

Target: develop active attention.

Description: children walk in a circle. Then the presenter says a word, and the children must begin to perform a certain action: on the word “bunny” - jump, on the word “horses” - hit the floor with a “hoof” (foot), “crayfish” - back away, “birds” - run with your arms outstretched, “stork” - stand on one leg.

Game “Listen to the clap!”

Target: develop active attention.

Description: Children walk in a circle. For one clap of their hands they must stop and take the “stork” pose (stand on one leg, the other tucked in, arms to the sides), for two claps - the “frog” pose (squat down), for three claps - resume walking.

Game "Four Elements".

Target: develop attention associated with the coordination of auditory and motor analyzers.

Description: The players sit in a circle. If the leader says the word “earth”, everyone should lower their hands down, if the word “water” - stretch their arms forward, the word “air” - raise their hands up, the word “fire” - rotate their hands in the wrist and radial joints. Whoever makes a mistake is considered a loser.

Game "Draw a figure".

Target: develop memory.

Game material and visual aids: paper, colored pencils, 5-6 geometric shapes.

Description: children are shown 5-6 geometric shapes, then asked to draw on paper the ones they remember. A more difficult option is to ask them to draw shapes, taking into account their size and color. The winner is the one who reproduces all the figures faster and more accurately.

Game "Forest, sea".

Target: develop attention.

Game material and visual aids: ball.

Description: throw the ball to the child, naming any area where animals live (forest, desert, sea, etc.). When returning the ball, the child must name the animal of the given area.

Game "Color it right."

Target: develop attention.

Game material and visual aids: paper, red, blue and green pencils.

Description: write letters and numbers in large print, alternating them with each other. Invite your child to circle all the letters with a red pencil and all the numbers with a blue pencil. To complicate the task, suggest circling all vowels with a red pencil, all consonants with blue, and numbers with green.

Game “I’ll show you, and you guess.”

Target: develop attention.

Game material and visual aids: toys.

Description: Invite the child to alternately depict any actions by which one of these toys can be recognized. For example, they wished for a bear cub. You need to walk around the room, imitating the clubfoot gait of a bear, showing how the animal sleeps and “sucks” its paw.

Games aimed at developing logic in senior preschoolers

Game "Find options."

Target: develop logical thinking and intelligence.

Game material and visual aids: cards with the image of 6 circles.

Description: Give the child a card with a picture of 6 circles, ask them to paint them in such a way that there are equal numbers of filled and unshaded figures. Then view and calculate all painting options. You can also hold a competition to see who can find the largest number of solutions.

Game "Wizards".

Target: develop thinking, imagination. Game material and visual aids: sheets depicting geometric shapes.

Description: Children are given sheets of geometric shapes. Based on them, it is necessary to create a more complex drawing. For example: rectangle - window, aquarium, house; circle - ball, snowman, wheel, apple. The game can be played in the form of a competition: who can come up with and draw the most pictures using one geometric figure. The winner is awarded a symbolic prize.

Game "Collect a flower".

Target: develop thinking, ability to analyze, synthesize.

Game material and visual aids: cards depicting objects related to the same concept (clothing, animals, insects, etc.).

Description: each child is given a round card - the middle of the future flower (one - a dress, the second - an elephant, the third - a bee, etc.). Then the game is played in the same way as in lotto: the presenter distributes cards with images of various objects. Each participant must assemble a flower from cards, the petals of which depict objects related to the same concept (clothing, insect, etc.).

Game "Logical endings".

Target: develop logical thinking, imagination, ability to analyze.

Description: Children are asked to complete the sentences:

Lemon is sour, and sugar... (sweet).

You walk with your feet, but throw... (with your hands).

If the table is higher than the chair, then the chair... (below the table).

If two are more than one, then one... (less than two).

If Sasha left the house before Seryozha, then Seryozha... (left later than Sasha).

If a river is deeper than a stream, then a stream... (smaller than a river).

If the sister is older than the brother, then the brother... (younger than the sister).

If the right hand is on the right, then the left... (on the left).

Boys grow up and become men, and girls... (women).

Game "Ornament".

Target: develop logical thinking and analytical ability.

Game material and visual aids: 4-5 groups of geometric shapes (triangles, squares, rectangles, etc.), cut out of colored cardboard (the shapes of one group are divided into subgroups differing in color and size).

Description: invite the child to consider how you can create ornaments from geometric shapes on the playing field (sheet of cardboard). Then lay out the ornament (according to a model, according to your own plan, under dictation), using such concepts as “right”, “left”, “above”, “below”.

Game "Helpful - Harmful."

Target: develop thinking, imagination, ability to analyze.

Description: consider any object or phenomenon, noting its positive and negative aspects, for example: if it rains, it is good, because the plants drink water and grow better, but if it rains for too long, it is bad, because the roots of the plants may rot from excess moisture.

Game “What did I wish for?”

Target: develop thinking.

Game material and visual aids: 10 circles of different colors and sizes.

Description: lay out 10 circles of different colors and sizes in front of the child, invite the child to show the circle that the teacher made. Explain the rules of the game: when guessing, you can ask questions, only with the words more or less. For example:

Is this circle bigger than red? (Yes.)

Is it more blue? (Yes.)

More yellow? (No.)

Is this a green circle? (Yes.)

Game "Plant Flowers".

Target: develop thinking.

Game material and visual aids: 40 cards with images of flowers with different petal shapes, sizes, and core colors.

Description: Invite the child to “plant flowers in the flowerbeds”: in a round flowerbed all flowers with round petals, in a square flowerbed - flowers with a yellow core, in a rectangular flowerbed - all large flowers.

Questions: what flowers were left without a flowerbed? Which ones can grow in two or three flower beds?

Game "Group by characteristics."

Target: consolidate the ability to use generalizing concepts, expressing them in words.

Game material and visual aids: cards with images of objects (orange, carrot, tomato, apple, chicken, sun).

Description: Place cards in front of the child with images of different objects that can be combined into several groups according to some characteristic. For example: orange, carrot, tomato, apple - food; orange, apple - fruits; carrots, tomatoes - vegetables; orange, tomato, apple, ball, sun - round; orange, carrots - orange; sun, chicken - yellow.

Game "Remember faster."

Target

Description: invite the child to quickly remember and name three round objects, three wooden objects, four pets, etc.

Game "Everything that flies."

Target: develop logical thinking.

Game material and visual aids: several pictures with various objects.

Description: Invite the child to select the proposed pictures based on the named characteristic. For example: everything is round, or everything is warm, or everything is animate that can fly, etc.

Game “What is it made of?”

Goals: develop logical thinking; consolidate the ability to determine what material an object is made of.

Description: the teacher names some material, and the child must list everything that can be made from it. For example: tree. (You can use it to make paper, boards, furniture, toys, dishes, pencils.)

Game "What Happens..."

Target: develop logical thinking.

Description: Invite the child to take turns asking each other questions in the following order:

What's big? (House, car, joy, fear, etc.)

What is narrow? (Path, mite, face, street, etc.)

What is low (high)?

What is red (white, yellow)?

What is long (short)?

Games aimed at developing speech in senior preschoolers

Game "Finish the sentence."

Target: develop the ability to use complex sentences in speech.

Description: Ask children to complete the sentences:

Mom put the bread... where? (Into the bread bin.)

Brother poured sugar... where? (Into the sugar bowl.)

Grandma made a delicious salad and put it... where? (Into the salad bowl.)

Dad brought candy and put it... where? (Into the candy bowl.)

Marina didn’t go to school today because... (fell ill).

We turned on the heaters because... (it got cold).

I don't want to sleep because... (it's still early).

We will go to the forest tomorrow if... (the weather is good).

Mom went to the market to... (buy groceries).

The cat climbed the tree to... (to escape from the dog).

Game "Daily Mode".

Goals: activate children's speech; enrich your vocabulary.

Game material and visual aids: 8-10 plot (schematic) pictures depicting regime moments.

Description: offer to look at the pictures, and then arrange them in a certain sequence and explain.

Game "Who's for a treat?"

Target: develop the ability to use difficult forms of nouns in speech.

Game material and visual aids: pictures depicting a bear, birds, horse, fox, lynx, giraffe, elephant.

Description: The teacher says that there are gifts for animals in the basket, but he is afraid to confuse who gets what. Asks for help. Offer pictures depicting a bear, birds (geese, chickens, swans), horses, wolves, foxes, lynxes, monkeys, kangaroos, giraffes, elephants.

Questions: Who needs honey? Who needs grain? Who wants meat? Who wants fruit?

Game "Say three words."

Target: activate the dictionary.

Description: the children stand in a line. Each participant in turn is asked a question. It is necessary, taking three steps forward, to give three answer words with each step, without slowing down the pace of walking.

What can you buy? (Dress, suit, trousers.)

Game "Who wants to become who?"

Target: develop the ability to use difficult verb forms in speech.

Game material and visual aids: plot pictures depicting labor actions.

Description: Children are offered story pictures depicting labor actions. What are the boys doing? (The boys want to make a model of an airplane.) What do they want to become? (They want to become pilots.) Children are asked to come up with a sentence with the word “want” or “want.”

Game "Zoo".

Target: develop coherent speech.

Game material and visual aids: pictures with animals, game clocks.

Description: Children sit in a circle, receiving a picture each, without showing them to each other. Everyone must describe their animal, without naming it, according to this plan:

1. Appearance.

2. What does it eat?

The game uses a "game clock". First, turn the arrow. Whoever she points to starts the story. Then, by rotating the arrows, they determine who should guess the animal being described.

Game "Compare objects".

Goals: develop observation skills; expand the vocabulary due to the names of parts and parts of objects, their qualities.

Game material and visual aids: things (toys) that are the same in name, but differ in some characteristics or details, for example: two buckets, two aprons, two shirts, two spoons, etc.

Description: The teacher reports that a package was brought to the kindergarten: “What is this?” He takes out his things: “Now we will look at them carefully. I will talk about one thing, and some of you will talk about another. We’ll tell you one by one.”

For example:

I have a smart apron.

I have a work apron.

It is white with red polka dots.

Mine is dark blue.

Mine is decorated with lace frills.

And mine is with a red ribbon.

This apron has two pockets on the sides.

And this one has one big one on his chest.

These pockets have a flower pattern on them.

And this one has tools drawn on it.

This apron is used to set the table.

And this one is worn for work in the workshop.

Game "Who was who or what was what."

Goals: activate the dictionary; expand knowledge about the world around us.

Description: Who or what was the chicken before? (Egg.) And a horse (foal), frog (tadpole), butterfly (caterpillar), boots (leather), shirt (cloth), fish (egg), wardrobe (board), bread (flour), bicycle (iron), sweater (wool), etc.?

Game “Name as many objects as possible.”

Goals: activate the dictionary; develop attention.

Description: children stand in a row and are asked to take turns naming the objects that surround them. The one who named the word takes a step forward. The winner is the one who pronounced the words correctly and clearly and named the most objects without repeating himself.

Game "Pick a Rhyme".

Target: develop phonemic awareness.

Description: The teacher explains that all words sound different, but there are some that sound similar. Offers to help you choose a word.

There was a bug walking along the road,

He sang a song in the grass... (cricket).

You can use any verses or individual rhymes.

Game “Name the parts of an object.”

Goals: enrich your vocabulary; develop the ability to relate an object and its parts.

Game material and visual aids: pictures of a house, truck, tree, bird.

Description: The teacher shows pictures:

1st option: children take turns naming parts of objects.

2nd option: each child receives a drawing and names all the parts himself.

Games for teaching literacy to senior preschoolers

Game “Find out who makes what sounds?”

Target: develop auditory perception.

Game material and visual aids: a set of subject pictures (beetle, snake, saw, pump, wind, mosquito, dog, locomotive).

Description: The teacher shows the picture, the children name the object depicted on it. To the question “How does a saw ring, a beetle buzz, etc.” the child answers, and all children reproduce this sound.

Target: develop auditory perception.

Description: The driver turns his back to the children, and they all read a poem in chorus, the last line of which is pronounced by one of the children at the direction of the teacher. If the driver guesses it, the specified child becomes the driver.

Sample material:

We'll play a little while you listen and find out.

Try to guess who called you, find out. (Name of the driver.)

A cuckoo flew into our garden and was singing.

And you, (driver’s name), don’t yawn, guess who’s crowing!

The rooster sat on the fence and crowed throughout the yard.

Listen, (driver’s name), don’t yawn, find out who our rooster is!

Ku-ka-riku!

Game "Guess the sound."

Target: practice clarity of articulation.

Description: The presenter pronounces the sound to himself, clearly articulating. Children guess the sound by the movement of the presenter's lips and pronounce it out loud. The first one to guess becomes the leader.

Game “Who has good hearing?”

Target: develop phonemic awareness, the ability to hear sounds in words.

Game material and visual aids: a set of subject pictures.

Description: The teacher shows a picture and names it. Children clap their hands if they hear the sound they are studying in the name. At later stages, the teacher can silently show the picture, and the child pronounces the name of the picture to himself and reacts in the same way. The teacher marks those who correctly identified the sound and those who could not find it and complete the task.

Game “Who Lives in the House?”

Target: develop the ability to determine the presence of sound in a word.

Game material and visual aids: a house with windows and a pocket for putting pictures, a set of subject pictures.

Description: The teacher explains that only animals (birds, pets) live in the house, the names of which contain, for example, the sound [l]. We need to put these animals in a house. Children name all the animals depicted in the pictures and choose among them those whose names contain the sound [l] or [l"]. Each correctly chosen picture is scored with a game chip.

Sample material: hedgehog, wolf, bear, fox, hare, elk, elephant, rhinoceros, zebra, camel, lynx.

Game "Who is bigger?"

Target: develop the ability to hear the sound in a word and relate it to the letter.

Game material and visual aids: a set of letters already known to children, object pictures.

Description: Each child is given a card with one of the letters known to the children. The teacher shows the picture, the children name the depicted object. The chips are received by the one who hears the sound corresponding to his letter. The one with the most chips wins.

Game "Helicopter".

Target: develop the ability to select words starting with a given sound.

Game material and visual aids: two plywood disks superimposed on each other (the lower disk is fixed, letters are written on it; the upper disk rotates, a narrow sector, the width of a letter, is cut out of it); chips.

Description: Children take turns spinning the disk. The child must name the word starting with the letter where the slot sector stops. The one who completes the task correctly receives a chip. At the end of the game, the number of chips is counted and the winner is determined.

Game "Logo".

Target: develop the ability to isolate the first sound in a syllable and correlate it with a letter.

Game material and visual aids: a large lotto card, divided into four squares (three of them contain images of objects, one square is empty) and cover cards with learned letters for each child; for the presenter a set of separate small cards with images of the same objects.

Description: The presenter takes the top picture from the set and asks who has this item. The child, who has this picture on the lotto card, names the object and the first sound in the word, and then covers the picture with the card of the corresponding letter. The first one to cover all the pictures on the lotto card wins.

Sample material: stork, duck, donkey, tail, catfish. rose, lamp, etc.

Game "Chain".

Target: develop the ability to identify the first and last sound in a word.

Description: one of the children names a word, the person sitting next to him selects a new word, where the initial sound will be the last sound of the previous word. The next child of the row continues, etc. The task of the row is not to break the chain. The game can be played as a competition. The winner will be the row that “pulled” the chain the longest.

Game “Where is the sound hidden?”

Target: develop the ability to establish the place of sound in a word.

Game material and visual aids: the teacher has a set of subject pictures; Each child has a card divided into three squares and a colored chip (red with a vowel, blue with a consonant).

Description: The teacher shows a picture and names the object depicted on it. Children repeat the word and indicate the location of the sound being studied in the word, covering one of the three squares on the card with a chip, depending on where the sound is located: at the beginning, middle or end of the word. Those who correctly place the chip on the card win.

Game "Where is our home?"

Target: develop the ability to determine the number of sounds in a word.

Game material and visual aids: a set of subject pictures, three houses with pockets and a number on each (3, 4, or 5).

Description: Children are divided into two teams. The child takes a picture, names the object depicted on it, counts the number of sounds in the spoken word and inserts the picture into a pocket with a number corresponding to the number of sounds in the word. Representatives of each team come out in turn. If they make a mistake, they are corrected by the children of the other team. For each correct answer, a point is counted, and the row whose players score the most points is considered the winner. The same game can be played individually.

Sample material: com, ball, catfish, duck, fly, crane, doll, mouse, bag.

Game "Wonderful bag".

Target

Game material and visual aids: a bag made of colorful fabric with various objects, the names of which have two or three syllables.

Description: Children come up to the table in order, take an object out of the bag, and name it. The word is repeated syllable by syllable. The child names the number of syllables in a word.

Game "Telegraph".

Target: develop the ability to divide words into syllables.

Description: The teacher says: “Guys, now we’re going to play telegraph. I will name the words, and you will transmit them one by one by telegraph to another city.” The teacher pronounces the first word syllable by syllable and accompanies each syllable with clapping. Then he names the word, and the called child independently pronounces it syllable by syllable, accompanied by clapping. If a child completes the task incorrectly, the telegraph breaks down: all the children begin to slowly clap their hands; a damaged telegraph can be repaired, that is, pronounce the word correctly syllable by syllable and clap.

Math games for older children

Game "Be careful".

Target: consolidate the ability to distinguish objects by color.

Game material and visual aids: flat images of objects of different colors: red tomato, orange carrot, green Christmas tree, blue ball, purple dress.

Description: Children stand in a semicircle in front of a board on which flat objects are placed. The teacher, naming the object and its color, raises his hands up. Children do the same. If the teacher names the color incorrectly, children should not raise their hands up. The one who raised his hands loses the forfeit. When playing forfeits, children can be given tasks: name a few red objects, say what color the objects are on the top shelf of the closet, etc.

Game "Compare and fill".

Goals: develop the ability to carry out visual-mental analysis; consolidate ideas about geometric shapes.

Game material and visual aids: set of geometric shapes.

Description: two people play. Each player must carefully examine his or her board with images of geometric shapes, find a pattern in their arrangement, and then fill in the empty cells with a question mark, placing the desired shape in them. The one who completes the task correctly and quickly wins. The game can be repeated by arranging the figures and question marks differently.

Game "Fill the Empty Cells".

Goals: consolidate the idea of ​​geometric shapes; develop the ability to compare and contrast two groups of figures, find distinctive features.

Game material and visual aids: geometric shapes (circles, squares, triangles) of three colors.

Description: two people play. Each player must study the arrangement of the figures in the table, paying attention not only to their shape, but also to the color, find a pattern in their arrangement and fill in the empty cells with question marks. The one who completes the task correctly and quickly wins. Players can then exchange signs. You can repeat the game by arranging the figures and question marks in the table differently.

Game "Wonderful Cup".

Target: learn to determine the place of a given object in a number series.

Game material and visual aids: 10 yogurt cups, a small toy that fits in the cup.

Description: stick a number on each glass, choose the driver, he must turn away. During this time, hide a toy under one of the glasses. The driver turns and guesses which glass the toy is hidden under. He asks: “Under the first glass? Under the sixth? Etc. until he guesses right. You can answer with prompts: “No, more,” “No, less.”

Game "Holiday at the Zoo".

Target: learn to compare numbers and quantities of objects.

Game material and visual aids: soft toys, counting sticks (buttons).

Description: Place animal toys in front of the child. Offer to “feed” them. The teacher names the number, and the child places the required number of sticks (buttons) in front of each toy.

Game "Longer".

Target: consolidate the concepts of “length”, “width”, “height”.

Game material and visual aids: strips of paper.

Description: the teacher thinks of some object (for example, a closet) and makes a narrow paper strip equal to its width. To find the answer, the child will need to compare the width of different objects in the room with the length of the strip. Then you can guess another object by measuring its height, and the next one by measuring its length.

Game "Pass through the gate."

Game material and visual aids: cards, “gates” with numbers.

Description: Children are given cards with different numbers of circles. To go through the “gate”, everyone needs to find a pair, that is, a child, whose number of circles, added to the circles on their own card, will give the number shown on the “gate”.

Game "Numbers Talk".

Target: consolidate direct and reverse counting.

Game material and visual aids: cards with numbers.

Description: “number” children receive cards and stand one after another in order. “Number 4” says to “number 5”: “I am one less than you.” What did “number 5” answer to “number 4”? What did “number 6” say?

Game "Don't Yawn!"

Goals: consolidate knowledge of counting from 1 to 10, the ability to read and write numbers.

Game material and visual aids: number cards, forfeits.

Description: Children are given cards with numbers from 0 to 10. The teacher tells a fairy tale in which different numbers appear. When a number is mentioned that matches the number on the card, the child must pick it up. Whoever did not have time to quickly perform this action loses (he must give forfeit). At the end of the game, a “redemption” of forfeits is carried out (solve a problem, a joke problem, guess a riddle, etc.).

Word games

for children

senior preschool age

What kind of item?

Target: learn to name an object and describe it.

Move.

The child takes out an object, a toy, from a wonderful bag and names it (it’s a ball). First, the teacher describes the toy: “It’s round, blue, with a yellow stripe, etc.”

Guess the toy

Target: to develop in children the ability to find an object, focusing on its main features and description.

Move.

3-4 familiar toys are put on display. The teacher says: he will outline the toy, and the task of the players is to listen and name this object.

Note: 1-2 signs are indicated first. If children find it difficult 3-4.

Who will see and name more

Target: learn to designate parts and signs of the appearance of a toy with words and actions.

Move.

Educator: Our guest is the doll Olya. Olya loves to be praised and people pay attention to her clothes. Let's give the doll pleasure, describe her dress, shoes, socks.

Magpie

Target : correlate the verb with the action it denotes and with the subject who performed this action.

Materials: needles, glasses, soap, bell, brush, iron. Brush, broom, toy – Magpie bird.

Move.

Educator: While you were at home, a magpie flew into the kindergarten and collected various things in its bag. Let's see what she took

(The teacher lays out the items)

Children:

Magpie, forty

Give us the soap

Magpie:

I won't give, I won't give

I'll take your soap

I'll give my shirt to wash.

Children:

Magpie, forty

Give us the needle!

Magpie:

I won't give it up, I won't give it up.

I'll take a needle

I’ll sew a shirt for my little shirt.

Children:

Forty, forty,

Give us the glasses

Magpie:

I won't give it up, I won't give it up.

I'm without glasses myself

I can’t read forty poems.

Children:

Forty, forty.

Give us the bell.

Magpie:

I won't give it up, I won't give it up.

I'll take the bell.

I’ll give you the shirt - call me, son.

Educator:

You, magpie, don't rush

Ask the kids.

They will all understand you.

Everything you need will be served.

Educator:

What do you want to do, magpie? (Clean, iron, dye...)

Educator:

Children, what does a magpie need for this?

(Children name and bring all the items)

The magpie thanks and flies away.

“Name as many objects as possible”

Target: Exercise children in clear pronunciation of words.

Move.

The teacher invites the children to look around them and name as many objects that surround them as possible (name only those that are in their field of vision)

The teacher makes sure that children pronounce words correctly and clearly and do not repeat themselves. When the kids can no longer name anything themselves, the teacher can ask them leading questions: “What’s hanging on the wall?” etc.

"Olin's Helpers"

Target: form plural form Numbers of verbs.

Material: Olya doll.

Move.

The Olya doll came to us with her assistants. I’ll show them to you, and you can guess who these assistants are and what they help Ole do.

The doll is walking along the table. The teacher points to her legs.

What is this? (These are the legs)

They are Olya's assistants. What are they doing? (Walk, jump, dance, etc.)

"Multi-colored chest"

Target: teach children to focus on the ending of the word when agreeing neuter (feminine) nouns with pronouns.

Material: box, subject pictures according to the number of children.

Move.

Educator:

I put the pictures

In a multi-colored chest.

Come on, Ira, take a look,

Take out the picture and name it.

Children take out a picture and name what is shown on it.

“Tell me which one?”

Target : Teach children to identify the characteristics of an object.

Move.

The teacher (or child) takes objects out of the box, names them, and the children point out some feature of this object.

If the children find it difficult, the teacher helps: “This is a cube. What is he like?

"Magic Cube"

Game material: cubes with pictures on each side.

Rules of the game . A child throws a dice. Then he must depict what is drawn on the top edge and pronounce the corresponding sound.

Move.

The child, together with the teacher, says: “Spin, spin, lie on your side,” and throws the dice. On the top edge there is, for example, an airplane. The teacher asks: “What is this?” and asks to imitate the rumble of an airplane.

The other sides of the die are played in the same way.

"Unusual Song"

Rules of the game . The child sings vowel sounds to the tune of any melody he knows.

Move.

Educator. One day, beetles, butterflies and grasshoppers argued who could sing a song best. The big, fat beetles came out first. They sang importantly: O-O-O. (Children sing a melody with the sound O). Then the butterflies fluttered out. They sang a song loudly and cheerfully. (Children perform the same melody, but with sound A). The last to come out were the grasshopper musicians, they began to play the violins - E-I-I. (Children hum the same melody with the sound I). Then everyone came out into the clearing and began chanting with words. And immediately all the beetles, butterflies, and grasshoppers realized that our girls and boys sang best.

"Echo"

Rules of the game. The teacher loudly pronounces any vowel sound, and the child repeats it, but quietly.

Move.

The teacher says loudly: A-A-A. The echo child quietly answers: ah-ah. And so on. You can also use a combination of vowel sounds: ay, ua, ea, etc.

"Gardener and Flowers"

Target : consolidate children’s knowledge about flowers (wild berries, fruits, etc.)

Move.

Five or six players sit on chairs arranged in a circle. This is flowers. They all have a name (the players can choose a flower picture; they cannot be shown to the presenter). The leading gardener says: “It’s been so long since I’ve seen a wonderful white flower with a yellow eye that looks like a little sun, I haven’t seen a chamomile.” Chamomile gets up and takes a step forward. Chamomile, bowing to the gardener, says: “Thank you, dear gardener. I’m happy that you wanted to look at me.” Chamomile sits on another chair. The game continues until the gardener lists all the flowers.

“Who can name more actions”

Target : actively use verbs in speech, forming various verb forms.

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

Move.

The Incompetent comes and brings pictures. The children's task is to choose words that denote actions related to objects or phenomena depicted in the pictures.

For example:

What can you say about the plane? (flies, buzzes, rises)

What can you do with clothes? (wash, iron, sew up)

What can you say about the rain? (walks, drips, pours, drizzles, knocks on the roof)

Etc.

"Kids and the Wolf"

Target. Finish the fairy tale at its beginning.

Material. Flannelograph and attributes for the fairy tale “The Goat with Kids”, bunny

Move.

The teacher tells the beginning of the fairy tale, showing the figures of the characters.

Educator: the bunny says...

Children: don’t be afraid of me, it’s me – a little bunny.

Educator: The kids treated him...

Children: carrots, cabbage...

Educator: then they became...

Etc.

"Wake up the cat"

Target . Activate the names of baby animals in children’s speech.

Material. Animal costume elements (hat)

Move.

One of the children gets the role of a cat. He sits, closing his eyes, (as if sleeping), on a chair in the center of the circle, and the rest, optionally choosing the role of any baby animal, form a circle. The one to whom the teacher points with a gesture gives a voice (produces an onomatopoeia corresponding to the character).

The cat's task is to name who woke him up (cockerel, frog, etc.). If the character is named correctly, the performers change places and the game continues.

"Breeze"

Target . Development of phonemic hearing.

Move.

Children stand in a circle. The teacher pronounces different sounds. If you hear a sound like oo, raise your arms and spin around slowly.

The sounds u, i, a, o, u, i, u, a are pronounced. Children, hearing the sound u, make the appropriate movements.

"Pinocchio the Traveler"

Target. Find your bearings in the meaning of verbs.

Material. Pinocchio doll.

Move.

Pinocchio is a traveler. He travels to many kindergartens. He will tell you about his travels, and you will guess which rooms of the kindergarten or on the street he visited.

I went into the room where the children were rolling up their sleeves, soaping their hands, and drying themselves.

They yawn, rest, sleep...

They dance, sing, spin...

There was Pinocchio in kindergarten when the children:

They come and say hello... (When does this happen?)

They have lunch, thank...

They get dressed, say goodbye...

Making a snow woman, sledding

"Hide and Seek"

Target. Formation of the morphological side of speech. Lead children to understand prepositions and adverbs that have spatial meaning (in, on, behind, under, about, between, next to, left, right)

Material. Small toys.

Move.

The teacher hides the toys made in advance in different places in the group room, and then gathers the children around him. He tells them: “I was notified that uninvited guests have settled in our group. The tracker who was monitoring them writes that someone was hiding in the upper right drawer of the desk. Who will go on the search? Fine. Found it? Well done! And someone hid in the corner of the toys, behind the closet (Search). Someone is under the doll's bed; someone is on the table; what is standing to my right"

THAT. the children look for all the uninvited guests, hide them in a box and agree that they will again play hide and seek with their help.

"The postman brought a postcard"

Target . Teach children to form verb forms in the present tense (draws, dances, runs, jumps, laps, waters, meows, barks, strokes, drums, etc.)

Material. Postcards depicting people and animals performing various actions.

Move.

The game is played with a small subgroup.

Someone knocks on the door.

Educator: Guys, the postman brought us postcards. Now we will look at them together. Who is on this card? That's right, Mishka. What is he doing? Yes, he drums. This card is addressed to Olya. Olya, remember your postcard. This postcard is addressed to Pasha. Who is pictured here? What is he doing? And you, Petya, remember your postcard.

THAT. 4-5 pieces are considered. And those to whom they are addressed must correctly name the character’s actions and remember the image.

Educator: Now I’ll check if you remember your postcards? Snowmen are dancing. Whose postcard is this? Etc.

"Finish the sentence"

Target: use of complex sentences)

· Mom put the bread... where? (into the bread bin)

· Brother poured sugar... where? (into the sugar bowl)

· Grandma made a delicious salad and put it... where? (in a salad bowl)

· Dad brought candy and put it... where? (into the candy bowl)

· Marina didn’t go to school today because... (fell ill)

· We turned on the heaters because... (it got cold)

· I don't want to sleep because... (it's still early)

· We will go to the forest tomorrow if... (the weather is good)

· Mom went to the market to... (buy groceries)

· The cat climbed up a tree to...(it was the dogs who saved themselves)

"Daily regime"

8-10 plot or schematic pictures about the daily routine. Offer to consider, and then arrange in a certain sequence and explain.

"Who's for a treat?"

Target: use of difficult forms of nouns

The teacher says that there are gifts for animals in the basket, but he is afraid of mixing up what. Asks for help. Pictures are offered depicting a bear, birds - geese, chickens, swans, horses, wolves, foxes, lynxes, monkeys, kangaroos, giraffes, elephants. Who needs honey? Who needs grain? Who wants meat? Who wants fruit?

"Say three words"

Target: activation of the dictionary

The children stand in a line. Each participant in turn is asked a question. It is necessary, taking three steps forward, to give three answer words with each step, without slowing down the pace of walking.

· What can you buy? (dress, suit, trousers)

"Who wants to become who?"

Target: using difficult verb forms

Children are offered story pictures depicting labor actions. What are the boys doing? (The boys want to make a model of an airplane) What do they want to become? (They want to become pilots). Children are asked to come up with a sentence with the word want or want.

"Zoo"

Target: development of coherent speech.

Children sit in a circle, receiving a picture each, without showing them to each other. Everyone must describe their animal, without naming it, according to this plan:

1. Appearance;

2. What does it eat?

The game uses a "game clock". First, turn the arrow. Whoever she points to starts the story. Then, by rotating the arrows, they determine who should guess the animal being described.

"Compare objects"

Target: development of observation skills, clarification of vocabulary through names

details and parts of objects, their qualities).

In the game you can use both things and toys that are the same in name, but differ in some characteristics or details, as well as paired object pictures. For example, two buckets, two aprons, two shirts, two spoons, etc.

An adult reports that a package has been sent to the kindergarten. What is this? Gets things out. “Now we will look at them carefully. I will talk about one thing, and one of you will talk about another. We will talk about it in turn.”

For example: