Didactic games for children 5. Didactic games for preschool children (5–7 years old). Games for teaching literacy to preschoolers of the senior group
Games for children 6 years old
Didactic games. Games are aimed at developing perception, attention, memory, thinking and imagination of the child.
Didactic game "Lay it out yourself"
Purpose: to learn to analyze the shape of objects.
Children are given an outline image, for example, a fish, a cat, etc.
The figures are squares, triangles, children cut out on their own.
Here are some objects that can be folded from geometric shapes.
Didactic game "Doll rug"
Purpose: to teach to navigate in space, to know the directions to the right, to the left, the middle, etc. The rug can be made from a regular sheet of paper, and the figures can either be drawn or cut out of paper geometric shapes. We follow the instructions of the doll: first you should fill in the middle, then - at the top right, at the bottom right, etc. 
Didactic game "What in the world does not happen!"
Goal: develop imagination, speech
Invite your child to draw something that does not exist in the world. Ask him to tell what he drew, and discuss the drawing with him: is it really that what is shown on it does not occur in life. The game will be very fun. Children with the Kaliningrad artist A. Taynikov drew: a cat fish, an elephantfish ...
Didactic game "Guess what is hidden"
Purpose: development of speech, imagination
We take a "wonderful bag." Let's hide some toy in it and describe its appearance, for example: “Yellow, the body is round, the head is round, the beak is sharp” (chicken). The next to hide and describe the object will be the child. It is possible in the “wonderful bag” after the child guesses, find the hidden object by touch.
Didactic game "Pairs of words"
Goal: memory development
We offer the child to remember a few words (you can start with 5-6), presenting each of them in tandem with another word. For example. You name such pairs: cat - milk, boy - car, table - pie, etc. - and ask the child to remember the second words from each pair. Then you call the first word of the pair, and the child must remember and name the second word. The task can be gradually complicated by increasing the number of pairs of words and selecting pairs of words with separate semantic connections.
Didactic game "It happens - it doesn't happen"
Purpose: development of speech, imagination of the child
The teacher asks the children whether this actually happens or not? If not, the children stomp their feet; if they do, they clap their hands. The teacher's sign with his hands in front of his chest cross to cross - stop, the children stop clapping or stomping. Be sure to alternate between real and unreal options, for example: “A wolf roams the forest”, “A wolf sits on a tree”, “A cup of boil in a saucepan”, “A cat walks on the roof”. “The dog is walking on the roof”, “The boat is floating in the sky”, “The house is drawing a girl”, “The girl is drawing a house”, etc. the game will be more fun and interesting if your phrases and phrases of the child are varied and maybe unexpected. Make mistakes sometimes - it will only make the game more fun.
Didactic game "Name the neighbors"
Goal: be able to name the neighbors of a number
The players stand in a circle. One child picks up a ball. He throws the ball to a partner, calling a number (from 0 to 10). The one who catches the ball must name the “neighbors” of the named number (the number is 1 more and 1 less than the one named), after that he calls his number and throws the ball to the next player. If the catcher makes a mistake in naming the neighbors, he is out of the game.
Didactic game "Count right"
Purpose: to form the ability of children to correlate the number of objects with the number.
The game is made of thick white material. Buttons were sewn onto the material. The children are blindfolded and asked to count the number of buttons with their fingers. Match the number of buttons with the correct number. 
Game "Digital table"
Purpose: to determine the volume, speed of distribution and switching of attention. If the child knows how to count, offer him a table consisting of numbers from 1 to 25, the order of the numbers is arbitrary. The task will be next. You need to quickly find, show and name numbers from 1 to 25. The child should spend 2 minutes to complete this task, making almost no mistakes.
The game "Find differences"
You will need paired cards to play (see sample below).
Comparing the cards, the child must find the indicated number of differences in signs.
Option 1
Look closely and find 3 differences.
Option 2
Look closely and find 5 differences. 
Option 3
Look closely and find 6 differences.
The game "Who was who?
The child must answer the question of who (what) he was before: chicken (egg), horse (foal), cow (calf), oak (acorn), fish (egg), apple tree9 seed), butterfly (caterpillar), bread (flour ), shirt (fabric), shoes (leather), etc. You can give other words that require the child to understand the transition of one quality to another.
List of sources used:
1. “What doesn’t happen in the world?” Entertaining games for children, Moscow "Enlightenment", 1991
2.A.Gerasimova "Tests for preparing for school", Moscow "Iris press". 2004
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 participate in the fair. To do this, you need to make beads, bracelets, photo frames using game material.
Game "Color it right".
Goals: develop fine motor skills; learn to hatch objects with an inclination to the right, left, straight, lines parallel to each other.
: pencils, contour images of various objects.
Description: children are invited to participate in the competition for the best hatcher. The teacher distributes contour images of objects, explaining the principle of shading (lines parallel to each other, tilted to the right (left, straight).
Paper craft game.
Goals: develop fine motor skills, form the ability to fold a sheet in various directions.
Game material and visual aids: paper.
Description: suggest the game "Paper Toy Store". Then show samples of paper figures that children can make (cap, jackdaw, boat, dove).
Shadow theater game.
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 the 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). The "actors" of the shadow theater can accompany their actions with short dialogues, acting out scenes.
The 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 has happened to him, two types of cereals (rice and buckwheat) have mixed up, and there is not enough time to sort it out. Therefore, his help is needed: to decompose the cereal into different banks.
The game "The letter grows."
Target: develop fine motor skills.
Game material and visual aids: sheet of paper, pencil.
Description: the child receives a piece of paper, at the opposite ends of which letters are drawn - 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 preschoolers of the older group
City Travel game.
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, decorations of the city ( post office, shop (dishes, books), fountain, square, sculpture).
Description: pictures are laid out in different places in the room. With the help of a counter, children are divided into 4 groups of 2-3 people. They are "travelers". Each group is given a task: one - to see who lives in the city, to collect pictures of people; the other - what people drive, collect pictures of vehicles; the third - pictures on which the various labor of people is reproduced; fourth - to consider and select pictures with drawings of beautiful buildings of the city, its decorations. At the signal of the driver, the “travelers” walk around the room and select the pictures they need, the rest are waiting for their return, watching them. Returning to their places, the "travelers" put pictures on stands. Participants of each group tell why they took these pictures. The winner is the group whose players did not make a mistake and put their pictures correctly.
Game "What has changed?".
Target: develop attention.
Game material and visual aids: from 3 to 7 toys.
Description: the teacher puts toys in front of the children, gives a signal to close their eyes, and removes one toy. Opening their eyes, the children must guess which toy is hidden.
The game "Be careful!".
Target: develop active attention.
Description: children walk in a circle. Then the leader pronounces a word, and the children must begin to perform a certain action: on the word "bunny" - jump, on the word "horses" - hit the "hoof" (foot) on the floor, "crayfish" - back away, "birds" - run with arms spread out to the sides, "stork" - stand on one leg.
The game "Listen to the clap!"
Target: develop active attention.
Description: children walk in a circle. For one clap, they should stop and take the “stork” pose (stand on one leg, the second is tucked in, arms to the sides), for two claps - the “frog” pose (squat down), for three claps - resume walking.
The game "Four Elements".
Target: develop attention associated with the coordination of auditory and motor analyzers.
Description: Players sit in a circle. If the host says the word "earth", everyone should put their hands down, if the word "water" - stretch their hands 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 they are asked to draw on paper those that they remember. A more difficult option is to ask to draw figures, given 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 animal habitat (forest, desert, sea, etc.). Returning the ball, the child must name the animal of the 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 the child to circle all the letters in red pencil, and all the numbers in blue. Complicating the task, offer to circle all vowels in red pencil, all consonants in blue, numbers in green.
The game "I'll show, 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 thought of a teddy bear. You need to walk around the room, imitating the clumsy gait of a bear, show how the beast sleeps and “sucks” its paw.
Games aimed at developing logic in preschoolers of the older group
Game "Find options".
Target: develop logical thinking, ingenuity.
Game material and visual aids: cards with the image of 6 circles.
Description: give the child a card with the image of 6 circles, offer to paint them in such a way that the filled and unfilled figures are equally divided. Then view and calculate all the options for painting. You can also hold a competition: who will find the largest number of solutions.
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Game Wizards.
Target: develop thinking, imagination. Game material and visual aids: sheets depicting geometric shapes.
Description: children are given sheets with the image of geometric shapes. Based on them, you need 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 will come up with and draw more pictures using one geometric figure. The winner is awarded a symbolic prize.
Game "Collect a flower".
Target: to develop thinking, the ability to analyze, synthesize.
Game material and visual aids: cards with the image of objects related to the same concept (clothes, 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 the lotto: the host distributes cards with the image of various objects. Each participant must collect a flower from cards, on the petals of which objects related to one concept are depicted (clothing, insect, etc.).
Game "Logic endings".
Target: develop logical thinking, imagination, ability to analyze.
Description: children are invited to complete the sentences:
Lemon is sour, and sugar ... (sweet).
You walk with your feet, but you throw ... (with your hands).
If the table is higher than the chair, then the chair ... (below the table).
If two is greater than one, then one... (less than two).
If Sasha left the house before Serezha, then Serezha ... (left later Sasha).
If the river is deeper than the brook, then the brook ... (smaller than the 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).
Ornament game.
Target: develop logical thinking, the ability to analyze.
Game material and visual aids: 4-5 groups of geometric shapes (triangles, squares, rectangles, etc.) cut out of colored cardboard (the figures of one group are divided into subgroups that differ in color and size).
Description: invite the child to consider how on the playing field (sheet of cardboard) you can create ornaments from geometric shapes. Then lay out the ornament (according to the model, according to one’s own plan, under dictation), using such concepts as “right”, “left”, “above”, “below”.
The game "Useful - harmful."
Target: develop thinking, imagination, ability to analyze.
Description: to consider an object or phenomenon, noting its positive and negative sides, for example: if it rains, it's good, because plants drink water and grow better, but if it rains for too long, it's bad, because the roots of plants can rot from excess moisture.
The game "What did I think?".
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 thought of. Explain the rules of the game: guessing, you can ask questions, only with words more or less. For example:
Is the circle bigger than red? (Yes.)
Is it more blue? (Yes.)
More yellow? (Not.)
Is it a green circle? (Yes.)
Game "Plant flowers".
Target: develop thinking.
Game material and visual aids: 40 cards with pictures of flowers with different shapes of petals, size, color of the core.
Description: invite the child to “plant flowers in flower beds”: on a round flower bed all flowers with round petals, on a square - flowers with a yellow core, on a rectangular - all large flowers.
Questions: what flowers were left without a flower bed? What can grow in two or three flower beds?
The game "Group by features."
Target: to consolidate the ability to use generalizing concepts, expressing them in words.
Game material and visual aids: cards with the image of objects (orange, carrot, tomato, apple, chicken, sun).
Description: lay out cards with the image of different objects in front of the child, which can be combined into several groups according to any sign. For example: orange, carrot, tomato, apple - food; orange, apple - fruits; carrots, tomatoes - vegetables; orange, tomato, apple, ball, sun - round; orange, carrot - orange; sun, chicken - yellow.
The game "Remember quickly."
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 according to the named feature. For example: everything is round or everything is warm, or everything is animated that can fly, etc.
The game "What is made of."
Goals: develop logical thinking; to 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 make paper, boards, furniture, toys, dishes, pencils from it.)
The game "What happens ...".
Target: develop logical thinking.
Description: Invite the child to take turns asking each other the following questions:
What gets big? (House, car, joy, fear, etc.)
What is narrow? (Trail, mite, face, street, etc.)
What happens low (high)?
What is red (white, yellow)?
What is long (short)?
Games aimed at the development of speech in preschoolers of the older group
Game "Finish the sentence."
Target: develop the ability to use complex sentences in speech.
Description: Ask the children to complete the sentences:
Mom put the bread... where? (To the breadbasket.)
Brother poured sugar ... where? (To the sugar bowl.)
Grandma made a delicious salad and put it... where? (To the salad bowl.)
Dad brought sweets and put them... where? (To the candy bar.)
Marina didn't go to school today because... (she got sick).
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... (weather is good).
Mom went to the market to ... (buy groceries).
The cat climbed a tree to ... (to escape from the dog).
Game "Mode of the day".
Goals: activate the speech of children; enrich vocabulary.
Game material and visual aids: 8-10 plot (schematic) pictures depicting regime moments.
Description: offer to consider the pictures, and then arrange them in a certain sequence and explain.
The game "Who treats?".
Target: to develop the ability to use difficult forms of nouns in speech.
Game material and visual aids: pictures of 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 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 is the grain for? Who needs meat? Who wants fruit?
Game "Name three words."
Target: Activate the dictionary.
Description: the children line up. Each participant is asked a question in turn. It is necessary, taking three steps forward, to give three words-answers with each step, without slowing down the pace of walking.
What can be bought? (Dress, suit, trousers.)
The game "Who wants to be who?".
Target: to develop the ability to use difficult forms of the verb in speech.
Game material and visual aids: plot pictures depicting labor actions.
Description: children are offered plot pictures depicting labor actions. What are the boys doing? (The boys want to make a mock-up of an airplane.) What do they want to be? (They want to become pilots.) Children are invited to come up with a sentence with the word “want” or “want”.
Zoo game.
Target: develop coherent speech.
Game material and visual aids: pictures with animals, game clock.
Description: children sit in a circle, receiving a picture without showing them to each other. Everyone should describe their animal, without naming it, according to this plan:
1. Appearance.
2. What does it eat.
The "game clock" is used for the game. Turn the arrow first. Whom she points to, he begins the story. Then, by rotating the arrows, it is determined who should guess the described animal.
Game "Compare items".
Goals: develop observation; expand the dictionary by the names of parts and parts of objects, their qualities.
Game material and visual aids: things (toys) that are identical in name, but differ in some features or details, for example: two buckets, two aprons, two shirts, two spoons, etc.
Description: the teacher reports that a parcel was brought to the kindergarten: “What is this?” He takes out things: “Now we will carefully consider them. I will talk about one thing, and one of you - about another. Let's take turns talking."
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 adorned with lace frills.
Mine is red ribbon.
This apron has two side pockets.
And this one has a big one on his chest.
On these pockets there is a pattern of flowers.
And this is where the tools are.
In this apron they set the table.
And this one is worn for work in the workshop.
The game "Who was who or what was what."
Goals: activate dictionary; expand knowledge about the environment.
Description: Who or what was the chicken before? (Egg.) A horse (foal), frog (tadpole), butterfly (caterpillar), boots (leather), shirt (cloth), fish (egg), wardrobe (board), bread (flour), bicycle (iron), sweater (wool), etc.?
The game "Name as many objects as possible."
Goals: activate dictionary; develop attention.
Description: children stand in a row, they are invited to take turns naming the objects that surround them. The name of the word takes a step forward. The winner is the one who correctly and clearly pronounces the words and named more objects without repeating themselves.
Game "Choose a rhyme".
Target: develop phonemic awareness.
Description: the teacher explains that all the words sound different, but there are among them that sound similar. Offers help to find a word.
There was a bug on the way
He sang a song in the grass ... (cricket).
You can use any verses or individual rhymes.
Game "Name the parts of the object."
Goals: enrich vocabulary; develop the ability to correlate the object and its parts.
Game material and visual aids: pictures of a house, a truck, a tree, a bird.
Description: the teacher shows the pictures:
Option 1: Children take turns calling parts of objects.
2nd option: each child receives a drawing and names all the parts himself.
Games for teaching literacy to preschoolers of the senior group
The 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 buzzes, etc.” the child answers, and all the children reproduce this sound.
Target: develop auditory perception.
Description: the driver becomes his back to the children, and they all read a poem in unison, the last line of which is uttered 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, as you listen, we'll find out.
Try to guess who called you, find out. (Name of the driver.)
A cuckoo flew into our garden and sings.
And you, (name of the driver), do not yawn, who is cuckooing, guess!
The rooster sat on the fence, shouted to the whole yard.
Listen, (name of the driver), do not yawn, who is our rooster, find out!
Ku-ka-river!
Game "Guess the Sound"
Target: practice clarity of articulation.
Description: the leader pronounces the sound to himself, clearly articulating. Children guess the sound by the movement of the leader's lips and pronounce it aloud. The one who guesses first becomes the leader.
The game "Who has a good ear?".
Target: develop phonemic hearing, the ability to hear the sound in a word.
Game material and visual aids: a set of subject pictures.
Description: the teacher shows the picture, calls it. Children clap their hands if they hear the sound being studied 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 notes those who correctly identified the sound and those who could not find it and complete the task.
The game "Who lives in the house?".
Target: to develop the ability to determine the presence of a sound in a word.
Game material and visual aids: a house with windows and a pocket for posting pictures, a set of subject pictures.
Description: the teacher explains that only animals (birds, domestic animals) live in the house, in the names of which there is, for example, the sound [l]. We need to put these animals in the 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 evaluated by a game chip.
Sample material: hedgehog, wolf, bear, fox, hare, elk, elephant, rhinoceros, zebra, camel, lynx.
The game "Who is more?".
Target: develop the ability to hear the sound in the word and correlate it with the letter.
Game material and visual aids: a set of letters already known to children, subject pictures.
Description: Each child is given a card with one of the letters known to the children. The teacher shows a picture, the children name the pictured object. Chips are received by the one who hears the sound corresponding to his letter. The one with the most chips wins.
Vertolina game.
Target: develop the ability to select words that begin 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, letter-wide sector is cut out in it); chips.
Description: The children take turns spinning the disc. The child must name the word with the letter on which the sector-slot stops. The one who completes the task correctly receives a token. At the end of the game, the number of chips is counted and the winner is determined.
Logo game.
Target: develop the ability to highlight the first sound in a syllable, correlate it with a letter.
Game material and visual aids: a large lotto card, divided into four squares (three of them have images of objects, one square is empty) and tire cards with learned letters for each child; for the leader, a set of separate small cards with images of the same items.
Description: The facilitator takes the top picture from the set and asks who has this item. A child who has a given picture on a loto card names the object and the first sound in the word, after which he closes the picture with a card of the corresponding letter. The winner is the one who first closed all the pictures on the lotto card.
Sample material: stork, duck, donkey, tail, catfish. rose, lamp, etc.
Chain game.
Target: develop the ability to distinguish the first and last sound in a word.
Description: one of the children calls the word, the one sitting next to it picks up a new word, where the initial sound will be the last sound of the previous word. The next child of the row continues, and so on. The task of the row is not to break the chain. The game can be played like a competition. The winner will be the row that “pulled” the chain the longest.
The game "Where is the sound hidden?".
Target: to 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, names the object depicted on it. Children repeat the word and indicate the place 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: at the beginning, middle or end of the word. Those who correctly position 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 the pocket with a number corresponding to the number of sounds in the word. Representatives of each team come out in turn. If they are wrong, they are corrected by the children of the other team. A point is scored for each correct answer, and the row whose players score the most points is considered the winner. The same game can be played individually.
Sample material: lump, ball, catfish, duck, fly, crane, doll, mouse, bag.
The game "Wonderful bag".
Target
Game material and visual aids: a pouch made of colorful fabric with various objects, in the names of which there are two or three syllables.
Description: children in order come to the table, take out an object from the bag, name it. The word is repeated syllable by syllable. The child names the number of syllables in the word.
Telegraph game.
Target: to develop the ability to divide words into syllables.
Description: the teacher says: “Guys, now we will play telegraph. I will name the words, and you will telegraph them one by one to another city. The teacher pronounces the first word in syllables and accompanies each syllable with claps. Then he calls the word, and the called child independently pronounces it in syllables, accompanied by clapping. If the child did the task incorrectly, the telegraph breaks: all the children begin to slowly clap their hands, the damaged telegraph can be repaired, that is, pronounce the word correctly in syllables and clap.
Math games for older children
Game "Be Careful"
Target: to consolidate the ability to distinguish objects by color.
Game material and visual aids: flat images of objects in 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 color is named incorrectly by the teacher, the children should not raise their hands up. The one who raised his hands loses the phantom. When playing forfeits, children can be offered tasks: name a few red objects, say what color the objects are on the top shelf of the cabinet, etc.
Game "Compare and fill".
Goals: develop the ability to carry out visual-cogitative analysis; reinforce ideas about geometric shapes.
Game material and visual aids: a set of geometric shapes.
Description: two play. Each of the players must carefully examine their plate with images of geometric shapes, find a pattern in their arrangement, and then fill in the empty cells with a question mark by putting the desired figure in them. The winner is the one who correctly and quickly completes the task. The game can be repeated by arranging the figures and question marks in a different way.
The game "Fill the empty cells."
Goals: to consolidate the idea of \u200b\u200bgeometric shapes; develop the ability to compare and compare two groups of figures, to find distinctive features.
Game material and visual aids: geometric shapes (circles, squares, triangles) in three colors.
Description: two 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 winner is the one who correctly and quickly completes the task. Players can then exchange signs. You can repeat the game by placing figures and question marks in a different way in the table.
The game "Wonderful glass".
Target: learn to determine the place of a given object in a number series.
Game material and visual aids: 10 cups of yoghurt, a small toy that fits in a cup.
Description: stick a number on each cup, choose a driver, he should turn away. During this time, hide a toy under one of the cups. The driver turns and guesses under which cup the toy is hidden. He asks: “Under the first glass? Under six? And so on, until he guesses. You can answer with prompts: “No, more”, “No, less”.
Game "Holiday at the Zoo"
Target: learn to compare the number and quantity of objects.
Game material and visual aids: soft toys, counting sticks (buttons).
Description: put animal toys in front of the child. Offer to feed them. The teacher calls the number, and the child lays out the required number of sticks (buttons) in front of each toy.
The game "Length".
Target: to fix 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 a clue, the child will need to compare the width of various 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.
The game "Go through the gate."
Game material and visual aids: cards, "gate" with the image of numbers.
Description: Children are given cards with a different number of circles. In order to get through the "gate", everyone needs to find a pair, that is, a child whose number of circles, in total with the circles on his own card, will give the number shown on the "gate".
The game "Conversation of numbers".
Target: fix forward and backward counting.
Game material and visual aids: cards with numbers.
Description: children-"numbers" 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”? And what did "number 6" say?
The game "Do not yawn!".
Goals: to 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 there are different numbers. At the mention of a number that corresponds to the number on the card, the child must pick it up. Who did not have time to quickly perform this action, he loses (he must give a phantom). At the end of the game, a “ransom” of forfeits is carried out (to solve a problem, a joke problem, guess a riddle, etc.).
Didactic games for children 5-6 years old in speech therapy
For preschool children
games are of exceptional importance:
the game for them is study, the game for them is work,
the game for them is a serious form of education”
N. K. Krupskaya
The role and importance of didactic games for the development of children's vocabulary is invaluable. The didactic game is one of the effective means of developing the vocabulary of children of primary preschool age, as it performs the function of a learning tool, serves as one of the main means of developing children's speech. It helps to assimilate and consolidate knowledge. The use of a didactic game increases children's interest in speech, develops concentration, ensures better assimilation of speech material, and the physical, mental, speech, and moral development of preschoolers is most effectively carried out.
Didactic game creates favorable conditions for the activation of speech and cognitive activity. Cognitive activity takes place in a game context, and is a kind of catalyst for many mental processes associated with the cognition of various subjects in preschool age.
The didactic game creates favorable conditions for the activation of speech and cognitive activity. Cognitive activity takes place in a game context, and is a kind of catalyst for many mental processes associated with the cognition of various subjects in preschool age.
The game helps to solve many psychological problems that arise between children and parents. It relieves tension, anxiety, fear of others, complexes, increases self-esteem, allows you to test yourself in various situations.
The essence of the didactic game is that children solve mental problems proposed to them in an entertaining way, find a solution themselves, overcoming certain difficulties, and also contribute to the development of logical thinking and the ability to express their thoughts in a word.
Games and exercises for the development of speech in children of the fifth year of life
"Find the first sound"
Purpose: to learn to clearly distinguish the first sound in a word.
For this game you need a car and different toys, but among them there must be an elephant and a dog.
An adult invites the child to name all the toys and ride in the car those animals whose name begins with the sound “s” (elephant, dog). If a child calls a word that does not have a “s” sound, then an adult pronounces this word, highlighting each sound, for example, koooshshshkaaa.
An adult puts a goose in the car, the car does not go.
- The car will not go, because in the word goose the sound is “s”, and not “s”.
- Developed speech hearing enables children to distinguish between increasing and decreasing the volume of the voice, slowing down and speeding up the pace of speech of adults and peers. Moreover, such exercises can be carried out in parallel with the selection of sounds in words and phrases.
“Loud - in a whisper”
Purpose: to teach children to select phrases similar in sound, pronounce them loudly or in a whisper.
The adult says that a wasp has come to visit the kitten. First, you can say the phrase together: “Sa-sa-sa, a wasp flew to us.” Then this rhyme is repeated loudly - quietly - in a whisper (together with an adult and individually);
Su-su-su the cat drove the wasp away (the text is spoken quickly and slowly).
Invite the child to complete the phrase on their own: sa-sa-sa ... (a wasp is flying there), su-su-su ... (I'm afraid of a wasp).
Particular attention is paid to the intonational expressiveness of speech, children are taught in dramatizations to speak in different voices and different intonations (narrative, interrogative, exclamatory). To develop good diction, clear and correct pronunciation of both individual words and phrases, special material is widely used (pure tongues, nursery rhymes, counting rhymes, small poems), which is pronounced by children with different voice strengths and at different tempos. When guessing riddles, children can determine if there is a given sound in the riddle.
“What does Tanya say?”
Purpose: to distinguish between different intonations and use them in accordance with the content of the statement.
The adult takes the doll and begins to tell: “This is Tanya. She goes home from a walk and hears: someone meows plaintively, like this - meow-meow (plaintive intonation). How did the kitten meow? (The child repeats.) Tanya took the kitten in her arms, brought it home, poured milk into it in a saucer. The kitten meowed happily, like this: “meow-meow” (joyful intonation). Then the dog came running and began to bark loudly at the kitten. The kitten got angry and began to meow angrily, like this: “meow-meow” (angry intonation). But Tanya quickly reconciled them. The kitten and the puppy began to merrily ... meow and bark. The child tells the whole story on his own (an adult, if necessary, helps with a single word or sentence), conveying all the intonations according to the content of the text.
In vocabulary work, attention is paid to the correct understanding of words, their use and the further expansion of the active vocabulary.
Work continues to activate the vocabulary of children with the names of objects, their qualities, properties, actions (nouns, adjectives, verbs). Generalized concepts (toys, clothes, furniture, vegetables, utensils) are clarified. Children can name actions related to the movement of toys, animals, find definitions for given words (snow, snowflake, winter).
"Who will say more words"
Purpose: to name the qualities, signs and actions of animals, paying attention not only to the appearance of the characters, but also to character traits.
An adult shows a child a picture, for example, a squirrel and offers to say about her what she is, what she can do, what her character is, thereby giving scope for the selection of words of different parts of speech and naming not only the external features of the character: red squirrel, fluffy, nimble, fast, bold, quick-witted; she climbs a pine tree, gathers mushrooms, pricks them to dry, stores the cones so that she will have nuts for the winter.
Similarly, a task is given about other animals: the bunny is small, fluffy, shy, trembling with fear; mouse with a long tail, curious.
"Who got lost?"
Purpose: to form single-root words, select synonyms for given words.
- Who is jumping along the forest path? (Hare.) How to call him affectionately? (Hare, bunny, bunny.) The bunny stopped, looked around and cried. Why? (Lost, lost, pricked his paw.) Tell me, what is the bunny now? (Sad, sad, distressed.)
- Complete the sentences. If the bunny is lost... (we will help him find his home). If a bunny pricked a paw, we ... (bandage it, treat it, calm it down, console it).
Children learn to understand the meaning of riddles, compare objects by size, color, size; they select not only actions for an object (a watering can, an iron, a hammer ... are needed in order to ...), but also objects for a particular action (you can water ... flowers, beds in the garden; you can iron ... a dress, pants... clothing).
It is necessary to develop in children the desire to find out what a new word means, to learn to notice unfamiliar words in someone else's speech, to make sentences from words and phrases (games “What happens?”, “What can ... wind, blizzard, sun?”) . At the same time, it is possible to develop in children an understanding of a polysemantic word, an orientation in the compatibility of different words (“going” can be said about a person, a bus, a train, a clock, a cartoon).
Children learn to distinguish and select words that are close and opposite in meaning (synonyms and antonyms). For example: children, guys, boys and girls; sweet-bitter, old-new.
“What are the needles”
Purpose: to give children an idea of the polysemantic word “needle”, to exercise in the selection of single-root words, to coordinate nouns and adjectives in gender, number, case.
- What kind of needles do you know? (Sewing, pine, spruce, medical.)
- How are all the needles alike? (They are sharp, thin, prickly.)
- What kind of needle do we sew and embroider with? (Sewing.) What is sewn with a sewing needle? (Clothes). What is a medical needle made of? (Injection.)
There is a hedgehog and a Christmas tree
Very sharp needles.
The rest of the tree hedgehog
It doesn't look like it at all.
Where does the hedgehog live? What does he need needles for? (Defend yourself.) From whom is the hedgehog protected? Remember the poem by Boris Zakhoder about the hedgehog:
- What are you, hedgehog, so prickly?
- I'm just in case.
- Do you know who my neighbors are?
- Wolves, foxes and bears.
- Answer my questions: is it possible to stroke a hedgehog with your hand? Why can't you thread a hedgehog needle?
- Finish the sentences: “You better not touch the hedgehog, because he ... (prickly). The fox touched the hedgehog and ... (pricked)”.
- Dad-hedgehog needles are long and thick, and hedgehogs ... (short and thin).
The needles on the Christmas tree are spruce, and on the pine ... (pine). Answer quickly, which of them is longer?
- Think of a story about a girl who went to the forest for mushrooms and met a hedgehog.
List of used literature
1. A. E. Simanovsky "Development of children's creative thinking", 1996.
2. T. I. Podrezova “Material for classes on the development of speech”, 2006.
3. L. A. Paramonova "Developing activities with children 5-6 years old", 2007.
4. N.V. Nishchev - didactic game "Igrayka".
5 N.V. Nishcheva - "Summaries of subgroup speech therapy classes in the preparatory group of a kindergarten for children with ONR."
Well no
Didactic task. To teach children to think, logically raise questions, make the right conclusions.
Game rule. The driver’s questions can only be answered with the words “yes” or “no”.
Game action. Guessing the subject through questions given in a logical sequence.
Game progress.
Option 1. The teacher tells the children the rules of the game and explains the name:
Why is this game called that? Because you and I can only answer the questions of the driver with the words “yes” or “no”. The driver will go out the door, and we will agree on what object in our room we will guess for him. He will come and ask us where the object is, what it is, what it is for. We will answer him with only two words. I will be the driver first. When I leave the room, Vova will tell you what object he proposes to make. Then you will call me.
The teacher leaves, then enters the room and asks: “Is this object on the floor?” - "No." - "On the wall?" - "No." - "On the ceiling?" - "Yes." - "Glass? Does it look like a pear? - "Yes." - "Light bulb?" - "Yes."
Taking on the role of the first leader, the teacher teaches children to logically raise questions. He explains:
- Children, did you notice how I asked? First I found out where the item was, and then I found out what it was. Try to guess the same.
This game teaches children to think logically: if an object is not on the floor, then it can be on the wall or on the ceiling. Children do not immediately draw the right conclusions. It happens like this: having learned that this object is not on the floor, the child continues to ask: “Table?”, “Chair?” The teacher in such cases helps the child to come to the correct conclusion: “Ira, we answered you that the object is not on the floor. Where is the chair, table? - "On the floor." - "Should they have been named?" - "No." - "You found out that the object is on the wall. Look at what objects are on the wall and guess what we have guessed, ”the teacher offers. "Is it square?" - "Yes", - "In a frame?" - "Yes." - "Does it have flowers painted on it?" - "Yes." - "Picture?" - "Yes".
Option 2. You can offer a more complex version. The teacher thinks of an object that is outside the room:
- There are a lot of objects, children, and it will be difficult to guess if you do not know whether it is on the ground or in the sky, in the house or on the street, whether it is an animal or a plant.
If children have played this game several times, they quickly begin to pick up questions and guess the intended object. For example, the children thought of the sun. Misha the guesser asks the following questions: “In the house? On the street? In the garden? In the woods? On the ground? In the sky?" Having learned that the object is in the sky, he asks the following questions: “Air? Clouds? Snow? Sparrows? Rocket? Airplane? Sun?"
From his questions, one can trace the course of logical thinking: having learned that an object is in the sky, he already names only those objects that can be there.
didactic task. To teach children to compare objects, find signs of differences, similarities in them, recognize objects by description.
Game rules. To compare objects by presentation, take only two objects; highlight both similarities and differences.
Game actions. Guessing, passing a pebble to one of the players who must name two objects, guessing them according to the description of a friend.
Game progress. The teacher, having put the children in a circle or at tables, invites them to play a new game called “Looks like - not like”.
Addressing the children, he says:
- Remember, we learned to describe two objects, tell how they are similar and how they differ? Today we will play like this: everyone will think of two objects, remember how they differ from each other and how they are similar, and tell us, and we will guess. Remember. (Pause.) I have a pebble in my hands, to whom I put it, he will guess.
The one who received the pebble asks a riddle, for example: “Two flowers, one with white petals and a yellow center, the other pink, with beautiful fragrant petals, with thorns. One field, the other grows in a flower bed. The guesser, after a short pause, passes the pebble to any of the players. He must quickly answer and guess his riddle. If the guesser is wrong, he pays a phantom, which is redeemed at the end of the game.
Examples of riddles invented by children.
Galya. Two beetles crawled. One is small, red, with black dots, and the other is large, brown. One does not buzz at all, and the other buzzes a lot. (Ladybug and Maybug.)
Ira. Animals, both agile. One is grey, the other is red. They live in the forest, one in a hole, and the other just runs like that. One loves cockerels, and the other attacks the flock. (Fox and wolf.)
Seryozha. Two cars. One plows the land, the other carries goods. One crackles loudly, and the other goes quietly. (Tractor and truck.)
Answer fast
Didactic task. To consolidate the ability of children to classify objects (by color, shape, quality); teach them to think and respond quickly.
Game rules. Select only those words that can be called one generalizing word; you can throw the ball back only after you have said the right word.
Game actions. Throwing and catching the ball.
Game progress. The teacher, holding the ball in his hands, becomes with the children in a circle and explains the rules of the game:
- Now I will name a color and throw a ball to one of you. The one who catches the ball must name an object of this color, then he himself names any color and throws the ball to the next one. He also catches the ball, names the object, his color, etc.
"Green" - the teacher says (makes a short pause, giving the children the opportunity to remember green objects) and throws the ball to Valya. “List,” Valya answers, and, saying “blue”, throws the ball to Vitya. “Heaven,” Vitya answers and says “yellow”, throwing the ball to the next one. The same color can be repeated several times, as there are many objects of the same color.
The main feature for classification may not be the color, but the quality of the object. For example, a beginner says, "Wooden," and throws the ball. "Table," the child who caught the ball answers, and offers his word: "Stone." - "House," the next player answers and says: "Steel." - "Spoon." Etc.
The next time, the form is taken as the main feature. The teacher says the word "round" and throws the ball to any player. “Sun,” he replies and names another shape, such as “square”, throwing the ball to the next player. He names a square-shaped object (window, book, handkerchief) and suggests some form. The same shape can be repeated several times, since many objects have the same shape.
When repeating, the game can be made more difficult by offering to name not one, but two or more objects.
Come up with a proposal
didactic task. To develop in children speech activity, speed of thinking.
Game rule. It is possible to transfer a pebble to another player only after he has come up with a sentence with the named leading word.
game action. Transfer of the stone.
Game progress. Children and teacher sit in a circle. The teacher explains the rules of the game:
“Today we are going to come up with proposals. I will say a word, and you will quickly come up with a sentence with this word. For example, I will say the word "close" and give Misha a pebble. He will take a pebble and quickly answer: "I live close to the kindergarten." Then he will say his word and pass the pebble to the person sitting next to him.
The word in the sentence should be used in the form in which the guesser proposes it. So in turn (in a circle) the pebble passes from one player to another. If the children find it difficult to answer, the teacher helps them.
This game is played after the children have become familiar with the word and sentence.
Hunter
folk game
Didactic task. Exercise children in the ability to classify and name animals, fish, birds, etc.
Game rules. You can step over to the next cell only after you name the beast. The winner, a good hunter, will be the one who reaches the forest, naming as many animals as there are cells on the way to the forest.
Game actions. Step over the line, name, without repeating, wild animals. Who can not remember, returns.
Game progress. Somewhere in a free place at one end of the yard or playground is a group of players. This is a house. At a distance of a few steps from the house - the farther the better - some mark is put and a line drawn. This is a forest where different animals are found. The hunter, one of the players, goes to this forest. Standing still, he utters these words: “I am going to the forest to hunt, I will hunt for. . ." Here he steps forward and says: . .hare"; takes the second step. . .bear”; takes the third step. . .wolf"; fourth step: . .fox"; fifth: ". . .badger. . .". At each step the hunter names some animal. You cannot name the same animal twice. You can’t name birds either, but if you play bird hunting, you need to name only birds.
The winner is the one who reached the forest, at each step naming a new beast. The one who could not do this returns home, and the next one goes hunting. An unsuccessful hunter can be allowed to go hunting again. Perhaps this time the hunt will be successful.
Note. According to the principle of this game, you can play the game "Fisherman". The fisherman says: “I'll go fishing and catch it. . . pike, crucian, perch. Etc.
Who will name more actions?
Didactic task. To teach children to correlate the actions of people with their profession; activate dictionary; cultivate the ability to think quickly.
Game rules. Name only one action of a person of this profession. If the child cannot remember, he hits the ball on the floor, catches it and then throws it back to the leader.
Game actions. Throwing and catching the ball.
Game progress. The teacher conducts a short conversation before the game, clarifying the children's understanding of the words profession, action. Then he says:
“Children, I work as a kindergarten teacher. This is my profession. Tolin's mother treats the sick. She is a doctor. This is her profession. What do you think is the profession of Antonina Vasilievna, who cooks dinner for us? (Children answer: "Cook".) What professions do you know. (Children call: “Driver, teacher, shoemaker, pilot, etc.”) Each person, having a profession, works, performs some actions. What does the chef do? (Children answer: “Cooks, bakes, fries, grinds meat with a meat grinder, cleans vegetables, etc.”) Now we will play the game “Who will name more actions?” I will name the profession, and you will remember all the actions of a person of this profession.
The teacher says the word "doctor" and throws the ball to one of the players. Children answer: "Examines the sick, listens, heals, gives medicine, makes injections, operations." "Tailor". - "Bastes, cuts, smacks, irons, tries on, sews." Etc.
The teacher names the professions familiar to the children: nanny, laundress, driver, etc. The children remember what people in these professions do.
Whoever names the most actions is considered the winner.
Say it differently
didactic task. Teach children to choose a synonym - a word that is close in meaning.
The game rules and game actions are the same as in the previous game.
Game progress. The teacher says that in this game, children will have to remember words that are similar in meaning to the word that he will name.
“Big,” the teacher suggests. Children name the words: "Huge, large, huge, giant."
"Beautiful". - "Pretty, good, beautiful, lovely, wonderful."
"Wet". - "Raw, wet." Etc.
In preparation for the game, the teacher selects in advance words that have a number of synonyms. It is better to write down these words so as not to remember for a long time, since the game takes place at a fast pace.
The teacher can, by analogy with this game, develop other games, for example: he calls a noun, and the children select suitable epithets for it. So, for the word sea, children pick up the epithets "calm, stormy, quiet, azure, formidable, stormy, beautiful, southern." A child who remembers more words should be praised.
All games can be played in the native language class (as part of the class).
Pick a word
Didactic task. To develop children's ingenuity, the ability to select the words they need in meaning.
Game rules and game actions are the same as in previous games.
Game progress. The teacher, addressing the children, offers them questions, for example: "Remember what you can sew." Children's answers: "Dress, coat, sundress, shirt, boots, fur coat, etc." "Darn?" - "Socks, stockings, mittens, scarf." - "Tie up?" “Wear?” - “Coat, dress, stockings, fur coat, raincoat, skirt, sundress, tights.”
The teacher calls the words he has previously planned. Children give answers by choosing words that make sense.
Make no mistake!
Didactic task. To develop the speed of thinking, to consolidate the knowledge of children about what they do at different times of the day.
Game rules. Having received a cube in your hands, you need to name any one activity, an action that is done at a certain time of the day, then, having named any time of the day, pass the cube to another player.
Game action. Cube transfer.
Game progress. The teacher conducts a conversation with the children, consolidating their knowledge about different parts of the day. Children remember what they do in the morning, afternoon, evening, night. Then the teacher offers a game:
- Children, let's play with you like this. I will name one word, part of the day, and you remember what you are doing at this time. For example, I will say the word "morning". What will you name?
Children remember:
- Wake up, say hello, wash your face, brush your teeth, comb your hair.
“That's right,” the teacher says. “But during the game, only the one to whom I put the cube will answer, and only one action can be called (“I go to kindergarten”, or “do gymnastics”, or “do it”); The caller passes the cube to another player. If someone does not remember and does not say anything, he must hit the cube on the table and pass it on. Then he is considered a loser. Be careful, make no mistake!
The teacher calls different parts of the day, the children answer.
The same game can be played differently. The teacher calls the various actions of the children, and they must answer with only one word: day, morning, night, evening. For example, the teacher says: “I’m having breakfast,” and puts the cube to the player. He quickly replies: "In the morning." Teacher: I watch TV. Children can name two words: “Day”, “Evening”.
bodywork
Didactic task. Develop auditory attention; activate vocabulary, thinking; develop ingenuity.
Game rules. Only those words that end in -ok can be “put” in the box; who called the word, passes the box to another child.
Game actions. Imitation of movement, as if an object is lowered into the container; whoever makes a mistake naming an object with a different ending pays a phantom, which is then won back.
Game progress. The players sit at the table. The teacher puts a basket (box, box) on the table, then asks:
Do you see, children, this box? Do you know what you can put in a container?
— We don't know.
- In this container you will put everything that can be called a word ending in -ok. (At the beginning of the game, the teacher explains that you don’t need to put the object down, just name it and make the appropriate movement at the same time.) For example: a lock, a scarf, a stocking, a sock, a lace, a leaf, a collar, a lump, a bun, a hook. Everyone puts in the box what he wants, according to the rule, and gives it to his neighbor, who also puts something from the things whose name ends in -ok, and passes the box on. Remember the condition? Let's start playing!
The first took the box and said:
- I put a flower in the box.
The second one said:
- I'm a fungus.
The third one said:
- I'm a hammer.
The fourth said:
- And I - matches boxes.
“The box was walking, walking, and suddenly they put an apple in it,” the teacher continues the game.
Hearing this, the children say:
Don't put an apple in our box.
- Why?
“Yes, because the apple does not end in -ok,” the children answer.
Who said nothing, gives a phantom. The body is again passed from hand to hand. The game ends with the playing of forfeits.
Continuing the game, you can call words with a different ending (for example, -ka, -ek), but the condition remains the same: do not make mistakes and do not “put” objects in the box with other endings in the names.
Only for this letter
didactic task. To consolidate children's knowledge of the letter and sound; cultivate auditory attention, speed of reaction to the word.
Game rules. Name words only with the letter that the child has chosen. Whoever makes a mistake and says a word not with the intended letter pays a fant, then wins it back at the end of the game.
Game actions. If the answer is correct, clap one hand, if the answer is wrong, raise the phantom.
Game progress. The teacher explains the rules of the game to the children, drawing their attention to the fact that one must be very careful in the game. Everyone must choose a letter for themselves, to the question of the presenter, find and name a word that begins with the chosen letter. For example, Vasya chose the letter A. The driver asks him:
- What is your name? What should Vasya answer? He must say any name that begins. . . What letter?
- BUT! - the children answer in chorus: Alyosha, Andrey!
Making sure that the rules of the game are learned by the children and everyone
chose a letter for himself, the teacher continues the game, asks the child:
What is your letter?
For all of the following questions, this child must answer with words with the letter A, quickly, without hesitation.
The teacher asks:
- What is your name?
- Andrew.
- What is your last name?
— Azbukin.
- Where did you come from?
— From Astrakhan.
- Where are you driving?
— To Astrakhan.
- What will you ride?
- By bus.
- What grows there?
- Watermelons.
- What else?
— Apricots.
- What kind of birds are there?
- What kind of animals?
- Argali.
Who will meet you at home?
What gift will you bring him?
— Album.
Then the teacher turns to another child (letter) and asks him similar questions.
It happens that one of the participants in the game to the question “What is your name?” he will say his name or make a mistake in the name of the city where he should go, a tree, a flower, a bird, all the players raise forfeits. If the same participant in the game makes a mistake a second time, he is asked to do something: jump on one leg around the table, climb under the table and shout “crow” three times, etc.
The game continues until all the children have answered the leader's questions.
Who will notice the tales more?
didactic task. To teach children to notice fables, illogical situations, to explain them; develop the ability to distinguish between real and imagined.
Game rules. Whoever notices a fable in a story, a poem, must put a chip in front of him, and at the end of the game name all the fables noticed.
Game action. Using chips. (Whoever noticed and explained the fables more, he won.)
Game progress. Children sit down so that chips can be put aside on the table. The teacher explains the rules of the game:
- Now I will read you an excerpt from Korney Chukovsky's poem "Confusion". It will contain many lies. Try to notice and remember them. Whoever notices a fable, puts a chip, notices another fable, puts a second chip next to it, etc. Whoever notices more stories will win. You can put a chip only when you yourself noticed the fable.
First, a small part of this poem is read, slowly, expressively, places with fables are accentuated.
CONFUSION
Kittens meowed:
“We are tired of meowing!
We want, like pigs,
Grunt!"
And behind them and ducklings:
“We don’t want to quack anymore!
We want, like frogs,
Croak!"
The pigs meowed:
"Meow meow!"
The cats grunted:
"Oink oink oink!"
The ducks croaked:
"Qua, qua, qua!"
The hens quacked:
"Quack, quack, quack!"
Sparrow galloped
And mooed like a cow:
A bear came running
And let's roar:
"Ku-ka-re-ku!"
Only hare
There was a good boy:
Didn't meow
And did not grunt -
Lying under the cabbage
babbled like a hare
And foolish little animals
Persuaded:
"Who is ordered to chirp -
Don't purr!
Who is commanded to purr -
Don't tweet!
Do not be a crow cow
Do not fly frogs under the cloud!
K. Chukovsky.
After reading, the teacher asks the children why the poem is called "Confusion". Then the one who put aside fewer chips is asked to name the noticed fables. Children who have more chips name those fables that the first responder did not notice. You cannot repeat what has been said. If the child has put more chips than the tales in the poem, the teacher tells him that he did not follow the rules of the game, and suggests that he be more careful another time.
Then the next part of the poem is read. It is necessary to ensure that children do not get tired, as the game requires a lot of mental stress. Noticing by the behavior of the children that they are tired, the teacher must stop the game. At the end of the game, praise should be given to those who spotted more tales and explained them correctly.
Note. Other tales can be used in the game, for example:
Happy, happy, happy
bright birches,
And on them with joy
Roses are growing.
Happy, happy, happy
dark aspens,
And on them with joy
Growing oranges.
Then it didn't rain out
And not hail
That fell from the cloud
Grape.
And the crows over the fields
Suddenly the nightingales began to sing.
And streams from underground
Sweet honey flowed.
Chickens have become peahens
Bald - curly.
Even the mill - and that
Danced on the bridge.
So run after me
To green meadows
Where there are clouds above the blue river
A rainbow has risen.
We are jumping on the rainbow,
Let's play in the clouds
And from there down the rainbow
On sledges, on skates!
K. Chukovsky.
We have a house with miracles in the alley, -
Come take a look and see for yourself:
Under the white curtain on the first window
Cats lie and bask in the sun.
In the next window, to the delight of the guys,
Five silver fish swim side by side.
And in this window - canaries sing.
And in this - bindweeds turn green on the rail.
And in this window there is a big dog
Lies quietly, without disturbing anyone.
Here is a girl with a doll sitting on the window,
An old man plays the harmonica nearby.
Here the boy reads funny books.
Here the grandmother knits socks for the boy.
But Volodya knows some word,
He will say it in a whisper - and you're done!
The dog sits down to play the harmonica
Red cats dive into the aquarium
Socks begin to knit canaries,
Kids' flowers are watered from a watering can,
The old man lies on the window, sunbathing,
And the granddaughter's grandmother plays with dolls,
And fish read funny books,
Slowly taking them away from the boy.
Now in the yard we do not know peace.
What is the word? Which? Which?. .
3. Alexandrova.
Pan and storyteller
Belarusian folk tale
(Excerpt)
Yanka squatted down in front of the plate and began to tell:
- And what, punk, does not happen in the world! This is what happened to me once.
It was at a time when my father had not yet been born. I lived with my grandfather. There is nothing to do at home, so my grandfather gave me to one owner of bees to graze. And that owner had as many as fifty decks (hives) of bees. We must count them every day in the morning and drive them to the pasture. And in the evening to drive, count again, milk and drive into the hives. And the owner told me firmly: "If you lose even one bee, I won't pay you for the whole year."
... Once I drove the bees from the pasture, counted: there is no one bee. . . I ran back to look for the bee. And it's already evening. I go there, I go here - there is no bee. Suddenly I hear a bee roaring somewhere. I look - across the river, seven wolves attacked my bee. And she, poor thing, fights them off with all her might, does not give up. I rushed to the aid of the bee. I ran to the river - there is no crossing. What to do? And here the wolves are about to tear apart the bee. I, without thinking for a long time, grabbed myself by the forelock, shook it - and the goplya across the river! But he did not reach the other bank - he fell in the middle of the river and, like a stone, went to the bottom. Somehow he came to his senses and began to look for a way to get upstairs. And then, as luck would have it, at the bottom of the river someone lit a fire and let out such smoke that it eats right in the eyes, even the fish sniffs with its nose and the road cannot be seen because of the smoke. I'm going to feel it, looking - the bear is standing. ... I got to the tail and grabbed it.
The bear was frightened, but how it would rush up - well, he pulled me out. He himself rushed out of fright into the forest, but I remained on the shore, but not on what was needed.
Then I grabbed myself by the forelock, shook it even harder than the first time - jumped to the other side!
... I jumped to the other side, but with a run I crashed to the ground so that I got stuck up to my waist. I'm here and there - I can't get out. Without a shovel, I think there's nothing you can do. He ran home, grabbed a shovel - and back. I dug myself out and ran to help the bee.
A game for any child is not only the main type of accessible and interesting activity, but also a means of learning about the surrounding reality, developing useful skills and abilities. In the gameplay, a character is formed, various types of thinking develop, and the physical and psycho-emotional development of the little man takes place. Didactic games for children aged 5-6 help to move from entertaining to cognitive, educational, to preparing for classes at school.
Preschool children cannot sit in one place for a long time, they quickly get tired, are distracted from the teacher's explanations, and begin to absorb the information received poorly. That is why board didactic games are replaced by physical exercises or outdoor activities.
For didactic games created by pedagogical science, the main goal is a conscious method of learning, during which preschoolers acquire new knowledge, improve skills, abilities, and develop intellectually. Teachers use various types of didactic classes, thereby developing:
- sensorics - the perception of external influences, as well as sensations;
- motor skills - motor activity in the form of large and fine motor skills;
- memory;
- logical, spatial, figurative thinking;
- perception of space, time;
- imagination;
- perseverance, diligence, patience;
- meticulousness, curiosity.
The expanded use of didactic games for preschoolers over 5 years old is due to the fact that kids of this age can already concentrate their attention for a longer period of time. Classes can last up to 20 minutes. Vocabulary allows you to express yourself without problems, the kids have developed fantasy, sensory perception, which allows you to start learning.
It is already possible to single out abilities and inclinations, correct, develop them. Preschoolers understand what rules are, the importance of following them, they are able to perform sequential actions on their own.
Currently, there are several types of classification of educational didactic games.
By number of players:
- individual game;
- collective game.
By type of activity
- Travel. Not to be confused with excursions, which are educational activities in their purest form. A game journey can last several days, for example, a “journey along the Golden Ring”, “a cruise along the Volga”. The teacher develops tasks for each stop of travelers. It can be drawings, songs, poems. On the journey, you can search for treasures, solve riddles and problems.
- Conversation, dialogues. The teacher teaches how to conduct a conversation, build a dialogue using the example of communication with a fictional character or a familiar cartoon character.
- Puzzles. They can be guessed not only by adults, but also by preschoolers.
- Order. Very similar to traveling, but the tasks are easier here, and the duration of the gameplay is much shorter. For example, the task is to help punctuate Dunno in the recipe.
- Assumption. "If". "What would be". The question-assumption starts the game process in which the child begins to fantasize, transform the imaginary reality.
According to the material used:
- desktop printed: lotto, puzzles, dominoes;
- with game items: chess, checkers, toys;
- verbal-educational: riddles, puzzles.
According to the purpose of the event:
- speech development;
- teaching the basics of mathematics;
- development of logical thinking;
- acquaintance with nature and the surrounding world;
- development of sensory perception.
A feature of all didactic classes is that the adult always acts as the initiator. Such activities broaden horizons, increase vocabulary. Competitions for the speed of thinking, logic, solving riddles and problems allow kids who are weak in physical exercises to prove themselves, but they know a lot.
We develop memory
Didactic games for preschoolers 5 years old help develop mindfulness, memory, which is very useful for school. Almost all information at school is obtained orally, especially for first graders, when kids still do not know how to write quickly and a lot. Developed attention, memory will help to consolidate new knowledge, remember the information received.
All tasks for fixing memory, developing attention are carried out with toys, small objects. Sometimes the child fails to fulfill the conditions of the task, since arbitrary memory is just beginning the process of formation. If the tasks are related to finding hidden toys or rearranging them, you can suggest using a “pointing gesture” with your finger before starting.
The preschooler points in turn at all the toys with his finger, describes their appearance. The kid can pick up a toy, touch it for better memorization. For the first lessons, you should not offer games with a large number of elements or details: a confused child may refuse to play, burst into tears.
"What's gone." A leader is selected, at first it may be a teacher. When the children get comfortable with the rules, each of them can try himself as a leader. 3 - 4 small toys are placed on the table. The host offers to remember what items are on the table and turn away. When the preschoolers have turned away, the leader removes one toy. Players must remember which toy is missing. You can add a competitive element to the gameplay. Whoever remembers correctly first gets a chip or a token.
"What changed". The leader chooses. Several toys are placed on the table. Fidgets must remember which toys and how they cost. When the preschoolers turn away, the host rearranges the toys, swaps them. The winner is the one who first correctly says which items were moved and where their original place was.
"Find the difference." Place 2 pictures in front of each child. You need to find out how they differ. Alternatively, the picture may show hidden kittens or birds, which must be found in the bushes, behind trees or a fence.
Similar or dissimilar items. The goal is to develop attentiveness, observation, to teach how to find similarities in color, shape, size, material.
Rules. The kid answers, on which the counting rhyme stopped. It is necessary to find 2 objects of the same properties and prove your statement.
Actions. At the signal of the teacher, all preschool children take 2 objects with similar properties in the playroom.
It is necessary to observe the level of difficulty of tasks, move from easy to difficult gradually. Too easy or difficult exercises will not arouse interest in the child.
Knowledge of ecology
All human life is surrounded by the living world, plants, animals. The child must understand the importance of maintaining the ecological balance in nature, take care of animals, plants, and not harm them. Didactic games on ecology for children aged 5-6 introduce preschoolers to the world around them, develop vocabulary, cultivate industriousness, kindness, and attentiveness.
Ecology classes can be held during walks or indoors, especially in bad, rainy or frosty weather. Before each lesson, the teacher talks about the subject of the lesson. For example, the theme is autumn. The teacher tells when autumn comes, what are the external signs: leaves turn yellow, leaves fall, birds fly to warmer climes, and the like. After that, a didactic lesson is held in the form of a game.
"Guess the season." The goal is to give an understanding of the signs corresponding to the seasons. To fix in memory the characteristic features of summer, autumn, winter and spring. The development of auditory attention. The ability to formulate, express thoughts.
Actions. The teacher names weather, natural phenomena. For example, it began to snow, a snowstorm covered the street, a snowdrop blossomed, a bunny changed the color of its fur coat. Preschoolers should highlight the excess, name the season and justify their choice.
What grows where. The goal is to introduce kids to the plant world and places where different plants grow.
Training. The teacher talks about trees, shrubs, where and in what area they grow, shows pictures.
Actions. The child becomes a semicircle, facing the teacher. The teacher shows a picture with a plant and says: "This is a strawberry, it grows with us." If the kids agree, they bounce in place. The teacher shows a card with a pineapple, says that it is a pineapple, it grows in the north. If the fidgets do not agree, they stand and wave their hands: no, not true.
Birds, animals, fishes. The goal is to give knowledge about the species concept, to teach how to distinguish objects into groups.
Training. The task is performed in a playful way, using a ball or a small toy.
Actions. The children stand in a circle, facing each other. The host starts the game. Throws the ball and says it's a fish. The child who caught the ball should name the fish, for example, pike, crucian carp and throw the ball to a neighbor. When a preschooler throws a ball, he sets a task: to name a representative of fish, birds or animals. The one who catches the ball must give the correct answer.
"Guess what's hidden." The goal is to teach to identify the characteristic features of an object, to recognize it by description.
The host covers the apple, banana or carrot with a napkin. Offers to guess what is hidden from the description. Fidgets can ask leading questions. The first person to name the hidden object wins.
Sensory perception
Didactic sensory games are aimed at developing visual, tactile perception. Before conducting game activities related to sensory sensations, the teacher explains to preschool children what geometric shapes are, how they differ from each other.
Kids get acquainted with such materials as wood, metal, glass, plastic. Fidgets, together with the teacher, find the features of each material. For example, glass is fragile and can break. Wood is warm, metal is cold to the touch.
"Make no mistake." The goal is to teach kids to group objects according to shape, material. To fix in the memory of the child the knowledge and understanding of such concepts as soft, hard, smooth, rough, shiny, matte in color. The child must distinguish a large object from a small one, consolidate the concepts of geometric shapes.
Actions. The teacher divides the kids into several teams, optimally 4 teams. For each group, a box or basket is placed on the floor, on which a picture with an object made of a certain material is attached. For example, metal scissors, a soft toy, a rubber ball, a plastic cube.
The teacher repeats again with the preschool children how one material differs from another, after which he gives the task to the teams. Each group must find and collect in their box as many items as possible from the material shown in the picture. The team with the most items in the fastest time wins.
You can change the conditions of the gameplay, offer to collect round, square, triangular objects.
"Air balloons". The goal is to give the concept of the spectrum, to fix in memory the colors of the spectrum: red, orange, yellow, green, blue and purple.
Actions. In front of each preschooler is a picture with colorful balls. It is necessary to find and tie a thread of the same color.
Any didactic game for a child of 5-6 years old is primarily aimed at expanding vocabulary, as well as forming speech. A coherent, logically constructed speech is an indicator of the speech development of a preschooler. After 5 years, the baby begins to control his speech. In a child’s conversation, not only simple, but also complex sentences already appear.
Children distinguish, distinguish groups of sounds in words. Speech becomes more expressive, the preschooler uses intonation correctly. It can emphasize a sad or cheerful mood with a voice. Preschoolers understand and are able to regulate the volume of their voice and its tempo. They can speak in whispers, quickly or slowly.
Didactic games for the development of speech teach you to coherently express your thoughts, build a correct dialogue, learn to pronounce sounds correctly. In games for the development of speech, special attention is paid to the formation of speech, phonetic hearing of a preschooler. The teacher in a playful way works with sounds, letters, teaches how to correctly formulate and pronounce whole sentences.
"Broken phone". The goal is to develop auditory perception, memory, teamwork, honesty and goodwill.
Rules. The child whispers a word to a neighbor so that other children do not hear. If the kid incorrectly conveyed the word, that is, he ruined the phone, this child should sit on the last chair.
Actions. Preschoolers sit side by side on chairs, forming a chain. The first child quietly speaks a word in the ear of a neighbor, who passes it on. The kid who sits last calls the word he heard. If the phone works, the word was transmitted correctly. If the phone is broken, they ask in a chain who heard which word and find where it was incorrectly transmitted.
"Solve the puzzle." The goal is to teach how to divide words into syllables, to be able to highlight the first syllable, to compose words.
Rules. In each presented word, select the first syllable, make a new word.
Actions. Find the word hidden on the card. Each preschooler receives a picture that shows 3 drawings. It is necessary to name the words, select 1 syllable from each word. From the resulting syllables, make a hidden word. For example, pictures are presented with the following words:
- sun, shovel, car (straw);
- house, rose, guitar (roads);
- wolf, chamomile, tank (gate);
- owl, button accordion, cabbage (dog).
"Say the opposite." The goal is to give the concept of antonyms and fix it in memory. Expansion of vocabulary, the formation of correct speech. The development of mindfulness.
Rules. Choose the opposite meaning for each word. For example, big - small, up - down, far - close. You can use the verbs: wet - dry.
Actions. Preschool children sit on chairs in a circle. The teacher takes the ball, says the first word and throws the ball. The kid catches the ball, says a word that is opposite in meaning, and throws the ball to another child.
"One is many." Goal - a preschooler must learn to form a plural from a singular noun. Expand vocabulary.
Rules. The teacher says the word in the singular, the baby must form the plural.
Actions. The teacher throws the ball, pronounces the word in the singular. The preschooler returns the ball, while naming the plural.
"Say more words." The goal is to teach how to describe an animal not only by external signs, but also by traits and character traits.
Actions. The teacher offers to take a picture with any animal and describe it. For example, a cat is fluffy, affectionate, loves milk, meows gently. The more words and definitions the fidget comes up with, the better.
Didactic games in mathematics allow you to consolidate previously acquired knowledge and learn new concepts. Knowledge of numbers, simple mathematical operations helps to start solving problems for 1 or 2 actions. Solving mathematical problems develops thinking, intellectual abilities. Parents can also conduct such classes in a playful way at home, using children's loto or domino cards.
What number is missing? The task is to fix the ordinal account in memory.
The teacher draws numbers on the board or attaches cards to them, but one or more numbers are missing. The baby must name the missing number, take the card from the table where it is shown, and show it to everyone.
"More or less". Preschoolers should fix in memory the meaning of the concepts "more" or "less". To do this, the child is asked to name a number that is greater or less than the number written on the board.
"Magic Bag" The task is to consolidate knowledge of geometric shapes in memory. The children take it in turn to touch the figure out of the bag and describe it.
"Orientation in space". A preschooler must correctly navigate in space, understand the meaning of the terms: behind, side, left, right, bottom, top. You can offer to find a comfortable place for the doll. Put it in the middle, then move it back. Park the car in the back.
The study of traffic rules in preschool institutions is of particular importance. Knowing and following the rules of behavior on the road helps to protect the life and health of preschoolers.
Getting to know the rules of the road begins in a playful way with getting to know the colors of the traffic lights.
"Traffic light". The task is to teach the rules of safe crossing of streets and intersections. Learn what the colors of traffic lights mean.
Training. The teacher shows a picture of a traffic light, explains the meaning of each color. He tells how to cross the road correctly, what a zebra road is, whether it is necessary to let the car through and how to check that there is no danger on the road. Children repeat, retell what they remember.
A model road with an intersection is being prepared, where there is a carriageway, a sidewalk. Figures of pedestrians are cut out of cardboard, painted. Car figures are made in the same way. You can use instead of cardboard crafts, toy models of cars and small dolls.
Actions. One child places cars and dolls on the model road. Turns on the traffic light, changes colors in turn. The second kid translates pedestrians across the road, helps cars pass. After the game is over, the preschoolers switch roles. When summing up, the number of errors is taken into account. The little one who made the fewest mistakes wins.
To consolidate the educational material, you can conduct practical exercises in the playroom or in the courtyard of a preschool institution. If the game lesson is held indoors, then you can make a road, sidewalk and a pedestrian zebra using colored ribbons. On the street, all the details of the transition can be drawn with white chalk.
There are game board sets for learning the rules of the road. They contain a playing field, cubes, chips, figures of cars and pedestrians, as well as road signs on stands. Several people can take part in the game. Preschool children take turns throwing the dice, taking as many steps as the dice showed. If a red traffic light falls on the playing field, the pedestrian skips the move, green - continues to move.
"Combine the parts of the signs into a whole." Toddlers love to collect puzzles - an image of something cut into pieces. Give each child a cut-out picture of a road sign to assemble. When the fidget has collected a road sign, he raises his hand. Tells group mates what sign he has collected and what this road sign means.
Fundamentals of life safety
Sometimes a circumstance may arise when a preschooler must urgently provide first aid, call firefighters, an ambulance or the police. It is necessary to prepare young children for such situations. Preschoolers should be able to call adults for help, make phone calls, and call an ambulance or fire truck.
"Fire, help." The goal is to help the little man prepare for an unplanned situation. Teach how to call emergency services, explain the rules of conduct.
Training. The teacher talks about dangerous household items, things that are very dangerous to play with. Shows the phone numbers of firefighters, ambulance, police, which are written on a paper sheet. Tells how to call for help. 2 phones are brought.
Actions. There is a fire in the room: you must quickly get out into the street, do not try to extinguish the fire yourself. The baby picks up the phone and makes a call to number 01. The operator takes the call.
An eyewitness or victim reports:
- your last name, first name;
- reports that it is on fire, for example, a house is on fire, an apartment is on fire;
- indicates the exact address of the fire;
- waiting for the arrival of firefighters.
During active outdoor games, it is not uncommon for a fidget to fall, break his knee to blood, or accidentally injure himself with scissors during classes. Preschoolers should be able to wash the wound, calm an upset friend, bandage a cut, call adults for help.
Karina is a permanent expert of the PupsFull portal. She writes articles about play, pregnancy, parenting and learning, baby care, and mom and baby health.
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