Didactic game “Wild animals. Didactic games for speech development Game on the topic of animals

CHILDREN SHOULD KNOW THE NOUNS: bear, she-bear, bear cub, wolf, she-wolf, cub, hare, hare, hare, fox, fox, fox, fox, hole, lair, squirrel, squirrel, hollow, elk, elk, calf, horns, hedgehog , hedgehog, hedgehog, wild boar, female boar, boar, badger, badger, little badger, forest, clearing, cheat, paw, wool, claws, nose, ears, hooves, tail. Muzzle, snout, mouth, animals, cubs, bushes, trees, mouse, lynx, raccoon, beaver, deer, marten, fangs, sable, mink, mole, den, connecting rod.

ADJECTIVES: brown, clubfoot, cunning, predatory, gray, tireless, scary, thick (fur), red, wild, fluffy, dexterous, careful, fast, white, cowardly, long-eared, lop-eared, sensitive (ears), oblique, timid, velvet, prickly, wolf, striped.

VERBS: wanders, climbs, roars, tears (bast), jumps, gallops, growls, grins. Hunts, escapes, howls, gnaws, digs, runs, “gave a go,” collects, stores, grunts, sniffs, sniffs, listens, hides, pricks, sneaks, sucks, lies down, falls.

CHILDREN SHOULD BE ABLE TO NAME THE FAMILY:
Bear, she-bear, little bear.
Hare, hare, bunny...

SELECT NOUNS TO ADJECTIVES:
Brown, club-footed, clumsy - ...
Gray, toothy, scary -...
Sly, fluffy, red - ...

CALL MOTHER:
The bear's cub is
little fox...,
bunny at...

WHO LIVES WHERE:
A fox lives in a hole.
In the den -...
In the lair -...
In the hollow -...

WHO WILL GIVE WHAT TO:
Meat for the wolf
raspberries -...,
honey -...,
carrot -...,
nuts -...

SELECT NOUNS TO THE VERB:
Hunts -...
Sneaks - ...
Howls -...
Biting -...
Jumping -...
Cunning -...
Waddles -...

SELECT SIGNS:
Wolf (which one?) -….
Fox (which one?) - ...
Hedgehog (what?) - ...

SELECT ACTIONS:
Bear (what is he doing?) - ...
Fox (what is he doing?) - ...
Hare (what is he doing?) - ...

CORRECTLY ANSWER THE QUESTIONS: WHOSE? WHOSE? WHOSE? WHOSE?
Trail - wolf, fox, hare...
Ears - bear, hare, squirrel...
The head is elk, hedgehog, wolf, fox...

FORM NEW WORDS USING PRESIDENTS:
Walks - moves, leaves, goes around, passes, enters, enters, leaves, finds, leaves, approaches, reaches, arrives, leaves, passes.

COMPLETE A DESCRIPTIVE STORY ACCORDING TO PLAN.
What is the name of?
Where does he live?
What kind of home does he have?
What is the appearance?
What habits?
What does it eat?
How does it get food?
What are his enemies?
How to defend yourself?
What is the cub's name?

The fox is a predator. The fox mainly hunts mice, gophers, and less often hares. The fox cunningly catches hedgehogs. She rolls the hedgehog to the water, he straightens his spines in the water and swims to the shore. This is where the fox is waiting for him.
The fox lives in a hole, and in the spring the fox gives birth to cubs.

The squirrel is a rodent. She eats nuts, berries, mushrooms, and pine cones. The squirrel has sharp claws. This helps her quickly climb the tree. The fluffy tail serves as a parachute for the squirrel. A squirrel lives in a hollow and insulates its nest with down. In summer the squirrel is red, and in winter it is gray. In winter, the squirrel sleeps almost all the time and rarely looks out of the hollow. The squirrel is a thrifty housewife. She prepares nuts for the winter and dries mushrooms on tree branches. In the spring, squirrels give birth to baby squirrels.

The wolf is a predatory animal. Wolves live in a pack. A pack is a wolf family. Wolves almost always hunt for sick, weak animals. Wolves hunt at night. Wolves live in a den to raise wolf cubs; wolf cubs appear in the spring.

The bear is an omnivore. He loves to eat honey, berries, fish, ants, roots, but can also attack humans. The bear is clumsy in appearance, but easily climbs trees and runs quickly. The bear builds a den for himself from twigs, fallen trees, and moss. In winter, the mother bear gives birth to cubs. If a bear has accumulated little fat since the fall, it wakes up in the winter and walks through the forest hungry. For this the bear was nicknamed the connecting rod.

The hare is a rodent. The hare feeds on grass, leaves, shrub bark, mushrooms, and roots. In winter, it chews the bark of trees. The hare is white in winter and gray in summer. This helps him hide from predators. Long, fast legs also save the hare from its enemies. The hare runs up the mountain at a run, and down the mountain somersaults. The hare lives under a bush in the summer, and digs a hole in the snow in the winter. In the spring, the hare gives birth to baby hares.

EXERCISE “GUESS AND TELL”.

This beast lives in the forest,
It gnaws the bark of the trunks.
In the summer in a gray fur coat,
And in winter - in white. (Hare)

What does a hare eat in spring? (grass, leaves).

The owner of the forest
Wakes up in the spring
And in winter, under the blizzard howl
He sleeps in a snow hut. (Bear)

What does a bear eat? (roots, grass, beetles, mice, hares).

You and I will recognize the animal
According to two such signs:
He's wearing a fur coat in the gray winter,
And in a red fur coat - in the summer. (Squirrel)

What does a squirrel feed on? (cones, nuts).

All winter between the trees
Slept through a bag of needles.
“F-f.f - stop sleeping,
It's time to get up!" (Hedgehog)

What does a hedgehog eat? (bugs, worms, mice).

Gray and toothy.
Howls on a stormy day:
"U-u-u.." (Wolf)

What food does a wolf eat? (meat - catches mice, hares, sheep).

The tail is fluffy,
Golden fur,
Lives in the forest
He steals chickens from the village. (Fox)

Who else does the fox catch? (mice, hares).

Irina Malinovskaya

1. Name it wild animal.

The teacher offers to listen to the words and name only those that mean wild animals.

Fox, wolf, dog, hare.

Horse, cow, wolf, goat.

Squirrel, cat, dog, rabbit.

Sheep, deer, goat, cat.

Cow, bear, dog, pig.

2. What is your name, baby?

Target: formation of nouns - names of cubs wild animals.

The teacher offers to help animals call your kids lunch:

- The fox is calling: little fox!

Bear: little bear!

Squirrel: baby squirrel!

Wolf: little wolf!

Hare: little bunny!

Deer...fawn!

Hedgehog...eater!

3. Logorhythmic game "To the watering hole"

Target: development of coordination of speech with movement. ; imitation, creative imagination.

On a hot day along a forest path

The animals went to water. (Children calmly walk one after another.)

A calf tramped after the mother elk, (They walk, stomping loudly.)

A little fox was sneaking behind the mother fox, (They sneak on their toes.)

A hedgehog rolled after its mother hedgehog, (They crouch and slowly move forward.)

A bear cub followed the mother bear, (They waddle.)

The baby squirrels jumped after the mother squirrel, (They jump squat.)

Behind the mother hare are slanting hares, (They jump on straight legs.)

The she-wolf led the wolf cubs behind her. (They walk on all fours.)

All mothers and children want to get drunk. (Turning their faces in a circle, they make movements with their tongue - "lapped".)

4. Logorhythmic game "Bear".

Target: development of coordination of speech and movements, imitation and creative imagination.

Like on a hill - snow, snow,

And under the hill - snow, snow. (Children walk in a circle holding hands.)

And on the tree there is snow, snow, (They get up and stretch upward.)

And under the tree there is snow, snow. (They squat.)

And a bear sleeps in the snow. (They walk in a circle on tiptoe.)

Hush hush. Keep quiet! (Apply index finger to lips.)

5. Guess animal.

The children's task is to guess what kind of the animal in question.

Red-haired, cunning, catches hares. (Fox.)

Large, clubfooted, sleeps in a den in winter. (Bear.)

Cowardly, gray in summer and white in winter; long ears and short tail. (Hare.)

Small, prickly, carries apples and mushrooms on needles (hedgehog)

6. Finger play "Bunny".

The gray bunny jumps deftly (Lean their elbows on the table.)

He has a carrot in his paws. (The index and middle fingers are spread apart, the rest are clenched into a fist.)

7. Say a word.

Target: development of speech creativity.

No path, no roads

A gray ball is rolling.

He's full of sharp needles,

Because it. (hedgehog).

I've been looking for sweet moss all day,

And chewed it. (deer).

Rushes without looking back

Only the heels sparkle.

He rushes as fast as he can,

The tail is shorter than the ear.

Guess quickly,

Who is this? (Bunny.)

Cunning cheat

red head,

The fluffy tail is a beauty.

Who is this?. (Fox.)

He slept in a fur coat all winter,

I sucked a brown paw,

And when he woke up, he began to roar.

This animal is a forest animal. (bear).

Slender, fast,

The horns are branchy.

Grazes all day.

Who is this? (Deer.)

Foresters of her kittens

They won't want to take it home.

You can't tell her: “Cat, scatter!”

Because it. (lynx).

8. Finger play "Bunny and Ears".

The bunny's ears are long,

They stick out from the bushes.

He jumps and jumps,

Makes your bunnies happy.

(Children clench their fingers into a fist. Put their index and middle fingers up and move them to the sides and forward.)

9. Dramatization game "In the forest".

The bear was walking towards the river

With a brown bear cub.

Lying on the sand

I searched ford,

I searched and found

And she climbed into the water.

The little bear is looking

Frowns stubbornly

And then let's cry:

How am I, mom?

And the bear goes

Adds speed

Calls his son affectionately

Follow you into the water.

The bear didn't go into the water

Mother called out again

And throughout the green forest

It started roaring!

The mother looked around, grumbling,

And returned to the bear,

Wet paw rashly

She spanked the coward.

The bear fell into the water

Fumbled, swam!

Well, if you started swimming,

There is no reason to cry, then!

(children-artists perform actions in accordance with the words of the text).

10. Outdoor didactic game "Name and show".

Target: expansion and enrichment of the dictionary.

The teacher names the verb, the children select the noun and imitate the movements.

The fox is sneaking,

Jumping -. ,

Waddles -. ,

Scared -. ,

Jumps -. ,

Tracks -.

11. Do the math.

Target: agreement of numerals (one, two, five) and nouns in case.

One squirrel, two squirrels, five squirrels.

One rabbit, two birds, five birds.

One fox, two foxes, five foxes.

12. « Wild animals» .

Target: consolidate ideas about wild animals.

The teacher calls animal(show how a bear, a fox walks, how a hare jumps, etc.). Children imitate their habits.

13. Name your profession.

Target: introduce adults to professions related to animals(hunter, fur farmer, veterinarian, trainer, tamer, etc.)

Playing with figures wild animals. Introduction to professions.

14. Game "Name the Family"

Target: formation of nouns - names animals different gender and age.

The teacher suggests looking at Pictures and name all the members of the animal family - both big and small.

Papa is a bear, mama is a bear, cub (And)- teddy bear, cubs.

Dad is a wolf, mom is a wolf, cub (And)- wolf cub, wolf cubs.

Dad is a hare, mom is a hare, baby (And)- little bunny, little bunnies.

Dad is a hedgehog, mom is a hedgehog, baby (And)- hedgehog, hedgehog.

Dad is a fox, mom is a fox, cub (And)- little fox, fox cubs.

Dad is a deer, mom is a deer, baby (And)- fawn, fawn.

Dad is a moose, mom is a moose, cub (And)- elk calf, elk calves.

15. Logorhythmic exercise "I'm like a squirrel in a wheel".

Target: practice coordinating speech with movements.

I'm like a squirrel in a wheel.

I jump on the spot to make it more fun

Let's gallop together. (Children jump on the spot)

One two three four five, (Jump to count 5 times.)

The little bunny began to jump.

Little gray jump

He jumped ten times. (Jump to the count of 10)

16. Logorhythmic exercise "Squirrel".

Target: exercise coordination of speech with movements.

We ate standing outside the window, (Children stretch and raise their arms up.)

They look at the blue sky.

Branches stick out to the sides, (Stretch - arms extended forward.)

Squirrels are sitting on the branches. (Sit down in a deep squat for a few seconds, then stand up)

Squirrels are jumping on Christmas trees,

Collect squirrels from cones.

Needles don't scare them:

Squirrels are clever little creatures. (They jump.)

We are sitting under the Christmas trees

And we look at the squirrels. (They squat several times.)

17. Outdoor game "Hares and the Wolf".

The driver is selected "wolf". The rest of the children - "hares".

Bunnies are jumping

Skok-skok-skok!

To the green meadow.

They pinch the grass, listen,

Is there a wolf coming? (Children jump around the hall like hares and listen.)

Wolf:

"I am a shaggy gray wolf,

I know a lot about bunnies.

They all jump and hop,

They’ll get in my way.” ( "Wolf" catches "hares", they run away.)

18. Logorhythmic exercise "Teddy Bear".

Target: practice coordinating speech with movement.

A clubfooted bear is walking through the forest, (They waddle like a bear.)

He collects the cones and puts them in his pocket. (Bend over for the cones.)

The cone bounced right into the bear's forehead! (They hit the forehead with their fist.)

The bear got angry and kicked! (They stomp their feet heavily.)

19. Outdoor game "Hares and Fox".

The driver is selected - "chanterelle", the rest of the children - "hares".

Children jump like hares around the hall and sentenced:

The bunnies are jumping and jumping -

Running guys:

Under a bush, under a stump,

To the green meadow.

Little gray ones are jumping and having fun

And the foxes are not afraid.

Hey fox, run out

And chase the bunnies! ( "Fox" catches up "hares".)

20. Logorhythmic exercise "Hedgehog"

Target: exercise coordination of speech and movements.

Along a dry forest path

The feet stomp, stomp, stomp.

Walks and wanders along the paths

A gray hedgehog covered in needles.

(Children stand slightly bent. Arms are bent at the elbows, in front of the chest, hands are lowered down. Legs are slightly bent at the knees, taking small frequent steps.)

Looking for berries and mushrooms

For my son and daughter.

("Collecting" berries - connect the fingertips.)

If a regiment creeps up

The hedgehog will turn into a ball.

Hedgehog bristles with needles

The wolf will not get it. (They curl up in a ball on the floor.)

The hedgehog won't touch anyone

But don’t touch him either! (They get up and continue to stomp along the path).

21. Exercise "Stretching our fingers"

Target: development of emotions, creative imagination.

We stretch our fingers - one, two, three. (Children clench and unclench their fingers.)

Let's stretch our fingers.

Come on, look! (Make smooth movements with their hands.)

Here is a fox running - one, two, three.

Tricky sister.

Come on, look! Alternately move your hands forward.

We sculpt, sculpt a face - one, two, three.

(Easily "running around" fingers on the face.)

What happened? Come on, look!

The sly little fox - here she is! (Make a sly expression on their face.)

The red fox is good!

That's an evil fox, oh-oh-oh! (They bare their teeth and flare their nostrils.)

I'd rather run home from her. (Fingers strain like claws.)

Our little fox looks sad,

One little fox sits and is sad.

(Feign sadness : lower the head, corners of the mouth down.)

Smile, little fox, look at us.

We will not leave you even for an hour! (They smile.)

22. Outdoor game “Freeze!”

Scattered across the lawn

Bears, foxes and bunnies. (Children run in all directions.)

They began to spin around merrily.

The animals began to have fun. (They spin on their toes.)

One jump, two jump. (They jump on two legs.)

Freeze quickly, my friend! (Freeze in a random position.)

Municipal budgetary preschool educational institution

combined kindergarten No. 30

N.S. Yarovenko

DIDACTIC GAMES
ON THE TOPIC "ANIMALS"

Art. Leningradskaya,

Compiled by: Yarovenko Natalya Sergeevna, teacher

The manual is intended for use in various types of activities by teachers of preschool institutions, teachers of speech therapy groups and students during internship.

Reviewer: Shvachich A.V., teacher of pedagogy, GAPOU KK LSPK

INTRODUCTION

The leading activity of preschool children is play. A didactic game is a verbose, complex, pedagogical phenomenon: it is a gaming method of teaching preschool children, a form of teaching children, an independent play activity, and a means of comprehensive education of a child.
Didactic games promote:
- development of cognitive and mental abilities: acquiring new knowledge, generalizing and consolidating it, expanding their existing ideas about objects and natural phenomena, plants, animals; development of memory, attention, observation; developing the ability to express one’s judgments and draw conclusions.
- development of children's speech: replenishment and activation of vocabulary.
- social and moral development of a preschool child: in such a game, knowledge of the relationships between children, adults, objects of living and inanimate nature occurs, in it the child shows a sensitive attitude to the world around him, learns to be fair, to give in if necessary, learns to sympathize, etc. .d.

Any game is a preschooler’s favorite activity and

accompanies him throughout his stay in the nursery

Children play without suspecting that they are mastering some knowledge, mastering the skills of operating with certain objects, and learning a culture of communication with each other.

Didactic play allows you to satisfy children's curiosity, involve the child in active exploration of the world around them, and help him master ways of understanding the connections between objects and phenomena. So, didactic games make it possible to ensure the full development, education and upbringing of children in a kindergarten. They create a positive emotional uplift, cause a good mood, joy: the child is happy that he has learned something new, rejoices at his achievement, the ability to say a word, do something, achieve a result, rejoices at his first joint actions and experiences with other children. This joy is the key to the successful development of children at the early age stage and is of great importance for further education.

Your love, understanding and praise for any, even the smallest achievement, will help your child overcome difficulties.

Who eats what?

Goal: to consolidate children’s knowledge about pets (what they eat), to develop thinking, attention, memory, and to cultivate a desire to take care of pets.

Material: subject pictures depicting domestic animals and food for them.

The teacher invites the children to “feed” the animals in their grandmother’s yard. The teacher calls the children in pairs. One child names the animal and displays it, and the second child looks for food for her and puts the picture next to the animal.

Who is screaming?

Material: “Pets” toys set.

The teacher puts the toys on the table and asks: who is this, where does he live, how does he scream.

Animals and their babies.

Goal: to teach children to find baby pets and name them; develop memory, speech, attention.

Material: series of pictures “Pets with babies”.

The teacher offers the children to help with pets. It is necessary to find the kids who are lost. Children work in pairs.

One child takes the animal, the second looks for it. Children must name the animal and its baby.

Who stands where?

Goal: to teach children to navigate in space; understand the concepts of “left”, “right”, “at”, “in front”, “behind”, “above”; develop thinking and memory.

Material: pictures of pets, house.

The teacher shows pictures of animals and their babies and asks the children to name them (dog and puppy, cat and kitten, cow and calf, etc.). The pictures are placed on the stand in the same order in which they are shown. After this, pointing, for example, to a cat, the teacher asks: “Who is standing next to her? "The children answer.

The game continues until the children name all the animals and their babies.

"WILD AND DOMESTIC ANIMALS"

Material: toy sets: “Pets”, “Wild Animals”; Christmas trees; house.

The teacher invites the children to take a toy, name it and “settle” it where it lives. If it is a wild animal, then the child places the toy near the Christmas trees, and if it is a domestic animal, it is near the house.

"WHO'S COME?"
Goal: to teach children to correctly name animals and their babies; recognize animals by voice and reproduce their sounds; cultivate a caring attitude towards them.

Material: rope and bell.

Children sit on chairs. At some distance from them there are ropes, from which a bell is suspended at the height of the children. The teacher calls two or three children to him and agrees: which of them will be who.

The first child runs up to the rope, jumps up and rings three times.

Children. Who's come?

Child. Woof woof woof!

The children guess that the dog came. The child pretending to be a dog sits down. Another child runs up to the bell - the game continues.

"WHO LIVES WHERE?"

Goal: teach children to name wild and domestic animals; classify them, develop speech, memory, attention; cultivate a love for nature.

Material: toy sets: “Pets”, “Wild Animals”; Christmas trees; grandmother; house.

Children sit on chairs in groups of 4-5 people. Each group depicts certain animals or birds. The teacher agrees with each group of children whose voices, animals or birds, they will reproduce. Then he walks around the “house,” knocks and asks: “Who lives in this hut? "The children answer: "Ko-ko-ko! "The teacher guesses: “Chickens live here.” He knocks on another house.

The game is played several times, then it is complicated by the fact that it is not the teacher who guesses, but the children themselves.

" TELL"
Goal: to teach children to select adjectives for nouns; develop thinking, speech, attention.

Material: ball.

The teacher throws the ball to the children one by one.

Educator. What's autumn like? What sunshine? What kind of grass?

The child catches the ball, selects an adjective, then throws the ball back to the teacher.

“RELEASE THE BIRD FROM THE CAGE»

Goal: to teach children to recognize and name birds; develop visual memory and thinking; cultivate a love for nature.

Material: drawn cage; pictures of birds (sparrow, dove, crow, swallow, starling, tit).

The teacher invites the children to “free the birds from the cage.” To do this, you need to find the bird and name it correctly. The child names the bird. If a child names a bird incorrectly, it “remains in the cage”

DIDACTICAL GAMES ABOUT ANIMALS (senior group)

"BIRDS IN NATURE"

Target:
To form in children a conscious understanding of the relationships in nature.
Develop the ability to establish a sequential relationship consisting of several links (ecological pyramid).

Material:
Model of a tree with images of birds. Cubes with pictures: earth, water, sun, air, trees of different species, bird food, birds of different species. Reference pictures: tree booth, bark, stump, cage, lake, worm, frog, pine cone, mouse, fish, earth, water, sun, air.

Rules of the game:

Choose any of the birds in the picture or invite your child to do it. Ask questions: What kind of bird is this? Where does he live?
(Appropriate reference pictures are provided.)
Find cubes with pictures of trees.
What does a tree need to make it grow? (Earth, water, sun).
Find cubes with images of earth, water, sun. Determine their place in the ecological pyramid. (Children find the corresponding cubes and place them at the base of the pyramid under the cubes with trees).
What does the bird eat? (Corresponding reference pictures are suggested)
Where does he find food?
The result should be a pyramid that is built in accordance with the floors of nature.
What do you think will happen to the bird if the water disappears? (earth, sun, air).

"Forest Dwellers"

Target:
Learn to distinguish and name the characteristic features of wild animals, establish connections between the habitat and the way of life and appearance of animals.

Material:
Pictures: animals, “houses”, babies, animal food.

Rules of the game:

Didactic game "Ecotables"

Target:
Systematize knowledge about the animal world.
Develop the ability to use graphic symbols.
Develop logical, imaginative thinking.

Materials:

Tables with graphic symbols;

Subject pictures depicting representatives of the animal world.

Rules of the game:
1. The child selects a table with graphic symbols and explains which animal is encrypted.
2. Using the table, compose a consistent story about the animal.

"FROG TRAVELER"

Target:
Summarize the knowledge of preschoolers about objects of living and inanimate nature, about their features, properties, characteristic features, and relationships.
Material:
Playing field, cards depicting objects of living and inanimate nature for various types of generalizations (humans, domestic and wild animals, animals of the north and hot countries, birds, insects; plants: berries, trees, flowers; rainbow, clouds, snow, rain...) , schematic cards - symbols with various signs of natural objects and phenomena (wing - paw, forest - house, claws - hooves, spring - winter...), cube, buttons - frogs, chips - insects.

Option 1: “Frog riddles”

Target:
Learn to classify objects of living and inanimate nature according to a given criterion.
Progress of the game:

Children lay out the images, focusing on the designation cards. (For example: on the left side of the playing field there is a card - the designation “claws”, on the right - “hooves”. Children work on generalizing the concepts of “predators” and “herbivores”)

Option 2: “Curious frog”

Target:
Identify the interaction between humans and natural objects, between living and inanimate objects.
Progress of the game:

Around the “person” card, images of objects of living and inanimate nature are chaotically laid out. The child throws the frog, identifies the positive and negative connections between the dropped object and the person (For example: A cow gives milk to a person, but can butt painfully, etc.). In the center, instead of a “person” card, you can place any other card (for example, “fox”), then children will identify connections between various natural objects (For example: a fox can hide behind a stone. A fox is looking for a mouse under a stone.)

“WHO IS FRIENDS WITH A TREE?”

Target:
Reinforce the idea that a forest is a community of plants and animals that live nearby and depend on each other.

Material:
Panel with a picture of a forest. Cards with pictures of animals, birds, insects. A cube with circles of red, green, blue and yellow or a bag with multi-colored buttons.

Rules of the game:

There is a pano on the table and cards with pictures laid out. Children take turns throwing the dice. If the side of the cube with a green circle appears, the child takes a card with the image of any animal, places it on the panel and tells why this animal is friends with the tree.
For example:
This is a squirrel. She lives in a hollow tree and sometimes builds a nest herself. The squirrel also collects spruce and pine cones, hangs mushrooms on the branches - makes supplies for the winter.
If the color turns up blue, he chooses a bird; red color – insect; yellow – a bird, insect, animal that does not live in the forest and motivates its choice.

Games to develop fine motor skills

Purpose: DIY didactic game.

Target: to form children’s knowledge about the diversity of the animal world on planet Earth.

Tasks:

· develop general cognitive abilities: the ability to observe and describe, construct sentences, find cause-and-effect relationships;

· expand and generalize knowledge about the animal world;

· develop the intellectual and creative abilities of preschool children;

· develop a conscious and caring attitude towards animals.

Game making description:

To create this didactic game, you need to cut out large colored images of different animals (you can use children's books and coloring books). We glue each animal onto cardboard and cover it with tape for strength.

We cut out letters of the Russian alphabet from various printed materials and fix them on plastic lids from juice, yogurt or gas. water.

Progress of the game:

Pictures of animals are laid out on the table. The teacher reads a poem or a riddle, and the child must guess who he is talking about, find this image, choosing it from the variety of pictures presented to his attention.

A horse appeared

In a striped vest.

Doesn't undress in hot weather

bathes right in it (Zebra)

E. Telushkina

He has humps

And in the humps there is a supply of water.

So that the humps are filled,

Drink a hundred liters of water!

Then he can for a week

Don't drink anything at all

And loaded with bales

Carrying a load across the desert. (Camel)

D. Ponomareva

Monkeys hanging on branches

Clinging to them with his tail,

They don't like to sit in cages

They chew bananas under a bush.

And then they all jump through the trees,

They make grimaces, scream,

Otherwise they will fight and cry,

They are always in a hurry to get somewhere.

L. Olifson

Learn from the beaver

Build a house without an axe.

No chisel, no nails,

No saw and no pliers.

The entrance to the house is flooded with water.

So that the predator is evil,

Neither now nor after,

Didn't ask to visit.

V. Milov

Strongly built and well built,

The folds are all made of thick leather.

Proudly wears a formidable horn -

African... (Rhinoceros)

O. Moskalenko

The bushes crack, break,

And the noise - throughout the whole forest!

Trying to get a berry

He can fit into the raspberry bush.

He sat down on his hind legs

And so, slowly,

Throws sweet berries

Into its big mouth... (Bear)

T. Gusarova

Another game option:

The child looks at images of representatives of the animal world. Names each of them. Finds the letter with which the name of this or that animal begins, puts it on the picture. For example: camel - “B”, ferret - “X”, elk - “L”, seal - “T”, wild boar - “K”, etc.

And then, with the help of a teacher, and at an older age on his own, he tries to lay out words from letters - the names of animals: donkey, hedgehog, etc.

Guess the taste.

Goal: to teach children to distinguish the taste of apple, pear, plum, grape, carrot, cabbage, tomato, cucumber, to determine whether it is a vegetable or a fruit; develop speech; cultivate attention.

Material: on a plate there are vegetables and fruits cut into pieces and covered with a napkin.

The teacher invites the children to close their eyes and try a vegetable or fruit. The child tries it, guesses what it is, and then says: it’s a vegetable or a fruit.

Cook delicious borscht.

Goal: to teach children to name ancient dishes (pot, bowl, spoon, jug), to learn to choose the right vegetables for borscht; develop logical thinking and attentiveness.

Material: dishes (pot, spoon, bowl, jug) dummies of vegetables and fruits.

The teacher invites the children to “cook” a dish - borscht. Children name the vessel in which they will “cook” the borscht and choose it from among those placed in front of them. The called children select the necessary vegetables for borscht from the vegetables and fruits placed in front of them and put them in a pot.

Children take turns choosing vegetables, and the rest of the children indicate with signs: yes or no.

What grows where.

Goal: expand and clarify children’s ideas about vegetables and fruits, develop memory, speech, and attentiveness.

Material: cut out vegetables and fruits, model of a tree, model of a vegetable garden.

The teacher invites the children to take turns coming to the table and take one vegetable or fruit, name it, determine where it grows and, accordingly, put it on a model of a vegetable garden or hang it on a model of a tree. For example: a child takes an apple and says: “This is an apple, it grows on a tree in the garden,” then he approaches the model of the tree and hangs the carved fruit on it.

Where do vitamins live?

Goal: to teach children to select only those pictures that depict healthy foods; develop attentiveness, memory, thinking.

Material: teddy bear; subject pictures depicting vegetables, fruits, citrus fruits, ice cream, sweets, cookies, cake and the like.

The teacher invites the children to “treat” the bear not with pills, but with vitamins. To do this, you need to select only those pictures depicting products in which vitamins “live”. Children, one by one or in groups, come up and choose pictures, name the object, and the rest of the children show by signs whether they agree that vitamins “live” there or not. If the task is completed correctly, the child places the picture next to the bear.

Find out by description.

Goal: to improve the child’s knowledge about vegetables and fruits; learn to find an object by description; develop attentiveness and discipline.

Material: dummies of vegetables, fruits and citruses.

The teacher invites the children to find the object that he will describe.

Educator. Round, yellow, with a red side, can be sweet and sour, grows on a tree, healthy. The child comes out, chooses an apple from among the models, shows it to the children, and the children answer with signs whether they agree or not.

Identify the animal by description.

Goal: to improve children's knowledge about domestic animals; learn to find pictures by description; develop attentiveness, memory, thinking.

Material: subject pictures with pets.

The teacher invites the children to find the animal that he describes.

Educator. This animal has a head, ears, sharp teeth, a body, legs, and a tail. She guards the house and loves to chew bones.

The child goes out and finds a picture of a dog, shows it to the children, and the children answer with signs whether they agree or not.

Who eats what?

Goal: to consolidate children’s knowledge about pets (what they eat), to develop thinking, attention, memory, and to cultivate a desire to take care of pets.

Material: subject pictures depicting domestic animals and food for them.

The teacher invites the children to “feed” the animals in their grandmother’s yard. The teacher calls the children in pairs. One child names the animal and displays it, and the second child looks for food for her and puts the picture next to the animal.

Who is screaming?

Material: “Pets” toys set.

The teacher puts the toys on the table and asks: who is this, where does he live, how does he scream.

Animals and their babies.

Goal: to teach children to find baby pets and name them; develop memory, speech, attention.

Material: series of pictures “Pets with babies”.

The teacher offers the children to help with pets. It is necessary to find the kids who are lost. Children work in pairs.

One child takes the animal, the second looks for it. Children must name the animal and its baby.

Who stands where?

Goal: to teach children to navigate in space; understand the concepts of “left”, “right”, “at”, “in front”, “behind”, “above”; develop thinking and memory.

Material: pictures of pets, house.

The teacher shows pictures of animals and their babies and asks the children to name them (dog and puppy, cat and kitten, cow and calf, etc.). The pictures are placed on the stand in the same order in which they are shown. After this, pointing, for example, to a cat, the teacher asks: “Who is standing next to her?” The children answer.

The game continues until the children name all the animals and their babies.

Wild and domestic animals.

Material: toy sets: “Pets”, “Wild Animals”; Christmas trees; house.

The teacher invites the children to take a toy, name it and “settle” it where it lives. If it is a wild animal, then the child places the toy near the Christmas trees, and if it is a domestic animal, it is near the house.

Who's come?

Goal: to teach children to correctly name animals and their babies; recognize animals by voice and reproduce their sounds; cultivate a caring attitude towards them.

Material: rope and bell.

Children sit on chairs. At some distance from them there are ropes, from which a bell is suspended at the height of the children. The teacher calls two or three children to him and agrees: which of them will be who.

The first child runs up to the rope, jumps up and rings three times.

Children. Who's come?

Child. Woof woof woof!

The children guess that the dog came. The child pretending to be a dog sits down. Another child runs up to the bell - the game continues.

Who lives where.

Goal: teach children to name wild and domestic animals; classify them, develop speech, memory, attention; cultivate a love for nature.

Material: toy sets: “Pets”, “Wild Animals”; Christmas trees; grandmother; house.

Children sit on chairs in groups of 4-5 people. Each group depicts certain animals or birds. The teacher agrees with each group of children whose voices, animals or birds, they will reproduce. Then he walks around the “house,” knocks and asks: “Who lives in this hut?” The children answer: “Ko-ko-ko!” The teacher guesses: “Chickens live here.” He knocks on another house.

The game is played several times, then it is complicated by the fact that it is not the teacher who guesses, but the children themselves.

Tell.

Goal: to teach children to select adjectives for nouns; develop thinking, speech, attention.

Material: ball.

Educator. What's autumn like? What sunshine? What kind of grass?

The child catches the ball, selects an adjective, then throws the ball back to the teacher.

Free the bird from the cage.

Goal: to teach children to recognize and name birds; develop visual memory and thinking; cultivate a love for nature.

Material: drawn cage; pictures of birds (sparrow, dove, crow, swallow, starling, tit).

The teacher invites the children to “free the birds from the cage.” To do this, you need to find the bird and name it correctly. The child names the bird. If the child names the bird incorrectly, then it “remains in the cage.”

Didactic games on the theme: “Seasons.”

What autumn brought us.

Goal: to reinforce with children the signs of autumn and its gifts; develop memory, thinking, speech.

Material: colorful leaves, vegetables, fruits, painting “Autumn”.

The teacher displays the painting “Autumn” in front of the children, asks them to name the season, and remember what gifts autumn has brought to people. For hints, vegetables, fruits, and colorful leaves are laid out on the table.

Winter fun.

Purpose: to consolidate children's knowledge about winter activities; develop speech and attention; cultivate a love for different seasons.

Material: story pictures on the theme “Winter fun”.

Children look at the pictures and tell what games children like to play in winter.

Spring.

Goal: to reinforce the signs of spring with children; learn to select adjectives for nouns; develop speech, memory, thinking.

Material: ball.

The teacher throws the ball to the children one by one.

Educator. What's spring like? What is the grass like in spring? What is the sun like in spring?

The child answers the questions and throws the ball to the teacher.

Seasons.

Goal: to teach children to name the seasons according to their signs, to find the corresponding pictures; develop visual memory and attention.

Material: large pictures with the seasons and small cards with the seasons for all children.

On the chairs in front of the children there are paintings with the seasons. There are cards on the mat. The teacher invites each child to take one card and approach the picture with the corresponding season. Next, you need to name your time of year and explain why the child approached this or that picture.

When does this happen?

Material: pictures with the seasons, riddles about the seasons.

The teacher asks the children riddles about the seasons, the children guess them, find the corresponding seasons in the pictures and put them on the easel.

Snow on the fields

Ice on the rivers

The blizzard is walking,

When does this happen? (Winter)

The snow has melted, the water is roaring,

The earth is already full of flowers.

Young grass is growing,

Everything that is dead comes to life

When does this happen? (Spring)

The sun is shining, the linden tree is blooming,

The cherries are ripening

When does this happen? (In summer)

Bare fields, the ground is getting wet,

Does it rain when does it happen? (Autumn)

Guess by description.

Goal: to teach children to name the seasons according to their signs; develop thinking, memory, attention.

Material: pictures with seasons.

The teacher describes the season, and the children guess it.

Educator. At this time of year, children love to sled and build a snowman.

Children answer or pick up a card with a picture of winter.

What is like the sun?

Goal: to consolidate children’s knowledge about the sun, its shape, color, to develop visual memory and logical thinking.

Material: sun, object pictures.

There are object pictures on the rug. The teacher invites the children to take only one picture that looks like the sun (for example: an apple, a ball, a cherry, an orange).

Children take turns showing their cards and explaining why they took this particular picture. (For example: “I have a ball because it’s round like the sun.”)

Day Night.

Goal: to consolidate children’s knowledge about the time of day, the actions of people at night and during the day; develop mindfulness.

The teacher calls people's actions day or night. Children, if it is “day,” jump, spin, dance, walk, and if it is “night,” they crouch, close their eyes, and put their hands under their cheeks.

What changed?

Goal: to teach children to notice changes in landscapes; develop visual memory, attention; cultivate perseverance.

Material: spring landscape, bird, sun, flower, animal.

The teacher invites the children to look at the spring landscape. Then the children close their eyes, the teacher at this time changes something in the spring landscape (adds a bird, removes the sun, adds a flower, etc.).

Children open their eyes and name what has changed.