Didactic games. "didactic games for preschool children." Types of didactic games

Lyubov Maksimova

Workshop of a professional teacher.

In preschool age, it is play that contributes to the diversified development of the child. Play for children is study, play for them is work, a serious form of education. A game for preschoolers is a way of learning about their surroundings. While playing, they study colors, shapes, properties of materials, and spatial relationships. In play, the child gains his first experience of collective thinking. I really like to play with children games, especially in didactic. During my time working in a preschool institution, I made and carried out many didactic games.

№1. Didactic game"Bunnies and houses"

Target: consolidate knowledge of basic colors: red, blue, yellow, green.

Move games: In front of the children there are 4 houses of different colors. Children have 4 bunnies of the same color. The teacher invites the children to hide the bunnies in houses, since they are very afraid of the wolf, but do not know what color their house is.

№2. Didactic game"Butterflies and Flowers"

Target: to develop in children the ability to compare two groups of objects based on comparison, to establish equality and inequality of 2 sets, to activate the words “as many”, “equally”, “equally”.

Material: butterflies and flowers cut out of colored paper according to the number of children.

Move games: The teacher invites the children to turn into butterflies (hands out butterflies). Butterflies fly across the clearing. At the signal “Butterflies, fly to the flower!” - they fly to the flower (spread out on the floor) to the house. Have all the butterflies had enough houses? How many butterflies? How many flowers? Are there equal numbers? How else can you say it?

Option 2: working with cards at the table.

№3. Didactic game"Decorate the rug"

Target: develop children’s ability to compare objects by color, shape, size.

Move: Educator: “Children, a hare came to visit us. She wants to give her bunnies beautiful rugs, but she didn’t have time to decorate them. Let’s help her. How will we decorate them? (circles, triangles). What colour? Are the circles the same size? and triangles? etc. The hare really liked the rugs.

Similar game "Decorate the mitten"

№4. Didactic game"Close the figure"

Target: consolidate children’s knowledge of primary colors and their shades, the size of objects. Develop logical thinking, attention, fine motor skills.

Material: cards on which geometric shapes of different sizes and colors are pasted. A set of the same geometric shapes.

№5. Didactic game"Find a match."

Target: fix the name of geometric shapes; develop the ability to make a pair of two identical cards; develop visual attention.

Material: a set of cards depicting 2-3 geometric shapes (2 identical).

№ 6 Didactic game"Paths to the houses"

Target: Develop the ability to compare 3 objects in length by application and overlap, navigate in space, activate in speech words: “long”, “shorter”, “short”; develop visual attention.

Material: cards with houses in which animals live, 3 strips of different lengths. For every child.

Move games: The presenter tells the children that the animals have built houses for themselves and want to visit each other, but there are no paths and they don’t know where to go. Let's lay paths to the houses, but first look at them carefully, compare them in length, place them between the houses. What path will you lay from the fox's house to the bear's house? What colour? etc. To whom does the shortest path lead? And the longest?

№7. Didactic game"Name and Count"

Target: consolidate knowledge about geometric shapes, practice counting objects, develop attention and memory.

Material: pictures of animals.

№8 Didactic game"Count the sounds"

Content: It is better to start the game by counting toys, calling 2 - 3 children to the table, then say that children are good at counting toys and things, and today they will learn to count sounds. The teacher invites the children to count, using their hand, how many times he hits the table. He shows how to swing the right hand, standing on the elbow, in time with the blows. The blows are made quietly and not too often so that the children have time to count them. At first, no more than 1 - 3 sounds are produced, and only when the children stop making mistakes does the number of beats increase. Next, you are asked to play the specified number of sounds. The teacher calls the children to the table one by one and invites them to hit the hammer or stick against the stick 2 - 5 times. Finally, all children are asked to raise their hand (lean forward, sit down) as many times as the hammer hits.

№9. Didactic game"The cars are going to the garage" (For children 4 - 5 years old)

Target: Consolidate knowledge of the numbers 1, 2, 3, 4, 5 and the sequence of their construction in a row one after another; develop thinking, attention, speed of reaction to a signal, independence in solving a problem, control and self-control skills.

Content: The game is played as a competition. Chairs with colored circles indicate parking lots. Children are given circles (each column - one color). At the leader's signal (strike the tambourine) everyone is running around the group room. By signal: "Cars! Parking lot!" - everyone “goes” to their garage, i.e. children with red steering wheels - to the garage marked with a red circle, etc. The cars are lined up in a column in numerical order, starting with the first. The teacher checks the order of car numbers in each column.

Questions: what is the first number? Why? What number is followed by 2? What is greater than 1 or 2? How long? etc.

№10. Didactic game"Connect the numbers"

Target: consolidate knowledge of numbers, develop the ability to connect dots in the order of numbers.

Material: cards-schemes on which numbers are written near the dots.

№11. Didactic game"Color the balls."

Target: help identify ideas about shape, color, teach to count objects, remember their quantity.

Equipment: paper, colored pencils.

Age: 45 years.

Move games: The teacher offers the child a piece of paper with balloons depicted and asks him to finish drawing the strings so that the balloons do not fly apart. The child should color the round balls blue and the oval ones yellow. After this, the teacher asks to count how many blue balls, how many yellow, how many blue and yellow together.

№12. Didactic game"Jump, don't make a mistake" For children 4 - 5 years old.

Goals: consolidate knowledge of numbers and their sequence in a number series; develop attention, logical thinking, speed of reaction and coordination of movements, independence, initiative, the ability to correctly evaluate one’s actions and the actions of other children.

Content: children (4 people each) stand inside the hoop, with “bumps” around them with numbers from 1 to 5. The teacher calls the name of any child standing in the hoop and invites him to complete the task, and for the other children to check the correctness of the execution, correcting the error if necessary. A child from four will perform the movements accordingly task: Jumps out of the hoop onto a bump with the number given by the teacher, having previously thought through his answer. The next task is completed by a child from the other four.

Tasks: 1) jump to the number from which the counting begins; 2) jump to the number that comes after 2; 3) jump to a number that is greater than 1 by 1; 4) jump to a number that is greater than 2 by 1; 5) jump on the number showing how many legs forest animals have.

Having completed the task correctly, the children “find themselves in a forest clearing.”

Rules: draw children’s attention to the correct execution tasks: you need to jump on a “bump” with a number, having previously thought through the task; When performing a jump, you need to try to maintain balance and keep your hands on your belt. Encourage children to correctly evaluate their actions and the actions of their comrades.

№13. Didactic game"Is it enough?"

Target: teach children to see equality and inequality of groups of objects of different sizes, bring them to the concept that number does not depend on size.

Content: The teacher offers to treat the animals. Previously finds out: “Will the bunnies have enough carrots and squirrels enough nuts? How to find out? How to check? Children count the toys, compare their numbers, then treat the animals by putting small toys next to large ones. Having identified the equality and inequality of the number of toys in the group, they add the missing item or remove the extra one .

№14. Didactic game"Complete the missing figure"

Target: consolidate knowledge about geometric figures: circle, square, triangle, teach to solve a logical problem based on visually perceived information (to establish patterns).

№ 15. Didactic game

"Help Pinocchio draw a picture for Malvina"

Target: consolidate the ability to navigate on a sheet of paper, distinguish and name the right and left hands; activate in speech words: right, left, center, top, bottom.

Move: Pinocchio, forgive the children to draw a picture, but which one is he now? will tell: draw a house in the center, a sun at the top, etc.

№ 16. Didactic game"Who where?"

Goals games: promote the formation of spatial orientation on a sheet of paper.

Equipment: Form with the image of several items, chips.

Age: 5-6 years.

Move games: The child is offered a form with images of several objects that are located differently in space.

Educator: “What objects are drawn? Where is the pear drawn? Where is the house drawn? Drum? Ball? Balloon? What is drawn to the right of the house? And to the left? Name the objects in the upper right corner? Etc.” For each correct answer, the child receives a chip . At the end children counting chips games. The winner is the one who received the most chips.

№ 17. Didactic game"Football"

Target: teach children to navigate on a sheet of paper, determine spatial directions and designate them words: top, bottom, right, left, top right, top left, etc.

№ 18. Didactic game"When does this happen?"

Target: consolidate children’s understanding of the time of day, exercise them in matching the picture with the part days: morning afternoon Evening Night. Learn to use correctly words: “today”, “tomorrow”, “yesterday”. Develop logical thinking and coherent speech.

Rules: According to the word that the teacher says, show the card and explain. why did he pick it up?

Game action: Search for the desired picture.

Move games: On the table the players have cards that depict pictures from life related to a certain time of day. Life of children in preschool (regime moments). Children choose any one for themselves and carefully examine it. When they hear the word morning, the children pick up the picture and each one explains why he thinks it is morning, etc.

№ 19. Didactic game"Graphic dictation"

Target: formation of the eye and visual memory in children; development of fine motor skills; development of stable, focused attention, development of visual-motor coordination, arbitrariness, rhythm and accuracy of movements; education of hard work and perseverance.

№ 20. Didactic game"What changed?"

Target: to train children in correctly determining spatial location items: on the right, on the left, in front, behind, on the side, near, etc. Cultivate observation skills, develop figurative memory, activate the dictionary.

Rules games: changes in the arrangement of objects are called only by those children whom the puppet character points to.

Game actions: Rearrangement of objects behind the screen like this. so that children do not see; guessing using a puppet character.

Toys: matryoshka, pyramid, doll.

Move games: The game uses a toy - Parsley. Cheerful and mischievous. He constantly rearranges, moves something, and then forgets and asks the guys to tell him where he put his toys.

№ 21 Didactic game"Collect (complete the drawing) beads"

Target: develop visual perception of shape, memory, attention, fine motor skills of the fingers, repeat the names of colors, geometric shapes, improve the ability to highlight the size of objects.

Equipment: patterned cards, cardboard equivalents of geometric shapes, felt-tip pens or colored pencils.

Move games: The teacher hands out cards to the children and offers to complete the elements of the existing ones beads: “Look. The doll broke the beads. He just can't put it together. Think about which figure should be completed first? After? What kind of beads did you get?" The teacher checks and helps. In case of difficulties, the teacher draws the first version of the beads himself, suggesting the pattern of distribution of figures on the beads. You can not finish drawing the beads, but lay them out from the existing cardboard parts.

№ 22. Didactic game"Make a whole from parts"

Target: exercise the ability to compose a whole from individual parts, develop logical thinking.

Move games: problematic situation: The dolls' mirror broke. They ask the guys to repair it.

№ 23. Didactic game"Fold the pyramid according to the diagram"

Target: To develop the ability to assemble objects according to a pattern based on a schematic image; learn to analyze the structure of an object using its schematic representation; develop logical thinking, visual attention, imagination.

Material: one pyramid for each player, 4 cards with outline images of pyramids, assembled in different ways.

№ 24. Didactic game"What's extra? Why?"

Target games: teach children to find the “extra” object in each row of cards. Develop logical thinking, the ability to analyze, compare, generalize.

Material: cards.

Age: 4-6 years.

Move games: The child carefully examines the drawing. Educator asks: “Which item is missing here? Why?” The winner is the one who quickly identifies the inappropriate item and explains it correctly. For example, there will be dishes among the clothes.

"Find the differences", "Snowmen", "Houses", "Toys".

Target: Develop visual attention and observation in children.

Rules games: You need to look carefully at the drawing and point out. How do snowmen differ from each other? Two people play and he wins, who will indicate more differences in the drawings. The first player names a difference, then the second player is given the floor, etc. The game ends when one of the partners cannot name a new difference (previously not noted). You can start the game by reading the poem “Here is a little bunny standing on his hind legs by the river. In front of him are snowmen with brooms and in hats. The hare is looking. Now look at what’s different about these snowmen.

Option 2: The players find the differences and place chips under their drawing, then name the differences.

№ 26. Didactic game"Counting sticks."

Target games: promote memorization and quick reproduction of the pattern. Develop fine motor skills and imagination.

Equipment: paper, counting sticks.

Age: 4-5 years.

Move games: 1 option: The teacher invites the children to lay out a figure on paper using chopsticks according to the model. Complication: The sample is shown for a few seconds and then removed. 2 option: Exercise children to independently make figures, think about the solution, and develop their imagination.

№ 27. Didactic game"What does it look like?"

Target: teach children to create an image in their imagination based on a schematic representation of objects.

Material: a set of 5-8 cards with various figures.

№ 28. Didactic game"Labyrinths"

Target: Develop children's perseverance and ability to concentrate, logical thinking, and dexterity.

Management: Gradually make the mazes more difficult (a more complex network of moves, an increase in the number of dead ends, branches). Together with your child, trace the moves using a pencil and then visually. Encouraging manifestations of sustained attention, concentration, and the desire to achieve a goal.

№ 29. Didactic game"Find the differences"

Target: Continue to develop the ability to compare objects, establish their similarities and differences (how are these items similar and different, etc.).

Continue to develop the ability to view objects sequentially. Develop attention, memory, thinking. Activate children's speech. Form organizations: individual or subgroup.

Methodical techniques: The main technique is looking at illustrations and having a conversation. Options games: Option No. 1 (integration with the educational field "Socialization") An adult shows the child an illustration and asks him to look at it, describe it, then asks him to look at the second part of the illustration. When looking at the second part, the illustration invites the child to find the differences and determine how they differ.

№30. Didactic game"Go through the gate"

Target: train children to form numbers from two smaller numbers.

Material: Large cards with various geometric shapes depicted on them (from one to four)- one for each child.

Content: Two children represent a gate - holding one or another card. The rest walk around the room with small cards. When the leader hits the tambourine, the players in pairs go through the gate (the pair is made up of children whose number of figures on the cards is equal to the number on the gate). It is better to start playing with the number 2, gradually increasing the number of players by adding two cards with the next number. In order to include children in the game more, you can make them not into pairs, but into fours.

Rules games: If the number is made incorrectly, you cannot go through the gate, it is closed.

Option games: More than one gate is shown (up to five). Players must only go through their own goal.

№31. Didactic game"What houses do friends live in?"

Target: consolidate the ability to distinguish between different types of polygons; cultivate determination in achieving goals, develop intelligence and attention.

Three friends: Kitten, Puppy and Cockerel settled in new homes. Guess who lives where? The Kitten's house has a square door, a quadrangular window, and a triangular chimney. In the puppy's house, the door is hexagonal, the window is rectangular, and the pipe is quadrangular. The cockerel lives in a house with a pentagonal door, a quadrangular window and a hexagonal pipe.

Answers: Kitten lives in house No. 3, Puppy - No. 5, Cockerel - 6.

№ 32 Didactic game"Live Numbers"

Target: counting exercise (forward and reverse) within 10.

Material: Cards with circles from 1 to 10 drawn on them.

Rules games: If any of the children is in the wrong place, he becomes the driver. If the driver makes a mistake, then he drives again. If the driver makes a mistake when counting three times, he leaves games.

Option games. "Numbers" are built in reverse order from 10 to 1.

№33. Didactic game"Guess which number is missing"

Target: Determine the place of the number in the natural series, name the missing number.

Material: Flannelograph, 1 cards with circles on them from 1 to 10 (on each card there are circles of a different color. Flags.

Content: The teacher arranges cards on a flannelgraph in the sequence of natural numbers. We invite the children to see how they stand, to see if any numbers are missing. then the guys close their eyes. and the teacher removes one card. After the children guess which number is missing, the teacher shows the hidden card and puts it in its place.

Rules games: Do not peek when the card is removed. Whoever notices which number is missing first gets a flag.

№ 34. Didactic game"What number is next?"

Target: Exercise children in determining the next and previous number to the named one.

Material: ball.

Rules games: If the child makes a mistake, everyone calls out the correct number in unison. The game continues.

Option games:

1. Children agree in advance what number will be call: previous or next.

2. Children name not one, but two numbers at once - both the previous and the next.

No. 35. Developmental games by B. P. Nikitin “Fold a square”, “Fold a pattern”, “Unicube”.

Target: to develop in children spatial concepts, imaginative thinking, the ability to combine, design, combine shape and color, adding planar and three-dimensional figures, develop creativity and independence.

Material: planar sample cards for planar figures; cubes painted in three bright colors - for three-dimensional figures.

Games to recreate figurative and plot images from geometric figures according to the image and one’s own design.

1. "Tangram"

2. "Columbus Egg"

3. "Mongolian game"

4. "Vietnamese game"

1. Children get acquainted with the set of figures for the game, select the figures according to their shape, examine them, count them, and place them on top of each other.

2. According to the teacher, they make a square, a triangle (from two smaller ones, a quadrilateral) from triangles.

3. Compiling figures according to image and design.

4. Recreation of figures based on contour patterns.

Used literature:

1. L. A. Wenger, O. M. Dyachenko " Games and exercises to develop mental abilities in preschool children."

2. Z. A. Mikhailova "Game entertaining tasks for preschoolers."

3. V. V. Danilova, T. D. Richterman, Z. A. Mikhailova “Teaching mathematics in kindergarten.”

4. V. P. Novikova “Mathematics in kindergarten.”

5. V. Sotnikova “Child development in play activities.”

6. E. V. Solovyova “Numbers for you.”

7. Sorokina " Didactic games in kindergarten".

The development of children is one of the primary tasks of parents. At the same time, the most natural and most suitable form of learning for preschoolers is games. It is with the help of didactic entertaining activities that it is easiest for parents to “reach out” to the child, to find contact with him that allows him to stimulate development and knowledge of the world around him.

The concept of didactic games for preschoolers, their difference from other types of entertaining activities

Didactic games usually mean a learning process organized in an informal, fun way. Such activities differ from games in the classical sense in their focus on learning, and from lessons in the creation of a playful atmosphere, dressing educational procedures in an informal form.

During such classes, using pedagogical techniques, the systems, phenomena and processes being studied are modeled.

Achievable goals

Different didactic activities are used for children of different ages. At the same time, the goals they pursue do not depend too much on their age group. Such entertaining training is aimed at the following blocks of development:

• mental;
• moral;
• labor;
• aesthetic;
• physical.

The differences between games intended for children of different ages will lie, first of all, in complexity.

Considering that most people perceive visual information best, a way of getting to know the world around us based on pictures is quite effective

Thus, for mental development, games are used that teach children knowledge about the world, systematize and expand this knowledge. For preschoolers of younger groups, it is advisable to use educational and entertaining activities aimed at developing sensory education, since tactile experience of perceiving the world around them is a mandatory basis, on the basis of which older preschoolers can be offered a more complex game that systematizes and deepens the primary knowledge gained through tactile experience .

During games aimed at labor education, first of all, an understanding of the need to work, respect for other people’s work and an understanding of the principles of cause-and-effect relationships between the preparatory and final stages of the labor process should be developed.

Such images are cut out, mixed, and the children themselves arrange them in the correct order.

As for games aimed at moral education, the goals for children of different ages will differ significantly:

• It is important to instill cultural and hygienic skills in younger preschoolers;
• Older kindergarteners need to be introduced to moral feelings and attitudes.

What place do didactic games occupy in the work of kindergartens?

Different preschool educational institutions have different attitudes towards conducting educational and entertaining activities. In one form or another, such entertaining training is presented in almost every such institution, but the quality of its preparation and delivery may vary significantly.

Saturated colors with a predominance of positive yellow make the educational game even more interesting

The most advanced institutions involved in preschool education today integrate such activities into the educational process as tightly as possible, reinforcing with them the basic theoretical skills of preschoolers.

Experts consider the optimal time for play to be the morning and the hours following the afternoon nap, since due to children's interest, these activities significantly increase the mental and physical activity of children after waking up.

Classification of didactic recreational activities

Educational and entertaining activities can be analyzed according to various criteria. For example, if we take the goal of such an activity as a criterion, the classification will be presented in the following form:

• games for mental education - “name one word”, “name three objects” (aimed at the ability to build relationships, look for synonyms and antonyms);
• entertaining activities for moral education;
• games for labor development - “who built this house” (children become familiar with the need to draw up drawings for the construction of a building);
• entertaining activities for aesthetic education;
• games for physical development.

A physical game with educational elements, in which children need to stay on an area of ​​a certain color, develops not only the mind, but also the body of a preschooler

Another classification will be based directly on the process of the game, and not on its goal:

• playing with objects - the advantage of this type of informal activity is that natural material is used as attributes, for example, leaves, stones, pine cones, flowers. Based on the use of these attributes, the child builds the process itself (“describe the object”, “what is this?”, “what comes first?”);
• board game - a very diverse type of educational activities, including those aimed at developing speech skills, logic, attention, the ability to model and make decisions (“lotto”, “dominoes”, “paired pictures”);
• verbal entertaining activity - aimed at developing children's independence, thinking and speech, teaching them to describe objects, highlight dominant features, and guess words from their verbal description.

Types of educational games for preschoolers of junior, middle and senior groups

For the little ones, games related to tactile perception of the world around them are best suited. For example, “collect a basket.” Due to such an entertaining process, the ability to cognize life around and separate the objects and phenomena present in it occurs. This is the basis for further knowledge.

Video: didactic game “Assemble a basket”

More complex games are suitable for older children. For example, “Who Eats What”: in its process, preschoolers match pictures of animals with foods that they can eat, and connect them with clothespins.

Video: Didactic game “Who eats what”

For the oldest group, it is advisable to use verbal informal learning, using not concrete objects or animals, but more abstract concepts, for example, a square or a circle.

Video: math game in the senior group of kindergarten

Card files of educational and entertaining activities for different age groups

Different didactic games are suitable for different age groups, aimed at developing the different abilities of children. Among the games presented in the table below, “Like - Not Like,” “What’s Extra,” and “Grocery Store” are recommended for older children, but one way or another, all such informal learning can be adapted for preschoolers of different ages.

How to make educational games for children with your own hands

When preparing educational and entertaining activities for preschoolers on their own, it is important to follow a number of principles. So, in accordance with them, such classes should be:

• systemic - for teaching children to build cause-and-effect relationships;
• becoming more complex - for the progressive intellectual development of the child;
• have the property of repetition - since not every preschooler will remember and learn the rules of the game the first time;
• voluntary - such entertainment should be selected taking into account the interests and desires of the children;
• have an element of mystery - the didactic task being achieved must be disguised by the game process;
• updated - each subsequent game should be supplemented with new elements so that the child does not get bored.

Moreover, given the abundance of children's magazines and books with bright pictures, as well as additional resources such as colored cardboard or toys, making materials for such activities yourself is not particularly difficult.

Video: didactic sensory games, do it yourself

The most popular and suitable for children to prepare independently are games like “Loto” and “Lace”.

“Loto” is easy to adapt to specific needs. For example, it is very important to instill cultural and hygienic skills in preschoolers aged 3–5 years. According to its rules, children are given lined playing fields with a picture in the center and a set of pictures, some of which are related to the one placed in the center of the field, others are not. Children must fill in the spaces around this main picture with words that match its meaning. So, if you use it to make, for example, a drawing of “Moidodyr”, then the child will need to “surround” it with images of soap, toothbrushes, etc. When adding pictures to the margins, children need to explain why they decided that this particular image fits the meaning central picture.

Video: board game for children “Loto”

Another game, Lacing, is aimed at developing fine motor skills. Suitable attributes can be any details of a suitable size, not too large, but not too small, that need to be sewn onto clothes: buttons, overlays, etc. Such entertaining training can be supplemented and modified: for example, take lacing of different colors and install them in As a rule, different parts should be sewn with threads of suitable colors. This way the child will develop knowledge about colors.

Video: educational game “Tree-lacing”

Thus, in the form of a didactic game there is hidden enormous potential for the development of children of different ages. It is important to follow a systematic approach to the selection of these entertaining and educational activities, paying attention to all aspects of child development. At the same time, it is important to respect the age limit in order to increase the effectiveness of this useful entertainment. “Work is what a person is obliged to do, but Play is what he is not obliged to do,” as Mark Twain said, and it is important to skillfully give one after another. It should be remembered that children's involvement and interest are key factors that determine the benefits of play and preschoolers' active perception of new knowledge and skills through this informal process.

Teaching a child mathematics is a long process aimed at making enormous efforts not only by the teacher, but also by the student.

Didactic games in mathematics for preschoolers are designed to diversify the learning process, destroy strict officialdom, and increase the degree of effectiveness in mastering and understanding mathematical fundamentals.

Didactic games in mathematics in kindergarten: goals and objectives

Didactic games are carried out with the aim of increasing the child’s level of awareness about the world around him. They develop observation skills, learn to record and find differences between objects, comparing them according to different characteristics. During the gameplay, children learn to find basic cause and effect relationships.

Didactic games in mathematics in preschool educational institutions can be very different, their choice depends on the goal:

1. The use of numbers and numbers in games helps to familiarize yourself with the concept of counting, the history of the appearance of numbers, and improve counting and comparison skills.

These educational math games for preschoolers promote:

• improving the ability to independently use single-digit numbers;
• education of attentiveness, memory, thinking;
• mastering the method of distributing natural numbers, improving counting skills.

1. Games designed to study time introduce children to the days of the week, the names of months, and teach them to remember their position on the calendar.

1. Games to develop orientation allow students to learn how to record and express their own position on the ground, determine and name the location of an object relative to another. Having achieved the educational task, preschoolers are able to use words to name the location of objects.

1. Games with figures are used to strengthen knowledge about the shape of various geometric figures and improve the skill of finding them in nearby things. Such games contribute to the development of attention and the formation of creative imagination in preschoolers.

1. Didactic mathematical games that develop logical thinking are initially intended to form the components of scientific thinking: making judgments, giving arguments, summing up. They also help develop creativity and out-of-the-box thinking.

This is important to know

1. Didactic games should not be carried out for a long time. For younger children, it is enough to spend 5 minutes on them. Didactic games in mathematics in the senior group can last no more than 15 minutes. Exceeding this time can lead to decreased activity and weakening cognitive interest, which can negatively affect the result.
2. If a team takes part in the game, You need to pay attention to everyone's individual abilities, and, if necessary, provide assistance to underachievers for a successful outcome of the educational problem.

DIY didactic games for preschoolers

In order to increase the cognitive interest of students, teachers should try to diversify the course of teaching. To do this, many develop and produce their own training courses. In making visuals, everything that is at hand can be useful, the main condition is that it is harmless to kindergarten students.

Materials for creating didactic games can be as follows:

• improvised materials - fabric, yarn, buttons;
• natural raw materials – leaves, flowers, grass, pine cones;
• office supplies – glue, gouache, colored paper, cardboard;
• imagination is the most important component.

Didactic math games with your own hands in pictures

Making educational games with your own hands is not at all difficult. Here are examples of such mathematical games.

Card index of didactic games in mathematics for preschoolers

"Describe the pattern"

Target: training in spatial orientation, improving communication skills.

Progress of the game. Each preschooler has a drawing depicting a carpet. Students are required to describe the position of the parts of the pattern in the drawing: on the left side, on the right, at the top or bottom.

"Solve an example"

Target: training in performing addition and subtraction operations within ten.

Progress of the game. The teacher throws the ball to the preschooler and names an example. The student, having caught it, answers and returns the ball. Next, the teacher throws the ball to the next person.

"Find the mistake"

Target: analysis of geometric shapes, comparison and finding the odd one out.

Progress of the game. The preschooler is asked to analyze the rows of geometric shapes and point out the error, offering a correction option with an explanation. An error could be a circle in a row of squares, or a red figure among yellow ones.

"Show me"

Target: improving the ability to recognize a geometric figure according to a given criterion.

Progress of the game. Several figures differing in color, shape and size are laid out in random order in front of the preschooler. The teacher suggests identifying the figure according to the mentioned criterion: small square, large red circle, etc.

"One property"

Target: consolidation of knowledge about the properties of geometric figures, development of the ability to characterize and identify figures according to their characteristics.

Progress of the game: The players must be provided with the same set of geometric shapes. One of the players places one of them on the table. The second player’s task is to choose from his set a piece that differs from the one laid out by the previous player in only one way. For example, if the first figure laid out is a large red circle, then the next one you can lay out is a large red square or a large blue circle, or a small red circle. The game should be built on the principle of playing dominoes.

"Who are the neighbors"

Target: improving the ability to name neighbors of numbers.

Progress of the game. Participants stand in a circle. The teacher throws the ball and calls a random number. The child, having caught the ball, names the neighbors of this number. After this, the ball is thrown to the next participant.

"Let's Harvest"

Target: training the skill of comparing objects by size.

Progress of the game. The teacher advises the children to collect the harvest in different baskets - large vegetables and fruits in one basket, small ones in the other.

"Shop and Geometry"

Target: training in recognizing basic geometric shapes, improving communication skills.

Progress of the game. On the table there are objects of various shapes put up for “sale”. Each student - buyer receives a card - a receipt, on which a figure is drawn: a circle, a triangle, a square or a rectangle. He can purchase any item, provided that the shape of the product matches the picture on the card. Having accurately made a choice and proven it, the child receives a purchase.

Didactic games in mathematics

Presentation of educational games in mathematics

Consultation for teachers

Target: To systematize and deepen teachers’ knowledge on the topic “Didactic games for preschool children.”

Basic functions of a didactic game.

A didactic game is a multifaceted, complex pedagogical phenomenon: it is a gaming method of teaching preschool children, a form of education, an independent gaming activity, and a means of comprehensive education of a child’s personality.

Didactic game as a gaming method of teaching is considered in two types: games - activities and didactic or autodidactic games. In the first case, the leading role belongs to the teacher, who, to increase children’s interest in the activity, uses a variety of gaming techniques, creates a gaming situation, introduces elements of competition, etc. The use of various components of gaming activity is combined with questions, instructions, explanations, and demonstration.

With the help of games and activities, the teacher not only conveys certain knowledge, forms ideas, but also teaches children to play. The basis for children’s games are formulated ideas about the construction of a game plot, about various play actions with objects. It is important that conditions are then created for the transfer of this knowledge and ideas into independent, creative games.

The didactic game is used in teaching children mathematics, their native language, familiarization with nature and the surrounding world, and in the development of sensory culture.

Didactic game as a form of teaching children contains two principles: educational (cognitive) and gaming (entertaining). The teacher is both a teacher and a participant in the game. He teaches and plays, and children, while playing, learn. If in the classroom knowledge about the world around them expands and deepens, then in a didactic game (games - activities, actually didactic games) children are offered tasks in the form of riddles, suggestions, questions.

Didactic game as an independent gaming activity based on awareness of this process. Independent play activity is carried out only if children show interest in the game, its rules and actions, if they have mastered its rules. How long can a child be interested in a game if its rules and content are well known to him? Children love games that are familiar to them and enjoy playing them. This can be confirmed by folk games, the rules of which are known to children: “Colors”, “We won’t tell you where we were, but we will show you what we did”, “On the contrary”, etc. Each such game contains interest in game actions. For example, in the game "Paints" you need to choose a color. Children usually choose fabulous and favorite colors: gold, silver. Having chosen a color, the child approaches the driver and whispers the name of the paint in his ear. “Jump along the path on one leg,” says the driver to the one who named the paint, which is not among the players. There are so many interesting play activities for children here! That's why children always play such games.

The teacher takes care of complicating the games and expanding their variability. If children's interest in the game wanes (and this is more true for board and printed games), it is necessary to come up with more complex rules together with them.

Independent play activities do not exclude control by an adult. The participation of an adult is indirect: for example, the teacher, like all participants in the lotto game, receives a card and tries to complete the task on time, rejoices if he wins, that is, he is an equal participant in the game. Children can play educational games on their own both in and outside of class.

Didactic games, especially in younger age groups, are considered in preschool pedagogy as a method of teaching children role-playing games: the ability to take on a certain role, follow the rules of the game, and develop its plot. For example, in the didactic game “Put the doll to sleep,” the teacher teaches children of the younger group the sequence of actions in the process of undressing the doll - carefully folding clothes on a standing chair, treating the doll with care, putting it to sleep, singing lullabies. According to the rules of the game, children must select from the lying objects only those that are needed for sleep. There are several such games in younger groups: “Katya’s doll’s birthday”, “Let’s dress Katya for a walk”, “Katya is having lunch”, “Katya’s bathing”. Games with dolls are an effective method of teaching children independent creative role-playing games.

Didactic games are of great importance for enriching imaginative play for older children. Games such as “Smart Machines”, “Dairy Farm”, “Who Needs What for Work” cannot leave children indifferent; they have a desire to play builders, grain growers, and milkmaids.

The didactic game also acts as a means of comprehensive education of the child’s personality.

Mental education. The content of didactic games forms in children the correct attitude to the phenomena of social life, nature, objects of the surrounding world, systematizes and deepens knowledge about the Motherland, the army, profession, and work activity.

Children are given knowledge about the life around them according to a certain system. Thus, familiarizing children with difficulty takes place in the following sequence: children are first introduced to the content of a certain type of labor, then to machines that help people in their work, making work easier, to the production stage when creating necessary objects, products, and then the meaning of any type of work.

With the help of didactic games, the teacher teaches children to think independently and use the acquired knowledge in various conditions in accordance with the task.

Didactic games develop children's sensory abilities. The processes of sensation and perception underlie a child’s cognition of the environment. Familiarizing preschoolers with the color, shape, and size of an object made it possible to create a system of didactic games and sensory education exercises aimed at improving the child’s perception of the characteristic features of objects.

Didactic games develop children’s speech: the vocabulary is replenished and activated, correct sound pronunciation is formed, coherent speech develops, and the ability to correctly express one’s thoughts. Some games require children to actively use generic and specific concepts, for example, “Name in one word” or “Name three objects.” Finding antonyms, synonyms, and words that sound similar is the main task of many word games.

During games, the development of thinking and speech is carried out in an inextricable connection. In the game "Guess What We're Up to" you need to be able to pose questions to which children answer with only two words "yes" or "no".

Moral education. Preschoolers develop a moral understanding of caring for surrounding objects, toys as products of adult labor, norms of behavior, relationships with peers and adults, positive and negative personality traits. In nurturing the moral qualities of a child’s personality, a special role belongs to the content and rules of the game. When working with young children, the main content of didactic games is the children’s acquisition of cultural and hygienic skills.

The use of didactic games in working with older children solves slightly different problems - the education of moral feelings and relationships.

Labor education. Many didactic games develop in children respect for working people, arouse interest in the work of adults, and a desire to work themselves. For example, in the game "Who built this house" children learn that before building a house, architects work on a drawing, etc.

Children acquire some labor skills in the production of material for didactic games.

Aesthetic education. Didactic material must meet hygienic and aesthetic requirements: toys must be painted with bright colors and artistically designed. Such toys attract attention and make you want to play with them.

Physical education. The game creates a positive emotional uplift, causes good health, and at the same time requires a certain tension in the nervous system. Games with didactic toys are especially important, where the small muscles of the hands develop and strengthen, and this affects mental development, preparing the hand for writing, for visual activity, i.e. to schooling.

Main types of games.

All didactic games can be divided into three main types: games with objects (toys, natural materials), board-printed and word games.

Games with objects.

Playing with objects uses toys and real objects. By playing with them, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects and their characteristics: color, size, shape, quality. In games they solve problems of comparison, classification, establishing sequence in solving problems. As children master new knowledge about the subject environment, the tasks in the games become more complicated: the children practice identifying an object by any one quality, combine objects according to this characteristic (color, shape, quality, purpose, etc.), which is very important for the development of abstract , logical thinking.

Children of the younger group are given objects that differ sharply from each other in properties, since kids cannot yet detect subtle differences between objects.

In the middle group, they use items in which the difference between them becomes less noticeable. In games with objects, children perform tasks that require conscious memorization of the number and location of objects, and finding the corresponding object. While playing, children acquire the ability to put together a whole from parts, string objects (balls, beads), and lay out patterns from various shapes.

A variety of toys are widely used in educational games. They clearly express color, shape, purpose, size, and the material from which they are made. This allows children to be trained in solving certain didactic tasks, for example, selecting all the toys made of wood (metal, plastic, ceramics), or toys necessary for various creative games: for playing family, builders, etc. Using didactic games with similar content , the teacher manages to arouse interest in independent play, suggest to them the idea of ​​games with the help of selected toys.

The teacher uses games with natural materials (plant seeds, leaves, various flowers, pebbles, shells) when conducting such didactic games as “Whose children are these?”, “Which tree is the leaf from?”, “Collect a bouquet of autumn leaves,” and etc. The teacher organizes them during a walk, directly in contact with nature. In such games, children’s knowledge about the natural environment around them is consolidated, mental processes are formed (analysis, synthesis, classification) and a love for nature and a caring attitude toward it are fostered.

Games with objects include plot-didactic games and dramatization games. In the plot-didactic game, children play certain roles, a seller, a buyer in games like “Shop”, bakers in games “Bakery”, etc. Dramatization games help clarify ideas about various everyday situations, literary works “Journey to the Land of Fairy Tales”, about norms of behavior “What is good and what is bad?”

Board-printed games.

Printed board games are a fun activity for children. They are varied in type: paired pictures, lotto, dominoes. The developmental tasks that are solved when using them are also different.

Selection of pictures in pairs. The simplest task in such a game is to find exactly the same ones among different pictures: two hats, identical in color, style, etc. Then the task becomes more complicated: the child combines the pictures not only by external features, but also by meaning: find two airplanes among all the pictures. The planes shown in the picture may be different in shape and color, but they are united by belonging to the same type of object, making them similar.

Selection of pictures based on common features. Some generalization is required here, establishing connections between objects. For example, in the game “What grows in the garden (forest, city)?” Children select pictures with corresponding images of plants, correlate them with their place of growth, and combine the pictures according to one feature. Or the game “What Happened Then?”: children select illustrations for a fairy tale, taking into account the sequence of the plot.

Memorizing the composition, quantity and location of pictures. For example, in the game “Guess which picture was hidden,” children must remember the contents of the pictures, and then determine which of them was turned upside down. This game is aimed at developing memory, memorization and recall. The gaming didactic tasks of this type of games are also to consolidate children’s knowledge of quantitative and ordinal counting, the spatial arrangement of pictures on the table, and the ability to talk coherently about the changes that have occurred with the pictures and their content.

Making cut pictures and cubes. The purpose of this type of games is to teach children logical thinking, to develop their ability to form a whole object from individual parts. In younger groups, pictures are cut into 2-4 parts, then in middle and older groups the whole is divided into 8-10 parts. At the same time, for the game in the younger group, one object is depicted in the picture: a toy, a plant, items of clothing, etc. For older ones, the picture depicts a plot from familiar fairy tales, works of art familiar to children.

For the curious. The birthplace of puzzles is England, born in 1763. The author is the English engraver D. Spilsbary, who made a geographical map cut along the borders of countries from mahogany. The map was used as a teaching aid at school. In the second half of the 19th century, puzzles appeared in Europe and America. They are starting to be made from cardboard. A revolutionary discovery was the invention of a special puzzle technique, namely, individual elements were fastened together and made up a compact pattern, which is how puzzles differ from mosaics.

Description, story about the picture showing actions, movements. In such games, the teacher sets a learning task: to develop not only children’s speech, but also imagination and creativity. Often a child, in order for the players to guess what is drawn in the picture, resorts to imitation of movements, or imitation of the movements of an animal, its voice. For example, in a game (“Guess who it is?” the child, who took the card from the driver, carefully examines it, then imitates the sound and movements (cats, rooster, etc.) This task is given to children in the younger group.

In older groups, more complex problems are solved: some children depict the action depicted in the picture, others guess who is depicted in the picture, what people are doing there, for example, firefighters putting out a fire, sailors sailing on the sea, builders building a house, etc.

In these games, such valuable qualities of a child’s personality are formed as the ability to transform, to creatively search for the creation of the necessary image.

Word games.

Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them. Since these games require the use of previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental problems; describe objects, highlighting their characteristic features; guess from the description; find signs of similarities and differences; group objects according to various properties and characteristics. These didactic games are carried out in all age groups, but they are especially important in the upbringing and teaching of children of senior preschool age, as they help prepare children for school: they develop the ability to listen carefully to the teacher, quickly find an answer to the question posed, accurately and clearly formulate their thoughts, apply knowledge in accordance with the task.

For ease of use of word games in the pedagogical process, they can be conditionally divided into four groups.

The first of them includes games with the help of which they develop the ability to identify the essential features of objects and phenomena: “Guess it?”, “Shop”, “Yes - No”, etc. The second group consists of games used to develop children’s ability to compare , compare, make the right conclusions: “Similar - not similar”, “Who will notice fables more?” Games, with the help of which the ability to generalize and classify objects according to various criteria is developed, are combined in the third group: “Who needs what?”, “Name three objects”, “Name in one word”, etc. In a special fourth group, games based on development of attention, intelligence, quick thinking, endurance, sense of humor: “Broken phone”, “Paints”, “Flies - does not fly”, etc.

The structure of the didactic game.

The required structural elements of a didactic game are: a teaching and educational task, game actions and rules.

Didactic task.

To select a didactic game, it is necessary to know the level of preparedness of students, since in games they must operate with existing knowledge and ideas.

When defining a didactic task, it is necessary, first of all, to keep in mind what knowledge and ideas of children about nature, about surrounding objects, about social phenomena) should be acquired and consolidated by children, what mental operations should be developed in connection with this, what personality qualities in connection this can be shaped by the means of this game (honesty, modesty, observation, perseverance, etc.).

For example, in the well-known game “Toy Store” the didactic task can be formulated as follows: “To consolidate children’s knowledge about toys, their properties, purpose; to develop coherent speech, the ability to determine the essential characteristics of objects; to cultivate observation, politeness, and activity.” Such a didactic task will help the teacher organize the game: select toys that are different in purpose, material, appearance; give a sample description of the toy, polite address to the seller, etc.

Each didactic game has its own learning task, which distinguishes one game from another. When defining a didactic task, one should avoid repetition in its content and cliched phrases (“to develop attention, thinking, memory, etc.). As a rule, these tasks are solved in each game, but in some games more attention must be paid to the development of memory, in others - thinking, thirdly - attention. The teacher must know in advance and accordingly determine the didactic task. So, use the game “What has changed?” for exercises in memorization, “Toy Store” - for the development of thinking, “Guess what you are up to” - observation, attention.

Game rules.

The main purpose of the rules of the game is to organize the actions and behavior of children. Rules can allow, prohibit, prescribe something for children in the game, making the game entertaining and tense.

Compliance with the rules of the game requires children to have a certain amount of willpower, the ability to deal with peers, and to overcome negative emotions that appear due to a negative result. It is important, when determining the rules of the game, to place children in conditions under which they would receive joy from completing the task.

Using a didactic game in the educational process, through its rules and actions, children develop correctness, goodwill, and self-control.

Game actions.

A didactic game differs from game exercises in that the implementation of game rules in it is directed and controlled by game actions. For example, in the game “Does it happen or not?” the rules of the game require: notice in the poem “Is this true or not?” L. Stancheva all fables:

Warm spring now
The grapes are ripe here.
Horned horse in the meadow
In summer he jumps in the snow.
Late autumn bear
Loves to sit in the river.
And wash among the branches
Ha-ha-ga the nightingale sang.
Quickly give me the answer -
Is this true or not?

The game is played so often that the children take turns, raising their hands, calling out all the fables they notice. But to make the game more interesting and all the children to be active, the teacher introduces a game action; the one who noticed the fable while reading the poem puts a chip in front of him. There are six fables in this poem. This means the winner will have six chips. They will receive a prize.

The development of play actions depends on the teacher’s imagination. Sometimes children, preparing for the game, make their own suggestions: “Let’s hide it, and someone will look for it!”, “Let me choose the driver with a counting rhyme!”

"Recognize the elements of the pattern."

Didactic task. To clarify and consolidate ideas about the main elements of any painting, to learn to isolate individual elements of a pattern, to develop observation, attention, memory and speed of reaction, to arouse interest in painting.

Material. Large cards, decorated with some kind of painting, at the bottom of which there are three or four free windows. Small cards with individual elements of the pattern, including various paintings that differ in color and detail.

Game rules. Determine which of the proposed cards depicting elements of the painting fit the elements of the pattern of the main card.

Progress of the game. Having received a large card and several small ones, having carefully examined them, the players select those elements that are found in the pattern and place them in empty windows. The leader monitors the correct completion of the task.

Options. The players are given large cards, the host is given small cards. He shows the cards one at a time. Whichever player has such an element in the pattern on the large card takes it for himself. The winner is the one who collects all the elements of his pattern faster.

Players are given large cards, small cards are given to the leader. To get the right card, the player must describe it, for example: “I need a card on a red background with a black currant on it.” If he completed the task accurately and correctly, the presenter gives him a card. If he makes mistakes in the description, he skips a turn.

Before the game starts, the teacher makes a set of three to four cards, the elements of which correspond to the pattern of one of the products. Large cards are shuffled. Players receive one or two devices. Their task is to match the existing set of elements with a card with the product. The one who completes the task wins.

"Didactic games for preschool children"

"Domino"

Didactic task. To consolidate ideas about the main elements of any painting, to teach them to distinguish and compare them with each other, to name them correctly, using names invented by masters of the craft, to develop observation, attention, speed of reaction, and to arouse interest in painting.

Material. Rectangular cards divided into two parts. Each of them depicts a pattern element.; The options differ in color and details.

Game instillations. Players place cards so that the image of an element exactly matches the same image of another card. The first one to lay out all his cards wins.

Progress of the game. Two or more children can take part. All cards are laid out in the center of the table with the pictures down - this is the “bazaar”. Each player collects a certain number of cards, which is agreed upon before the start of the game. The one who has the doublet card makes the first move. The next player finds a card with the same element and places it next to the first one. If the player does not have what he needs, he uses the “bazaar”. If the “bazaar” is empty, he skips a turn. The winner is the one who gets rid of the cards first.

Option. The player makes a move and names the element of the painting. If the name is incorrect, the move is skipped.

"Lotto".

Didactic task. Same as in Domino

Materials. Large cards depicting objects decorated with some kind of painting. Along the edges of the cards there are up to six cells depicting elements of bottom painting. Cards with variants of pattern elements, differing in color and details.

Game rules. Players select cards according to the pattern on the large cards. They carefully monitor the progress of the game, not missing elements on their map.

Progress of the game. Two or more children can take part. The presenter distributes one large card to everyone, and mixes the small ones. Then, taking out one card at a time, the presenter asks what kind of element is depicted on it and who needs such a card.

Option. The game can be played in the form of a team competition. In this case, each team is given several cards at once to fill out simultaneously.

"Find a match."

Didactic task. The same as in Domino.

Material. Rectangular cards divided into two cells: one with pattern elements, the other empty. Cards with variants of pattern elements, forming pairs to the drawings on the stripes.

Game rules. Players select cards according to the pattern on the large cards. The first person to match pairs of all the elements on their cards wins.

Progress of the game. Two or more children can take part. The presenter gives everyone the same number of double cards, the small ones are mixed in the center of the table. At the leader’s command, the players select a pair of elements on their cards.

Options.

After completing the task, the player names all the elements of the painting. If the name is given incorrectly, the card is not counted.

Players take turns taking cards from the pile. If the card does not fit, the player places it at the bottom of the deck and skips the turn.

“Trickle” - two teams are made up of the players; one receives double cards, the other receives paired pictures. On command, a player from one group must find a member from another group with the same card to form a pair. In pairs, players approach the teacher, who checks the correctness of the choice. Forms a "stream".

“Pass it around” - players have three large cards, the small ones are mixed and placed face down on the table. Taking a small card, the player covers an empty cell with it; if the element matches, the pair is found. In addition, he gets the right to take the next card from the deck; if the card does not fit, passes it on, i.e. misses a move.

Lesson No. 1

Subject:"Didactic game in the pedagogical process of kindergarten."

Target: Systematize and deepen teachers’ knowledge about the main functions, types, and structure of didactic games.

Plan.

Basic functions of a didactic game.

Types of didactic games.

The structure of the didactic game.

Lesson No. 2:

"Methods of organization and management of didactic games."

Target: To improve the knowledge and skills of teachers in the methods of organizing and managing didactic games.

Plan:

Pedagogical value of didactic games.

Methodology for organizing didactic games.

Guide to didactic games.

“Play must necessarily be present in a children’s group. A children’s group that does not play will not be a children’s group... Imagination develops only in a group that necessarily plays.”

Makarenko A.S.

2. Methodology for organizing didactic games.

The organization of didactic games by the teacher is carried out in three main directions: preparation for conducting the didactic game, its implementation and analysis. (Task for micro groups: write the main components of each stage of the didactic game).

Preparation for conducting a didactic game includes:

selection of games in accordance with the objectives of education and training: deepening and generalization of knowledge, development of sensory abilities, activation of mental processes (memory, attention, thinking, speech), etc.;

establishing compliance of the selected game with the program requirements for the education and training of children of a certain age group;

determining the most convenient time for conducting a didactic game (in the process of organized learning in the classroom or during free time from classes and other routine processes);

choosing a place to play where children can play quietly without disturbing others;

determining the number of players (the whole group, small subgroups, individually);

preparing the necessary educational material for the selected game (toys, various objects, pictures...);

preparing the teacher himself for the game: he must study and comprehend the entire course of the game, his place in the game, methods of managing the game;

preparing children for play: enriching them with knowledge, ideas about objects and phenomena of the surrounding life necessary to solve a game problem.

Conducting didictic games includes:

familiarizing children with the content of the game, with the material that will be used in the game (showing objects, pictures, a short conversation, during which the children’s knowledge and ideas about them are clarified);

explanation of the course and rules of the game. At the same time, the teacher pays attention to the behavior of the children in accordance with the rules of the game, to the strict implementation of the rules;

demonstration of game actions, during which the teacher teaches children to perform the action correctly, proving that otherwise the game will not lead to the desired result (for example, if one of the children is spying when you need to close your eyes);

determining the role of the teacher in the game, his participation as a player, fan or referee. The degree of direct participation of the teacher in the game is determined by the age of the children, their level of preparation, the complexity of the task, the game rules. By participating in the game, the teacher directs the actions of the players (with advice, question, reminder);

summing up the results of the game is a crucial moment in its management, because Based on the results that children achieve in the game, one can judge its effectiveness and whether it will be used with interest in the children’s independent play activities. When summing up the results, the teacher emphasizes that the path to victory is possible only through overcoming difficulties, attention and discipline.

At the end of the game, the teacher asks the children if they liked the game and promises that next time they can play a new game, it will also be interesting. Children usually wait for this day. Analysis of the game is aimed at identifying methods of preparing and conducting it: which methods were effective in achieving the goal, what did not work and why. This will help improve both the preparation and the process of conducting the game, and subsequently avoid mistakes. In addition, the analysis will allow us to identify individual characteristics in behavior and character of children and, therefore, correctly organize individual work with them. Self-critical analysis of the use of the game in accordance with the goal helps to vary the game and enrich it with new material in subsequent work.

3.Management of didactic games.

Successful management of educational games primarily involves selecting and thinking through their program content, clearly defining tasks, determining their place and role in the holistic educational process, and interacting with other games and forms of education. It should be aimed at developing and encouraging cognitive activity, independence and Children’s initiatives, their use of different ways to solve game problems, should ensure friendly relations between participants and a willingness to help their comrades.

In the process of playing with toys, objects, materials, small children should be able to knock, rearrange, move them, disassemble them into their component parts (collapsible toys), put them back together, etc. But since they can repeat the same actions many times, the teacher It is necessary to gradually transfer children's play to a higher level.

For example, the didactic task “teach children to distinguish rings by size” is implemented through the game task “assemble the turret correctly.” Children have a desire to learn how to do it correctly. Showing a method of action simultaneously contains the development of a game action and a new game rule. Choosing ring after ring and putting it on the rod, the teacher gives a visual example of a game action. He runs his hand over the put-on rings and draws the children’s attention to the fact that the turret becomes beautiful, even, and that it is assembled correctly. Thus, the teacher clearly shows a new game action - check that the turret is assembled correctly - invites children to do it themselves.

The development of interest in didactic games and the formation of play activities in older children (4-6 years old) is achieved by the fact that the teacher sets increasingly more complex tasks for them and is not in a hurry to suggest play actions. The play activities of preschoolers become more conscious, they are more aimed at achieving a result, and not on the process itself. But for older preschoolers, the management of the game should be such that the children maintain an appropriate emotional mood, ease, so that they experience the joy of participating in it and a sense of satisfaction from solving the tasks.

The teacher outlines a sequence of games that become more complex in content, tasks, game actions and rules. Individual isolated games can be very interesting, but using them outside the system, it is impossible to achieve a general educational and developmental result. Therefore, the interaction of learning in the classroom and in the didactic game should be clearly defined.

For young children, educational games are the most suitable form of education. However, already in the second, and especially in the third year of life, children are attracted to many objects and phenomena of the surrounding reality, intensive assimilation of their native language occurs. Satisfaction of the cognitive interests of children of the third year of life, the development of their speech require a combination of educational games with targeted learning in the classroom, carried out in accordance with a specific program of knowledge, abilities, skills. In the classroom, methods of learning are also formed more successfully than in the game: voluntary attention, the ability to observe, look and see, listen and hear the instructions of the teacher and carry them out.

It should be taken into account that in did. the game requires the right combination of clarity, the words of the teacher and the actions of the children themselves with toys, play aids, objects, etc. Visualization includes: 1) objects with which children play and which form the material center of the game; 2) pictures depicting objects and actions with them, clearly highlighting the purpose, main characteristics of objects, properties of materials; 3) visual display, explanation in words of game actions and compliance with game rules.

Special did types have been created. games: with paired pictures, such as picture lotto, dominoes with thematic series of pictures, etc. Initial demonstration of game actions by the teacher, trial run, incentive and control badges, chips - all this is also included in the fund of visual aids that are used to organize and guide games .

With the help of verbal explanations and instructions, the teacher directs the children's attention, organizes, clarifies their ideas, and expands their experience. His speech helps to enrich the vocabulary of preschoolers, master various forms of learning, and contributes to the improvement of play actions.

When directing games, the teacher uses a variety of means of influencing preschoolers. For example, acting as a participant in the game, he guides the game unnoticed by them, supports their initiative, and empathizes with them the joy of the game. Sometimes the teacher talks about an event, creates an appropriate gaming mood and supports him during the game. He may not be involved in the game, but as a skillful and sensitive director, preserving and preserving its amateur character, he guides the development of game actions, the implementation of the rules and, unnoticed by the children, leads them to a certain result. Supporting and awakening children's activity , the teacher most often does this not directly, but indirectly: he expresses surprise, jokes, uses various kinds of game surprises, etc.

We must remember, on the one hand, the danger of over-intensifying the teaching moments, weakening the beginning of the game, giving the educational game the character of an activity, and, on the other hand, being carried away by the entertainment, moving away from the task of learning.

The development of the game is largely determined by the pace of children’s mental activity, the greater or lesser success of performing game actions, the level of assimilation of the rules, their emotional experiences, and the degree of enthusiasm. During the period of assimilation of new content, new game actions, rules and the beginning of the game, its pace is naturally more slowed down. Later, when the game unfolds and the children get carried away, its pace quickens. Towards the end of the game, the emotional upsurge seems to subside and the pace slows down again. Excessive slowness and unnecessary acceleration of the pace of the game should not be allowed: an accelerated pace sometimes causes confusion in children, uncertainty, untimely execution of game actions, violation of rules. Preschoolers do not have time to get involved in the game and become overexcited. A slow pace of play occurs when overly detailed explanations are given, many small comments are made. This leads to the fact that game actions seem to move away, the rules are introduced untimely, and children cannot be guided by them, they commit violations, make mistakes. They get tired faster, monotony reduces emotional uplift.

In a educational game, there is always the possibility of unexpected expansion and enrichment of its concept in connection with the initiative, questions, and suggestions shown by children. The ability to keep the game within a set time is a great art. The teacher compresses the time primarily by shortening his explanations. Clarity, brevity of descriptions ,stories, and replicas are a condition for the successful development of the game and the completion of the tasks being solved.

When finishing a game, the teacher should arouse children’s interest in its continuation and create a joyful perspective. Usually he says: “The new game will be even more interesting.” The teacher develops versions of games familiar to children and creates new ones that are useful and exciting.

I would like to end my speech with the words of N.K. Krupskaya: “For preschool children, games are of exceptional importance: for them, play is study, play for them is work, play for them is a serious form of education.”

Pedagogical value of didactic games.

(What do you think is the pedagogical value of educational games?)

In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties.

They promote the development of sensations and perceptions in preschoolers, the formation of ideas, and the assimilation of knowledge. These games provide an opportunity to teach children a variety of economical and rational ways of solving certain mental and practical problems. This is their developmental role.

It is necessary to ensure that didactic play is not only a form of assimilation of individual knowledge and skills, but also contributes to the overall development of the child and serves to shape his abilities.

Didactic play helps solve the problems of moral education and develop sociability in children. The teacher places children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.

Lesson No. 3:

Planning didactic games in the educational process.

Draw up a cyclogram of various types of didactic games for planning when working with children.

Plan.

Results of the thematic test: "Didactic game in the pedagogical process."

Creation of a cyclogram for the use of didactic games in working with children in the educational process.

1.Results of the thematic test: “Didactic game in the pedagogical process of kindergarten”:

didactic games are not always used in accordance with the age of the children;

there is no system in planning didactic games;

the time allocated for gaming activities is not fully used;

Board-printed, musical and didactic games, verbal and didactic games are not used enough in educational work with children.

2.When planning it is necessary:

Create the required conditions for organizing games indoors and on site; equip the pedagogical process with games and gaming material in accordance with the age, development and interests of children.

Observe the time allotted for games in the daily routine; help ensure that their organization provides children with an interesting, meaningful life.

In the process of joint play activities, cultivate perseverance, endurance, and form positive relationships between children: friendliness, mutual assistance, and the ability to follow the rules.

Systematically develop gaming skills in children, facilitate the transformation of play into their independent activity, and encourage the exercise of initiative.

Planning didactic games should occupy a significant place in the planning of all educational work with children. Being an effective teaching tool, they can be an integral part of the lesson, and in an early age group, the main form of organizing the educational process. In addition, during the hours allocated for games ,d/games are planned and organized both in joint and independent activities of children, where they can play as they wish as a whole team, in small groups or individually. The plan should provide for the selection of games and material for them in accordance with the general plan of pedagogical work.

Observations of children's independent games make it possible to identify their knowledge, their level of mental development, and behavioral characteristics. This can tell the teacher what games are useful for children, what they are strong in, and what they are lagging behind.

Didactic games are short-term (10-20 minutes);

It is very important to maintain the child’s enthusiasm for the gaming task throughout the game, to try to ensure that the mental activity of the players does not decrease during this time, and that interest in the task does not fall.

It is necessary to provide children with the opportunity to play at different times of the day: in the morning before breakfast, between breakfast and class, during breaks between classes, on a walk, in the afternoon. Games in the morning help create a cheerful, joyful mood in children for the whole day. Everyone can engage in your favorite games, if desired, team up with friends. It is not uncommon for children to come to kindergarten with certain play intentions and continue the game they started the day before. If breakfast interrupts the game, it is necessary to give the children the opportunity to return to it again after breakfast, during a break between classes. At the same time the nature of the upcoming lesson should be taken into account. Before physical education, quiet games are preferable, and if the lesson requires a monotonous position, more active outdoor games or verbal games with a motor component are desirable. It is necessary that the time allocated for games be completely devoted to the game. Sometimes due to excessive workload children through organized educational activities or due to irrational use of time, play time is reduced. This should not be allowed!

When planning didactic games, teachers need to take care of complicating the games and expanding their variability (possibly coming up with more complex rules).

The classes use those games that can be played frontally with all children. They are used as a method of consolidating and systematizing children’s knowledge.

When planning d/games in the educational process, it is necessary that new games taken in class are then held in a block of joint activities with children and used by children in their independent activities, being the highest indicator of the ability to engage in activities that require the application of mental effort.

D/games in most cases are held when children have already acquired certain knowledge and skills in classes, otherwise it will be quite difficult to implement the game.

For example, a child, only on the basis of knowledge, can by touch identify an object in a “magic bag” and name it or find similar or different qualities of objects depicted in pictures. These games rely on the ability of children to consciously remember and reproduce what they perceived. It is necessary that In children's games, all children achieved certain results, and not just those who showed themselves most actively.

D/games can also be used to test children’s knowledge and skills. An important indicator of learning outcomes is the assimilation of what has been covered in classes by all children.

Most often, this is checked by a game, during which the teacher establishes to what extent not only capable, but average and weak children have correctly understood and mastered the content of the lesson. Having identified the level of knowledge and skills of the children, it is necessary to outline further work to eliminate shortcomings.

D/game is a practical activity with which you can check whether children have mastered knowledge in detail or superficially and whether they know how to apply it when needed. Children learn knowledge the more fully the more widely it can be applied in practice in various conditions. Enough It often happens when a child acquires certain knowledge in a lesson, but does not know how to use it in changed conditions.

Due to the fact that play is an indispensable means of overcoming various difficulties in the mental development of children, it is necessary to plan the use of play in individual work with children. How often and how much? As needed, very individually, depending on the needs and level development of children. Individual work with children using educational games can be planned for all types and types of games. Individual educational games organized by the teacher create favorable conditions for direct contact with the child, help to better understand the reasons for the child’s lag, and promote more active exercise in the educational material.

In the d/game, knowledge acquired in class is applied, information obtained through personal experience is summarized, cognitive processes are activated and the level of mental development of lagging children increases.

D/games contribute to the development of all aspects of the human personality. If they are conducted lively, by a skillful teacher, children react to them with great interest and bursts of joy, which certainly increases their significance.

A.M. Gorky, defending the child’s right to play, wrote: “A child under 10 years of age requires games, fun, and his demand is biologically justified and legal. He wants to play, he plays for everyone and learns about the world around him, first of all, and more easily everything in the game, the game."

Education should be such that it causes an effort of thought, but does not require tension, does not cause fatigue, fear and reluctance to learn before the child comes to school.

Literature:

Amonashvili Sh.A. Hello, children! - M., 1988

Bondarenko A.K. Didactic games in kindergarten., M., Education, 1991.

Wenger L.A. "Education of a child's sensory culture", M., Prosveshchenie, 1988.

Goletsyova O. "Games in kindergarten", M., 1966.

Zhukovskaya R.I. "Game and its pedagogical significance." - M., 1100%

Krupskaya N.K. About preschool education.-M., 1100%

Kozlova S.A. Preschool pedagogy.-M., 2000.

Maksakov A.I. Learn by playing.-M.-1981.

Mendzheritskaya D.V. To the teacher about children's play. - M., 1982.

Sorokina A.I. Didactic games in kindergarten. - M., 1982.

Stolyar A. "Let's Play", M., Prosveshchenie, 1991.

Smolentseva A.A. "Plot-didactic games with mathematical content", M., Prosveshchenie, 1987.

Shvaiko G.S. "Games and game exercises for speech development", M., Prosveshchenie, 1988.

Salybaeva Angela Ramazanovna,

teacher,

MBDOU TsRR d/s "Tanyusha"

Surgut district, Fedorovsky village

The leading activity of preschool children is play. A didactic game is a verbose, complex, pedagogical phenomenon: it is both a gaming method of teaching preschool children, and a form of teaching children, and With independent play activity, and a means of comprehensive education of the child.
Didactic games promote:
- development of cognitive and mental abilities: obtaining 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 towards peers, learns to be fair, to give in if necessary, learns to sympathize, etc.
The structure of the didactic game form basic and additional components. TO main components include: didactic task, game actions, game rules, result and didactic material. TO additional components: plot and role.
Conducting didactic games includes: 1. Familiarize children with the content of the game, use didactic material in it (showing objects, pictures, a short conversation, during which the children’s knowledge and ideas are clarified). 2.Explanation of the course and rules of the game, while strictly following these rules. 3. Showing game actions. 4. Defining the role of an adult in the game, his participation as a player, fan or referee (the teacher directs the actions of the players with advice, questions, reminders). 5. Summing up the game is a crucial moment in its management. Based on the results of the game, one can judge its effectiveness and whether it will be used by children in independent play activities. Analysis of the game allows us to identify individual abilities in the behavior and character of children. This means properly organizing individual work with them.

Education in the form of a didactic game is based on the child’s desire to enter an imaginary situation and act according to its laws, that is, it corresponds to the age characteristics of a preschooler.

Types of didactic games:

1. Games with objects (toys).

2. Printed board games.

3.Word games.

Didactic games – differ in educational content, cognitive activity of children, game actions and rules, organization and relationships of children, and the role of the teacher.

Games with objects - are based on the direct perception of children, correspond to the child’s desire to act with objects and thus get acquainted with them. IN In games with objects, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects, size, and color. When introducing children to nature in such games, I use natural materials (plant seeds, leaves, pebbles, various flowers, pine cones, twigs, vegetables, fruits, etc. - which arouses keen interest and an active desire in children to play. Examples of such games: “Don’t make a mistake”, “Describe this object”, “What is it?”, “What comes first, what comes next”, etc.
Board - printed games -This An interesting activity for children to get acquainted with the surrounding world, the world of animals and plants, phenomena of living and inanimate nature. They are varied in type: “lotto”, “dominoes”, paired pictures.” With the help of board and printed games, you can successfully develop speech skills, mathematical abilities, logic, attention, learn to model life patterns and make decisions, and develop self-control skills.

Word games is an effective method of nurturing independent thinking and speech development in children. They built on the words and actions of the players, children independently solve various mental problems: they describe objects, highlighting their characteristic features, guess them from the description, find similarities and differences between these objects and natural phenomena.

IN In the process of games, children clarify, consolidate, and expand their ideas about natural objects and its seasonal changes.

Didactic games - travel - are one of the effective ways to enhance the cognitive activity of children.

Didactic game in experimental activities - contributes to the formation of children's cognitive interest in the environment, develops basic mental processes, observation, and thinking.

The joint activities of parents and teachers - individual counseling of parents, information stands, moving folders, thematic exhibitions with the proposed material - gives a more effective result in working with children.
To develop children’s knowledge about the world around them, systematize them, and cultivate a humane attitude towards nature, I use the following didactic games:

Material used:

Games with objects
"What it is?"
Goal: to clarify children’s ideas about inanimate objects.
Material: natural - sand, stones, earth, water, snow.
Progress of the game. Children are offered pictures and, depending on what is drawn on it, they need to arrange the natural material accordingly and answer what is it? And what is it? (Big, heavy, light, small, dry, wet, loose). What can you do with it?
“Who eats what?”
Target. Strengthen children's ideas about animal food.
Progress of the game. Children take out from the bag: carrots, cabbage, raspberries, cones, grains, oats, etc. They name it and remember what animal eats this food.
"Children on a Branch"
Target . To consolidate children's knowledge about the leaves and fruits of trees and shrubs, to teach them to select them according to their belonging to the same plant.
Progress of the game. Children look at the leaves of trees and shrubs and name them. At the teacher’s suggestion: “Children, find your branches” - the children select the corresponding fruit for each leaf. This game can be played with dried leaves and fruits throughout the year. The children themselves can prepare the material for the game.
“Find what I’ll show you”
Didactic task. Find an item by similarity.
Equipment. Place identical sets of vegetables and fruits on two trays. Cover one (for the teacher) with a napkin.
Progress of the game. The teacher briefly shows one of the objects hidden under the napkin and removes it again, then asks the children: “Find the same one on another tray and remember what it’s called.” Children take turns completing the task until all the fruits and vegetables hidden under the napkin are named.
“What first - what then?”
Target. To consolidate children's knowledge about the development and growth of animals.
Progress of the game. Children are presented with objects: an egg, a chicken, a model of a chicken; kitten, cat; puppy, dog. Children need to place these items in the correct order.
Printed board games
"It is when?"
Target. Clarify children's ideas about seasonal phenomena in nature.
Progress of the game. Each of the children has object pictures depicting snowfall, rain, a sunny day, cloudy weather, hail is falling, the wind is blowing, icicles are hanging, etc. and story pictures with images of different seasons. Children need to correctly arrange the pictures they have.
"Magic Train"
Target. To consolidate and systematize children’s ideas about trees and shrubs.
Material. Two trains cut out of cardboard (each train has 4 cars with 5 windows); two sets of cards with pictures of plants.
Progress of the game: On the table in front of the children there is a “train” and cards with pictures of animals. Educator. In front of you is a train and passengers. They need to be placed in the carriages (in the first - bushes, in the second - flowers, etc.) so that one passenger is visible in each window. The first one to place the animals correctly in the carriages will be the winner.
Similarly, this game can be played to consolidate ideas about various groups of plants (forests, gardens, meadows, vegetable gardens).
"Four Pictures"
Target. Strengthen children's ideas about the surrounding nature, develop attention and observation.
Progress of the game. The game consists of 24 pictures depicting birds, butterflies, and animals. The presenter shuffles the cards and distributes them equally to the game participants (from 3 to 6 people). Each player must pick up 4 cards that are identical in content. The player who begins the game, having examined his cards, passes one of them to the person sitting on the left. If he needs a card, he keeps it for himself, and any unnecessary one also passes on to the neighbor on the left, etc. Having picked up the cards, each player places them face down in front of them. When all possible sets have been selected, the game ends. Participants in the game turn over the collected cards and lay them out four at a time so that everyone can see them. The one with the most correctly selected cards wins.
Word games
“When does this happen?”
Target. Clarify and deepen children's knowledge about the seasons.
Progress of the game.
The teacher reads alternately short texts in poetry or prose about the seasons, and the children guess.
“Find something to tell me about”
Didactic task. Find objects using the listed characteristics.
Equipment. Vegetables and fruits are laid out along the edge of the table so that the distinctive features of the objects are clearly visible to all children.
Progress of the game. The teacher describes in detail one of the objects lying on the table, that is, names the shape of vegetables and fruits, their color and taste. Then the teacher asks one of the children: “Show it on the table, and then name what I told you about.” If the child has completed the task, the teacher describes another object, and another child completes the task. The game continues until all children guess the item from the description.

“Guess who it is?”
Target. Strengthen children's understanding of the characteristic features of wild and domestic animals.
Progress of the game. The teacher describes the animal (its appearance, habits, habitat...) the children must guess who they are talking about.
“When does this happen?”
Target. Clarify children's ideas about seasonal phenomena.
Progress of the game. Children are offered leaves of different plants with different colors, cones, a herbarium of flowering plants, etc. depending on the time of year. Children need to name the time of year when there are such leaves, branches, flowers.
Outdoor games
“What do we take in the basket?”
Goal: to consolidate in children the knowledge of what crops are harvested in the field, in the garden, in the garden, in the forest.
Learn to distinguish fruits based on where they are grown.
To form an idea of ​​the role of people in conservation of nature.
Materials: Medallions with images of vegetables, fruits, cereals, melons, mushrooms, berries, as well as baskets.
Progress of the game. Some children have medallions depicting various gifts of nature. Others have medallions in the form of baskets.
Children - fruits, disperse around the room to cheerful music, with movements and facial expressions they depict a clumsy watermelon, tender strawberries, a mushroom hiding in the grass, etc.
Children - baskets must pick up fruits in both hands. Necessary condition: each child must bring fruits that grow in one place (vegetables from the garden, etc.). The one who fulfills this condition wins.
Tops - roots
Did. task: teach children to make a whole from parts.
Materials: two hoops, pictures of vegetables.
Game progress: option 1. Take two hoops: red, blue. Place them so that the hoops intersect. In the red hoop you need to put vegetables whose roots are used for food, and in the blue hoop you need to put those whose tops are used.
The child comes to the table, chooses a vegetable, shows it to the children and puts it in the right circle, explaining why he put the vegetable there. (in the area where the hoops intersect there should be vegetables whose tops and roots are used: onions, parsley, etc.
Option 2. On the table are the tops and roots of plants - vegetables. Children are divided into two groups: tops and roots. Children of the first group take the tops, the second - the roots. At the signal, everyone runs in all directions. On the signal “One, two, three – find your pair!”, you need
Ball game "Air, earth, water"
Did. task: to consolidate children's knowledge about natural objects. Develop auditory attention, thinking, and intelligence.
Materials: ball.
Progress of the game: Option 1. The teacher throws the ball to the child and names an object of nature, for example, “magpie.” The child must answer “air” and throw the ball back. To the word “dolphin” the child responds “water”, to the word “wolf” - “earth”, etc.
Option2. The teacher calls the word “air”; the child who catches the ball must name the bird. For the word “earth” - an animal that lives on the earth; for the word “water” - the inhabitant of rivers, seas, lakes and oceans.
Nature and man.
Did. task: to consolidate and systematize children’s knowledge about what is created by man and what nature gives to man.
Materials: ball.
Progress of the game: the teacher conducts a conversation with the children, during which he clarifies their knowledge that the objects around us are either made by human hands or exist in nature, and people use them; for example, forests, coal, oil, gas exist in nature, but houses and factories are created by humans.
"What is made by man"? asks the teacher and throws the ball.
“What is created by nature”? asks the teacher and throws the ball.
Children catch the ball and answer the question. Those who cannot remember miss their turn.
Choose what you need.
Did. task: to consolidate knowledge about nature. Develop thinking and cognitive activity.
Materials: subject pictures.
Progress of the game: object pictures are scattered on the table. The teacher names some property or sign, and the children must choose as many objects as possible that have this property.
For example: “green” - these can be pictures of a leaf, cucumber, cabbage, grasshopper. Or: “wet” - water, dew, cloud, fog, frost, etc.
Where are the snowflakes?
Did. task: to consolidate knowledge about the various states of water. Develop memory and cognitive activity.
Materials: cards depicting different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.
Game progress: option 1 . Children dance in a circle around cards laid out in a circle. The cards depict different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.
While moving in a circle, the following words are said:
So summer has come. The sun shone brighter.
It's getting hotter, where should we look for a snowflake?
With the last word everyone stops. Those in front of whom the required pictures are located must raise them and explain their choice. The movement continues with the words:
Finally, winter has come: Cold, blizzard, cold.
Go out for a walk. Where should we look for a snowflake?
The desired pictures are selected again and the choice is explained.
Option 2 . There are 4 hoops depicting the four seasons. Children must distribute their cards to the hoops, explaining their choice. Some cards may correspond to several seasons.
The conclusion is drawn from the answers to the questions:
- At what time of year can water in nature be in a solid state? (Winter, early spring, late autumn).
The birds have arrived.
Did. task: to clarify the idea of ​​​​birds.
Progress of the game: the teacher names only the birds, but if he suddenly makes a mistake, then the children must stomp or clap. For example. Birds arrived: pigeons, tits, flies and swifts.
Children stomp – What’s wrong? (flies)
- Who are these flies? (insects)
- Birds arrived: pigeons, tits, storks, crows, jackdaws, macaroni.
The children are stomping. - birds arrived: pigeons, martens...
The children are stomping. Game continues.
Birds have arrived: Tit pigeons,
Jackdaws and swifts, Lapwings, swifts,
Storks, cuckoos, even scops owls,
Swans, starlings. Well done to all of you.
Result: the teacher, together with the children, identifies migratory and wintering birds.
When does this happen?
Did. task: to teach children to distinguish the signs of the seasons. With the help of poetic words, show the beauty of different seasons, the diversity of seasonal phenomena and people's activities.
Materials: for each child, pictures with landscapes of spring, summer, autumn and winter.
Progress of the game: the teacher reads a poem, and the children show a picture depicting the season mentioned in the poem.
Spring. In the clearing, blades of grass appear near the path.
A stream runs from a hillock, and there is snow under the tree.
Summer. And light and wide
Our quiet river. Let's run to swim and splash with the fish...
Autumn. The grass in the meadows withers and turns yellow,
The winter crops are just turning green in the fields. A cloud covers the sky, the sun does not shine,
The wind is howling in the field, the rain is drizzling.
Winter. Under blue skies
Magnificent carpets, Glistening in the sun, the snow lies;
The transparent forest alone turns black, And the spruce turns green through the frost,
And the river glitters under the ice.
Did. task: to clarify children’s knowledge about the flowering time of individual plants (for example, daffodil, tulip - in spring); golden ball, asters - in autumn, etc.; teach them to classify on this basis, develop their memory and intelligence.
Materials: ball.
Progress of the game: children stand in a circle. The teacher or child throws the ball, naming the time of year when the plant grows: spring, summer, autumn. The child names the plant.
What is made of what?
Did. task: to teach children to identify the material from which an object is made.
Materials: wooden cube, aluminum bowl, glass jar, metal bell, key, etc.
Progress of the game: children take different objects out of the bag and name them, indicating what each object is made of.
Guess what.
Did. task: to develop children’s ability to solve riddles, to correlate a verbal image with the image in the picture; clarify children's knowledge about berries.
Materials: pictures for each child with images of berries. Book of riddles.

Progress of the game: on the table in front of each child there are pictures of the answer. The teacher makes a riddle, the children look for and pick up the answer picture.
Edible - inedible.
Did. task: to consolidate knowledge about edible and inedible mushrooms.
Materials: basket, object pictures with images of edible and inedible mushrooms.
Progress of the game: on the table in front of each child there are pictures of the answer. The teacher makes a riddle about mushrooms, the children look for and put a picture of the answer to an edible mushroom in baskets.
Place the planets correctly.
Did. task: to consolidate knowledge about the main planets.
Materials: belt with sewn rays - ribbons of different lengths (9 pieces). Caps with images of planets.
It's so hot on this planet
That it’s dangerous to be there, friends.

What is our hottest planet, and where is it located? (Mercury because it is closest to the sun).
And this planet was shackled by a terrible cold,
The sun's rays did not reach her with warmth.
-What kind of planet is this? (Pluto because it is farthest from the sun and the smallest of all the planets).
A child in a Pluto cap takes hold of the longest ribbon No. 9.
And this planet is dear to us all.
The planet gave us life... (all: Earth)
-In what orbit does planet Earth rotate? Where is our planet from the sun? (On the 3rd).
A child in an “Earth” cap takes hold of ribbon No. 3.
Two planets are close to planet Earth.
My friend, name them quickly. (Venus and Mars).
Children wearing “Venus” and “Mars” hats occupy the 2nd and 4th orbits, respectively.
And this planet is proud of itself
Because it is considered the largest.
-What kind of planet is this? What orbit is it in? (Jupiter, orbit No. 5).
The child in the Jupiter cap takes place No. 5.
The planet is surrounded by rings
And this made her different from everyone else. (Saturn)
Child - Saturn occupies orbit No. 6.
What kind of green planets are they? (Uranus)
A child wearing a matching Neptune cap occupies orbit #8.
All the children took their places and began to revolve around the “Sun”.
The round dance of the planets is spinning. Each has its own size and color.
For each, the path is defined. But only on Earth is the world inhabited by life.
Useful - not useful.
Did. task: to consolidate the concepts of healthy and harmful products.
Materials: cards with images of products.
How to play: Place what is useful on one table, and what is not useful on the other.
Healthy: rolled oats, kefir, onions, carrots, apples, cabbage, sunflower oil, pears, etc.
Unhealthy: chips, fatty meats, chocolates, cakes, Fanta, etc.

Used Books:

A.I. Sorokina “Didactic game in kindergarten”.

A.K. Bondarenko "Didactic games in kindergarten."

“Certificate of publication in the media” Series A No. 0002253, barcode (receipt No.) 62502669050070 Date of dispatch December 12, 2013

We invite preschool teachers of the Tyumen region, Yamal-Nenets Autonomous Okrug and Khanty-Mansi Autonomous Okrug-Yugra to publish their teaching material:
- Pedagogical experience, original programs, teaching aids, presentations for classes, electronic games;
- Personally developed notes and scenarios of educational activities, projects, master classes (including videos), forms of work with families and teachers.

Why is it profitable to publish with us?