Games with household items. Outdoor games with objects for younger students. Math games for older children
Form a child's interest in subject-game actions and the ability to perform them
Development of fine motor skills, sensorimotor coordination, visual-effective thinking of the child
Purpose: to teach a child to catch big balls with both hands; develop hand-eye coordination with both hands.
Equipment: inflatable ball of bright colors, rope, net for hanging the ball.
Game progress: the child sits on a chair, a ball is lowered over him in a net tied to a rope, the end of which is held by an adult. The child is asked to catch the ball with both hands. If the child is having difficulty, the adult shows how to do it.
The ball is lowered from different sides of the child at such a distance that he can grab it with both hands.
* Game 2 "Let's make a rattle"
Purpose: to teach the child to take small objects with a pinch, to form the consistency of the actions of both hands.
Equipment: small items (chips, buttons), plastic bottle, tray.
Game progress: an adult offers the child to make a rattle. A bottle is placed in front of the child, small objects (chips, buttons) lie on the tray to the right of him. The same items are on the table of an adult. An adult shows how to properly grab the chips with your fingers and lower them into the bottle. The attention of the child is drawn to the fact that the bottle must be held with the other hand.
After the child lowers all the chips into the bottle, the adult closes the bottle with a lid and shows how to “rattle”, the baby repeats the actions of the adult, plays with the “rattle”.
* Game 3 "Roll the ball"
Purpose: to teach the child to take and hold the ball in his hand.
Equipment: rolling chute, colored balls in a box, basket.
Game progress: an adult shows how to take and put the balls on the upper end of the chute, draws the child's attention that the balls roll into the basket. Then, by imitation, the child repeats the actions of an adult.
Note: The chute can be made from a strip of cardboard by bending it into a U-shape so that the ball doesn't roll off of it. We raise one end of the gutter (to form a slide) and fix it. We roll balls from it.
* Game 4 "Let's plant Christmas trees"
Purpose: to form correlative actions.
Equipment: a box with holes, Christmas trees.
Game progress: an adult shows the child a box with holes for Christmas trees, says: “Let's plant them,” inserts Christmas trees into the holes. The child repeats this action by imitation. If it becomes difficult, joint actions are used. When all the Christmas trees are “planted”, the adult sums up: “What a beautiful forest we planted with you!”
* Game 5 "Hide the toy"
Purpose: to develop instrumental actions in a child: to learn to pick up and pour cereal with a spoon.
Equipment: a bowl of lentils, an empty bowl, a spoon, a small toy (roly-poly).
Game progress: an adult invites the child to play with the tumbler, puts the toy in an empty bowl and shows how to “hide” the tumbler. Teaches the baby, holding the spoon correctly in his hand, pour the cereal from one bowl to another.
After the toy is “hidden”, the adult asks: “Where is the tumbler? Find her!
Purpose: to develop the child's joint actions of both hands; form weapon actions.
Equipment: a bowl of water, multi-colored balls (plastic, rubber - 5 pieces), a net, a towel, a jar.
Game progress: an adult shows the balls and throws them into a basin of water. Then he takes the net, takes out the ball and lowers it into the jar. Next, the child acts by imitating. In case of difficulties experienced by a child, an adult acts together with him.
* Game 7 "What's in the box?"
Purpose: to teach the child to perform correlative actions; to form the coordination of the actions of both hands.
Equipment: two different boxes in size or shape with closing lids, toys (bell, beads).
Game progress:
1 option.
An adult shows the child a box, shakes it, draws his attention to the fact that something is in it, encourages him to open the box, get a toy, while the adult beats the toy. If necessary, the adult acts together with the child.
The game with the second box is similar.
Option 2.
The adult shows the child two boxes at once. Encourages them to remove the lids from them so that they do not lie next to their boxes. Then he asks to put (hide) toys in boxes, helping the child to make right choice: draws a hand around the contour of the lid and the opening of the boxes, teaches how to try on the lid to the box. When the child closes the box, the adult says, "That's right, you closed the round box with a round lid."
3 option.
The child closes boxes of different sizes. The game is played in the same way as in the first version.
*Game 8 "Animal House"
Purpose: to develop correlative actions, to teach how to perform tasks using the trial method.
Equipment: board game"Animal House" (rectangular board with inserts depicting animals).
Game progress: an adult shows the child a game, draws his attention to different animals that “live in their houses”. The child is invited to "release" each animal from his house. After the child has taken out all the inserts, he needs to find and "insert" the animals in their places. In case of difficulties, the trial method is used.
* Game 9 "Assemble the swing pyramid"
Purpose: to develop correlative actions in a child, to teach him to complete tasks, imitating an adult.
Equipment: toy pyramid-swing.
Game progress: an adult shows the child a pyramid and offers to play together. An adult removes the rings from one rod of the pyramid and asks the child to remove the rings from the other rod. Then the adult puts the rings on his rod and asks the child to do the same.
* Game 10 "Kick the ball"
Purpose: to develop correlative actions in a child, to teach them to perform tasks, imitating an adult.
Equipment: a toy tray with colored balls and a mallet.
Game progress: an adult shows the child a toy, hits the ball with a hammer, while drawing the child's attention to the ball rolling out of the hole. Encourages the child to take independent action.
* Game 11 "Roll the nesting doll"
Purpose: to form in the child an interest and a positive attitude towards plot toys, to actions with them.
Equipment: trolley, 2 nesting dolls (double).
Game progress: an adult shows a nesting doll to a child, admires it, says how beautiful it is. Then he shows how the nesting doll “stomps” to the cart (“top-top”), puts it in the cart, rolls it, brings the cart to the child, asks: “Does your nesting doll want to ride?” Invites the child to put his nesting doll in the cart and roll it.
* Game 12 "Ride the hedgehogs"
- Purpose: to teach the child to perform object-game actions; develop joint action.
Equipment: toys - carousels, hedgehogs (small items).
- The course of the game: an adult shows toys, says: “Here is a hedgehog - no head, no legs!”, Offers to ride the hedgehogs, placing them in their places on the carousel. An adult tells a joke:
Barely, barely, the carousels spun,
And then, then, then - all run, run, run.
* Game 13 "Treat nesting dolls"
Purpose: to teach the child to perform subject-game actions.
Equipment: two identical nesting dolls, a set of identical children's dishes (two plates, two spoons, two cups, a kettle of water), lentils in a saucepan.
Game progress: an adult puts 2 nesting dolls in front of the child, explains that they have come to visit and they need to be treated with “porridge”, drink “tea”. Then the adult lays out 2 plates and asks the child to distribute them to nesting dolls. Then he puts a pot of lentils, puts a spoon and asks the child to feed the matryoshkas. If necessary, shows how to pour lentils, or acts together with the child. Then the adult asks: “What will the nesting dolls eat porridge? What do you eat porridge with? He asks to take spoons, give them to nesting dolls, feed them, says: “Eat, Lyalya, am-am.” Similarly, cups are distributed and “tea” is poured into the cups from the teapot. If the child is having difficulty, joint actions are used.
* Game 14 "Gifts for Bears"
Purpose: to form a child's interest in object-game actions, the ability to perform them.
Equipment: toys - a bear, a squirrel, a “wonderful bag”, a cone, a fungus.
Game progress: an adult gives the child toys and offers to consider, play with them. After a while, he shows a “wonderful bag”, says that toys can be hidden in it.
Invites the child to put their toys in the bag. Tightens the string, shakes the bag. Here a bear and a squirrel appear, an adult asks for gifts for the animals: for a bear - a bump, for a squirrel - a fungus, without looking into the bag. The game can be repeated with other items.
Purpose: to develop in the child an interest in joint games with peers.
Equipment: balloons, ribbons.
Game progress: an adult gets balloon and invites the children to play with it. Places the children opposite each other, shows how to catch the ball by the ribbon, and then toss the ball up. The adult says:
We catch a balloon
It is elastic and colorful.
We'll pull the ribbon
And let's go high!
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It is known that objective activity is the leading one for the early period of childhood. In the first months, the child lacks coordinated, purposeful actions. All movements are unconditionally reflex in nature. Purposeful actions as origins gaming activity are formed in the child in the process of education and training. The role of adults in their formation is great, especially parents, since most children do not attend preschool.
Organized actions of the hand begin to form in the child during the first half of the year. tro life. The hand, clenched into a fist, straightens, the fingers perform special grasping movements. So, gradually, the hand begins to act as a purely human organ.
The first motor function of the hand is grasping. L.A. Pavlova offers a system of exercises for the formation of purposeful actions in a child.
On the first stage she proposes to carry out exercises of a reflex nature: alternately put balls, different in weight, material, with a diameter of 2-2.5 cm, into open palms, achieving setting. Ribbons are attached to the balls, which allow them to be lowered from above into the palm of the child, and also, with relative independence, to act on their own under the control of an adult. By pulling the ball by the ribbon and not removing it from the child's palm, the adult stimulates a stronger grip, which develops the tactile sensitivity of the palm.
At 3-4 months, the child has a reaction not only with a special insertion, but also with an accidental grasping of objects. When the child lies on his back, the adult puts a smooth ribbon into his hands, and then a lace with knots. Gently sipping on one end, the adult encourages the baby not only to grab the lace, but also to intercept it.
At 5 months, the child can pick up an object if it is in his field of vision and is conveniently located.
At 6 months, he takes a toy from different positions and plays with it for a long time. Since that time, it is important to teach the child to grasp the object not only from different positions, but also different ways: soft approach with gradual descent, sliding movement on the surface, etc. The improvement of these movements occurs over the following months.
At 5-6 months, pendant toys are needed to develop purposeful hand movements to an object, the ability to grab and pull it towards you. By pulling one object towards him, the baby causes the movement of others, which also begins to capture.
Starts after 6 months second, responsible period development of actions with objects.
1. Performing actions with 2-3 items. Influencing one, the baby changes the position of the other in space.
2. Putting items out of the container by turning it over (pouring out balls, cubes from a bucket, etc.)
3. Alternate laying out and nesting.
4. Pushing objects into holes (ball thrower, didactic box, etc.)
5. Rolling objects, pushing a toy away from you, following a repelled object, rolling down a hill, etc.
6. Removing objects from the support: rings from the rod, bushings from the cord, etc.
7. Stringing large rings on the rod.
8. Disconnection of objects consisting of two interconnected parts (opening nesting dolls, bochat, etc.)
9. Opening boxes: removing lids, opening fixed lids.
10. Performing two-act "direct" and "reverse" actions: laying out-insertion, removal-stringing, disconnection-connection.
One of the methods of teaching children of the 1st year of life to act with objects (after 3 months) is the method of passive actions, when an adult performs the movements of the child's hand.
The degree of activity of the child is different. First, the adult performs actions for the baby, and then with him. In this case, it is necessary to give the child the opportunity to perform the movement again, several times, but with greater independence.
The next learning method is "random action". The adult plans in advance the situation in which the child faces the need to complete the task.
From 6 months, you need to select exercises that activate the actions of the thumb (rattles, homemade products, muzzles of the bibabo puppet theater, etc.). From the moment of the emergence of purposeful grasping, the ability to firmly hold objects in hands, all exercises are actively performed by the child himself. From this moment on, his actions can be considered in two aspects: technical (how he performs actions) and semantic (why he does this).
From 8-10 months old, an adult offers tasks not only for the work of the thumb, but also for the index finger. For this purpose, the baby is given boxes of various shapes: round, square, oblong, which open from the side by pushing (like a matchbox).
From 10-11 months to 1 year 3 months, children develop functional actions that differ from manipulative ones in that they reveal the purpose of the object. Children use objects purposefully (they roll the car, rock the doll, etc.). In addition to improving the actions developed earlier, in the process of purposeful learning, children generalize and transfer actions to new objects. During this period, the action of the baby's hand improves: the cam opens, the fingers begin to act more independently and autonomously.
The skills and abilities acquired in the process of the first games with objects are the basis for further improvement of the child's play activity. .
GAMES WITH OBJECTS FOR YOUNGER
Purpose: development of fine motor skills, sensorimotor coordination, visual-effective thinking of the child
Purpose: to teach a child to catch big balls with both hands; develop hand-eye coordination with both hands.
Equipment: inflatable ball of bright colors, rope, net for hanging the ball.
Game progress: the child sits on a chair, a ball is lowered over him in a net tied to a rope, the end of which is held by an adult. The child is asked to catch the ball with both hands. If the child is having difficulty, the adult shows how to do it.
The ball is lowered from different sides of the child at such a distance that he can grab it with both hands.
Game 2 "Let's make a rattle"
Purpose: to teach the child to take small objects with a pinch, to form the consistency of the actions of both hands.
Equipment: small items (chips, buttons), plastic bottle, tray.
Game progress: an adult offers the child to make a rattle. A bottle is placed in front of the child, small objects (chips, buttons) lie on the tray to the right of him. The same items are on the table of an adult. An adult shows how to properly grab the chips with your fingers and lower them into the bottle. The attention of the child is drawn to the fact that the bottle must be held with the other hand.
After the child lowers all the chips into the bottle, the adult closes the bottle with a lid and shows how to "rattle", the baby repeats the actions of the adult, plays with the "rattle".
Game 3 "Roll the ball"
Purpose: to teach the child to take and hold the ball in his hand.
Equipment: rolling chute, colored balls in a box, basket.
Game progress: an adult shows how to take and put the balls on the upper end of the chute, draws the child's attention that the balls roll into the basket. Then, by imitation, the child repeats the actions of an adult.
Note: The chute can be made from a strip of cardboard by bending it into a U-shape so that the ball doesn't roll off of it. We raise one end of the gutter (to form a slide) and fix it. With, we roll balls with him.
Game 4 "Let's plant Christmas trees"
Purpose: to form correlative actions.
Equipment: a box with holes, Christmas trees.
Game progress: an adult shows the child a box with holes for Christmas trees, says: "Let's plant them" - inserts Christmas trees into the holes. The child repeats this action by imitation. If it becomes difficult, joint actions are used. When all the Christmas trees are "planted", the adult sums up: "What a beautiful forest we planted with you!"
Game 5 "Hide the toy"
Purpose: to develop instrumental actions in a child: to learn to pick up and pour cereal with a spoon.
Equipment: a bowl of lentils, an empty bowl, a spoon, a small toy (roly-poly).
Game progress: an adult invites the child to play with the tumbler, puts the toy in an empty bowl and shows how to "hide" the tumbler. Teaches the baby, holding the spoon correctly in his hand, pour the cereal from one bowl to another.
After the toy is "hidden", the adult asks: "Where is the tumbler? Find her!"
Purpose: to develop the child's joint actions of both hands; form weapon actions.
Equipment: a basin with water, multi-colored balls (plastic, rubber - 5 pieces), a net, a towel, a jar.
Game progress: an adult shows the balls and throws them into a basin of water. Then he takes the net, takes out the ball and lowers it into the jar. Next, the child acts by imitating. In case of difficulties experienced by a child, an adult acts together with him.
Game 7 "What's in the box?"
Purpose: to teach the child to perform correlative actions; to form the coordination of the actions of both hands.
Equipment: two different boxes in size or shape with closing lids, toys (bell, beads).
Game progress:
1 option.
An adult shows the child a box, shakes it, draws his attention to the fact that something is in it, encourages him to open the box, get a toy, while the adult beats the toy. If necessary, the adult acts together with the child.
The game with the second box is similar.
Option 2.
The adult shows the child two boxes at once. Encourages them to remove the lids from them so that they do not lie next to their boxes. Then he asks to put (hide) toys in the boxes, helping the child to make the right choice: he circles his hand along the contour of the lid and the opening of the boxes, teaches him to try on the lid to the box. When the child closes the box, the adult says: "That's right, you closed the round box with a round lid."
3 option.
The child closes boxes of different sizes. The game is played in the same way as in the first version.
Game 8 "Animal House"
Purpose: to develop correlative actions, to teach how to perform tasks using the trial method.
Equipment: board game "Animal House" (rectangular board with inserts depicting animals).
Game progress: an adult shows the child a game, draws his attention to different animals that "live in their houses." The child is invited to "release" each animal from his house. After the child has taken out all the inserts, he needs to find and "insert" the animals in their places. In case of difficulties, the trial method is used.
Game 9 "Assemble the swing pyramid"
Purpose: to develop correlative actions in a child, to teach him to complete tasks, imitating an adult.
Equipment: toy pyramid-swing.
Game progress: an adult shows the child a pyramid and offers to play together. An adult removes the rings from one rod of the pyramid and asks the child to remove the rings from the other rod. Then the adult puts the rings on his rod and asks the child to do the same.
Game 10 "Kick the ball"
Purpose: to develop correlative actions in a child, to teach them to perform tasks, imitating an adult.
Equipment: a toy tray with colored balls and a mallet.
Game progress: an adult shows the child a toy, hits the ball with a hammer, while drawing the child's attention to the ball rolling out of the hole. Encourages the child to take independent action.
Game 11 "Roll the matryoshka"
Purpose: to form in the child an interest and a positive attitude towards plot toys, to actions with them.
Equipment: trolley, 2 nesting dolls (double).
Game progress: an adult shows a nesting doll to a child, admires it, says how beautiful it is. Then he shows how the matryoshka “stomps” to the cart (“top-top”), puts it in the cart, rolls it, brings the cart to the child, asks: “Does your nesting doll want to ride?” Invites the child to put his nesting doll in the cart and roll it.
Game 12 "Ride the hedgehog"
Purpose: to teach the child to perform subject-game actions; develop joint action.
Equipment: toys - carousels, hedgehogs (small items).
Game progress: an adult shows toys, says: "Here is a hedgehog - no head, no legs!", Offers to ride the hedgehogs, placing them in their places on the carousel. An adult tells a joke:
Barely, barely, the carousels spun,
And then, then, then - all run, run, run.
Game 13 "Treat nesting dolls"
Purpose: to teach the child to perform subject-game actions.
Equipment: two identical nesting dolls, a set of identical children's dishes (two plates, two spoons, two cups, a kettle of water), lentils in a saucepan.
Game progress: an adult puts 2 nesting dolls in front of the child, explains that they have come to visit and they need to be treated with "porridge", drink "tea". Then the adult lays out 2 plates and asks the child to distribute them to nesting dolls. Then he puts a pot of lentils, puts a spoon and asks the child to feed the matryoshkas. If necessary, shows how to pour lentils, or acts together with the child. Then the adult asks: "What will the nesting dolls eat porridge with? What do you eat porridge with?" He asks to take spoons, give them to nesting dolls, feed them, says: "Eat, Lyalya,-am-am." Similarly, cups are distributed and “tea” is poured into the cups from the teapot. If the child is having difficulty, joint actions are used.
Game 14 "Gifts for the Bears"
Purpose: to form a child's interest in object-game actions, the ability to perform them.
Equipment: toys - a bear, a squirrel, a "wonderful bag", a cone, a fungus.
Game progress: an adult gives the child toys and offers to consider, play with them. After a while, he shows a "wonderful bag", says that toys can be hidden in it.
Invites the child to put their toys in the bag. Tightens the string, shakes the bag. Here a bear and a squirrel appear, an adult asks for gifts for the animals: for a bear - a bump, for a squirrel - a fungus, without looking into the bag. The game can be repeated with other items.
Purpose: to develop a child's interest in joint games with peers.
Equipment: balloons, ribbons.
Game progress: an adult takes out a balloon and invites children to play with it. Places the children opposite each other, shows how to catch the ball by the ribbon, and then toss the ball up. The adult says:
We catch a balloon
It is elastic and colorful.
We'll pull the ribbon
And let's go high!
From the book: Games and activities with young children / Ed. E.A. Strebeleva, G.A. Mishina. - M., 2002
We have already dealt with you finger games and home games puppet show. All of them are aimed at the development of fine motor skills and the development of the child's speech. In this article, we will consider the following group of games for the development of fine motor skills. The rubric is led by Elena Barysheva (speech therapist, defectologist).
Small object games
1. Games with cereals and natural material.
Cereals and natural material can be very diverse (peas, beans, semolina, millet, chestnuts, sand, cones, pebbles, shells, leaves, etc.). You can also offer the baby.
How can you play with a child? Your imagination will tell here, or maybe the fantasy of your child.
But all tasks can be ordered as follows:
- arbitrarily touch with fingers, just take it and hold it in your hands. Especially useful for one year olds;
- touch in tactile bags, feel in tactile dominoes
In a cloth bag, put toys and objects that are different to the touch. These can be toys from kinder surprises, buttons, wooden cubes, parts of the designer, natural material (acorns, cones, beans). At first, there should not be very many objects so that the baby does not get confused. I recommend that before the start of the game, consider and touch all the objects with the child. You can play as follows: ask the baby to stick a pen into the bag, take an item and, without pulling it out, name it (you can’t peep either) or pull items out of the bag on order.
- collect, for example, beans in a container with holes of different sizes: from a bucket to a bottle with a narrow neck. For younger children, objects should be large - cones, pebbles, chestnuts. In one container, you can make several holes of different sizes. Older children can complicate the task by adding a sorting element. Pour the beans and acorns into the container. Beans need to be put in a bottle with a narrow neck, and acorns - with a wider one;
- drawing on sand, semolina, flour with a finger or stick;
- transfer objects from one container to another with your hands or with an object-tool (spoon, scoop, tweezers, etc.);
- disassemble (sort) mixed cereals and other natural material. You can take different sorting signs: by types of cereals, by color, by shape, etc .;
- find small objects buried in various cereals, sand (“dry pool”);
- lay out in a certain direction: a path, geometric shapes, an image of an object (you can arbitrarily, you can follow a contour drawn on a sheet of paper);
- lay out a “path”, geometric shapes with an alternation of two or three different objects (for example, a path of alternating chestnuts and pebbles, or a square of alternating beans and peas);
- use in visual activity- modeling (pressing into the dough,), appliqué, drawing (printing a trace). All these types of creativity are used in crafts from the book "Baby's First Crafts".
2. Working with small toys.
manipulation with any small items is developing for the child's fingers. For young children, even holding a rattle is a development of fine motor skills.
This section includes toys from kinder surprises, various mosaics, constructors, stringing beads, etc.
It is useful for small children to grab balls of various diameters.
It is very useful to have massage balls with soft and hard spikes. They can massage the hands by rolling the ball between the palms in straight and circular motions, as well as between the palm and the back of the hand.
4. Making patterns from small parts
"Patterns from sticks"
You can use counting sticks, matches, cleaned of sulfur and painted in different colors, cotton swabs, on the street - ordinary sticks, which can be the same or different lengths.
It is better to offer the child in the following order:
1. Lay out according to the sample
2. Lay out according to the scheme (drawing)
3. Lay out according to the description (example, lay out a house with one wall, a triangular roof, and two windows visible).
4. Lay out yourself, relying only on the name of the subject (example, lay out a beetle).
"Games with buttons, beads"
You can play the same way as with cereals and natural material (see above). And also can be strung on a string.
"Games with Geometric Shapes"
These games include the well-known Tangram, Colomb Egg, Geometric Lotto, etc.
I bring to your attention more games where you need to lay out geometric shapes and other elements cut out of colored cardboard, velvet paper, and fine sandpaper.
"Decorate the Dress"
Design and post a pattern.
"Compose a flower"
Make a circle of circles and semicircles, first by applying to the sample, then on a separate card according to the sample. How creative task- come up with a flower yourself.
"Decorate a tea couple"
In this game, you need to decorate a saucer and a cup so that it is clear that this is a "pair".
"Decorate the Butterfly"
In this game, you need to decorate the butterfly wings symmetrically.
As an option, one upper and one lower wings are decorated by a child, the rest by an adult. Then change.
You can lay out patterns on a simple sheet of paper of various shapes: square (handkerchief, tray), round (tray, plate), rectangular (towel, scarf), triangular (kerchief).
In the above games, buttons can be used instead of paper elements.
What fine motor skills games do you play?
Compose a photo
Didactic task: To form in children the concept of public holidays. Develop observation, logical thinking, coordination of actions. Exercise children in orientation on the plane.
Game rules: Follow the order. Pick up magnetic figurines only those that indicate the celebration of the New Year.
game action: Dialogue of a teacher with children. Search for the necessary magnetic figures.
Didactic material: magnetic board, Dunno doll. Magnetic figurines: Santa Claus, Christmas tree, Christmas decorations, festively dressed children, Snow Maiden, etc.
Game progress
Children alternately choose the necessary magnetic figures from the table and put them on a magnetic board (Christmas tree, Santa Claus, Snow Maiden, children festively dressed in carnival costumes, etc.)
The teacher informs the children that the holiday is coming soon New Year, but Dunno doesn't know what it is. And he invites the children to take a photo of the children celebrating this holiday.
We are photographers
Didactic task: To form the concept of the profession of a photographer. Develop visual memory, fine motor skills. Cultivate observation, diligence.
Game rules: Act on the signal of the educator. Do not distract your peers while you work.
Game action: Drawing your own image in the mirror.
Didactic material: large wall mirror in music hall(you can use medium-sized mirrors for each child). Markers or markers. Chips.
Game progress
Children should circle their image in the mirror with a marker or felt-tip pen. Whoever completes the task first gets a token.
The teacher invites the children to go to a large mirror and answer the question: “Who do we see in the mirror?”
Then the teacher offers to become photographers.
How did our grandfathers defend this world?
Didactic task: Consolidate children's knowledge about the professions of a border guard, military pilot, tanker, etc. To fix generalizing concepts: water, air, ground military transport.
Game rules: Choose a profession and the appropriate mode of transport.
game action: Select a military occupation card or photo. Then pick up the appropriate military transport and stand at the border in the designated place.
Didactic material: modes of transport: air, land or water (airplane, helicopter, tank, armored personnel carrier, cannon, ship, etc. - toys) by the number of children.
Game progress
Children alternately choose a card on the table with the image of a military profession: a military pilot, a tanker, an artilleryman, a sailor. They select the appropriate type of transport for themselves: air, land or water, aircraft, helicopter, tank, armored personnel carrier, cannon, ship, etc. Then they occupy a place on the border of our Motherland.
Find out and name!
Didactic task: Recognize your relatives in photos. To consolidate children's knowledge of the name and patronymic of their parents.
Game rules: Start talking only at the signal of the teacher. Observe the order, be able to wait patiently.
game action: Dialogue of a teacher with children. Search for photos of your relatives.
Didactic material: pictures of each child's family members.
Game progress
Children look at photographs and name the name and patronymic of their relatives. The teacher, if the child finds it difficult, asks leading questions:
- Who is in this photo?
- This is my mom. Her name is .... (if the child calls only the name, the teacher prompts and offers to give the full name and patronymic.)
And who is next to mom? Etc.
Who will I be?
Didactic task: To form the concept of professions photographer, cook, seamstress, pilot, driver, etc. Develop visual memory, fine motor skills. Cultivate observation, diligence.
Game rules: Act on the teacher's signal. Do not distract your peers while you work. Select only those attributes that correspond to this profession. Start your story with the words: "When I grow up, I will ..."
Game action: Choice of attributes, profession name and explanation.
Didactic material: attributes to the theme of the profession: scissors and a comb; steering wheel and cap; scissors, fabric; saucepan and cap; gown and medical case, etc.
Game progress
Children must select the necessary attributes for the chosen profession. Name a profession and describe what a person in this profession does.
When I grow up, I will be a driver. The driver carries cargo by car, transports people.
When I grow up, I will be a hairdresser. The hairdresser makes 1 hairstyle for adults and children.
— When I grow up, I will be a cook. The chef prepares delicious meals and bakes pies. Etc.
Help your forest friends prepare for winter
Didactic task: To consolidate children's knowledge about the seasons - winter. Establish the simplest relationships between the seasons and the behavior of wild animals.
Game rules: Act only on the signal of the teacher. Pick up only those items that are necessary for the plot. Follow the order.
Game action: Finding the right items.
Didactic material: layout of trees, Christmas trees, cones, nuts. Soft toys: bear, hare, squirrel, hedgehog. White blanket, white bunny coat, etc.
Game progress
Children in the course of the teacher's story perform actions with objects.
The teacher informs the children that winter has come and the forest friends need to help prepare for this time of year.
Children put a toy bear in a den and cover it with a white blanket. The bunny is wearing a white coat. The squirrel is helped to collect cones under the tree and put them in the hollow of the tree. Etc.
Water is our helper!
Didactic task: To consolidate children's knowledge of phenomena inanimate nature- water and its properties.
Game rules: Act only on the signal of the teacher. Select only those items that are necessary for the story and description. Follow the order.
game action: Search for desired items.
Didactic material: a basin with dirty laundry; soap and toothbrush; first aid kit with medicines; Pets; story card with the image of the river, etc.
Game progress
Children choose the objects they like on the table and give their explanations.
The residents of the Flower City need water to wash their clothes.
Babies and toddlers need water to bathe and swim in the river.
The inhabitants of the Flower City need water to grow vegetables and fruits.
Babies and toddlers need water to water their pets.
Water is needed by the artist Tube to draw with paints.
Dr. Pilyulkin needs water to make medicine and treat the sick.
Donut Chef needs water to cook lunches, breakfasts and dinners.
Shpuntik and Vintik need water to wash after work.
All babies and toddlers need water to drink when it's hot. Etc.
Help the Unknown!
Didactic task: To consolidate in children the knowledge of the seasons, will accept autumn, spring, winter. Cultivate attention, curiosity, patience. Conduct an elementary comparative analysis, identify similarities and differences.
Game rules: Act only on the signal of the teacher. Answer only after the teacher asks a question. Follow the order.
game action: Children, considering the plot of the exhibited picture of the season, select the appropriate clothes. Dialogue between teacher and children.
Didactic material: magnetic board. Magnetic figurines For plot pictures of the season. Model watch "Seasons". Seasonal garments. Doll Dunno.
Game progress
The teacher sets the "Seasons" on the clock - autumn. He puts up a picture on a magnetic board: it is raining, a strong wind is blowing. Children must find those items of clothing that will match the weather and explain:
- Autumn has come. A strong wind blew, it started to rain. All people put on rubber boots, raincoats and jackets. We took an umbrella in our hands and went to Kindergarten or to work.
Can you walk in this weather? (children's answers are discussed)
What can happen if someone walks? (Children's answers are discussed).
The teacher sets the “Seasons” on the clock - winter. He puts up a picture on a magnetic board: snow is falling, large snowdrifts lie on the ground. Children must find those items of clothing that will match the weather and explain:
Winter has come, snow is falling. There are big snowdrifts outside. People put on fur coats, warm boots, hats, scarves and mittens.
In what weather can you walk in winter? (children's answers are discussed)
What games do children play in winter? (children's answers are discussed: children take sleds, skis, skates and go for a ride.)
Dunno asks the children to help him choose the right clothes in which he could walk in the winter.
The teacher discusses with the children how to help Dunno.
Children, from what branch?
Didactic task: Differentiate the distinctive properties of tree seeds: oak, spruce, mountain ash, birch, etc.
Game rules:
game action: Find a card with a picture of a tree corresponding to certain seeds.
Didactic material: cards with the image of trees: spruce, mountain ash, oak, birch. A chest with tree seeds: oak, spruce, mountain ash, birch.
Game progress
Children take turns taking seeds from the chest and choosing a card with the image of the corresponding tree.
What is the chick's name?
Didactic task: Exercise preschoolers in recognizing and naming bird chicks: crow, sparrow, starling, titmouse.
Game rules: Alternately answer the teacher's question. Don't interrupt a friend.
game action: Consider the figurine of a bird and its chick and answer the teacher's question.
Didactic material: figurines of birds and their chicks: crow - crow; starling - starling; titmouse - titmouse; sparrow - sparrow.
Game progress
The teacher shows a figurine of a bird and its chick. The child must name an adult bird and its chick.
This is a sparrow, and the sparrow has a chick - sparrows.
- This is Harrow, and the crow has a chick - a crow.
This is a starling, and a starling has a chick - a starling.
This is a titmouse, and a titmouse has a chick - a titmouse.
Guess, name and put correctly
Didactic task: Classification of vegetables and fruits according to their main features and properties.
Game rules: Act on the teacher's signal. Follow the order of the answers.
game action: Choose an object, name it and put it on the appropriate plate.
Didactic material: basket with vegetables: tomato, cucumber, cabbage, beets, potatoes. Fruit basket: grapes, apple, lemon, pear, banana, orange.
Game progress
Children alternately take out, name and put the object on the appropriate plate:
This Apple. We'll put it on the fruit plate.
This is a carrot. We'll put it on the vegetable plate.
This is cabbage. We'll put it on the vegetable plate. Etc.
Guess and name
Didactic task: Classification of vegetables and fruits according to their main features and properties. Exercise preschoolers in a clear pronunciation of fruits: apple, pear, banana, plum, cherry, etc.
Game rules: One by one, take an object from the basket, recognize it and name it.
Game action: Choose items to guess.
Didactic material: a basket of real fruits and a few vegetables to compare general words: vegetables, fruits.
Game progress
Children sit on chairs. Doll Autumn alternately brings a basket to them. Children take objects out of the basket and name them. After all the fruits are in the hands of the children, the teacher offers to put them on a large dish and asks the question:
How can you call all these objects in one word? (fruit)
What other fruits do you know? (children's answers)
Guess and draw
Didactic task: Develop fine motor skills and arbitrary thinking.
Game rules: Draw the answer to the teacher's question in the sand.
Game action: The teacher reads the poetic text, and the children draw the answers with sticks in the sand.
Didactic material: sticks according to the number of children.
Game progress
The teacher gives riddles to the children. The children should draw the answer with sticks in the sand.
There is one such flower
Do not weave it into a wreath.
Blow on it lightly:
There was a flower - and there is no flower ... (dandelion)
The trunk turns white
The hat is green
Standing in white clothes
Earrings on branches ... (birch)
Where is whose house?
Didactic task: To consolidate children's knowledge of where animals and people live.
Game rules: Take one figurine from the table and place it in the appropriate house, explain your actions in words. Follow the order.
game action: Search for the desired figure house.
Didactic material: magnetic board. Magnetic figures of animals, dolls, houses, trees, bushes, etc.
Game progress
Children take turns taking the figurines of one of the guests from the table and placing them in the corresponding house on the magnetic board.
Manechka and Vanechka live in a house.
- The duck lives with my grandmother in a shed.
The chickens live in their grandmother's shed.
Bunny lives in the forest under a bush.
The hedgehog lives in the forest in a mink.
Where does the magpie live? (in the forest on a tree)
Who lives where?
Didactic task: To consolidate children's knowledge of where pets live.
Game rules: Answer at the signal of the teacher. Respect the order and partnerships.
game action: Search for the right pet house.
Didactic material: soft toys - pets: horse, cow, goat, dog, chickens, piglets, etc. Buildings: chicken coop, barn, stable, cowshed.
Game progress
The teacher points to the buildings and asks the children a question:
Which of you guessed what a cowshed is? (a place where cows live)
Where can horses live? (in the stable)
Where will the hens and roosters live? (in the chicken coop)
What is the difference between buildings for cows, horses, chickens? (value)
Who built the cowshed, the stable, the barn? (person, people, etc.)
Why do people build cowsheds, stables and barns near their homes? (children's answers are discussed)
Whose seeds?
Didactic task: Exercise children in the differentiation of vegetables, fruits and their seeds. Develop arbitrary memory, concentration, observation.
Game rules: Spread the seeds on the appropriate cards with the image of fruits and vegetables.
game action: Children take the seeds they like, name them and put them on the card of the corresponding fruit or vegetable.
Didactic material: plates with seeds: pumpkin, pea, sunflower seeds, tomato, plum, cherry, watermelon, etc.
Game progress
The children are given bowls of seeds. They have to arrange the seeds on cards with the appropriate vegetable: zucchini, watermelon, peas, tomato, cucumber, etc.
Guess the taste
Didactic task: Exercise children in differentiating vegetables and fruits by taste. Activate vocabulary: sweet, salty, bitter, etc. Develop memory, concentration.
Game rules: Learn about fruits and vegetables eyes closed. No peeking.
game action: Guessing with closed eyes. The one who makes a mistake is given another fruit or vegetable.
Didactic material: pieces of fruit: apple, pear, orange. Pieces of vegetables: cucumber, cabbage.
Game progress
Children sit on chairs. The teacher alternately approaches the child and offers to close his eyes and gives a piece of fruit: an apple, a pear, an orange. Asks to taste the fruit and name it.
The teacher may unexpectedly give a piece of vegetable: cucumber, cabbage, etc., so that the children are attentive enough.
Lay out the figures of forest animals
Didactic task: To consolidate knowledge of animal body parts: head, torso, paws, ears, tail. Systematize children's knowledge about geometric shapes Oh. Classification of geometric shapes by color, shape, size.
Game rules: Select only those geometric shapes that will convey the characteristic features of the corresponding animal.
Game action: Search for the desired geometric shapes.
Didactic material: sets of geometric figures of Gyenesh blocks by the number of children. A picture depicting wild animals: a fox, a wolf, a hare, a bear.
Game progress
The children are sitting at the tables. In front of them lie the geometric figures of the Gyenes blocks. The teacher offers to lay out, if desired, the silhouettes of forest animals that are depicted in the picture. Using geometric shapes, children lay out the silhouette of a bear, fox, hare and wolf.
How should you take care of your younger friend?
Didactic task: To form in children the moral concepts of caring for our smaller brothers: care, feed, walk, play, etc.
Game rules: Act on the signal of the educator. Don't disturb your friend.
game action: Children choose the appropriate cards, lay them out in front of them. At the signal of the educator, they answer the question, giving explanations.
Didactic material: plot cards: children feed animals, children walk with animals, children clean the cage, children play with animals, a child swings a stick at a dog, an empty dirty plate is lying around, a kitten is out in the rain, etc.
Game progress
Children must select the right cards and lay them out in front of them. In turn, they take a certain card and call the action. The teacher comments:
1. The hamster needs to be fed.
Indeed, people should eat, and all animals. If you give a hamster food, he will understand that we ... what? (kind, caring)
Who knows what a hamster loves? (children's answers are discussed)
Where do you think a hamster can hide his supplies? (children's answers are discussed and lead to the fact that the hamster first keeps the remaining grains in its cheeks. And then puts its supplies in the pantry, house)
- So we fed our friend, what are we going to do next?
2. It is necessary to clean the cage
~ Why do you need to clean the hamster's cage? (children's answers are discussed and lead to the fact that the hamster must live clean. Otherwise, he may get sick, become sad, sad, etc.)
Where do you think the hamster should be when we clean up the cage? (children's answers are discussed and lead to the fact that the hamster must first be taken out of the cage)
How can you get a hamster out of the cage? (children's answers are discussed)
The teacher shows the children how to carefully and correctly take the hamster so that he is not offended. To be free and well. The educator accompanies his actions with the words:
Hamka, Hamka, hamster!
You are always our friend!
Don't worry, we won't hurt you! We will take you affectionately, like this! With both hands, very carefully, behind the breast. We will not drag you by the head and paws. We know that it will hurt you so much.
Look guys, he even smiles. He looks at us with his beautiful eyes and seems to say: “Yes, I’m not afraid of you at all!”
Who wants to hold our Homka? (the teacher carefully passes Homka to the child and accompanies everything with the words of care for the animal)
Now Khomka is clean and beautiful. How else can we show concern for Homka, our friend?
3. You need to take a walk with Khomka.
How can I organize a walk with Homka? (you can go for a walk and take Homka carefully in your arms. You can go for a walk with Homka in a cage. Etc.)
All options are discussed, and the most acceptable one is selected.
What should we do before going for a walk with Khomka? (answers are discussed and lead to the fact that you need to know the weather outside)
Have you put another card on the table, where children play with animals?
4. Can I play with Khomka?
The teacher explains to the children that it is undesirable to play with Khomka.
Homka is cheerful and joyful when he is in a cage. If he is taken out of the cage, he will tremble, be afraid, and may even run away. It is best to watch Khomka from a distance. Then you can see very interesting stories. And we will definitely see them.
describe the picture
Didactic task: To consolidate the knowledge of children about the adaptation of animals to winter conditions.
Game rules: Answer only at the signal of the teacher. Be able to listen to the opinions of your peers.
game action: Dialogue of the educator and children when looking at the picture.
Didactic material: a picture on a magnetic board, which depicts the adaptation of animals to winter conditions.
Game progress
The teacher asks the children questions, and the children find the answer by looking at the picture on the magnetic board.
Why are the birds so noisy? (birds gather in flocks and fly away to hot countries).
Why do birds decide to fly to hot countries? (winter is coming. Trees are without leaves. Insects hid far under the bark. Birds have nothing to eat)
Where is our beloved bunny, why is it not visible? (he changed his gray coat to white and hid behind a birch. Therefore, he is not visible)
Why did the hare hide behind a birch? (because the trunk of a birch is white, like a hare's coat in winter)
Why did the bunny have to change his fur coat? (when the snow falls, it will be easier for him to hide from enemies)
Look where this hedgehog is in such a hurry, and what does he carry on his back? (the hedgehog has a mushroom and an apple on its back. The hedgehog carries it all into its mink)
Why does the hedgehog carry these foods into its burrow? (hedgehog makes reserves for the winter)
Find in the picture the one who is still making supplies for the winter? (squirrel)
What does a squirrel store for the winter? (mushrooms, berries and cones)
Compare and tell what is the difference?
Didactic task: Consolidate children's knowledge about distinctive features birds and animals.
Game rules: Answer only at the signal of the teacher.
Be able to listen to the opinions of your peers.
game action: Dialogue of the educator and children when examining birds and animals.
Didactic material: animals: fox, wolf, bear and hare. Birds: crow, sparrow, magpie.
Game progress
Animals are on the teacher's table: a fox, a wolf, a bear and a hare. And birds: crow, sparrow, magpie. Children must find the differences and name them.
How are birds and animals similar? (birds and animals have a body, eyes and a tail)
What do birds have and animals don't? (birds have wings, but animals do not. Birds have a beak, and animals have a mouth. Birds have two paws, and animals have four. In birds, the body is covered with feathers, and in animals, with wool).
find and describe
Didactic task: Classification of objects of the natural and man-made world: fireflies, desk lamp, flashlight, light bulb, etc.
Game rules: Answer only at the signal of the teacher. Be able to listen to the opinions of your peers.
Game action: Dialogue of the educator and children when considering objects of the natural and man-made world.
Didactic material: cards with the image of various electrical, lighting devices, the sun, fireflies.
Game progress
On the table are cards with the image of various electrical, lighting devices, the sun, fireflies. Children, at the signal of the teacher, find certain objects.
Find objects that shine, but are not made by human hands? (fireflies, sun)
Who are the fireflies? (insects)
What is the sun? (largest star)
Find devices that a person came up with to illuminate his home (table lamp, flashlight, candle, chandelier, etc.)
Find appliances that run on electricity (electric kettle, washing machine, refrigerator, computer, etc.)
Into what two groups can we divide all our subjects? (on objects of nature and objects that a person made with his own hands)
