The role and significance of outdoor play in the development of preschool children. Educational outdoor games The importance of outdoor games in children's lives: useful video

Outdoor games for children of the first junior group of preschool educational institutions

A game occupies a significant place in the life of every child. From an early age, while playing, a child first learns to manipulate objects and studies them. With age, he looks for their connections. When playing, a child develops not only motor skills, but also thinking, imagination, and fantasy. While playing, the child builds logical chains, thinks, reflects. It is impossible to imagine a child's childhood without play. It is not for nothing that it has been noted that the way a child behaves in a game, the same way he will behave in society. Many great teachers have developed and successfully implemented a huge number of games into programs. I work with the smallest children, from one to three years old. And over the years, I have collected a card index of games, which I use in my work. These are mobile, developmental and didactic.
The benefits of outdoor games in a child’s life cannot be underestimated. During active movement, metabolic processes in the body, blood circulation, and breathing are activated. In addition, outdoor games develop coordination of movements, attention and speed of reactions, train strength and endurance, and relieve impulsiveness. I suggest you familiarize yourself with the few, but my kids’ favorite, outdoor games that can be played both in a group room and on a walk. I hope this will be useful to someone in a noble cause, in the education and formation of our infinitely beautiful younger generation.

Outdoor games for children from 1.5 to 3 years old.

"Sunny bunnies"

"Catch the ball"

"Collect the balls"

"Catch me"

"Cat and Mice"

"Shaggy Dog"

And we'll see if something happens.
The dog jumps up and starts barking. The children run away. The dog is chasing them. When all the children run away and hide, the dog lies down on the rug again. The game is repeated with a new driver.

"By the Bear in the Forest"

"Chicks and the Cat"

The teacher depicts a chicken, the children - chickens. A cat is selected as a counting machine. The cat sits on a chair to the side. The hen and chicks walk around the room. The teacher says:
The crested hen came out,
There are yellow chickens with her,
The chicken clucks: “Ko-ko,
Don't go far."
Approaching the cat, the teacher says:
On a bench by the path
The cat has settled down and is dozing...
The cat opens its eyes
And the chickens catch up.
The cat opens its eyes, meows and runs after the chickens, which run away to a certain corner of the room - the “house”, to the mother hen.
The teacher (chicken) protects the chickens, spreading his arms to the sides, and says at the same time: “Go away, cat, I won’t give you chickens!”

"Sun and Rain"

"Blow up the bubble"

"My funny ringing ball"

"The little white bunny is sitting"

"Birds in Nests"

"Geese - geese"

Children pretend to be geese, standing at one end of the room, and an adult stands at the other end. They take turns saying:
Adult: Geese, geese!
Children: Ha-ha-ga!
Adult: Do you want something to eat?
Children: Yes, yes, yes!
Adult: Come to me!
Children-geese fly towards an adult, flapping their wings, hissing: “Sh-sh-sh”
Then the adult says, “Ksh! Run into the field!” The geese run back to their place.

"Birds and Cars"

All children pretend to be birds. The role of the car is initially played by the teacher. He says: “The birds have flown out for a walk.” Bird children fly around the group, flapping their wings, pecking at grains. At the teacher’s signal “Car!” The birds quickly run away from the road. One part of the children is placed on one side of the group; the playgrounds are birds. On the other side there is another part of the children - these are cars. The teacher says: “The birds are flying!” - birds fly, flap their wings, squat, peck grains. At the signal “Cars have left!” children pretending to be cars drive onto the road, and birds fly away to their nests. Cars drive along the road, avoiding obstacles (benches, cubes). When repeating the game, children change roles.

Contents of outdoor games, game tasks, relay races.

1. "Ladybug".

Directions: development of static balance, orientation in space, activation of speech, consolidation of knowledge of ordinal counting, formation of posture. Children stand along the walls of the hall facing the center. The driver turns away. They hide a “ladybug” behind someone’s back under their T-shirt and raise their hands up. The driver tries to find who has the toy, moving from one to the other. And they clap their hands above their heads and buzz, using the loudness of the clapping to guide the driver’s movements.

Methods of complication: children regulate the approach of the driver to the hidden toy by the volume of the recitative spoken in chorus:

1, 2, 3, 4, 5,

The cow hid again

7, 8, 9, 10, We will find her all together."

2. "Talking ball".

Directions: developing the ability to differentiate efforts when throwing and catching balls, expanding active vocabulary, developing attention during tracking movements. Children stand in a line. The presenter throws the ball to each player in order and names any letter. The child, having caught the ball, crouches with it in his hands, and, returning the ball to the leader, says a word starting with that letter. For example, - "A" - "Watermelon".

Methods of complication: the leader, throwing the ball, says a word.

The child catches the ball, selects the first letter from the word he hears, crouches, and, throwing the ball to the leader, names his word starting with the same first letter. Or: the presenter names a number, and the child names the neighboring numbers. For example,- "2", need to be named "1" And "3".... The presenter says a word, and the child says a phrase or sentence. For example, - “Crow” - “A crow sits on a tree.”

3. "Magician".

Directions: development of fine motor skills, speed of reaction, consolidation of knowledge of ordinal counting, formation of posture. Children stand in pairs, shoulder to shoulder, holding their partner's hand with one hand, the other extended to the side and holding the ribbon by the corner. At the leader’s command, everyone begins to count to 20 together, trying to hide the ribbon in their fist as quickly as possible. The winner is the one who hides the ribbon in his hand faster.

Ways to complicate it: increase the length of the tape or replace it with a sheet of paper up to half the size of a newspaper sheet.

4. "Flying socks."

Directions: development of fine motor skills of the toes, reaction speed of auditory memory, rhythm. Children sit in a circle on the floor, hands resting behind them. Legs extended forward. One sock goes around in a circle. Each child must pick it up with their toes and move it to their neighbor's foot. You can transfer the sock by throwing it over rather than carrying it.

Ways to complicate it: increase the number of socks. Add a simultaneous recitation of the recitative in chorus: “I’ll take the sock with my foot, I’ll bring it to the other,And I carry, I carry, I don’t sleep, I don’t catch anything.”

5. "Drawing the mood."

Directions: improving the emotional state of children, developing fine motor skills.

Each child receives a tube of lipstick and is allowed to approach any participant and “decorate” his face, hands: draw a smile, a sun, circles, etc.

6. "Roar, lion, roar."

Directions: reducing the psycho-emotional stress of children, forming the correct pronunciation of the sound “R”, activating the vocal cords. The presenter says: “We are all lions, a big lion family. Let’s have a competition to see who roars the loudest. As soon as I say: “Roar lion, roar!”, Let the loudest roar be heard.” "And who can roar even louder? Well, lions roar." You need to ask him to roar as loudly as possible, while pretending to be in a lion's stance. Then everyone stands one after another, placing their hands on the shoulders of the person in front. This is a steam locomotive. It puffs, whistles, the wheels work clearly, in time, everyone listens and adapts to their neighbors. The locomotive moves in different directions, now quickly, now slowly, now turning, now bending, making loud sounds “chug-chug-ta-ta-ta.” At the end of the game there may be a "crash" and everyone falls to the floor.

7. "Knapsack".

Directions: developing the ability to differentiate efforts when performing jumps, consolidating knowledge about social and everyday orientation, expanding vocabulary and knowledge of objects in the surrounding world. All children stand in a square - this is a backpack. The presenter announces: “Now we will pack our backpack for school.” Each player shouts out in turn what he will do (pen, notebook, textbook). If he guessed right, he jumps into the middle and sits down, taking the hands of those who are already “inside the backpack.” And so on until all the children are in a circle. Then, if desired, the topic changes to “vegetables”, “flowers”, “trees”, “dishes”, “clothes”.

8. "Robot".

Directions: development of spatial orientation, knowledge of directions of movement. A blindfold is put on the presenter's eyes; he is a “robot”. Children saying “forward”, “backward”, “right”, “left”, “stop”, etc. and “lead” him to a predetermined goal (door, window, etc.).

9. "Get to know a friend."

Directions: development of tactile perception and attention, activation of auditory and muscle memory, thinking, development of fine motor skills. One child is blindfolded. The presenter brings him to any player, where he must, by feeling, determine who it is and say his name.

A way to make it more difficult: children stand on elevated surfaces, on their knees, to make it more difficult for the groping player to recognize them. Option: you can recognize the player only by his voice, without touching him with your hands.

10. "Wonderful bag."

Directions: development of tactile perception and attention, activation of memory, counting thinking, development of fine motor skills. In the presence of children, put 10 objects that are familiar to them (Kinder Surprise toys) into a bag. Children take turns putting their hand into the bag, feeling one of the objects without removing it from the bag, and calling it out loud. After which the child takes out the object and checks the correctness of his answer.

Ways to complicate things: put previously familiar objects into a bag, but so that the children do not see what kind of set is there. Children must count the number of items in the bag by touch and then name them.

11. "Zoo".

Directions: prevention of flat feet, formation of posture, activation of attention, memory, speech, development of coordination of elementary movements, imitation of poses, movements of sounds of animals and birds. Children sit around the playground, each in their own “cage,” and depict animals: Stork: stand on one leg, the other bent, hands on the waist. Elephants: stand on all fours, stretch out your lips - “trunk”. “Drink water” - noisily sucking in the air, extending the “trunk”. “Spray some water on yourself” - raise your head and exhale noisily through clenched teeth. Teddy bears: rolling walk with simultaneous onomatopoeia, "r-r-r". Penguins: walking with a heel-to-toe roll, arms pressed, palms to the sides, while pronouncing “pee-pee.” Horses: running or walking, raising your knees high,clicking at this language. Dogs: stand on all fours, imitation of barking: “growling.”Pussycats: stand on all fours, arching your back, imitation meowing. Chizhiki: crouching in position, raising and lowering the arms bent at the elbows ("wings") while simultaneously pronouncing "chik-chirik". Frogs: random jumps from a crouched position, simultaneously imitating the croaking of a frog. The beetles: “w-w”, they fell on their backs and couldn’t get up. The presenter names the animal, and all the children imitate it. The best "animals" are celebrated. Then everyone gets on the tram, forms a column, puts their hands on the shoulders of the person in front, rides in a circle, at the same time saying in unison “tren-tren”, “ding-ding”. Having passed the circle, “the tram goes off the rails” - the children fall to the floor.

Ways to complicate things: Several children form a tram and “ride around the zoo.” Other players depict animals in cages, without instructions from the leader. Passengers of the "tram" must guess the animals depicted. Whoever was guessed leaves the cage and gets on the tram.

12. "Beads".

Directions: development of hand strength, reaction speedcoordination of joint actions, consolidation of ideas about primary colors, strengthening of the cardiovascular and respiratory systems. Participants stand in a tight circle. They are the beads of a beautiful necklace. Inside the circle is the leader. The “beads” are pressed closely together, spinning in place, without breaking away from each other. The presenter tries to “break” the necklace: tickles, makes you laugh, pulls in different directions, etc. If the presenter succeeds, the beads “scatter” across the floor and roll around. And the leader begins to catch them, in turn holding tightly by the hand of the first, second, third, etc., untilwill collect the whole necklace again.

Ways to complicate things: make the beads multi-colored - one is blue, the other is red, etc. (tie ribbons of the appropriate color on their hands). You need to assemble the beads by alternating red and blue beads.

13. "Falling ball."

Directions: developing reaction speed, attention, memory, consolidating knowledge of social and everyday orientation, ordinal counting, naming objects. Children form a circle. Inside it is the driver with the ball inhands. Every childchooses the name of an item related, for example, to the topic “We wash ourselves”: soap, toothbrush, towel, etc. The driver, throwing the ball up, calls it “handle”; the called player must jump up and catch the ball.

Ways to complicate the game: children are counted in numerical order and the leader calls the player’s number.Or Each child chooses the name of the fruit: “apple”, “pear”, “plum”, “banana”, etc.

14. "Walk quickly."

Directions: development of speed of reaction and movements, static coordination, formation of posture. The players line up at one end of the court. At the other end, the driver stands with his back to the players, facing the wall. He covers his face with his hands and says: “Walk quickly, make sure you don’t yawn, stop!” While the driver says these words, all the players try to get closer to him as quickly as possible. But with the command “stop!” they must immediately stop and freeze in place, and the driver quickly looks back. If he notices that one of the players did not have time to stop in time and made at least one movement, the driver sends him back beyond the starting line. After this, the driver again stands against the wall and says the same words. This continues until one of the players manages to get closer to the driver and stain him before he has time to look back.

Ways to make it more difficult: all players place an object on their head (a soft toy, a deflated ball) and make sure that it does not fall while moving forward. Or everyone playing, except the driver, has their eyes closed.

15. "Blind Man's Bluff."

Directions: Development of dynamic coordination, attention during tracking movements, orientation in space, strengthening of the cardiovascular and respiratory systems. An arbitrary space is outlined on the court, beyond which the players cannot go. One of the participants is blindfolded. The players turn it several times, and they themselves run away, trying to savecomplete silence. "Zhmurka", listening to the slightest rustle, tries to catch one of the unwary players. The one who is caught becomes a "blind man's buff".

16. "What has changed."

Directions: activation of attention, memory,thinking, speechactivities, development of static coordination. On the playground, the leader lays out a number of objects (for example: a hoop, a jump rope, a ball, a foam cube). Children look at these objects, turn away and run in the opposite direction. The presenter at this time removes any of the objects or changes their places. Children come running, look and say what has changed. The most attentive ones are encouraged.

Ways to complicate things: 1) Children freeze in certain positions. The presenter turns away, everyone says in unison: “One, two, three, four, five, Well, they froze again.” While reciting the recitative, the players change poses, and when it is finished, they freeze again. The presenter turns and says what has changed. 2) On a horizontal stand, the presenter places from 2 to 5 letters or numbers (children turn away). The presenter swaps letters or numbers.

16. "Jumpers."

Directions: development of speed and strength qualities, activation of mental processes, expansion of horizons, development of orientation in space, strengthening of the cardiovascular system. Children sit down and sit in a circle facing the leader standing in the center. He names the object loudly, and the children must jump up on 2 legs if this object relates to a predetermined topic: “forest”, “flowers”, “animals”, etc.

Ways to make it more difficult: in front of each child there is a landmark - a hoop - he must jump into it. The hoop gradually moves away.

17. "Collect the word."

Directions: development of intelligence, speed of reaction, consolidation of grammatical knowledge, development of motor skills of fine movements of the fingers, acquisition of joint action skills. Children are divided into 2 teams. Each team is given a set of letters. The teams must, after consulting, make up a word and silently line up. When both teams are ready, the presenter collects cards with letters from them, takes them to the stand and, after mixing them, lays them out under it. At the signal, the first player of each team runs to the stand along the drawn line, selects the first letter and hangs it on the stand. The second player puts up the 2nd letter, and so on, until the entire word is on the stand. The team that finishes first wins.

Ways to complicate things: 1) movement in the relay race is carried out by jumping on one, two, or jumping ropes. 2) increasing the number of letters in the word being composed.

18. "Dunem"once..." .

Directions: development of respiratory muscles, expansion of active vocabulary, development of dynamic coordination. Children are divided into teams. Everyone has a table tennis ball. The first players crawl on all fours and, blowing on the ball, try to roll it to the wall. At this time, the rest of the players say in unison:

"Let's blow once, blow twice, blow three, we've reached the wall." Having rolled the ball, the first players run back to the team. The second ones do the same, etc. The team that finishes first wins.

Ways to make it more difficult: roll a tennis ball between landmarks (medicine balls, pins).

20. "Touchbefore..." .

Directions: development of precision of movements, speed of reaction to a signal, quick wits, activation of attention, memory, consolidation of ideas about basic colors, shapes, sizes of objects, strengthening of the cardiovascular and respiratory systems. Children are freely located around the hall. The presenter loudly says: “Touchbefore...blue!" All children must instantly orient themselves, find something blue in the hall, in the players’ clothes, run up and touch this color. The tasks are varied: primary colors, sizes, shapes.

Methods of complication: names of objects are included, with double definitions (“Touch the round black”, “wooden, yellow”, etc.).

21. "Shaggy Dog."

Directions: development of reaction speed, attention, coordination of elementary movements performed to the rhythm, activation of speech activity. A “dog” is squatting against one of the walls. Children line up along the opposite wall in a line and pronounce a recitative in chorus, move slowly, with a straight back, towards the “dog”, saying in chorus: “Here sits a shaggy dog, with his nose buried in his paws, Quietly, peacefully he sits, Either dozing or not "He's sleeping. Let's go up to him, wake him up and see: what will happen?" With the last words, the children should approach the dog, clap their hands and, turning, run to the opposite wall. And the dog catches them. Whoever is caught plays the role of a dog.

Ways to make it more difficult: increase the number of “dogs” to 2-3.

22. "One-Pedes".

Directions: development of coordination and consistency of movements with a partner, speed and accuracy of movements, switching attention. Children are divided into pairs. Each pair has bands of the same color on their shoulders. They stand at the back of each other’s heads, the second one takes the partner standing in front by the ankle and, at the signal from the couple, each jumps on the same leg. After the presenter says “Four-legged”, the children get down on all fours and crawl to different parts of the hall. After the command “One-legged!” They get up and run to find their mate with the same ribbon on their shoulder and, taking her by the leg, they jump.

Ways to make it more difficult: 1) the task is completed by three people. 2) The guideline is not the commands, but the movements of the leader. For example: while the presenter is standing they are “One-Peded”, when he sits down they are “Four-Peded”. 3) The leader, after the command “Four Legs,” quietly changes the ribbons on any player.

23. "Dragon".

Directions: development of coordination, dexterity, coordination of movements with partners, activation of exhalation. The players stand in a line, holding hands. The first participant is the “head”, the last one is the “tail” of the dragon. The “head” should reach out and touch the tail. The dragon's "body" is inseparable. As soon as the “head” catches the “tail,” the entire “body” disintegrates, scatters throughout the hall and falls to the floor. The “head” claps its hands - the “body” rises, its parts are collected and again in pursuit of the “tail”. All parts of the dragon's body hiss as they exhale during the chase.

Ways to make it more difficult: increase the radius of turns, maneuvering.

24. "Cars".

Directions: development of spatial orientation, consolidation of knowledge on social and everyday orientation, activation of speech activity. Children are divided into two teams: “cars” and “pedestrians”. “Cars drive along parallel streets,” moving on all fours. "Pedestrians" wait at the intersection drawn in chalk. The presenter holds in his hands 3 traffic lights (paper circles): red, yellow and green. When he raises the red circle, pedestrians say in unison “Red is clear, the path is dangerous” and stand at the intersection, and the “cars” begin to move. When the leader raises the yellow circle, the pedestrians say in unison: “Yellow - wait too,” and the “cars” must “reduce speed.” When the leader raises the green circle, the “cars” must stop, and the “pedestrians,” saying in chorus “And the green one is ahead - come on,” begin to cross the road at the intersection. “Cars” and pedestrians who stopped during the trip are marked. Then the teams change places and the game continues.

25. "Siamese twins."

Directions: development of dexterity, coordination of movements with a partner with limited capabilities, speed of motor reaction to a given signal, consolidation of basic mathematical knowledge (numbers are neighbors). Children are divided into pairs, stand shoulder to shoulder, hug each other with one arm around the waist, place one leg next to each other and tie a ribbon above the knee. Now they are "Siamese twins". In this position, couples must, without releasing their arms, run to a landmark (stand, ball, etc.) and return to the finish line.

Ways to make it more difficult: 1) Having reached the landmark, the Siamese twins must build a house from foam cubes of the same color as the ribbon tying their legs. 2) With the command “5”, having reached the stand, each pair of “twins” displays the numbers - neighbors: “4”and "6".

26. "Fast balls."

Directions: developing the ability to differentiate efforts when passing balls of different types and volumes, consolidating ideas about the direction of movement, and the ability to quickly switch attention. The players form a circle. The presenter gives them 2 balls - small and large. Children pass the balls around in a circle at a signal. At the signal "Big Forward!" a large ball is passed, and after it, after 2-3 people have passed, a small ball is passed. The small ball is trying to catch up with the big one. At the signal “Small forward”, the direction of passing the balls changes, that is, the large ball catches up with the small one.

Ways to make it more difficult: 1) Children pass the balls with their eyes closed/ 2) one of the balls is a medicine ball.

27. "Mirror".

Directions: development of attention, establishing contact with a partner, synchronization of tracking movements. Children line up in front of the leader. He performs some simple movements, and the children try to repeat them.

Ways to complicate things: children are divided into pairs: one is the “mirror”, the other is the driver.

28. "Stop, hop, one."

Directions: development of coordination of elementary movements, activation of auditory attention, memory, strengthening of the cardiovascular and respiratory systems.

Children run in a column. At the signal "stop" - they stop, "hop" - they jump, "one" - they turn and run in the opposite direction.

29. "Builders and destroyers."

Directions: Development of thinking in design, consolidation of knowledge about primary colors, development of accurate ability to differentiate efforts in throwing balls of different diameters and weights, raising the emotional tone of children. Children are divided into teams. Each team chooses a building material (foam cubes, color) and builds a fortress. After this, they approach the enemy fortress. Each team has “cannonballs” - these are balls: rag, rubber, stuffed. Each team member takes turns throwing the ball at the opponent's fortress. With each successful hit, the attackers let out loud cries of victory. The team that destroys the fortress the fastest wins.

Ways to make it more difficult: build a fortress of a certain color.

30. Drop it."

Directions: development of coordination of movements in throwing objects at a distance in arbitrary ways, consolidation of ideas about the size, shape, color of objects and quantitative calculation, strengthening of the cardiovascular and respiratory systems. Children are divided into two teams, which are located across the width of the hall opposite each other. At the command “Throw it”, they begin to throw foam rubber figures to the opposite part of the hall. At the signal “Freeze,” the children freeze. And the figures are counted. The team with fewer pieces on its side wins.

Ways to complicate things: 1) At the signal “Throw the green ones,” green pieces of any size and shape are thrown. 2) At the signal “Throw the squares,” pieces of any color and size are thrown, but only square ones.

31. "Owl".

Directions: development of balance, speed of reaction to a signal, expansion of ideas about the animal world, formation of posture. The guys disperse around the playground. At the command of the presenter: “The day is coming - everything comes to life!”, Children use the sounds and movements of birds and animals (depending on the topic). The owl is sleeping at this time -is sitting tucked underyourself legs , bowing his head, closing his eyes. At the command “Night comes - everything freezes!” Children freeze in a certain pose, demonstrating beautiful posture, and the “owl” rises and looks out among the children for those who are laughing or moving, takes them to her nest, they also become owls and go hunting together. The game continues until 1 person remains on the playing field - he is declared the winner.

32. Time “is possible” and time “is not possible”.

Directions: weaken negative emotions, relieve psycho-emotional stress.

“Allowed” time: Children are allowed to do everything: jump, scream, roll on the floor, throw themselves, make faces in front of mirrors, etc. (up to 3 minutes). Time “not allowed”: Children must calmly carry out the tasks of the leader. “Time” can be alternated in one lesson or on different days, depending on the emotional state of the children.

33. "Multi-colored letters and numbers."

Directions: consolidation of basic grammatical and mathematical knowledge, development of attention, skills of joint collective actions.

Multi-colored pictures with letters and numbers are laid out and hidden around the hall. Children are divided into 2 - 3 teams. At a signal, one team searches for and collects pictures in the hall with a certain color of letters, the other - numbers. After which each team reads their pictures, letters and numbers in unison. The team that has more cards of the same color and fewer mistakes in their names wins.

Ways to make it more difficult: each team will find letters of a given color and form a word from them. Whoever has the most letters in the word wins.

34. "Color fight".

Directions: development of coordination and the ability to differentiate efforts in throwing objects, relieving emotional stress, strengthening the cardiovascular and respiratory systems. Children are divided into pairs or teams. Everyone takes a foam figure (rectangle, roof, hemisphere, etc.). The players throw them at any part of the body, at each other, uttering cries of victory.

Ways to complicate things: children “put on” foam rubber figures, sticking their arms and legs into the holes in the figures and, pretending to be robots, continue the fight.

35. "Spiders".

Directions: development of coordination of movements, fine motor skills, consolidation of skills of joint actions in solving elementary mathematical problems. Children are divided into teams of 3-4 people. The presenter gives them an example:1+3. The team jointly determines the answer and the first players, crouched in position, with their hands behind them, move towards the stand, feet first, choose the number below it: 4 and hang it on the stand, and return to the team in the same way. The following players must add 3 to this amount and hang “7”, etc.

Methods of complication: counting operations are more complex: from “20”, each participant in the game subtracts “5”. The team winswhich will have "0" faster.

36. "Geese are swans."

Directions: development of coordination of elementary movements with distracted attention to the actions of other objects, activation of speech activity and memory. On one side of the site a circle is drawn - the “house” in which the “geese” live. On the opposite side there is a "shepherd". To the side of the house is the “wolf’s” lair. The rest of the place is "meadow". Two are assigned to the role of “wolf” and “shepherd”, the rest portray “geese”. They walk with a proud posture, stretch their necks up, fly: they wave their arms upward from the sides and, lowering them, hiss - exhale “sh-sh-sh”. The shepherd says: “Geese, geese!” The geese stop and answer in unison: “Ha, ha, ha.” - “Do you want to eat?” - "Yes Yes Yes". - “So fly.” - “We can’t. The gray wolf under the mountain won’t let us go home.” - “So fly as you want, just take care of your wings.” The geese, spreading their wings, fly home through the meadow, and the wolf, running out of the lair, catches them.

Ways to complicate it: caught geese become the wolf's helpers. The children count in unison how many geese the wolf caught.

37. Relay race "Brloto".

Directions: development of balance, orientation in space and accuracy of movements, prevention of flat feet. Children are divided into 2 teams. Part of the team stands on one side of the hall, and the other part on the opposite. At a signal, children must walk through the swamp, stepping from hummock to hummock. The “hummocks” are circles drawn with chalk on the floor.

Ways to make it more difficult: 1) use low foam rubber figures as bumps, 2) each participant is given two “bumps” with which he must cross the swamp without getting his feet wet.

38. Relay race "Hares".

Directions: developing the ability to differentiate efforts in jumping and throwing, and speed of reaction to a signal, consolidating knowledge of quantitative calculation, strengthening the cardiovascular and respiratory systems. Children are divided into teams. The first players jump “bunnies” on 2 legs along a drawn line to a basket with rag “carrots”. Everyone takes 1 “carrot” and returns to the team by running along the drawn line. The rest of the players do the same. The team that finishes first wins.

Ways to make it more difficult: 1) jumping on one leg. Take the carrot and immediately throw it into the hoop. If you miss, pick it up and return to the team with it. 2) Jumping on landmarks. Throw 2 carrots into the hoop. Select from the laid out numbers indicating the number of hits and return to the team with it. The team that finishes first and has the most successful carrots into the hoop wins.

39. "Sparrows and the cat."

Directions: improving the technique of familiar movements with distracted attention to the actions of another object, developing attention during tracking movements, developing balance. The “sparrows” set up “houses” for themselves within the playground, i.e. Mark with a hoop (ribbon) or chalk a place where they can LL hide" (stand on tiptoes, or in the "stork" pose). A "cat" walks behind the playing field, meows, shows its claws. At the command of the leader: "Sparrows, fly!", children jump out of their "houses", frolic, run , jump around the playground, flap their wings, chirp. At the leader’s command “The cat is coming!”, the sparrows hide in their houses, and the cat tries to catch someone. The caught one changes places with the cat.

Ways to complicate it: “house” - a low foam figure. Sparrows jump on one leg. At the command “sparrows are swimming,” children must jump into the hoop and imitate swimming. On the command: “Peck the crumbs,” they sit down in another hoop on their haunches, all fours, and “peck.”

40. "Seine".

Directions: development of coordination of simple movements with distracted attention to other objects, coordination of movements with partners, activation of speech activity. Two “fishermen” are selected, the rest are “fish”. “Fishermen”, holding hands, catch “fish”, surrounding them with their free hands. The caught "fish" join the "fishermen" - the "net" increases. Fishing continues until there are 2 uncaught fish left, which are declared “fishermen”.

Ways to complicate things: the “fish” tease the “fishermen,” saying in unison: “Fisherman, fisherman, catch us on your hook.”

41. "Who is faster."

Directions: development of spatial orientation, speed of response to signals, coordination of simple movements, fine motor skills, strengthening of the cardiovascular system. Children are divided into teams. The first players, following a guideline - a drawn line, roll large balls to the end of the playing court, where they choose a ribbon of a certain color, and with it return to the team, stepping over gymnastic sticks laid out on the floor. The second players do the same in reverse order.

Ways to complicate things: 1) Roll the ball between landmarks (stands, foam figures, etc.). 2) Choose a ribbon and tie it in a bow on your leg. Jump over small obstacles.

42. "Cossacks are robbers."

Directions: development of coordination of simple movements with distracted attention to the actions of other objects, balance, consolidation of ideas about primary colors, activation of speech activity. The players are divided into two teams: “Cossacks” and “robbers”. To distinguish the members of one team from another, all children of one team are tied to their hands with a green ribbon, and the other - red. At a given signal, the “robbers” run in different directions. The “Cossacks” chase after them and salute them, saying: “One - two - three - four - five! Here is the Cossack seal for you.” And the “robber” freezes in place. But he can be helped out by an unsalted person from the same team, tapping him on the shoulder. Then the “robber” is considered free and again runs away from the “Cossacks”. When all m The "robbers" are subdued, a short rest is assigned. Then the "robbers" become "Cossacks" and the game continues. The team that can subdue its opponents faster wins.

43. "Snow Woman".

Directions: development of coordination of simple movements, motor skills of fine movements of the fingers, coordination of movements with a partner and collective actions.

The players are divided into pairs, each receiving the task: within a set time (8 - 10 minutes) to roll a snowball as large as possible. All pairs, at a signal, run to different sides of the site, where it is easier for them to complete the task. The couple that rolls the largest snow globe by the specified time wins. Then all of them together sculpt a snow woman with eyes, hands, nose, etc.

"Knock down the snowman."

Directions: development of speed and strength qualities, throwing accuracy, development of fine motor skills. Each player makes as many snowballs as possible within 5 minutes. After which, from a set distance (3 -5m)children begin to throw snowballs at the snowman’s “hat” (bucket), trying to knock it down. They play until it is knocked down. If there are 2 snowmen, the game is played between teams.

45. "Snow circles".

Directions: development of speed-strength qualities, ability to differentiate efforts in throwing, strengthening of the cardiovascular and respiratory systems. Children are divided into teams of 2 - 3 people. Circles with a diameter of 50 - 60 cm are drawn on the wall of the house, the number of which corresponds to the number of teams. Teams are located on a line at a distance of 3-5 m from the shield. At a signal, children begin to throw snowballs, trying to cover their circle with them as quickly as possible. The team that does this first will win.

46. ​​"Dashing under fire."

Directions: development of reaction speed and the ability to dodge, differentiate efforts in throwing, general physiological effects. A line about 6 m long is marked. Players make snowballs in advance and place them along the marked line. The first player must run along the line of fire so that the other players do not hit him with a snowball. He then stands behind the line and helps shoot at the second player. The game continues until all players run along the line of fire.

47. "Labyrinth".

Directions: development of attention, general physiological effects. In the absence of children, the leader in the snow prepares a maze from his footprints in the snow. At the end of the "maze" he hides an object (a small ball). Children must unravel the maze, follow its tracks and find the object hidden by it. The player who finds the hidden item first wins.

48. "Overtake."

Directions: development of strength, speed of reaction to a signal, coordination and consistency of actions with the actions of a partner. Children are divided into teams of 3 people. One sits on the sled, two take hold of the rope attached to the sled, and stand on the starting line. At the signal, the children drive the sled forward, go around the landmark and return to the starting line. Those who arrive at the line first receive a point. When each of the players has played the role of a rider, the number of points is calculated.Ways to complicate things: a person sitting on a sled can add a point to the team if he picks up a snowball while moving.

49. "Ice".

Directions: development of reaction speed, attention, accuracy, ability to differentiate efforts. The players stand in a circle, the driver is in the center of the circle. His task is to kick a piece of ice (ball) out of the circle. Those standing in a circle hold the piece of ice with their feet and send it to the driver. The one, past whom the piece of ice slipped from the right side, replaces the driver.

Complicating method: each child has his own piece of ice. A few meters later, on the contrary, everyone has their own hole. At the signal, you need to drive this piece of ice into the hole, the one who does it first wins.

50. "Fast sleigh."

Directions: development of coordination, leg strength, speed, strengthening of the cardiovascular and respiratory systems. Children are divided into pairs. On one side of the site, one child sits on a sled; on the contrary, at a distance of 10-15 m, is his partner. At a signal, the children, pushing off with their feet, push the sleigh towards their partner. The couple that meets first wins.

A way to make it more difficult: children sit on the sled with their backs to each other and in this position try to be the first to arrive at the finish line.

51. "Let's go alonghearing 7 ".

Directions: developing the ability to navigate in space, activating auditory perception and attention. The players line up in one line and pull their caps over their eyes. The presenter gives the signal “Forward, forward!” All players with their eyes closed begin to walk in the direction from which the signal was heard, trying to get closer to the leader. The presenter changes the place and periodically gives voice signals, corrects the direction of movement of the children, ensuring safety. The group can move to another part of the site, go around the school, etc.

52. "Fight".

Directions: relieving psycho-emotional stress, developing accuracy, the ability to differentiate efforts in throwing. Children are divided into teams, each building a fortress behind which they can hide. On command, a fight begins - the children throw snowballs at each other, and the one who wins is eliminated from the game. The team with the most unsalted players wins.

The role of outdoor play in the development and education of preschool children.

At preschool age, the foundations for the comprehensive harmonious development of the child’s personality are laid. An important role is played by timely and properly organized physical education, one of the main tasks of which is the development and improvement of movements.
The development and improvement of a child’s movements during preschool childhood are carried out in different ways. On the one hand, the enrichment of children’s motor experience and the acquisition of new skills and abilities are facilitated by their independent activity, games, and work; on the other hand, specially organized physical education events aimed at solving problems of both a health and educational nature.
Classes are recognized as the main form of teaching children movements. At the same time, a very significant place in the system of physical education of preschoolers is occupied by outdoor games, which are widely used in all age groups. There is nothing more exciting for a child than play: in play he can satisfy his need for movement and activity. An important feature of outdoor play is its greater freedom of action and less regulation of movements than is customary in traditional physical exercise. Outdoor games have a strengthening effect on the child’s nervous system and help create a cheerful mood. Captivated by the game, the child forgets about his little sorrows and plays cheerfully and amicably with his peers.

For preschoolers, outdoor games are a vital necessity. With their help, a wide variety of tasks are solved: educational, educational and health-improving. During the games, favorable conditions are created for the development and improvement of children’s motor skills, the formation of moral qualities, the cultivation of qualities such as dexterity, speed, endurance, as well as habits and skills for living in a team.

Outdoor play is not only entertainment. This is an important component of a child's development. This article lists the most popular and interesting outdoor games for children.

All children love outdoor games. This is a way to have fun and “throw” energy in the “right direction.” Racing games, games with a ball, on a bicycle, with a skipping rope and other paraphernalia will be incredibly useful for children.

As a rule, children are always immersed in an exciting activity with interest and are always happy to play games organized by their parents, educators, teachers and friends. Outdoor games can make children friendly and joyful. They are better than anything at developing collective thinking and exercising sports.

Outdoor play develops a child

The new generation of children is growing up in very unfavorable conditions:

• computer addiction
• unhealthy diet, oversaturated with fats and carbohydrates
• lack of physical activity
• sedentary lifestyle
• stress and nervous tension
• insufficient attention from parents

All these factors negatively affect the little person, blocking his full development and worsening his health. Ordinary outdoor play that is educational, active and interesting can improve a child’s quality of life.

Active movements have a beneficial effect on the development of the child. In addition, they are able to shape the baby’s personality from an early age. You can see how regular participation in games helps:

• train persistence
• Helps your child gain the ability to concentrate
• develop speed reaction
• develop perseverance and patience

It is interesting to know that the skills acquired in childhood during play remain with a person throughout his life. If you exercise them regularly, they will not disappear anywhere, but on the contrary, they will become more refined and harmonious.

The role of play in the physical development and education of a child

The role of play in a child’s physical development is simply undeniable. This is an important element not only of education, but also of personality formation. We can say with confidence that a child never gets tired of playing; he can only get bored with its monotony. After all, for children, play is a leading activity in which they are able to open up to the maximum and express emotions.

In addition to physical education, the game gives:

• mental development - the ability to think, analyze, calculate
• moral development - the formation of a person’s personality and character
• aesthetic development - awareness of the beauty of things
• social development - the ability to establish contacts in society

In fact, play is probably the only child labor and the child takes on it without coercion. In play, a child is able to express himself from all sides. show all the qualities that we value in an adult. During even the simplest game, a child learns to live and adapt to life.

It has been noticed that it is during play that a child learns most easily. It doesn’t matter in what form the lesson is presented to him: verbally or nonverbally.

In the game, the child learns to assess the current situation. This skill will be especially useful to him in his adult life when making important decisions. Only through play can you make your child understand how necessary the cooperation and help of others is. How important it is sometimes to be able to restrain yourself and show respect for other participants in the game.

Play is a way to hide negative and negative emotions and express only positive feelings in return. And it is impossible to imagine another activity that can bring a child so much joy and benefit a full healthy lifestyle. Games are useful at any age, both in kindergarten and in high school. The main thing is to take into account the child’s characteristics and the older the participants, the deeper the game should be immersed in social meaning.

You are free to combine several types of activities in the game, the main thing is not to overdo it with excessive psychological stress on the child.

Follow some rules:

• In no case should the game disturb the child’s mental balance in any way.
• try not to change your core activities very abruptly
• do not stop the game abruptly, this will traumatize the child’s psyche

10 outdoor games for children of any age

There is no child who does not love to run and jump, frolic and have fun, laugh and perform funny tasks. There are a number of complex children who, for various reasons, are embarrassed to do this, but nevertheless they are also delighted with interesting games. Outdoor games should always be taught to a child:

• dexterous skills
• endurance
• quick response
• instant response
• logic
• attention
• ability to quickly switch consciousness and thinking

Outdoor collective game “Geese-swans”

This is a popular and very famous game. existing for decades. The good thing about the game is that it can develop instant reactions in children and thoroughly train the endurance of each participant. It is perfect for children over six years of age who are able to recognize commands and respond quickly.

Rules of the game:

• divide the zone into three sections: a gooseyard, a field and mountains - this is a prerequisite for the game
• divide all the participants in the game (x may be about twenty or even more) into “geese” and “wolves”
• explain the commands to all participants to avoid misunderstandings

Place all participants by territory:

• “goose house” is the habitat of those children who embody geese
• "field" - a place where geese graze and fly
• "mountains" - the habitat of wolves

• At the clear command “geese-swans fly”, all children performing this role fly out of the “goose coop” into the pasture and fly there, flapping their wings and having fun
• At the command “wolves”, the geese and swans must go home, while the wolves try to grab at least one goose participant each
• The team that remains undetected by the wolves wins.

In addition to endurance, this entertainment trains children to coordinate all their movements, dexterity of movements and teaches them to think correctly when planning their actions.

Outdoor game with skipping rope “Fishing Rod”

This is a very fun game that absolutely all children like. For her there is no season or age limit. This game teaches children to be resilient and accurately coordinate their every movement. The advantage of the game is that it can be played both outdoors and indoors and can involve an unlimited number of children.

Rules of the game:

• To play, you must have a jump rope or a long rope with a weight at the end
• in the game there is one leader who rotates the jump rope, and all the others are participants
• the host determines what the nature of the game will be: competitive (that is, knockout) or entertaining

Children form a circle. One participant stands in the center of the circle and moves the rope along the ground. His task is to rotate the rope in a circular motion. The rest of the children should jump at the moment when the rope touches their feet. To do this, the leader must clearly define the boundaries of the territory and prohibit other participants from going beyond them.

If the tip of the jump rope hits the legs of a participant who did not have time or was unable to jump, he is considered a loser. There are two differences here:

• IN competitive game, each participant leaves the circle gradually until the number of participants reduces them to one person
• In an entertaining game, the place of the leader is taken by the person whose feet were hit by the jump rope, and so the game continues until he gets bored

The game trains such important qualities as endurance, teamwork, quick reaction, and also gives children a little physical activity.

Entertaining game “Chairs” outdoors and indoors

This game is as old as time. Adults often play it at various events, but it started in kindergarten. The game develops in children the ability to react quickly, be attentive to commands and those around them, and deftly perform movements. Unfortunately, this is not a crowded game and the optimal number of participants in it is about ten people.

• Each participant must have his own personal chair. All chairs (or stools) are placed in the center or in a circle
• One more participant is added to the total number of participants - without a chair
• All participants stand in a circle surrounding a circle of chairs
• The task of the participants is to move in a circle at the command of an outside leader. This could be musical accompaniment and dancing, or it could be a “chaos” team, where each child rushes about and moves as he pleases.
• When the command “chairs” sounds or the music stops, everyone must sit down on the chairs. There is not enough space for one person, he leaves taking a chair with him
• the game continues until the last chair. The winner is the one who managed to sit down

This game is most suitable for a room where you can always find music and a large number of chairs.

Entertaining game in nature “The most flexible”

This game is very interesting for older children. It trains the child’s ability to adapt to conditions, the ability to bend the body and coordinate all his movements. It should be carried out in nature, where you can find two trees growing nearby. Between them you should stretch any rope, jump rope or elastic band.

Each player must pass under this rope. An unlimited number of children are allowed to participate here. The difficulty of the game is that each time, after the last participant passes, the rope drops by twenty centimeters. And sometimes it is simply impossible to pass under it without strongly bending backwards.

You can diversify the game by adding musical accompaniment while bending under the rope, and complicate it by adding a few more ropes in different directions. A participant is eliminated only when he touches any side of the rope.

The game “the most flexible” helps to develop the coordination of each of your movements and the ability to show dexterity in difficult situations.

Game for playing on the street “Traffic Light”

This game is one of the most popular in kindergartens and schools. It is often carried out in health camps in order to attract and somehow interest children. Its essence is very simple:

• An unlimited number of children can take part in the game
• The presenter plays the role of the so-called “traffic light”. He must clearly define the boundaries of the game and show them to each participant
• The territory intended for the game is divided into two halves. All participants gather on one side
• The “traffic light” stands exactly on the border of the two halves and turns its back to the participants
• The “traffic light” task is to name one of the colors and turn sharply to the participants
• Each participant carefully examines his clothes to see if he has this color, and if he has it, this is a ticket straight to the opposite side
• The remaining participants who do not have this color must try by all means to get to the other half
• "Traffic Light" tries to catch someone and if he succeeds, the caught player is either eliminated or becomes a new "Traffic Light"

The game teaches children to quickly react to circumstances and requires the ability to make quick decisions, as well as dexterity.

Entertaining game “Hunters” for children

This game can be played both outdoors and indoors. An unlimited number of children of different ages can take part in it. The peculiarity of the game is its main attribute - the card. Before the game starts, the presenter lists all the participants and writes down the name of each on a separate card. The cards are shuffled and given to the children to draw.

To make the game fun and interesting, a prerequisite is that the children get to know each other completely. Only then will they be able to react properly. All children need to be taught that they are hunters. The hunter's task is to catch the "game". The game is the participant whose name is written on the card.

During the first play of the game, children will not yet know that each of them is both a hunter and a game. All children gather in one area, it is advisable to turn on music at this time so that they can dance. All this time, each hunter closely and quietly watches his game. When the music ends, the hunters grab their game. What will be the surprise and joy of all participants when they all grab each other together and the game ends with friendly hugs!

The game organizes children together into one friendly team, teaching them communication and how to interact with each other, training dexterity and quick reaction.

Outdoor ball game "Hot Potato"

This is a very simple game that everyone can understand. It requires an unlimited number of participants and one ball, which will embody a hot potato. Why hot potatoes? — The children’s task is to pass the ball to each other with lightning speed, so as not to “get burned.”

• All participants must form together in one large circle
• The ball is passed with quick movements from participant to participant
• All this time, the passing of the ball can be accompanied by cheerful music
• When the music stops or the presenter says a simple phrase “stop”. the participant whose ball is delayed is eliminated
• The game continues until there is only one participant left - the winner.

The game teaches children to quickly respond to commands, coordinate their movements, show dexterity, and ingenuity.

Outdoor game for children “The sea is agitated”

Children love this game very much and it can be successfully played both outdoors and indoors. It allows children to develop coordination of movements, develop aesthetic skills and train flexibility.

• Children are divided into participants - “sea figures” and a leader
• The presenter turns his back to the other participants and reads the words:
  “The sea is agitated - once,
  The sea is worried - two,
  The sea is worried - three,
  The naval figure, freeze in place!”
• While the leader reads the words, all children perform dancing movements and, after finishing, take any form
• The presenter evaluates the beauty of the figures and walks between them
• The loser is the participant who moves or laughs while the presenter walks between the figures
• Showing the same figure several times is prohibited.

Outdoor game "Cat and Mouse" for children of any age

This game is very popular in kindergartens and primary schools. This is active entertainment for children of any age. An unlimited number of children can take part in the game. They all stand in a circle, having previously assigned one to the role of “cat” and another to the role of “mouse”.

• All children form a circle and hold hands, like in a round dance
• The mouse should be outside the circle, and the cat should be inside
• The cat's task is to catch the mouse, and the circle's task is to prevent it from happening.
• It is the fact that children hold hands that prevents the cat from entering the center of the circle; they try to prevent it in every possible way
• At this time, the mouse’s movements are not limited and it can move freely both in the circle and outside it
• When the cat finally catches the mouse, the mouse takes the role of the cat and everyone else chooses the mouse

The game teaches children to react quickly, be smart and coordinate their movements, plus it teaches children to communicate with each other.

Entertaining outdoor game "ink and pen"

This game requires a large number of children to play. All of them are divided into two teams of equal numbers, which are located at a good distance from each other. They all stand in a line and hold hands.

• One of the commands reads the words:
  “Black ink, white pen.
  Give us… (child’s name) and no one else.”
• After these words, the named child runs up and runs through the closed hands of the team
• If he manages to break the chain, he takes one of the participants he touched and takes him to his team
• If he fails to break the chain, he remains on the opposing team
• The game continues until one of the teams has one participant left

The game teaches children to communicate in a team, to be one and to coordinate their movements with precision.

Video: “Outdoor games for children”

Varvara Lutostanskaya
Didactic and outdoor games that develop the emotional-volitional sphere for children 5–7 years old. Part 1

As you know, the modern family is included in many spheres of society. Therefore, the climate within the family is influenced by many factors: political, socio-economic, and psychological. A reduction in parents' free time due to the need to find additional sources of income, psychological overload, stress and the presence of many other factors stimulate the development of irritability and aggressiveness in parents. Chronic fatigue syndrome. Many parents, under the pressure of emerging problems, consider it possible to throw out all their negative emotions on a small child who cannot resist the psychological and often physical aggression of those seemingly closest to him. This is how children become completely dependent on their mood. Emotions and physical condition of parents. This does not have the best effect on their mental health, attitudes in communication and behavior at the stage of growing up.

This section presents games aimed at developing the emotional and volitional sphere, their goal is:

Development of non-verbal means of communication;

Awareness of one’s own feelings and experiences;

Developing interest in peers;

Development of the ability to act in a coordinated manner;

Developing the ability to enter into dialogue.

Each game contains an indication of the group of children for whom it will be most useful.

"Film Reel"

Goal: development of non-verbal means of communication, memory development

Age: 5-6 years

Description of the game: children sit in a circle and create a movie “from the first word.” The first child comes up with a word, the second must repeat it and add one of his own words, the third must repeat the first two words and say his own, etc. when all the children have said what they want, they must show the film using plastic movements and facial expressions.

Instead of showing a movie, the game can end with composing a fairy tale or story using the suggested words.

"Snake"

Goal: development of dexterity and coordination, the ability to act in a coordinated manner.

Age: any

Useful for: shy, anxious, aggressive children

Description of the game: a driver is chosen, he becomes the head of the “snake” that the players form, standing in a row facing one direction. The driver runs along a bizarre trajectory, making sharp turns and twisting the “snake”. His goal is to force the players to unclasp their hands. Such children drop out of the game. Those who last the longest in the “snake” win.

An adult takes either the position of an observer or a judge and removes the players who have broken the rules.

Finding themselves in a situation in which it is necessary to hold on to each other, both literally and figuratively, children gain experience in living in various situations, learn not to be afraid of communication, and coordinate their actions.

"Hear Your Name"

Goal: development of reaction speed, motor dexterity

Age: 5-6 years

Number of players: 5-15

Necessary equipment: ball.

Description of the game: players stand in a circle, with their backs inward. The player who has the ball in his hands throws it into the circle, calling out the name. The named child must turn his face inside the circle and catch the ball. The winner is the one who caught the ball more often than others.

Often, in a rush of play, the first participant throws the ball very hard, and the named child cannot catch it. In this case, the fines that will be imposed on the first players are discussed with the children. This could be reading a poem, or jumping on one leg in a circle - it all depends on the participants.

"Kangaroo"

Goal: development of coordination of movements

Age: any

Necessary equipment: balls.

Description of the game: players line up on the same line and hold the ball between their feet. At a signal, they begin to jump towards the finish line, which is set at a distance of 20-30 m. If the ball falls out, they pick it up and continue moving.

"Volcano"

Goal: to develop imagination and the ability to transform, develop horizons

Age: 5-6 years

Useful for: aggressive, shy, anxious children, children with mental retardation

Number of players: many

Description of the game: the leader stands in the center of the site, this is a “volcano”, next to him are 2-3 children (“lava”). While the “volcano” is calm, the “lava” is next to it, the “volcano” can even hug the “lava” so that it does not escape prematurely. The rest of the children stand around the “volcano”.

“Volcano” begins the game: “There is a high, very high mountain - a volcano, and people live on its slopes. They work: build houses, do laundry, dance, etc. (while listening to the enumeration, the children standing around the “volcano” perform movements showing what people are doing). But then the volcano wakes up, the lava heats up inside it, the volcano hums, but people don’t hear it, because they are busy with their own affairs (the children show what). And suddenly the volcano explodes, stones fall, lava breaks out and catches up with people” - the “volcano” releases the “lava”, and it begins to chase other children, those caught are brought to the “volcano”.

In order for children to be able to “enter” the role well, a fairly long time is needed; the game can take about 30-40 minutes (if the children are interested, they can play even longer). Before starting the game, you can train children in imitating certain actions of people; playing “volcano” and “lava” can turn into a separate exercise, which will only enhance the children’s creative ability.

"Caterpillar"

Goal: development of motor dexterity, tactile sensitivity.

Age: 5-6 years

Useful for: shy, anxious, hyperactive children

Necessary equipment: balls according to the number of players

Description of the game: children are asked to stand with their hands on each other's shoulders, the first child holds the ball with outstretched arms, the rest squeeze the balls between their stomach and the neighbor's back. Touching the ball with your hands is strictly prohibited. The resulting “caterpillar” must follow a certain route, which is indicated by the adult or the first child.

An adult should regulate the speed of the track to prevent children from falling.

"Let's talk"

Goal: development of communication skills

Age: any

Description of the game: an adult begins the game with the words: “Let's talk. I would like to become (a wizard, a wolf, a little one). How do you think why?" The child makes a proposal and a conversation ensues. In the end, you can ask what the child would like to become, but you cannot judge his desire and you cannot insist on an answer if he does not want to admit for some reason.

In the initial stages, children may be reluctant to ask questions or engage in play. Then an adult should take the initiative.

Important point! In the game, the adult should be on the same level as the child, and in case of difficulties, below him.

"Living Picture"

Goal: development of expressiveness of movements, arbitrariness, communication skills

Age: 5-6 years

Useful for: aggressive, shy, anxious children

Description of the game: children create a story scene and freeze. They can change their position only after the driver guesses the name of the “picture”.

Despite the fact that the main goal of the game is to create a “living picture,” the emphasis in it is on developing the ability to negotiate and find a common language. This game will be especially useful for children who have difficulties in communication (conflict, aggressive, shy, withdrawn). It is better for an adult to take the position of an observer. His intervention is required only in case of quarrels between children.

"Associations"

Goal: receiving feedback, developing reflexive abilities

Age: 6-7 years

Useful for: aggressive, shy, anxious children, children with mental retardation

Description of the game: they choose a driver, he leaves the room, and the rest of the children at this time agree on which of the children they will think of. Then the driver returns and asks questions about the mystery: what tree, flower, bird or animal could this child be. The driver, by association, must guess who the children have guessed.

Every child should play the role of the mystery. With the help of this game, children can get to know themselves better and also learn about what others think of them. But it is necessary to agree with the children that associations should not be offensive.

"Please"

Goal: development of voluntariness, auditory attention

Age: 6-7 years

Game description: option 1. All children stand in a circle and choose a leader. The leader shows various movements, the rest of the children must repeat them, but only if the leader says the magic word “Please!” The one who makes a mistake is eliminated from the game.

Option 2. All children stand in a circle and choose a leader. The leader shows various movements, the rest of the children must repeat them, but only if the leader says the magic word “Please!” The one who makes a mistake goes to the center of the circle and completes some task - any one invented by the leader.

"Come up with words"

Goal: development of imagination, emotional sphere

Age: 5-6 years

Useful for: aggressive children with mental retardation

Necessary equipment: drawings depicting fairy-tale characters

Description of the game: children look at the picture, and then they must come up with as many words as possible to describe who is shown in the picture.

An adult must remember that depending on the drawing and personal characteristics of the children, the character of the characters can change dramatically. This needs to be taken into account.

"Musical Mystery"

Goal: development of imagination, empathic abilities.

Age: 5-6 years

Useful for: shy, anxious children, children with mental retardation

Necessary equipment: audio recording of musical works

Description of the game: children listen to a recording of a work, and then they must say what picture the adult intended.

The game can be slightly modified if you invite the children to first draw the picture that has arisen, and then talk about why they have such images.

"Siamese twins"

Goal: development of communication skills, the ability to coordinate one’s actions, development of graphic skills.

Age: 6-7 years

Useful for: aggressive, shy, anxious

Necessary equipment: dressing bandage, large sheet of paper, wax crayons

Description of the game: children break into pairs, sit at the table very close to each other, then tie the right hand of one child and the left hand of the other from elbow to hand. Each person is given a piece of chalk. Crayons should be different colors. Before starting to draw, children can agree among themselves what they will draw. Drawing time is 5-6 minutes.

During the game, an adult can accompany the actions of the participants with comments regarding the need for an agreement in pairs to achieve a better result. After the game, a conversation is held with the children about their feelings that arose during the drawing process, whether they were comfortable, what bothered them, and what helped.

"Crocodile"

Goal: development of dexterity, observation, removal of fears

Age: 5-6 years

Useful for: aggressive, shy, anxious children

Number of players: 8-10

Game description: children choose a “crocodile”. The chosen one stretches his arms forward, one above the other - this is the crocodile's mouth - and walks around the room, dancing and jumping. Meanwhile, the children put their hands in their mouths. At some point, the “crocodile” closes its mouth. Whoever did not have time to pull his hand out becomes a “crocodile”.

As many children as possible should play the role of a “crocodile” in order to feel the change in role sensations.

“Enter the circle - leave the circle”

Goal: developing empathy, practicing ways of behaving alone, improving interpersonal communication skills

Age: 6-7 years

Number of players: no more than 10

Useful for: aggressive children

Description of the game: children choose a driver and stand in a circle, pressing very closely against each other (legs, torsos, shoulders) and clasping each other around the waist. The driver remains behind the circle. He tries with all his might to get into the circle - he persuades, pushes, tries to break the chain. If the driver manages to get into the center of the circle, everyone congratulates him, and the one who missed becomes the driver.

The adult makes sure that the children do not show aggression, and helps the driver if he is having a really hard time. In such a game, the child gains invaluable experience of communicating with different people, when in one situation it is necessary to show compliance, try to persuade a person, and in another, on the contrary, to show firmness and insist on one’s own.

“Devil, devil, who am I?”

Goal: eliminating fears

Age: 5-6 years

Useful for: shy, anxious children

Equipment needed: scary mask

Game description: the driver is selected. They put a scary mask on him, and the children run around him, scream and try to grab his hands. The driver must tell by voice or by feeling the outstretched hands who is in front of him.

One of the main rules in this game, which children must clearly understand, should be the agreement that they can only grab the “devil” by the hands.

All children should play the role of the “devil” so that they can experience the same emotions, maybe even negative ones. Then children better understand the feelings of the other.

It is better to end the game with a ritual, during which an adult approaches each player (if he was a “devil”) and. stroking his head and hands, he says: “Now you are a boy (girl (name)."

The second part will present games for the development of the cognitive sphere.

Bibliography:

1. G. A. Shirokova, E. G. Zhadko “Workshop for a child psychologist”, Rostov-on-Don, “Phoenix”, 2007

2. Edited by A. A. Rean “Human Psychology from Birth to Death”, Moscow, “OLMA-PRESS”, 2002

I really hope that this catalog of games will help many teachers.