on the formation and development of knowledge and work skills
A selection of educational games
D/game “Spring cleaning”
Goal: to teach children to provide all possible assistance to adults, to consolidate the ability to use
everyday work skills.
Equipment: children's dishes, sink, washcloth; ironing board, iron,
doll things; vacuum cleaner; a cloth for wiping furniture, soap, a bowl of water, etc.
Progress of the game: The teacher informs the children that the guests will soon pass, and the group is in chaos. To
to greet guests in a clean, tidy group, we all need to tidy it up. Educator
invites children to choose what they will do. If the child finds it difficult or
refuses to help, then the teacher divides the responsibilities among the children independently,
motivating them at the same time. The teacher and the children clean the group.
D/game “What does mom need?”
Goal: to consolidate knowledge about the subjects necessary for work at home, to consolidate
skills for proper performance of work activities.
Equipment: ball.
How to play: Children stand in a circle. The teacher, throwing the ball to each child, asks a question in turn and
asks to show how to perform this or that activity. For example: “What is needed for washing
dishes? How should you wash the dishes? The child catches the ball and answers the teacher’s question, showing
appropriate action.
D/game “Confusion”
Goal: to consolidate knowledge about the subjects necessary to perform work activities
putting the house in order, caring for plants, and instilling interest in work.
Equipment: items for cleaning around the house: rags, soap, vacuum cleaner, iron, spray bottle, watering can and
etc.
Progress of the game: The teacher draws the children’s attention to household items lying all together in one
heap. The teacher asks the children: “Guys, is it right that all the objects lie together in one
heap? Guys, do things have their own places, or can they be put and thrown anywhere? That's right, y
Every object and thing has its place. Look, all the objects are mixed up with each other.
I suggest you help me and put every item, every thing in its place. Each of you
takes one thing or object at a time and puts it in its place. And then we will check everything together, on our own
whether the objects were in place or not.
D/game "Competition"
Goal: to teach children to carry out work assignments for adults, to consolidate household work
skills in everyday life.
Equipment: music.
Progress of the game: The teacher invites the children to participate in the “My Locker” competition. Rules
games: children put things in order in their closet, arranging things on shelves, adjusting
shoes, outerwear. The winner is the one who has order in the closet, correctly folded and
laid out things, neatly arranged shoes, outerwear hanging on their loops. Children under
cheerful music and begin to tidy up their closet. Teacher in the process of work
activities of children corrects their actions, draws their attention to the correctness of their
execution.
Goal: to teach children to listen to the end of a question and finish, clearly pronouncing the word, to consolidate
knowledge about the subjects necessary to perform the work activity of a particular profession.
D/game “Say a word”
Progress of the game: Questions can be asked either to a group of children or individually to each child.
The teacher invites the children to play a game where it is necessary, listening carefully to the text, to guess
finish, add the necessary word. For example: a rake, a broom and a dustpan are needed...
(to the janitor). A trowel, cement, a shovel, bricks are needed... (the builder). Watering can, garden shears,
need a hose... (gardener). Etc.
D/game “Get things in order”
Goal: to accustom children to cleanliness and order around them, to consolidate the ability to use household
labor skills.
Equipment: toys and group room items.
Progress of the game: The teacher draws the children’s attention to the arrangement of objects and toys in the group
room. Do you think all objects and toys are in their place? Of course not. And you
remember where the cars should be? What about the dishes? What about the balls? Let's all put things in order together
group and see how well you know the location of objects and toys in our group.
Children place objects and toys in the group in their places. After putting things in order, the teacher
together with the children, checks the correct location of all objects and toys in the group.
D/game “What did adults teach us?”
Goal: to activate verbs, teach to correlate a word with an action, consolidate knowledge about the method
performing one or another type of activity.
Equipment: background melodic music.
Progress of the game: The teacher, pronouncing the words “Adults taught us...” shows the movements, children
I repeat the words after the teacher, repeat the action, call it: wash the dishes, wash clothes,
digging the ground, sweeping the floor, wiping furniture, watering flowers, etc.
D/game “Show me how to do it”
Goal: to consolidate the ability to perform different types of work activities, to consolidate skills
proper performance of work activities, instill respect for people’s work.
Equipment: two tables, equipment for manipulations in different types activities.
How to play: Children sit in a semicircle. The teacher invites the children to play the d/game “Show me how
do it". Rules of the game: the child goes to the table on which various objects are located for
performing different types of activities. The teacher asks the child: “Please show everyone
us how to properly wipe the leaves of flowers”, “Please show us all how to
wash handkerchiefs correctly”, “Please show us all how to properly hang them on
clothes rope, “Please show us all how to fold things correctly,” etc. etc.
D/game “Show you care”
Goal: to strengthen caring skills indoor plants and animals of the corner of nature,
cultivate a love for nature and living beings.
Equipment: equipment for caring for plants and animals of a corner of nature.
Progress of the game: The teacher invites the children to pay attention to their appearance. Guys, y'all
beautiful, neat, in clean clothes, shoes, braided, combed. Do you like the way you are
do you look like? Who helps you be so neat and clean? Who washes your clothes?
combs, washes? That's right, mothers and grandmothers. What do you think, if mothers and grandmothers had not
took care of you, didn’t wash your clothes, didn’t braid them, etc., then you would be just as neat
like now? Of course not. Now look at the plant. Shows a dusty plant with
dry soil and withered leaves. Do you like the way it looks? No, do not like it. And now
look at this plant. Shows another plant with clean leaves, no dry leaves with
wet ground. Do you like this plant? I also like it more than the previous one
plant. Why do you think this plant is beautiful, its leaves shine, but this one is dull, dusty,
with dry leaves? That's right, they take care of one plant, look after it, just like they take care of you
your mothers, but don’t care about the other, that’s why they look different. Guys, can a plant
take care of yourself, wipe your leaves, water yourself, loosen the soil? No, it can't, y
they have no hands. Guys, you have hands and you can do a lot yourself, but you still need help
adults. But plants have no hands and cannot take care of themselves. Therefore I suggest you
take care of the plants, make them as beautiful as you. How to care for
plants, what should I do? Involves children in caring for plants. Children start caring for
plants: wipe the leaves, water, loosen the ground, put it in the light.
The same method of presenting information is used to attract children to care.
animals of a corner of nature.
D/game “Who will see and name more”
Goal: to consolidate knowledge about the subjects necessary to perform a particular work activity
another profession, develop attention, memory, thinking.
Equipment: images of professions, pictures of items necessary for
performing work activities of a particular profession.
Progress of the game: The teacher places images of the profession in a row on the board, and below them at a distance
in a chaotic order there are pictures depicting the items necessary for
performing work activities of a particular profession. Task: find and place on the board
next to the profession are all the objects of labor necessary for its activities. Correctness or
The teacher analyzes the error of completing the task together with the children, justifying his conclusion.
D/game “Young ecologists”
Goal: to reinforce ideas about the need to maintain cleanliness around us (house, street),
consolidate skills in the correct performance of work activities.
Equipment: removal materials: shovels, rakes, brooms, garbage bags, watering cans,
small shovels, gloves for collecting garbage, twigs, stones.
Progress of the game: While walking around the site, the teacher draws the children’s attention to garbage, dry
broken twigs, large pebbles, dry soil in flower beds, etc. Guys, look how much
there is a lot of garbage on the ground around. Do you think this is correct? Why? That's right, around
We must be clean, both at home and outside. When everything around is clean and tidy, then there is peace
become more beautiful, don't you? I suggest you put things in order on our site and make it
beautiful and clean. The children begin cleaning the area and caring for the flowers in the flower beds. Educator
controls and corrects the activities of children throughout the entire labor process, paying attention to
attention to the correctness and compliance of the action in a particular case. For example:
garbage and stones are collected in bags; twigs and dry leaves are collected into piles with a rake; in the flower beds
loosen the soil and water the flowers and trees growing on the site.
D/game “Name as many objects as possible”
Goal: to train children in clear pronunciation of words, to consolidate knowledge about different professions and their
objects of labor.
Progress of the game: The teacher invites the children to remember and name as many objects as possible
necessary for work... (janitor, gardener, builder, assistant teacher, seamstress, etc.).
The teacher makes sure that children pronounce words correctly and clearly and do not repeat themselves. When kids
will not be able to name anything else themselves, the teacher can ask them leading questions: “What
do you need soil for digging?”, “What do you need to wash clothes”, etc.
D/game “What are objects for”
Goal: to activate verbal vocabulary, consolidate knowledge about how to use objects
labor.
Equipment: ball.
How to play: Children stand in a circle. The teacher, throwing the ball to each child, asks a question in turn.
“What is a broom for?” (Sweep up trash), “What is a watering can for?” (Water the flowers), “Why
do you need a vacuum cleaner? (remove dust and debris), etc. The child catches the ball and answers the teacher’s question.
D/game “Why do you need to do this?”
Goal: to develop logical thinking, the ability to reason, to draw conclusions based on
existing knowledge, consolidate knowledge about the benefits that come from performing different types of
activities, cultivate interest in work.
Progress of the game: Addressing the children, the teacher explains the rules of the game: “Now I will ask you
questions, and you must answer my question after thinking. Those who wish to answer raise their hand."
Example questions from a teacher:
Why is it necessary to wash dishes? (toys, wash, iron and neatly fold clothes,
lay the table)
Why is it necessary to water flowers? (loosen the soil, wipe and spray the leaves, trim
dry leaves and flowers, replant large plants)
Why is it necessary to clean up the house? (vacuuming, dusting, washing floors,
make beds, put toys, objects and things in their places (shelves, cabinets))
Why is it necessary to wash? (wash hands, heads, feet, etc.)
Why do you need to know how to dress yourself? (undress, put on shoes, fold clothes
carefully, place shoes on the shoe rack)
Etc.
D/game “What first, what then?”
Goal: to consolidate knowledge about the right way perform different types of activities, teach
distinguish between the concepts “first” and “then”, use these words correctly, develop logical
thinking.
Progress of the game: The teacher invites the children to continue the sentence.
First we take a shovel, and then... (digging the ground)
First we clean up the dishes, and then…. (put the dishes in the closet)
First we wash the clothes, and then... (iron the clothes)
First we loosen the soil near the flower, and then... (we water the flowers)
First we wipe the table, and then... (we arrange the dishes)
First let's fold the clothes, and then... (put it on the shelf)
First we play with toys, and then... (we put the toys back in their places)
First we take a modeling board and plasticine, and then... (we sculpt from plasticine)
Etc.
D/game “Sequence”
Goal: to learn to determine the correct sequence of performing different types of labor
activities based on the proposed plot pictures, consolidate awareness of the sequence and
unidirectionality of time periods of one link in the system of time standards; develop
logical thinking.
Equipment: pictures depicting successive stages, any type of labor
activities.
Progress of the game: The teacher places a number of plot pictures on the board. Then he draws the children's attention to
the fact that the pictures are arranged in a chaotic order. Then he invites the children to lay out
pictures in correct sequence in accordance with the time periods of this plot
so that they reflect the correct sequence of performing different types of labor
activities. Children lay out the pictures, explaining in the correct time sequence
your decision. If a child makes a mistake, the teacher and the children analyze
sequence of pictures, correcting the mistake, and explaining your solution.
D/game “Does it happen or not?”
Goal: to develop logical thinking, the ability to notice inconsistencies in judgments,
consolidate knowledge about the sequence of work activities and means
necessary for her.
Progress of the game: Addressing the children, the teacher explains the rules of the game: “Now I’ll tell you something
tell. In my story you should notice something that does not happen. Whoever notices is the one after that
when I finish the story, he’ll tell me why it can’t be like that.”
Sample stories from a teacher:
“One day, when the moon was already shining in the sky, my mother decided to wash the dishes and took a vacuum cleaner.
Turning on the cold water, my mother began to wash the dishes. After washing the dishes, mom immediately put the wet ones
dishes on the table, put cutlets in it, poured soup and tea into it.”
“Summer has come. The gardener went to clear the snow from flower beds. The gardener was so cold that
he began clearing snow wearing only a T-shirt and pants. Having removed the snow, the gardener went to tie up the flowers.
After tying up the flowers, he took out the garden shears and trimmed them. The gardener turned out beautiful
flower bed."
“The janitor was glad that winter had come. “Now you don’t have to remove the snow, you can just sweep
fallen leaves and dust on the path,” the Janitor said. Having collected the garbage into piles, the janitor left them
on the roads before spring comes.”
Thematic selection of games and exercises for young children, topic: “Toys”
(Material on the same topic is on our website in the form of lesson notes for children 1-2 and 2-3 years old. The games and exercises there are selected based on the age and skills of the children, and in this collection we have prepared and collected a large number of tasks and exercises in addition to those already contained in the notes).
Goals:
Enrich children's active vocabulary with words-names of toys.
Form stable ideas about size, shape, color, quantity.
Continue to introduce children to geometric shapes.
Teach children to make a whole from parts.
Introduce children to an unconventional drawing technique - drawing with cotton swabs.
Improve the ability to draw straight lines with a pencil, paste image details in the right place.
Develop thinking, fine and gross motor skills.
Practice onomatopoeia, the ability to navigate in space, and coordinate movements with words.
Improve concentration and attention span.
Bring up careful attitude to toys.
Equipment:
Toys: Cheburashka, small doll dolls, cubes, balls, cat, bear, flags, steering wheels.
A picture of Cheburashka without ears and a bib, these parts cut out of paper, glue sticks.
Boats made from soap dishes with the numbers “1” and “2” stuck on them.
A sheet of green cardboard with a river, narrow and wide bridges, bushes with three and many berries glued on.
Cotton swabs, red gouache, baskets cut out of paper.
Pictures with a silhouette image of a tumbler (made of circles), multi-colored circles corresponding to the size of the picture, multi-colored pebbles, a circle with the image of a tumbler’s face.
Picture blank for finger painting “Tumbler” (without eyes), ready-made plastic eyes, plasticine, finger paints, wet wipes.
Clothespins, colorful circles.
Drawing with empty spaces in the form of geometric shapes, geometric figures appropriate sizes and colors.
Cut-out pictures depicting toys.
Various toys in duplicate each, toy chest.
Buttons of two sizes in different colors, a picture depicting multi-colored flags corresponding to the color and size of the buttons.
Toys: elephant, bull, bear, bed, box.
Cookie squares cut out of cardboard, pictures depicting a cat, dog, cow, mouse, crow, pig, goat, duck, chicken.
Colored pictures of toys cut out of paper and their black shadows drawn on cardboard.
Colored pencils, sheets of paper with painted flags without sticks, counting sticks.
A container with cereal in which small toys are buried.
Background picture with images of toys, cardboard squares-cubes of different colors.
Blank picture “Night sky”, yellow plasticine.
Audio recordings: “Cheburashka”, “Flag”, “Animal Toys”.
Surprise moment "Cheburashka"
Look who came to visit us today? Cheburashka. He is a toy himself and loves other toys. Today we will play with a variety of toys.
Application "Cheburashka"
To complete the portrait of Cheburashka, you need to glue on the missing parts: ears and bib.
Didactic game “Find the shadow of the toy”
The toys have lost their shadows. Find the shadow of each toy and place the colored toy on top of its black shadow.
Didactic exercise “Cut pictures”
But these toys were unlucky - the children played with them poorly and broke them. Let's fix these toys - connect the parts into a whole.
Didactic game “How many nesting dolls?”
Here are boats for nesting dolls, but you can put as many nesting dolls in a boat as the number you see on the boat. If the number “1” on the boat means that only one nesting doll can be placed in this boat. And if the number “2” is on the boat, then you can put two nesting dolls in such a boat.
Take the boats and place the nesting dolls.
Didactic game “Matryoshkas went to the forest”
Matryoshka dolls love to go for walks in the forest. Now take the matryoshka doll and take it for a walk. (Children manipulate a matryoshka toy on a sheet with glued bridges across a river, tree stumps, and berry bushes).
Here comes the nesting doll. And in front of her is a river. Are there bridges? How many bridges? Two bridges. Identical bridges? No. Various bridges. One bridge is narrow and the other is wide.
The nesting doll walked along the narrow bridge.
She got tired and sat down to rest on a narrow stump. Uncomfortable on a narrow stump, the nesting doll moved to a wide stump.
And here are the bushes with berries. There are many berries on one bush. And on the other there is little. The matryoshka approached a bush with few berries. She collected all the berries and counted them: one, two, three. Then the nesting doll went to a bush with a lot of berries.
It's time for the nesting doll to go home. She walked home along the wide bridge. Goodbye!
Drawing with cotton swabs “Berries for matryoshka”
The nesting dolls wanted to collect the berries in baskets and bring them home. Let's draw some berries. And we will draw berries with cotton swabs.
Musical educational game “Give cookies to the animals”
We have cookies for the animals. Now we will treat them to these cookies. Listen to the words of the song carefully - the song will tell you who to treat. (According to the words of the song “Animal Toys,” children find a picture depicting this character and place “cookies” next to it).
Construction "Tumbler"
Here is a drawing of Tumbler. Let's make it beautiful and bright with colorful circles. Match the circles suitable size and apply it to the drawing.
When the children have laid out an image of a tumbler out of circles, you can offer to decorate the body - the children decorate a large circle with multi-colored pebbles and put a circle-face on a circle-head.
Visual activity “Tumbler”
Let's make beautiful eyes for Tumbler: make two balls of plasticine, attach them to the picture, put the finished eyes on top of the plasticine and press them with your finger.
And now, using finger paints, we will make a beautiful red dress for Tumbler.
Outdoor game "Carousel"
Barely, barely, the carousel began to spin,
And then, then, then,
Everybody run, run, run.
Hush, hush, don't rush,
Stop the carousel!
One and two, and one and two,
The game is over!
Game with clothespins “Rattles”
The stick holders of the rattle toys were broken. Make them from clothespins. (As the children complete the task, the teacher asks what color rattle sticks the children choose).
Finger gymnastics “Toys”
There are toys on my table
They hid in silence.
Five gifts on your birthday
The guys brought it to me.
(We stroke the open palm of the other with circular movements of the fingers of one hand)
Once - a furry, soft bear,
Two - green crocodile.
Three is a naughty bunny,
And four - one horse,
Five is a huge machine
With a large yellow body.
(With the index finger, we stroke each finger with the other hand in the direction from the base to the tip)
I put my gifts in it
I put it down early in the morning.
(Join your palms and rub them in a circular motion with little effort)
Didactic game “Find pairs for toys”
Children are given toys and asked to go to the “store” and buy another exactly the same toy.
Dynamic pause "Flag"
Guys, choose your flags. What color flag did you choose? And you? What color is your flag? Listen to the song and repeat the movements.
Game with buttons "Flags"
Place the buttons in the right places.
(In the archive with the lesson there are several versions of this game for children of different ages).
Drawing with pencils “Sticks for flags”
These are some beautiful multi-colored flags.
Use counting sticks to make holders for the flags. (Children put sticks to the flags vertically). Put away the chopsticks and take out the pencils. Now let’s draw sticks for the flags.
Didactic exercise “Find geometric shapes in the picture”
Look, some figures have run away from this beautiful picture.
Here is a triangle, a circle, a square, a rectangle, and you return these shapes to their places in the picture.
Reading the poem “Elephant” by A. Barto
Time to sleep! The bull fell asleep
Lay down in the box on its side.
The sleepy bear lay down in bed,
Only the elephant doesn't want to sleep.
The elephant nods its head
He bows to the elephant.
Modeling “Night outside the window”
Night has come. The moon appeared in the sky.
And you and I will make the stars ourselves. Tear off pieces of plasticine, apply them to the night sky and press them with your finger.
Exercise “Find toys in cereals”
Children dig out small toys from a container filled with cereal.
Didactic game “Build a tower of cubes”
Build a tower from square cubes. Name the color of each cube.
Relay race “Put the toys in their place”
Children run one after another from one end of the room to the other, take a toy, return and put it in the chest.
In accordance with the requirements of the Federal State Educational Standard preschool education should ensure the comprehensive development of the child’s personality, which covers such areas as social-communicative, cognitive, speech, artistic, aesthetic and physical development. Depending on the children, the following didactic games can be used.
Games for social and communicative development
Games of this type help the child learn to communicate with adults and peers, regulate his own behavior, and empathize. They contribute to the formation of readiness for joint activities and a positive attitude towards work.
Game "Magic Wand"
Goal: teach communication with peers.
Children sit in a circle. The teacher reports that he has a magic wand in his hands, which can turn any person into polite, friendly and benevolent. He invites the children to take turns picking up this magic wand, and then call their neighbor on the right by an affectionate name and tell him a pleasant wish. After such a greeting, the magic wand is passed on to the neighbor. The game continues until all children complete the magic wand task.
Game “Big secret for a friendly company”
Goal: to teach children mutual understanding, develop skills of interacting with each other, establishing contact with peers.
This game is played with a group of children (5 - 6 participants). It is necessary to prepare a beautiful box and put small objects in it (a ball, a cube, an animal figurine, a car, etc.). You can replace these things with pictures of them.
Children gather in the room and sit at a distance from each other. The teacher approaches each child and invites him, without looking into the box, to take any object from it at random.
When everyone has received their item, the teacher informs them that its name must be kept strictly secret. After this, he invites the children to try to find out secrets from each other. To do this they can:
- persuade your friend to tell your secret;
- offer some kind of prize in exchange for revealing the secret;
- agree on mutual disclosure of secrets to each other;
- ask leading questions to guess the name of the object.
The teacher must ensure that all children are involved in the game and no one tries to deceive others in any way. If necessary, you need to help the most timid and indecisive.
The game ends when all the secrets are revealed. Don't drag out the game too long. If one of the children gets too carried away with keeping his secret, you need to persuade him to change his behavior and show friendliness.
Game "Courtesy Store"
Goal: to teach children polite communication and to behave appropriately in various situations.
To conduct the game, it is recommended to create bright decorations for the store, equip cash machine, distribute play money to all participants. The teacher explains to the children that he sells polite words in his store (they need to be printed in large print on cards and placed on the shelves).
The teacher describes to the children various situations that may happen in their lives and suggests, using polite words, to find the right way out. For example, a child breaks something and wants to avoid punishment. He needs to buy such polite words that will help him apologize to his mother. If children do not know how to read, then they simply name the words, and the teacher selects the right card himself.
Didactic games for children's speech development
These types of games are aimed at enriching the child’s vocabulary, developing the ability to construct grammatically correct statements, using speech to communicate with others, developing sound culture and phonemic hearing.
Game "Animal Conversation"
Goal: expanding children's vocabulary, developing articulation skills.
To play the game, it is enough to prepare a children's ball. The children line up, and the teacher stands opposite them and tells the children the rules of the game: he will name the animals and throw the ball to the first player. The child must catch the ball, name what sounds this animal makes, and return the ball to the leader. The ball is then thrown to the next player.
The game ends when the last player in the line receives the ball and completes the task. You can use the second version of the game: the presenter names the sounds, and the children must guess the animal that pronounces it.
Game "Living Words"
Goal: teach children to compose grammatically correct sentences.
The teacher informs the children that they will have to use facial expressions and gestures to depict one word that he will name. Then he invites someone who can show the word (for example, “bunny”) to come to the board. After this, the teacher calls the next word (for example, “loves”) and calls another participant.
Both preschoolers stand in front of the children and take turns “showing” their words, and everyone calls them in chorus: “The bunny loves.” Next, the teacher asks you to finish the sentence by saying the third word. Children offer different variants, and the teacher chooses a word and invites a third participant to the board who will portray it.
Then the teacher asks the participants to change places, and the children must say what will happen from such a rearrangement. You need to lose all combinations. In this way several new proposals are drawn up.
Game “Find the place of the picture”
Goal: to teach children to compose a coherent statement and follow the sequence of events.
To play, you need to prepare a series of plot pictures and lay them out on the table in front of the child. One picture is placed separately. The child is asked to look at the picture, find its place among those that are already arranged in order, and then make up a story based on them.
Games for artistic and aesthetic development
These types of games are aimed at developing in children the ability to perceive and understand works of art, developing aesthetic taste and their own creative potential.
Goal: development of imagination, ability to perceive objects.
To play, you need to prepare cards with images of clouds of different shapes. These cards are distributed to children. They need to look at the pictures and say what the cloud looks like.
This game can be played while walking, inviting preschoolers to look at the sky and describe the clouds. Another version of the game: the teacher names any object, and the children must draw a cloud similar to it.
Game “Match by color”
Goal: to develop color perception, teach children to distinguish colors and their shades.
The essence of the game is the need to distribute objects into groups according to their color. There are many variations of this game.
1 option. Prepare chips different color and the boxes that correspond to them. The chips are mixed, and the child puts them in boxes. Instead of boxes, you can use juice bags with a screw cap. The bottom of the bag is cut so that it can be opened slightly. The lids are painted in different colors. Multi-colored balls are used for the game.
Option 2. On the poster, draw several girls, identical, but with different colored hats. The poster comes with several umbrella templates that are colored in different colors. It is necessary for each girl to choose the appropriate umbrella. You can make a similar game on the theme “Flowers - butterflies”, “Gnome - house”, etc.
Game "Paint the plate"
Goal: to teach to perceive objects of decorative and applied art; learn to create geometric patterns and develop artistic taste.
For the game you need to prepare a presentation on the topic “ Decorative plates", plate layout and set of geometric shapes. First, children are asked to watch the presentation and tell what impression they left from what they saw, which examples were most remembered.
During the game, children choose any geometric shapes and arrange them on the layout. Next, an exhibition of the received works will be held.
Educational games for older children
Educational games are aimed at developing curiosity, the desire to acquire new knowledge, the ability to perform cognitive actions, as well as the formation of ideas about the world around us.
Game "Group by Attributes"
Goal: to teach children to group objects according to essential characteristics, to develop logic.
To play the game you will need 15 - 20 different items. They need to be placed on the table in front of the children, and then asked to select only those items that have the same property:
- metal;
- wooden;
- round;
- edible;
- red;
- small;
- which are needed for school, etc.
The task can be offered to an individual child or a whole group of children.
Game “What did Dunno mess up?”
Goal: expand children’s horizons, their knowledge of the world around them; develop logic and thinking, learn to find inconsistencies.
There are several game options. You can invite the children to look at the pictures that Dunno drew and find mistakes in them. You can ask participants to listen to descriptions of items and identify inconsistencies. For example: “The duckling has a small tail, long ears, yellow fluff and big paws.”
Game "Collect the caterpillar"
Goal: to teach children to generalize, select groups of objects based on a generalizing word, and develop attentiveness.
For the game you need to prepare templates of the caterpillar head and subject pictures round shape(make holes on the sides of each picture for the lace). Place all the pictures in the center of the table.
The children are given the task of collecting a caterpillar that collects clothes (dishes, plants, etc.). You can divide the game participants into groups and give each a separate task. Children must select the necessary pictures and then connect them together using a cord.
Educational games
One of the main tasks of the educational process in the senior group kindergarten is preparation for school. Therefore, preschoolers are always offered to take part in games that promote learning, introduce them to letters, and teach them how to perform simple mathematical operations with objects.
Game "Funny Paper Clips"
Goal: preparation for learning to count, familiarization with numbers.
There are several game options. You need to prepare cards with written numbers (from 1 to 5). Make holes on both sides of the cards.
1 option. Children are asked to use paper clips to connect all the pictures together, arranging them in order.
Option 2. To each picture with a number you need to attach the appropriate number of paper clips.
Game “Find the sound in the word”
Goal: to develop phonemic awareness, learn to find the right sound in a word, determine where it is located.
To play the game you need to prepare cards with images of individual objects. Next to each picture there is a table row in which the number of cells corresponds to the number of sounds in the word.
Children are asked to find the desired sound in words (for example [t]). They must pronounce the name of the object so that the indicated sound is heard clearly. Then determine what place the sound occupies in the word and color in the corresponding cell in the table.
Game "Geometric track"
Goal: to introduce children to geometric shapes and teach them to distinguish between them.
To play, you need to make large templates of several basic geometric shapes and lay them out on the floor of the room in a chaotic order. Next, the children are given the task of moving from one side of the room to the other, stepping only on the indicated figure.
The game can be complicated by making figures of different colors and specifying several tasks. For example, step only on red triangles, etc.
A variety of didactic games allows you to do educational activities in kindergarten is fun and effective.
TABLE OF CONTENTS
1. Introduction________________________________________________________________ 3
2. Chapter 1. Games in the classroom
2. 1. Games in literacy lessons__________________________ 7
2. 2. Games in Russian lessons___________________________ 13
2. 3. Games in mathematics lessons______________________________ 17
2. 4. Games in lessons literary reading ______________________ 22
2. 5. Games in the lessons of the surrounding world________________________ 25
2. 6. Games in fine arts lessons_________________ 34
3. Chapter 2. Games for the development of mental processes.
3. 1. Games for developing thinking ______________________________ 37
3. 2. Games to develop attention________________________________ 40
3. 3. Memory development games ___________________________________ 43
3. 4. Games to develop imagination ___________________________________ 45
4. Bibliography ______________________________________________ 48
INTRODUCTION
The game is the life laboratory of childhood,
giving that aroma, that young atmosphere
life, without which this time of her would be without
useful for humanity. In the game, this special
al processing of vital material,
there is the healthiest core of a reasonable school
childhood.
S. T. Shatsky
Time passes, the child grows up, and now it’s time for him to go to first grade. At school, he will have to face many difficulties, gain a huge number of new impressions, and acquire a fundamentally different communication experience than in the family. All this requires a lot of effort, both mental and emotional. The process of mastering new knowledge and skills will be easier and more effective for the child if teachers can introduce a certain amount of play into it. This form of mental activity is familiar to the child, and therefore helps him cope with the difficulties that await him in the first years of education.
Play is the main activity of a child, starting almost from birth. In general, the term “game” includes a variety of activities. It is she who plays a big role in the formation and development of the child’s mental, emotional, physical and creative abilities. The game helps develop memory, thinking, imagination, attention. Single-player play develops the child’s individual qualities and introduces him to the characteristics and properties of certain objects. Playing in a group accustoms the child to social life, social roles and relationships between people. Role-playing games help the student master the norms and stereotypes of behavior in modern society. In this way, the game can be clearly defined. A game is a type of activity in which a person voluntarily takes part and receives pleasure and the opportunity for exploratory behavior.
Game is the most ancient way of transmitting knowledge from generation to generation. Girls play with dolls to prepare for the role of wife and mother, boys play with cars to become the main car enthusiast in the family. And only school teachers prefer serious didactics to playing with their students. Why? Obviously, because numerous definitions of gaming activity emphasize the lack of practical orientation and result orientation. And learning, as pedagogy teaches, is a purposeful activity that a teacher, by the nature of his profession, is called upon to organize. However, this contradiction is removed as soon as we add the concept“didactic”, “pedagogical” game activities , because in this case the goal is set by the teacher.
Considering play as a universal, spontaneously arising form of education, the famous psychologistD. B. Elkonin emphasized that no other type of activity forms such a powerful “pedagogical field” around itself.L.S. Vygotsky saw in the game an inexhaustible source of personal development, the sphere that defines the “zone of proximal development”; highest achievements child who will become his reality tomorrow...
Children's interest indidactic game moves from play action to mental task. A didactic game is a valuable means of cultivating the mental activity of children; it activates mental processes and arouses in students a keen interest in the process of cognition. In it, children willingly overcome significant difficulties, train their strength, develop abilities and skills. It helps to make any educational material exciting, causes deep satisfaction in students, creates a joyful working mood, and facilitates the process of assimilation of knowledge.
Appreciating the value of the game,V.A. Sukhomlinsky wrote:“Without play there is not and cannot be full-fledged mental development. A game is a huge bright window through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world. Play is the spark that ignites the flame of inquisitiveness and curiosity.”
In educational gamesthe child observes, compares, contrasts , classifies objects according to one or another characteristic,produces analysis and synthesis available to him, makes generalizations.
The game has a certain tempo and rhythm; during its process, lengthy explanations are unacceptable; the rules should be stated briefly, accessible, and concisely. Interest is reduced by the abundance of disciplinary remarks and the child’s passive expectation of his participation in the game.
The teacher himself must show a keen interest in the game and captivate the students. In some games it creates a situation of anticipation and mystery. The success of the game depends on how the teacher conducts it. Lethargy and indifference are detected by children and interest in the game quickly fades away.
Form of the game may be different:
Collective;
Group;
Individual.
Didactic games provide an opportunity to develop in children the arbitrariness of such mental processes as attention and memory. Game tasks develop children's ingenuity, resourcefulness, and intelligence. Many of them require the ability to construct a statement, judgment, and inference; requires not only mental, but also volitional efforts - organization, endurance, the ability to follow the rules of the game, and subordinate one’s interests to the interests of the team.
Didactic games are designed in different ways . Some of them have all the elements of a role-playing game: plot, role, action, game rule, in others - only individual elements: an action or a rule, or both.
Therefore, according to their structure, didactic games are divided into: role-playing games and exercise games, including only individual elements of the game. When selecting games, it is important to take into account the visual and effective nature of the younger student’s thinking. It is also necessary to remember that games must correspond to the full comprehensive development of the children’s psyche, their cognitive abilities, speech, experience of communication with peers and adults, instill interest in educational activities, develop skills in educational activities, help the child master the ability to analyze and compare , abstract, generalize.
This collection contains interesting and useful material that teachers can use primary school include in the course of lessons: diversify it, give students the opportunity to rest for a few minutes, recover physically and emotionally. Educational games are divided in accordance with the main lessons of primary school: Russian language, mathematics, literacy, the world, art. A separate chapter includes games in the following areas: for the development of cognitive processes: thinking, attention, memory, imagination of younger schoolchildren. The proposed games will help students, on the one hand, better understand the material being studied, and on the other, relieve stress and fatigue. The games have been selected to be simple in content and appropriate mental development children 7-10 years old.
Game activity as an element of the lesson can be used at any stage - from testing homework before completing the test work and generalization.
The proposed materials are based on the idea of using games in teaching primary schoolchildren. In the game, a child has the opportunity to acquire knowledge independently; he feels the joy of success and confidence in his abilities. Every teacher can find a few minutes in the school day to plunge into play activities with younger students. Games increase the emotional tone of the student, and without positive emotions there can be no fruitful educational activity. The use of gaming technologies will undoubtedly have a noticeable effect in the development of children, and will also improve emotional condition children, will support younger schoolchildren’s interest in educational activities, bypassing unfavorable trends in school education.
GAMES IN LITERACY LESSONS
“How many sounds are there in a word?”
Goal: develop phonemic awareness
The teacher reads poetry by S.Ya. Marshak:
The lady was checking in her luggage:
Sofa,
Suitcase,
Travel bag
picture,
cart,
Cardboard
And a little dog.
Children are given pictures depicting the listed items. The teacher turns to each of them with a question: how many sounds are in a word? Let's say this word together.
“Find her house in the picture”
Goal: to activate children's knowledge of vowels and consonants.
For this competition game you will need two cardboard houses with pockets for pictures: one with a red circle - a symbol on the roof, the other with a blue one - and a set of object pictures.
Children are invited to take turns approaching the teacher’s table, take one of the pictures, name the object depicted on it and, highlighting the first sound in its name, determine whether it is a vowel or a consonant. Depending on this, the picture is placed in one or the other house. The game continues until all the pictures are in their places.
"Find the extra letter"
Goal: to consolidate children’s knowledge about the letters they have studied, to teach them to classify them by analyzing them appearance letters.
The game is interesting because it allows children, at the suggestion of the teacher, to classify letters according to their own found base. But to do this, children must conduct a thorough analysis of the appearance of the letters and determine how two are similar and how the third letter is different. The winner of the game can be the one who offers larger number adequate options for highlighting the “extra” letter.
MNC
OSYU
YKP
MISH
TPH, etc.
"Right wrong"
Goal: to teach to recognize letters by analyzing their appearance.
To play you will need a set of letter cards made in printed font in correct and incorrect (inverted or mirrored) design.
A team or individual championship can be arranged between the participants in the game, during which it is determined who will divide the cards into groups correctly and fastest - with correctly and incorrectly written letters.
"Capital and Print"
Goal: to consolidate knowledge about printed and capital letters.
As a game material, students are offered a set of cards depicting capital and block letters. The game task is to find its capital version for each printed letter as quickly and correctly as possible.
"Capital or lowercase"
Goal: learn to correlate capital and lowercase letters.
As a game material, students are offered a set of cards depicting uppercase and uppercase letters. The game task is to find the pairs: capital + uppercase as quickly and correctly as possible. With the same letters, you can give another task: independently find a sign by which all the cards can be divided into two groups.
"Let's build a house"
Goal: to learn to hear the sound [r] in and find its place in a word.
The teacher says he is going to draw a house and draws one wall. Students must name the parts of the house that need to be completed. You can name only those words that have the sound [r]: roof, attic, cornice, frame, porch, pipe. The teacher draws all the named subjects schematically on the board.
"Shop"
Goal: to consolidate the ability to select words with a given sound and indicate its place in a word.
In the “Store” you can “buy” only those items whose names contain the sound [s]. Children name the words: butter, salt, sugar, crackers, sausage, cheese, lard, juice, cabbage, beets, etc. after the vocabulary - names of objects with sound [s]
"Roll Call"
Goal: to learn to hear a sound and find its place in a word.
The teacher names different sounds alternately - vowels and consonants. Children whose names begin with the named sound stand up.
"Half-letter"
Goal: consolidate knowledge about the graphic form of letters.
The teacher slowly shows the letter from behind the screen, starting from its upper part, the lower part of the letter remains closed. Children must mentally draw the outline of the letter from memory and recognize it. After the letter is named, the teacher shows it in its entirety.
"Abvgdeyka"
Goal: to consolidate knowledge about hard and soft sounds.
For the game, 33 cards are prepared with all the letters of the alphabet. (It is advisable to place two pictures on the cards. If this is a consonant letter denoting two sounds, then the name of the object in one picture should begin with a soft consonant, and the other with a hard consonant. For example, on a card with the letter M, a bear is drawn on one side, on the other is a mouse. The letters b, b, ы are printed without pictures.)
Each card is cut in the middle.
Option 1.
The teacher keeps cards with the image of the right half of the letter, and distributes cards with the image of the left half of the letter to the children. Shows the right half of the letter to the children. The one who has the left half comes out, folds the letter and calls it.
Option 2.
Children are given cards with which they disperse around the class. At the teacher’s signal, “Everyone in pairs!” Each student looks for a friend with a paired card.
“How many and what?”
Goal: to consolidate students’ knowledge of the graphic form of letters.
The teacher addresses the children:
The sparrow and the starling decided to learn to read, but did not know how to do it. They took dry twigs and began to make letters. The sparrow had three twigs, and the starling had two. How many letters and what kind did the birds make?
The class is divided into two teams. The "sparrows" team makes letters from three sticks (A, P, N, Ch, I, K, S), the "starlings" team - from two (G, T, X, L, U). The winner is the team that quickly and correctly composes all possible letters.
"Telegraph"
Goal: to strengthen the ability to divide words into syllables.
The main game action is clapping the number of syllables in a word. First, the teacher names the words, and the children clap the number of syllables.
"Living Syllables"
Goal: consolidate knowledge about syllables.
10 people are called to the board and line up in two lines. The left five is given consonants, the right one is given vowels. At the teacher’s signal, the children come together in pairs, raising the letters up. Students sitting at their desks read the resulting syllable in unison.
"Finish the word"
Goal 6: To develop the skill of dividing a word into syllables, to teach how to highlight a closed syllable.
shi__na vet___ka
you__on the bag
boat shu__ka
"Chains of Words"
The teacher lays out a word on the typesetting canvas. Students read it and then close their eyes. At this time, the teacher changes the letter in the word and invites the children to open their eyes, quickly read the word and say what has changed.
Option. The teacher lays out a word from the letters of the split alphabet on the board and offers to turn it into a new word by changing, removing or adding one letter. For example, from the word “May”, in accordance with the rules of the game, you can get the words: may - poppy - cancer - varnish - onion - bough - soup - court - garden - himself - herself - mother - Masha - ours - porridge - porridge - cat and etc. Having mastered three-sound words, schoolchildren move on to four- and five-sound words.
"Superfluous word"
Goal: learn to classify words according to one common characteristic and name it.
Rows of words are hung on a flannelgraph (each line has 4 words, three of which, for various reasons, can be combined into one group and given one name, and one word does not belong to this group).
Let's turn the extra word over and only its first letter will appear. You can read the word using the first letters of the extra words.
Students are divided into two teams. They line up in lines. When performing relay exercises, perform a task on a flannelgraph.
The first team to read the encrypted word wins.
Task for the first team:
Shirt, trousers, T-shirt, boots.
Tulip, rose, lily of the valley, spruce.
Oak, maple, birch, chamomile.
Fly, butterfly, dragonfly, raccoon.
Book, magazine, newspaper, eyes.
Class, board, school, name.
Grapes, apple, pear, cake.
Ivanov, Petrov, Sidorov, Elena.
Answer: TAKE CARE
Task for the second team:
Beach, sand, sun, winter.
Forest, grass, fir trees, house.
Goose, duck, chicken, perch.
Fork, knife, spoon, comb.
Shoes, boots, felt boots, glasses.
Paddle, pencil, brush, pen.
Fairy tale, poetry, song, b.
Winter, summer, autumn, Europe.
Answer: HEALTH
“How many sounds are there in a word?”
Goal: to consolidate the ability to determine the number of letters and sounds in words.
Squat as many times as there are sounds in the word autumn.
Jump as many times as the number of letters this word is written in (open the recording of the word on the board).
Bend over as many times as there are letters in the word hedgehog (the word is written on the board).
Stretch as many times as there are sounds in this word.
“What new sound has appeared?”
Goal: to develop phonemic hearing and quick thinking.
sleep-moan helmet – paint roller-rabbit
juice-stock salka - rolling pin cloud - little thing
bitch - knock cat - baby cat - mole
"Capital letter"
Goal: repeat the rules for writing proper names, names of rivers, cities, animal names.
If the words I have named need to be written with a capital letter, raise your hands up, if with a small letter, squat.
Barsik, kitten, city, Voronezh, Nikita, river, Volga, dog, Buddy, sparrow, lesson.
"Soft Sign"
Goal: repeat the learned rules about the soft sign.
If in the named words the soft sign serves to indicate the softness of the consonant, perform a squat; to separate the consonant and vowel, jerk your arms.
Tsar, ice floe, wolves, jam, joy, nightingales, darkness, health, laziness, salt.
GAMES IN RUSSIAN LANGUAGE LESSONS
"Vocabulary Words"
Goal: to activate children's knowledge of vocabulary words.
Guys, after finishing the physical education session, you will write down vocabulary words that you can remember from the text of the poem, as well as words that you can decipher.
Once upon a time there lived a gardener, he planted a vegetable garden,
I carefully prepared the beds.
He brought a suitcase
Full of different seeds.
But they were mixed up in disarray.
Spring has come,
And the seeds sprouted
The gardener admired the seedlings.
I watered them in the morning and covered them at night.
And the shore from cold weather.
But when the gardener
He called us to the garden,
We looked and everyone shouted:
Never and nowhere
Neither in land nor in water
We have never seen such vegetables! Showed by the gardener
We have such a garden,
Where the beds are sown thickly,
OGORBUZ grew,
TOMATOES grew,
RADISHBEET, CHESLUK and REPUSTA.
"Related Words"
Goal: consolidate knowledge about related words.
If I say a couple of related words, you clap your hands. If I name a couple of words that are not related, you crouch. Try to count how many pairs of related words will be named.
Forest - forester, river - stream, wall - ceiling, cat - cat, garden - garden, house - home, house - smoke, field - pole, mushroom - mushroom, lunch - table.
"Console"
Goal: consolidate acquired knowledge about consoles.
The words are written on the board:
Do, do, write, write, sign, drove, drove. Took it out, brought it in, brought it in, carried it, carried it, carried it out.
When pointing to words that have a prefix, the students turn to face each other and exchange claps; if the words do not have a prefix, the students squat.
"Suffix"
Goal: consolidate acquired knowledge about suffixes.
The words are written on the board:
Mountain - hill, forest - wood, field - pole, catfish - catfish, grandson - granddaughter, city - town, ball - ball, word - word.
When pointing to a word that does not have a suffix, children squat. If the word has a suffix, raise your hands up.
Name the suffixes from these words that you remember.
"Similar words"
Goal: to activate students’ knowledge of cognate words.
If words of the same root are pronounced, the children turn to face each other and clap their hands, if the form of the same word is squatted.
Small – small; small – baby; a little boy; boy to boy; jam - jam; jam - cooked; cooked - cooks; cook - cooks.
"Echo"
Purpose of the game: mastering the classification of consonants.
Children stand in two rows facing each other. One student pronounces a voiced consonant loudly. The other, like an echo, echoes him more quietly, calling the pair deaf. If a voiced unpaired consonant is named, the leader indicates this - the student is eliminated from the game. Those students who correctly named the consonants in a pair win.
If you were given a homework assignment to get acquainted with the concept of voice timbre, then it would be appropriate to check the task by playing a parody competition.
"Parodists Competition"
Purpose of the game: to develop the ability to change the timbre of your voice.
A competition is announced for the best parodist. Assignment: say phrases from your favorite cartoons, imitating the timbre of the character’s voice. The audience must guess which character you are parodying.
Phrase
Timbre
Fu Fu Fu! Smells like the Russian spirit!
Why did you come, good fellow? Are you trying to do things or are you running away from things?
Hello, my handsome prince! Why are you as quiet as a stormy day?
We'll get a cow and drink milk.
Senile, sinister, hoarse, low
Delicate, melodic, pleasant, euphonious, silvery
Affectionate, gentle, purring
“Where did the word come to us?”
Goal: practice spelling words with untestable spellings by referring to their etymology.
Using an etymological dictionary, find all words starting with the letter K, borrowed from French, German, Turkish and Russian. Compare their pronunciation and spelling, for example: French cabin, cabinet, chest of drawers (which means “comfortable”); German galoshes (a variant of galosh) from the Greek word 1ca1oros1sht, which means “wooden shoe”, camisole (from the Latin satsha - shirt), Turkish heel (a - y) from the Arabic 1cab - heel, reed (a - s) - “reed” : Russian canary (from the name of the Canary Islands, formed using the Russian suffix -eyk-), snag, formed from the word kora (“root”) using the suffix -yag(a). Those (team or student) who find the most words and spell them correctly win.
“Find the syllable with the required vowel.”
Goal: practice spelling vocabulary words with unstressed vowels.
Dictionary words in which the letters O or A in the same first syllables are in a weak position are cut into parts, for example: ka-bina, ka-binet, ka-lendar; crown, co-lencor, co-mar, co-libri; ma-gnolia, ma-carons, ma-ndari-ny - mo-elbert, carrot, motorcycle. Each player is given cut parts of words (5-10 words).
Who will “collect” these words faster and more correctly and place them on the desk?
"Spelling Lotto"
Goal: repeat vocabulary words.
Cards are prepared with words in which letters are missing in weak positions: o, a, i, e, i. The required set of letters is distributed to the game participants. Each word has its own number. The presenter takes out the numbers and announces them. Participants in the game fill in the missing spaces with letters. The first one to fill in all the gaps correctly wins.
Examples of cards: K_empty, l_pata, v_rona, r_bota, t_trad, sroka, village, za_ts.
GAMES IN MATH LESSONS
"Name the neighbors"
Goal: to consolidate knowledge of a number of numbers and the ability to name the neighbors of a number.
The players sit in a circle. The presenter throws the ball to the child, calling numbers from 0 to 30. The person who catches the ball must name the “neighbors” of the given number, i.e. numbers one less and one more than the one named, or previous and subsequent.
After that, he returns the ball to the leader. If the child who catches the ball makes a mistake in naming the “neighbors” twice, he is eliminated from the circle and carefully watches the game from the sidelines.
“Quickly take your seats!”
Goal: to consolidate the idea of the ordinal value of a number.
Students scatter all over the playground, collecting tokens with numbers on the floor. The teacher says the command: “Quickly take your seats!” Children rush to take their places, according to the numbers that are on their tokens, in order (ascending, descending; even on the left, odd on the right).
"Echo"
Goal: to consolidate the sequence of natural numbers from 1 to 10.
Schoolchildren walk in a column one at a time. The teacher names the number, and the children, like an echo, repeat it and the next one (repeat it and the previous one).
"Who left?"
Goal: development of attention, consolidation of knowledge of a number of numbers.
The students line up in a circle. The driver stands in the center of the circle, remembers what numbers are on the cards in the children’s hands (even only, odd only, ascending, descending, etc.) and closes his eyes. The teacher touches one of the players standing in a circle, and he quietly leaves the hall. The teacher asks the driver: “Guess who left?” (what number is missing). If the driver guessed right, then he stands in a circle and chooses another driver. If he doesn’t guess correctly, he closes his eyes again, and the person leaving the hall takes his previous place in the circle. The driver, opening his eyes, must name him.
“They know all their places!”
Goal: consolidate knowledge of a series of numbers from 1 to 10.
Students line up on the playground. Everyone receives a card with an example of the type: 5 – 2; 8 + 2; 3 + 4... With a result from 0 to 10. on a signal or on the teacher’s command “Disperse!” The children disperse around the playground and say in unison:
The guys strict order,
They know all their places.
Well, trumpet more cheerfully:
Tra-ta-ta, tra-ta-ta.
During this time, the teacher on the site in different places attaches cards with numbers from 0 to 10.
After the teacher's signal, the children quickly take their places, according to the solved example.
"Pass the cube"
Goal: consolidate knowledge of a series of numbers.
A plastic colored cube is placed on the first desk of each row.
At the teacher’s signal, the cube is passed to each student in turn, with the names of the numbers in order, until it is returned back to the first desk. Then, in the same way, they pass the cube with the names of the numbers in descending order, naming each previous number.
The row that finishes passing the die first wins.
The game is repeated 2-3 times.
"With calendar sheets"
Target:
All players are pinned to their chests with a piece of paper from the tear-off calendar. The sheets must be selected so that the players can complete the following tasks:
Assemble a team consisting of five identical days of the week (Tuesdays, Thursdays or Fridays, etc. - write down an example of addition using numbers on pieces of paper and solve it, then say the resulting number out loud.
Assemble a team consisting of all seven days of the week (the numbers must be in order). The team that gets in line first wins.
Find yesterday (for example, “fifth of September” searches for “fourth of September”, etc.). The team that is found first wins.
Gather together to form the year 2000 (1998, 2005, etc.).
Gather together so that the sum of the numbers on the sheets is equal to round numbers (10, 20, 30, 40, etc.).
"Microcalculator"
Goal: to consolidate knowledge of the composition of the first ten numbers.
We're tired of adding up
And they hid the notebooks,
Give us to speed up
Microcalculators.
Children are divided into two teams. Players solve the example on the card, run a relay race and at the end of the path take as many objects in the basket as the answer was obtained when solving the example on the card. For example, 3 – 2 = 1, which means the player takes 1 item.
Examples on cards:
Team 1 Team 2
5 – 3 8 + 2
6 – 4 10 – 3
8 – 1 7 + 2
3 + 4 8 – 6
7 + 3 9 – 7
Each team should have 30 items at the end of the relay.
"Doubles"
Goal: to develop the ability to relate planar geometric shapes and their contours.
Students are given planar geometric figures and the contours of these figures. Children, holding figures in their hands, line up. At the teacher’s command, they look for a mate according to their figure (the planar one must connect with the contour one).
"Visual dictation"
.
Students are invited to look at the typesetting canvas, where 3 to 5 geometric shapes are arranged from left to right. Two teams, accompanied by music for 1 - 2 minutes, must place larger geometric figures on the site in the same sequence as in the sample and name them.
The team that completes the task quickly and without errors wins.
"Alignment"
Goal: to consolidate the concepts of “low”, “high”, “right”, “left”, “in front”, “behind”.
Students are lined up according to height. The teacher gives them the following tasks:
Who is the tallest in the class?
How tall is Sasha? (Sasha is the shortest.)
Who is your neighbor on the left? On right?
Between whom and who do you stand?
Masha will take a step forward.
Tanya, take a step to the left.
Anya will stand behind Tanya, and Seryozha will stand in front.
"Live Numbers"
Goal: to consolidate the sequence of natural numbers from 1 to 10.
Students receive tablets with numbers. Everyone attaches their own sign to their chest. The teacher gives the command: “Numbers, stand in order!” The participants of the game stand in a line, facing the class and are counted from 1 to 10 and back from 10 to 1.
"Squirrel and Mushrooms"
Goal: to consolidate knowledge about the composition of numbers.
Who deftly jumps through the Christmas trees?
And flies up into the oak trees?
Who hides nuts in a hollow,
Drying mushrooms for the winter?
The teacher tells the students that the squirrel stores mushrooms for the winter. The squirrel never stores supplies in one hollow, but places them in 2–3 hollows. Every day the squirrel dried 7 porcini mushrooms (the number can be changed) and laid them out in two hollows. How many mushrooms can a squirrel put in each hollow? Children go to the board and place mushrooms in the “hollows”.
“Who will decorate the Christmas tree faster?”
Goal: to develop addition and subtraction skills within 10.
Two posters depicting Christmas trees are hung. Columns of examples are written on the board, 8–10 in each. Two students come to the board. Each of them has 8 - 10 cardboard toys with hooks. At the teacher's signal, the children begin to solve examples. Having solved the example, the student hangs the toy on his Christmas tree.
"Building a house"
Goal: recognition of geometric shapes, formation of children’s spatial representations .
We built a spacious
Four-story house
And for all your toys
We will find a place in the house.
There are windows and doors in the house,
There is a painted roof...
Toys will live here.
They will have a good time here!
(A. Brodsky)
After reading the poem, the teacher says:
Today we will build a house
To the delight of the new residents,
So that everyone becomes in it
Happy and cheerful!
After these words, students at their desks and at the blackboard build a house from various geometric shapes. Then they name the geometric shapes and answer the questions: How many? Which figures are there more?
GAMES IN LITERARY READING LESSONS
The goal of all didactic games in this section is to develop children’s speech and enrich their vocabulary.
"Pick a Pair"
The student must complete the logical chain, focusing on the proposed example. You can come up with options for tasks yourself. To clarify, here are a few examples:
Child - children, person -...
Maot - father, daughter - ..., grandmother - ...
Desert - camel, tundra - ...
The table is wooden, the walls are...
Plane - airplane, steamship - ..., boat - ...
Driver - car, pilot - ..., astronaut - ...
Salt - salt shaker, sugar - ..., bread - ..., butter - ...
Cup - cups, teapot - ..., plate - ..., pan - ...
Cow - bull, chicken - ..., horse - ...
"Come up with a proposal"
The teacher says a phrase, and the child repeats it and continues. It is good if several students take part in the game. The subject matter can be very diverse. For example: 2nd grade topic “Travel to Russia”. The teacher can ask the children to pack their bags for the trip:
Teacher: “I’m getting ready to go on the road, I’m taking a suitcase...”
1 student: “I’m getting ready to go on a trip, take a suitcase, put a shirt in it...”
Student 2: “I’m getting ready to go on a trip, take a suitcase, put a shirt and trousers in it...”
Student 3: “I’m getting ready to go on a trip, take a suitcase, put a shirt, trousers, sweater in it...”
Student 4: “I’m getting ready to go on a trip, take a suitcase, put a shirt, trousers, sweater, comb in it...”
"Write a story"
Students are asked to come up with a story. One of the game participants must say the first phrase, the other must repeat it and add the next one, etc.
For example:
1 student: “Once upon a time there lived a penguin in Antarctica.”
Student 2: “Once upon a time there lived a penguin in Antarctica. One day he went for a walk,” etc.
"Choose a synonym"
First, the teacher explains to the students that the same phenomenon or object can be called by different words. Such words, similar in meaning, are synonyms.
Teacher: “The hare is cowardly. What else can you call it?”
Student: “Shy, fearful, timid, timid”
Teacher: “The wolf is evil. What else can you call it?”
Student: “Angry, fierce, cruel”
Teacher: “Winnie the Pooh is funny. What other words can you call it?”
Student: “Cheerful, funny, amusing”
“Choose a homonym”
First, the teacher explains to the students that the same word means different concepts. For example, a braid is braided strands of hair, an agricultural tool, and a narrow strip of land extending from the shore. After this, you can invite the student to independently select homonyms for different words. For example:
Teacher: “What are the meanings of the word “onion”?”
Student: “Edible plant, weapon for throwing arrows”
Teacher: “What does the word “key” mean?”
Student: “an instrument for opening a lock, a spring, a musical sign”
You can discuss with children the meanings of words such as needle, pen, leg, nose, tongue, etc.
"Choose an antonym"
First you need to tell your child that for many words you can choose opposite meanings, that is, antonyms.
Then you should introduce into the game a fairy-tale character, for example a kolobok, who really likes to look for antonyms. Children pass the kolobok to each other while finishing the phrase they started, for example:
It's dark at night, but during the day...
The compote is liquid, but the jelly...
The ice cream is cold and the tea...
The elephant is big, and the ant...
The tower is high, and the hut...
The stone is hard, but the clay...
The chocolate is sweet and the pepper...
Fairy tales are funny and...
"Lost Words"
The teacher reads a poem to the students, but deliberately does not finish it the last word in the line, thus, invites them to choose their own rhyme. Perhaps someone will not be able to choose the right word the first time. In this case, these children need help. The poem by Daniil Kharms “Very scary tale»:
Finishing a bun with butter,
The brothers walked along the alley.
Suddenly at them from a back street
The big dog barked loudly.
The younger one said: “This is a misfortune,
He wants to attack us.
So that we don't get into trouble,
We’ll throw a bun into the dog’s mouth.”
Everything ended well.
It immediately became clear to the brothers
What for every walk
You need to take a bun with you.
"Write a poem"
Children of primary school age are quite capable of composing simple poetry. Such exercises are great for developing speech and creative thinking. The teacher must come up with the first two lines of the poem, and the student must come up with a continuation.
GAMES IN LESSONS ABOUT THE WORLD
"Leaf Fall"
Goal: to consolidate children’s knowledge about the leaves of different trees.
Participants choose any two yellow fallen leaves and say which tree they are from (which branch these babies are from). The teacher says: “Light leaves fly slowly through the air” (children run and wave their arms)
Leaf fall! Leaf fall!
Yellow leaves are flying!
Students say which leaves turn yellow in autumn.
Participants choose any two orange fallen leaves and say which tree they are from (which branch these babies are from). The teacher says: “Light leaves fly slowly through the air” (children run and wave their arms)
Leaf fall! Leaf fall!
Orange leaves are flying!
Students say which leaves turn orange in the fall.
Participants choose any two brown fallen leaves and say which tree they are from (which branch these babies are from). The teacher says: “Light leaves fly slowly through the air” (children run and wave their arms)
Leaf fall! Leaf fall!
Brown leaves are flying!
Students say which leaves turn brown in autumn.
Summing up the game, the teacher asks which tree has leaves of different colors in the fall, and which tree has leaves that do not change color in the fall.
"Leaf Fall"
The teacher describes the leaves of trees and bushes, and students name them and find them among the leaves lying on the desk. One of the students attaches the sheet to an outline drawing of a tree or shrub.
“Find out the plant by description”
Goal: to consolidate children's knowledge about different types of plants.
The game begins with solving a riddle about a tree.
I crawled out of the little barrel,
Sent roots and grew up,
I have become tall and mighty,
I'm not afraid of thunderstorms or clouds.
I feed pigs and squirrels -
Nothing. That the fruit is my chalk. (Oak)
The children say how they guessed which tree we are talking about and find it in the picture. The teacher describes a tree. When describing plants, you should follow something like this:
Tree height (very tall, tall, short).
Leaves (size, shape, color).
Flowers or fruits (color, shape, size, smell).
Trunk (color, thickness, surface).
Branches (thick, thin, going up, to the side, down).
Horny bitches,
Winged fruits
And the leaf - with your palm
On a long leg. (Maple)
I look so much like a rose
Isn't it so good?
But my fruits
Suitable for everyone to eat. (Rose hip)
Takes from my flower
The bee has the most delicious honey.
And everyone insults me
The thin skin is torn off. (Linden)
"Green Mysteries"
Goal: to consolidate children’s knowledge on the topics “Fruits” and “Vegetables”.
Players are divided into 2-3 groups. Each one forms a circle. In the center of the circle is a bag of vegetables and fruits. All players have an emblem depicting one vegetable or fruit. A riddle is being asked. The student who has the emblem of this vegetable or fruit names the answer, after which he finds the named item in the bag. If the participant did not make a mistake, his group receives a point. The group with the most points wins.
Puzzles:
Grandfather is sitting
Dressed in a hundred fur coats,
Who undresses him?
He sheds tears. (Onion)
In the summer in the garden -
Fresh, green,
And in winter in a barrel -
Strong salty. (Cucumbers)
Not a root, but in the ground,
Not bread, but on the table.
Seasoning for food
And control over microbes. (Garlic)
Planted a seed
We raised the sun. (Sunflower)
Round, rosy,
I'm growing on a branch
Adults love me
The kids love me. (Apple)
The red nose has grown into the ground,
And the green tail is on the outside.
We don't need a green tail.
All you need is a red nose. (Carrot)
Round, crumbly, white,
She came to the table from the fields,
You salt it a little,
After all, it’s really delicious...? (Potato)
Thick and yellow-skinned,
Spends his entire life lying down. (Pumpkin)
"Wild and Domestic Animals"
After the teacher’s words “Now we will go on a trip to the fairytale forest,” the children choose the transport in which they will go on the trip and explain why they chose this particular transport. Music is playing.
The teacher says: here is the fairytale forest, but it’s already evening, it’s starting to get dark. We will have to spend the night in the forester's house, and in the morning we will continue our journey. In the morning, Sasha woke up before everyone else and decided to introduce him to a new place. I looked around and suddenly saw an animal lying on the rug near the bed. Listen to the riddle about the animal that Sasha saw and find a picture with its image.
Pointy ears
There are pillows on the paws,
Mustaches like bristles
Arched back.
During the day he sleeps and lies in the sun.
Wanders at night
He goes hunting.
By what sign did you recognize this animal?
Next, riddles are offered about other domestic animals that the children might see in the yard of the forester’s house. As the riddles are solved, images of animals are placed on the typesetting canvas, then the question is asked: what can this group of animals be called? (Domestic). The conclusion is drawn: animals that a person takes care of (builds housing for them, feeds them, cares for them), and that benefit him, are called pets.
The teacher asks: where do wild animals live? Invites students to go into the forest. It turns out how to behave in the forest in order to see its inhabitants. Children close their eyes and listen to the recording of the voices of birds and animals of the forest. At this time, the painting “Forest” is hung. Riddles about wild animals are asked. As they are guessed, images of wild animals are placed on the typesetting canvas.
This beast is familiar to you - it eats mice,
Drinks milk
But he doesn't look like a cat
Covered in long thorns... (Hedgehog)
You and I will recognize the animal
According to two such signs:
He's wearing a fur coat in the gray winter,
And in a red fur coat - in the summer. (Squirrel)
You will recognize him immediately:
Summer supplies for winter
He does not save up day after day,
The entire supply is always with him.
Sleeps sweetly in winter
No snoring.
And in the mouth, like a pacifier, is a paw.
As soon as the drops begin to ring,
Wakes up... (Bear)
A conclusion is drawn about which animals are called wild.
The last stage of the journey: early autumn in the forest. Children look at pictures of animals and select those that can be found in the forest in September.
“Whose babies?
Goal: to learn to relate the baby and adult of the same animal.
Participants are divided into three groups: the first is the cubs, the second is the animals, and the third is the spectators. Representatives of the first group receive pictures of a cat, dog, horse, cow, etc. Representatives of the second group receive pictures of a kitten, puppy, foal, calf, etc. on the lawn, the teacher says, the kids ran and frolicked all day. In the evening the mothers came and could not find their babies. Help them guys!
Participants gather in mother-calf groups. Spectators evaluate the correctness of the task.
“Recognize the bird by its description”
Goal: to consolidate children’s knowledge on the topic “Birds”..
Images of birds are displayed on the typesetting canvas. The teacher describes one of them, the children show this bird and name it.
Approximate descriptions of birds:
Little gray bird. The head is dark gray, the cheeks are light, the neck and breast are black. It jumps on the ground and pecks at crumbs. (Sparrow)
A small, very active bird. The head, neck, and stripe in the middle of the breast are black, the back is greenish-blue, and the underside is yellow or white. (Tit)
Black and white bird. The throat and forehead are reddish-red, the belly is white, the tail is long and forked. Feeds on insects. Catches them on the fly. (Martin)
What birds fly to warmer climes? (Swallows, rooks, starlings, nightingales).
In conclusion, children are asked to divide the pictures depicting wintering and migratory birds into two groups and explain why they are so named.
"Spread the Animals"
Goal: to consolidate children’s knowledge on the topics “Wild Animals” and “Domestic Animals”.
The game is played as a competition between two team representatives. At the teacher’s signal, they must “populate” the houses: one with wild animals, the other with domestic animals (migratory and wintering birds), inserting cards into the windows. Whoever completes the task faster wins.
"Who eats what"
Goal: to consolidate children’s knowledge on the topics “Wild Animals” and “Domestic Animals”.
There are pictures on the board in two columns. In one column there are images of animals, in the other there is their food. Students use an arrow to show who eats what. For example:
cow oats
horse milk
cat hay
After summing up the game, students answer the question of how a person takes care of pets.
"Get to know the insect"
Goal: to consolidate children’s knowledge on the topic “Nasnkomies”.
The class is divided into two teams. The teacher describes the insects or makes riddles about them and throws the ball to the students in turn.
The student who receives the ball must name the insect described and tell what he knows about it.
The team that allows less mistakes and will provide more information about the insect.
She is bright, beautiful,
Graceful, light-winged,
She looks like a flower
And loves to drink flower juice. (Butterfly)
Drinks the juice of fragrant flowers,
Gives us both wax and honey.
She's nice to everyone,
Striped... (Bee)
She has four wings and a body as thin as an arrow.
And big, big eyes.
They call her...(Dragonfly)
She is cuter than all the bugs, her back is scarlet.
And on it there are circles - little black dots.
(Ladybug)
"Week"
Goal: consolidate knowledge about the days of the week.
Two teams sort out cards with the names of the days of the week. While the music is playing, everyone is walking. Teacher: “It’s a week, line up!”, the children line up in the correct sequence, one after the other, who is faster.
"Calendar"
Goal: consolidation of knowledge about days of the week, months, seasons.
Under New Year he came to the house
Such a ruddy fat man,
But every day he lost weight
And finally he disappeared completely. (Calendar)
Students sort out the sheets of the scattered calendar and, on command, stand in order:
By month.
By day of the week.
By sequence of numbers.
"Home calendar"
To consolidate knowledge about the days of the week, months, seasons, birthdays of loved ones and one’s own, the student is encouraged to use a bright wall calendar. There he marks the past days every day with any sign (for example, a circle). It is recommended to paint the months in appropriate colors (winter-blue, spring-green, summer-red, autumn-yellow). The child marks his birthday and the birthdays of his family and friends with a special sign. Such visual work will help the child overcome difficulties with time orientation.
"What's first, what's next"
Goal: to consolidate the concepts of “before”, “later”, “later”, “after that”; knowledge about the seasons.
The teacher shows the children paintings depicting autumn and says that one boy cannot determine what season is depicted in the paintings.
Help him. (Autumn)
Name the autumn months. (September October November)
Look again carefully at all the pictures and put in first place the one that shows changes in nature in September. (Early autumn)
Which painting would you put in second place? Why?
Which picture shows late autumn?
The same task can be completed by looking at paintings depicting spring.
"Letter from the Crane"
Goal: to repeat the signs of living and inanimate nature in winter.
The class is divided into two teams. There is a knock on the door. The postman comes in and brings an envelope with a crane on it. The teacher reads the letter: “Dear children! I've never seen winter. Please tell me what is happening at this time in inanimate and living nature?”
Cranes, the teacher says, really fly to warmer climes and don’t know anything about this time of year. Let's remember what changes occur in nature in winter and tell the crane about them.
Now we will read what exactly the crane wants to know.
The teacher takes out sheets of paper with questions from the envelope and distributes them to the team members. The teacher reads the questions and assignments.
Name the winter months.
Is it true that in winter the fields are covered with a white tablecloth?
Do all birds, like me, fly to warmer climes in winter?
What animals cannot be seen in nature in winter?
Is it true that cows do not graze in the meadow in winter?
Answering question 2, children describe snowflakes and talk about the meaning of snow in nature. You can use riddles:
Not snow or ice, but with silver he will remove the trees. (Frost)
There was a soft, white blanket. The sun was hot - the blanket began to flow. (Snow)
Transparent, like glass, you can’t put it in a window. (Ice)
Based on the pictures, children answer what they will write to the crane, answering the remaining questions.
"I and my family"
Goal: to consolidate the concept of “culture of communication”.
Children are divided into groups of 8-10 people. In each group the roles are distributed: father, mother, daughter and son, grandmother, grandfather. Each family should tell what mom, dad, children, etc. do at home. All family members are listened to.
At the end of the game, the result is summed up: which family was able to tell better about themselves.
GAMES IN ART LESSONS
"The sun came out"
Drawing from memory the sky and clouds:
A clear sky covered in clouds.
The sun came out again.
"It's raining"
Goal: to learn to use a spot as one of the main means of image.
The rain washed away the colors from some autumn leaves; you need to paint the washed away leaves. Game exercise: dip a fallen leaf in paint and make its imprint on white paper. What does this remind us of?
"Autumn Palette"
Goal: develop the ability to create new colors by mixing basic ones.
Each student receives a card on which he must complete the following tasks:
a) two rectangles are colored, for example, one is yellow and the other is red, with a “+” sign between them. Additionally, uncolored paper in the shape of tree leaves is provided. Students mix the two indicated colors on a palette, get a third and paint a white piece of paper with it;
b) an autumn leaf is painted in the color of early autumn – greenish-yellow; next to it there are two unpainted rectangles connected by a “+” sign. Students should color them yellow and green flowers, since when these colors are mixed, the result is greenish-yellow.
This game introduces students to the basics of composition.
"Grandma's Chest"
A box filled with products of folk craftsmen (woven and embroidered towels, ceramic dishes, toys, etc.) is displayed.
Students take turns taking one item out of the chest, naming it, deciding what type of decorative and applied art it belongs to, and which master could have made it.
"Fair"
Goal: to consolidate knowledge about different areas of decorative and applied art.
Students are divided into teams, each of which represents one of the types of arts and crafts. The “masters” included in the group discuss what product they will take to the fair (you can draw it, prepare finished products).
Then representatives from each craft center talk about their products. For example: “I am a pottery master. I sell various dishes: bowls, jugs, plates, pots. And for the kids to have fun, there are whistle toys - horses, goats, cockerels." The children determine which "Master" presented his product better.
“Who will make the most pairs?”
Goal: consolidate knowledge about names various colors and their shades.
It will require 36 cards (their approximate size is 6 × 6 cm), on which circles or squares of the same size are drawn or pasted, but of different colors and shades, for example:
two circles each
Lilac
Light yellow
Dark red
Light green
Dark blue
Light orange
Dark pink
Black cherry
two squares each
Brown
Dark yellow
Light red
Dark green
Light blue
Dark orange
Light pink
Gray
Purple color
Before the start of the game, the cards are laid out on the table (figures down), the players sit around the table and alternately open two cards, naming the color of the circle or square. The one who managed to open 2 cards with the same figures takes them for himself.
"Collection of reproductions"
Goal: to teach to analyze, classify, generalize according to any criteria.
The game will require 10 reproductions of paintings by famous artists, which children are asked to divide into groups so that in each of the groups they create there are paintings united by some common feature. Such a grouping can be done, for example:
- based on the belonging of objects to one class or another - people, plants, animals;
- based on the common emotional tone of the images - joyful, sad;
- By color scheme and other signs.
GAMES TO DEVELOP THINKING
As mentioned above, the leading activity of a primary school student is educational activities. Standing out from the play and practical activities of the child, learning begins to be built at school in the form of a special educational and cognitive activity. In this regard, mental processes at primary school age begin to gradually change their character, for example, thinking takes the form of coherent logical reasoning. The thinking of children of primary school age is always closely connected with speech. Contributes to the development of thinking various games and exercises.
"Useful Items"
The teacher names an object that is well known to the children. The child must come up with various ways its application, in addition to the traditional one. How more ways he will suggest, so much the better. If there are several players in the game, the most resourceful one wins. For example:
Teacher: “Everyone knows that a book is needed in order to read it. What else can you do with it?
Child: “You can use the book as a stand”
Another child: “You can use a book as an appliqué press.”
etc.
"Resolve the picture"
This game requires a group of participants. The teacher takes a box with pictures depicting various objects or animals. Then, among the participants, you need to select participants; you need to select a driver. He must approach the teacher without looking, take a picture out of the box and, without showing it to other players, try to describe what is shown in the picture. The task of the other participants is to guess what object is drawn in the picture. The one who completes the task first is appointed as the driver.
"Find the character"
The teacher gives each participant a toy. Then a driver is selected from the group of children. He leaves the room for two or three minutes, and at this time the children, together with the teacher, come up with a story in which the main character is one of the toys. When the driver enters, the participants in the game take turns telling him the story. However, children should not call main character(they use the pronoun “he” or “she”). The driver’s task is to guess which toy acts as the hero of an invented story and show it to the other players.
"Come up with a proposal"
The participants of the game sit in a semicircle. The teacher shows them 2 pictures from children's lotto. The task of each player is to certain time come up with a sentence containing the names of both objects shown in the picture. All participants take turns expressing their options. Next, the teacher puts both pictures aside, and the game continues, but with different pictures.
If children can easily form sentences with two given words, it is recommended to use more pictures.
"Yes and no"
This is a universal game that promotes the development of wit and logical thinking. Its meaning boils down to the following. The presenter comes up with a word or situation, and the players must guess what or who they are talking about by asking a certain number of leading questions in turn. Each of them has only two answer options - “yes” or “no”.
Situations, for example, could be:
“One girl really loved chocolates, but after one incident she stopped eating them. What kind of incident was this?
“One boy broke a glass in someone else’s apartment, for which he was thanked. Why?"
Heroes of fairy tales, fables, stories can be “encrypted” in the following sentences:
“He caught her and released her. She thanked him, but then punished him for his greed.”
“The whole family pulled her out, but they couldn’t do anything if it weren’t for the little animal.”
“One boastful bird paid for his complacency and was left without lunch.”
"Compare objects"
This is an exercise in game form teaches children to characterize various objects, develops the ability to analyze. You can show your child any two things and offer to explain their similarities and differences. For example, an apple and an apricot: what do they have in common, how are they different from each other? If it is difficult for a child to complete a task independently, it is advisable to ask him leading questions.
"Learning to classify"
You can come up with many variations of such games, but the essence of them all is as follows. The student must learn to classify the objects depicted on the cards according to one or another attribute. The easiest way is to lay out pictures on the table and invite the child to divide them into two groups (large - small, hard - soft, living - inanimate, etc.)
"Cryptographer"
This exercise is aimed at developing children's ability to analyze. The point of the game is as follows. The child is asked to “code” any well-known fairy tale or story and present it in a schematic form. From a didactic point of view, it is much more effective to use geometric figures as substitutes for characters. It is necessary to cut out several shapes (circles, squares, triangles, etc.) from thick paper or cardboard. various sizes. The child must choose from them those that will act as characters in the fairy tale. This already demonstrates his ability to reason and think logically. So, the child will act wisely if he chooses for the fairy tale “Ryaba Hen,” for example, two large squares (grandfather and grandmother), a smaller circle (hen) and the smallest triangle (mouse). After assigning roles, you can act out a fairy tale, and then invite the child to draw it all on paper in a schematic form.
GAMES TO DEVELOP ATTENTION
Attention in children of primary school age is still insufficiently developed. This prevents them from concentrating on boring and tedious work, such as doing homework in an after-school group. Children are constantly distracted, move from one activity to another, and cannot sit in one place for a long time. To help your child learn to concentrate, it is useful to introduce a play element into the learning process.
"Find the Word"
You need to write on paper a set of letters, among which the word is “lost”, and invite the child to find and underline it within a certain time. You can make the task more complex by increasing the volume of text and the number of words. For example:
VDYLOAVRDDOORBOOKFNAZHABAZHEVADARVALDR
"Mysterious Squares"
The teacher draws a 3 × 4 square and enters 12 two-digit numbers in it, arranged in a random order, and draws another square of the same size next to it. The student must, within a certain time, fill the empty square with the same numbers, but placing them in descending or ascending order.
"Remember and Repeat"
An excellent exercise for training attention is to perform two or more different actions at the same time.
There can be many options for such tasks; they are easy to come up with on your own. Let's give some examples.
The teacher reads the sentence aloud and at the same time taps on the table with a pen or any other example. The students' task is to remember the text and repeat it, as well as name the number of beats. As you practice, it is recommended to increase the length and number of sentences.
The teacher times the time and starts clapping, while the students draw squares on paper. After a minute has passed, he must name the number of claps. The more squares the baby managed to draw during this time, the better.
The student is given a minute. During this time he draws right hand triangles, and the left circles. The goal of the game is to draw as many neat geometric shapes as possible.
"Arithmetic for the attentive"
The teacher dictates an arithmetic example to the child and asks him to solve it in his head. The results of the calculation are not allowed to be written down. The answer can be written only after the appropriate command. You should dictate fairly quickly, but in such a way that the child has the opportunity to think and make the necessary calculations.
Assignments for 1st grade.
Given numbers: 4 and 8. Add them, then subtract 3 from the resulting sum. Add 6 to this number. Write it down! (15)
Given numbers: 37 and 56. Add the second digits of both numbers and subtract 10 from the resulting sum. Then add 4. Write it down! (7)
Assignments for 2nd grade.
Given numbers: 52 and 28. Find the product of the first numbers of both numbers. Subtract the second digit of the second number from the result obtained. Write it down! (2)
Given numbers: 24 and 87. Add the first digit of the second number to the second digit of the first number. Divide the resulting amount by the first digit of the first number. Write it down! (6)
Assignments for 3rd grade:
Given numbers: 36 and 42. Multiply the first digit of the first number by the second digit of the first number. Then divide the resulting product by the second digit of the second number. Write it down! (9)
Given numbers: 94 and 63. Divide the first digit of the first number by the second digit of the second number. Multiply the resulting quotient by the first digit of the second number. Write it down! (18)
"Chinese letter"
The teacher writes down a random set of letters and asks the child to rewrite this text in a short time. The goal of the exercise is to make as few mistakes as possible. You can use, for example, the following texts:
apolvokatorivanirpayemsapunyesutsiri
yuopavilenmisybudaparol
naoyarrotmonvastinpynug sore
"Illegal words"
The teacher agrees with the children which word is not allowed to be said. It is better if it is an adjective denoting, for example, color or size. Let's say the words "green" and "big" are selected. Next, the adult throws a ball to the child and quickly asks questions: “Is the sky blue?”, “What kind of grass?”, “What color is the tomato?”, “Is the fly small?” “What about the cow?” etc. The student must catch the ball and answer questions at the same time. It is necessary that the answers be truthful, but the forbidden word cannot be uttered. Instead, you can say something else, for example, “abracadabra.”
"Illegal movement"
In this game you also need to agree in advance which movement is unacceptable. Let's say it's a one-legged jump. Then the teacher performs exercises, and the child copies all his movements, with the exception of those prohibited.
"Pathfinder"
The teacher hides an object in the classroom and tells the child: “The hedgehog hid an apple in the forest, but forgot where he put it. Help him find this place using the traces left behind.” The student must find the object using special signs. The indicators can be anything: an arrow drawn on paper, any object.
"Magic Word"
The teacher agrees with the students about which words are “magic”. Let's say these are all words starting with the letter "s" that refer to pets and birds. Then the teacher reads aloud a fairy tale, a story, or simply pronounces a series of phrases. Having heard the “magic” word, the student must give a conventional sign (clap your hands, jump, raise your hand, etc.)
MEMORY DEVELOPMENT GAMES
Jr school age– the age of intensive intellectual development. There is an intellectualization of all mental processes, their awareness and arbitrariness. As pointed out by D.B. Elkonin “memory at this age becomes thinking...”. In order for a child’s memory to develop successfully, you can use various games.
“How many items?”
The goal of the game is to remember the number of named objects by coming up with a so-called visual code for them. For example, if you wish for one glass, you should imagine a glass standing on the table.
Let the student try to remember and repeat:
- One car.
- Two cats.
- Three teddy bears.
- Four cups.
- Five markers.
- Six cows.
- Seven boys.
- Eight shirts.
- Nine chairs.
- Ten balloons.
"Queue"
To play the game, you should take several toys and place them one after another. After this, you can ask the student to turn away and swap several toys. Have your child insert the toys in the original order.
"Matches"
Several students can take part in this game. Before starting the task, you should divide them into pairs and give each of them 6 matches. Then the presenter (teacher) lays out a certain composition from them, shows them to the children for a few seconds and invites them to recreate the same one from memory.
In this game, you can use not only matches as equipment, but also any other available items, such as buttons, pens or counting sticks.
“Remember and describe”
The game has several options.
Option 1. It is the simplest. The student must look for a few seconds at a picture of an object, and then describe it in as much detail as possible.
Option 2.
The game needs to be played with a large number of children. From among them, you should choose one participant whom the children should remember well. Then he must leave the room and change something in his appearance. After his return, the sites should find changes.
"Remember the phrase"
The goal of the game is for the child to remember a number of phrases by imagining them with his eyes closed.
- Drops of dew that sparkle in the sun.
- Mom, who makes jam.
- A boy who draws a picture.
"Repeat after me"
The teacher must carry out a number of actions, for example, sit on a chair, pick up a notebook, open a notebook, yawn, etc. Students must repeat the teacher's movements exactly. Then you can ask the children to repeat the movements in reverse order.
IMAGINATION GAMES
The leading activity of a primary school student, educational activity, stimulates, first of all, the development of reproductive imagination at this age. In the first grade, the images of the imagination are approximate and poor in detail. Recreating (reproductive) imagination in primary school age develops in all school classes by developing in children the ability to understand the conventions of certain objects, their properties and states.
When examining the issue scientifically, it turned out that the imagination reaches its maturity only in an adult. The fact is that the activity of the imagination depends on experience, combinatorial abilities and interests of the individual (L.S. Vygotsky). The originality of combinations that arise in children and the richness of fantasy are explained by psychologists as a manifestation of the weakness of the child’s critical thought. That's why the teacher primary classes It is necessary to work with children to develop their imagination and fantasy, since primary school age is sensitive for the development of this cognitive process.
"Think of an animal"
Before starting the game, you should cut several pictures with images of animals into 5-6 parts. The pictures should be mixed, give the students a glue stick and a piece of paper and ask the students to make up different parts an animal he invented. When the picture is ready, have each student tell the story of their animal, its name, character, etc.
“What does it look like?”
Children should be invited to imagine what this or that non-existent animal, bird or fish looks like.
“Complete the object”
You should draw simple geometric shapes or lines on a sheet of paper and invite the child to add details to them to create objects or animals.
"New Tales"
You can invite students to come up with a new twist on a well-known fairy tale. For example, what would have happened next if Cinderella had not left the ball?
"Interesting stories"
Children should be invited to come up with stories about some object around them, for example a book, pencil, piece of soap, etc.
"What does it look like?"
"Magic Blots"
Ordinary blots can be turned into funny people, animals and other objects by drawing them from different sides.
BIBLIOGRAPHY
1. Andreeva E. A. The world's best riddles and three-minute educational games for children. – M.: RIPOL classic, 2006. – 320 p.
2. Volkova S.I. Notebook with mathematical tasks. – M.: Education, 1993. – 158 p.: ill.
3. Zhikalkina T.K. A system of games in mathematics lessons in grades 1 and 2 at a four-year primary school. – M.: New School, 1995. – 176 p.: ill.
4. Kovalko V.I. Junior schoolchildren in the classroom: 1000 educational games, exercises, physical education minutes (grades 1-4). – M.: Eksmo, 2007. – 512 p.
5. Kudykina N.V. didactic games and entertaining tasks. – K.: “Ryadanskaya school”, 1990. – 142 p.
6. Pankratova N.V. Development of speech of younger schoolchildren // Beginning. school. No. 6, 2001
7. Tupichkina E.A. The game stimulates the imagination and imagination of children.// Beginning. school. No. 11, 1992
8. Fedin S. N. Funny Games and puzzles. From 4 to 9 years. – M.: Iris-press, 2005. – 240 pp.: ill.
Completed by: Teacher of kindergarten No. 61 "Pock" Kemerovo region, city of Belovo, Daria Vladimirovna Krivonogova
The collection presents a system of didactic games and exercises aimed at developing children's verbal and logical thinking preschool age. Addressed to teachers of preschool educational institutions, parents, as well as students of preschool faculties of pedagogical schools and institutes.
A didactic game is a teaching tool, so it can be used to master any program material and is carried out on individual and group classes. The didactic game allows you to provide the required number of repetitions on different materials while maintaining an emotional positive attitude towards the task.
Thanks to didactic games, it is possible to organize a child’s activity in such a way that it will contribute to the development of his ability to solve not only accessible practical problems, but also simple problem problems. And the experience gained will provide the opportunity to understand and solve familiar problems verbally.
Thus, the special role of didactic games in the learning process is determined by the fact that the game should make the learning process itself emotional, effective, and allow the child to gain his own experience.
When selecting didactic games for the development of verbal and logical thinking, we first of all pursued the goals we had set and took into account the individual characteristics of each child. It is these games that will help develop a child’s ability to transfer one property of an object to another. (first types of generalization), causal thinking, ability to analyze, synthesize, etc.
The didactic games and exercises for developing logical forms of thinking offered in the collection are presented in a gradually more complex system that takes into account the child’s experience.
Undoubtedly successful implementation didactic games are facilitated by skillful pedagogical leadership them. The teacher, through his behavior and emotional mood, should evoke a positive attitude towards the game.
An important condition for the effective use of didactic games in teaching is consistency in the selection of games. First of all, we took into account the following didactic principles: accessibility, repeatability, gradual completion of the task. We have provided all these principles in the game arrangement system in this collection.
In the collection, we roughly distributed didactic games according to the stages of assimilation. All games have been tested in working with children raised in preschool educational institutions. Each teacher can select other games, which should also be arranged in order of gradual complexity.
Didactic games can be included in any section of the program and serve both for the development of cognitive activity and for the formation of one’s own game.
1. "Push through" everyone is like that
Goal: to learn how to select several objects for one sample, highlighting them among others; form a primary generalization – "all the balls" , "all the cubes" , "everyone is big" , "everyone is small" .
Equipment: boxes with slots (one on each box) in the shape of a circle, square, triangle, volumetric geometric shapes (spheres, cubes, triangular prisms), objects of the same shapes.
Progress of the game:
Two children are sitting next to each other at the table. There are two boxes on the table (one with a square slot, the other with a round slot) and mixed volumetric shapes (balls, cubes, turrets with a triangular cross-section), all one color, three of each type. The teacher gives one of the children a box with a round slot, and the other with a square one, and sets the condition: immediately take away everything that can be pushed into this box. The child selects the figures from those lying on the table. If he chooses correctly, for example, balls, but does not take all, but only one or two balls, the teacher reminds him that he needs to take "everyone is like that" . If the child takes not only balls, but also turrets, the teacher invites him to try "only such" and helps to select, through trials, which forms can be thrown into this box.
After the children select and throw the boxes into the slots necessary forms, the teacher summarizes: “That’s right, Tanya collected all the balls and threw them into the box, and Kostya took all the cubes and threw them into his box.” . Invites the children to open the boxes and look again at what is in them.
2. "Pick mushrooms"
Goal: to teach how to match a sample with not one, but several objects of the same color; consolidate the result with a generalizing word.
Equipment: mushrooms made of counting material (hats of different colors - red, yellow, white, brown), mushroom picking cards.
Progress of the game:
Children sit on chairs in a row. The teacher places mushrooms of two colors on the floor, for example, red and yellow. He takes two baskets and puts a mushroom with a red cap in one of them, and a mushroom with a yellow one in the other. Gives baskets to two children and asks them to collect "such" mushrooms that are in baskets. Children collect mushrooms, and the rest watch their actions. Then the children show who collected what in the basket, and the result is summarized in the word - "all red" , "all yellow" .
3. "Who lives where"
Goal: to learn to independently determine the basis for grouping objects; select not one, but several objects to match the sample.
Equipment: toys, building materials, furniture.
Progress of the game:
The teacher builds two large pens from a tabletop builder: in one of them he places a toy representing an animal, in the other - a car. Places toys in front of the child (animals and cars, first 6, then 8-10) and asks to think, to find a home for the toys - to put everyone in their place. If the child makes a mistake, the teacher rearranges the first toys correctly, and then does not interfere with the child’s actions. Then the toys are placed again
interspersed. Another child completes the task. At the end of the game the conclusion is: “Animals live in this house, and cars live in this house.” .
4. "What to give to whom"
Goal: to continue to teach how to independently determine the basis of grouping, to highlight an essential feature of an object for a given task; learn to highlight color and shape as a basis for grouping objects.
Equipment: flags, leaves of different shapes, colors and sizes.
Progress of the game:
Two groups of children sit on chairs opposite each other: girls in one group, boys in the other. The teacher lays out rectangular and triangular flags on the table and says that now everyone will march with flags; girls should be given square flags, and boys should be given triangular ones. Then he invites one of the children to carefully look at which flags should be given to girls and which to boys, and distribute them. If the child finds it difficult, help him choose the first two flags. The child chooses the method of distribution. He can distribute the flags first to the girls, then to the boys, or one by one. In conclusion, the teacher summarizes: “Girls’ flags are all square, and boys’ flags are triangular.” . Children stand in a line and march with flags to the sound of a tambourine or drum.
5. "Color and Shape"
Goal: to learn to change the basis for grouping objects in accordance
with changing samples.
Equipment: flat cards with geometric shapes glued on (circles, squares, triangles, ovals, rectangles, trapezoids, hexagons) six colors (red, orange, yellow, green, blue, blue)– 42 elements.
Progress of the game (carried out individually):
The child sits at the table opposite the teacher. He places samples in front of the child at a fairly large distance, for example red, blue, yellow circles, i.e. objects that are the same in shape and different in color, and asks the child to put them here "everyone is like that" (points to red circles), here "everyone is like that" (points to blue circles), here "everyone is like that" (points to yellow circles). There are cards of these colors on the table to the side. (squares, triangles, ovals, trapezoids, hexagons, rectangles - 18 cards in total). The teacher takes one of the cards and asks the child to put it down "where needed" , hands it to the child. If he places the card incorrectly or does not dare to complete the task, the teacher does it himself, but does not say anything to the child, but hands him a second card, and so on, one by one, for the rest. When all the cards are arranged by color, the teacher asks the child: “What shapes did you put here?” - or confirms his answer: “That’s right, this is where you put the red card.” .
After this, the teacher moves on to the second part of the game, when the principle of grouping changes (based on the form). The teacher asks the child to be attentive and says that now it is necessary to knock out
take cards differently. Lays out in front of him three samples of cards depicting a square, circle and triangle of the same color. One card at a time gives the child circles, squares and triangles of all available patterns in random order. The child lays them out, and the teacher clarifies the result: “Well done, you laid it out correctly - all the round shapes here, all the square shapes here, all the triangular shapes here.” .
In the future, the colors and shapes for grouping are changed, and the number of samples is increased (4-6 at a time).
6. “Bring the same ones”
Goal: to highlight a property in objects, distracting from their functional purpose; select a group of objects to match one sample, find these objects in the group room; define the principle of selection in a word.
Equipment: cards with pictures of different shapes in different colors, toys and small objects of different shapes and colors.
Progress of the game:
The teacher lays out objects in advance in different places in the group room, objects of different shapes and colors. Children are divided into three groups and seated on chairs in different places in the room. The teacher invites one child at a time (to the presenter) from each group and asks to take a card from the box without showing it to the children. The child takes the card and returns to his group, showing it to them so that the other group does not see. All children must bring toys
Rushes of the appropriate shape or color. If the choice is made by shape, then only the outline of the shape is given on the card, and if by color, then one side of the card is painted in the corresponding color. Children bring objects and sit on chairs with them. The teacher asks each group which card they had. Children answer (red, yellow; square, round), and the presenter shows everyone his card.
7. “Place the pictures in your envelopes.”
Goal: group items by different properties; independently identify the principle of grouping, based on the sample; comprehend and consolidate in words the result of one’s actions.
Equipment: envelopes with glued or drawn geometric shapes, different in color and size (for example: circles of yellow, red, blue, large, medium and small; triangles, ovals, hexagons of three colors and three sizes), pictures depicting objects of different shapes, colors, sizes, trays.
Progress of the game:
The players sit at the tables. Three envelopes in front of each child (for example, a triangle is pasted on one, an oval on the other, a square on the third). The shape of the person sitting next to you should not be repeated, i.e. envelopes with a different combination of shapes (eg circle, rectangle, square). On a tray in front of each child there are several pictures, which he must put into envelopes (for example, pictures with
a button, a watermelon, a round watch must be placed in an envelope with a circle, etc.).
When the pictures are placed in envelopes, the teacher calls one of the children to the typesetting canvas and asks him to put his envelopes in the typesetting canvas, and under them insert pictures whose images correspond to this form. The child explains why he made this choice. If necessary, the teacher helps him.
8. "Let's make a book"
Goal: to imagine the situation described in the story, to be able to model it by laying out ready-made planar forms, to teach children to analyze the situation.
Equipment: sheets of white paper according to the number of children, flat images of objects corresponding to the content of the story.
Progress of the game:
The teacher tells the children that together they will make a book with beautiful pictures. Hands out sheets of paper, image elements on trays and asks to listen carefully to the story "About a Bird and a Cat" . He reads it calmly, without stopping or explaining: “There was a tree growing in the yard. A bird was sitting near a tree. Then the bird flew and sat on a tree above. The cat came. The cat wanted to catch the bird and climbed a tree. The bird flew down and sat under a tree. The cat stayed on the tree" . After this, the teacher asks what the story is about, what the bird and the cat were doing. Then there is a step-by-step analysis of the story with modeling of all situations.
The teacher asks: “What happened first? - and reads the first phrase: “There was a tree in the yard” . Asks the children to find wood on the trays and place them on their sheets of paper. Then he says: "A bird was sitting near a tree" . Children find a bird and place it near a tree, etc.
9. "Guess what I told you about"
Goal: recognize objects by verbal description, relying on visual perception of objects.
Equipment: toys of various shapes, colors and purposes.
Progress of the game:
Children sit in a semicircle around the teacher’s table. He places four toys familiar to the children on the table and says that he will ask a riddle, and they must guess which toy it refers to. After that he gives short description one of the objects on the table. If the children cannot guess, the teacher slowly pronounces the text again, stopping at each property of this toy. When the riddle is guessed, he asks the children how they guessed, what words helped them in this. Then he rearranges the toys on the table and gives a description of another object: “It grows in the forest, green, prickly, and will come to us on New Year’s and holidays.” .
The objects spoken about in riddles should change so that children do not memorize the answer, but listen and understand the semantic side of the speech, relying on existing ideas and perceptions, which help create a single image with the word.
10. "Puzzles"
Goal: same.
Equipment: toys or pictures depicting objects familiar to children.
Progress of the game:
Children sit in a semicircle. The teacher has pictures on his desk (image down). He calls the child and asks him to guess the riddle in the picture. Then gives a brief description of a subject that is well known to children. (For example: “It stands on the floor in the room, there are four legs, a seat and a back. You can sit on it" ) . The child turns over the pictures on the table, finds the one he wants and shows it to the children. Another child guesses a riddle that is similar in content to the previous one, but does not have a description at the end hallmark (For example: “It’s standing on the floor in the room. It has four legs. Covered with a tablecloth, there is a plate on it" ) .
Later you can give more difficult riddle, such as: “Gray in summer, white in winter, long ears, short tail. He doesn’t offend anyone, he’s afraid of everyone.” .
11. “Get the doll a ball”
Goal: learn to analyze the conditions of a practical problem; use auxiliary means in cases where they do not have a fixed purpose.
Equipment: doll, two balls, chair.
Progress of the game:
The teacher plays with a doll and a ball, and the child watches. Then the teacher asks the child to take another ball from the cabinet and play with the doll. The ball is placed on the cabinet so that, standing on the floor, the child cannot reach it. He must think to use a chair that is within the child's field of vision. If the child does not know how to do this, then the teacher helps him analyze the conditions: “Can you reach the ball with your hand? Think about what will help you with this. What should I take? - gestures to the chair. At the end, the teacher clarifies: “The ball is high. You took a chair, he helped you get the ball." .
12. “Get the ball for the bear”
Goal: continue to analyze the conditions of a practical problem, use tools in cases where they do not have a fixed purpose.
Equipment: bear, ball, stick.
Progress of the game: the teacher, playing ball with a bear, rolls the ball under the cabinet so that the child cannot reach it with his hand. The task is for the child to guess to use a stick that is in his field of vision. If he does not do this, then the teacher helps analyze the conditions: “The ball is far away. Find out how to get it. Think about it. At the end of the lesson, the teacher generalizes: “If you can’t reach it with your hand, you have to look for something that will help.” .
13. "Get the key"
Goal: continue to analyze the conditions for solving practical problems
tasks using an aid.
Equipment: wind-up toy, key, bench.
Progress of the game:
The teacher shows the child a wind-up toy. The key hangs so that, standing on the floor, the child cannot reach it. He must figure out to use the bench in sight as an aid. At the end of the game, the teacher summarizes the children’s actions.
14. "Get the machine"
Goal: continue to analyze the conditions of the practical task; teaches you to look for tools in the environment, using them to achieve a goal.
Equipment: winding machine, stick.
Progress of the game:
The teacher starts the machine, and it seems "accidentally" slides under the cabinet so that the child cannot reach it with his hand. The teacher asks him to take out the car and play with it. The child must solve a practical problem. If a child tries to reach a toy with his hand, do not stop him; let him make sure that he cannot reach it with his hand. Then the teacher says: "Let's look for what you need" . At the end of the lesson, the teacher reminds the child: “You should always look for some object that will help you get the toy” .
15. "Ring the bell"
Goal: continue to analyze the conditions of the practical problem, solve them using tests.
Equipment: bell mounted on a stand, rope.
Progress of the game:
The bell, mounted on a stand, is installed in a visible place so that children cannot reach it with their hands. A string is tied to the tongue of the bell. Standing on the floor, the child can freely reach it. On both sides of the bell there are two "false" ropes. They are somewhat longer. The child is asked to ring the bell. The task is for him to guess to use the rope that is attached to the tongue of the bell. The child is given the opportunity to do it independently right choice. If he continues to pull "false" rope, the teacher says: “Do you hear the bell doesn’t ring, try with another string” . In conclusion, the teacher clarifies which string was used to make the call.
16. "Push the ball into the basket"
Goal: same.
Equipment: ball, stick, basket.
Progress of the game:
The child sits at the table; on the opposite edge of the table there is a ball at such a distance that the child cannot reach it with his hand. There is a short stick on the table to the left of the child, and a long stick on the floor next to the table. There is a basket on the floor opposite the ball. The teacher asks the child to push the ball into the basket, but he cannot get up from the chair. The child must
guess to use the right stick to push the ball. After completing the task, it is necessary to once again draw the child’s attention to the properties of the objects-tools: “Which stick helped push the ball? Why?" .
17. "Get the cart"
Goal: continue to analyze the conditions of the practical problem; continue to use the trial method when solving a practical problem.
Equipment: cart with loop, small toys, screen.
Progress of the game:
On the table, at a distance inaccessible to the child's outstretched arm, there is a cart with a loop. A braid is threaded loosely through it, both ends are spread apart by 50 cm. The child can easily reach them. To pull the cart, you must use both ends at the same time. There are colorful little toys on the cart. The task is for the child to guess to grab both ends of the tape at the same time and pull the cart towards him. If the child pulls on one end of the strap, it will slip out of the loop and the cart will stop in place. The teacher asks the child to get the cart and play with the toys. If he pulls the ribbon out at one end, the teacher threads it through the loop behind the screen. It is important that the child makes sure that the tape must be pulled at both ends. Therefore, it is necessary to give him the opportunity to try several times to achieve the goal. At the end of the game, the teacher sums it up by asking the child questions.
18. "Get the balls"
Goal: same.
Equipment: a jar of water, a ladle, a fork, a spoon, a stick with a ring.
Progress of the game:
The teacher shows the children a tall jar of water, filled to half the jar; at the bottom of the jar there are balls. The teacher says: “Balls fell into the water, we need to get them out” . Not far from the jar are a spoon, a spoon, a fork, and a stick with a ring. Children are given the opportunity to try these tools; it is important that they independently convince themselves of the choice of a more suitable tool and justify their choice.
19. "Get the toy"
Goal: teaches you to solve two-phase practical problems, respecting the final goal; analyze the environment.
Equipment: a wind-up toy in a plastic bag, a chair, a box with building material.
Progress of the game:
The teacher suggests getting a bag with a toy hanging on a hook so that the child cannot reach it while standing on the floor. To do this, he should use a chair, having first removed the box with building material from it. The teacher fixes the child’s attention on the final goal: “Can you reach the toy with your hand? What do you need to do to get it? . The teacher helps the child understand the intermediate goal - to free the chair - to remove the box with building material. The teacher makes sure that the child does not get carried away with playing with building materials.
After completing the task, he summarizes the child’s actions, saying that first he vacated the chair, and then used it to get the toy.
20. "Open the box"
Goal: same.
Equipment: a box from a cooking cabinet, two pictures.
Progress of the game (carried out individually):
The teacher puts the back side up and tells the child that he has beautiful pictures. He takes out a box from the preparation table, puts a picture in it and closes the box without locking it with a pin. Invites the child to open the box and look at the picture. He easily opens the box, takes it out and tells what is depicted on it. While the child is looking at the picture, the teacher puts another picture in the box and closes the box with a pin. He asks to open the box again and take out the second picture. If a child tries to open a box by force, the teacher invites him to look for the reason why the box does not open, try to open it different ways, find what's stopping you.
