Goals of didactic games in kindergarten
Didactic games contribute to the comprehensive development of a preschool child.
Their goals:
- formation of ideas about objects and phenomena of the surrounding world;
- consolidation of knowledge about flowers;
- familiarity with geometric objects;
- formation of ideas about right and wrong actions and actions;
- nurturing positive personal qualities, the ability to interact with others;
- familiarization with counting and numerical characteristics;
- development of memory, speech skills, concentration, ability to think logically;
- emotional and creative improvement, development of imagination;
- improvement of fine motor skills, general coordination and motor response;
- development of respiratory ability.
Didactic games for the younger group of kindergarten
At the age of 2-3, children actively get acquainted with the world around them and learn basic concepts. Didactic games for this age group are simple and involve one action. Group games are recommended; they teach kids to follow collective rules, develop communication and interaction skills to achieve goals.
Find a couple
For the game, prepare pictures of mittens and hats in 4 colors: green, red, yellow, blue.
Tell the children that the dolls are going for a walk. They have already put on their hats, but they can’t find mittens of the same color, they need help. Arrange the pictures chaotically on the table. The players' task is to find mittens that match the color of each hat.
Several people can play, each selecting their own 4 pairs. In this case, you can organize a competitive game: the first one to match all 4 pairs of mittens to the hats wins.
listen carefully
Give each student a flag. Play music or, if you are musically inclined, play an instrument. When the music is low, children should sit quietly with the flag down. And when the music starts playing loudly, the students raise a flag above their heads and wave it.
Make beads
For the game, prepare laces and beads of 4 colors: red, blue, green, yellow.
Tell the students that the dolls have gathered for the name day, but they have nothing to decorate themselves with. Offer to make beads, show the children laces and a box of colorful beads. The task is to select beads of a certain color from a box and attach them to a cord of a similar color.
The game can be competitive. 4 children play, each making beads of a given color. The one who finishes it faster than the rest becomes the winner.
Find your match
To play, make cardboard geometric shapes in different colors. Distribute the pieces in pairs according to the number of players.
Place the cards in a box and ask the children to take them out one at a time. Let the players look at the pieces, then find the same one from a friend. You can repeat the action many times. You can complicate it by dividing geometric shapes not only by color, but also by size.
Collect a picture
Prepare pictures for the game depicting objects familiar to preschoolers, cut them into 4 parts. Also place real objects in front of the children that match the pictures.
The players' task is to collect the picture. The player who completes the task correlates the resulting image with a real object. The winner is the one who first collects the picture and correctly points to the object corresponding to it.
Bad or good deed
Print out pictures with positive and negative stories for the game. Let the students look at the images and evaluate the actions of the characters. For example: “The boy pulled the girl’s pigtail. The girl began to cry. He did something bad."
Butterflies are flying
To play, cut out 5 butterflies from colored paper. Tie each one with a 50 cm thread. And secure the thread to a rope stretched horizontally. The distance between the figures should be approximately 40 cm, and their height should correspond to the eye level of the preschooler.
Tell them that butterflies fly beautifully. Blow on one of them, ask the students to do the same. Children take turns standing near the paper figures and blowing on them. The game is competitive, the one whose butterfly flies farthest wins. Make sure that players keep their back straight, do not tense their shoulders when exhaling, and do not puff out their cheeks. Each player exhales once, and it should last no more than 10 seconds, otherwise dizziness may begin.
Didactic games for children 6-7 years old. Card index
Card index of didactic games TRIZ and RTV (preparatory group).
Our kindergarten operates using TRIZ technologies.
Teachers systematically develop their didactic games using TRIZ technologies. I would like to present to you my developed games. Game “Let's build a kindergarten” Goal. Introduce children to a systematic approach to the world around them (component and functional). Show the dependence of the object on the place of residence. Brainstorming - built a kindergarten in the water, in the mountain. Discuss work and life in this kindergarten. For clarity, use group resources. For example: mountain - cubes, basket, blanket. Sea - aquarium - jar - box. Game “Parts - Whole” on the theme of kindergarten. Target. Introduce children to the focal object method, explaining to children the technology of working with this method. Learn to change familiar objects (or part of an object), constructing completely new ones from them. Thinking through their functions, their relationship with surrounding objects and people. Conduct a small analysis of the positive and negative in our kindergarten, in the group. Offer to come up with a completely new kindergarten, explaining how to use the focal object method. For example: in kindergarten there are different groups - glass, prickly, fabric... Think over the functions of these groups. Question: - What can you use the walls for in a group, dressing room, if they...? Part of the wall is barbed, part...? What can this wall be used for? Part of the ceiling, part of the floor...? Furniture, benefits...? Think about what you can use in a group to make a model of such a kindergarten for dolls. Use group resources. Target. Determine the main function of a kindergarten for children, for adults working in a kindergarten, for parents. Add a new row to the morphological table - kindergarten employees. Game "Why?" Why do children need kindergarten? Parents? Teachers? Other employees? The city needs a kindergarten, children? Work on the morphological table, identifying possible changes and situations with a certain choice of cards. Complication. Conduct a comparative analysis of kindergartens for children and kindergartens for animals. Name them, look at the illustrations: incubator, poultry farm, calf farm. "Kindergarten" for penguins and ducklings. Compare what birds and animals teach their children in our kindergartens. Question: Why do they teach this? A fantastic situation: a child ended up in a “kindergarten” of penguins, ducklings, and calves. Game “Fairy-tale characters in kindergarten” Goal. Introduce children to the Ring of Lull. Learn to generalize phenomena that do not have obvious connections. Learn to imagine an event in the sequence of its development, to establish relationships between individual events. Offer the children a fantastic situation: all the adults in the kindergarten went on vacation, and instead of themselves they left fairy-tale characters, very similar to themselves in everything. Question: - Who in the group will be the teacher for...? Who will be the assistant teacher? Children name heroes of fairy tales and cartoons who will work in kindergarten instead of employees. A discussion is required - why this particular hero will be instead of adults? Analysis: Question: - What is better and what is worse if in the group there is not a teacher, but, for example, Vasilisa the Beautiful. Who is better and who is worse? Show the children a sample (incomplete) of Lull's ring. Offer to make one for your group and play with it. Children can draw, write or stick images on the sectors of the rings themselves. 1 ring - heroes of fairy tales. 2 ring - kindergarten employees. 3rd ring - kindergarten premises. Play around the ring, considering each option - the sequence of events, the consequences of this change for the hero himself and those around him. Target. Teach children to set an ultimate goal, approach it, planning a sequence of actions. Strengthen the ability to use symbolic analogy. Show the dependence of the system on the environment. Game “Words are partners”. The teacher names the word, and the children find two words - a partner, which show the sequence of actions on the topic “Plant World”. For example: Lilac - vase - flowers. Grain - flour-bun. Planted - grew - collected. Game "Chain of Goals". What goal do you set for yourself... washing, eating, planting potatoes, picking berries, apples. Reveal the sequence of any action of children, breaking it down into many small goals, in the correct sequence. To go into the forest to pick mushrooms you need to: get out of bed, get dressed, and wash. Have breakfast, pack a basket, get dressed for the forest (put on tights, trousers, socks...) take the basket. Wait for dad or mom, etc. Carry out several tasks suggested by the children along the chain of goals. Show that any action can cause an anti-action. For example: “They dug a deep hole - they got a tall mountain.” Give a few more examples of similar actions. Offer to symbolically “write down” the sequence of any task, and then “read” it to the children. Game “Choose food for lunch” Goal. Systematize products of animal origin. Teach depending on the goal, combine real objects, creating an unusual object. Conduct a systematic analysis of food of animal origin. The component diagram is built - drawn symbolically on a large sheet of paper. Meat - animals, poultry (egg), fish (caviar). Dairy - fresh milk: butter, cheese. Sour milk: sour cream, cottage cheese, yogurt. If it is difficult to visualize, you can use pictures or write. Name many familiar dishes prepared from these products, revealing the sequence of cooking along the way. Pay attention to the ratio - more - less. Read “The Cook” by O. Grigoriev The cook was preparing dinner, And then the lights were turned off. The cook takes the bream and puts it in the compote. He throws logs into the cauldron, puts jam into the stove, stirs the soup with a poker, hits the coals with a ladle. He pours sugar into the broth, and he is very pleased. It was a vinaigrette. When they fixed the light! At the request of the children, make a Lull ring or a morph table, combining plant and animal foods to create an unusual object. Target. Teach by connecting familiar animals to invent someone completely unknown. Show how an animal's size or changes in size can affect its life and relationships with others. Arrange the animals by size: from smallest to largest. Find their analogue in geometric forms. Beat: which is greater, which is smaller. First on animals, then on symbols. For example. Part of the line: fox, wolf, bear, elephant. Question: - Who is larger than a wolf, but smaller than an elephant, etc. Is Triton larger than an elephant or smaller? Discuss how an animal's size or changes in size can affect its life and relationships with others. You can read “The Crow and the Cat” by Tim Sobakin. Big Crow walks along the path. The Raven is taller than the Cat! The Cat would start a fight with a crow if it were... the size of a dog. Using morphological analysis, each child (or teaming up in groups of two or three) comes up with an unreal animal. Come up with a name for it. Think about how and where it will live, what it will eat. Target. To develop in children the ability to detect hidden dependencies and connections and draw conclusions based on them. Show hidden animal resources. Teach children to evaluate both the process itself and the result. Game "Ecological balance". Once upon a time, nature invented a hare, but for complete happiness he lacked cabbage and... a wolf. If there is no cabbage, he will die from hunger; if there is no wolf, he will die from disease. And if suddenly there was a lot of cabbage, they increased the quantity. To prevent the whole earth from becoming overgrown, they came up with a hare. The number of hares also increased, there were many of them - wolves were invented. But there are a lot of hares, why run around catching them, they just run past. Question: - If the wolf does not move, what will happen? How to make a wolf move? There are a lot of wolves - what did they come up with? Etc. A similar situation can then be discussed with another pair of animals of the children’s choice. Game "Forest Riddle" Goal. Learn to establish cause and effect relationships. To develop the ability to view familiar objects and situations from an unusual point of view. Strengthen your mastery of fantasy techniques. Make a detailed morphological table with the children. Reveal in it the parts of the body of animals that are vital for them: how they get food, how they defend themselves, how they move. If there are illustrations, consider how the means of adaptation of animals have changed over the period of evolution. To summarize, everything in animals is vital. When considering, pay attention to the influence of the environment on changes in the animal’s body. Collect from the table an animal that can do everything on its own. Who has all the means just in case. Discuss whether it will be good or bad for him to live now in his usual habitat. What character (whose?) will this animal have? Formulate the contradictions that arise when this animal adapts to the surrounding world. Try to resolve them yourself. Target. Learn to establish cause and effect relationships. To develop the ability to view familiar objects and situations from an unusual point of view. Strengthen your mastery of fantasy techniques. Make a detailed morphological table with the children. Reveal in it the parts of the body of animals that are vital for them: how they get food, how they defend themselves, how they move. If there are illustrations, consider how the means of adaptation of animals have changed over the period of evolution. To summarize, everything in animals is vital. When considering, pay attention to the influence of the environment on changes in the animal’s body. Collect from the table an animal that can do everything on its own. Who has all the means just in case. Discuss whether it will be good or bad for him to live now in his usual habitat. What character (whose?) will this animal have? Formulate the contradictions that arise when this animal adapts to the surrounding world. Try to resolve them yourself. Preliminary work: Offer to bring photographs of your relatives, yourself and your parents in childhood. Game “I am a robot” Goal. To consolidate knowledge about the structure and functions of a person with the help of a system operator. Show the interdependence of a person and his environment. Give the concept of gender and generations. Invite children to imagine that they are robots, externally and internally everything is like a person. Turn on the music and move like robots. Movement coordination exercise. Children are sitting or standing. Touch your right ear with your left hand, and your left ear with your right. Now change hands and move the left one to the right shoulder, and the right one to the left. Change hands, touch the waist, then the knees, and then the ankles. We do the same in the upward direction: knees - waist - shoulders - ears. Repeat the exercise three times. Imagine that there are many buttons in your head, and when you press them, you start laughing, crying... Question: - Who presses these buttons? Can you say “stop” when someone presses these buttons? Family relationships. Buttons - things to do. Question: - How to cheer up (spoil) your mood, make you happy, make you sad? Wake you up, meet you from work, from the store. The work was carried out with cards showing the time of day, apartment, and enterprise. How a person can change something in himself using familiar techniques. For example - to immediately become fat, tall... Remember what technique the strong hare used. Why a person may need to change something in his appearance. Game "On the contrary" on the topic: "Family, home, child." For example. Big - small, mom - dad, grandma - grandpa. Girl - boy, older - younger... Read “Who is who? » Yakov Akim. - Grandma is grandma, whose daughter? - You are Fedya’s daughter, my son. - My dad is big, but not a son at all! - Son. Brother of my four daughters, Do you remember when we visited the eldest, Avdotya? - Did we really visit our daughter? My aunt has! - I rocked your aunt in the cradle... - Grandma, stop, explain first who I am, Natasha and her two brothers. - Okay, let's try to figure it out: Their mother, her husband's niece's sister, Oh, and she was nimble as a little girl! And you get to them... It’s a tricky thing... - Grandma, something’s burnt! - Ugh, while I was thinking, all the milk ran out of the pan. The “Chain of Goals” game is the other way around. Target. Show the children the action of the “Verse versa” technique. Consider the main functional responsibilities in the family and additional ones. One of the children says the sequence of an action. The second one says them backwards. You can record each step with some symbol. Then the first child says the opposite - the second builds the correct chain. To sum it up, we called everything backwards. Question: - What can we choose with the symbol “On the contrary”. Children offer various heroes, whose character does everything the other way around, or objects (this could be: Parsley, Ivanushka the Fool, Tumbler, an hourglass). Game "It's the other way around." Target. Reinforce knowledge of the functions of different parts of the body. Consolidate mastery of the technique "On the contrary." Learn to solve problems using this technique. Cultivate a sense of humor and the ability to find a way out of unconventional situations. The child names some part of the body, the second child names what it does, the third child names it the other way around. After a few words, the game is played in reverse - the case is called - body parts are found. For example - hand - takes - throws away. Walking - standing - leg. Nails - grow - decrease, etc. Discuss options when two opposite properties occur simultaneously. For example: You sit and drive, you sit and fly, sick and healthy, small and big. Game “I am an adult” Goal. To consolidate knowledge and ability to use moral and ethical standards in life, to understand the consequences of their non-compliance. Strengthen a systematic vision of yourself in the world around you. According to the system operator, beat - a child in the system, with a change in the supersystem. Supersystem: house, street, hospital, bus, kindergarten, store, etc. Show how the view of a child will change depending on his location, what he will be called. Show a multifaceted view of the child, his many social roles. Consider the genetic line - who will be when he grows up in the family, at work. Family relationships with current relatives and with future ones. Dependence of social (family) role on age and family composition. Relationships, mutual care in the family. You can read proverbs to children: “Don’t spit in the well - you’ll need more water.” “Before you do it, you need to think carefully.” “As it comes around, so it will respond.” Game "Broken Phone". Target. Introduce children to the principle of the mediator. Learn to understand the figurative meaning of words, phrases, proverbs. You can offer a more complicated game. The first child says some very familiar proverb, the second says its original meaning, the third also explains what he understood in his own words. The last child must guess what proverb the first child said. For example, the chain could be like this. Chickens are counted in the fall - if you have worked well by autumn, a lot of chickens will grow up - you need to do everything well, then there will be a lot of everything - what goes around comes around - skillful hands do not know boredom. For the game, you can take the following proverbs: If you love to ride, love to carry a sled. If you hurry, you will make people laugh. Business before pleasure. As it comes back, so it will respond, etc. At the end of the game, again consider the advantages and disadvantages of the intermediary. Game “Chain of Words” Goal. Show children the method of garlands and associations (without naming). To develop an unconventional view of familiar real things, using familiar methods of change on a familiar subject. Bring children to understand that there are always two sides involved in any process. Invite the children to name a few words that they associate with winter. Carry out the method of garlands and associations on the topic: “Winter”, “Snow”, “Frost”. In the end, to summarize that the children said a lot of very similar words. Question: - Why? What do all these words have in common? Offer to draw the chain again, but end it with the same word with which you started - winter. During the game, to activate inactive children, use a small toy to pass on to the next one in the chain. It's great to pass a piece of ice - this allows the game to go very quickly. Offer children the game “Chain of Goals” (direct version and reverse version) on the topic - home, winter, work. Game “Who (what) can’t live without what?” on the same topic. Game “Announcer - TV” Goal. Secure mastery of “floor design.” Introduce the “quantization-continuity” technique. Develop the ability to express yourself in your work. Strengthen the skills of independent creative work. Add a TV model to the group. Review the TV according to the system operator. Invite children to become television announcers for today. The first program that will be shown on TV is an introduction to him, a press conference. Children can ask the TV (or TVs) questions from their seat. But TV announcers can speak themselves. The announcers begin their speeches: “I am the TV, they turned me on... I am the TV, I’m very glad to meet you, otherwise in the store... The speeches will reflect the former and current life of the TV. If desired, children can put a “TV” on their head. We got acquainted with televisions. The news began - real and fantastic. Children talk about events that happened yesterday and today. You can include someone with advertising. Make changes to the floor design of the “TV at home.” Discuss options for continuous operation of the TV. Or continuous display of one particular program. Think about what's good and what's bad about it. How quantity develops into quality. Remember in which works the action is continuous or interrupted. You can first give an example to the teacher, the children find similar examples. Games with toys. Target. Learn to systematize games for adults and children. Teach children not only to change, but also to transform, combine, creating new games for the child. Develop the ability to evaluate both the process itself and the result. With your children, make a morphological table of the games that children play. When compiling, think about how you can call in one word games that are played while running, jumping, etc. Games that are played while sitting at the table. Think about how this can be depicted on a table. Randomly select components from each row and come up with a game. Discuss the rules of the game. Play if possible. If you can’t play in a group, you can deliberately add something from the table or add it yourself. A slight deviation from the accepted rules is allowed if they are difficult to comply with. Discuss what games can teach. Try, starting from the function, to come up with a game to learn how to do it. For example: read. Build from cubes with letters, with syllables, a house, a fence, a path, repeat the syllables, make up words, Jump on one leg. A stream appears on the floor, and in it there are “pebbles” - bricks so small that you can’t stand on them with both feet. And on the other side a friend is waiting. The teacher encourages the children to come up with games with a variety of functions. Games vary in mobility. For example, you can jump on your toes while sitting on a chair. Only the legs jump. Jump while sitting on the floor - only the soles of your feet are involved. After the game, build a line of games that adults play. Games can be classified into indoor, outdoor and television games. Think about which of these games we could play. Discuss what games we play, and these adults play at work and at home. That is, what is work for them is play for us. Game "Auction". Target. Teach children to describe objects and games, finding obvious and hidden advantages in them. To be able to describe not only a real object, but also an object is a fruit of the child’s imagination. A lot of new items and toys are brought into the group. Each child chooses what he will present at the auction by choosing an item; children all together choose words using the method of focal objects or use fantasy techniques. The main thing is that the result is an unusual object or toy. Children think through its new obvious and hidden Advantages and functions. Payments for items at auction are made up in advance or math handouts are used. Children take turns presenting their items, the rest buy or not. The child who bought it must say what he liked most about this item. Some things may be real, but with an additional set of functions. After the auction, children play with toys and objects. Toys and objects remain in the group either forever or for a long time. The game "Parts - Whole" is forward and backward for transport. Target. Introduce children to the law of increasing the degree of ideality. To learn to see the claims to the means of transportation from which certain features of modern transport emerged. Make riddles about transport for children. Ask if they guessed what we will talk about today. Consider what types of transport children know. Group by tables - garages: ground, underground, air, water, space. Within groups: ground and air sorted by type of activity. Having selected one of the machines, conduct a system analysis. Pay special attention to the development line. Post (preferably photographs or illustrations) how vehicles have changed over the centuries. Consider what they have in common with modern transport and their differences. Find claims to ancient modes of transport that are permitted by man. What exactly was done and, if possible, how it was done. Please note that the person improved transport all the time, but after some time something again did not satisfy him. Discuss this with examples, formulating the contradictions and what methods they were used to resolve. Game “Press Conference”, Goal. To consolidate the understanding of the law of increasing the degree of ideality. Learn to design new structures based on analogies and necessary functions. Repeat the names of the vehicles. Remember and discuss what kind of transport the children chose on the street. Examine and compare the cars in the catalog or from photographs and the one on the street. Game “Without which there are no cars” Draw children’s attention to a systematic approach to the questions asked. Talk about environmentally friendly transport – in terms of function and appearance. Find analogues of machines in nature. Discuss what is good and what is bad about this. When discussing, pay attention to how much money was spent on the production of transport and how many functions it performed. How much effort and money does a person now expend for the normal operation of transport? List which ones exactly. Can we say that now the cars are the best; or after some time it will not suit people. Question: — What else would you like the machine to do? What do you call a machine that can do whatever you want? Question: - Why is there transport for humans, but there is no special one for animals, birds, insects, plants? When is such transport needed? How are animals transported now? Why do birds need transport? Using what principles can you come up with such a transport? Target. Introduce children to the fantasy technique of “changing the laws of nature.” Teach children, based on real situations, to generalize phenomena that have no analogues in nature. Read to the children “Answer, is it true?” Givi Chichinadze. At this hour, a cheerful hour, I have riddles in store for you. The blizzard swept the field, and the plane tree is all trouble. In March the snow and ice melted, this is winter coming to us. The cat likes Grapes and vinaigrette for lunch. At night, in the rain, like a shepherd, a rooster took the chickens out for a walk. A swan swims in a pond, sleeps on an apple tree in the garden. We wound the wool into a skein and it will become a silk scarf. Even though the snail is small, it took away the whole house. The dog Barbos cackled and laid an egg in the nest. Grab with your paw, click with your teeth. The predator is the tiger and the predator is the wolf. That's right, kids! Well done! You will be rewarded with lollipops. The candy melted and the poems came to an end. While the teacher reads the poem, the children put as many chips in front of them on the table as there are inaccuracies they find. Then the children check how many people have correctly identified the inaccuracies. Question: How would this be correct? Some moments from the poem are corrected to be real. Those situations that always happen are discussed and named. For example: the sun always rises in the morning. The tree always grows upward. First the egg appears, and then the chicken comes out of it. Game "On the contrary". One of the children names a real situation, passes a small object to another child, who says this situation in reverse. For example: the wind is blowing, so the cloud flies. The cloud is flying, so the wind is blowing. Explain to children the concept of “law.” Discuss what we have now done with these laws of nature. We changed them. Therefore, fantastic situations turned out. Game “Change the Fairy Tale” Question: - What will any fairy tale look like if we change the laws of nature in it? If you change the laws of nature in the fairy tale “The Wolf and the Seven Little Goats,” how will the fairy tale change? Make up a fairy tale using modified situations. You can come up with it as a whole group, or individually. Target. Teach, using the techniques of change, to change the fairy tale yourself, inventing a new one. Strengthen the ability to imagine events in the sequence of their development, establish relationships between individual events, create new images, planning their actions, life stages. Be able to solve fabulous problems that arise independently, if possible, using moral and ethical standards. Children independently choose from a large number of proposed fairy tales one to change. Briefly retell the main plot lines of the fairy tale. The characters of her heroes. Next, children are invited to independently make changes to this fairy tale, using any modification techniques they wish. As you build a new storyline, solve problems that arise. Each child “writes down” new fairy tales on their own pieces of paper. At the end of the work, those who wish to tell their tales. Similar situations are found and options for solving similar problems are compared. If you wish, you can compose one general fairy tale at the end.
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Didactic games to familiarize yourself with the outside world in the senior preparatory group
Didactic games for the middle group of kindergarten
For preschoolers aged 3-4 years, didactic games are a way to expand their individual vocabulary and familiarize themselves with the objects of the surrounding world. Children learn the parameters and characteristics of objects, learn classification and comparison, and consolidate previously acquired knowledge.
When does this happen
For the game, prepare pictures with scenes from the daily life of a preschooler and place them in front of the students. When you say “morning,” children should look for images that correspond to that time of day, for example, brushing their teeth, doing exercises, combing their hair. Players who pick up the correct picture receive a point. The player with the most points wins.
Does this happen?
Say phrases relating to objects and phenomena of the seasons, and the students must say whether this happens. For example: “On a hot summer day, we left the house with a sled to go down the hill.” Or: “In the spring, birds began to gather in flocks to fly to the southern regions.”
What can you do in this place
Ask a question about a certain place, and the children must say what can be done there. For example: “On the river you can... swim, sunbathe, build sand castles, fish, ride a boat.” Or: “In the garden you can... weed the beds, water the plants, harvest the crops, set up a scarecrow.”
Name the signs
Say the words, and the children should take turns naming their signs. For example: a fox is red, cunning, beautiful, dexterous, tailed, fluffy. Or: the house is tall, brick, wooden, new, destroyed, spacious.
What does it sound like
For the game, prepare several boxes with different contents: sand, turf, grain, beans, pebbles. Demonstrate to the students what different substances sound like: shake each box. Then mix them up and, without showing the contents to the children, shake them again. Players must guess by the sound what substance is inside.
Shop
Organize an impromptu store, lay out various toys on the counter. Explain to children that they can buy a toy when they do not name it, but describe its features. Moreover, when describing, you cannot look at the item, so as not to give the seller a guess. The seller must, based on the signs presented, guess what kind of toy we are talking about and give it to the buyer. For example, a buyer says: “I need a round, bouncy, rubber toy.” The seller selects a ball.
Hide and seek
Organize a game on the kindergarten playground if there are a lot of trees and shrubs of different types. Or take your students to a city park.
Children choose who will search and hide behind trees and bushes. Your task is to guide the seeker, suggest where to look, without naming the type of plant. For example: “Find the one who hid behind a tall tree with a hollow and carved leaves.”
Name the action
Ask questions, and students must answer with verbs. The player who answers correctly receives a point. The one who collects the most points wins. For example: “What does the teacher do? - teaches a lesson, checks notebooks, educates, grades, writes on the board.” Or: “What can you do in the kitchen? “cook soup, peel potatoes, make tea, have lunch, wash dishes, bake pies.”
Progress of the game: Tell us what happens:
green - cucumber, crocodile, leaf, apple, dress, Christmas tree....
wide - river, road, ribbon, street...
The one who can name the most words wins.
17. Didactic game “What kind of bird is this?”
Objectives: to clarify and expand ideas about the life of birds in autumn, to learn to describe birds by their characteristic features; develop memory ; cultivate a caring attitude towards birds.
Progress of the game: Children are divided into 2 subgroups. Children of one subgroup describe the bird, and the other have to guess what kind of bird it is. You can use riddles. Then another subgroup asks their questions.
18. Didactic game “Riddle, we will guess”
Objectives: consolidate knowledge about garden plants; the ability to name their signs, describe and find them by description, develop attention .
Progress of the game: Children describe any plant in the following order6 shape, color, taste. The driver should recognize the plant from the description.
19. Didactic game “It happens - it doesn’t happen”
(with a ball)
Goals: to develop memory , attention, thinking, speed of reaction.
Progress of the game: The teacher says phrases and throws the ball, and the children must answer quickly.
Snow in winter... (happens)
Frost in summer...
(doesn't happen)
Frost in summer... (doesn't happen)
drops in the summer...
(doesn’t happen)
20. Didactic game “The third odd one”
(plants)
Objectives: to consolidate children’s knowledge about the diversity of plants, to develop memory , speed of reaction.
Progress of the game: The teacher names 3 plants (trees and shrubs, one of which is “superfluous”
.
For example, maple, linden, lilac. Children must determine which one is the “extra” one
and clap their hands.
(Maple, linden - trees, lilac - bush)
21. Didactic game “Game of riddles”
Goals: expand the stock of nouns in the active dictionary.
How to play: Children sit on a bench. The teacher asks riddles. The child who guessed it comes out and asks the riddle himself. For solving a riddle, he receives one chip. The one who collects the most chips wins.
22. Didactic game “Did you know.”
Goals: enrich children's vocabulary with animal names, consolidate knowledge of models, develop memory and attention.
How to play: You need to prepare the chips in advance. The teacher places images of animals in the first row, birds in the second, fish in the third, and insects in the fourth. The players take turns calling first the animals, then the birds, etc. And if the answer is correct, they place the chip in a row. The one who places the most chips wins.
23. Didactic game “When does this happen?”
Goals: to consolidate children’s knowledge of the parts of the day, to develop speech and memory.
Progress of the game: The teacher lays out pictures depicting the life of children in kindergarten: morning exercises, breakfast, classes, etc. Children choose any picture and look at it. For the word "morning"
all children pick up
a picture associated with the morning and explain their choice.
Then day, evening, night. For each correct answer, children receive a chip. 24. Didactic game “And then what?”
Objectives: to consolidate children’s knowledge about the parts of the day, about the activities of children at different times of the day; develop speech and memory.
Progress of the game: Children sit in a semicircle. The teacher explains the rules of the game:
• Remember when we talked about what we do in kindergarten throughout the day? Now let’s play and find out if you remember everything. We will talk about this in order. What do we do in kindergarten in the morning? Whoever makes a mistake will sit on the last chair, and everyone else will move.
You can introduce a game moment: the teacher sings the song “I have a pebble. Who should I give it to? Who should I give it to? He will answer"
.
The teacher begins: “We came to kindergarten. We played in the area. And what happened then?
He passes the pebble to one of the players. He replies:
“We did gymnastics”
-
“And then?”
Passes the pebble to another child.
The game continues until the children say the last thing - going home.
Note. It is advisable to use a pebble or other object, since it is not the one who wants it that answers, but the one who gets it. This forces all children to be attentive and ready to respond.
25. Didactic game “When do you do this?”
Goal: consolidate cultural and hygienic skills and knowledge of the parts of the day, develop attention , memory, speech.
Progress of the game: The teacher names one child. Then he depicts some action, for example, washing his hands, brushing his teeth, cleaning his shoes, combing his hair, etc., and asks: “When do you do this?”
If a child answers that he brushes his teeth in the morning, the children correct him:
“Morning and evening
. One of the children can act as the leader.
26. Didactic game “Highlight the word”
Goals: to teach children to clearly pronounce polysyllabic words loudly, to develop auditory attention .
Progress of the game: The teacher pronounces the words and invites the children to clap their hands when they hear words that contain the sound “z”
(mosquito song)
.
(Bunny, mouse, cat, castle, goat, car, book, bell)
The teacher should pronounce the words slowly, pause after each word so that the children can think.
27. Didactic game “Tree, bush, flower”
Goals: consolidate knowledge of plants, expand children's horizons, develop speech and memory.
Progress of the game: The presenter says the words “Tree, bush, flower.”
and walks around the children. Stopping, he points to the child and counts to three; the child must quickly name what the leader stopped at. If the child does not have time or names incorrectly, he is eliminated from the game. The game continues until one player remains.
28. Didactic game “Where does it grow?”
Objectives: to teach to understand the processes occurring in nature; give an idea of the purpose of plants; show the dependence of all life on earth on the state of the vegetation cover; develop speech .
Progress of the game: The teacher names different plants and shrubs, and the children choose only those that grow with us. If children grow up, they clap their hands or jump in one place (you can choose any movement; if not, they remain silent.
Apple, pear, raspberry, mimosa, spruce, saxaul, sea buckthorn, birch, cherry, sweet cherry, lemon, orange, linden, maple, baobab, tangerine.
If the children did it successfully, they can list the trees faster:
plum, aspen, chestnut, coffee. Rowan, plane tree. Oak, cypress\. Cherry plum, poplar, pine.
At the end of the game, the results are summed up as to who knows the most trees.
29. Didactic game “Who is who (with what)
will?"
Goal: to develop speech activity and thinking.
Progress of the game: Children answer the adult’s question: “Who will it be (or what will it be)
... egg, chicken, boy, acorn, seed, egg, caterpillar, flour, iron, brick, cloth, etc.? If the children come up with several options, for example, from an egg - a chicken, a duckling, a chick, a crocodile. Then they receive additional forfeits.
Or the teacher asks: “Who was the chick before (an egg, bread (flour, a car (metal))
.
30. Didactic game “Summer or Autumn”
Goal: consolidate knowledge of the signs of autumn, differentiating them from the signs of summer; develop memory , speech; nurturing dexterity.
Progress of the game: The teacher and children stand in a circle. Educator. If the leaves turn yellow, this is... (and throws the ball to one of the children. The child catches the ball and says, throwing it back to the teacher: “Autumn”
).
Educator. If the birds fly away, this is... Etc.
31. Didactic game “Be careful”
Goal: differentiation of winter and summer clothing; develop auditory attention , speech hearing; increasing vocabulary.
Listen carefully to the verses about clothing, so that you can then list all the names that appear in these verses. Call it summer first. And then winter.
32. Didactic game “Take - don’t take”
Purpose: differentiation of forest and garden berries; increasing vocabulary on the topic “Berries”
;
develop auditory attention .
How to play: Children stand in a circle. The teacher explains that he will pronounce the names of forest and garden berries. If children hear the name of a wild berry, they should sit down, and if they hear the name of a garden berry, they should stretch, raising their arms up.
Strawberries, blackberries, gooseberries, cranberries, red currants, strawberries, black currants, lingonberries, raspberries.
33. Didactic game “What do they plant in the garden?”
Goal: to learn to classify objects according to certain characteristics (by their place of growth, by their use)
;
develop quick thinking and
auditory attention.
Progress of the game: Children, do you know what is planted in the garden? Let's play this game: I will name different objects, and you listen carefully. If I name what is planted in the garden, you will answer “Yes”
, if what doesn’t grow in the garden, you say
“No”
. Whoever makes a mistake leaves the game.
• Carrots (yes, cucumber (yes), plum (no, beets (yes)
etc.
34. Didactic game “Who will collect it most quickly?”
Purpose: to teach children to group vegetables and fruits; cultivate quick reaction to the teacher’s words, endurance and discipline.
Progress of the game: Children are divided into two teams: “Gardeners”
and
"Gardeners"
. On the ground there are models of vegetables and fruits and two baskets. At the command of the teacher, the teams begin to collect vegetables and fruits, each in their own basket. Whoever collects first raises the basket up and is considered the winner.
35. Didactic game “Who needs what?”
Purpose: to exercise in the classification of objects, the ability to name things necessary for people of a certain profession; develop attention .
Educator: - Let's remember what people of different professions need to work. I will name his profession, and you will tell him what he needs for work.
The teacher names a profession, the children say what is needed for work. And then in the second part of the game, the teacher names the object, and the children say for what profession it might be useful.
36. Didactic game “Make no mistake”
Goal: consolidate children’s knowledge about different sports, develop resourcefulness , intelligence, attention; cultivate a desire to play sports.
Progress of the game: The teacher lays out cut pictures depicting various sports: football, hockey, volleyball, gymnastics, rowing. In the middle of the picture is an athlete , you need to pick up everything he needs for the game.
Using this principle, you can make a game in which children will select tools for various professions. For example, a builder: he needs tools - a shovel, trowel, paint brush, bucket; machines that make the work of a builder easier - a crane, an excavator, a dump truck, etc. In the pictures - people of those professions that children are introduced to throughout the year: a cook, a janitor, a postman, a salesman, a doctor, a teacher, a tractor driver, a mechanic, etc. They select images of the objects of their labor. The correctness of execution is controlled by the picture : from small pictures it should turn out to be a large, whole one
37. Didactic game “Guess it!”
Goal: to learn to describe an object without looking at it, to identify essential features in it, to recognize an object by description; develop memory , speech.
Progress of the game: At the teacher’s signal, the child who received the chip stands up and makes a description of any object from memory, and then passes the chip to the person who will guess. Having guessed, the child describes his item, passes the chip to the next one, etc.
38. Didactic game “Finish the sentence”
Goal: learn to complete sentences with a word of the opposite meaning; develop memory , speech.
Progress of the game: The teacher begins the sentence, and the children finish it, only they say words that are opposite in meaning.
Sugar is sweet and pepper is... (bitter)
In summer the leaves are green, and in autumn -... (yellow)
The road is wide and the path is…. (narrow)
The ice is thin, but the trunk is ... (thick)
39. Didactic game “Where is what?”
Goal: to learn to identify words with a given sound from a group of words, from a speech stream; consolidate the correct pronunciation of certain sounds in words; develop attention .
Progress of the game: The teacher names the object and invites the children to answer where they can put it. For example:
- “Mom brought bread and put it in ... (breadbox)
.
• Masha poured sugar... Where? (Into the sugar bowl)
• Vova washed his hands and put down the soap. Where? (On a soapbox)
40. Didactic game “Catch up with your shadow”
Purpose: to introduce the concept of light and shadow; develop speech .
Didactic games for the senior group of kindergarten
Didactic games, intended for preschoolers 5-6 years of age, involve the completion of complex tasks and the formation of correct relationships. In this age group, the educational and developmental process is built in the form of basic classes, and through games, children consolidate acquired knowledge and skills. The competitive process plays a significant role, promoting proper emotional development and establishing positive contact with other people.
Find the ball and name the color
Children stand in a circle. Stand in the center, throw the ball to each player in turn, and call a specific color. The player's task is to name the object with the appropriate color, then throw the ball back. For example: orange - orange, apricot, carrot. Or: purple - eggplant, plum, grapes, lilac.
Generalization
The players stand in a row. Throw a ball to each of them in turn, after naming a generalizing concept. Children must name objects that correspond to the generalization. For example: fruits - apple, orange, peach, pear, apricot, lemon.
Complete the drawing
To play, print out cards depicting shapes that can become part of an object. Laminate the images so that you can draw on them with erasable markers.
Show the children the cards and ask them what the shapes look like. Hand out the pictures to the players so that they can fill in what they represent. Then erase the images, change cards between players. And so on until each child has fantasized about all the figures.
Remember and find
The game should be organized in a spacious room in which kindergarteners can navigate well. Place any toys on the floor. Ask the player to look at them carefully and remember the location. Then blindfold the child with a scarf. The game task is to blindly find objects laid out on the floor.
Columbus egg
To play, print out the egg template, then cut along the lines into 10 shapes. From these figures you can create a variety of silhouette images. This activity is extremely fascinating for preschoolers and develops their imagination.
Who will collect the items faster?
The game is competitive. For her, prepare cards depicting objects that relate to different professions. For each player, or for a group of players if there are many children, determine a profession. The game's task is to find three pictures in a pile that relate to a given profession faster than others. For example: cook - cap, pan, ladle. Or: doctor - white coat, thermometer, syringe. Or: seamstress - thread, scissors, sewing machine. Or: builder - helmet, drill, trowel.
Complete the drawing
Give the players pictures of objects with missing parts, for example, a dog without a tail, a house without windows, a car without wheels. Children must say what is missing in the picture and complete this part.
Diagnostics of gaming activity
Educational activities in kindergarten are carefully analyzed. Moreover, the analysis of the components of the educational process is carried out by the teacher himself, methodologists and colleagues. Self-analysis is necessary to identify and correct shortcomings in the organization and conduct of games, and third-party commentary is needed to draw up an overall assessment of the teacher’s competence in organizing the educational process. If we talk about a general assessment of the play activity of children in a group, then the teacher prepares such a report at the beginning and end of the school year. To do this, he uses an algorithm, which can be seen here https://yadi.sk/i/h9xM3BE53SLSwU
Since the child plays not only in preschool, but also at home, parents are involved in the analysis of the child’s play activity. The analysis scheme in the form of a questionnaire for moms and dads can be found here https://yadi.sk/i/K5T4siNu3SLSwk
To formulate conclusions regarding the level of development of the child’s play activity, the teacher uses the results obtained, describing them in free form based on the data obtained.
Diagnostics of gaming activity, among other things, helps determine how quickly children get involved in the game
Play activity is the leading activity for a child in the preschool period. That is why all elements of the educational process in preschool educational institutions fit into the game form. This makes it possible to realize a wide range of goals and objectives in preparing children 6–7 years old for the next stage of education—school. At the same time, the responsibility for choosing the content and form of the game, as well as preparing, conducting the fun and drawing up diagnostic cards for the level of development of gaming activity falls on the shoulders of the teacher.
Preparatory group
In the preparatory group, preschoolers prepare for the transition to first grade and acquire important knowledge and skills. Therefore, complex didactic games with a predominantly educational focus are applicable.
Train for animals
To play, make a cardboard train with 3 carriages: the first for animals, the second for birds, the third for insects. Print out pictures depicting fauna representatives. The game task is to correctly arrange the pictures into the cars.
Man or nature
Children stand in a circle. Throw a ball to each of them in turn, asking at random, “What did the person do?” or “What has nature done?” In the first case, the answers will be, for example, “car”, “clothes”. And in the second there is “tree”, “river”, “stone”, “nest”. The player who finds it difficult to answer is eliminated from the circle. The winner is the last one to give the correct answer.
Name the plant
Say a sound and the players must remember the plants that start with it. For example: A – aster, watermelon, orange, pineapple, aloe, acacia, cherry plum.
Clouds
On a fine day, when cumulus clouds float in the sky, take the students for a walk. Let everyone choose a cloud and tell them what it reminds them of.
