Word games for the preparatory group of kindergarten: a selection with conditions, photos and videos

Joint word games for adults and children in the preparatory group

Verbal games in older preschool age are one of the main methods of consolidating and deepening knowledge, and they need to be organized every day, gradually increasing their complexity. The teacher needs to monitor the dynamics of children’s development and mastery of new knowledge in order to give optimal load (for example, in the game “Guess the Animal” you need to add descriptions of animals of tropical countries, polar zones, and the ocean as preschoolers become familiar with them in class).

Older preschoolers also like games of a competitive nature, since their psyche is much more stable than at a younger age, they do not perceive losing as painfully as before; on the contrary, they are able to recognize and correct their mistakes. Almost any word game can be turned into a small competition or quiz, the main thing is that it is held in a friendly, comradely atmosphere, and everyone without exception receives awards at the end.

The quiz can also be used at matinees, then it will be conducted by the main game character

Table: examples of word games for seven-year-old children

Educational area and tasks of games	Name and course of the game
Social and communicative development To form in children an idea of positive models of behavior in society, to cause rejection of negative qualities and actions, kindness, humanity, the ability to be friends, mutual assistance, sympathy for someone else’s misfortune.	“Evaluate the action” The teacher describes imaginary situations in which their peers or heroes of fairy tales, cartoons find themselves, the children evaluate what happened, tell who did the right thing, who did the bad thing, and why. “Good deeds” The teacher tells the children that they have become wizards and can do miracles. Then he shows pictures (illustrations for literary works or plot ones). Preschoolers say what kind deed they would do for the characters depicted in the pictures to help them in trouble. Even the most unusual and incredible answers are accepted, since the game is also aimed at developing creative, imaginative thinking.
Cognitive development (familiarization with society) Clarify and generalize children’s ideas about professions, relationships in the family, develop the ability to choose words to describe objects and people, cultivate respect for work, family and friends.	“City of Masters” The teacher invites children to imagine themselves walking around the City of Masters. In the windows of every house where the master lives, his works and products are displayed. What will we see in the window of a blacksmith, potter, seamstress, artist, pastry chef? What sounds will we hear, what smells will we smell as we pass by them? “Friendly family” The teacher voices the situation: we are visiting a family where everyone helps each other, but everyone also has responsibilities. What does mom do, who helps her, how? How do they help grandparents and fathers, how do they take care of children? You can also offer children the games “What does anyone need for work?”, “What do people drive?”, “Pick up a gift for your grandmother and mother,” “Call them affectionately,” “What kind of mother?”
Cognitive development (familiarization with nature) To consolidate the understanding of natural phenomena and objects, the relationships between them, to cultivate environmentally appropriate behavior and ecological culture.	“Ecological chain” Educator: - What can’t a butterfly live without? (No flowers). What can flowers not live without? (Without land, water). Why? How are they connected? “Twelve months give gifts” Educator: - The month of January is coming to us, what does it bring to us? (New Year tree, snow, frost, sledding). What does April bring? August? Etc. “What nature asks us for” Educator: - The flower asks us... (don’t tear me down). The tree asks... (don’t bark at me). The moth asks... (don't catch me). The stream asks... (don’t pollute me). “It’s the other way around” The teacher describes the seasons, making deliberate mistakes: “Winter has come, snow has fallen, children go into the forest to pick mushrooms. Autumn has come, the leaves on the trees have turned green.” Children correct mistakes and explain their opinions.
Cognitive development (mathematics) Improve understanding of time and space, strengthen quantitative and ordinal counting skills, and cultivate interest in mathematical games.	“Count further” The teacher starts counting from one, stops at any number and invites the child to continue counting. You can also use ordinal numbers (first, second, third), counting in reverse order, in pairs and triplets, moving beyond the first ten. “Find around you” Children are asked to find round, triangular, square-shaped objects around them and clearly name them (I see a round clock, a square picture, an oval table). "Where is" The teacher invites preschoolers to describe where far and close objects are located, which of them are further, closer, higher or lower, larger or smaller. “Parts of the day” Children answer the questions: “What did you do in the morning? What's during the day? What is the sky like in the morning? Which one in the evening? When do we have lunch and dinner? Etc."
Speech development Strengthen children’s understanding of speech units (sound, word, sentence), improve the ability to identify sounds in words, select a word with a certain sound, and come up with sentences on a specified topic. Cultivate interest in books, reading, folklore.	“Catch the sound” Children highlight the necessary sound at the beginning, middle or end of the word. “Orchestra” Children pronounce sounds and syllables, imitating playing musical instruments, so that together they make a semblance of music. This game requires preschoolers to skillfully control the pace of speech, the timbre and volume of their voice, and teaches them to take their breath in time. “Finish the sentence” Children are asked to complete a sentence on a wide variety of topics: “In Africa they live... (elephants, zebras, rhinoceroses). Water can... (flow, wet, dissolve). In our flowerbed they bloom... (daisies, snapdragons, roses). The puppy rejoices when... (they feed him, play with him, the owner returns). This game can be used to monitor children's knowledge of all topics covered during the year. Games based on fairy tales “Describe the hero”, “Whose object?”, “Remember the song of the fairy tale hero”, “Let’s change the ending of the fairy tale”, “The hero of the fairy tale got lost”. Such games teach children to fantasize and freely build their own imaginary fairy-tale world.

Card index of speech development games

Didactic games for speech development in the preparatory group. Card file with goals according to the Federal State Educational Standard

Card index of games for speech development. Preparatory group

Game “Sound Caps”
Purpose:
To develop sound analysis skills.
Learn to form forward and backward syllables. Progress:
2 children take part in the game.
They choose their beetle and goose hats. Leaves and flowers cut out of colored paper are laid out on the floor. Letters representing vowel sounds are written on them. According to the teacher’s instructions “The sun is waking up,” children move around the room, imitating the buzzing of a beetle and the hissing of a goose. At the teacher’s signal, the children stop on the leaves and flowers, pronouncing the syllables with their own sounds in turn. For example: The beetle stopped at a flower with the letter “A”, the child pronounces the syllable “Zha”. Game “Finish the Word” Purpose:
To develop children’s ability to divide words into syllables.
Progress:
Children stand in a circle.
Teacher with a ball Goal:
To develop children’s ability to divide words into syllables.
Progress:
The teacher invites the children to guess the words, while tapping 2 times.
Children select words with a given number of syllables. For the correct answer, the child receives a chip. Game “Let's weave a wreath of sentences” Purpose:
To train children in composing sentences, united thematically, to develop verbal attention.
Progress:
The teacher pronounces a sentence.
Children name the last word and come up with a new sentence with it. For example: Seryozha is reading a book. The book is on the table. Game “Name the words in which the second sound is a vowel (consonant)” Purpose:
To consolidate the skills of sound analysis of a word, to practice distinguishing between vowels and consonants, and to activate the dictionary.
Progress:
The teacher asks the children to remember words whose second sound is a vowel or consonant.
Children compete in rows. The row that comes up with the most words wins. Game “Magic Cubes” Purpose:
To strengthen children’s ability to determine the place of sound in a word, perform phonemic analysis and synthesis of words, develop auditory and visual memory, as well as visual perception.
Material:
Cubes on each side of which are depicted objects familiar to children.
Progress:
The child is asked to collect some word, for example “elephant”.
Pay attention to the first sounds of words - names of objects. The child first finds a cube, on one of the faces of which there is an object whose name begins with the sound [s]. Then he searches on the faces of the next cube for an image of an object whose name has the first sound - [l], [o], [n]. Game “Fun Train” Purpose:
To improve the skill of sound analysis, to strengthen children’s ability to determine the number of sounds in a word.
Material:
Each child has an object picture in his hands - a ticket.
Procedure:
The teacher asks each child to determine the number of sounds in his word and put the picture in the correct carriage corresponding to the number of sounds in the word (how many boxes, so many sounds).
Game “Necessary Signs” Purpose:
To develop children’s speech apparatus, practice diction, and consolidate ways of denoting sentences.
Progress:
The teacher names a sentence.
Children determine with what intonation it was pronounced, and accordingly, they raise a card with the desired sign. Game “Find Brother” Purpose:
To strengthen children’s ability to identify the first sound in a word, to distinguish between hard and soft consonant sounds.
Material:
Subject pictures
Progress:
The teacher puts subject pictures in one row.
Children must arrange the pictures in two rows. In the second row there should be pictures such that the first sounds of the words are brothers of the first sounds of the words of the first row. For example: Butterfly, first sound [b]. I'll put the squirrel, the first sound in this word is [b'], [b] and [b'] - brothers. Children take turns coming up, naming objects, the first sounds of words, and if they have chosen the correct pair, place the picture under the top row. Game “Red - White” Goal:
Continue to teach children to intonationally isolate any sound from a word and determine its place in the word.
Material:
Each child has a red and white mug.
Procedure:
The teacher names the words. If the children hear the sound [s] in the word, then they raise a red circle; if there is no given sound, they raise a white one.
Sounds: [f], [sh], [sch']. Game “Who talks like this?” Goal:
expanding vocabulary, developing reaction speed.
Progress:
the teacher throws the ball to the children one by one, naming the animals.
Children, returning the ball, must answer how this or that animal gives a voice: A cow moos A tiger growls A snake hisses A mosquito squeaks A dog barks A wolf howls A duck quacks A pig grunts Option 2. The speech therapist throws the ball and asks: “Who is growling?”, “Who is it?” moos?", "Who barks?", "Who cuckoos?" etc. Game "Who Lives Where?" Goal:
to consolidate children’s knowledge about the homes of animals and insects.
Consolidating the use of the grammatical form of the prepositional case with the preposition “in” in children’s speech. Progress:
Throwing the ball to each child in turn, the teacher asks a question, and the child, returning the ball, answers.
Option 1. teacher: – Children: Who lives in a hollow? - Squirrel. Who lives in a birdhouse? - Starlings. Who lives in the nest? - Birds. Who lives in the booth? - Dog. Who lives in the hive? — Bees Who lives in a hole? - Fox. Who lives in the den? - Wolf. Who lives in the den? - Bear. Option 2. teacher: - Children: Where does the bear live? - In the den. Where does the wolf live? - In the lair. Option 3. Work on the correct sentence construction. Children are asked to give a complete answer: “The bear lives in a den.” Game “Give me a word” Goal:
development of thinking, speed of reaction.
Progress:
the teacher, throwing the ball to each child in turn, asks: “The crow is croaking, and what about the magpie?”
The child, returning the ball, must answer: “The magpie is chirping.” Examples of questions: – An owl flies, but what about a rabbit? - The cow eats hay, and the fox? - The mole digs holes, and the magpie? - The rooster crows, and the chicken? - The frog croaks, and the horse? - The cow has a calf, and the sheep? – The bear cub has a mother bear, and the baby squirrel? Game "What's happening in nature?" Goal:
to consolidate the use of verbs in speech, agreement of words in a sentence.
Move:
the teacher, throwing the ball to the child, asks a question, and the child, returning the ball, must answer the question asked.
It is advisable to play the game by topic. Example: Theme “Spring” teacher: - Children: The sun - what is it doing? - It shines, it warms. Streams - what are they doing? - They are running and murmuring. Snow - what does it do? — It’s getting dark, melting. Birds - what are they doing? - They fly in, build nests, sing songs. Drops - what does it do? - It's ringing and dripping. Bear - what is he doing? - He wakes up and crawls out of the den. The game “Who moves how?” Goal:
enrichment of children’s verbal vocabulary, development of thinking, attention, imagination, dexterity.
Move:
the teacher, throwing the ball to each child, names an animal, and the child, returning the ball, pronounces a verb that can be attributed to the named animal.
teacher: - Children: Dog - stands, sits, lies, walks, sleeps, barks, serves (cat, mouse...) Game “Hot - Cold” Purpose:
to consolidate in the child’s imagination and vocabulary the opposite characteristics of objects or antonym words.
Move:
the teacher, throwing the ball to the child, pronounces one adjective, and the child, returning the ball, calls another - with the opposite meaning.
teacher: - Children: Hot - cold Good - bad Smart - stupid Cheerful - sad Sharp - stupid Smooth - rough Game “What happens in nature?” Goal:
to consolidate the use of verbs in speech, agreement of words in a sentence.
Move:
the teacher, throwing the ball to the child, asks a question, and the child, returning the ball, must answer the question asked.
It is advisable to play the game by topic. Example: Theme “Spring” Teacher - Children The sun - what is it doing? - It shines, it warms. Streams - what are they doing? - They are running and murmuring. Snow - what does it do? — It’s getting dark, melting. Birds - what are they doing? - They fly in, build nests, sing songs. Drops - what does it do? - It's ringing and dripping. Bear - what is he doing? - He wakes up and crawls out of the den. The game “Who can perform these actions?” Goal:
activation of children’s verbal dictionary, development of imagination, memory, dexterity.
Move:
the teacher, throwing the ball to the child, names the verb, and the child, returning the ball, names the noun that matches the named verb.
teacher: - Children: Walking - man, animal, train, steamship, rain... Running - stream, time, animal, man, road... Flying - bird, butterfly, dragonfly, fly, beetle, plane... Swimming - fish, whale, dolphin , boat, ship, man... Game “What is it made of?” Goal:
to consolidate the use of relative adjectives and methods of their formation in children’s speech.
Move:
the teacher, throwing the ball to the child, says: “Boots made of leather,” and the child, returning the ball, answers: “Leather.”
teacher: - Children: Fur mittens - fur Copper basin - copper Crystal vase - crystal Wool mittens - wool Game “Who was who?” Goal:
development of thinking, expansion of vocabulary, consolidation of case endings.
Move:
the teacher, throwing the ball to one of the children, names an object or animal, and the child, returning the ball to the speech therapist, answers the question of who (what) the previously named object was: Chicken - egg Bread - flour Horse - foal Wardrobe - board Cow – calf Bicycle – iron Dud – acorn Shirt – fabric Fish – egg Boots – leather Apple tree – seed House – brick Frog – tadpole Strong – weak Butterfly – caterpillar Adult – child
Game “What does it sound like?” Goal:
development of auditory attention and observation.
Procedure:
the teacher behind the screen plays various musical instruments (tambourine, bell, wooden spoons).
Children must guess what it sounds like. Game “What Happens in Autumn?” Purpose:
to teach the seasons, their sequence and main features.
Progress:
on the table are mixed pictures depicting various seasonal phenomena (it is snowing, a flowering meadow, an autumn forest, people in raincoats and with umbrellas, etc.).
The child chooses pictures that depict only autumn phenomena and names them. Game “Catch and throw - name the colors” Purpose:
selection of nouns for the adjective denoting color.
Reinforcing the names of primary colors, developing children's imagination. Move:
the teacher, throwing the ball to the child, names an adjective denoting color, and the child, returning the ball, names a noun that matches this adjective.
teacher: - Children: Red - poppy, fire, flag Orange - orange, carrot, dawn Yellow - chicken, sun, turnip Green - cucumber, grass, forest Blue - sky, ice, forget-me-nots Blue - bell, sea, sky Violet - plum , lilac, twilight Game “Whose head?” Goal:
expanding children's vocabulary through the use of possessive adjectives.
Move:
the teacher, throwing the ball to the child, says: “A crow has the head...”, and the child, throwing the ball back, finishes: “... a crow.”
For example: A lynx has a lynx's head A fish has a fish's head A cat has a cat's head A magpie has a magpie's head A horse has a horse's head An eagle has an eagle's head Game "Odd Four" Goal:
to consolidate children's ability to identify a common feature in words, to develop the ability to generalize.
Procedure:
the teacher, throwing the ball to the child, names four words and asks them to determine which word is the odd one out.
For example: blue, red, green, ripe. Zucchini, cucumber, pumpkin, lemon. Cloudy, stormy, gloomy, clear. Game “One - Many” Goal:
to consolidate various types of endings of nouns in children’s speech.
Progress:
the teacher throws the ball to the children, calling singular nouns.
Children throw the ball back, naming plural nouns. Example: Table - tables chair - chairs Mountain - mountains leaf - leaves House - houses sock - socks Eye - eyes piece - pieces Day - days jump - jumping Sleep - dreams gosling - goslings Forehead - foreheads tiger cub - tiger cubs. Game “Select the signs” Goal:
activation of the verb dictionary.
Progress:
the teacher asks the question “What can squirrels do?”
Children answer the question and find a picture for the question asked. Sample answers: Squirrels can jump from branch to branch. Squirrels know how to make warm nests. Game “Animals and Their Cubs” Goal:
to consolidate the names of baby animals in children’s speech, consolidate word formation skills, develop dexterity, attention, and memory.
Move:
throwing the ball to the child, the teacher names an animal, and the child, returning the ball, names the baby of this animal.
The words are arranged into three groups according to the method of their formation. The third group requires memorizing the names of the cubs. Group 1. The tiger has a tiger cub, the lion has a lion cub, the elephant has a cub, the deer has a fawn, the elk has a calf, the fox has a fox calf. Group 2. The bear has a baby bear, the camel has a baby camel, the hare has a baby hare, the rabbit has a baby rabbit, the squirrel has a baby squirrel. Group 3. The cow has a calf, the horse has a foal, the pig has a piglet, the sheep has a lamb, the hen has a chick, the dog has a puppy. Game "What is round?" Goal:
expanding children's vocabulary through adjectives, developing imagination, memory, and dexterity.
Move:
the teacher, throwing the ball to the children, asks a question; the child who caught the ball must answer it and return the ball.
-What is round? (ball, ball, wheel, sun, moon, cherry, apple...) - what is long? (road, river, rope, tape, cord, thread...) - what is tall? (mountain, tree, rock, person, pillar, house, closet...) - what is prickly? (hedgehog, rose, cactus, needles, Christmas tree, wire...) Game “Nature and Man” Goal:
to systematize children’s knowledge about what is created by man and what nature gives to man.
Progress of the game:
“What is made by man?”
- the teacher asks and hands one of the players an object (or throws a ball). The child answers and passes the ball or object to the child standing next to him, and so on around the circle. After completing the circle, the teacher asks a new question: “What was created by nature?” The game is repeated in a new circle; a child who fails to answer goes out of the circle and misses it, but if he comes up with and names a word, he starts the game again. Game “On the contrary” Goal:
to develop children's intelligence and quick thinking.
Progress of the game:
The teacher names a word, and the children must name the opposite.
(Far - close, top - bottom, etc.) Game “Name the plant with the right sound.” Goal:
to develop phonemic hearing and quick thinking in children.
Progress of the game:
The teacher says: “Come up with plants whose names begin with the sound “A”, “K”, “…”.
Whoever names the most wins. Game “Name three objects” Purpose:
to train children in classifying objects.
Progress of the game:
What objects can be called in one word: flowers, birds and... “Flowers!”
– the teacher says and after a short pause throws the ball to the child. He answers: “Chamomile, rose, cornflower.” Game “Add a syllable” Goal:
to develop phonemic awareness and quick thinking.
Progress of the game:
The teacher names one syllable and throws the ball.
The person who catches it must complete it to form a word, for example: ma - ma, kni - ha. The person who completes the word throws the ball to the teacher. Game “Say it differently” Purpose:
to teach children to select a synonym - a word that is close in meaning.
Progress of the game:
The teacher says that in this game the children will have to remember words that are similar in meaning to the word that he names.
Game “My Cloud” Goal:
development of imagination, emotional sphere, imaginative perception of nature (the game also serves as a relaxation pause).
Progress of the game:
Children sit comfortably in a clearing, grass, calm down and close their eyes.
Exercise. Imagine relaxing in a clearing. The voices of birds are heard, the smell of herbs and flowers is heard, clouds float across the sky. You need to choose a cloud in the sky and say what it looks like, talk about it. Game “Find a leaf, like on a tree” Purpose:
to teach how to classify plants according to a certain characteristic.
Progress of the game:
The teacher divides the group of children into several subgroups.
Everyone is invited to take a good look at the leaves on one of the trees, and then find the same ones on the ground. The teacher says: “Let’s see which team finds the right leaves faster.” The children begin their search. Members of each team, having completed the task, gather near the tree whose leaves they were looking for. The team that gathers near the tree first, or the one that collects the most leaves, wins. Game “Finish the sentence” Objectives:
to teach to understand the causal relationships between phenomena;
practice choosing the right words. Progress of the game:
The teacher begins the sentence: “I put on a warm fur coat because...”, “The children put on Panama hats because...”, “It’s snowing heavily because it’s falling...”.
Game “Make no mistake” Goals:
to develop quick thinking;
consolidate children's knowledge of what they do at different times of the day. Progress of the game:
The teacher names different parts of the day or the children’s actions.
And the children must answer in one word: “We have breakfast”, “We wash our face”, name when this happens. Game “Flies - does not fly” Purpose:
to develop auditory attention.
Progress of the game:
The teacher tells the children: “If I name an object that flies, you raise your hand or catch the ball.
You need to pay attention because I will raise my hands both when the object is flying and when it is not flying. Whoever makes a mistake will pay with a chip.” Game "Who knows more?" Goal:
to develop memory, resourcefulness, intelligence.
Progress of the game:
The teacher, holding a glass in his hand, asks what it can be used for.
Whoever names the most actions wins. Game “Find an object of the same shape” Purpose:
to clarify the idea of the shape of objects.
Progress of the game:
The teacher raises a drawing of a circle, and the children must name as many objects of the same shape as possible.
Game “Guess what kind of plant” Goal:
describe the object and recognize it by its description.
Progress of the game:
The teacher invites one child to describe the plant or make a riddle about it.
The other children must guess what kind of plant it is. Game “Like - Not Like” Purpose:
to teach to compare objects;
find signs of difference in them; similarities, recognize objects by description. Progress of the game:
For example: one child makes a guess, and the other children must guess: “Two beetles crawled.
One is red with black dots, the other is black...” Game “What kind of bird is this?” Goal:
to teach children to describe birds by their characteristic features and recognize them by description.
Progress of the game:
The teacher appoints a driver who depicts the habits of the bird or describes its characteristic features, the other children must guess.
Game “Guess what’s in the bag” Purpose:
to describe the signs perceived by touch.
Progress of the game:
The teacher puts vegetables and fruits in a bag.
The child must determine by touch what is in his hand and make a riddle about it so that the children can guess what is in the hands of the presenter. Game “Invent Yourself” Purpose:
to teach how to correctly compose sentences with a given number of words.
Progress of the game:
Give children supporting words: autumn, leaf fall, rain, snowflakes.
Ask them to come up with sentences of 3-5 words. The child who is the first to make a sentence receives a Game “Guess It!” Goal:
to develop the ability to describe an object without looking at it, to identify essential features in it, to recognize an object by description.
Progress of the game:
At the teacher’s signal, the child who received the chip stands up and gives a description of any object from memory, and then passes the chip to the person who will guess.
Having guessed, the child describes his object, passes the object to the next, etc. Game “Tops and Roots” Purpose:
to practice classifying vegetables (what is edible in them - the root or the fruits on the stem).
Progress of the game:
The teacher clarifies with the children what they will call tops and what roots.
The teacher names a vegetable, and the children quickly answer what is edible in it. Game “Forester” Purpose:
to remind and consolidate the idea of the appearance of some trees and shrubs, about their constituent parts (trunk, leaves, fruits and seeds).
Progress of the game:
One “forester” is selected, the rest of the children are his assistants.
They came to help him collect seeds for new plantings. “The forester” says: “There are a lot of ... (birch, maple, poplar) growing on my site, let’s collect some seeds.” He can only describe the tree without naming it. Children look for seeds, collect them and show them to the “forester”. The one who collected the most seeds and made no mistakes wins. Game with a ball “It happens - it doesn’t happen” Goal:
to develop memory, thinking, reaction speed.
The teacher says a phrase and throws the ball, and the children must answer quickly. Frost in the summer... (does not happen). Snow in winter... (happens). Frost in summer... (does not happen). Drops in the summer... (does not happen). Game "What is this?" Goal:
to develop logical thinking, memory, ingenuity.
Progress of the game:
The teacher thinks of an object of living or inanimate nature and begins to list its signs, and the children continue.
For example: An egg is oval, white, large, hard on top, nutritious, can be found in a store, edible, chicks hatch from it. Game “Find out whose leaf” Purpose:
to teach to recognize plants by leaf.
Progress of the game:
During a walk, collect fallen leaves from trees and bushes, show them to the children, offer to find out which tree, and find evidence (similarity) with unfallen leaves of various shapes.
Game “Tell without words” Objectives:
to consolidate children’s ideas about autumn changes in nature;
develop creative imagination and observation skills. Progress of the game:
Children in a circle, the teacher invites them to depict autumn weather with facial expressions, hand gestures, and movements.
Show that it has become cold. Children shudder, warm their hands, and put on hats and scarves with gestures. Show that it is cold rain. They open their umbrellas and turn up their collars. Game “Find what I will describe” Goal:
to develop the ability to search for a plant by description.
Progress of the game:
The teacher describes the plant, naming its most characteristic features.
Whoever identifies the plant first gets a chip. Game “Guessing riddles” Goal:
expand the stock of nouns in the active dictionary.
How to play:
Children sit on a bench.
The teacher makes riddles about insects. The child who guesses the answer asks the riddle himself. For guessing and making a riddle, he gets one chip each. The one who collects the most chips wins. Children can come up with their own riddle. Game "When does this happen?" Goal:
to clarify and deepen knowledge about the seasons.
Progress of the game:
The teacher names the seasons and gives the chip to the child.
The child names what happens at this time and passes the chip to another. He adds a new definition and passes the chip to the third. Game "What's around us?" Goal:
to teach how to divide two- and three-syllable words into parts and pronounce each part of the word.
Progress of the game:
While walking, children look around them for something that has one part in the name (ball, poppy, ball, house, garden), two parts (fence, bushes, flowers, sand, grass), three parts (swing, veranda, birch, car).
For each answer, the child receives a chip, and the winner is determined by their number. Game “Tell me what you hear” Objectives:
to teach to use complete sentences in answers;
develop phrasal speech. Progress of the game:
The teacher invites the children to close their eyes, listen carefully and determine what sounds they heard (the sound of rain, car signals, the rustle of a falling leaf, the conversation of passers-by, etc.).
Children must answer in a complete sentence. The one who can name the most sounds heard wins. Game "Who am I?" Purpose:
indicate the named plant.
Progress of the game:
The teacher quickly points his finger at the plant.
The first person to name the plant and its form (tree, shrub, herbaceous plant) gets a point. Game “Dunno Away” Purpose:
to teach to see an equal number of different objects, to consolidate the ability to count objects.
Material:
3 groups of toys of 5, 6, 7 pieces;
cards with circles. Progress of the lesson:
V. addresses the children: Today we have Dunno as our guest.
I asked him to put a card for each group of toys with the same number of circles as there are toys. See if Dunno arranged the cards correctly.” After listening to the children’s answers, the teacher invites 1 child to select the appropriate card for each group. Organizes an inspection. Children take turns (two children) count the toys of one of the groups and the mugs on the card presented on it. The teacher asks all children to count the last group of toys together. Game “Artists” Goal:
development of orientation in space.
Progress of the game: The presenter invites the children to draw a picture. Everyone thinks about its plot together: a city, a room, a zoo, etc. Then everyone talks about the planned element of the picture, explaining where it should be located in relation to other objects. The teacher fills in the picture with the elements suggested by the children, drawing it with chalk on a blackboard or a felt-tip pen on a large sheet of paper. In the center you can draw a hut (the image should be simple and recognizable) at the top, on the roof of the house - a pipe. Smoke comes up from the chimney. There is a cat sitting downstairs in front of the hut. The task should use words: above, below, left, right, from, behind, in front, between, around, next to, etc. Game “Broken Car” Purpose:
to teach to notice irregularities in the depicted object.
Material:
a machine consisting of geometric shapes with some part missing.
Progress of the game:
A machine consisting of geometric shapes is built on a flannelgraph.
Then all the children, except one - the leader, turns away. The presenter removes any part of the machine. Whoever says before others what is missing and what shape it is in becomes the leader. If children cope with the task easily, you can remove two parts at the same time. Game “Guess which number is missing” Goal:
determine the place of the number in the natural series, name the missing number.
Material:
Flannelgraph, 10 cards with circles on them from 1 to 10 (on each card there are circles of a different color) flags.
Contents:
The teacher arranges cards on a flannelgraph in the sequence of the natural series.
Invites the children to look at how they stand, to see if any numbers are missing. Then the children close their eyes, and the teacher removes one card. After the children guess which number is missing, he shows the hidden card and puts it in its place. The first person to name the missing number gets a flag. The game “In which grid is more balls” Purpose:
to exercise in comparison in comparison and in the definition which of the two adjacent numbers to teach more or less to play a lot.
Material:
2 nets, in one of them 6 large balls (in the others seven small ones);
Set of canvas, 8 large and 8 small circles. Contents:
The teacher shows the children two nets with balls and invites them to guess which of them more goals, if in one 6 large balls, and in the other seven small ones.
After hearing the answers of children, offers to check. “It’s hard to put balls in pairs, they roll. Let's replace them with circles. Small balls are small circles, and large balls are large circles. How many large circles do you need to take? Natasha, put on the top strip 6, large circles. How much do you need to take small circles? Sasha, put on the lower strip one under one 7 small circles. Kolya explain why 6 are less than seven, and seven more than six. How to make the circles get equally? ” Find out two methods of equality: either remove 1 large ball, or remove 1 small. Working with handouts. The teacher puts 6 toys on the table and gives the children a task: put on the top strip of cards one toy less than mine. Put on the lower strip one less than my toys. How many toys did you put on a strip? On the bottom? Why? Further, the numbers are compared in pairs. The game “Pick up the figure” Purpose:
to exercise in comparing the form of objects depicted in the paintings with geometric shapes.
Material:
a stand on which the models of geometric shapes are placed, pictures in which objects consisting of several parts are drawn.
Contents:
The teacher explains the task: “I will point to the figures, and you choose those in which objects of the same shape are drawn among your pictures.
If you have an item that has part of the same shape, you will show that card too. ” Game "12 months" Purpose:
to consolidate the concept of months.
Material:
Cards on which items are depicted from 1 to 12.
Content:
the teacher laid out the cards with the image down and mixes them.
The players choose any card and line up in order in accordance with the number indicated on the card. They turned into “12 months” every “month” recalls that he can tell about himself. The presenter asks questions: "Fifth month, what is your name?" So the name is the second month? " Then the tasks are more complicated: “January, come up with a riddle about your month. October remember the proverb of your time of the year. March, what are you in a year in the year? September, call a fairy tale where your time of year is found. April, in what fairy tales do your time of year meet? " Next, the game can be complicated. For this, a set of pictures with the image of the seasons and pronounced seasonal phenomena is used. The players consider pictures and choose those that correspond to its month or season. The game "Matryoshka" Purpose:
to exercise in the serial account;
develop attention and memory. Material:
Colored scarves from 5 to 10.
Content:
the driver is selected.
Children tie the scarves and become in a row - these are nesting dolls. They are recalculated aloud in order: the first, second, third, etc. The driver remembers, in which all the nesting dolls and the way out? The door. At this time, two nesting dolls change places. The driver enters and says that it has changed, for example: “The red nesting doll was the fifth, and the second became the second, and the second became the fifth” Sometimes nesting dolls remain in place. The game “Fold from the sticks” Purpose:
to exercise geometric shapes in compilation from sticks.
Material:
counting sticks for each child.
Contents:
a child on the model lays out of the counting daddy any image or figure.
The game “with one hoop” Purpose:
to form an idea of denial with the help of a “not” particle.
Material:
hoops of different colors, figures of different colors.
Contents:
Option 1. The teacher offers to put all the red figures inside the hoop, all the rest outside it.
What are the figures inside the hoop? (red). Out of hoop? (green, yellow). But what to call them in one word? (not red). Option 2. The teacher offers to put square figures inside the hoop. What figures were outside the hoop? (not square). Game "Travel" Purpose:
to teach children in comparison of numbers and a definition which of the numbers is greater or less.
Material:
setting canvas, 8 large triangles, 8 - small.
Content:
The teacher says: “Guys, I went to the kindergarten on the tram.
Schoolchildren entered the car: girls and boys. There were free places and the boys lost them to the girls. All the girls sat nearby, and the boys became along the whole car. I will designate the girls with small triangles, and the boys are large. Who was more in the tram: boys or girls? How did you guess? Which number is larger (less)? Why did some children think there are more boys? How to prove that the number 8 is more than 7, and 7 more than 8. " 0en the child lays out small triangles under the large, exactly one under one. B. brings: “We saw that the number of objects does not depend on the place that they occupy. To find out which items are larger and which are smaller, it is necessary to consider objects and compare their number. ” “Stand in your place” Purpose:
to exercise in the serial account, in the score for touch.
Material:
two sets of cardboard cards with 2 to 10 buttons sewn on them in a row.
Content:
Players stand in a row, hands behind their backs, in front of them are 10 chairs.
The teacher distributes cards to everyone. Children count the buttons and remember their number. At the signal: “Stand in order”, each of the players becomes behind the chair, the serial number of which corresponds to the number of buttons on his card. The game “Tell us about your pattern” Purpose:
to teach to master spatial performances.
Content:
each child has a picture (rug) with a pattern.
Children should tell how the elements of the pattern are located: in the upper right corner a circle, in the upper left corner - a square, in the lower left corner - oval, in the lower right corner - a rectangle, in the middle - a triangle. “Who will pick up boxes faster” Purpose:
to teach to compare objects in length, width, height.
Material:
6-8 boxes of different sizes.
Contents:
finding out how the boxes differ from each other, the teacher explains the task: “The boxes are placed interspersed: long, short, wide, narrow, high and low, we will learn to choose boxes of the desired size.
Let's play “Who can pick the boxes by size the fastest? Calls children, gives them one box. Then gives the command: "Boxes equal in length, stand in place!" (or in width, height). The first pair of children is asked to select boxes that are equal in height and place them so that it can be seen that they are the same height. You can offer to build boxes in a row (for example, from the highest to the lowest). The game “Fold the figure” Purpose:
to make models of familiar geometric shapes from the parts according to the model.
Material:
flannel

Publication address:

Quizzes for children 6–7 years old

A quiz is a type of word game in which the host voices questions and the players give answers. Can be carried out in all educational areas. Preschoolers most often play quizzes in teams, but prizes should be given to both the winning and losing teams so that children do not lose interest in quizzing as an activity. When children name the correct answer, it is better to reinforce it by showing the corresponding picture or slide.

Table: riddle questions for a quiz on author's fairy tales

I threw a net into the sea and caught a magic fish. (Grandfather from the fairy tale “The Tale of the Fisherman and the Fish”)	The girl is beautiful, unloved by her stepmother. I accidentally went to the ball and lost my shoe there. (Cinderella).	He is cheerful and not angry, This sweet eccentric. With him is the boy Robin, and his friend Piglet. For him, a walk is a holiday, and he has a special scent for honey. This plush prankster Bear... (Winnie the Pooh).
I am a wooden boy, and here is the golden key! Artemon, Pierrot, Malvina - They are all friends with me. I stick my long nose everywhere, My name is... (Pinocchio).	A boy in a blue hat, from a famous children's book. He is stupid and arrogant, and his name is... (Dunno)	While eating rolls, a guy rode on a stove. He rode around the village and married the princess. (Emelya).
Grandfather and grandmother lived sadly. And they blinded their daughter. She always helped them, but she avoided the fire. (Snow Maiden).	A beautiful girl found herself in the forest. She met seven dwarfs in the forest. (Snow White).	He can speak meow. He knows how to be the best friend. He helps his master and boldly eats the cannibal! (Puss in Boots).

Photo gallery: illustrations for author's fairy tales

The image of a positive, cheerful character will cheer up children during the quiz

When showing children a picture of a hero, you can pay attention to his beautiful outfit

For children in the preparatory group, you should choose illustrations in which the characters are dressed in national costumes

This hero can even come to the children and help conduct a quiz

Fairy tales by A. S. Pushkin can be included in the quiz, but a separate game can be played based on them

The quiz should be preceded by a deep study of the topic to which it will be devoted, so that all children feel confident and comfortable.

Speech development games for younger preschoolers

In children 3-4 years old, their active vocabulary is filled faster than at any other age, the sound design of words improves, discoveries in the meaning of concepts occur, phrases become more developed, and the sound culture of speech is laid.

But the most characteristic ones are the replacement and swallowing of sounds, rearrangement of sounds and syllables, violation of the syllabic structure (for example, abbreviation of words: “asiped” instead of “bicycle”), incorrect stress, and others. All these imperfections are temporary, but require appropriate training. With children of this age, speech development can only be done through play.

1. "Poultry yard."

Goal: learn to pronounce 3-4 syllables on one exhalation, train sound production, imitate the voices of birds.

Prepare animal toys: chicken, goose, rooster, chicken. Tell a story about someone you met in the poultry yard, imitating the sounds of poultry. Then, inviting your child to the poultry yard, show the toys one by one and invite the child to expressively voice the birds he sees through onomatopoeia: ko-ko-ko; ha-ha-ha; quack-quack-quack; peek-a-boo; pee-pee-pee, etc.

2. “Make-believe” - the game is useful for children who replace sounds in words. Helps develop correct pronunciation of sounds and words.

Take a bunny toy or show it in a picture. Ask your child with a smile: “Is this a T-shirt?” To begin, use a substitute sound that is different from the one the child uses. Shake your head to help your child understand the game. “Or maybe it’s a seagull?” - try to cheer up the baby with further versions. Only then reproduce the child’s mistake: “Is this a polar cod?” And then: “Is this a bunny?”

As soon as the child understands the meaning of the game, do not give him any hints, but listen to how independently he determines the correct sound. Different words can be used in this game exercise. Be sure to include those that your child has difficulty pronouncing.

3. “What can drive” , “What can fly ” and similar - a game to isolate a certain sound in words and consolidate pronunciation.

For example, training the pronunciation of the sound s(s). To play, you need to select pictures depicting vehicles and objects that have this sound in their names. Possible selection: sled, chair, airplane, bicycle, boot, scooter, snowmobile, trolleybus, table, bus, snowflake and others. The pictures are turned over so that the baby cannot see them right away. The child takes the picture, voices the object he sees and explains whether it can ride.

Note: an adult must ensure that the preschooler correctly and expressively pronounces the sound s(s) and clearly pronounces the word with this sound.