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Let's say what we did. Lessons: “We won’t tell you where we were, but we’ll show you what we did.”
What do they plant in the garden?
Purpose of the game. Teach children to classify objects according to certain characteristics (by where they grow, by their use), to develop quick thinking and auditory attention.
Progress of the game. The teacher asks: “Children, do you know what they plant in the garden? Let's play this game: I will name different objects, and you listen carefully. If I name something that is planted in the garden, you will answer “yes,” but if something that does not grow in the garden, you will say “no.” Whoever makes a mistake loses.”
- Carrot.
-Yes!
- Cucumbers.
-Yes!
- Beet.
-Yes 1
- Plums.
- No!
If someone is in a hurry and answers incorrectly, the teacher can say: “If you rush, you will make people laugh. Be careful!" You can also play games: “Let’s set the table for guests” (the teacher names the tableware), “Let’s plant a garden,” “Furniture,” “Clothing,” etc.
What season
Purpose of the game. Teach children to correlate descriptions of nature in poetry or prose with a certain time of year, to develop auditory attention and quick thinking.
Progress of the game. The teacher has written short texts on cards about different seasons of the year. The texts are given mixed. The teacher asks: “Who knows when this happens?” - and, opening the card, reads the text. Children guess.
Puzzles
I have a lot of things to do - I cover the whole earth with a white blanket, I clear the ice from the rivers, I whiten the fields, the houses My name is...
(Winter)
I open the buds, I dress the trees in green leaves, I water the crops, I am full of movement. My name is...
(Spring)
I am made of heat, I carry the warmth with me. I warm the rivers, “Swim!” - I invite you. And you all love me for this. I...
(Summer)
I bring the harvests, I sow the fields again, I send the birds south, I strip the trees. But I don’t touch the pines and fir trees. I...
(Autumn)
What did you give Natasha?
Purpose of the game. Encourage children to look at objects, remember the qualities of those objects that the child does not currently see.
Progress of the game. The teacher says: “Grandma sent Natasha a gift. Natasha looks: there is something round, smooth, green in the basket, and red on one side; if you bite it, it’s delicious, juicy. Grows on a tree. “I forgot what it’s called,” thought Natasha. Children, who will help her remember the name of what her grandmother sent her?”
Another variant. The teacher recalls: “Once a guest came to the kindergarten. He was dressed in a beautiful fur coat, hat, and felt boots. He had a long white hair, white mustache, eyebrows. Kind eyes. He held a bag in his hands. Who do you think was our guest? What did the guest have in the bag? What was the holiday in kindergarten?
The teacher can conduct such riddle conversations about various objects and phenomena.
Add a word
Purpose of the game. Exercise children in correctly indicating the position of an object in relation to themselves, and develop spatial orientation.
Progress of the game. The teacher says to the children: “Let's remember where our right hand is. Pick her up. All the objects that you see on the side where your right hand is are on the right. Who knows where the objects are located that you see on the side where your left hand is? Do you know what the words “ahead of me” and “behind me” mean? (He also clarifies these concepts.) Now we’ll play. (Children sit at the table.) I will start a sentence, name different objects in our room, and you will add words: “right”, “left”, “behind”, “in front” - answer where this object is located. The teacher begins:
- The table is... (says the child’s name).
- Behind
- There is a shelf with flowers hanging...
- On right.
- The door is from us...
- On the left.
If the child makes a mistake, the teacher offers to stand up, raise his hand and point to the object with this hand.
- Which hand is closest to the window?
- Right.
- So, where is the window from you?
-- On right.
You can play this game this way. The teacher says the words: “left”, “right”, “in front”, “behind”, and the children say what objects are in the named direction.
To play this game, children should not be seated in a circle; it is better to sit them on one side of the table, so that the objects are located equally in relation to them. In older groups, children can be seated in a circle. This complicates the solution of the game problem, but the children successfully complete the task, since they are already well oriented in space.
What then?
Purpose of the game. To consolidate children's knowledge about the parts of the day, about the activities of children at different times of the day.
Progress of the game. Children sit in a semicircle. The teacher explains the rules of the game: “Remember, we talked in class about what we do in kindergarten throughout the day? Now let’s play and find out if you remember everything. We will tell you in order about what 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 such a game moment. The teacher sings a 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? Passes the pebble to one of the players. “We were doing gymnastics,” the child answers. "And then?" (The teacher passes the pebble to another child.) Etc.
The game continues until the children say the last thing - going home.
Note. It is advisable to use a pebble in such games, since it is not the one who wants to answer, but the one who gets the pebble. This forces all children to be attentive and ready to respond.
The game is held at the end of the year.
When does this happen?
Purpose of the game. Clarify and deepen children's knowledge about the seasons.
Progress of the game. The teacher asks the children if they know when they pick vegetables, fruits, when there are a lot of yellow leaves, etc. The children’s answers show to what extent they correlate certain phenomena and human labor with the time of year. “And now I will name the time of year, and you will answer what happens at this time and what people do. For example, I will say: “Spring” and put a pebble to Vova, Vova will quickly remember and say what happens in spring. For example: “The snow melts in the spring.” Then he will pass the pebble to the person sitting next to him and he will remember something else about spring.” When all the children understand the rules, the game can begin. If someone cannot answer, the teacher helps him with questions.
What is wide (long, high, low, narrow)?
Purpose of the game. To clarify children’s ideas about the size of objects, to teach them to classify objects according to a certain criterion (size, color, shape), and to develop quick thinking.
Progress of the game. Children sit in a circle. The teacher says: “Children, the objects that surround us come in different sizes: large, small, long, short, low, tall, narrow, wide. During classes and on walks, we saw many objects of different sizes. Now I will name one word, and you will list which objects can be called by this one word.” The teacher has a pebble in his hands. He gives it to the child who must answer.
“It’s long,” says the teacher and gives him a pebble.
sitting next to him.
“The road,” he answers and passes the pebble to his neighbor.
“A dress, a rope, a day, a fur coat,” the children remember.
“Wide,” the teacher suggests the following
word.
Children call: road, street, river, ribbon, etc.
This game is played with children at the end of the year, when they have gained knowledge about the size of objects.
The game is also played with the aim of improving children’s ability to classify objects by color and shape. The teacher says:
- Red.
Children take turns answering: flag, ball, berry, star, etc. Or:
- Round.
Children answer: ball, sun, apple, wheel, etc. Those children who named more words should be praised.
Target. Development of breathing, intelligence and observation skills in children.
Equipment. Balls.
Description of the game. They choose a driver, he goes out the door. The remaining children agree on what movement they will perform. Then they invite the driver. He says:
Hello children!
Where have you been,
What did you saw?
The children answer in unison:
We won’t say where we were
And we’ll show you what they did.
If the driver guesses the movement performed by the children, then a new driver is selected. If he couldn't guess, he drives again.
The game is played several times. The teacher monitors the correctness of breathing pauses in the text and simulation exercises. The following options can be used.
Children can:
- do morning exercises. Rise on your toes, arms up - inhale, lowering - exhale. Raise your arms above your head - inhale, lowering - exhale. Spread your arms to the sides - inhale, lowering - exhale. Stretch your arms forward in front of you - inhale, lower them to your sides - exhale. Hands on the belt. Circle your elbows back - inhale, put your hands in the starting position - exhale;
- sculpt a snow woman. And then warm your cold hands: breathe into your hands;
- fan the dying fire. To do this, children squat down around the “fire” and blow (take in air through the nose and slowly exhale through the mouth, puffing out their cheeks);
- preparing for the holiday. Inflate balloons;
- saw wood. To do this, children become pairs, cross their arms and imitate sawing wood: hands toward you - inhale, hands away from you - exhale;
- chopping wood. Children raise and clasp their hands above their heads - inhale, lean forward - exhale.
Development of speech breathing
Games No. 74 – 86
Nice smell.
Target. Development of phrasal speech on a smooth exhalation.
Equipment. One scented flower (lily of the valley, lilac, jasmine, etc.), or a scented handkerchief or fruit (tangerine, apple, lemon).
Description of the game. Children take turns approaching a vase with a flower and smelling it. As you exhale, pronounce a word or phrase with an expression of pleasure: “Good; Very good; Very pleasant smell; A very fragrant flower (fragrant apple),” etc.
Initially, children are given suggestions. Subsequently, depending on their speech capabilities, they come up with sentences themselves.
Neighbours
Target. Correct construction of the phrase. Improving orientation in space.
Equipment. Children's chairs, tambourine.
Description of the game. Children are given the task to name their neighbor on the right. Children take turns saying, for example: “I’m sitting with Vova.” When all the children name their neighbor, the teacher gives a signal with a tambourine. Children run around the room. They can take the toys and play for a while. At the new signal, the children must sit with exactly the neighbor they named. Whoever makes a mistake loses.
As the game is repeated, the children's answers become more complicated: I am sitting with Vova and Zhenya; I am sitting next to Vova and Zhenya; On the right is Vova, my neighbor on the left is Zhenya.
Come up with a phrase
Target. Development of phrasal speech. Correct construction of sentences.
Equipment. Scene pictures from the lotto “What are we doing”.
Description of the game. One scene picture is shown. The teacher comes up with a short phrase (of two or three words) based on it, then invites the children to add one new word to his phrase. Each child called extends the phrase by one more word.
For example, the teacher says: Tanya is playing. The child repeats the sentence: Tanya plays and adds on the street. The next one repeats: Tanya plays outside and adds in the sandbox.
The winner is the one who comes up with the last word to the sentence and pronounces the entire phrase correctly. Short phrases (three or four words) are pronounced in one exhalation, and long ones with a pause after three or four words. When children master the rules of the game, you can invite them to invent and lengthen phrases without pictures.
Overtake
Target. Development of rhythmic and expressive speech. Education of coordinated movements.
Equipment. Children's chairs (stump, log or bench on the site, in the forest).
Description of the game.
Option 1. Children stand or sit on a log, grass or chairs. Opposite, 10-15 steps away, there is one chair (stump). Two drivers are selected using a counting rhyme. They stand in front of the chair (hemp). The teacher, together with all the children, recites the poem:
For a girl's hand
The butterfly sat down.
Girl wearing a butterfly
I didn't have time to catch it.
After the words “I didn’t have time to catch you,” the drivers run to the stump. Whoever manages to sit on it first wins.
Option 2. This game can be accompanied by another poem:
Grandma sowed peas
He was born not bad,
He was born thick...
You wait.
In this case, the rhyme is spoken by the driver. During the game, the teacher makes sure that the children take breathing breaks correctly. These games can also be used to automate different sounds.
Magic mirror
Description of the game. Children stand in a circle or sit on chairs. The driver approaches one of the guys and says:
Come on, look at the mirror!
Repeat everything to us correctly!
I will stand in front of you
Repeat everything after me!
The driver pronounces any phrase, accompanying it with any movements. The one to whom he addressed must accurately repeat both the phrase and the movement. If a child makes a mistake, he is eliminated from the game. The new driver is the one who completes everything without mistakes. The teacher monitors the correctness of breathing pauses and phrasal speech of children.
Rain, rain
Equipment. Children's chairs.
Description of the game. The chairs are arranged in a circle, one less than the number of children playing. Children walk in the middle of the circle and say in chorus (or alone):
Rain, rain, what are you pouring?
Won't you let us go for a walk?
After the words “You won’t let us go for a walk,” the children run to the chairs. Whoever didn't have enough chair lost. The game is repeated several times.
Lifesaver.
Target. Development of rhythmic and expressive speech, coordination of movements and orientation in space.
Equipment. Stick (thickness 3-4 cm, length 30-40 cm).
Description of the game. The game is played on the site, in a clearing. Children stand in a close group. The driver and presenter are selected. The leader takes a stick and, together with all the children, says the words:
Lifesaver
In broad daylight
Help me out!
For the birch, for the rowan -
I'll take you far.
Who's chasing a stick?
That's why they're buried.
After the words “that’s why they are buried,” the presenter throws a stick. The driver runs after her. The rest of the children run away and hide. Raising the stick, the driver goes to look for the children. Whoever he finds first becomes the leader, and whoever finds last becomes the leader.
Dragonfly song.
Target. Development of rhythmic, expressive speech and coordination of movements.
Description of the game. Children stand in a circle and recite a poem in chorus, accompanying the words with movements:
I flew, I flew
I didn't know if I was tired.
Sat down, sat down,
She flew again.
I found myself some friends
We had fun.
She led a round dance around,
The sun was shining. (Children wave smoothly)
Get down on one knee.
Making them flying again
hand movements.
They hold hands and dance in a circle.
The game can be used to differentiate the sounds r - l. in this case, the children recite the poem not in chorus, but one at a time.
Cook
Target. Development of rhythmic, expressive speech and coordination of movements.
Equipment. Toque.
Description of the game. All children stand in a circle. The driver walks around in circles. He has a chef's hat in his hands. The children recite the poem in chorus:
Let's play cook
No one should yawn.
If you are the cook,
Then quickly go around.
After the words “quickly go around,” the driver stops and puts the cap on the child standing next to him. The person who received the cap and the driver stand with their backs to each other and, at the teacher’s signal, walk in a circle. Whoever goes around (not run!) the circle first wins.
Determine the place of the toy
Target. Development of speech breathing. Consolidating the ability to construct a detailed phrase.
Equipment. Toys: car, pyramid, ball, bear, doll, etc.
Description of the game. The teacher lays out various children's toys on the table in one row. Calling the child, he asks him: “Between which toys is the pyramid standing?” the child must give a complete answer: “The pyramid stands between the car and the ball.” After two or three answers, the teacher changes places of the toys. Gradually, when repeating the game, toys can be replaced with others one by one.
Methodical instructions. Before playing the game, the teacher reminds the children that they need to speak slowly, expressively, without separating one word from another with pauses, and speak the entire phrase as one long word. You must answer the question with a complete answer, for example: “The ball lies between the doll and the bear.” The one who answers correctly receives a forfeit. Then the winner is determined.
Traffic light
Target. Consolidating ideas about traffic rules.
Equipment. Three cardboard mugs with a diameter of 15 cm: green, yellow. Chalk or stick.
Description of the game. Before the game starts, the teacher talks about the purpose of the traffic light and traffic rules. Then the children learn the poem “Traffic Light”:
Red - clear
The path is dangerous.
Yellow too
And green is ahead -
Then the teacher draws a road and a crossing with chalk on the floor or a stick on the ground. A driver stands near the crossing with mugs. Children, standing in a line one at a time, cross the road back and forth several times if the driver shows a green circle. Then the driver raises the red circle. Children stop and say the first two lines of the rhyme in chorus. The red circle changes to yellow. In this case, they recite the next two lines of the poem. And finally, the green light turns on. Children say the last two lines.
If one of the children does not have time to cross while reciting the last lines of the poem, the driver asks: “Where have you been so far?” The latecomer replies: “The traffic light was delayed.”
Flock
Target. Development of rhythmic and expressive speech. Activation of the dictionary on the topic “Birds”. Developing sports skills.
Description of the game. Children choose a driver. The teacher recites a little rhyme with the children:
Sing along, sing along,
Ten birds - a flock:
This bird is a nightingale,
This bird is a sparrow
This bird is an owl
Sleepy little head.
This bird is a waxwing,
This bird is a crake,
This bird is a birdhouse
Gray feather.
This one is a finch
This one is a swift
This one is a cheerful little siskin.
Well, this one is an evil eagle.
Birds, birds - go home!
After these words, the children run away, and the driver (“evil eagle”) tries to catch someone.
Stork
Target. Development of expressiveness of speech, combination of speech with movements. Reinforcing the concept of “right - left”.
Equipment. Stork cap, basket.
Description of the game. One child portrays a stork. They put a stork cap on him. A few steps away from him is another child with a basket. He got lost in the forest. Seeing a stork, the child turns to him:
Stork, long-legged stork,
Show me the way home.
The stork answers:
Stomp your right foot
Stomp your left foot
Again - with the right foot,
Again - with the left foot,
Then with your right foot,
Then with your left foot,
Then you'll come home!
The child with the basket performs all the movements that the stork tells him about, and then sits down.
Games No. 87 – 97
Calm the doll
Description of the game. Children sit on chairs in a semicircle. They have dolls in their hands. The teacher says: “The dolls are crying, we need to calm them down. Look how I put my doll to sleep (he rocks the doll to sleep, quietly humming the tune of a familiar lullaby). Now you shake it.” Children take turns and then rock the dolls together, pronouncing the sound a.
Dashes
Equipment. Chalk, chairs.
Description of the game. Children go to their homes (outlined circles, corners of the room, chairs). At the teacher’s signal, one of the children calls the other of his choice: “Ay, ay, Petya.” Petya, in turn, answers him: “Ay, ay, Vova,” and they quickly change places. Then Petya chooses another comrade and thus changes places with him.
Description of the game. Children stand in two rows facing each other. One group of children either quietly or loudly says: a, the other quietly responds: a.
You can play using vowel sounds, as well as combinations of ay, ua, ia, io, etc.
Snowstorm
Equipment. Scene picture “Blizzard”.
Description of the game. The teacher shows a picture of a blizzard. Children sitting in a row depict a blizzard howling on a stormy evening. At the teacher’s signal, “The blizzard is starting,” they quietly say: oooh...; at the signal “Severe blizzard” they say loudly: ooooh...; at the signal “The blizzard is ending” they speak more quietly; at the signal “The blizzard is over” they fall silent.
It is advisable that children change the strength of their voice at least 2-3 times in one exhalation. In this case, it is more convenient to replace the teacher’s verbal instructions with conducting: a smooth movement of the hand up - the children speak louder, a smooth movement of the hand down - the children speak more quietly.
Horn
Description of the game. Children stand in a row facing the teacher and raise their arms up from the sides, touching with their palms, but do not clap. Then slowly lower it down through the sides. Simultaneously with lowering their hands, children pronounce the sound u, first loudly, and then gradually more and more quietly. They lower their hands and fall silent.
First, the teacher himself shows the actions, then calls two children who perform the actions together with him and pronounce the sound, the rest of the children only make movements with their hands. Then the whole group plays.
Who will win
Description of the game. The teacher calls two children and places them facing each other. At the teacher’s signal, the children simultaneously begin to draw out, first quietly and then loudly, the vowel sounds a, o, u, i, e. Whoever plays the sound longer wins. First, the winner is determined by the teacher. You can then task the children with determining who won. The teacher should only ensure that children do not lower the strength of their voice until the end of memorization and do not overstrain their neck muscles.
The wind blows
Description of the game. Children and teacher stand in a circle. The teacher says: “We went for a walk in the forest in the summer.” Everyone joins hands and leads a round dance, and the teacher continues: “We are walking through the field, the sun is shining, a light breeze is blowing and the grass and flowers are swaying.” The teacher and children stop. “The wind blows quietly, like this: v-v-v” (pronounces the sound v quietly and for a long time). The children repeat after him. Then the movement of the round dance continues under the leisurely speech of the teacher: “We came to the forest. We picked a lot of flowers and berries. We got ready to go back. Suddenly a strong wind blew: v-v-v...” - the teacher pronounces this sound loudly and for a long time. Children stop and repeat the sound after the teacher.
Methodical instructions. The teacher makes sure that all children, repeating after him, maintain the same strength of voice.
Find out by intonation
Target. Developing expressive speech and facial expressions.
Description of the game. Each child in turn is either a sick, or an angry, or a surprised, or a cheerful person. In this case, you need to pronounce short words with a certain intonation:
Oh! Oh! Oh!
Oh! Oh! Oh!
The rest of the children must guess from the facial expression, the entire posture of the speaker and intonation who the presenter is portraying. You can invite the children to explain in more detail the behavior of the presenter: why he is sad or why he is surprised, etc. Children are encouraged for the expressiveness of their speech and for a detailed story.
Bear and Christmas tree
Target. Developing expressive speech and the ability to change the timbre of the voice.
Equipment. Mask of a bear and any other animal (wolf, fox, rooster, bunny, etc.).
Description of the game. The teacher chooses two children: one will be a bear, the other, for example, a wolf. From different ends of the room they must walk towards each other. When they meet, a dialogue occurs between them:
Wolf. Where are you going, bear?
Bear. To the city, take a look at the Christmas tree.
Wolf. What do you need it for?
Bear. It's time to celebrate the New Year.
Wolf. Where will you put it?
Bear. I’ll take it to the forest, to my home.
Wolf. Why didn’t you cut it down in the forest?
Bear. It's a pity. I'd better bring it.
When pronouncing this dialogue, children should imitate the voices of animals, that is, change the timbre of their voice. Whoever does this most successfully is rewarded. The game is repeated, but the bear may meet another animal.
The wolf and the seven Young goats
Equipment. Animal masks.
Description of the game. Children must first be familiar with the fairy tale, know the words of the goat and the wolf, and the answers of the kids. The teacher distributes roles among the children and distributes masks. The dramatization game begins. The teacher draws the children's attention to the nature of the voices. The goat and kids should speak in thin, high voices, and the wolf - first in a rough, low voice, and then in a higher voice.
Target: develop attention, intelligence and observation, the ability to correlate words and actions.
Game description: They choose a driver, he goes out the door. The remaining children agree on what movement they will perform. Then they invite the driver. He says:
Hello children!
Where have you been,
What did you see?
The children answer in unison:
We won't say where we were
We'll show you what they did.
If the driver correctly named the action being performed, then a new driver is selected. If he couldn't guess, he drives again. The game uses all kinds of body care movements: imitation of washing your hair, rubbing your body with a washcloth, taking a shower, washing your face and hands, brushing your teeth, combing your hair, etc.
The goose says to Kolya
Goals: activate subject vocabulary on the topic in children’s speech; imitate the movements of the animals listed in the recited text, making sounds characteristic of them.
Game description: choose five children and distribute roles between them. The teacher reads the text, and the children portray the corresponding characters and make onomatopoeias.
Goose says to Kolya:
You should go wash yourself, or something.
Kolya the duck says:
It's creepy to look at you.
The cat says to Kolya:
Let me lick you a little..
And the pig chokes with laughter:
I like this boy.
Complications:
Learn the text with the children, then they act out the dialogue on their own.
Choose definition words Kolya (dirty, unwashed, grimy, unkempt...).
After playing out the dialogue, invite the children to be attentive and name the word that is opposite in meaning to the one pronounced by the teacher, while gradually picking up the pace: clean- dirty, dirty - clean, dirty- clean, dirty- clean, clean- filthy etc.
Choose the right word
Target: finish the sentence, accurately selecting the word required in terms of content and in the required grammatical form (noun in the solid form).
Game description: The teacher begins the phrase, and asks the children to finish it by choosing the appropriate word:
Tolya soaped his hands... with what? (soap).
Tolya washed his hair... with what? (shampoo).
Tolya washed off the soap suds... with what? (water).
Tolya wiped his hands with... what? (towel).
Tolya combed his hair... with what? (comb).
Tolya brushed his teeth... with what? (toothbrush, toothpaste).
Tolya cut his nails... with what? (with scissors).
Tolya refreshed himself with... what? (eau de toilette, cologne).
Tolya wiped his nose... with what? (handkerchief).
Tolya, while taking a shower, rubbed his body with... what? (sponge, washcloth).
Tolya smeared his hands with... what? (baby cream).
Complication: Whoever selects the right word correctly and fastest gets a forfeit. The one who collects the most wins. The winners are awarded prizes (homemade toys, crafts, drawings on this topic).
Letter-joke from Moidodyr
Goals: consolidate knowledge about the purpose of toilet items; actively use nouns in speech on TV. p.un. h.
Game description: The teacher reports that an unusual letter-joke has arrived from Moidodyr. He opens the envelope and reads out the sentences - the children correct the mistakes.
Hands are washed with a towel.
Wipe off with a comb.
Lather the body with a toothbrush.
They comb their hair with soap.
Why is it necessary?
Goals: activate the verbal dictionary on the topic in children’s speech; consolidate knowledge about the purpose of toilet items.
Game description: The teacher lays out real toilet items (or pictures) on the table - a soap dish, soap, a towel, a toothbrush, toothpaste, a washcloth, a sponge, a mirror, a comb, a comb, cologne, etc. Shows one object at a time and asks the Children: “What is this?” - "Soap". - “Tanya, why do you need soap?” - "To wash hands". - “What else can you lather with soap?” - “A sponge, a washcloth, a hand brush, a handkerchief...”
The same goes for all other subjects: the teacher addresses either the entire group of players, or one of them; makes sure that children clearly understand the purpose of toilet items.
Progress of the lesson. Children are divided into two groups. The groups disperse in different directions and agree on what activity they will represent. One group shows the movement, and the second must guess from the movements what the children are doing. Children depict activities that are familiar to them, which they have often observed or performed themselves, such as washing hands, combing their hair, brushing their teeth, washing clothes, shining shoes, reading books, etc.
The first group of children who make a guess comes up to the second and says: “We won’t tell you where we were, but we’ll show you what we did,” after which they show the actions. The second group guesses. When the children guess, those who guessed run away, and those who guessed catch up with them. The game is repeated: those who guessed now guess. This game is good to play on a walk with children of different ages: the older the children, the more complex the actions they come up with.
Equipment: cards with road signs (by series): the road goes to (gas station, service point, first aid station, etc. - 3 options); meetings along the way (people, animals, modes of transport, etc. - 3 options); difficulties on the way, possible dangers (railway crossing, narrow road, bridge - 3 options); prohibitory signs (passing prohibited, overtaking prohibited, speed limit - 3 options); strips of paper depicting this road; toy bus; 30 green circles.
Progress of the lesson. Children sit around shifted tables, on which a branched path (made of paper) is laid out. The teacher places a bus at the beginning of the path and says: “The work of a driver is necessary and difficult. It is very important that no accidents occur on the road. And the incidents can be different: the road forks and the driver needs to decide where to go; then the path lies past a school or kindergarten and small children may accidentally jump onto the road; then the gasoline has run out in the tank; then suddenly the engine deteriorated; then suddenly the passenger who was riding next to the driver fell ill with something. To help the driver in various difficult situations, people decided to place signs - pictures - on all roads. The driver will look at them and immediately understand what the sign “says”. But for this you need to know them. When you grow up and become adults, you will also be able to learn to drive a car, and we will become familiar with the signs today.” The teacher continues: “The bus is rushing quickly along the road, and suddenly the engine began to stall, something broke.” During the story, the teacher will either move the bus forward or stop it. In accordance with the story told, children must guess what sign the driver stopped near and tell, without unnecessary details, what might be drawn there. Sign options proposed by preschoolers are discussed.
The teacher comments on the movement of the bus, while focusing on the cards he has with road signs. The game ends with the words: “Today we got acquainted with some road signs that are used by drivers not only in our city, but throughout the country, even drivers from other countries. We advise you when you cross the road, travel on a bus, trolleybus, tram, car, pay attention to the signs.” Each time the signs of series 1-3 are played out. The game should be repeated, offering those road signs that cause difficulties for children.
Games-exercises to develop spatial orientation and visual modeling abilities
TRAIN GAME
Equipment: large sheet of paper, pencil; four arrows (length 50-60 cm).
Progress of the lesson. Children sit around a large table on which lies a large sheet of paper. The teacher draws a plan of the group room, indicating four main landmarks: a door, two windows, a doll corner, and explains what he depicts. Then he says: “Today we will play train. You will be the carriages, I will be the locomotive. The train will go where the arrow points." The teacher draws the train path on the plan: from the door diagonally across the room to the corner; along one of the walls to the other corner; diagonally across the room to the opposite corner; again along the wall of the room. Both in the plan and in the real room, every time the train turns, an arrow is placed indicating a change in the direction of the track. It should be clearly visible to all children.
Children line up one at a time in a column, placing their hands on the shoulders of the person in front. The teacher, pointing to the arrow, says: “Let's go!” Everyone starts moving, saying: “Choo-chu-chu!” The teacher drives the train in one direction. Having reached the arrow indicating the turn, he says: “The arrow shows that you need to turn here.” The train moves until the next sign: “And here the arrow shows that you need to turn in this direction.” The train is heading in a new direction. When all the signs have been passed, the teacher says: “Stop.” Everyone stops and gives up. Then the teacher says: “Now Sasha will be the locomotive. He will lead the whole train and will carefully watch where the arrow points.”
Note. Each train must change direction three times.
Purpose of the game: teach children to identify the characteristic features of an action and depict the action itself with their help; teach children to recognize the meaning of the depicted action through pantomime.
Age: from 3 years.
Progress of the game: using a counting rhyme, a driver is selected and asked to go into another room. The remaining children agree among themselves what action they will portray. The driver returns and asks a question:
- Where have you been? - children answer:
- We won't tell!
The driver asks:
- What did you do?
– We won’t tell, we will show!
Children depict the intended action, the driver must guess what exactly the children are doing. All children or only some of them can depict the intended action. Then, using a counting rhyme, a new driver is selected, and the game continues. If the driver could not guess what was depicted, he is told the correct answer, and he continues to drive. The teacher should pay attention to ensuring that shy children are not left out during the game.
Who's come?
Purpose of the game: teach children to identify characteristic features in people’s behavior and be able to depict these features with actions; teach children to identify people by characteristic signs of behavior.
Age: from 3 years.
Progress of the game: using a counting rhyme, children choose a driver. The teacher tells the child who he should portray, and he leaves the room. Then the child returns to the room and knocks on the door. The other children ask:
- Who's come?
The child answers:
- I won’t tell you, but I’ll show you.
The driver begins to portray someone, the rest of the children must guess who exactly he wants to portray. For example, the driver pretends to be a mother: pretends to open the door with a key, prepares dinner, feeds it to the doll, washes the dishes, puts the doll to bed. The child who first guesses the planned character becomes the new driver. The teacher can help children with the game; if the driving child has difficulty performing the actions, the teacher can ask leading questions. If the same children take an active part in the game, and shy kids remain on the sidelines, the teacher can change the rules a little and offer the choice of a new driver using a counting rhyme or at his own discretion.
What it is?
Purpose of the game: teach children to identify the characteristic features of objects and depict these objects; teach children to guess objects depicted using pantomime.
Age: from 3 years.
Progress of the game: the teacher invites the children to divide into teams with a small number of people (4-6 children in each group). Each team is tasked with depicting an object; the opposing teams must guess what exactly was intended. Depicting an ordinary object is not always easy, so the teacher offers objects in which it is easy to identify distinctive features or objects that are in a certain given situation, for example, a bus with people, a washing machine, a vacuum cleaner, a crane, etc. The teacher should Pay close attention to shy children whether they are participating fully in the game or watching the game from the side.
What's the score?
Purpose of the game: teach children to depict various manifestations of emotions.
Age: 5–6 years.
Progress of the game: the teacher explains to the children the rules of the game: the child driving must depict what emotions a child experiences when he receives a certain given grade. A child who receives an A portrays wild joy; a child who receives a four is moderately happy; a child who receives a C is sad; a child who receives a two is sad; a child who receives a one is a very upset person. Children choose a driver using a counting rhyme, the teacher secretly tells the child the grade “he received”, the child pretends to show emotions, the rest of the children try to determine which grade the child pretended to receive. During the game, the teacher notes the most artistic children and encourages the shy ones. It is advisable to play the game in groups of children of senior preschool age.
Portray your emotions
Purpose of the game: teach children to portray given emotions, such as sadness, joy, delight, boredom, crying, fun, etc.
Age: from 3 years.
Progress of the game: children choose a driver using a counting rhyme. The teacher secretly names the emotion to the driver, who reproduces it using facial expressions and gestures. The rest of the children guess what exactly the driver depicted. The child who first names the correct answer becomes the new driver. For children of primary preschool age, the task can be given in a situational form: for example, the teacher calls a conditional phrase: “Pinocchio is happy (sad, bored, etc.).”
What is my name
Purpose of the game: introduce children to each other, help in remembering names.
Age: from 3 years.
Progress of the game: children stand in a circle and take each other’s hands. One of the children starts the game. He says his name. The child standing next to him continues the game - says the name of the first child, then adds his own. The next child must say the name of the first child, then the second, then adds his own. All subsequent players continue the game, calling a chain of names of the children in front of them and their own name. Depending on the age of the children, the chain may consist of a different number of names. For three-year-old children, the chain should not exceed three names, for seven-year-olds - no more than five names.
Good words
Purpose of the game: teach children to say kind words to each other.
Age: from 3 years.
Progress of the game: the teacher tells the children a story: “In one distant city, children began to say a lot of bad words, and completely forgot the good ones. Good Words were very tired of sitting idle and decided to leave this city to other places where the children would not forget them. And something terrible began in this city. Children began calling names, completely stopped being friends, teachers at school and kindergarten teachers completely stopped praising children, mothers and fathers only began to scold their kids. It was very difficult for the children, and they went looking for good words to ask them to return to their city. The children searched for these words for a very long time and finally found them. Good words were very happy that the children needed them again, and happily returned. But now, as soon as someone says a bad word, everyone immediately remembers how good words left the city, and everyone immediately doesn’t want to swear. Let's remember the good words we know and say them to each other." Children, turning to others, name kind words that are familiar to them.
Compliments
Purpose of the game: teach children to find good traits in each other, say compliments and nice things to each other.
Age: from 4 years.
Progress of the game: first, the teacher explains to the children the meaning of the word “compliment” and tells why people compliment each other. Then the teacher invites the children to stand in a circle and picks up the ball. The teacher turns to one of the children, gives him some compliment and throws the ball. Compliments must be specific and justified in some way. Instead of: “Sasha is good,” you should say: “Sasha is generous, he always shares toys with other kids.” The child must “catch the compliment,” that is, catch the ball and return it to the teacher. The game continues for some time until all the children have received their compliment, then its rules may change. The child who “caught the compliment” chooses one of the children, tells him his compliment and throws the ball. He catches the ball and, in turn, compliments the next one. The teacher gently corrects and guides the children’s play and helps children in case of difficulties. The game should not be played at a fast pace; children should have time to think about the compliment they want to give.
The best
Purpose of the game: teach children to find positive traits in each other, to compliment each other.
Age: from 3 years.
Progress of the game: a “throne” is prepared in advance, for example, an armchair covered with a beautiful fabric. Above the throne in large bright letters is the inscription: “THE BEST.” Children sit on chairs. With the help of a counting rhyme, the driver is selected, who takes a place on the throne. Within a few minutes (the time is regulated by the teacher), the other children explain why this child is the best and come up with diminutive derivatives of his name. At the end, the leader chooses the next child to take the throne. The teacher can suggest that you can thank the children for their compliments and ask the child to describe the emotions that he experienced while on this throne. All children must sit on the throne once. In this game, shy children should not be among the first players, it is necessary to give them time to get comfortable and get used to the idea that they will soon have to be the center of attention. Of course, the teacher must explain to the children that it is unacceptable to say offensive words; that it is very unpleasant to listen to unpleasant things in public, and that if someone is not happy with something in the behavior of other children, it is better to say it face to face in a tactful and gentle manner. If a shy child categorically refuses to sit on the throne, you should not force him, you can invite him to take part later, perhaps he will change his mind. The teacher can tell the child that it is in vain that he refuses to play, because the teacher has long wanted to tell him how much he values in this child... (the teacher names the quality of the child that characterizes him on the positive side), and now an excellent opportunity has presented itself. Shy children may simply be afraid to hear something unflattering about themselves.
Pink glasses
Purpose of the game: help children see positive traits in each other, increase self-esteem and good mood in children.
Age: from 3 years.
Progress of the game: the game is played in a small group of children. The teacher explains to the children the meaning of the expression “rose-colored glasses” - this expression implies that a person sees the environment in a “rosy light”, i.e. only good, without noticing everything unpleasant and negative. The teacher puts on pre-prepared glasses with pink lenses, looking at each child, gives him a brief positive description, describes his strengths and advantages. After this, the teacher can invite each child to put on glasses and look around - look at other children and see good features in each. For children over 5 years old, a teacher can offer a psychological technique for relieving tension in conflict situations - if a child is angry or angry with someone, you can mentally imagine putting rose-colored glasses on your eyes, and the world is transformed, the unpleasant person appears in a different light.
