Card index of verbal didactic games for all sections. Card index of word games card index on the topic
The cat has a kitten, kittens
The dog has a puppy, puppies
The pig has a piglet, piglets
A cow has a calf, calves
The horse has a foal, foals
A sheep has a lamb, lambs
The tiger has a tiger cub, cubs
The fox has a fox cub, fox cubs
A goat has a kid, kids
The bear has a teddy bear, cubs
A wolf has a wolf cub, wolf cubs
The hare has a little hare, little hares
A hedgehog has a hedgehog
The lion has a lion cub, lion cubs
The frog has a little frog, little frogs
Cow - moos (moo)
The dog barks (woof-woof)
Pig - grunts (oink-oink)
The horse neighs (yoke-go)
Sheep - bleats (ba-e)
Cat - meows (meow)
Frog - croaks
Chicken - clucking
Duck - quacks
Beetle - buzzing
Wolf howls
Sparrow - tweets
Crow - croaks
Tiger - growls
Rooster crows
Cuckoo - cuckoos
cat - kitty
dog - dog
horse - horse
sheep - lamb
goat - goat
chair - stool
table - table
cot bed
window-window
house-house
dress-dress
shirt - shirt
socks - socks
handkerchief - handkerchief
flower - flower
leaf-leaf
call - call
ship - boat
airplane - airplane
star - asterisk
sun - sunshine
rain - rain
son - son
mom - mommy
dad - daddy
daughter - daughter
wind - breeze
snow - snowball
- 4. “WHOSE’S TAIL”
Cow - cow
Hare - hare
Sheep-sheep
Horse - equine
Cat - feline
Goat - goat
Piglet - piggy
Hedgehog - hedgehog
Squirrel – squirrel
Wolf - wolfish
Fox - fox
Crow - raven
Dog – canine
- 5. “WILL GIVE WHAT TO WHOM”
Meat for the wolf
Raspberry to bear
Carrot - ...to the hare
Apple - ...no brainer
Nuts - ... to a squirrel
Hay - ...horse
A bone - ... for a dog
Milk - ...to the cat
Grain - ...rooster, chicken
6. “NAME YOUR FAMILY”
Dad is a bear, mom is a bear, son is a bear cub;
Dad is a wolf, mom is a wolf, son is a wolf cub;
Dad is a tiger, mom is a tigress, son is a tiger cub;
Hedgehog - hedgehog - hedgehog;
Fox - fox - little fox;
Hare - hare - little hare;
Elephant - female elephant - baby elephant;
Horse - horse - foal
Rooster - hen - chicken
Boar - pig - piglet
- 7. “WHO LIVES WHERE”
The fox lives in a hole.
The bear spends the winter in...a den.
The wolf lives in... a den.
The squirrel lives in...a hollow.
An ant is in an anthill.
The bird is in the nest.
Shark is in the sea.
The dog is in the kennel.
The chicken is in the chicken coop.
The horse is in the stable.
Bees are in the hive.
Pike is in the river.
8. “WHOSE EYES”
Cow - cow's
Hare - hare
Sheep - sheep
Horse - equines
Cat - felines
Goat - goat
Piglet - piggy
Hedgehog - hedgehogs
Squirrel - squirrel
Wolf - wolf
Fox - foxes
- 9. “BIG – SMALL”
Cucumber - cucumber
Tomato - tomato
Peas - peas
Onion - onion
Pumpkin - pumpkin
Carrot - carrot
Cabbage - cabbage
Watermelon - watermelon
Melon - melon
Apple - apple
Lemon - lemon
Orange - little orange
- 10. “NAME THE COLOR”:
Carrots (what kind?) – orange
Cabbage (what kind?) - white
Tomato (what?) – red
Cucumber (what kind?) – green
Turnip (what kind?) – yellow
Orange (which one?) - orange
Lemon (which one?) – yellow
Watermelon (which one?) – striped
Plum (what kind?) - blue
Raspberry (what kind?) - red
- 11. “THE FOURTH TRASH”
Carrots, peas, cabbage, apple.
Tomato, plum, cucumber, turnip.
Raspberries, potatoes, onions, pumpkin.
Beets, radishes, strawberries, tomatoes.
Apple, lemon, carrot, pear.
Orange, zucchini, plum, cherry.
Eggplant, cucumber, cabbage, cherry.
- 12. “ONE IS MANY”
One scarf – many... scarves
One hat - many... hats
One gloves - many...gloves
One sock - many...socks
One jacket – many...jackets
One dress - many... dresses
One suit - many... suits
One hat - many... hats
One boots - many...boots
- 13. “PICK UP SIGNS”
Jacket (what?) – red, warm, winter...
Boots (what kind?) – brown, comfortable,
Scarf (what kind?) – fluffy, knitted...
Gloves (what?) – leather, white...
Hat (what?) – black, big...
Shoes (what kind?) – autumn, beautiful...
Dress (what?) - new, elegant, green...
Shirt (what?) - white, festive....
Fur coat (what?) - fur, warm...
- 14. “WHO NEEDS WHAT TO WORK”
For the cook - a saucepan, a ladle,...
To the doctor - a syringe, cotton wool...
To the teacher - a book, a pen...
To the postman - letters, newspapers...
To the seller - scales, products...
To the builder - brick, cement...
Hairdresser - scissors, mirror...
For the artist - brushes, paints...
For the gardener - a watering can, a rake...
Dressmaker - thread, needle...
For the laundress - washing machine, clothespins...
- 15. “WHO DOES WHAT”
Doctor - treats people
Cook - ...preparing lunch
Builder - ...building a house
Astronaut - ... flies into space
A teacher teaches children
Chauffeur - ...drives the car
Gardener - grows flowers
Artist – paints pictures
Educator – raises children
Laundress - washing clothes
Dressmaker - sews clothes
Policeman - keeps order on the street
- 16. “PICK UP A SIGN”
Car (what?) – red, new, ...
Airplane (what?) – big, fast,...
The steamer (which one?) is snow-white, beautiful,...
Truck (what kind?) - heavy, huge, noisy...
Bicycle (what kind) - new, two-wheeled...
Train (which one?) – high-speed, long, fast...
Boat (what?) – small, large, wooden...
Dump truck (what kind?) – powerful, huge, heavy...
Helicopter (what?) – cargo, silver,…
- 17. “NAME YOUR PROFESSION”
Who flies the plane?...The pilot
Who flies the helicopter?...Helicopter pilot
Who controls the ship?...Captain
Who controls the train?...The driver
Who drives the tram?...Car driver
Who is driving the truck? …Chauffeur
Who repairs the bus?...Mechanic
Who washes the bus?...Washer
Who sells tickets on the bus?...The conductor
Who checks tickets on the train?...Controller
Who serves on water transport?...Sailors
Who communicates with the ground via radio on an airplane?...Radio operator
Who provides assistance to passengers on an airplane?...A flight attendant
- 1.Who has who?
- 2.Who gives their voice?
- 3.Call him affectionately.
- 4.Whose tail.
- 5. We will give what to whom.
- 6.Name your family.
- 7.Who lives where.
- 8.Whose eyes.
- 9. Big - small.
- 10.Name the color.
- 11. The fourth is extra.
- 12.One is many.
- 13.Pick up the signs.
- 14.Who needs what for work.
- 15.Who does what.
- 16.Pick up a sign.
- 17.Name your profession.
Didactic (verbal) games for speech development
“What kind of object?”
Goal: learn to name an object and describe it.
Move. The child takes out an object, a toy, from a wonderful bag and names it (it’s a ball). First, the teacher describes the toy: “It’s round, blue, with a yellow stripe, etc.”
"Guess the toy"
Goal: to develop in children the ability to find an object, focusing on its main features and description.
Move. 3-4 familiar toys are put on display. The teacher says: he will outline the toy, and the task of the players is to listen and name this object.
Note: 1-2 signs are indicated first. If children find it difficult 3-4.
“Who will see and name more”
Goal: to learn to designate parts and signs of the appearance of a toy with words and actions.
Move. Educator: Our guest is the doll Olya. Olya loves to be praised and people pay attention to her clothes. Let's give the doll pleasure, describe her dress, shoes, socks.
"Magpie"
Goal: to correlate the verb with the action it denotes and with the subject who performed this action.
Materials: needles, glasses, soap, bell, brush, iron. Brush, broom, toy - Magpie bird.
Move. Educator: While you were at home, a magpie flew into the kindergarten and collected various things in its bag. Let's see what she took
(The teacher lays out the items)
Magpie, forty
Give us the soap
I won't give, I won't give
I'll take your soap
I'll give my shirt to wash.
Magpie, forty
Give us the needle!
I won't give it up, I won't give it up.
I'll take a needle
I’ll sew a shirt for my little shirt.
Forty, forty,
Give us the glasses
I won't give it up, I won't give it up.
I'm without glasses myself
I can’t read forty poems.
Forty, forty.
Give us the bell.
I won't give it up, I won't give it up.
I'll take the bell.
I'll give you the shirt - call me, son.
Educator:
You, magpie, don't rush
Ask the kids.
They will all understand you.
Everything you need will be served.
Educator:
What do you want to do, magpie? (Clean, iron, dye...)
Educator:
Children, what does a magpie need for this?
(Children name and bring all the items) The magpie thanks and flies away.
Goal: to train children in clear pronunciation of words.
Move. The teacher invites the children to look around them and name as many objects that surround them as possible (name only those that are in their field of vision). The teacher makes sure that the children pronounce words correctly and clearly and do not repeat themselves. When the kids can no longer name anything themselves, the teacher can ask them leading questions: “What’s hanging on the wall?” etc.
"Olin's Helpers"
Purpose: to form plural forms. Numbers of verbs.
Material: Olya doll.
Move. - The doll Olya came to us with her assistants. I’ll show them to you, and you can guess who these assistants are and what they help Ole do.
The doll is walking along the table. The teacher points to her legs.
What is this? (These are the legs)
They are Olya's assistants. What are they doing? (Walk, jump, dance, etc.)
"Multi-colored chest"
Goal: to teach children to focus on the ending of the word when agreeing neuter (feminine) nouns with pronouns.
Material: box, subject pictures according to the number of children.
Move. Educator:
I put the pictures
In a multi-colored chest.
Come on, Ira, take a look,
Take out the picture and name it.
Children take out a picture and name what is shown on it.
“Tell me which one?”
Goal: To teach children to identify the characteristics of an object.
Move. The teacher (or child) takes objects out of the box, names them, and the children point out some feature of this object.
If the children find it difficult, the teacher helps: “This is a cube. What is he like?
"Magic Cube"
Game material: cubes with pictures on each side.
Rules of the game. A child throws a dice. Then he must depict what is drawn on the top edge and pronounce the corresponding sound.
Move. The child, together with the teacher, says: “Turn, spin, lie on your side,” and throws the dice. On the top edge there is, for example, an airplane. The teacher asks: “What is this?” and asks to imitate the rumble of an airplane. The other sides of the die are played in the same way.
"Unusual Song"
Rules of the game. The child sings vowel sounds to the tune of any melody he knows.
Move. Educator. One day, beetles, butterflies and grasshoppers argued who could sing a song best. The big, fat beetles came out first. They sang importantly: O-O-O. (Children sing a melody with the sound O). Then the butterflies fluttered out. They sang a song loudly and cheerfully. (Children perform the same melody, but with sound A). The last to come out were the grasshopper musicians, they began to play their violins - E-I-I. (Children hum the same melody with the sound I). Then everyone came out into the clearing and began chanting with words. And immediately all the beetles, butterflies, and grasshoppers realized that our girls and boys sang best.
"Echo"
Rules of the game. The teacher loudly pronounces any vowel sound, and the child repeats it, but quietly.
Move. The teacher says loudly: A-A-A. the echo child quietly answers: a-a-a. And so on. You can also use a combination of vowel sounds: ay, ua, ea, etc.
"Gardener and Flowers"
Goal: to consolidate children’s knowledge about flowers (wild berries, fruits, etc.)
Move. Five or six players sit on chairs arranged in a circle. This is flowers. They all have a name (the players can choose a flower picture; they cannot be shown to the presenter). The leading gardener says: “It’s been so long since I’ve seen a wonderful white flower with a yellow eye that looks like a little sun, I haven’t seen a chamomile.” Chamomile gets up and takes a step forward. Chamomile, bowing to the gardener, says: “Thank you, dear gardener. I’m happy that you wanted to look at me.” Chamomile sits on another chair. The game continues until the gardener lists all the flowers.
“Who can name more actions”
Goal: actively use verbs in speech, forming various verb forms.
Material. Pictures: items of clothing, airplane, doll, dog, sun, rain, snow.
Move. The Incompetent comes and brings pictures. The children's task is to choose words that denote actions related to objects or phenomena depicted in the pictures.
For example:
What can you say about the plane? (flies, buzzes, rises)
What can you do with clothes? (wash, iron, sew up)
What can you say about the rain? (walks, drips, pours, drizzles, knocks on the roof)
"Kids and the Wolf"
Target. Finish the fairy tale at its beginning.
Material. Flannelograph and attributes for the fairy tale “The Goat with Kids”, bunny
Move. The teacher tells the beginning of the fairy tale, showing the figures of the characters.
Educator: the bunny says...
Children: don't be afraid of me, it's me - a little bunny.
Educator: The kids treated him...
Children: carrots, cabbage...
Educator: then they became...
"Wake up the cat"
Target. Activate the names of baby animals in children’s speech.
Material. Animal costume elements (hat)
Move. One of the children gets the role of a cat. He sits, closing his eyes, (as if sleeping), on a chair in the center of the circle, and the rest, optionally choosing the role of any baby animal, form a circle. The one to whom the teacher points with a gesture gives a voice (produces an onomatopoeia corresponding to the character).
The cat's task is to name who woke him up (cockerel, frog, etc.). If the character is named correctly, the performers change places and the game continues.
"Breeze"
Target. Development of phonemic hearing.
Move. Children stand in a circle. The teacher pronounces different sounds. If you hear a sound like oo, raise your arms and spin around slowly.
The sounds u, i, a, o, u, i, u, a are pronounced. Children, hearing the sound u, make the appropriate movements.
"Pinocchio the Traveler"
Target. Find your bearings in the meaning of verbs.
Material. Pinocchio doll.
Move. Pinocchio is a traveler. He travels to many kindergartens. He will tell you about his travels, and you will guess which rooms of the kindergarten or on the street he visited.
I went into the room where the children were rolling up their sleeves, soaping their hands, and drying themselves.
They yawn, rest, sleep...
They dance, sing, spin...
There was Pinocchio in kindergarten when the children:
They come and say hello... (When does this happen?)
They have lunch, thank...
They get dressed, say goodbye...
Making a snow woman, sledding
"Hide and Seek"
Target. Formation of the morphological side of speech. Lead children to understand prepositions and adverbs that have spatial meaning (in, on, behind, under, about, between, next to, left, right)
Material. Small toys.
Move. The teacher hides the toys made in advance in different places in the group room, and then gathers the children around him. He tells them: “I was notified that uninvited guests have settled in our group. The tracker who was monitoring them writes that someone was hiding in the upper right drawer of the desk. Who will go on the search? Fine. Found it? Well done! And someone hid in the corner of the toys, behind the closet (Search). Someone is under the doll's bed; someone is on the table; what is standing to my right"
THAT. the children look for all the uninvited guests, hide them in a box and agree that they will again play hide and seek with their help.
"The postman brought a postcard"
Target. Teach children to form verb forms in the present tense (draws, dances, runs, jumps, laps, waters, meows, barks, strokes, drums, etc.)
Material. Postcards depicting people and animals performing various actions.
Move. The game is played with a small subgroup.
Someone knocks on the door.
Educator: Guys, the postman brought us postcards. Now we will look at them together. Who is on this card? That's right, Mishka. What is he doing? Yes, he drums. This card is addressed to Olya. Olya, remember your postcard. This postcard is addressed to Pasha. Who is pictured here? What is he doing? And you, Petya, remember your postcard.
THAT. 4-5 pieces are considered. And those to whom they are addressed must correctly name the character’s actions and remember the image.
Educator: Now I’ll check if you remember your postcards? Snowmen are dancing. Whose postcard is this? Etc.
"Finish the sentence"(use of complex sentences)
Mom put the bread... where? (into the bread bin)
Brother poured sugar... where? (into the sugar bowl)
Grandma made a delicious salad and put it... where? (in a salad bowl)
Dad brought candy and put it... where? (into the candy bowl)
Marina didn't go to school today because... (fell ill)
We turned on the heaters because... (it got cold)
I don't want to sleep because... (it's still early)
We will go to the forest tomorrow if... (the weather is good)
Mom went to the market to... (buy groceries)
The cat climbed a tree to... (to escape from the dog)
"Daily regime"
8-10 plot or schematic pictures about the daily routine. Offer to consider, and then arrange in a certain sequence and explain.
"Who's for a treat?"(use of difficult forms of nouns)
The teacher says that there are gifts for animals in the basket, but he is afraid of mixing up what. Asks for help. Pictures are offered depicting a bear, birds - geese, chickens, swans, horses, wolves, foxes, lynxes, monkeys, kangaroos, giraffes, elephants. Who needs honey? Who needs grain? Who wants meat? Who wants fruit?
"Say three words"(activation of the dictionary)
The children stand in a line. Each participant in turn is asked a question. It is necessary, taking three steps forward, to give three answer words with each step, without slowing down the pace of walking.
What can you buy? (dress, suit, trousers)
“Who wants to become who?”
(use of difficult verb forms)
Children are offered story pictures depicting labor actions. What are the boys doing? (The boys want to make a model of an airplane) What do they want to become? (They want to become pilots). Children are asked to come up with a sentence with the word want or want.
"Zoo"(development of coherent speech).
Children sit in a circle, receiving a picture each, without showing them to each other. Everyone must describe their animal, without naming it, according to this plan:
- Appearance;
- What does it eat?
The game uses a "game clock". First, turn the arrow. Whoever she points to starts the story. Then, by rotating the arrows, they determine who should guess the animal being described.
"Compare objects"(for the development of observation, clarification of the vocabulary due to the names of parts and parts of objects, their qualities).
In the game you can use both things and toys that are the same in name, but differ in some characteristics or details, as well as paired object pictures. For example, two buckets, two aprons, two shirts, two spoons, etc.
An adult reports that a package has been sent to the kindergarten. What is this? Gets things out. “Now we will look at them carefully. I will talk about one thing, and one of you will talk about another. We will talk about it in turn.”
For example: Adult: “I have a smart apron.”
Child: “I have a work apron.”
Adult: “It’s white with red polka dots.”
Child: “And mine is dark blue.”
Adult: “Mine is decorated with lace frills.”
Child: “And mine is with a red ribbon.”
Adult: “This apron has two pockets on the sides.”
Child: “And this one has one big one on his chest.”
Adult: “These pockets have a pattern of flowers on them.”
Child: “And this one has tools drawn on it.”
Adult: “This apron is used to set the table.”
Child: “And this one is worn for work in the workshop.”
"Who was who or what was what"
(activation of vocabulary and expansion of knowledge about the environment).
Who or what used to be a chicken (egg), horse (foal), frog (tadpole), butterfly (caterpillar), boots (skin), shirt (cloth), fish (egg), wardrobe (board), bread (flour), bicycle (iron), sweater (wool), etc.?
“Name as many objects as possible”
(activation of vocabulary, development of attention).
Children stand in a row and are asked to take turns naming the objects that surround them. The one who names the word takes a step forward. The winner is the one who pronounced the words correctly and clearly and named the most objects without repeating himself, and thus ended up ahead of everyone.
"Pick a Rhyme"(develops phonemic hearing).
The teacher explains that all words sound different, but there are also some among them that sound a little similar. Offers to help you choose a word.
There was a bug walking along the road,
He sang a song in the grass... (cricket).
You can use any verses or individual rhymes.
"Name the parts of the object"
(enrichment of vocabulary, development of the ability to relate an object and its parts).
The teacher shows pictures of a house, truck, tree, bird, etc.
Option I: children take turns naming parts of objects.
Option II: each child receives a drawing and names all the parts himself.
CARD FILE OF VERBAL AND LOGICAL GAMES FOR PRESCHOOL CHILDREN
Well-known tasks for selecting analogies, understanding proverbs and sayings, and metaphors are perfect as exercises; games of “sea battle”, “tic-tac-toe”, checkers, cards; charades; tasks like “find seven differences”, etc.
1. “FINISH THIS SENTENCE.”
The child is asked: “Continue the sentence by choosing the most suitable word.”
A tree always has... (leaves, flowers, fruits, roots).
The boot always has... (laces, sole, zipper, buckle).
The dress always has... (hem, pockets, sleeves, buttons).
A painting always has... (artist, frame, signature).
2. “FIND SIMILARITIES AND DIFFERENCES.”
The child is given pairs of words for analysis. He must note the common and different in the corresponding objects.
For example, nightingale-sparrow, summer-winter, chair-sofa, birch-spruce, airplane-car, hare-rabbit, glasses-binoculars, girl-boy, etc.
3. “FROM PARTICULAR TO GENERAL.”
Explain to your child that there are words that denote many similar objects and phenomena. These words are general concepts. For example, the word fruit can mean apples, oranges, pears, etc.
But there are words that indicate a smaller number of similar objects, and they are private, concrete concepts. Any of these words, for example apples, means only apples, although they can be large, small, green, red, sweet, sour apples. Now ask your child to match the general concept to the specific ones.
Below are two rows of words. For words from the first row, the child selects a suitable concept from the second row:
Cucumber, autumn, bee, north, rain, peacock, lake;
Vegetable, season, insect, side of the horizon, precipitation, berry, pond, bird.
4. “WHAT’S MORE?”
The child must answer the question: “Which is more: birches or trees, strawberries or berries, flies or insects, flowers or lilies of the valley, whales or mammals, words or nouns, squares or rectangles, cakes or sweets?” - and justify your answer.
5. “FROM GENERAL TO SPECIFIC”.
The task is the opposite of the previous ones. The child must build a “tree”, the trunk of which is a general concept, for example, nature, and the branches are more specific, for example, living - inanimate. Then from the word living - respectively branches: plants - animals - people, etc. The next branching comes, for example, from the word animals: domestic - wild or: birds-snakes-fish-insects, etc.
6. “GET A GENERAL CONCEPT.”
Invite your child to name the following concepts in one word and complete the series: apple, pear - ...; chair, wardrobe - ...; cucumber, cabbage - ...; boot, boot - ...; doll, ball - ...; cup, plate - ...; cat, elephant - ...; leg, arm - ...; flower, tree - ...; perch, pike - ...; rose, dandelion - ...; March, September - ...; oak, birch - ...; lantern, lamp - ...: rain, snow - ...
The same exercise must be performed with adverbs, adjectives, and verbs.
7. “CLASSIFICATION BY VISUAL PATTERN.”
For this exercise, you can use children's lotto.
Lay out the pictures and ask the child to choose all the pictures that match the standard one. For example, for an apple - all the pictures that depict fruits. Then ask him to name each picture; Discuss with him why he made such a selection, how these objects are similar (different).
You can select pictures by a certain, specified general characteristic, for example, by shape, color or functionality.
8. “SOLD INTO GROUPS.”
The child is offered a number of images, which he must sort into general groups, for example: mushrooms and berries, shoes and clothes, animals and flowers. He must give a name to each resulting group and list (name) all its components.
9. “CLASSIFICATION BY GENERALIZED WORD.”
For a given general concept (for example, dishes, vegetables, furniture, objects made of iron, round, prickly, fly, sweet, etc.), the child must choose from a set of pictures those that will correspond to him.
10. “EXTRA WORD.”
The child is asked to highlight a word or feature that is superfluous among others, and to select a generalizing concept for all the others. The child must answer the questions: “Which word is extra? Why?".
Plate, cup, table, teapot.
Dark, cloudy, light, chilly.
Birch, aspen, pine, oak.
Fast, running, skipping, crawling.
Sofa, table, chair, wood.
Much, pure, little, half.
Pen, chalk, pencil case, doll.
Yesterday, today, morning, day after tomorrow
Earthquake, typhoon, mountain, tornado.
Comma, period, dash, conjunction.
Neat, sloppy, sad, diligent.
Winter, summer, autumn, June, spring.
Lie down, stand, cry, sit.
Old, tall, young, elderly, young.
Red, blue, beautiful, yellow, gray.
Be silent, whisper, laugh, shout.
Sweet, salty, bitter, sour, fried.
11. "RANKING".
Explain to your child what ranking is and ask him to rank the following concepts according to a certain (in each case his own) principle: peas - apricot - watermelon - orange - cherry; bee - sparrow - butterfly - ostrich - magpie; tooth - arm - neck - finger - leg; snowflake - icicle - iceberg - ice floe - snowdrift; street - apartment - city - country-Earth; baby-youth - man - old man - boy; be silent - speak - shout - whisper.
12. “MULTIPLE MEANING OF WORDS.”
Play the game “Look how interesting it is!” with your child. Tell him some word (noun, adjective, adverb, verb). The task is to come up with as many situation sentences with a standard word as possible in a short period of time (1 - 3 minutes).
Verbal and logical games in the development of children of senior preschool age
At the end of the preschool period, children begin to develop verbal and logical thinking. It involves developing the ability to operate with words and understand the logic of reasoning. And here you will definitely need the help of adults: parents and teachers.
Famous psychologist L.S. Vygotsky established natural connections between learning and mental development. Without learning, without the active transfer of the experience accumulated by mankind, full development cannot take place.
Children have an unconscious desire to learn something new and unusual. Adults, concerned about the future of children, try to correctly direct this desire, forcing and developing their needs from natural, material, social to spiritual.
To make the sphere of children's education relevant is to create such situations, using various teaching methods, in which the desire for knowledge and perception of this or that material or event will become constant and dominant. A creative approach is needed from both sides - adults and children - to this problem. This is possible when the child makes his own efforts through a situation of creative communication created by adults in solving various problems. At the same time, not only performing abilities are developed: memory, attention, the ability to copy the actions of others, repeat what is seen or heard, which is no less important for the development of children, but also creative ones: observation, the ability to compare and analyze, combine, find connections and dependencies, patterns .
By the age of six, a child develops an eye, a visual assessment of the proportions characterizing an object, deliberate memorization and the ability to reproduce what has been learned. He can already make correct judgments and draw conclusions about familiar phenomena.
Research by psychologists and teachers has convincingly proven that in the comprehensive development and preparation of a child for school, the role of his practical activities is extremely important: irga, work, systematic educational activities.
As a rule, children who enter first grade can read, write and, it would seem, are fully prepared for schooling. However, some first-graders, faced with constant mental workload, find difficulties in solving and explaining mathematical problems, forming certain rules and concepts, and establishing and justifying cause-and-effect relationships. One of the common reasons for this phenomenon is the insufficient development of verbal and logical thinking in preschool age. Children of this age exhibit a superficial, inconsistent analysis of problems and situations, and an inability to plan. It is generally accepted that visual-figurative thinking predominates in preschoolers, which is completely based on children's sensations, perceptions and ideas. Famous psychologists point to this in their works: D.B. Elkonin, V.V. Davydov, P.Ya. Galperin. J. Piaget believes that the thinking of preschoolers is illogical by nature, because “not burdened with knowledge.”
But currently, many games are being developed aimed at developing logical and imaginative thinking, arbitrary memory and attention, speech and creative imagination. The sooner we begin to develop and stimulate logical thinking based on the child’s sensations and perceptions, the higher the level of his cognitive activity will be, the faster the main, natural transition from concrete thinking to its highest phase - abstract thinking will take place. In addition, intellectual-linguistic relationships confirm the developmental influence of verbal-logical thinking on the speech of preschool children.
During games and activities, an adult (teacher or parent) is required to:
patience;
ability to play and believe in the game;
the ability to accept and understand any answer, proposal, or decision of the child;
the ability to emphasize the uniqueness and individuality of each child;
creation.
In the process of performing such games and exercises, preschool children’s ability to analyze, synthesize, compare and generalize is activated.
Adults, playing with a child who has any level of speech and intellectual development, improve the most valuable mental processes for the child: thinking, attention, memory, speech, imagination, and the ability to be creative.
One of the main indicators of a child’s readiness for school is the level of his mental and speech development. Understanding the teacher’s verbal instructions, the ability to answer his questions and formulate his own questions to him is the first thing that is required of the child in the educational process.
Games and exercises aimed at developing mental and speech abilities in preschoolers.
Compiling a story from pictures. In front of the child, 4 pictures are placed in disarray, which depict a certain sequence of events that is well known to the child. The adult asks the child to arrange the pictures in the right order and explain why he arranged them that way. Then they are asked to compose a story based on the pictures.
Understanding the grammatical structure of sentences.
“Natasha went for a walk after watering the flowers.” - What did Natasha do first: went for a walk or watered the flowers?
“In many years, Seryozha will be a little older than Sasha is now.” - Who is older? (Sasha).
Recognition of objects by given characteristics.
Name an object about which you can say:
yellow, oblong, sour;
oblong, green, hard, edible.
Which item has the following characteristics:
fluffy, walks, meows;
smooth, glassy, they look into it, it reflects.
Who or what could be:
high or low;
cold or hot;
solid or liquid;
narrow or wide.
What time of year does the following description correspond to:
"The days are getting longer. There are more and more sunny days. The snow is melting. Birds are flying in from the south and starting to build nests."
Comparison of two or more objects.
cat, book, roof;
number, oar, chair;
apple and watermelon;
cats and dogs;
table and chair;
spruce and pine;
pigeon and woodpecker;
daisies and cloves.
pencil pen;
story from a poem;
cart sleigh;
autumn from spring;
tree from a bush;
deciduous tree from coniferous tree.
How are these words similar:
Name the general signs:
What is the difference:
Match each picture from the first row with the corresponding picture from the second row. For each resulting pair, make a sentence.
There are 5 pictures in the first and second row:
| screwdriver |
||||
For the indicated item, choose a word that will be logically connected with it (as in the previous pair), and explain your choice in detail.
Example: hand - clock; wheel - ?
The hand is part of the clock, which means that the word “car” can be added to the word “wheel”, because the wheel is part of the car.
wheel - circle, carpet - ?
squirrel - hollow, bear - ?
store - seller, hospital - ?
day - lunch, evening - ?
hunter - gun, fisherman - ?
word - letter, house - ?
forest - trees, field - ?
finger - ring, ear - ?
sea – drop, crowd - ?
flower - bud, leaf - ?
Analyze three logically related concepts, highlight one that differs from the others in some way. Explain the reasoning.
night light, floor lamp, candle;
plum, apple, peach;
trousers, shorts, skirt;
cow, horse. A lion;
Christmas tree, birch, pine;
potatoes, carrots, cucumber;
rooster, goose, sparrow;
goat, pig, cow.
Choose a word with the opposite meaning. Explain your choice. Make up a sentence with the conjunction “a”, which combines both antonyms.
buy -
open –
remember –
meet –
thick -
small –
full -
famous -
hungry -
For each combination of words, choose a double antonym. Make a sentence with each pair of words.
Example: a smart friend is a stupid enemy.
quiet crying -
joyful meeting -
remember the joy -
light top -
dark past -
light frost -
Logic problems:
The fisherman caught perch, ruff, and pike. He caught the pike earlier than the perch, and the ruff later than the pike. Which fish was caught first?
Three knots were tied on the rope. How many parts did these knots divide the rope into?
Kolya is taller than Yegor, but shorter than Seryozha. Who is Yegor or Seryozha?
Masha bought 4 red and blue balls. There were more red balls than blue ones. How many balloons of each color did Masha buy?
There were 3 glasses with cherries on the table. Kostya ate 1 glass of cherries. How many glasses are left?
When a goose stands on one leg, it weighs 2 kg. How much will a goose weigh if it stands on both legs?
What is heavier than a kilogram of cotton wool or a kilogram of iron?
Explain in the most complete and coherent way what is unclear and implausible in the situation.
according to the drawing
as stated in the poem:
The sparrow sat down on the house,
The roof collapsed.
Under a birch tree with a cat
The mice are dancing the polka.
The fish dived from the bridge,
She screamed and drowned.
The turtle has its tail between its legs
And she ran after the hare,
Near the river, oh well,
Overtook Gray!
The cat was sitting in a birdcage,
And the bird wanted to eat it,
But the cat jumped onto a branch
And, chirping, she flew away.
Explain in detail what is wrong with the proposed judgments.
the vase is crystal and the glass is light;
The zebra is striped and the leopard is angry;
the refrigerator is white and the carpet is soft;
the cucumber is green, and the apple grows on the tree.
“Answer quickly.” The goal is to practice classification, comparison, generalization; practice agreeing numerals and adjectives with nouns.
Table divided into 9 cells.
Each cell depicts birds or animals: in the first row - a sparrow, a dove, a woodpecker; in the second - wasp, fox, dragonfly; in the third - a wolf, a butterfly, a bullfinch.
Questions about the table:
What can you call everyone who is drawn in the first row?
How many birds are there in the table? Name them.
Who are more animals or insects?
How many groups can everyone in the table be divided into?
Look at the pictures in the third column. What do everyone pictured there have in common?
Compare the animals of the first and second columns. What do you notice in common?
Games and play exercises give teachers and parents the opportunity to conduct classes with children more lively and interesting. Almost all games are aimed at solving many problems. You can return to them repeatedly, helping children learn new material and consolidate what they have learned.
Dobrenkaya Galina Vasilievna, teacher of the secondary educational institution no. 17, Alekseevka, Belgorod region
“What is round and what is oval?”
Progress of the game: The teacher asks the child to name as many round and oval-shaped objects as possible. The child starts the game.
If he cannot name it, the teacher begins: “I remember, an apple is round, and a testicle is oval. Now you continue. Remember which is the shape of a plum and which is a gooseberry? That’s right, the plum is oval, and the gooseberry is round.” (Helps the child name objects and compare them by shape: ring-fish, hedgehog-ball, cherry-cherry leaf, watermelon-melon, acorn-raspberry, tomato-eggplant, sunflower-seed, zucchini-apple).
In case of difficulty, the teacher shows the child a set of pictures and together they sort them into two groups.
"It flies - it doesn't fly"
Progress of the game: The teacher invites the children to quickly name objects when he says the word “flies”, and then name other objects when he says the word “does not fly”.
The teacher says:"Flying."
Children call:“Crow, airplane, butterfly, mosquito, fly, rocket, dove,” etc. Then the teacher says: “Does not fly.” Children name: “Bicycle, daisy, cup, dog, pencil, kitten,” etc. The game continues: the words “flies” and “does not fly” are named by one of the children, and the teacher names the objects together with the children. The game can be played while walking.
"Edible - inedible"
The game is played in the same way as the previous one.
"Living-non-living"
Progress of the game: First, we explain that we call all living objects “WHO” and non-living objects “WHAT”. Here are some examples.
Then we play questions and answers. You can use books with story pictures.
What's growing? Who's growing?
Who's flying? What flies?
Who's swimming? What floats?
Who's the biggest? What's the biggest?
“What happens below, and what happens above?”
Progress of the game: The teacher invites the children to think and name what happens only at the top.
If the children find it difficult, he prompts: “Let's look up, the sky is above us. Does it happen downstairs? No, it always happens only at the top. What else happens only at the top? Where are the clouds? (stars, moon). Now think about what happens only below? Look at the ground. Where does the grass grow? Where does she go?” (plants, bodies of water, earth, sand, stones, etc.).
After this, the children independently list the objects of nature that are only at the top, and those that are only at the bottom.
“What is sweet?”
Progress of the game:
The teacher invites the children: Listen carefully, I will call what is sweet. And if I make a mistake, then I need to be stopped, I need to say: “Stop!”
The teacher says: “Sugar, marshmallows, raspberries, strawberries, lemon.”
The children listen carefully and stop him on the word where he “made a mistake.” Then the children themselves name what is sweet.
"Answer quickly"
Progress of the game: The teacher, holding a ball in his hands, stands in a circle with the children and explains the rules of the game: “Now I will name a color and throw the ball to one of you. The one who catches the ball must name an object of the same color. Then he himself names any other color and throws the ball to the next one. He also catches the ball, names the object, then his color, etc.”
For example, “Green,” says the teacher (takes a short pause, giving the children the opportunity to remember green objects) and throws the ball to Vita.
“Grass,” Vitya answers and, saying: “Yellow,” throws the ball to the next one.
The same color can be repeated several times, since there are many objects of the same color.
The main feature for classification can be not only the color, but also the quality of the item.
The beginner says, for example: “Wooden,” and throws the ball.
“Table,” answers the child who caught the ball, and offers his word: “Stone.”
“House” - the next player answers and says: “Iron”, etc.
Next time, the main feature is the form. The teacher says the word “round” and throws the ball to anyone playing.
“Sun,” he replies and names another shape, for example “square,” throwing the ball to the next player.
He names a square-shaped object (window, scarf, book) and suggests some form. The same shape can be repeated several times, since many objects have the same shape. When repeated, the game can be complicated by offering to name not one, but two or more objects.
“How are they similar?”
Progress of the game: The teacher invites the children to look around and find two objects that are somewhat similar to each other.
He says: “I’ll call it: chicken sun. How do you think they are similar to each other? Yes, that's right, they are similar in color. And here are two more objects: a glass and a window. How are they similar to each other? And now each of you will name two objects that are similar to each other.”
Games to eliminate the fourth “extra” word
"Be careful!"
Progress of the game: The teacher says to the children: I will name four words, one word does not fit here. You must listen carefully and name the “extra” word.” For example: matryoshka, tumbler, cup, doll; table, sofa, flower, chair; chamomile, hare, dandelion, cornflower; horse, bus, tram, trolleybus; wolf, crow, dog, fox; sparrow, crow, dove, chicken; apple, Christmas tree, carrot, cucumber.
After each highlighted “extra” word, the teacher asks the child to explain why this word does not fit into this group of words, that is, to explain the principle of grouping.
"Listen carefully!"
Progress of the game: The teacher says to the child: “I will name the words, and you will say which word does not fit: cat, fox, horse, cow; tractor, car, rocket, bus; pear, turnip, beet, carrot; book, pencil case, ball, notebook; water, thermometer, medicine, cotton wool.”
In case of difficulty, he slowly repeats a certain set of words and helps the child identify what is inappropriate for any reason.
"Find out!"
Progress of the game: Tell me, what berries do you know? Now I will name the words, if among them you hear a word meaning berry, then clap your hands.
Words for presentation - cabbage, strawberry, apple, pear, currant, raspberry, carrot, strawberry, potato, dill, blueberry, lingonberry, plum, cranberry, apricot, zucchini, orange.
“Now I will name the words, if you hear a word related to berries, clap once, if related to fruit, clap twice.”
(You can use the same words, you can come up with others.)
The basis for systematization may be a theme - tools, furniture, clothes, flowers, etc.
Tell me how they taste similar? color? size?
Lemon and pear
Raspberries and strawberries
Apple and plum
Currants and gooseberries
How do they differ in taste? color? size?
"Divide into groups"
Progress of the game:“What groups do you think these words can be divided into? Sasha, Kolya, Lena, Olya, Igor, Natasha.
What groups can be made from these words: pigeon, sparrow, carp, tit, pike, bullfinch, pike perch?
"Choose your words"
Progress of the game:
- Choose as many words as possible that can be classified as wild animals (pets, fish, flowers, weather patterns, seasons, tools, etc.).
- Another version of the same task.
Connect with arrows the words that match the meaning:
ball | furniture
poplar | flower
wardrobe | insects
plate | tree
coat | cloth
ant | dishes
pike | toy
rose | fish
"Similarities and Differences"
Progress of the game: Invite your child to indicate the similarities and differences between the following pairs of words:
Book - notebook | Day Night
Horse - cow | Tree - bush
Telephone - radio | Tomato - cucumber
Airplane - rocket | Table chair
"Find the opposite object"
Progress of the game: Naming an object (eg sugar), we must name as many others as possible that are opposite to this one. It is necessary to find opposite objects according to the function “edible - inedible”, “useful - harmful”, etc., according to the characteristic (size, shape, condition) and etc.
"Search for an analogy"
Progress of the game: A word is called, for example, briefcase. It is necessary to come up with as many “analogs” as possible, i.e. other objects similar to it in various essential ways (bag, bag, backpack, etc.)
“Call it in one word”
Progress of the game: Invite your child to name a group of objects in one word. We call many specific objects with one word. For example, we call birch, pine, oak, etc. trees.
Invite your child to name in one word:
A table, a chair, a closet - it's...
A dog, a cat, a cow is...
Cup, saucer, plate - this is...
Cornflower, chamomile, tulip - that's it.
"Find a common word"
Progress of the game: This task contains words that have a common meaning. We must try to convey this general meaning in one word.
What common word can be used to describe the following words:
- Faith, Hope, Love, Elena
- a, b, c, c, n
- table, sofa, armchair, chair
- Monday, Sunday, Wednesday, Thursday
- January, March, July, September."
The general word can be “spring months”, or maybe “months of the year”, etc.
A more complex version of the exercise contains only two words for which you need to find a common concept.
Find what the following words have in common:
a) bread and butter (food)
b) nose and eyes (parts of the face, sensory organs)
c) apple and strawberry (fruit)
d) clock and thermometer (measuring instruments)
d) whale and lion (animals)
e) echo and mirror (reflection)
"Twin Words"
Progress of the game: This exercise is associated with such a phenomenon in the Russian language as homonymy, i.e. when words have different meanings, but are identical in spelling.
Which word means the same thing as the words:
1) a spring and what opens the door;
2) a girl’s hairstyle and a tool for cutting grass;
3) a branch of grapes and a tool used for drawing.
Come up with words that sound the same but have different meanings.
Additional tasks for the exercise:
4) a vegetable that makes you cry and a weapon for shooting arrows (scorching vegetable and small arms);
5) part of a gun and part of a tree;
6) what they draw on, and greenery on the branches;
7) a lifting mechanism for construction and a mechanism that needs to be opened for water to flow.
"What does what need"
Progress of the game: The car runs on gasoline or other fuel; a tram, trolleybus or electric train runs on electricity. All this together can be classified as “transport”.
Seeing an unfamiliar car (for example, a truck crane), they ask: what is this? Why?
Similar exercises are performed with other concepts: tools, dishes, plants, animals, furniture, etc.
"Why?"
Progress of the game: Now I will tell you words, and you will answer me, which is more, which is smaller, which is longer, which is shorter.
Pencil or pencil? Which one is shorter? Why?
Cat or whale? Which one is bigger? Why?
Boa constrictor or worm? Which one is longer? Why?
Tail or ponytail? Which one is shorter? Why?"
The teacher can come up with his own questions based on the ones above.
"Choose the main thing"
Progress of the game: The adult says to the children: Now I will read a series of words. Of these words, you will have to choose only two, denoting the main features of the main word, i.e., something without which this object cannot exist.
Other words are also related to the main word, but they are not the main ones. You need to find the most important words.
For example, a garden... Which of these words do you think are the most important: plants, gardener, dog, fence, earth, i.e., something without which a garden cannot exist? Can there be a garden without plants? Why?... Without a gardener... dog... fence... land?.. Why?
Each of the suggested words is analyzed in detail. The main thing is for children to understand why this or that word is the main, essential feature of a given concept.
Sample tasks:
a) Boots (laces, sole, heel, zipper, shaft)
b) River (shore, fish, fisherman, mud, water)
in town (car, building, crowd, street, bicycle)
d) Barn (hayloft, horses, roof, livestock, walls)
d) Cube (corners, drawing, side, stone, wood)
f) Division (class, dividend, pencil, divider, paper)
g) Game (cards, players, fines, punishments, rules)
h) Reading (eyes, book, picture, print, word)
i) War (plane, guns, battles, guns, soldiers)
"Danetka"
Progress of the game: The presenter thinks of a word or tells the conditions of some completely unusual situation, and the players (children or adults) must unravel a word or explain a situation by asking questions that can be answered with one of five answers: “yes”; "No"; "Yes and no"; “there is no information about this”; "It's not important."
For example: “I wished for a plant in the middle zone. In ten questions, identify the plant that I wished for.”
Topics for "Danetki" and possible continuations of the game.
What vegetable did I have in mind?
Is this a root vegetable? (Carrots, beets, radishes)
Is it a leafy vegetable? (Cabbage, salad)
Is this a fruit vegetable? (Tomatoes cucumbers)
What name did I think of?
Is this a man's name?
Does the name start with a vowel?
Is there such a name in our group?
What piece of clothing did I have in mind?
Is this outerwear?
Is this men's clothing?
What fairy tale did I have in mind?
Is this a Russian fairy tale?
What historical figure did I have in mind?
This is a man?
What is one thing I must do in the morning?
What color did I have in mind?
What property of ice cream, light bulb, watermelon, pencil did I wish for?
What country am I thinking of?
What kind of writer, storyteller, poet, scientist did I have in mind?
What famous battle did I have in mind?
"Black box"
Progress of the game: Children are shown a “black box” or just a bag or briefcase and asked to guess in 10 questions - what’s in there? Etc.
Is it a man-made object? Is there something soft there? Is there something metal there? Etc.
"List the items"
Progress of the game: One driver is selected from a group of children. He leaves the room for 2 minutes. At this time, 7 objects are placed on the table in the room and the situation is thought about. For example, children imagine the situation “I’m going for a walk,” then there should be 7 items of clothing on the table.
The driver is invited, he is told the situation and is allowed to inspect the table for 1-2 minutes. He then turns his back to the table and faces the group of children and begins to list the things on the table. After each correct answer, the group says “Correct!”, after an incorrect answer, “Wrong!” If the driver did not list all the items, the group says which items he forgot.
"Opposite"
Progress of the game: The leader calls a group of children a word. The task is to name the word that denotes the opposite object.
For example, the presenter says the word “cup”. Children can name the following objects: “board” (the cup is convex and the board is straight), "Sun" (the cup is made by a person, and the sun is part of nature), "water" (water is the filler and the cup is the mold) etc.
Each child takes turns offering his answer and making sure to explain why he chose that particular item.
"Come up with a riddle"
Progress of the game: A driver is selected from a group of children. His task is to come up with a riddle. The group must solve this riddle. Next, another child comes up with a riddle, etc. Children 6 years old love to come up with riddles, the game is lively.
"Who by whom (how) will?"
Progress of the game: The good thing about the game is that you can play with a group or alone with your child anywhere. Ask each other questions, make sure your child answers the question correctly.
Who will the egg be? (can be a chick, crocodile, turtle, snake.)
Chicken - rooster;
A boy is a man;
Calf - cow or bull - paper - book;
Snow - water;
Water - ice;
A seed is a flower;
Flour - for pancakes;
Reverse game:"Who was who?"
Horse - foal
Flower - by seed
"Third wheel"
Progress of the game: An adult says three words - owl, crow, fox. The child must quickly analyze these three words in his mind and determine that all three words relate to living nature, however, the owl and the crow are birds, but the fox is not. Therefore, the fox is superfluous here.
More examples for younger preschoolers:
Milk, juice, bread - all three words mean edible. But they drink milk and juice and eat bread;
Car, horse, tram;
Hat, scarf, boots;
Rose, birch, Christmas tree.
For children 5-7 years old, the tasks become more complicated:
Rain, snow, river;
Doctor, tourist, driver;
Shadow, sun, planet;
Frost, blizzard, January;
Stone, clay, glass;
Door, carpet, window;
Sea, river, pool.
“What happens?”
Progress of the game: First, the adult asks the questions, and the child answers. Then you need to give the child the opportunity to express himself.
Examples:
What is high? (tree, pillar, person, house). Here it is appropriate to ask what is taller - a tree or a house; person or pillar.
What is long? (short)
What is wide (narrow) ?
What's round (square) ?
A variety of concepts can be included in the game: what is fluffy, soft, hard, sharp, cold, white, black, etc.
"What's outside, what's inside?"
Progress of the game: The adult names a couple of objects, and the child says what can be outside and what can be inside. Home - closet; book - cabinet; purse; wallet-money; pan - porridge; aquarium - fish; booth - dog; hole - fox.
Then switch roles - let the child think of pairs of words.
"Who is this?"
Progress of the game:
Option 1: We ask questions: who treats the sick? Who teaches children at school? Who's cooking lunch? Who works on the tractor? Who delivers letters and newspapers? Who sews the dress?
Option 2: Questions: What does a janitor do? What does the doctor do? What does an electrician do? What does the teacher do? What does the driver do? What does a painter do? What does a hairdresser do?
Option 3: We come up with riddles. For example: this person works outside, he has a broom and a shovel.
Option 4:“Who needs what?” What does the postman need? What does a hairdresser need? And vice versa: who needs scissors? Who needs a needle?
“Guess the object by its parts”
Progress of the game: We name the parts of an object for children. The one who first guesses what is being said gets one point. This option is good because you can play together with your child anywhere. For example, on the way to kindergarten, sitting in line to see the doctor, etc.
Examples:
Four legs, back, seat.
Numbers, arrows.
Letters, pictures, sheets.
Trunk, branches, leaves.
Root, stem, leaves, petals.
Screen, buttons, electrical cord, remote control.
Spout, handle, lid, electrical cord.
Paws, tail, collar.
Paws, tail, trunk.
Does everything seem too simple at first glance? But in fact, not all children can describe objects. Try it!
“Guess the object by description”
Progress of the game: The game conditions are the same as in the previous one. But the task here is more difficult. It is necessary not only to find the correct definitions of objects, but also to correctly agree on the genders of adjectives and nouns, as well as to know such concepts as furniture, vegetables, fruits, insects, domestic and wild animals, etc.
A wild animal, lives in the forest, large, shaggy, loves honey.
A wild animal, cunning, red, with a fluffy tail.
An insect with colorful wings that looks like a flower.
Transport, large, heavy, with wings and a tail.
The vegetable is red, round, and is put in salads and borscht.
Sweet, small, in beautiful paper.
“Think and choose!”
Progress of the game: Now I will read you a proverb, and you try to find a suitable phrase for it that reflects the general meaning of the proverb, for example:
Measure seven times and cut once
a) If you cut it incorrectly, don’t blame the scissors
b) Before you do, you need to think carefully
c) The seller measured seven meters of fabric and cut it
The correct choice here is “Before you do, you need to think carefully,” and the scissors or the seller are only details and do not reflect the main meaning.”
Sample tasks:
1. Less is more.
a) It is more useful to read one good book than seven bad ones.
b) One tasty pie is worth ten bad ones.
c) It is not quantity that matters, but quality.
2. If you hurry, you will make people laugh.
a) The clown makes people laugh.
b) To do a job better, you need to think carefully about it.
c) Haste can lead to absurd results.
3. Strike while the iron is hot.
a) A blacksmith forges hot iron.
b) If there are favorable opportunities for business, you must immediately take advantage of them.
c) A blacksmith who works slowly often gets more done than one who is in a hurry.
4. There is no point in blaming the mirror if your face is crooked.
a) You shouldn’t blame the reason for failure on circumstances if it’s about you.
b) The good quality of a mirror does not depend on the frame, but on the glass itself.
c) The mirror hangs crookedly.
5. The hut is not red in its corners, but red in its pies.
a) You can’t eat pies alone; you must also eat rye bread.
6) A case is judged by its results.
c) One tasty pie is worth ten bad ones.
6. If you’ve done the job, go for a walk safely.
a) If you have done the job well, you can rest.
b) The boy went for a walk.
7. Skillful hands do not know boredom.
a) Pyotr Ivanovich is never bored.
b) A master of his craft loves and knows how to work.
8. Don’t sit in your own sleigh.
a) If you don’t know the business, don’t take it on.
b) In winter they ride on a sleigh, and in the summer on a cart.
c) Ride only your own sleigh.
9. All that glitters is not gold.
a) The copper bracelet shone like gold.
b) External shine is not always combined with good quality.
c) What seems good to us is not always really good.
“What kind of object?”
Goal: learn to name an object and describe it.
Move. The child takes out an object, a toy, from a wonderful bag and names it (it’s a ball). First, the teacher describes the toy: “It’s round, blue, with a yellow stripe, etc.”
"Guess the toy"
Goal: to develop in children the ability to find an object, focusing on its main features and description.
Move. 3-4 familiar toys are put on display. The teacher says: he will outline the toy, and the task of the players is to listen and name this object.
Note: 1-2 signs are indicated first. If children find it difficult 3-4.
“Who will see and name more”
Goal: to learn to designate parts and signs of the appearance of a toy with words and actions.
Move. Educator: Our guest is the doll Olya. Olya loves to be praised and people pay attention to her clothes. Let's give the doll pleasure, describe her dress, shoes, socks.
"Magpie"
Goal: to correlate the verb with the action it denotes and with the subject who performed this action.
Materials: needles, glasses, soap, bell, brush, iron. Brush, broom, toy – Magpie bird.
Move. Educator: While you were at home, a magpie flew into the kindergarten and collected various things in its bag. Let's see what she took
(The teacher lays out the items)
Children:
Magpie, forty
Give us the soap
Magpie:
I won't give, I won't give
I'll take your soap
I'll give my shirt to wash.
Children:
Magpie, forty
Give us the needle!
Magpie:
I won't give it up, I won't give it up.
I'll take a needle
I’ll sew a shirt for my little shirt.
Children:
Forty, forty,
Give us the glasses
Magpie:
I won't give it up, I won't give it up.
I'm without glasses myself
I can’t read forty poems.
Children:
Forty, forty.
Give us the bell.
Magpie:
I won't give it up, I won't give it up.
I'll take the bell.
I'll give you the shirt - call me, son.
Educator:
You, magpie, don't rush
Ask the kids.
They will all understand you.
Everything you need will be served.
Educator:
What do you want to do, magpie? (Clean, iron, dye...)
Educator:
Children, what does a magpie need for this?
(Children name and bring all the items) The magpie thanks and flies away.
Goal: to train children in clear pronunciation of words.
Move. The teacher invites the children to look around them and name as many objects that surround them as possible (name only those that are in their field of vision). The teacher makes sure that the children pronounce words correctly and clearly and do not repeat themselves. When the kids can no longer name anything themselves, the teacher can ask them leading questions: “What’s hanging on the wall?” etc.
"Olin's Helpers"
Purpose: to form plural forms. Numbers of verbs.
Material: Olya doll.
Move. — The doll Olya came to us with her assistants. I’ll show them to you, and you can guess who these assistants are and what they help Ole do.
The doll is walking along the table. The teacher points to her legs.
- What is this? (These are the legs)
- They are Olya’s assistants. What are they doing? (Walk, jump, dance, etc.)
"Multi-colored chest"
Goal: to teach children to focus on the ending of the word when agreeing neuter (feminine) nouns with pronouns.
Material: box, subject pictures according to the number of children.
Move. Educator:
I put the pictures
In a multi-colored chest.
Come on, Ira, take a look,
Take out the picture and name it.
Children take out a picture and name what is shown on it.
“Tell me which one?”
Goal: To teach children to identify the characteristics of an object.
Move. The teacher (or child) takes objects out of the box, names them, and the children point out some feature of this object.
If the children find it difficult, the teacher helps: “This is a cube. What is he like?
"Magic Cube"
Game material: cubes with pictures on each side.
Rules of the game. A child throws a dice. Then he must depict what is drawn on the top edge and pronounce the corresponding sound.
Move. The child, together with the teacher, says: “Spin, spin, lie on your side,” and throws the dice. On the top edge there is, for example, an airplane. The teacher asks: “What is this?” and asks to imitate the rumble of an airplane. The other sides of the die are played in the same way.
"Unusual Song"
Rules of the game. The child sings vowel sounds to the tune of any melody he knows.
Move. Educator. One day, beetles, butterflies and grasshoppers argued who could sing a song best. The big, fat beetles came out first. They sang importantly: O-O-O. (Children sing a melody with the sound O). Then the butterflies fluttered out. They sang a song loudly and cheerfully. (Children perform the same melody, but with sound A). The last to come out were the grasshopper musicians, they began to play their violins - E-I-I. (Children hum the same melody with the sound I). Then everyone came out into the clearing and began chanting with words. And immediately all the beetles, butterflies, and grasshoppers realized that our girls and boys sang best.
"Echo"
Rules of the game. The teacher loudly pronounces any vowel sound, and the child repeats it, but quietly.
Move. The teacher says loudly: A-A-A. the echo child quietly answers: a-a-a. And so on. You can also use a combination of vowel sounds: ay, ua, ea, etc.
"Gardener and Flowers"
Goal: to consolidate children’s knowledge about flowers (wild berries, fruits, etc.)
Move. Five or six players sit on chairs arranged in a circle. This is flowers. They all have a name (the players can choose a flower picture; they cannot be shown to the presenter). The leading gardener says: “It’s been so long since I’ve seen a wonderful white flower with a yellow eye that looks like a little sun, I haven’t seen a chamomile.” Chamomile gets up and takes a step forward. Chamomile, bowing to the gardener, says: “Thank you, dear gardener. I’m happy that you wanted to look at me.” Chamomile sits on another chair. The game continues until the gardener lists all the flowers.
“Who can name more actions”
Goal: actively use verbs in speech, forming various verb forms.
Material. Pictures: items of clothing, airplane, doll, dog, sun, rain, snow.
Move. The Incompetent comes and brings pictures. The children's task is to choose words that denote actions related to objects or phenomena depicted in the pictures.
For example:
— What can you say about the plane? (flies, buzzes, rises)
— What can you do with clothes? (wash, iron, sew up)
— What can you say about the rain? (walks, drips, pours, drizzles, knocks on the roof)
Etc.
"Kids and the Wolf"
Target. Finish the fairy tale at its beginning.
Material. Flannelograph and attributes for the fairy tale “The Goat with Kids”, bunny
Move. The teacher tells the beginning of the fairy tale, showing the figures of the characters.
Educator: the bunny says...
Children: don’t be afraid of me, it’s me – a little bunny.
Educator: The kids treated him...
Children: carrots, cabbage...
Educator: then they became...
Etc.
"Wake up the cat"
Target. Activate the names of baby animals in children’s speech.
Material. Animal costume elements (hat)
Move. One of the children gets the role of a cat. He sits, closing his eyes, (as if sleeping), on a chair in the center of the circle, and the rest, optionally choosing the role of any baby animal, form a circle. The one to whom the teacher points with a gesture gives a voice (produces an onomatopoeia corresponding to the character).
The cat's task is to name who woke him up (cockerel, frog, etc.). If the character is named correctly, the performers change places and the game continues.
"Breeze"
Target. Development of phonemic hearing.
Move. Children stand in a circle. The teacher pronounces different sounds. If you hear a sound like oo, raise your arms and spin around slowly.
The sounds u, i, a, o, u, i, u, a are pronounced. Children, hearing the sound u, make the appropriate movements.
"Pinocchio the Traveler"
Target. Find your bearings in the meaning of verbs.
Material. Pinocchio doll.
Move. Pinocchio is a traveler. He travels to many kindergartens. He will tell you about his travels, and you will guess which rooms of the kindergarten or on the street he visited.
— I went into the room where the children were rolling up their sleeves, soaping their hands, and drying themselves.
- They yawn, rest, sleep...
- They dance, sing, spin...
There was Pinocchio in kindergarten when the children:
- they come and say hello... (When does this happen?)
- having lunch, thanking...
- get dressed, say goodbye...
- making a snow woman, sledding
"Hide and Seek"
Target. Formation of the morphological side of speech. Lead children to understand prepositions and adverbs that have spatial meaning (in, on, behind, under, about, between, next to, left, right)
Material. Small toys.
Move. The teacher hides the toys made in advance in different places in the group room, and then gathers the children around him. He tells them: “I was notified that uninvited guests have settled in our group. The tracker who was monitoring them writes that someone was hiding in the upper right drawer of the desk. Who will go on the search? Fine. Found it? Well done! And someone hid in the corner of the toys, behind the closet (Search). Someone is under the doll's bed; someone is on the table; what is standing to my right"
THAT. the children look for all the uninvited guests, hide them in a box and agree that they will again play hide and seek with their help.
"The postman brought a postcard"
Target. Teach children to form verb forms in the present tense (draws, dances, runs, jumps, laps, waters, meows, barks, strokes, drums, etc.)
Material. Postcards depicting people and animals performing various actions.
Move. The game is played with a small subgroup.
Someone knocks on the door.
Educator: Guys, the postman brought us postcards. Now we will look at them together. Who is on this card? That's right, Mishka. What is he doing? Yes, he drums. This card is addressed to Olya. Olya, remember your postcard. This postcard is addressed to Pasha. Who is pictured here? What is he doing? And you, Petya, remember your postcard.
THAT. 4-5 pieces are considered. And those to whom they are addressed must correctly name the character’s actions and remember the image.
Educator: Now I’ll check if you remember your postcards? Snowmen are dancing. Whose postcard is this? Etc.
"Finish the sentence"(use of complex sentences)
- Mom put the bread... where? (into the bread bin)
- Brother poured sugar... where? (into the sugar bowl)
— Grandma made a delicious salad and put it... where? (in a salad bowl)
— Dad brought sweets and put them... where? (into the candy bowl)
— Marina didn’t go to school today because... (fell ill)
— We turned on the heaters because... (it became cold)
- I don’t want to sleep because... (it’s still early)
- We will go to the forest tomorrow if... (the weather is good)
— Mom went to the market to... (buy groceries)
— The cat climbed a tree to... (to escape from the dog)
"Daily regime"
8-10 plot or schematic pictures about the daily routine. Offer to consider, and then arrange in a certain sequence and explain.
"Who's for a treat?"(use of difficult forms of nouns)
The teacher says that there are gifts for animals in the basket, but he is afraid of mixing up what. Asks for help. Pictures are offered depicting a bear, birds - geese, chickens, swans, horses, wolves, foxes, lynxes, monkeys, kangaroos, giraffes, elephants. Who needs honey? Who needs grain? Who wants meat? Who wants fruit?
"Say three words"(activation of the dictionary)
The children stand in a line. Each participant in turn is asked a question. It is necessary, taking three steps forward, to give three answer words with each step, without slowing down the pace of walking.
- What can you buy? (dress, suit, trousers)
“Who wants to become who?”
(use of difficult verb forms)
Children are offered story pictures depicting labor actions. What are the boys doing? (The boys want to make a model of an airplane) What do they want to become? (They want to become pilots). Children are asked to come up with a sentence with the word want or want.
"Zoo"(development of coherent speech).
Children sit in a circle, receiving a picture each, without showing them to each other. Everyone must describe their animal, without naming it, according to this plan:
- Appearance;
- What does it eat?
The game uses a "game clock". First, turn the arrow. Whoever she points to starts the story. Then, by rotating the arrows, they determine who should guess the animal being described.
"Compare objects"(for the development of observation, clarification of the vocabulary due to the names of parts and parts of objects, their qualities).
In the game you can use both things and toys that are the same in name, but differ in some characteristics or details, as well as paired object pictures. For example, two buckets, two aprons, two shirts, two spoons, etc.
An adult reports that a package has been sent to the kindergarten. What is this? Gets things out. “Now we will look at them carefully. I will talk about one thing, and some of you will talk about another. We’ll tell you one by one.”
For example: Adult: “I have a smart apron.”
Child: “I have a work apron.”
Adult: “It’s white with red polka dots.”
Child: “And mine is dark blue.”
Adult: “Mine is decorated with lace frills.”
Child: “And mine is with a red ribbon.”
Adult: “This apron has two pockets on the sides.”
Child: “And this one has one big one on his chest.”
Adult: “These pockets have a pattern of flowers on them.”
Child: “And this one has tools drawn on it.”
Adult: “This apron is used to set the table.”
Child: “And this one is worn for work in the workshop.”
"Who was who or what was what"
(activation of vocabulary and expansion of knowledge about the environment).
Who or what used to be a chicken (egg), horse (foal), frog (tadpole), butterfly (caterpillar), boots (skin), shirt (cloth), fish (egg), wardrobe (board), bread (flour), bicycle (iron), sweater (wool), etc.?
“Name as many objects as possible”
(activation of vocabulary, development of attention).
Children stand in a row and are asked to take turns naming the objects that surround them. The one who names the word takes a step forward. The winner is the one who pronounced the words correctly and clearly and named the most objects without repeating himself, and thus ended up ahead of everyone.
"Pick a Rhyme"(develops phonemic hearing).
The teacher explains that all words sound different, but there are also some among them that sound a little similar. Offers to help you choose a word.
There was a bug walking along the road,
Sang a song in the grass... (cricket).
You can use any verses or individual rhymes.
“Name the parts of the object”
(enrichment of vocabulary, development of the ability to relate an object and its parts).
The teacher shows pictures of a house, truck, tree, bird, etc.
Option I: children take turns naming parts of objects.
Option II: each child receives a drawing and names all the parts himself.
