Olga Shadrina
Card index of word games.
Verbal didactic game - accessible, useful, effective method nurturing independent thinking in children.
Game "Additions"
Age 5-6 years.
Cel b: Develops children's speech creativity.
Description of the game. The presenter reads poetry without the last word. Children must quickly find the right word. For each correct answer, the child receives a chip. The winner will be the one with the most chips.
All the fluffs are sliding from the sky -
Silvery... (snowflakes)
Architects are creators
They are building wonderful... (palaces)
Once upon a time there was a cheerful gnome.
He built... (house) in the forest
In this house, trust me
Locked securely... (door)
The crust of snow has hardened,
Ours will be slippery... (slide)
The baby has a rattle
Very noisy... (toy)
Our children know:
Hide and seek is the best... (game!
Game "Sounds Mixed Up"
Age 5-6 years.
Target. Preparing children for sound analysis; We develop auditory and visual memory.
Description of the game. The presenter reads funny poems, deliberately making mistakes in the words. The child names the word correctly and says what sounds the pairs of words differ in.
I found a plum... blouse,
Fenya put on... a bone.
Ripened on the tree... caftan,
In winter I put on... chestnut.
The count sat down on a tree,
Lives in beautiful house... rook.
Green in the park... children,
And… the branches went for a walk.
Cats fly in the forest in summer...
They hunt mice... midges.
Clawed pussy...slippers,
Vicky has brand new... paws.
I have a long way to go... stump,
I’d rather sit on... laziness.
Game “Who is this? What is this?"
Age 5-6 years.
Tse l: learn to explain in detail the meaning of words.
Procedure: invite the child to compose a short descriptive story about an object, a person, without naming him.
(For example, this is a mechanism with arrows and numbers, they show the time. There are tabletop and manual).
Game “Remember different words”
Age 5-6 years.
Tse l: consolidate the ability to listen attentively to the sound of words, develop phonetic hearing, and practice clear pronunciation of sounds.
1. Children stand in a circle.
2. Each child must remember the word and “pass” it to the person standing next to him.
3. Everyone takes turns saying one word.
4. You need to speak different words, pronounce them clearly and loudly.
Options:
Children select words based on the topic (flowers, professions, etc.).
Children select words with a certain sound, with a certain sound in the word.
Game "Find Yourself a Mate" Age 5-6 years.
Tse l: develop phonemic awareness, learn to find words that sound similar, listen to the sound of words.
Rules: 1. Everyone must find the word (joke - duck - bear).
Game "Who gets the ball"
Age 5-6 years.
Tse l: strengthen the ability to find long and short words.
1. Children stand in 2 lines facing each other. Those standing first hold the ball.
2. In one line, children pronounce short words, in the other - long ones and pass the ball to the person standing next to them.
3. If the word is named incorrectly, the team loses a point.
Game “What sound was lost”
Age 5-6 years.
Cel b: reinforce the idea that words are made up of sounds. Learn to recognize words that lack the first or last sound.
Rules: 1. The teacher slowly reads the poetic text
He misses some words.
2. Children mark these words and pronounce them correctly, indicating which sound is lost.
Game "Prompt the sound"
Age 5-6 years.
Tse l: reinforce the idea that words are made up of sounds.
Learn to recognize words that lack the last sound.
Progress of the game:
1. The teacher reads the words, but in some the last sound is lost. Children should name this sound.
2. Children should not pronounce the whole word, but add only the sound. 3. At the beginning of the game, the sound is suggested in chorus, and then individually.
You need to prompt the sound quickly so that the word sounds completely.
For example:
A black-eared kitten was basking in the sun...
A white-footed puppy was looking at him...
The hunters made a bone in the forest...
The student held a pencil in his hand...
The kid asked his mother to buy a sha...
A hare ran out into a forest clearing...
In the zoo lived: Slo., Hippo., Crocodi...
A spotted woodpecker was knocking on the trunk...
The squirrel hid the nuts in the hollow...
Pets, chickens, ducklings roamed around the yard...
Game “What does a doll need”
Age 5-6 years.
Tse l: consolidate the ability to hear individual sounds within a word.
Material: pictures (soap dish, soap, towel, toothpaste, brush, plate, teapot, cup, spoon, fork).
Progress of the game:
1. The teacher displays pictures on the stand, asks to name each item, say what it is needed for, what sounds are heard in its name.
2. The teacher suggests selecting pictures with items for washing.
First with the sound L, then with the sound
First with the sound L, then with the sounds K, Ch.
Game "Wand Stop"
Tse l: develop phonemic hearing, enrich children's vocabulary.
Age 5-6 years.
1. Children stand in a circle, the teacher is in the center.
2. Children name the words and pass the stick at the same time.
3. The participants in the game agree in advance who will be discussed.
For example, about a kitten: find words about how fluffy, affectionate, mustachioed, green-eyed it is...
Find words about what he can do - laps, meows...
If the child cannot immediately name a word or repeats one that has already been named, then he leaves the circle.
Game “Playing Words in the Corridor”
1. What items outerwear hanging in the locker room?
2. Who worked so that you could wear these clothes?
(peasants - wool, spinners - thread, weavers - fabric,
fashion designers - style, cutter - cutting, tailor - sewing)
3. What kind of shoes do we have in the locker room in winter and summer?
4. Who makes the shoes? (furrier - tans leather, fashion designer - style, shoemakers - sew)
5. What hats do we have and what others are there? (cap, beret, cap, hat, scarf, headscarf, scarf, Panama hat)
6. What special hats do you know? (cap, cap, helmet, cap, helmet).
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 in " 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 older children 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 education, without the active transfer of the experience accumulated by mankind, it cannot be carried out. full development.
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 field of children's education relevant - to create such situations using various methods learning, in which the craving for knowledge and perception of this or that material or event will become constant and dominant. Required creativity 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 educators has convincingly proven that in comprehensive development and the preparation of a child for school, the role of his practical activities is extremely large: irga, work, systematic studies educational type.
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, in 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 things for the child. mental processes: thinking, attention, memory, speech, imagination, creativity.
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, depicting a certain, good known to the child sequence of events. 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 day is getting longer. There are more and more sunny days. Snow is melting. Birds fly in from the south and begin 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 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 -
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 balls and blue color. 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 you have completed.
Didactic games (verbal) for older preschoolers
Author. Pashkova Larisa Aleksandrovna, teacher of speech therapy group, MBDOU "Shegarsky" kindergarten No. 1 combined type"
Games can be used in the learning process, in educational work. This material is recommended for teachers different types institutions, including additional education, educator, teachers. The games are intended for older children. Games were used in the form of separate activities, games and exercises.
Target. We develop children's imagination and verbal creativity; We teach what tools a carpenter uses when working.
Description of the game. The presenter asks the children riddles on a given topic. For quick and correct answers, players are given chips. And at the end of the game, when counting, the most savvy one receives a prize.
Bows, bows,
When he comes home, he will stretch out.
(Axe)
Toothed animal
The oak tree gnaws with a whistle.
(Saw)
The fat one will beat the thin one
The thin one will hit something.
(Hammer and nail)
wooden river,
wooden boat,
And it flows over the boat
Wooden smoke.
(Plane)
Game "Fun Olympics"
Target. We teach children to solve riddles, strengthen speech skills - evidence, develop speech skills - description.
Description of the game. Children are divided into two teams. Each team comes up with a name for itself. Teams compete to solve riddles about sports. Players must correctly guess the riddle and prove the answer if they can beat it. For each correct answer, the team receives an Olympic ring (hoop). The first team to collect 5 rings is declared the winner.
Small in stature, but brave,
He galloped away from me.
(Ball)
Floats white goose –
Wooden belly
The wing is linen.
(Yacht)
The river flows - we lie,
Ice on the river - we are running.
(Skates)
Wooden horses gallop through the snow,
And they don’t fall into the snow.
(Skis)
When spring takes its toll,
And the streams run ringing,
I jump over it
And she - through me.
(Jump rope)
Feet are moving along the road
And two wheels run.
The riddle has an answer:
This is my …
(Bike)
Game "Sounds Mixed Up"
Target. Preparing children for sound analysis; We develop auditory and visual memory.
Description of the game. The presenter reads funny poems, deliberately making mistakes in the words. The child names the word correctly and says what sounds the pairs of words differ in.
I found a plum... blouse,
Fenya put on... a bone.
Ripened on the tree... caftan,
In winter I put on... chestnut.
The count sat down on a tree,
Lives in a beautiful house... a rook.
Green in the park... children,
And… the branches went for a walk.
Cats fly in the forest in summer...
They hunt mice... midges.
Clawed pussy...slippers,
Vicky has brand new... paws.
I have a long way to go... stump,
I’d rather sit on... laziness.
Target. Develops children's speech creativity.
Description of the game. The presenter reads poetry without the last word. Children must quickly find the right word. For each correct answer, the child receives a chip. The winner will be the one with the most chips.
All the fluffs are sliding from the sky -
Silvery... (snowflakes)
Architects are creators
They are building wonderful... (palaces)
Once upon a time there was a cheerful gnome.
He built... (house) in the forest
In this house, trust me
Locked securely... (door)
The crust of snow has hardened,
Ours will be slippery... (slide)
The baby has a rattle
Very noisy... (toy)
Our children know:
Hide and seek is the best... (game)!
Development of coherent speech in older preschoolers through word games
Task 2:Making a sentence based on three pictures (for example: grandmother, threads, knitting needles).
Target: identify children's ability to make a sentence based on three pictures.
Tasks: develop children’s ability to establish logical and semantic relationships between objects and convey them in the form of a complete phrase-statement.
Instructions. The child is asked to name the pictures and then compose a sentence so that it talks about all three objects.
The criteria for assessing the level of task completion are given in Table 1.2.
Criteria for assessing the level of completion of the task of making sentences based on three pictures
Job completion level
Score in points
The phrase is composed taking into account the subject content of all the proposed pictures, and is an adequate in meaning, grammatically correct, and sufficiently informative statement.
Task 3: Retelling a text (a familiar fairy tale or short story).
Target: to identify the ability of children with special needs to reproduce a literary text that is small in volume and simple in structure.
Tasks: develop children’s ability to convey the content of a story completely without semantic omissions or repetitions.
For this we used the fairy tale “Teremok”, familiar to children. The text of the work was read twice, and before reading again, instructions were given to compose a retelling. When analyzing the compiled retellings Special attention paid attention to the completeness of the transmission of the content of the text, the presence of semantic omissions, repetitions, adherence to the logical sequence of presentation, as well as the presence of semantic and syntactic connections between sentences and parts of the story.
Criteria for assessing the level of completion of a text retelling task
Job completion level
Score in points
If the retelling is compiled independently, the content of the text is fully conveyed
The retelling is compiled with some help (prompts, stimulating questions), but the content of the text is fully conveyed
Omissions of individual moments of action or an entire fragment are noted
The retelling is based on leading questions, the coherence of the presentation is broken 1 point.
The task was completed inadequately
Task not completed
Diagnostic card for task No. 3
Diagnostic result (in points)
Task 4: Writing a story based onSeries of plot pictures.
Target: identifying children’s abilities to compose a coherent plot story based on the visual content of successive fragments-episodes.
Tasks: strengthen children's ability to develop phrasal speech when composing a story based on a picture.
Instructions . This task was used to identify children's abilities to compose a coherent story based on the visual content of successive fragments-episodes. Using three plot pictures, the children made up the story “Feeder”. The pictures are laid out in the required sequence in front of the child, who carefully examines them and composes a story based on the pictures.
Criteria for assessing the level of completion of the task of writing a story based on a picture
Job completion level
Score in points
Self-composed coherent story
The story was compiled with some help (stimulating questions, directions to the picture), the content of the pictures is fairly fully reflected
The story is composed using leading questions and indications of the corresponding picture or its specific detail
| Rotaru: At 70, I look 45 thanks to a simple technique... |
| Why are all pharmacies silent? Nail fungus is feared like cheap fire... |
| For an alcoholic, instead of coding, quietly add 3-4 drops of regular... |
| Solomiya Vitvitska: she lives by getting caught up in the spoils, resulting in 22 kg of fat! It's okay... |
| Thickets of papillomas on the neck and armpits are a sign that you have... |
The story is composed using leading questions, its coherence is sharply disrupted, significant moments of action and entire fragments are omitted, which violates the semantic correspondence of the story to the depicted plot
Task 5: Writing a story based on personal experience.
Target: identify individual level and features of mastery of coherent phrasal and monologue speech when conveying one’s life impressions.
Tasks: develop phrasal speech when composing a message without visual or textual support. Instructions. The children were asked to tell what was on the site; what children do in the area, what games they play; name your favorite games and activities; remember winter games and entertainment.
Criteria for assessing the level of completion of a task for writing a story based on personal experience
Job completion level
Score in points
The story contains quite informative answers to all questions
A job that will definitely be accepted
The works in the archives are beautifully designed in accordance with the requirements of universities and contain drawings, diagrams, formulas, etc.
PPT, PPTX and PDF files are provided in archives only.
We recommend downloading the work.
© 2000 - 2016, Olbest LLC
All rights reserved
Verbal didactic games for the development of the vocabulary of children with special needs [Experience in implementing the project]
Experience in project implementation
Verbal didactic games and exercises in the daily routine for the development of vocabulary for children of senior preschool age with OHP level III
Recently, an increasing percentage is occupied by children with general underdevelopment speech (ONR). In this contingent of children, the level of vocabulary development does not correspond to age indicators, and its mastery is an important condition mental development.
Regardless of the structural features of the speech defect, children with OSD cannot spontaneously take the ontogenetic path of speech development characteristic of normal children. To overcome it, special corrective measures are required.
Since speech develops most fully in activity, and in preschool age the leading activity is play, the greatest effect of correctional work on vocabulary development should be obtained if it is carried out using a variety of games. One of the types is a verbal didactic game, and as an option - an exercise. The use of these forms encourages the child to freely verbal communication and the use of words known to him in phrases and sentences, activates what he already has lexicon.
As part of the project, a set of specially selected word games and exercises was compiled.
During implementation, we encountered some difficulties. Despite the importance of games and exercises in the development of a child, many practitioners do not have a clear idea of the variety of children's games and their use in the correctional and pedagogical process. As a result, the use of games and exercises is limited. Therefore, it was carried out extra work with educators in the form of workshops to expand knowledge about didactic games ah and their organization, consultations on the topic “Application of verbal didactic games and exercises in the correctional pedagogical process,” a master class on production.
There are great opportunities for using verbal didactic games and exercises for both the teacher and the speech therapist.
The speech therapist mainly conducted classes with the entire group of children. Didactic games were given to children with certain content and rules. They were mainly aimed at expanding ideas about objects and their qualities. In these games and exercises, children not only enriched their vocabulary, but also developed attention, memory and logical thinking. The didactic game thus became an indispensable means of overcoming various difficulties in children with ODD.
The teacher, together with the speech therapist, participates in correcting speech disorders in children and must master corrective techniques to correct some of them. In a child’s daily routine, approximately 7 hours are occupied by household processes. The conditions for direct communication between children and teachers, which are created in this case, become the basis for the sensory base of speech. In the process of implementing the project, educators, having thought through the organization of work in advance, used all situations related to the implementation of the daily routine as a basis for getting to know the word, enriching and concretizing its meaning.
And one more point: working with children throughout the day (unlike a speech therapist), the teacher had the opportunity to repeatedly activate and reinforce new words, without which it is impossible to introduce them into independent speech.
Didactic games and exercises, being entertaining and emotional, at the same time require mental stress from children, so it was important to determine at what time in the day it is advisable to conduct them. In addressing this issue, educators, first of all, established the degree of mental stress that classes and other routine activities would require from children during the day before and after the game. The most favorable period is after the children's daytime rest. At this time, children are cheerful and active. Can concentrate and understand structure more fully new game and exercises, and it’s also interesting to play games you already know.
We emphasize that not all vocabulary work was carried out by the teacher; as a rule, it is limited to everyday vocabulary. Vocabulary work was carried out taking into account the age and individual characteristics of the dictionary, mental development in general, as well as current educational tasks.
To assess the effectiveness of the project, a diagnostic work. It was revealed that the children with whom the project was implemented had a higher vocabulary development rate than the group with whom didactic games and exercises were not carried out.
Thus, the use of verbal didactic games and exercises contribute to the development of children’s vocabulary and increase the effectiveness of correctional work, provided that they are included in routine moments, systematic, comprehensive work and the competence of teachers. The development of speech in preschoolers during play activities is an attempt to teach children lightly, joyfully, without coercion.
This area of work is also relevant for children with normal speech development, since they also have difficulties in mastering vocabulary.
Poryadina Anna Ivanovna,
teacher speech therapist
Game "Stringing".
Target: develop fine motor skills.
pasta of various shapes, painted by children, fishing line, berries, buttons, paper rings.
Description: The teacher invites the child to take part in the fair. To do this, you need to make beads, bracelets, and photo frames using gaming material.
Game "Color it right."
Goals: develop fine motor skills; learn to hatch objects with an inclination to the right, left, straight, with lines parallel to each other.
: pencils, outline images of various objects.
Description: children are invited to take part in a competition for the best hatcher. The teacher distributes contour images of objects, explaining the principle of shading (lines parallel to each other, slanted to the right (left, straight).
Game "Paper Crafts".
Goals: develop fine motor skills, develop the ability to fold a sheet of paper in different directions.
Game material and visual aids: paper.
Description: offer the game “Shop” paper toys" Then show examples of paper figures that children can make (cap, jackdaw, boat, dove).
Game "Shadow Theater".
Target: develop fine motor skills.
Game material and visual aids: screen (light wall), desk lamp, flashlight.
Description: before the game, it is necessary to darken the room, the light source should illuminate the screen at a distance of 4-5 m. Hand movements are made between the screen and the light source, from which a shadow falls on the illuminated screen. The placement of hands between the wall and the light source depends on the strength of the latter, on average it is 1-2 m from the screen. Children are invited to use their hands to create shadow figures (bird, dog, lion, eagle, fish, snake, goose, hare, cat). “Actors” of a shadow theater can accompany their actions with short dialogues, acting out scenes.
Game “Why not Cinderella?”
Target: develop fine motor skills.
Game material and visual aids: cereals (rice, buckwheat).
Description: The teacher complains to the child that a little trouble happened to him, two types of cereals (rice and buckwheat) were mixed, and there is not enough time to sort through them. Therefore, we need his help: divide the cereal into different jars.
Game "The letter grows."
Target: develop fine motor skills.
Game material and visual aids: sheet of paper, pencil.
Description: the child receives a sheet of paper with letters drawn at opposite ends - one very small, the other very large. Invite the child to depict the process of increasing or decreasing letters, that is, next to the small one, draw a larger letter, the next one even larger, etc. Draw the child’s attention to the fact that the letter should grow little by little, thus bringing the letter to the size indicated on the opposite end of the sheet .
Games aimed at developing fine motor skills in older preschoolers
Game "Travel around the city."
Target: develop attention, observation.
Game material and visual aids: pictures with images of city residents (mothers with children, schoolchildren, grandmother with a basket, students), people of different professions (drivers, postmen, builders, painters), modes of transport (bus, trolleybus, tram, bicycle), buildings, city decorations ( post office, shop (dishware, bookstore), fountain, square, sculpture).
Description: pictures are arranged into different places rooms. Using a counting rhyme, children are divided into 4 groups of 2-3 people. These are the "travelers". Each group is given a task: one - to see who lives in the city, collect pictures of people; the other is what people drive, collect pictures depicting Vehicle; the third - pictures in which the various work of people is reproduced; fourth - consider and select pictures with drawings of beautiful buildings of the city, its decorations. At the driver’s signal, the “travelers” walk around the room and select the pictures they need, the rest wait for their return, watching them. Having returned to their seats, the “travelers” place pictures on stands. Participants in each group tell why they took these particular pictures. The group whose players made no mistakes and placed their pictures correctly wins.
Game “What has changed?”
Target: develop attention.
Game material and visual aids: from 3 to 7 toys.
Description: The teacher places toys in front of the children, gives a signal for them to close their eyes, and removes one toy. Having opened their eyes, children must guess which toy is hidden.
Game "Be careful!"
Target: develop active attention.
Description: children walk in a circle. Then the presenter says a word, and the children must begin to perform a certain action: on the word “bunny” - jump, on the word “horses” - hit the floor with a “hoof” (foot), “crayfish” - back away, “birds” - run with your arms outstretched, “stork” - stand on one leg.
Game “Listen to the clap!”
Target: develop active attention.
Description: Children walk in a circle. For one clap of their hands they must stop and take the “stork” pose (stand on one leg, the other tucked in, arms to the sides), for two claps - the “frog” pose (squat down), for three claps - resume walking.
Game "Four Elements".
Target: develop attention associated with the coordination of auditory and motor analyzers.
Description: The players sit in a circle. If the leader says the word “earth”, everyone should lower their hands down, if the word “water” - stretch their arms forward, the word “air” - raise their hands up, the word “fire” - rotate their hands in the wrist and radial joints. Whoever makes a mistake is considered a loser.
Game "Draw a figure".
Target: develop memory.
Game material and visual aids: paper, colored pencils, 5-6 geometric shapes.
Description: children are shown 5-6 geometric shapes, then asked to draw on paper the ones they remember. A more difficult option is to ask them to draw shapes, taking into account their size and color. The winner is the one who reproduces all the figures faster and more accurately.
Game "Forest, sea".
Target: develop attention.
Game material and visual aids: ball.
Description: throw the ball to the child, naming any area where animals live (forest, desert, sea, etc.). When returning the ball, the child must name the animal of the given area.
Game "Color it right."
Target: develop attention.
Game material and visual aids: paper, red, blue and green pencils.
Description: write letters and numbers in large print, alternating them with each other. Invite your child to circle all the letters with a red pencil and all the numbers with a blue pencil. To complicate the task, suggest circling all vowels with a red pencil, all consonants with blue, and numbers with green.
Game “I’ll show you, and you guess.”
Target: develop attention.
Game material and visual aids: toys.
Description: Invite the child to alternately depict any actions by which one of these toys can be recognized. For example, they wished for a bear cub. You need to walk around the room, imitating the clubfoot gait of a bear, showing how the animal sleeps and “sucks” its paw.
Games aimed at developing logic in senior preschoolers
Game "Find options".
Target: develop logical thinking and intelligence.
Game material and visual aids: cards with the image of 6 circles.
Description: Give the child a card with a picture of 6 circles, ask them to paint them in such a way that there are equal numbers of filled and unshaded figures. Then view and calculate all painting options. You can also hold a competition: who will find greatest number decisions.
.jpg)
Game "Wizards".
Target: develop thinking, imagination. Game material and visual aids: sheets depicting geometric shapes.
Description: Children are given sheets of geometric shapes. Based on them, it is necessary to create a more complex drawing. For example: rectangle - window, aquarium, house; circle - ball, snowman, wheel, apple. The game can be played in the form of a competition: who can come up with and draw the most pictures using one geometric figure. The winner is awarded a symbolic prize.
Game "Collect a flower".
Target: develop thinking, ability to analyze, synthesize.
Game material and visual aids: cards depicting objects related to the same concept (clothing, animals, insects, etc.).
Description: each child is given a round card - the middle of the future flower (one - a dress, the second - an elephant, the third - a bee, etc.). Then the game is played in the same way as in lotto: the presenter distributes cards with images of various objects. Each participant must assemble a flower from cards, the petals of which depict objects related to the same concept (clothing, insect, etc.).
Game "Logical endings".
Target: develop logical thinking, imagination, ability to analyze.
Description: Children are asked to complete the sentences:
Lemon is sour, and sugar... (sweet).
You walk with your feet, but throw... (with your hands).
If the table is higher than the chair, then the chair... (below the table).
If two are more than one, then one... (less than two).
If Sasha left the house before Seryozha, then Seryozha... (left later than Sasha).
If a river is deeper than a stream, then a stream... (smaller than a river).
If the sister is older than the brother, then the brother... (younger than the sister).
If right hand right, then left... (left).
Boys grow up and become men, and girls... (women).
Game "Ornament".
Target: develop logical thinking and analytical ability.
Game material and visual aids: 4-5 groups of geometric shapes (triangles, squares, rectangles, etc.), cut out of colored cardboard (the shapes of one group are divided into subgroups differing in color and size).
Description: invite the child to consider how you can create ornaments from geometric shapes on the playing field (sheet of cardboard). Then lay out the ornament (according to a model, according to your own plan, under dictation), using concepts such as “right”, “left”, “above”, “below”.
Game "Helpful - Harmful."
Target: develop thinking, imagination, ability to analyze.
Description: consider any object or phenomenon, noting its positive and negative sides, for example: if it rains, this is good, because the plants drink water and grow better, but if it rains for too long, this is bad, because the roots of the plants can rot from excess moisture.
Game “What did I wish for?”
Target: develop thinking.
Game material and visual aids: 10 laps different color and size.
Description: lay out 10 circles of different colors and sizes in front of the child, invite the child to show the circle that the teacher made. Explain the rules of the game: when guessing, you can ask questions, only with the words more or less. For example:
Is this circle bigger than red? (Yes.)
Is it more blue? (Yes.)
More yellow? (No.)
Is this a green circle? (Yes.)
Game "Plant Flowers".
Target: develop thinking.
Game material and visual aids: 40 cards with images of flowers with different shapes petals, size, core color.
Description: Invite the child to “plant flowers in the flowerbeds”: in a round flowerbed all flowers with round petals, in a square flowerbed - flowers with a yellow core, in a rectangular flowerbed - all large flowers.
Questions: what flowers were left without a flowerbed? Which ones can grow in two or three flower beds?
Game "Group by characteristics."
Target: consolidate the ability to use generalizing concepts, expressing them in words.
Game material and visual aids: cards with images of objects (orange, carrot, tomato, apple, chicken, sun).
Description: place cards with pictures in front of the child various items, which can be combined into several groups according to any criterion. For example: orange, carrot, tomato, apple - food; orange, apple - fruits; carrots, tomatoes - vegetables; orange, tomato, apple, ball, sun - round; orange, carrots - orange; sun, chicken - yellow.
Game "Remember faster."
Target
Description: invite the child to quickly remember and name three objects round shape, three wooden item, four pets, etc.
Game "Everything that flies."
Target: develop logical thinking.
Game material and visual aids: several pictures with various objects.
Description: Invite the child to select the proposed pictures based on the named characteristic. For example: everything is round or everything is warm, or everything is animate that can fly, etc.
Game “What is it made of?”
Goals: develop logical thinking; consolidate the ability to determine what material an object is made of.
Description: the teacher names some material, and the child must list everything that can be made from it. For example: tree. (You can use it to make paper, boards, furniture, toys, dishes, pencils.)
Game "What happens...".
Target: develop logical thinking.
Description: Invite the child to take turns asking each other questions in the following order:
What's big? (House, car, joy, fear, etc.)
What is narrow? (Path, mite, face, street, etc.)
What is low (high)?
What is red (white, yellow)?
What is long (short)?
Games aimed at developing speech in senior preschoolers
Game "Finish the sentence."
Target: develop the ability to use complex sentences in speech.
Description: Ask children to complete the sentences:
Mom put the bread... where? (Into the bread bin.)
Brother poured sugar... where? (Into the sugar bowl.)
Grandma made delicious salad and put it... where? (Into the 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 the tree to... (to escape from the dog).
Game "Daily Mode".
Goals: activate children's speech; enrich your vocabulary.
Game material and visual aids: 8-10 plot (schematic) pictures depicting regime moments.
Description: offer to look at the pictures, and then arrange them in a certain sequence and explain.
Game "Who's for a treat?"
Target: develop the ability to use difficult forms of nouns in speech.
Game material and visual aids: pictures depicting a bear, birds, horse, fox, lynx, giraffe, elephant.
Description: The teacher says that there are gifts for animals in the basket, but he is afraid to confuse who gets what. Asks for help. Offer pictures depicting a bear, birds (geese, chickens, swans), horses, wolves, foxes, lynxes, monkeys, kangaroos, giraffes, elephants.
Questions: Who needs honey? Who needs grain? Who wants meat? Who wants fruit?
Game "Say three words."
Target: activate the dictionary.
Description: 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.)
Game "Who wants to become who?"
Target: develop the ability to use difficult verb forms in speech.
Game material and visual aids: plot pictures depicting labor actions.
Description: 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.”
Game "Zoo".
Target: develop coherent speech.
Game material and visual aids: pictures with animals, game clocks.
Description: 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:
1. Appearance.
2. 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.
Game "Compare objects".
Goals: develop observation skills; expand the vocabulary due to the names of parts and parts of objects, their qualities.
Game material and visual aids: things (toys) that are the same in name, but differ in some characteristics or details, for example: two buckets, two aprons, two shirts, two spoons, etc.
Description: The teacher reports that a package was brought to the kindergarten: “What is this?” He takes out his things: “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:
I have a smart apron.
I have a work apron.
He white with red polka dots.
Mine is dark blue.
Mine is decorated with lace frills.
And mine is with a red ribbon.
This apron has two pockets on the sides.
And this one has one big one on his chest.
These pockets have a flower pattern on them.
And this one has tools drawn on it.
This apron is used to set the table.
And this one is worn for work in the workshop.
Game "Who was who or what was what."
Goals: activate the dictionary; expand knowledge about the world around us.
Description: Who or what was the chicken before? (Egg.) And a horse (foal), frog (tadpole), butterfly (caterpillar), boots (leather), shirt (cloth), fish (egg), wardrobe (board), bread (flour), bicycle (iron), sweater (wool), etc.?
Game “Name as many objects as possible.”
Goals: activate the dictionary; develop attention.
Description: children stand in a row and are asked to take turns naming the objects that surround them. The one who named 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.
Game "Pick a Rhyme".
Target: develop phonemic awareness.
Description: The teacher explains that all words sound different, but there are some that sound 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.
Game “Name the parts of an object.”
Goals: enrich your vocabulary; develop the ability to relate an object and its parts.
Game material and visual aids: pictures of a house, truck, tree, bird.
Description: The teacher shows pictures:
1st option: children take turns naming parts of objects.
2nd option: each child receives a drawing and names all the parts himself.
Games for teaching literacy to senior preschoolers
Game “Find out who makes what sounds?”
Target: develop auditory perception.
Game material and visual aids: a set of subject pictures (beetle, snake, saw, pump, wind, mosquito, dog, locomotive).
Description: The teacher shows the picture, the children name the object depicted on it. To the question “How does a saw ring, a beetle buzz, etc.” the child answers, and all children reproduce this sound.
Target: develop auditory perception.
Description: The driver turns his back to the children, and they all read a poem in chorus, the last line of which is pronounced by one of the children at the direction of the teacher. If the driver guesses it, the specified child becomes the driver.
Sample material:
We'll play a little while you listen and find out.
Try to guess who called you, find out. (Name of the driver.)
A cuckoo flew into our garden and was singing.
And you, (driver’s name), don’t yawn, guess who’s crowing!
The rooster sat on the fence and crowed throughout the yard.
Listen, (driver’s name), don’t yawn, find out who our rooster is!
Ku-ka-riku!
Game "Guess the sound."
Target: practice clarity of articulation.
Description: The presenter pronounces the sound to himself, clearly articulating. Children guess the sound by the movement of the presenter's lips and pronounce it out loud. The first one to guess becomes the leader.
Game “Who has good hearing?”
Target: develop phonemic awareness, the ability to hear sounds in words.
Game material and visual aids: a set of subject pictures.
Description: The teacher shows a picture and names it. Children clap their hands if they hear the sound they are studying in the name. At later stages, the teacher can silently show the picture, and the child pronounces the name of the picture to himself and reacts in the same way. The teacher marks those who correctly identified the sound and those who could not find it and complete the task.
Game “Who Lives in the House?”
Target: develop the ability to determine the presence of sound in a word.
Game material and visual aids: a house with windows and a pocket for putting pictures, a set of subject pictures.
Description: The teacher explains that only animals (birds, pets) live in the house, the names of which contain, for example, the sound [l]. We need to put these animals in a house. Children name all the animals depicted in the pictures and choose among them those whose names contain the sound [l] or [l"]. Each correctly chosen picture is scored with a game chip.
Sample material: hedgehog, wolf, bear, fox, hare, elk, elephant, rhinoceros, zebra, camel, lynx.
Game "Who is bigger?"
Target: develop the ability to hear the sound in a word and relate it to the letter.
Game material and visual aids: a set of letters already known to children, object pictures.
Description: Each child is given a card with one of the letters known to the children. The teacher shows the picture, the children name the depicted object. The chips are received by the one who hears the sound corresponding to his letter. The one with the most chips wins.
Game "Helicopter".
Target: develop the ability to select words starting with a given sound.
Game material and visual aids: two plywood disks superimposed on each other (the lower disk is fixed, letters are written on it; the upper disk rotates, a narrow sector, the width of a letter, is cut out of it); chips.
Description: Children take turns spinning the disk. The child must name the word starting with the letter where the slot sector stops. The one who completes the task correctly receives a chip. At the end of the game, the number of chips is counted and the winner is determined.
Game "Logo".
Target: develop the ability to isolate the first sound in a syllable and correlate it with a letter.
Game material and visual aids: a large lotto card, divided into four squares (three of them contain images of objects, one square is empty) and cover cards with learned letters for each child; for the presenter a set of separate small cards with images of the same objects.
Description: The presenter takes the top picture from the set and asks who has this item. The child, who has this picture on the lotto card, names the object and the first sound in the word, and then covers the picture with the card of the corresponding letter. The first one to cover all the pictures on the lotto card wins.
Sample material: stork, duck, donkey, tail, catfish. rose, lamp, etc.
Game "Chain".
Target: develop the ability to identify the first and last sound in a word.
Description: one of the children names a word, the person sitting next to him selects a new word, where the initial sound will be the last sound of the previous word. The next child of the row continues, etc. The task of the row is not to break the chain. The game can be played as a competition. The winner will be the row that “pulled” the chain the longest.
Game “Where is the sound hidden?”
Target: develop the ability to establish the place of sound in a word.
Game material and visual aids: the teacher has a set of subject pictures; Each child has a card divided into three squares and a colored chip (red with a vowel, blue with a consonant).
Description: The teacher shows a picture and names the object depicted on it. Children repeat the word and indicate the location of the sound being studied in the word, covering one of the three squares on the card with a chip, depending on where the sound is located: at the beginning, middle or end of the word. Those who correctly place the chip on the card win.
Game "Where is our home?"
Target: develop the ability to determine the number of sounds in a word.
Game material and visual aids: a set of subject pictures, three houses with pockets and a number on each (3, 4, or 5).
Description: Children are divided into two teams. The child takes a picture, names the object depicted on it, counts the number of sounds in the spoken word and inserts the picture into a pocket with a number corresponding to the number of sounds in the word. Representatives of each team come out in turn. If they make a mistake, they are corrected by the children of the other team. For each correct answer, a point is counted, and the row whose players score the most points is considered the winner. The same game can be played individually.
Sample material: com, ball, catfish, duck, fly, crane, doll, mouse, bag.
Game "Wonderful bag".
Target
Game material and visual aids: a bag made of colorful fabric with various objects, the names of which have two or three syllables.
Description: Children come up to the table in order, take an object out of the bag, and name it. The word is repeated syllable by syllable. The child names the number of syllables in a word.
Game "Telegraph".
Target: develop the ability to divide words into syllables.
Description: The teacher says: “Guys, now we’re going to play telegraph. I will name the words, and you will transmit them one by one by telegraph to another city.” The teacher pronounces the first word syllable by syllable and accompanies each syllable with clapping. Then he names the word, and the called child independently pronounces it syllable by syllable, accompanied by clapping. If a child completes the task incorrectly, the telegraph breaks down: all the children begin to slowly clap their hands; a damaged telegraph can be repaired, that is, pronounce the word correctly syllable by syllable and clap.
Math games for older children
Game "Be careful".
Target: consolidate the ability to distinguish objects by color.
Game material and visual aids: flat images of objects of different colors: red tomato, orange carrot, green Christmas tree, blue ball, purple dress.
Description: Children stand in a semicircle in front of a board on which flat objects are placed. The teacher, naming the object and its color, raises his hands up. Children do the same. If the teacher names the color incorrectly, children should not raise their hands up. The one who raised his hands loses the forfeit. When playing forfeits, children can be given tasks: name a few red objects, say what color the objects are on top shelf cabinet, etc.
Game "Compare and fill".
Goals: develop the ability to carry out visual-mental analysis; consolidate ideas about geometric shapes.
Game material and visual aids: set of geometric shapes.
Description: two people play. Each player must carefully examine his or her board with images of geometric shapes, find a pattern in their arrangement, and then fill in the empty cells with a question mark, placing the desired shape in them. The one who completes the task correctly and quickly wins. The game can be repeated by arranging the figures and question marks differently.
Game "Fill the Empty Cells".
Goals: consolidate the idea of geometric shapes; develop the ability to compare and contrast two groups of figures, find distinctive features.
Game material and visual aids: geometric figures(circles, squares, triangles) in three colors.
Description: two people play. Each player must study the arrangement of the figures in the table, paying attention not only to their shape, but also to the color, find a pattern in their arrangement and fill in the empty cells with question marks. The one who completes the task correctly and quickly wins. Players can then exchange signs. You can repeat the game by arranging the figures and question marks in the table differently.
Game "Wonderful Cup".
Target: learn to determine the place of a given object in a number series.
Game material and visual aids: 10 yogurt cups, a small toy that fits in the cup.
Description: stick a number on each glass, choose the driver, he must turn away. During this time, hide a toy under one of the glasses. The driver turns and guesses which glass the toy is hidden under. He asks: “Under the first glass? Under the sixth? Etc. until he guesses right. You can answer with prompts: “No, more,” “No, less.”
Game "Holiday at the Zoo".
Target: learn to compare numbers and quantities of objects.
Game material and visual aids: Stuffed Toys, counting sticks (buttons).
Description: Place animal toys in front of the child. Offer to “feed” them. The teacher names the number, and the child places the required number of sticks (buttons) in front of each toy.
Game "Long-length".
Target: consolidate the concepts of “length”, “width”, “height”.
Game material and visual aids: strips of paper.
Description: the teacher thinks of some object (for example, a closet) and makes a narrow paper strip equal to its width. To find the answer, the child will need to compare the width of different objects in the room with the length of the strip. Then you can guess another object by measuring its height, and the next one by measuring its length.
Game "Pass through the gate."
Game material and visual aids: cards, “gates” with numbers.
Description: Children are given cards with different numbers of circles. To go through the “gate”, everyone needs to find a pair, that is, a child, whose number of circles, added to the circles on their own card, will give the number shown on the “gate”.
Game "Numbers Talk".
Target: consolidate direct and reverse counting.
Game material and visual aids: cards with numbers.
Description: “number” children receive cards and stand one after another in order. “Number 4” says to “number 5”: “I am one less than you.” What did “number 5” answer to “number 4”? What did “number 6” say?
Game "Don't Yawn!"
Goals: consolidate knowledge of counting from 1 to 10, the ability to read and write numbers.
Game material and visual aids: number cards, forfeits.
Description: children are given cards with numbers from 0 to 10. The teacher tells a fairy tale in which different numbers appear. When a number is mentioned that matches the number on the card, the child must pick it up. Whoever did not have time to quickly perform this action loses (he must give forfeit). At the end of the game, a “redemption” of forfeits is carried out (solve a problem, a joke problem, guess a riddle, etc.).
Word games 6 – 7 years old A.K. Bondarenko Word games 6 – 7 years old A.K. Bondarenko
« Answer quickly"
Purpose of the game. Strengthen children's ability to classify objects (by color, shape, quality), teach them to think quickly and answer.
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 this color, then he himself names any color and throws the ball to the next one. He also catches the ball, names the object, his color, etc.
“Green,” says the teacher (takes a short pause, giving the children the opportunity to remember green objects) and throws the ball to Valya. “Leaf,” answers Valya and, saying “blue,” throws the ball to Vita. “The sky,” Vitya answers and says “yellow,” throwing 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 may not be the color, but the quality of the item. The beginner says, for example: “Wooden,” and throws the ball. "Table", -
The child who caught the ball answers and offers his word: “Stone.” “House,” answers the next player and says: “Steel.” - "Spoon". 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, book, scarf) 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.
“Who can name more actions?”
Purpose of the game. Teach children to relate people’s actions to their profession, activate their vocabulary, and develop the ability to think quickly.
Progress of the game.
Before the game, the teacher conducts a short conversation, clarifying the children’s understanding of the words “profession” and “actions”: “Children, I work as a teacher in a kindergarten. This is my profession. Tolina’s mother treats the sick. Her profession is called "doctor". What do you think is the profession of Antonina Vasilievna, who cooks dinner for us? (Children answer: “Cook.”) Name what professions you know. (Children call: “Driver, teacher, shoemaker, pilot, etc.”) Every person, having a profession, works and performs some actions. What does a cook do? (Children answer: “Cooks, bakes, fries, grinds meat, peels vegetables, etc.”) Now we will play with you the game “Who can name the most actions?” I will name a profession, and you will remember all the actions of a person in this profession.”
The teacher says the word “doctor”. The children answer: “Examines patients, listens, treats, gives medicine, gives injections, operations.” “Tailor” - bastes, cuts, flogs, irons, tries on, sews, etc.
The teacher names professions familiar to the children: janitor, nanny, laundress, driver, etc. Children remember what people in these professions do.
Whoever names the most actions is considered the winner.
« Not really"
Purpose of the game. Teach children to think, pose questions logically, and make correct conclusions.
Progress of the game.
Option 1. The teacher tells the childrenPRules of the game and explains the name. "Why is this game so called? Because you and I can only answer the driver’s questions with the words “yes” or “no.” The driver will go out the door, and we will agree on what object in our room we will wish for him. He will come and ask us where the item is, what it is, and what it is needed for. We will answer him with only two words. I'll be the driver first I. When I leave the room, Vova will tell you what object he proposes to wish for. Then you will call me.
The teacher leaves, then enters the room and asks: “Is this object on the floor?” - "No". “On the wall?” - “No.” "On the ceiling?" - "Yes". "Glass? Does it look like a pear?” - "Yes". "Bulb?" - "Yes".
Taking on the role of the first leader, the teacher teaches children to ask questions logically. He explains: “Children, did you notice how I asked? First I found out where the object was, and then I found out what it was. Try to guess the same.”
This game teaches children to think logically: if an object is not on the floor, then it can be on the wall or ceiling. Children do not immediately draw the right conclusions. It happens like this: having learned that this object is not on the floor, the child continues to ask: “Table?”, “Chair?” In such cases, the teacher helps the child come to the correct conclusion: “Ira, we told you that the object is not on the floor. Where is the chair, the table?” - "On the floor". “Should I have named them?” - "No". “You found out that the object is on the wall. Look at the objects on the wall and guess what we wished for,” the teacher suggests. “Is it square?” - “Yes.” “Framed?” - "Yes". “Does it have flowers on it?” - "Yes". "Painting?" - "Yes".
Option 2. It would be nice to suggest a more complex option. The teacher makes a guess for an object that is located outside the room: “Children, there are a lot of objects, and it will be difficult to guess if you don’t know whether it is on earth or in the sky, in the house or on the street, whether it is an animal or a plant.”
If children have played this game several times, they quickly begin to select questions and guess the intended object. For example, the children wished for the sun. Misha the guesser asks the following questions: “In the house? On the street? In the garden? In the forest? On the ground? In the sky?" Upon learning that the object is in the sky, 011 asks the following questions: “Air? Clouds? Snow? Sparrows? Rocket? Airplane? Sun?"
Based on his questions, one can trace the course of logical thinking: having learned that an object is in the sky, he names only those objects that can be there.
“Who will notice more fables?”
Purpose of the game. Teach children to notice fables, illogical situations, and explain them; develop the ability to distinguish the real from the imagined.
Progress of the game.
Children sit down so that they can put chips on the table. The teacher explains the rules of the game: “Children, now I will read you Korney Chukovsky’s poem “Confusion” 1 . There will be many fables in it. Try to notice and remember them. Whoever notices a fable by placing a chip will notice another fable - put a second chip next to it, etc. Whoever notices more fables will win. You can put down the chip only when you yourself have noticed the fable.”
First, a small part of this poem is read. The poem is read slowly, expressively, places with fables are emphasized. After reading, the teacher asks the children why the poem is called “Confusion.” Then the one who put aside fewer chips is asked to name the fables he noticed. Children who have more chips name those fables that the first responder did not notice. You cannot repeat what has been said. If the child has placed more chips than fables in the poem, the teacher tells him that he did not follow the rules of the game and asks him to be more attentive next time. Then the next part of the poem is read. It is necessary to ensure that children do not get tired, since the game requires a lot of mental effort. Having noticed from the children’s behavior that they are tired, the teacher must stop playing. At the end of the game, you should praise those children who noticed more fables and explained them correctly.
« What does anyone need?
Purpose of the game. Exercise children in the classification of objects, the ability to name objects necessary for people of a certain profession.
Progress of the game.
The teacher reminds the children of the game “Who can name the most actions?” He says: “In this game you named what actions a person of a particular profession performs. And today we will remember what people of different professions need to work. I will call the person by profession, and you will tell me what he needs for his job.” "Shoemaker!" - says the teacher. “Nails, a hammer, leather, boots, boots, a car, a paw,” the children answer.
The teacher names professions familiar to the children of this group: doctor, nurse, teacher, nanny, janitor, driver, pilot, cook, etc.
If children do not lose interest in the game, you can offer the opposite option. The teacher names objects for the work of people of a certain profession, and the children name the profession.
“He reads, talks, teaches how to draw, sculpt, dances and sings, plays,” says the teacher and throws the ball to one of the players. “Teacher,” he answers and throws the ball to her.
In this game, as in other games where the rules require the ability to respond quickly, you must remember individual characteristics children. There are slow children. They need to be taught to think faster, but this should be done carefully. It is better to call such a child to answer first, since at the beginning of the game big choice words The teacher encourages the child with the words: “Vitya quickly found the right word. Well done!" It is the speed of response that is emphasized.
"Hunter"
Purpose of the game. Exercise children in the ability to classify and name animals, fish, birds, etc.
Progress of the game.
Somewhere in a free space at one end of the yard or area there is a group of people playing. This is home. At a distance of several steps from the house - the farther the better - some kind of mark is placed and a line is drawn. This is a forest where different animals live. The hunter, one of the players, goes to this forest. Standing still, he says the following words: “I’m going into the forest to hunt, I will hunt for...” Here he takes a step forward and says: “... a hare”; takes the second step: “...by the bear”; takes the third step: “...like a wolf”; fourth step: “...fox”; fifth: “...a badger...”. With each step the hunter names an animal. You cannot name the same beast twice. You can’t name birds either, but if you play bird hunt, you only need to name birds.
The winner is the one who reaches the forest, naming a new animal with each step. The one who could not do this returns home, and the next one goes hunting. The unsuccessful hunter may be allowed to go hunting again. Perhaps this time the hunt will be successful.
Note. Based on the principle of this game, you can play the game “Fisherman”. The game is played the same way. The fisherman says: “I’ll go fishing and catch... pike, crucian carp, perch,” etc.
"Come up with a proposal"
Purpose of the game. Develop speech activity in children,speed of thinking.
Progress of the game.
Children and teacher sit in a circle. The teacher explains the rules of the game: “Today we will come up with sentences. I will say a word, and you will quickly come up with a sentence with this word. For example, I will say the word “close” and give Misha a pebble. He will take a pebble and quickly answer: “I live close to the kindergarten.” Then he will say his word and pass the pebble to the person sitting next to him.” The word in a sentence must be used in the form in which the person guessing suggests it. So, in turn (in a circle), the pebble passes from one player to another. If children find it difficult to answer, the teacher helps them. This game is played after children have become familiar with the word and sentence.
"Say it differently"
Purpose of the game. Teach children to choose a synonym - a word that is close in meaning.
Progress of the game.
The teacher says that in this gamechildren will have to remember words similar in meaning to the word he names.
“Big,” the teacher suggests. Children name words; “Huge, large, enormous, gigantic.”
“Beautiful” - “Handsome, good, wonderful,lovely, wonderful."
“Wet” - “Damp, damp.” Etc. When preparing for the game, the teacher selects words in advance that have a number of synonyms. It is better to write down these words so as not to remember them for a long time, since the game takes place at a fast pace.
The teacher can, by analogy with this game, develop other games, for example: he names some noun, and the children select suitable epithets for it. So, for the word “sea,” children select the epithets “calm, stormy, quiet, azure, menacing, stormy, beautiful, southern.” A child who will remember morewords, you need to praise.
All these games can be played in class native language(as part of the lesson).
"Choose a word"
Purpose of the game. To develop children's intelligence and the ability to select words that have the right meaning.
Progress of the game.
The teacher, addressing the children, asks them questions, for example: “Remember what you can sew.” Children's answers. “Dress, coat, sundress, shirt, boots, fur coat, etc.” “Darn?” - “Socks, stockings, mittens, scarf.” “Should I tie it?” - “Shoelaces, rope, scarf, ties.” “Should I pull on?” - “A cap, a scarf, a hat, a Panama hat, a peakless cap, a cap, a Budenovka.” “Should I wear it?” - “Coat, dress, stockings, fur coat, raincoat, skirt, sundress, tights.”
The teacher names the words he has previously planned. Children give answers by choosing words that matchsense.
« Make no mistake"
Purpose of the game. Develop quick thinking, consolidate children's knowledge of what they are doing at different timesdays.
Progress of the game.
The teacher conducts a conversation with the children,consolidating their knowledge about different parts days. Children remember what they do in the morning, afternoon, evening, and night. Then the teacher offers a game: “Children, now let’s play with you like this. I will name one word, part of the day, and you will remember what you are doing at that time. For example, I will say the word “morning”. What do you call it? Children remember: “We wake up, say hello, wash, brush our teeth, comb our hair,” etc. “That’s right,” says the teacher. - But during the game, only the one to whom I place the cube will answer, and only one action can be named (“I’m going to kindergarten” or “doing gymnastics” or “working out”); The person who calls passes the cube to another player. If someone does not remember and does not say anything, he must hit the cube on the table and pass it on. Then he is considered a loser. Be careful, don’t make a mistake!”
The teacher names different parts of the day, the children answer.
The same game can be played differently. The teacher names various actions of the children, and they must answer with only one word: day, morning, night, evening. For example, the teacher says: “I’m having breakfast,” and puts a cube to the player. He quickly answers: “In the morning.” Teacher: “I’m watching TV.” Children can name two words: “Day”, “Evening”.
« Body"
Purpose of the game. Develop auditory attention; activate vocabulary, thinking; develop intelligence.
Progress of the game.
The presenter shows the “box” and says: “This is a magic box, we will put all the words that end in “-OK” there, I’ll put a bag of apples in the box, and what will you put in the box?” Next, the “body” is passed around the circle and each player names a word ending in -ok; if the word is named correctly, the player takes a chip for himself. The one who collects the most chips wins.
“Only this letter.”
Purpose of the game: To consolidate children’s knowledge of letters and sounds; cultivate auditory attention and speed of reaction to words.
Progress of the game.
Everyone chooses one of the letters - A, B, C, D, D and so on.
When everyone has their own letter, the teacher turns to one of the players and asks:
- What is your letter?
- A.
And for all the following questions, this player can only select answers starting with the letter “A”. You need to choose quickly, without hesitation.
The teacher asks:
- What is your name?
- Andrey.
- What is your last name?
- Azbukin.
- Where did you come from?
- From Arkhangelsk.
- Where are you driving?
- To Astrakhan.
- How will you go there?
- By bus.
- What grows there?
- Watermelons.
- And what else?
- Apricots.
- What kind of birds are there?
- Storks.
- What animals?
- Argali.
- Who will meet you at home?
- Alyosha.
- What will you bring him as a gift?
- An album (or a diamond, or an aquarium, or an atlas, or anything else, but it must be A).
Then the teacher turns to another letter and asks it similar questions.
- What is your letter?
It also happens that the one who must name all the words starting with the letter “A”, when asked: “What is your name?” - will name his given name: Sasha or Natasha, or will make a mistake in the name of the city, the country where he is going, or a tree, a flower, a bird. Then all the players stomp their feet or snap their fingers three times.
And when they hear the correct answer, they quickly clap their hands three times. Well, what should you do if a letter is wrong a second time?
Then this letter is forced to do something: either jump around the table on one leg, or sit under the table and shout “crow” three times, or put a paper cap on its head and sit in this cap until the other one makes a mistake: then the cap put on that one.
They play until all the letters answer.