Game "Stringing".

purpose: develop fine motor skills.

pasta of various shapes, painted by children, fishing line, berries, buttons, paper rings.

Description: the teacher invites the child to participate in the fair. To do this, you need to make beads, bracelets, photo frames using game material.

Game "Color it right".

Objectives: develop fine motor skills; learn to hatch objects with a tilt to the right, left, straight, lines parallel to each other.

: pencils, contour images of various objects.

Description: children are invited to take part in the competition for the best hatcher. The teacher distributes contour images of objects, explaining the principle of hatching (lines parallel to each other, tilted to the right (left, straight).

Game "Paper crafts".

Objectives: develop fine motor skills, form the ability to fold a sheet in different directions.

Game material and visual aids: paper.

Description: suggest the game "Paper Toy Shop". Then show samples of paper shapes that children can make (garrison cap, jackdaw, boat, pigeon).

Game "Shadow Theater".

purpose: develop fine motor skills.

Game material and visual aids: screen (light wall), table lamp, lantern.

Description: before the game, it is necessary to darken the room, the light source must illuminate the screen at a distance of 4-5 m. Between the screen and the light source, movements are made with hands, 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 the shadow theater can accompany their actions with short dialogues, acting out scenes.

Game "What is not Cinderella?"

Purpose:develop fine motor skills.

Game material and visual aids: groats (rice, buckwheat).

Description: the teacher complains to the child that a little trouble has happened to him, two types of cereals (rice and buckwheat) have mixed up, and there is not enough time to sort it out. Therefore, his help is needed: to spread the cereals in different banks.

Game "The letter grows".

Purpose: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 more, 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

City trip game.

purpose: 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 displayed in different places in the room. With the help of a counting board, children are divided into 4 groups of 2-3 people. These are "travelers". Each group is given a task: one - to see who lives in the city, to collect pictures of people; another - what people drive, collect pictures of vehicles; the third - pictures on which various work of people is reproduced; the fourth is to examine and select pictures with drawings of beautiful buildings of the city, its decorations. At the signal of the driver, the "travelers" walk around the room and select the pictures they need, the rest are waiting for their return, watching them. Having returned to their places, the "travelers" put pictures on the stands. The members of each group tell why they took these particular pictures. The group wins, the players of which were not mistaken and put their pictures correctly.

Game "What has changed?"

purpose: 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 to close their eyes, and removes one toy. Opening their eyes, children have to guess which toy is hidden.

Game "Be attentive!"

purpose: 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 "stutter" - to jump, on the word "horses" - to hit the "hoof" (foot) on the floor, "crayfish" - to move back, "birds" - to run, arms outstretched to the sides, "stork" - to stand on one leg.

Game "Listen to the clap!"

Purpose: develop active attention.

Description: children go in a circle. With one clap in their hands, they should stop and take the stork pose (stand on one leg, the other tucked in, arms out to the sides), two claps - the frog pose (squat down), and three claps - resume walking.

Game "Four Elements".

Purpose: develop attention associated with the coordination of the auditory and motor analyzers.

Description: the players sit in a circle. If the presenter says the word "earth", everyone should put their hands down, if the word "water" - stretch your arms forward, the word "air" - raise your arms up, the word "fire" - rotate your hands in the wrist and radial joints. Whoever makes a mistake is considered a loser.

Game "Draw a figure".

purpose: develop memory.

Game material and visual aids: paper, colored pencils, 5-6 geometric shapes.

Description: children are shown 5-6 geometric shapes, then they are asked to draw the ones that they remember on paper. A more difficult option is to ask to draw shapes, given their size and color. The winner is the one who reproduces all the figures faster and more accurately.

Game "Forest, sea".

Purpose: develop attention.

Game material and visual aids: ball.

Description: Throw a ball to a child, naming an area where animals live (forest, desert, sea, etc.). Returning the ball, the child must name the animal in the area.

Game "Color it right".

Purpose:develop attention.

Game material and visual aids: paper, red, blue and green pencils.

Description: Write letters and numbers in large print alternating with each other. Invite the child to circle all the letters in red and all the numbers in blue. To complicate the task, suggest all vowel letters to circle with a red pencil, all consonants - blue, numbers - green.

Game "I will show, and you guess."

purpose: develop attention.

Game material and visual aids: toys.

Description: invite the child to take turns depicting any actions by which one of these toys can be recognized. For example, they asked a teddy bear. It is necessary to walk around the room, imitating the club-toed gait of a bear, to show how the animal sleeps and "sucks" its paw.

Games aimed at developing logic in preschoolers of the older group

Find the options game.

Purpose:develop logical thinking, ingenuity.

Game material and visual aids: cards with the image of 6 circles.

Description: give the child a card with the image of 6 circles, offer to paint them in such a way that the filled and unpainted figures are equal. Then review and calculate all the shading options. You can also hold a competition: who will find the largest number of solutions.

Game "Magicians".

purpose: develop thinking, imagination. Game material and visual aids: sheets with the image of geometric shapes.

Description: children are given sheets of geometric shapes. On their basis, 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 will come up with and draw more pictures using one geometric figure. The winner is awarded a symbolic prize.

Game "Collect a flower".

purpose: develop thinking, the 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 the lotto: the presenter distributes cards with the image of various objects. Each participant must collect a flower from the cards, on the petals of which objects related to the same concept are depicted (clothing, insect, etc.).

Game "Logic endings".

Purpose: develop logical thinking, imagination, the ability to analyze.

Description: children are asked to complete sentences:

Lemon is sour, and sugar ... (sweet).

You walk with your feet, and you 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 after Sasha).

If the river is deeper than the brook, then the brook ... (smaller than the river).

If a sister is older than a brother, then a brother ... (younger than a sister).

If the right hand is on the right, then the left ... (left).

Boys grow up and become men, and girls ... (women).

Game "Ornament".

Purpose: develop logical thinking, the ability to analyze.

Game material and visual aids: 4-5 groups of geometric shapes (triangles, squares, rectangles, etc.) cut from colored cardboard (figures of one group are subdivided into subgroups that differ in color and size).

Description: invite the child to consider how on the playing field (a sheet of cardboard) you can create ornaments from geometric shapes. Then lay out the ornament (according to the sample, according to your own idea, under dictation), operating with such concepts as "right", "left", "above", "below".

The game "Useful - harmful".

Purpose:develop thinking, imagination, ability to analyze.

Description: consider an object or phenomenon, noting its positive and negative aspects, for example: if it rains, it is good, because the plants drink water and grow better, but if it rains for too long, it is bad, because the plant roots can rot from excess moisture.

Game "What am I thinking?"

Purpose: develop thinking.

Game material and visual aids: 10 circles of different colors and sizes.

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 thought. Explain the rules of the game: guessing, you can ask questions, only with words more or less. For instance:

Is this circle bigger than red? (Yes.)

Is it bigger than blue? (Yes.)

More yellow? (Not.)

Is it a green circle? (Yes.)

Game "Plant flowers".

Purpose: develop thinking.

Game material and visual aids: 40 cards with images of flowers with different petal shape, size, core color.

Description: invite the child to "plant flowers in flower beds": all flowers with round petals on a round flowerbed, flowers with a yellow core on a square one, all large flowers on a rectangular one.

Questions: what flowers were left without a flower bed? Which ones can grow in two or three flower beds?

Game "Group by Features".

purpose: to consolidate the ability to use generalizing concepts, expressing them in words.

Game material and visual aids: cards depicting objects (orange, carrot, tomato, apple, chicken, sun).

Description: lay out cards in front of the child with the image of various objects, which can be combined into several groups according to any characteristic. For example: orange, carrot, tomato, apple - food; orange, apple - fruit; carrots, tomatoes - vegetables; orange, tomato, apple, ball, sun - round; orange, carrot - orange; sun, chicken - yellow.

The game "Remember faster".

purpose

Description: invite the child to quickly remember and name three round objects, three wooden objects, four pets, etc.

The game "Everything that flies".

purpose: develop logical thinking.

Game material and visual aids: several pictures with different objects.

Description: invite the child to select the proposed pictures according to the named criterion. For example: everything is round or everything is warm, or everything is animate that can fly, etc.

The game "What is made of".

Objectives: develop logical thinking; to consolidate the ability to determine what material an object is made of.

Description: the teacher names some material, and the child must list all that can be made from it. For example: tree. (You can make paper, boards, furniture, toys, dishes, pencils from it.)

Game "What happens ...".

purpose: develop logical thinking.

Description:invite the child to take turns asking each other questions of the following order:

What's Big? (House, car, joy, fear, etc.)

What is narrow? (Path, mite, face, street, etc.)

What's low (high)?

What is red (white, yellow)?

What's long (short)?

Games aimed at developing speech among preschoolers of the older group

Game "Finish the sentence".

purpose: develop the ability to use complex sentences in speech.

Description: invite children to complete sentences:

Mom put the bread ... where? (To the bread bin.)

Brother put sugar ... where? (To the sugar bowl.)

Grandma made a delicious salad and put it ... where? (Into the salad bowl.)

Dad brought candy and put them ... where? (Into the candy bowl.)

Marina did not go to school today because ... (got sick).

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 fine).

Mom went to the market to ... (buy groceries).

The cat climbed a tree to ... (escape from the dog).

Game "Mode of the day".

Objectives: to activate the speech of children; enrich vocabulary.

Game material and visual aids: 8-10 plot (schematic) pictures depicting regime moments.

Description: offer to consider the pictures, and then arrange them in a certain sequence and explain.

Game "Who's got a treat?"

purpose: 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 the animals in the basket, but he is afraid to confuse who what. Asks for help. Offer pictures of a bear, birds (geese, chickens, swans), a horse, a wolf, a fox, a lynx, a monkey, a kangaroo, a giraffe, an elephant.

Questions: Who is honey? Who is the grain? Who is meat? Fruit for whom?

Game "Name three words."

purpose: activate the dictionary.

Description: children stand in a line. Each participant is asked a question in turn. It is necessary, taking three steps forward, to give three words-answers with each step, without slowing down the pace of walking.

What can you buy? (Dress, suit, pants.)

Game "Who wants to become what?"

purpose: develop the ability to use difficult forms of the verb in speech.

Game material and visual aids: plot pictures depicting labor actions.

Description: children are offered plot pictures depicting labor actions. What are the boys doing? (The boys want to make a mock plane.) What do they want to become? (They want to become pilots.) Children are encouraged to come up with a sentence with the word "want" or "want".

Game "Zoo".

purpose: develop coherent speech.

Game material and visual aids: pictures with animals, game clock.

Description: children sit in a circle, receiving a picture, without showing them to each other. Everyone should describe their animal, without naming it, according to the following plan:

1. Appearance.

2. What he eats.

The game uses a "game clock". First, turn the arrow. To whom she points, he begins the story. Then, by rotating the arrow, it is determined who should guess the described animal.

Game "Compare objects".

Objectives: develop observation skills; expand the dictionary at the expense of 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 signs or details, for example: two buckets, two aprons, two shirts, two spoons, etc.

Description: the teacher informs that in kindergarten brought a parcel: "What is this?" He takes out things: “Now we will carefully consider them. I will talk about one thing, and some of you - about another. We will tell you in turn. "

For instance:

I have a smart apron.

I have a work apron.

It is white with red polka dots.

And mine is dark blue.

Mine is decorated with lace frills.

And mine - with a red ribbon.

This apron has two pockets on the sides.

And this one has one big one on the chest.

These pockets have a pattern of flowers.

And on this are the tools.

This apron is used for setting the table.

And this one is worn for work in the workshop.

Game "Who was who or what was what."

Objectives: activate the dictionary; expand knowledge about the world around.

Description: who or what was the chicken before? (An egg.) And a horse (foal), frog (tadpole), butterfly (caterpillar), boots (skin), shirt (cloth), fish (eggs), cabinet (board), bread (flour), bicycle (iron), sweater (wool), etc.?

Game "Name as many items as possible."

Objectives: activate the dictionary; develop attention.

Description: children stand in a row, they are asked to take turns calling the objects that surround them. The one who called the word takes a step forward. The winner is the one who correctly and clearly pronounced the words and named more objects without repeating themselves.

Game "Pick a rhyme".

purpose: develop phonemic hearing.

Description: the teacher explains that all the words sound different, but some of them sound similar. Offers help to find a word.

There was a bug along the road

I sang a song in the grass ... (cricket).

You can use any verses or individual rhymes.

Game "Name the parts of the subject."

Objectives:enrich the dictionary; 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 calling parts of objects.

2nd option: each child receives a drawing and names all the parts himself.

Literacy games for older preschoolers

Game "Find out who makes what sounds?"

purpose: develop auditory perception.

Game material and visual aids: a set of subject pictures (beetle, snake, saw, pump, wind, mosquito, dog, steam locomotive).

Description: the teacher shows the picture, the children name the object depicted on it. To the question "How does the saw ring, the beetle buzzes, etc." the child answers, and all children reproduce this sound.

Purpose: develop auditory perception.

Description: the leader 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 will play a little, as you listen, we will find out.

Try, guess who called you, find out. (The name of the driver.)

A cuckoo flew into our garden and sings.

And you, (driver's name), do not yawn, who kukuet, guess!

The rooster sat on the fence, shouted to the whole yard.

Listen, (name of the driver), don't yawn, who is the cock with us, find out!

Ku-ka-river!

Guess the sound game.

Purpose: work out the clarity of articulation.

Description: the presenter makes a sound to himself, clearly articulating. Children, by the movement of the presenter's lips, guess the sound and pronounce it aloud. The one who guessed it first becomes the leader.

Game "Who has a good ear?"

purpose: develop phonemic hearing, the ability to hear the sound in a word.

Game material and visual aids: a set of subject pictures.

Description: the teacher shows the picture, names it. Children clap their hands if they hear the sound under study 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?"

purpose: 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 laying out pictures, a set of object pictures.

Description:the teacher explains that only animals (birds, domestic animals) live in the house, in the names of which there is, for example, the sound [л]. We need to put these animals in the house. Children name all the animals depicted in the pictures and choose among them those with the sound [l] or [l "] in their names. Each correctly selected picture is evaluated by a game chip.

Sample material: hedgehog, wolf, bear, fox, hare, elk, elephant, rhino, zebra, camel, lynx.

Game "Who is more?"

purpose: develop the ability to hear the sound in the 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 one who hears the sound corresponding to his letter gets the chips. The winner is the one with the most chips.

Game "Vertolina".

purpose: develop the ability to find 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, letter-wide, sector is cut in it); chips.

Description: children take turns spinning the disc. The child must name the word for the letter on which the slot-sector stops. The one who completed the task correctly receives a token. At the end of the game, the number of chips is counted and the winner is determined.

Game "Logo".

Purpose: develop the ability to highlight the first sound in a syllable, to correlate it with the letter.

Game material and visual aids: a large loto card, divided into four squares (three of them have images of objects, one empty square) and cover cards with the studied 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. A 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 a card of the corresponding letter. The winner is the one who first closed all the pictures on the lotto card.

Sample material: stork, duck, donkey, tail, catfish. rose, lamp, etc.

Game "Chain".

Purpose:develop the ability to highlight the first and last sound in a word.

Description:one of the children calls a word, the person sitting next to him picks up a new word, where the initial sound will be the last sound of the previous word. The next child of the row continues, and so on. 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?"

purpose: 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 token (red with a vowel sound, blue with a consonant).

Description: the teacher shows the picture, names the object depicted on it. Children repeat the word and indicate the place of the studied sound in the word, covering one of the three squares on the card with a counter, depending on where the sound is located: at the beginning, middle or end of the word. Those who place the chip correctly on the card win.

Game "Where is our home?"

Purpose: 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 are wrong, the children of the other team correct them. For each correct answer, a point is awarded, the winner is the row whose players score the most points. The same game can be played individually.

Sample material: ball, ball, catfish, duck, fly, crane, doll, mouse, bag.

The game "Wonderful bag".

purpose

Game material and visual aids: a bag of variegated fabric with various items, the names of which are two or three syllables.

Description: children come to the table in order, take out an object from the bag, name it. The word is repeated syllables. The child names the number of syllables in the word.

Game "Telegraph".

purpose: develop the ability to divide words into syllables.

Description: the teacher says: “Guys, now we are 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 by syllable and accompanies each syllable with claps. Then he calls the word, and the called child independently pronounces it syllables, accompanied by claps. If the child has completed the task incorrectly, the telegraph breaks down: all the children begin to clap their hands on the sly, the damaged telegraph can be repaired, that is, pronounce the word correctly in syllables and clap it off.

Math games for older children

The game "Be attentive."

purpose: to 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 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 color is incorrectly named by the teacher, children should not raise their hands up. The one who raised his hands loses the fant. When playing forfeits, children can be offered tasks: name several red objects, say what color the objects are on the top shelf of the cabinet, etc.

Game "Compare and Fill".

Objectives: develop the ability to carry out visual-mental analysis; to consolidate ideas about geometric shapes.

Game material and visual aids: a set of geometric shapes.

Description: two are playing. Each of the players must carefully examine his plate with images of geometric figures, find a pattern in their arrangement, and then fill in the empty cells with a question mark, putting the desired figure in them. The winner is the one who correctly and quickly copes with the task. The game can be repeated by arranging the shapes and question marks in a different way.

Game "Fill in empty cells".

Objectives: to consolidate the idea of \u200b\u200bgeometric shapes; develop the ability to match and compare two groups of figures, find distinctive features.

Game material and visual aids: geometric shapes (circles, squares, triangles) in three colors.

Description: two are playing. 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 winner is the one who correctly and quickly copes with the task. Then the players can exchange the signs. You can repeat the game by placing figures and question marks in a different way in the table.

The game "Wonderful Cup".

Purpose: learn to determine the place of a given subject in a number row.

Game material and visual aids: 10 cups of yoghurt, a small toy that fits in a glass.

Description: stick a number on each glass, choose a driver, he must turn away. During this time, hide a toy under one of the cups. The driver turns and guesses under which glass the toy is hidden. He asks: “Under the first glass? Under the sixth? " And so on until he guesses. You can answer with prompts: "No, more", "No, less."

Game "Party at the Zoo".

Purpose: learn to compare the number and quantity of objects.

Game material and visual aids: soft toys, counting sticks (buttons).

Description: Place animal toys in front of the child. Offer them to "feed". The teacher calls the number, and the child puts the required number of sticks (buttons) in front of each toy.

Game "Length".

purpose: to consolidate the concepts of "length", "width", "height".

Game material and visual aids: strips of paper.

Description: the teacher thinks of an object (for example, a wardrobe) 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 think of another object by measuring its height, and the next one by measuring its length.

Game "Go through the gate".

Game material and visual aids: cards, "gates" with the image of numbers.

Description: children are given cards with a different number of circles. To get through the "gate", everyone needs to find a pair, that is, a child, the number of circles of which, together with the circles on his own card, will give the number shown on the "gate".

Game "Conversation of numbers".

purpose: fix up and down counting.

Game material and visual aids: cards with numbers.

Description: children-"numbers" 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”? And what did the "number 6" say?

The game "Don't yawn!"

Objectives: consolidate the 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 there are different numbers. At the mention of a number that corresponds to the number on the card, the child must pick it up. Whoever did not have time to quickly perform this action, he loses (he must give a fant). At the end of the game, a “buyback” of forfeits is carried out (solve a problem, a joke problem, guess a riddle, etc.).

Olga Shadrina
Card file word games.

Verbal didactic game - an affordable, useful, effective method of fostering independent thinking in children.

Game "Additives"

Age 5-6 years old.

Intact b:Develops speech creativity of children.

Description of the game. The presenter reads poetry without the last word. Children must quickly find the right words. For each correct answer, the child receives a token. The winner will be the one with the most chips.

All fluffs slide from the sky -

Silvery ... (snowflakes)

Architects are creators

They build wonderful ... (palaces)

Once upon a time there was a merry dwarf.

He built in the forest ... (house)

In this house, you 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 kids know:

Hide and seek is the best ... (game!

Sounds Mixed Up Game

Age 5-6 years old.

Purpose. Preparing children for sound analysis; we develop auditory and visual memory.

Description of the game. The presenter reads funny poems, deliberately making mistakes in words. The child names the word correctly and says what sounds the pairs of words differ in.

I found a plum ... a blouse,

Fenya put on ... a bone.

Ripe on a tree ... a caftan,

In winter I put on ... a chestnut.

Perched on a tree ... count,

Lives in beautiful house ... rook.

Turned green in the park ... kids,

And we went for a walk ... branches.

In the summer ... cats fly in the forest,

They hunt mice ... midges.

Pussy-clawed ... slippers,

Vicki has brand new ... legs.

Far to go for me ... stump,

I'd rather sit on ... laziness.

Game “Who is this? What is it?"

Age 5-6 years old.

Tse eh: teach to explain in detail the meaning of words.

Move: invite the child to make a small descriptive story about an object, a person, without naming it.

(For example, this is a mechanism with arrows and numbers, they show the time. There are table, manual).

The game "Let's remember different words"

Age 5-6 years old.

Tse eh: to consolidate the ability to listen attentively to the sound of words, to develop phonetic hearing, to exercise in a clear pronunciation of sound.

1. Children stand in a circle.

2. Each child must remember a word, "pass" it on to someone standing next to him.

3. All in turn say one word.

4. You need to say different words, pronounce them clearly and loudly.

Options:

Children choose words on the topic (flowers, professions, etc.).

Children select words for a certain sound, with a certain sound in the word.

Find yourself a matchAge 5-6 years old.

Tse eh: develop phonemic hearing, learn to find words that are similar in sound, listen attentively to the sound of words.

Rules: 1. Everyone must find with the word (joke - duck - bear).

Game "Who will get the ball?"

Age 5-6 years old.

Tse eh: reinforce the ability to find long and short words.

1. Children stand in 2 lines facing each other. The first to hold the ball.

2. In one line, the children say short words, in the other - long ones and pass the ball to the next person.

3. If the word is named incorrectly, the team loses a point.

What Sound Lost Game

Age 5-6 years old.

Intact b:reinforce the idea that words are made of sounds. Learn to recognize words that lack the first or last sound.

Rules: 1. The teacher slowly reads a poetic text

In some words, he misses.

2. Children mark these words, pronounce them correctly, indicating which sound was lost.

Game "Tell me the sound"

Age 5-6 years old.

Tse eh: reinforce the idea that words are made of sounds.

Learn to recognize words that lack the last sound.

Game progress:

1. The teacher reads the words, but in some the last sound is lost. Children should name this sound.

2. Children should not say the whole word, but add only sound. 3. At the beginning of the game, the sound is prompted in chorus, and then individually.

You need to prompt the sound quickly so that the word sounds completely.

For instance:

A black-eared kitten was basking in the sun ...

A white-footed puppy was looking at him ...

The hunters set up costa in the forest ...

The student held a pencil in his hand ...

The kid asked his mother to buy a sha ...

A hare ran into a forest clearing ...

Lived in the zoo: Sloo., Behemo., Crocody ...

A motley dad was knocking on the trunk ...

The squirrel hid the nuts in the hollow ...

Peta, chickens, ducklings wandered around the yard ...

Game "What does a doll need"

Age 5-6 years old.

Tse eh: to consolidate the ability to hear individual sounds within a word.

Material: pictures (soap dish, soap, towel, toothpaste, brush, plate, kettle, cup, spoon, fork).

Game progress:

1. The teacher puts pictures on the stand, asks to name each object, say what it is for, what sounds are heard in its name.

2. The teacher offers to select pictures with objects for washing.

First with sound L, then with sound

First with the sound L, then with the sounds K, Ch.

Game "Stick stop"

Tse eh: develop phonemic hearing, enrich children's vocabulary.

Age 5-6 years old.

1. Children stand in a circle, the teacher is in the center.

2. Children name words and transmit 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 what he is - fluffy, affectionate, mustachioed, green-eyed ...

Find words about what he can do - lapping, meowing ...

If the child cannot immediately name a word or repeats already named, then he leaves the circle.

Game "We play words in the hallway"

1. What items of outerwear are hanging in the locker room?

2. Who worked so that you could put on these clothes?

(peasants - wool, spinners - threads, weavers - fabric,

fashion designers - cut, cutter - cut, tailor - sewn)

3. What shoes do we have in the dressing room in winter, in summer?

4. Who makes the shoes? (furrier - makes leather, fashion designer - cut, shoemakers - sew)

5. What kind of hats do we have and what other hats do we have? (hat, beret, cap, hat, shawl, kerchief, scarf, panama)

6. What special hats do you know? (cap, garrison cap, helmet, peakless cap, helmet).

All players sit or stand in a circle, and the driver begins the game.

I go hiking and take my tent with me, ”he says.

His neighbor should continue the list.

I go on a hike and take a tent and a sleeping bag with me, - says the second.

I go on a hike and take a tent, a sleeping bag and a backpack with me, says the third.

This continues until someone gets lost.

You can prompt the one who remembers, but not with words, but with gestures showing who is taking what.

The lady sent 100 rubles

The driver says:

The lady sent a hundred rubles,

And she said “Do not take black and white,

Don't say yes and no!

Will you go to the ball?

Players must answer according to the conditions - without saying the words "white", "black", "yes" and "no".

Have you seen the snow?

Many times!

Do you know what color it is?

I know.

And what is it?

Like milk or salt.

I take with me on the road

One player drives. He conceives a rule according to which objects are divided into two groups - what he "will take with him on the road," and everything else. After that, the driver starts the game, giving the correct example:
- I take with me on the road ... WATERBUZ!
Players try to guess the rule they have conceived by asking whether the driver will take this or that with him, for example:
- And you will take with you ... BANANA?
- Not!
- And the orange?
- Yes!
- And the cucumber?
- Not!
- And the car?
- Not…

Ball?

Yes.
When someone thinks that he guessed the rule, he talks about it and names the rule. If the rule is named incorrectly, then it goes out of the game (However, kids can be given several attempts.)
The rules can be very different, from very simple - like "I take all spherical objects", to very tricky, like "edible, starting with a consonant."

Word chain (cities)

All players on their turn come up with words that begin with the last letter of the previous word. It turns out a chain of words:

Watermelon - Zebra - Artist - Theater - Robot - Phone - Nose - Elephant - Sky - Window - Ocean

Fourth extra

Players ask each other three words from one group of objects, and the fourth from another. The rest must guess what is superfluous. In this game, it is important not only to guess what is superfluous, but also to explain your decision (and if the explanation is good, then it is quite possible to recognize another decision as correct, not the one the author wanted)

For instance,

Cucumber, banana, carrot, cherry. (extra cherry, it is small and not long, but round)

Pear, potato, apple, peach (extra potato, it is a vegetable, not a fruit)

Cucumber, tomato, kiwi, peas (tomato can be superfluous - it is of a different color, and peas - it grows in pods, and kiwi - it is fluffy, and cucumber - it is long)

Definitions

The players agree on which letter they will come up with, and then they begin to come up with words, and give them funny definitions.

For example, everyone comes up with words that begin with K

It's many branches, less than a tree

It is a very prickly desert plant.

It is a very sour red berry

This is part of the shoe, it can be very tall and thin

It is a drink similar to coffee with milk in color.

1. What are you doing? (People's game)

Purpose. To intensify the use of verbs and verb forms denoting professional actions. The game is played outside. The presenter assigns each player sitting in the circle a job: cook lunch, bake bread, harvest oats, repair a car, sew, knit, etc. Each participant digs a hole for himself, sits down near it, takes a stick and twirls it in the hole. The leader in the middle of the circle also twirls a stick in the hole, asks everyone to do some common work, for example, says: “Bake bread” or “Sing a song” - and everyone starts twirling sticks in the hole and loudly repeating the assigned work: “I bake bread, I bake bread ", etc.

At this time, the presenter suddenly turns with a question to someone: "What are you doing?" The person asked should immediately name the assigned job, for example: "I reap the oats." If he makes a mistake and names the general work (Bread Baking) or hesitates, then he changes places with the leader.

1. King (People's Game)

Purpose. Relate expressive movement and a derivative word for a profession. Organization. Someone who plays at will becomes the King. The rest are considered workers. The king sits down at a certain place, and the workers step aside and agree on what work they will be hired from him. Having agreed, they come up and say:
- Hello, King!
- Hello! - he answers.
- Do you need workers?
- Needed.
- What kind?

Children begin to depict people of different professions with expressive movements (sawyer, lumberjack, plowman, excavator, seamstress, cook, laundress, etc.). The king must name everyone's work, and if he immediately names everything correctly, then the workers run away to the appointed place. The King catches them, and whoever he catches becomes the King, while the rest go to agree again about work. But if the King names the depicted work incorrectly, then he names it a second, third time, etc., until he finally guesses. The King can catch workers only when they have not yet reached the designated place, and if he does not catch anyone, then he remains the King again for the next game. The great interest of the game lies in choosing a job that would be difficult to guess, and through this make the King fulfill his role for a longer time.

1. Kite (folk game)

Purpose. To intensify the use of verbs.
Leading - Kite (elected by lot). Children surround him with a flock, and a dialogue begins.
- I walk around the Vulture, I look at the Vulture.
- Kite, what are you doing?
- I dig a dimple.
- Why dimple?
- I'm looking for money.
- Why do you need money?
- Buy a needle.
- Why do you need a needle?
- Sew a bag.
- Why a bag?
- Put pebbles.
- Why pebbles?
- Throw at your children.
- For what?
- They climb into my garden.
- You would make the fence higher, but if you don't know how, catch them!
Children scatter in all directions. The kite is catching up. The game ends when everyone is overfished.

1. What's your name? (People's game)

Purpose. Activate derivative names and their forms; correlate a derived verb and movement.
The participants in the game sit in a circle on chairs (on the grass). The driver gives everyone a funny name (or the children choose the name themselves): Bubble, Broom, Comb, Fountain pen, Dump truck, etc. After that, the driver asks questions. When answering them, you only need to repeat “your own word” (bubble, broom, etc.). You need to answer quickly, without hesitation. In no case should you laugh. Let the others laugh, and the one with whom the driver is talking must answer seriously. You can't even smile.
The driver approaches the one whom he called the Broom, and importantly warns:
Who will be wrong
He'll get caught!
Who will laugh
Tom will have a bad time!
After that he asks:
- Who are you?
- Broom.
The leader points to the player's hair and asks:
- And what do you have?
- Broom.
The leader points to his hands:
- And what do you have?
- Brooms!
The leader points to his feet:
- And this?
- Brooms.
- What did you eat this morning?
- Broom!
- And what do you drive around the city?

1. What kind of dog is there?

You can ask the child to imagine a dog and tell as much as possible about it: what kind of coat it has, what it likes to eat, what shape its tail and ears are, what its character is, etc. The children take turns calling the sentences.
Other topics: "What is spring?", "What is a cow?" etc.

1. Guess who my friend is.

For this game, you will need cards with pictures of animals.Each activity has a separate theme - pets, wild animals, birds, fish, etc.
Each child must choose a card with an animal so that other children cannot see, and come up with a name for the animal. Now you need to give time to compose a story about his life.
For example, a child chose a picture of an elephant. He called him Filya. Then he talks about him: My Filya lives in Africa, he is very big and kind, he loves to eat fruits and vegetables. Filya even performs in the circus and so on. The rest of the children try to guess which animal they are talking about. You can depict the gait of an animal.

1. Name the word

You can play as a group or together. It is better to use a small ball for the game.

Pronouns . One throws a ball, calls a pronoun. The task of the person who catches the ball is to name the word corresponding to the named pronoun. Example: she is a picture; he is a champion; it is the sun.

Complicated option: to him - to the elephant; to her - to the doll, to them - to the dogs; from us (from them) - from girls.

Noun suffixes. Assignment: give the word a diminutive meaning (option: increasing or frightening meaning). Example: house-house (house).
a) carpet, book, knot, shadow, cat, bag, ball, leg, person, stump, nose, umbrella ...,
b) a door, a button, a force, an ant, a friend, a tree, a sparrow ...,
c) weather, piano, date, factory….

Prefixes.Assignment: find a suitable word? Start? (prefix). Example: rip-pluck.
a) sit down, mature, sewn, move, take, village, drive, do, fall,
b) rash, who, pitiful, grandson, given ...

1. Answer quickly!

You can play together and with a company. One of the players names three adjectives denoting different characteristic properties of an object - color, taste, size, etc. The second player should quickly name an item that matches these characteristics:
Voiced, fast, cheerful ... (ball)
tall, solid, brick ... (house)
red, fluffy, cunning ... (fox)
green, prickly, elegant ... (Christmas tree)

1. Who is bigger?

An object is placed in front of the children that has as many features as possible - for example, a ball - round, shiny, hard, smooth, or vice versa - soft, rough.
Typewriter - large, small, shiny, sparkling, light, dark, monochrome (multi-colored)

Task for children

1. Who will name the properties of the object more.
2. Who will name more possible actions with the subject.

1. Say it differently.

A simple sentence is taken, but with adjectives and adverbs, for example: "The car was driving fast along the highway." Now, imagine that these words suddenly disappeared from the language, but the thought still needs to be somehow expressed. It is necessary to come up with a version of the same phrase in other words. In this case, none of the words in the initial sentence should be repeated. (The car was racing along the road)

1. What is the reason?

Some unusual situation is invented. For example: "Arriving in the park in the morning, you saw that all the benches there disappeared." We must come up with an explanation for this event as soon as possible. The reasons can be ordinary, everyday ("They took it for repair"), and unusual, fantastic (the benches were offended that they were being spoiled and went to another park). The winner is the one who offers more reasons, and the more diverse they are, the better. The game develops the ability to analyze and think logically.

Guess who called (for children 3-4 years old)

Children stand in a circle. An adult invites one of the players to his place, who turns his back to the children. At this time, the driver (he is chosen with a rhyme earlier) comes up to one of the participants in the game and touches him. He calls out the name loudly.

Who called you? - asks the adult. The one who was called calls the name of a friend. The game continues until all the children have been in the role of the guesser.

Rules. Do not look at the children, guess only by the voice of the one who called, correctly state his name. Calling the name loudly, you cannot change the voice.

Where we were, we will not tell, but what we did, we will show (for children 4-5 years old)

The driver is selected, he leaves the room. The players agree on what action they will show: wash, dance, paint, chop wood, play the piano, etc. The driver is invited. He is asking:

Where have you been? What they were doing?

Where we were, we will not say, but what we did, we will show, - the children answer in chorus and depict the intended action.

Rules. All children correctly depict the action, so that one can guess, name it.

Radio (for children 5-6 years old)

The reader is chosen to be the speaker. He describes in detail the appearance, characteristic features of one of the players. An adult can give a sample of this description:

Attention! Attention! The girl is lost. She is wearing a red sweater, black skirt, red shoes, she sings well, is friends with Vera.

If the announcer gave such a description that the children could not recognize their comrade, everyone answers in unison: "There is no such girl (boy) with us!"

Rules. To talk in detail about the most characteristic features in the behavior and clothing of the players.

Who will name more actions (for children 6-7 years old)

An adult names professions familiar to children: doctor, salesman, cook, driver, throws a ball to a child. The child must remember and name the action of a person in this profession.

What does the cook do?

Bakes!

Rules. Name only one action of a person in a given profession. If the child cannot remember, he hits the ball on the floor, catches it and then throws it back to the presenter.

Find yourself a pair (for children 5-6 years old)

To find a mate, a child says a word, and someone from their children responds with a similar word:

Joke!

Mishutka!

rules... Those who have made a pair step aside. The game continues until all the children match.

Stop! Stop wand! (for children 5-6 l)

Children stand in a circle, an adult in the center. The game consists in the fact that the children name words and at the same time pass the stick to the person standing next to them - a kind of relay race. The participants in the game agree on what words they will be in advance.

What animal are we going to talk about?

We will talk about the kitten everything we know.

Let's pick up words about what kind of kitten (selection of adjectives).

Children select and name words: striped, mischievous, fluffy, mustachioed, funny ... When the wand reaches the middle of the circle, the task changes:

We will select words about what the kitten can do (selection of verbs).

rules ... If someone repeats the already named word or looks for it for too long, the adult gives a signal: "Stop! Stick, stop!" The child must leave the circle. Similarly, words are selected to characterize other animals, birds, insects, fish.

Guess who am I?

Children sit or stand in a circle. Everyone thinks of an image for himself, but does not name it. One of the participants goes to the center and says: "I can ..." (the action is depicted using plastic.)

Children must guess and name the depicted action. "And I can also ..." - says the child-presenter and shows the next movement. After drawing 3-4 functions, children guess the object.

For example: jump, roll, lie ... (ball).

If the children named the object according to the conceived functions, but not the one that was originally conceived, it is proposed to remember for whom these functions are character.

The number of participants is up to 10 people.

Whose job is this?

Each child chooses an image for himself. It can be designated with a medallion. The host with the ball in his hands stands in the center of the circle. Throwing up the ball, the presenter names some function of this or that image: "Who knows how to transport goods?" etc.

The child whose image is characterized by this function catches the ball and becomes the leader.

No more than 5-6 children participate in the game, it is desirable that images with mismatched functions are selected.

Repeater

Children choose images for themselves or receive them from the leader. Then the presenter names his image and its characteristic function, and the other children "try on" this function on themselves:

I am a frog. I can jump.
I am a typewriter. I also jump when I ride over bumps.
I am a Pencil, I also jump when I draw dots. Etc

The main difficulty of this training is that it is necessary to find the conditions for the manifestation of this unusual function.

Snowstorm.

Children circle the room, depicting snowfall, with the words:

A blizzard whirled like a miracle carousel
Swept all the tracks. She brought us a gift ...

And the educator names any object. All at the last word freeze in place. The one whom the teacher points to must depict this object in action.

Overtaking.

Every child comes up with an image for himself. Children stand in a circle and take turns calling themselves. Then, in turn, they call their functions, but not a verb, but a noun formed from a verb with the help of diminutive-affectionate suffixes: "skakunchik", "watering", etc. Those who cannot quickly name their nicknames are out of the game for one lap.

The number of participants must be at least 6 people, then each child will have the opportunity to think while it comes to his turn.

The game takes place in 5-6 circles, so each of the children will have to find at least 5 different functions your image.

Who is doing this? (a kind of "Yes - No" game)

One of the participants thinks about an object. The others take turns asking him questions, which can be answered in the affirmative or negative.

All questions should relate to the functional purpose of the subject: "Does it fly? Is it cut? Need it for writing?" etc.

For the correct answer, you can offer a chip or transfer the lead.

Incompetent

The presenter begins the game, naming the object and an unusual function. The next child names the one object that performs this function, and then names a new, unusual function for the second object.

For example: "I am a sparrow, I cannot dance." "And I am a ballerina, I can dance, but I do not know how to transport goods." Etc.

I'm going to the village

For the game, you need a set of object pictures, which are stacked face down.

The child announces: "I am going to the village and take it with me ..." and pulls out any picture from the pile. Next, he must explain why he needs this object in the village. 3-4 children participate in the game.

The destination of the trip periodically changes: to the village, to visit the monkeys, to the North Pole, to relax at sea, etc.

tell me a story

Children retell a familiar fairy tale by roles, but the heroes are called not by names and titles, but by derivatives of functions.

For example, the tale "Teremok":

Squeaker is running ...
In the Swamp, the Nurse came up to the tower ...

The purpose of this block of games:

Exercise children in the ability to notice the dependence of the manifestation of different properties of the same object on the stage (stage) of development, to notice changes in objects over time.

How it was?

Children are offered sets of pictures, which depict objects of the natural and man-made world at different stages of their development or creation, and are invited to lay them out in the correct sequence. If the condition is met, the pictures are formed into a solid single line.

seed - sprout - flower with bud - open flower

Turnip

An object is specified. The teacher offers to "pull the turnip" Children become a train and take turns calling the stages of development of this object. For example: an egg for a turnip, a tadpole for an egg, a frog for a tadpole, a frog for a frog, pull pull ... pulled out a turnip.

If everything is named correctly, then the adult announces that the turnip is elongated, and if the children are mistaken, then the turnip "remains" in the garden.

Was. There is. Will be.

The teacher names the object. Children list its properties in the past, present, future. For example an apple:

now - sweet, juicy, red ...
it was - green, sour, tart ...
will be - dry, wrinkled, wormy.

Similarly, you can play with the functions of this object.

Chamomile

The game uses a top. Object pictures are laid out around it. The spinning top spins. When the arrow points to one of the objects, one of the children (or in a collective process) must tell about the stages of development of this object, what it will become in the near and distant future. The game is addressed to older preschoolers.

What happened? What will happen?

To play, you need pictures for well-known fairy tales. You can use not only illustrations, but also schematic "frames" for the plot, drawn together with the children.

Everyone receives one picture and, upon a signal, must quickly take their place in the general line. Then there is a discussion: each child names what is shown in the picture, was it according to the plot or still will be (in relation to the previous speech).

For example: Gingerbread man meets a hare and sings a song to him. It is now. The gingerbread man runs away from home. It was. The gingerbread man sits on the nose of the fox. It will be.

The purpose of this block of games:

Analysis of the structural units of objects of the surrounding world, an exercise in the selection of properties.

Magic bag

A number of objects or toys are put into a bag made of opaque material. The summoned child puts his hand into the bag, feels the object and out loud lists those properties that suggest tactile sensations to him.

The rest of the children guess this object by the listed properties.

It is advisable to take at the same time no more than 5-6 items made from different materials and do not have pronounced parts, because instead of properties, the child names the parts, and the answer becomes obvious.

You are my piece

Children sit in a circle. One of them names the image, and the rest - its parts: I am the lake, and you are my piece. I am your shore, bottom, water, etc.

As a complication, it is proposed to build a whole subsystem chain: "I am the lake, and you are my piece. I am your coast, and you are my piece. I am the sand on the coast, and you are my piece ..."

Guess (variation of the "Yes-No" game).

The child makes an image for himself and describes it without naming it. The rest, according to the description, must guess who the child was thinking. You can introduce a condition: instead of describing the properties, the child can name several supersystems of the object (I am in the forest, in a cage, in a zoo, etc.) Then, when guessing, children can ask several clarifying questions, which can only be answered "yes" and " not".

Snake

4-6 children participate in the game. The teacher calls each of them a word from a single supersystem chain: street, quarter, district, city ... Or: carrot, garden bed, vegetable garden, village ... Words are called out of order.

Then the children scatter in different directions, and at the signal: "Snake, line up!" must line up in a column, observing a supersystemic order: from the smallest to the widest concept.

Choose the one you want

This game is practicing the skill of classification. Object pictures spill out on the table. The teacher names any property for any reason, and children should choose the maximum number of objects in which this property is observed.

Magic path

The game begins with training in sorting objects by class. It is advisable to take no more than 4 classes for one game: for example, 5-6 pictures from the classes of dishes, furniture, clothes, plants. Then 4-5 randomly selected pictures are laid out in one row, one from each class. Children should find a common feature for the laid out objects.

Dominoes

At the signal, the children are in pairs facing each other. Then, in turn, each couple must name their common feature: color or details of clothing, gender, location, etc.

Scouts

For the game, you will need a large plot or landscape painting and a set of subject pictures.

On command: "Scouts, forward!" children should choose from a variety of subject images those that are characteristic of the place depicted in the large picture: what can be found in a meadow, in a forest, in a room, etc.

If the child is mistaken, then together with the rest of the participants in the game, you need to come up with a situation that justifies the wrong choice. For example, a child cannot explain why he chose a bus for a picture of a farm: "Milkmaids could have arrived on the bus, brought feed for livestock", etc.

Chain

The first child names the object.
The second is its property.
The third is an object with a named property.
The fourth is another property of the new object, etc.

For instance:

Carrot.

The carrots are sweet.

Sugar is sweet.

Sugar is white.

Snow is white, etc.

Merchant (modification folk game "Paints")

The merchant and the seller are selected. The rest of the participants in the game are goods. The seller calls each "product" its image, but so that the merchant can hear. Then the merchant addresses the seller: "Seller, seller, sell me the goods." "What should I sell you?" The merchant describes the properties of the goods: "Sell me a round, fluffy, warm ..."

The child, whose image these properties correspond to, runs away, and the merchant catches up with him. If he caught up, he takes it to the agreed place and selects the next product. If not, then the product becomes the merchant, the merchant becomes the seller, and the seller takes the place of the product. (Variants are possible in the moving part of the game.)

The purpose of this block of games:

Exercise children in the classification of objects of the world around them according to a specially given or arbitrarily chosen criterion, in the generalization of objects according to belonging to a certain class in a biological classification; in the selection of signs and properties of objects, in the analysis of "usefulness" and "harmfulness" of various objects of animate and inanimate nature. To bring to an understanding of natural relationships on the basis of dialectical laws, human responsibility for the preservation of nature.

The world around us

Material : globe, graphic "model of the world" - a circle divided into two colored parts (white and blue), subject pictures (up to 20 pieces).

Game progress : the children are presented with a globe, it turns out that the planet is round in shape, multicolored in color, many things in components, huge in size. Further, the teacher places the "model of the world" and object pictures on the table, explains to the children that the blue part is the natural world, the white part is man-made.

Children should arrange the pictures in a circle. For example: the flower is in the blue part, this is nature. The car is in white, it is a man-made world. If the children easily cope with the task, then the game "Everything in the world is confused" is carried out: the children close their eyes, the teacher shuffles the pictures in sectors (p) and (p). Children open their eyes and correct mistakes by giving reasons.

The natural world is different

Material : Pictures depicting natural objects.

Game progress : Children are encouraged to compare several pictures of natural objects with each other. Ask to separate pictures depicting animate and inanimate nature, make a justification.

Name, in one word

Game progress : the teacher names several objects of the same class, the children call them one word (birch, oak, pine - trees, etc.).

I know

Material : ball.

Game progress : toss the ball and say "I know five names for birds, animals, etc. They say 5 names for birds, animals, plants or other objects of nature.

The second option: the teacher throws a ball to the child and names the class of objects in nature - "Beasts". The child catches the ball and names five animals, etc.

Chain

Material : ball, pictures of objects.

Game progress : The teacher first shows a picture of the object, then passes the ball. Whoever has the ball in his hands calls one of the object's attributes and passes the ball to another. It is necessary to name as many features of the object as possible and not repeat it.

Such a leaf, fly to me

Material : fallen leaves of various trees (in autumn) or their silhouettes, cut from colored paper.

Game progress : Children are given silhouettes of leaves (one at a time). The teacher stands in the opposite corner of the room or playground, shows the children a leaf and commands: "Maple (aspen, birch, etc.) leaf, fly to me." The children who run up should make sure that they have a leaf from the named tree in their hands, then tell about its signs.

Complication - command: "Fly such a sheet to me." The sign of belonging to any plant is not called. If among those who have run up there is a child with a leaf of another tree, he must find a common feature between his and the shown leaf.

Teremok

Material : a set of subject pictures.

Game progress : the situation is played out - in the open field of the teremok, in which the objects of the surrounding world settle. An object (picture) can be placed only when the child finds at least five similar signs between his picture and the picture of the "owner" of the house. For example: an umbrella was the first to settle in the house. The child has a picture with a cherry. Common signs are rounded shapes, a bone in a cherry and a bone handle near an umbrella, general color, etc.

Complication - it is necessary to name similar signs not only with the "owner" of the house, but also with each of its inhabitants who have already settled there.

Good bad

Game progress : the teacher names a natural phenomenon or object, and the children first list it beneficial featuresand then harmful ones. For example: frost is good, because it is easy to breathe; the snow does not melt, you can go sledding; the river freezes, the skating rink does not need to be filled, etc. But frost is bad, because hands are freezing, you can't walk for a long time, etc.

Complication - ask the children a "point of view" from which they will justify their arguments. For example, when rain is good or bad for a tree, a cat, etc.

Who lives where

Material : pictures with animals from the teacher, pictures with images of different habitats - in children (tree, river, hole, etc.)

Game progress : the teacher shows a picture with the image of the animal, and the child must determine where he lives and "settle" in his own card.

Edible - inedible

Purpose: exercise in the classification according to the selected attribute.

Material: ball.

Game progress: the driver throws the ball and names the object. If the object is edible, then the catcher holds the ball, if not, then throws it away.

Flies, floats, runs

Material : ball.

Game progress : the driver takes turns throwing a ball to the children, naming an object of wildlife. The child catches the ball and throws it to the driver, naming the way of movement of this object.

For example: a bunny runs, a crow flies, a crucian carp swims.

Complication - not only natural, but also man-made objects are named. Then the child must name the origin: pike - the natural world, swims; the plane is a man-made world, it flies.

Note : should be named objects, not the whole class. For example, you should say "sparrow", "jay", "swift", not "bird".

Fish - birds - beasts

Material : ball.

Game progress : The teacher throws the ball to the child and says the word "bird". Having caught the ball, the child must pick up a specific concept, for example, "sparrow".

Snowball

The first one names one word, say, "HOUSE".
The second adds his word to it: "HIGH HOUSE"
The third adds details again: "BEAUTIFUL HIGH HOUSE"
For the sake of simplicity, prepositions can be disregarded as separate words.
"BEAUTIFUL HIGH HOUSE WITH A PIPE"
"BEAUTIFUL HIGH HOUSE WITH RED PIPE"

Word games for children in senior and preparatory groups for school

Observing the phenomena of nature and social life, participating in the life of the family and kindergarten, playing and getting used to organized activities, the older children preschool age (6-7 years old) acquire, to the best of their ability, a relatively wide range of knowledge, which should form the basis of subsequent mental development and help them in school.

Along with the expansion of the circle of knowledge, changes occur in the character mental activity, new forms of thinking arise. The child's mental work is based on the process of understanding, which is based on analysis and synthesis. As a result of the development of thinking, analysis becomes more and more fractional, and synthesis more and more generalized and precise. Children want to understand the connection between surrounding objects and phenomena, the reasons for the observed phenomena, their features. With the development of logical thinking, the ability to establish, reveal the various connections that exist in reality between objects and phenomena and within each of them develops.
Children 6-7 years old are characterized by great curiosity, observation, inquisitiveness, interest in everything new and unusual. Guess the riddle yourself, make a judgment, come up with a story or an end, a beginning, generalize objects according to certain criteria - this is not a complete list of interesting mental tasks solved by children of this age.
Solving puzzles, observing certain rules of the game for children of this age is more exciting than playing and winning without invention and without effort. The main thing in mental activity is the desire to learn new things. Competition motives are gaining more place than before. In older preschool children, new motives for mental activity appear, and verbal-logical thinking is intensively developing.
What is the verbal-logical thinking of children 6-7 years old?
Generalization of sensory experience, broadening of horizons in connection with the formed ideas create the opportunity to think not only about directly perceived objects, but also about absent ones. At the age of 6-7 years, a child, when looking at pictures, listening to stories, fairy tales, in different types activity can highlight, abstract more or less essential features of objects, synthesize them, generalize, assign objects to certain categories, classify.
Within the limits of the existing experience, children express correct judgments about the surrounding objects and phenomena, combine them with each other, move from the general to the particular and from the particular to the general, draw conclusions in which they correctly reveal the causal and other connections of phenomena available to them, learn to notice contradictions in their reasoning and eliminate them depending on the depth of knowledge about subjects. The child's ability for such a variety of mental actions testifies to the fact that at this age he is actively developing verbal-logical thinking.
Word games aimed at developing the thinking of children are conventionally divided into four groups. In each group, common thinking tasks are identified. So, for example, it is known that it is easier for children to compare objects than to generalize and classify them, therefore games for comparing objects are proposed earlier than for classification and generalization. And within the groups, the games are arranged according to the degree of difficulty of the game tasks.
When conducting verbal games with older children, the role of the educator also changes: he advises more, helps, encourages resourceful ones, pays more attention individual work with children who are shy, slow, less smart.
Children are presented with greater independence not only in the choice of the game itself, but also in the creative solution of its problems.

I. GAMES TRAINING THE ABILITY TO SELECT THE SIGNIFICANT, MAIN SIGNS OF OBJECTS, PHENOMENA

What does it mean to find the most characteristic features of an object? This means finding those signs that distinguish one object from others. If, for example, it is necessary to indicate how a table and a chair differ from each other, then it will be necessary to say about their purpose, that is, what they eat, do, work, etc. at the table, sit on the chair. But if you need to highlight the signs that distinguish a chair from a stool, then the sign that they are sitting on a chair will not be the main one that distinguishes it from a stool. The main distinguishing feature in this case will be the presence of a back. Or, if we compare a sofa and a chair, the main feature that distinguishes them will be that one person can sit on the chair, and several on the sofa.
Before starting the games of the first group, it is recommended to conduct a conversation lesson. The content of this lesson boils down to the following: the teacher tells the children that many objects surround people, that objects are similar and different from each other, each has its own shape, color, a person needs it for something, etc. The objects themselves seem to be talk about themselves. “Let's figure out what the book could tell about itself,” the teacher suggests.
Children say: “I am made of paper, sewn from leaves, I can tell stories and stories in an interesting way. I have a beautiful cover, bright pictures. " “How interesting the book told about itself! We immediately recognized her, ”says the teacher. So you can offer to "tell about yourself" to the TV, apple tree, etc. You can end the lesson with riddles about vegetables, flowers, animals, etc.
When the educator is convinced that the children understand how to describe the characteristic features of objects, he offers the game "Guess".

Guess

The aim of the game. Teach children to describe an object without looking at it, to highlight essential features in it; to recognize the subject by the description.
Game progress. The teacher reminds the children how in the lesson they talked about familiar objects, asked and guessed riddles about them, and suggests: “Let's play. Let the objects of our room tell about themselves, and we will guess from the description which object speaks. Choose each subject for yourself and speak for it. You just need to follow the rules of the game: when you talk about an object, do not look at it, so that we do not immediately guess, and talk only about those objects that are in the room. "
After a short pause (children must choose a subject for description, prepare for an answer), the teacher puts a pebble on the lap of any player (instead of a pebble, you can use a ribbon, a toy, etc.). The child gets up and gives a description of the object, and then gives the pebble to the one who will guess. Having guessed, the child describes his object and passes the pebble to the next player so that he guesses.
The game continues until everyone comes up with their own riddle. If the game takes place during the lesson and, therefore, all the children of the group take part in it, its duration will be 20-25 minutes.
In the process of the game, the teacher makes sure that the children, when describing objects, name their essential features that would help to recognize the object. He can ask a question to the supplicant: "Where is this object located?" or: "What is this item for?" But one should not rush with leading questions. It is necessary to give the child the opportunity to remember the object, its main features and tell about them.
Children give such descriptions of objects: “Wooden, polished, glass in front, it can be interesting to tell” (TV), “Iron, made of twigs, stands on the windowsill, from there you can hear the singing of a bird (cage),“ Shiny, with a spout, boiled water in it " (kettle).

The aim of the game. Teach children to describe an object, find its essential features, recognize an object by description.
Game progress. Children sit in a semicircle in front of a table and a shelf with various toys. The teacher, addressing them, says: “We have opened a new store.
See how many beautiful toys there are! You can buy them. But in order to buy a toy, you need to fulfill one condition: not to name it, but to describe it, while you cannot look at the toy. The seller will recognize it by your description and will sell it to you. "
The seller is chosen with a short rhyme. The teacher is the first to buy the toy, showing how to follow the rules of the game. Educator: “Comrade seller, I want to buy a toy. It is round, rubber, can jump, all children love to play with it. The seller gives the ball to the buyer. "Thank you, what a beautiful ball!" - says the teacher and sits on a chair with the ball.
The seller says the name of any of the players. He comes up and describes the toy he chose to buy: "And please sell me such a toy: it is fluffy, orange, it has a long beautiful tail, a narrow muzzle and sly eyes." The seller gives the toy to the fox. The customer thanks and sits down.
The game continues until all the children have bought toys for themselves.
The role of the seller can be performed by several guys in turn.
Children who “bought” toys then play with them in the room or on a walk.
It is better to play the "store" game after sleeping before playing independently.
The teacher brings to the “store” such toys that the children have not played with for a long time, in order to awaken interest in them, to remind them how interesting and beautiful they are.
Note. The game "Flower shop" is conducted according to the same principle, where children describe houseplants, their leaves, stem, flower.

The aim of the game. To educate the ability to be observant, to activate the speech of children.
Game progress. The teacher, addressing the children, says: “Today we will play new gameis called
she is "Radio". Do you know the name of the person who speaks on the radio? That's right, they call him an announcer. Today on the radio the announcer will be looking for the children of our group. He will describe one of us, and we will learn from his story which of us is lost. I'll be the announcer first, listen. Attention! Attention! The girl is lost. She is wearing a red sweater, a checkered apron, and white ribbons in pigtails. She sings songs well, is friends with Vera. Who knows this girl? This is how the teacher begins the game, showing the children an example of a description. Children name a girl from their group. “And now one of you will be the announcer,” says the teacher. The new announcer is chosen using a counting-out.
The teacher makes sure that the children name the most characteristic features of their comrades, how they are dressed, what they like to do, how they treat friends.
If the announcer gave such a description that the children could not recognize their comrade, everyone answers in unison: “There is no such girl (boy) with us!”. And then the announcer pays the forfeit, which is redeemed at the end of the game.

Where was Petya?

The aim of the game. To activate the processes of thinking, remembering, attention, to activate the speech of children.
Game progress. Option 1. The teacher tells the children that they will play a game that will make them remember everything they saw in their kindergarten: what rooms are there, who is in them, what is in each room, what they do in it.
The teacher says: “Let's imagine that a new boy, Petya, has come to our kindergarten. Together with his teacher, he went to inspect the kindergarten. But where he went and what he saw there, Petya will tell. On behalf of Petya, you will tell everything in turn. Don't use a word for the room. We must recognize it ourselves by your description. "
If the children are already familiar with the games "Guess", "Shop", "Radio", they must independently, without the help of a teacher, describe the individual rooms and work of adults in the kindergarten.
Here are the approximate descriptions given by the children: “Petya entered a room where there was a lot of clean
linen. Maria Petrovna stroked him, the washing machine hummed. " (Laundry.) “Petya looked into the room where the children were singing, dancing, someone was playing the piano. The room was large and bright. " (Hall.)
The teacher warns the children that it is necessary to describe only what Petya could see in the kindergarten building. If a child talks about something that is not in kindergarten, he is considered a loser.
Option 2. You can complicate this game. The teacher, when repeating it, suggests remembering what Petya could see when he went to the kindergarten area. Children describe the site, buildings, trees, shrubs, highlight the signs that distinguish the site of one group from the site of another.
The teacher needs to activate the children's vocabulary, offering to name the same thing in different words. For example, a child described a vegetable store: “Petya went down the stairs and saw jars of various fruits, juices, compotes on the shelves: there were carrots in the bags, and potatoes in a large box. It was cool there. " The children answer: "Petya got into the basement." The teacher invites you to think and say in other words. The answers of children can be as follows: "To the grocery store", "To the pantry", "To the vegetable store."
The teacher confirms the correctness of the children's answers: "Yes, the room where Petya looked can be called differently."
Option 3. You can suggest a more complex option. The teacher tells the children: “You and I know our city (or region) well, we went on an excursion with you, saw what institutions, buildings, streets are in the city. But Petya just recently arrived in our city. Tell us where he has already been and what he saw. And we will guess ”. Children talk about the library, school, cinema, main street, etc.
The teacher helps children to highlight the most significant distinctive features of the described object, clarifies the knowledge of children. For example, Ira gave the following description: “Petya went into the house. There were many shelves with books, people stood and looked at them. " From this description it is difficult to guess where Petya was: in a bookstore or in a library? The teacher clarifies the child's story: "Were the books sold or given out there?" - "They gave out." - "Where did Petya get to?" Children answer;
"To the library". - "What was the main thing in the description of Ira?" - the teacher asks. "That the books were given out there." - "Who gave out the books?" - "Librarian". - “Who sells the books?” - “The seller”. - "Where does the seller work?" - "In the store." So the educator clarifies and deepens the knowledge of children about the environment.
You can use other options as well.
Option 4. The teacher tells that Petya went to rest with his parents. Children should tell where Petya could go and what he could see there.
For example, the following description was given: “Petya came to his grandmother. I went for a walk with her and saw a long, long barn, there were many pigs in it. There they were fed, they ate and grunt. " The children answer: "Petya visited the collective farm."
The teacher, activating the thinking of children, their vocabulary, suggests thinking about whether it is possible to answer in a different way. The children give the following answers: "Petya visited a pig farm, in the village."
“All answers are correct,” the teacher sums up.
Option 5. Next time the teacher invites the children to think and say what Petya could see if he was a traveler. Children talk about Africa, the Arctic, etc., using the knowledge they have gained in kindergarten and at home. The teacher clarifies and deepens the knowledge of children, seeks to enrich their vocabulary.
Option 6. The teacher tells the children that Petya is very fond of reading books, and suggests: "Let him tell about some hero of the book, and we will find out which book Petya read." Warns that you can only talk about those characters that were read to everyone in kindergarten, otherwise not everyone will be able to guess.

Here are some children's stories:
"The little girl loved her grandmother very much, she went to visit her in the forest, brought her pies and milk, picked flowers on the way. "
"The old people lived by the very blue sea. The old man was fishing, and the old woman scolded him all the time, she was angry, fastidious."
“Grandpa was very kind. Spring came, the ice melted, the river overflowed, and the hares did not know where to hide. He swam to them in a boat and saved them. "

Children can also invent games about Petya themselves. “Let Petya find out what this song is called,” Tanya suggests. Some of the guys or all together hum the words of the song, and the driver must remember its name and author. The educator encourages creative independence. At the end of the game, he can invite the children to sketch what they told about in the game “Where was Petya?”.

What is this bird?

The aim of the game. Teach children to describe birds by their characteristic features and recognize them by description.
Game progress. This game requires a lot of prior preparation. Children observe birds, pay attention to their special features (for example, the size and length of the beak, legs, color of feathers, where this bird lives, what it eats, how it screams or sings), by which you can find out what it is for a bird.
The game begins with the appointment of the driver, who guesses what kind of bird has arrived. He chants his riddles, and all the others repeat certain words in chorus (see below). For example, here is how the driver describes the crane in such a game:
I have a bird
Like this, like this! -
shows with his hands how big his bird is. All the players say:

Driving:
Bird wings
Here are, here are! -
and shows, with his arms outstretched, what large wings the bird has. All players:
A bird flies, flies, Flies to us!
Driving:
This bird has a beak like this, like that!
But the driver is not yet sure that the players recognized the bird. He says where the bird lives, what it eats, etc., and ends with a question:
What kind of bird flew to us? Well guess what kind of bird it is?
Not all children answer the question in chorus, but only one person - whom the driver will point to. If the child answers correctly, the children say:
Here is what a bird flew to us! This is what a bird has come to us!
The one who guessed it becomes the guide and gives a description of the bird that he made.
If the child's answer was incorrect, the driver tells him:
Not such a bird flew to us! Not such a bird flew to us!
Then he turns to the other player and repeats his question:
What kind of bird flew to us? Well guess what kind of bird it is?
The one named by the driver can only guess once.
The new driver describes some other bird that has special signs, for example, an eagle, a parrot, a woodpecker, a crow, a rooster, a goose.
Another variant of this game is also possible. Children give descriptions of various animals: tiger, hare, fox, elephant, deer and many others. You just need to change the words:
I have a beast Like this, like this!
Everyone condemns the words:
Runs, runs, beast, Runs to us! Etc.

The aim of the game. Teach children to think, to pose logically questions, to make correct conclusions.
Game progress. Option 1. The teacher tells the children the rules of the game and explains the name. Why is this game
so called? Because you and I can answer the driver's questions only 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 guess for him. He will come and will ask us where the object is, what it is, what it is for. We will answer him with only two words. First, I will be the driver. When I leave the room, Vova will tell you what item he offers to guess. Then you will call me.
The teacher leaves, then enters the room and asks: "Is this object on the floor?" - "Not". "On the wall?" - "No." "On the ceiling?" - "Yes". "Glass? Looks like a pear? " - "Yes". "A light bulb?" - "Yes".
Taking on the role of the first driver, the educator teaches children to ask questions logically. He clarifies, “Children, did you notice how I asked? First I found out where the object is, and then I found out what it is. Try to guess the same way. "
This game teaches children to think logically: if an object is not on the floor, then it can be on the wall or on the ceiling. Children do not immediately draw the right conclusions. It happens like this: upon learning that this object is not on the floor, the child continues to ask: "Table?", "Chair?" In such cases, the teacher helps the child to come to the correct conclusion: “Ira, we answered that the object was not on the floor. And where is the chair, table? " - "On the floor". "Should I have called them?" - "Not". “You found out that the object is on the wall. Look at the objects on the wall and guess what we have in mind, ”the teacher suggests. "Is it square?" - "Yes." "Framed?" - "Yes". "Are there flowers on it?" - "Yes". "Picture?" - "Yes".
Option 2. You can suggest a more complex option. The teacher thinks of an object that is outside the room: "There are a lot of objects, children, and it will be difficult to guess if you do not know if it is on earth or in the sky, in a 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 pick up questions and guess the intended object. For example, the children made the sun. Misha the guesser asks the following questions: “In the house? Outside? In the garden? In the woods? On the ground? In the sky?" Upon learning that the object is in the sky, he asks the following questions: “Air? Clouds? Snow? Sparrows? Rocket? Airplane? The sun?"
By 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 may be there.

II. GAMES THAT DEVELOP CHILDREN'S ABILITY TO COMPARE, COMPARE, NOTICE ALOGISMS, MAKE THE RIGHT CONCLUSIONS

Before starting such games, the teacher conducts a conversation with the children. In the conversation, he reminds us that the objects around people are very diverse, they have differences and similarities. “Now I will name two objects, and you will tell how they differ from each other and how they are similar,” he says to the children. "Look at the table and chair and compare them."
Usually, children begin to name the signs of difference, it is easier:
- They sit on a chair, write on the table, draw, eat.
“The table is bigger than the chair,” they continue.
- The table has no back, but the chair has.
- The table has high legs, and the chair has lower legs.
- The table has a lid, and the chair has a seat.
"Did you say how a table and a chair are similar, or how they are not similar?" - the teacher asks. - "How they are not similar." - "That's right, you named the signs of difference, that is, how they differ from each other. How are they similar? Do they have anything in common, similar? " This task is more difficult for children to solve, and therefore the teacher can help them with additional questions: "Look what the table and chair are made of, what color they are," etc.
Children answer:
- The table and chair have the same color. They are yellow.
- Both the table and chair are made of wood.
- They have sharp corners.
- The table and chair have four legs.
- Both the table and the chair are furniture.
The teacher sums up: “Now you named the signs of similarity, that is, how the table and chair are similar to each other. This means that these objects are somewhat similar and somehow differ from one another. You yourself noticed this. Now let's do it differently. I will tell you about two objects, I will name how they differ from each other and how they are similar, and you try to recognize them by my description. " And the teacher gives, for example, a description of two domestic animals - a cow and a horse. Then he invites the children to talk about two objects, name how they differ and how they are similar. The rest of the children will guess.
This task is difficult, it is not immediately performed by the children correctly, and the teacher has to clarify the descriptions of the children and help them. For example, a child thinks: "One tree is prickly, and the other is not prickly." The teacher clarifies: "The thorny tree has small needles, the second tree has a smooth, white bark." After clarification, children can guess that they are spruce and birch.
When children learn how to find signs of similarity and difference in objects, the teacher offers them the game "Looks like - not like".

Similar - not similar

The aim of the game. Teach children to compare objects, find signs of difference, similarity in them, recognize objects by description.
Game progress. The teacher, having seated the children in a circle or at tables, invites them to play a new game called "Looks Like - Does Not Look Like".
Addressing the children, he says: “Remember, you and I learned to describe two objects, tell how they are similar and how they differ? Today we will play like this. Everyone will think of two objects, remember how they differ from each other and how they are similar, and tell us, and we will guess. Remember (pause). I have a pebble in my hands, to whom I put it, he will make a guess. "
The recipient of the pebble makes a riddle, such as this: “Two flowers, one with white petals and a yellow center, the other pink, with beautiful fragrant petals, with thorns. One is field, the other grows in a flowerbed. " After a short pause, the guessing person passes the pebble to any of the players. He must quickly answer and ask a riddle. If the guesser is mistaken, he pays forfeit, which is redeemed at the end of the game.
Examples of riddles invented by children.

Galya. “Two beetles were crawling. One is small, red, with black dots, and the other is large, brown. One is not buzzing at all, while the other is buzzing strongly ”(ladybug and beetle).
Ira. “Animals, both agile. One is gray, the other is red. They live in the forest, one in a hole, and the other just runs around. One loves cockerels, while the other attacks the herd "(fox and wolf).
Seryozha. "Two cars. One plows the land, the other carries loads. One cracks loudly and the other goes quietly (tractor and truck).

The teacher suggests next time choosing objects for comparison with less noticeable signs of difference. Children understand this task and give descriptions, for example, of a cat and a kitten, spruce and pine trees, a sofa and a bench, etc.
Older children love playing tales.
In the process of these games, they develop a coherent, figurative speech, an understanding of humor, the ability to joke themselves. These games increase children's interest in acquiring new knowledge.
Before playing the game, the teacher finds out if the children know what fables are, where they heard them. Children answer that fiction is a fiction, something that does not happen in life, fables are often found in fairy tales. If they cannot answer, the teacher himself will tell them about it.
He invites the children to tell some fairy tale from familiar fairy tales. Children remember: “Little Red Riding Hood could not come out alive from the belly of a wolf,” “Geese cannot carry Ivanushka on their wings,” “A fish cannot do miracles,” “Animals cannot speak,” etc.
After the children learn to notice fables, the teacher reads them a work with fables, introduces them to the entertaining content. It so happens that the children have questions that the teacher cannot immediately answer, for example: do elephants swim, fill the rocket with gasoline, etc. In such cases, he promises the children to tell about it tomorrow and, having found out for himself that required, the next day be sure to give them the correct answer. Otherwise, the children will lose interest in such games.
When playing a game, you should not take the entire piece, but only a part of it. Initially, a passage may contain 2-3 fables, and then there may be more. The experience of playing games shows that children can remember and name 6-7 tales contained in the passage. Based on this, the teacher independently breaks the work into semantic parts.

Who will notice more fables?

The aim of the game. Teach children to notice fables, illogical situations, explain them; develop the ability to distinguish the real from the fictional.
Game progress. Children sit so that chips can be put on the table. The teacher explains the rules of the game: “Children, now I’ll read you the poem by Korney Chukovsky“ Confusion ”1. There will be many tales in it. Try to notice and remember them. Whoever notices a fable, puts a token, notices another fable - puts the second token next to it, etc. Whoever notices more fables will win. The chip can only be put down when you yourself have noticed the fable. "
A small portion of this poem is read first. The poem is read slowly, expressively, places with fables are emphasized.
After the 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 stories he noticed. Children with more chips name those fables that the first responder did not notice. You cannot repeat what has been said. If the child put more chips than fables in the poem, the teacher tells him that he did not follow the rules of the game, and suggests that he be more careful another time.
Then the next part of the poem is read. It is necessary to ensure that children do not get tired, as the game requires a lot of mental stress. Noticing from the behavior of the children that they are tired, the teacher should stop playing. At the end of the game, praise should be given to those children who noticed more stories and explained them correctly.

Come up with a fable

The game is played after the previous game has been repeatedly played with the children.
The aim of the game. Teach children to invent fables on their own, including them in their story, to develop children's imaginations.
Game progress. The introduction to the game is the following conversation of the teacher: “Writers, poets have created many interesting funny poems, fairy tales, stories. We've read a lot of them. But we can ourselves try to come up with a funny story. Listen, what a story-fable I have invented ... "
An example of a teacher's story:
“In the morning, when the sun went down, I got up and went to work. I went to the kindergarten and saw children there. I told them goodbye. All cheerfully answered me: "Goodbye." We went to kindergarten, entered the room, wiped our feet and immediately sat down at the table to have breakfast. "
Children listen carefully, and then they tell stories. “Now try to come up with a story with fables yourself. We will listen and notice fables, ”the teacher suggests.
We give examples of stories-fables invented by children: “There was a girl in the forest. She had a magic wand. A bunny without antennae with short ears rode up to her. She wanted to touch him, but there was no hare. She looked there, here - there is no hare. She looked up, and the hare sits on the top of a pine tree and laughs. "
“One person left the house and went for a walk. He saw a boat by the river. I got into it and swam. The boat capsized and the man fell to the bottom. He walks on the sand at the bottom, looks - towards a shark. She swallowed him, and he ripped open her belly and got out. "

Bondarenko A.K.

In our modern, high-speed world, less and less space is left for live communication. Everyone is constantly in a hurry somewhere, including the parents of toddlers, girls and boys, who so need simple communication with their busy parents. But sometimes, in order to play with him, with the benefit of his upbringing and development, not so much time is needed.

For example, on the way to kindergarten or home, you can not only ask the child about the past day, the activities that he liked, his successes and failures, discuss what the child is interested in, but also play with him.

A very big plus of such word games is that they do not require any game attributes, and the developmental effect of them is great. And what a lively, emotional, interesting and useful communication can be!

Our youngest daughter (her name is Margarita) plays with pleasure such word games when we go to kindergarten, home or anywhere. She gladly proposes a game, makes her own creative adjustments. And we are happy to see how each time the set of favorite games expands, and the rules become more complicated.

What kind of word games can you play on the road?

In my opinion, the list of such games is huge, if not endless. For example, we constantly come up with new ones, and change the old ones and complicate them.

Here are some examples of word games. Perhaps, dear readers, they will be useful. Or maybe you will share your versions of word games, tell about your favorite similar games in your comments.

Word games

Game "Come up with a rhyme"

The players take turns asking each other one word to which they need to come up with a rhyme. You can invent several such words at once and then combine them into simple ones. It turns out to be a lot of fun.

For example, the given word "flower". Coming up with: a leaf, a scarf, a wreath.

Rhymes:

I will pick a fragrant flower.

I'll add a piece of paper to it.

I will weave a beautiful wreath.

And I'll put it on a scarf. 🙂

Or more options: I will hang it on a hook. I'll put it on a tree stump. I'll put it in a bag.

You yourself, dear readers, can see that the possibilities for complication and family creativity are endless.

Word game "Guess the number"

One player thinks about a number from 1 to 10 (20, 100), which depends on the level of the child's training, and the second guesses it. When the wrong version of the number is called, you need to say "no - more" or "no - less". The faster the planned number is guessed, the “cooler” the result. The numbers are guessed by the players one by one.

Count the machines game

If your way home or anywhere is along or close to the road, you can count the cars that you see. If there are not very many cars, you can count them by naming their brands and colors. If there are a lot of cars, you can count according to the specified parameters. For example, “today we will count how many black cars we will see” or “how many trucks will pass towards them”.

Next word logic game "Find out what (whom) I have in mind"

One player thinks of a word (noun): an object, living creature, phenomenon, etc. Another or other players must guess the intended word. You can ask any questions to which you will receive monosyllabic answers: "yes", "no" or "yes and no." The fewer questions you need to guess the right word, the more "advanced" the player is. If several players are guessing at once, the one who asks the final question wins. Then the winner and the host change places.

This game promotes the development of the ability to classify, navigate in various concepts, objects and their features, develops.

Let me give you example 1.

The word "water" is conceived.

Questions: Is this an item? (Not)

Is it alive? (Yes and no)

Is it at home? (Yes)

Is it in the kitchen? (Yes)

Is it necessary for cooking? (Yes)

Is it liquid? (Yes)

This is water? (Yes! I guessed it!)

The word "doll" is conceived.

Questions: Is it alive? (Not)

Is it an item? (Yes)

Do I have this at home? (Yes)

Is this furniture? (Not)

It is a toy? (Yes)

Is this a toy for a girl? (Yes)

Is it a doll? (Yes! I guessed it!)

These question-and-answer chains can be very different in size and content.

This game is suitable for people of almost any age, starting from the middle preschool (although, there are advanced kids ...).

Game "Name 3 (5) objects"

This game also helps to develop. It expands the vocabulary and horizons of the child.

The players take turns asking each other tasks: "Name 3 (5) types of fruits, names of fairy tales, types of air transport, hats, pieces of furniture, etc." The list of tasks has practically no end, and their number and complexity depends on the age and outlook of the players.

Word game "Will you go to the ball?"

This game from childhood (or its variations) will be remembered by many adults. The basic rule of the game is “yes” and “no”, don't say, don't wear black and white. The presenter begins with the question: "Will you go to the ball?" And then you can ask various questions: By car? On a carriage? On what? What color is the dress? Are the shoes black? And so on. The player who broke the rule is eliminated from the game or changes place with the leader.

"Tell me which one"

A word (noun) is proposed, for which you need to come up with as many signs as possible. Whoever names more adjectives wins. You can do this in turn. Then the winner will be the one who comes up with and calls the feature last.

For example, "flower" (garden, field, fragrant, early, spring, beloved, yellow, variegated, large, double, long-awaited, capricious, indoor, etc. Some color shades can be called countless).