Didactic games- this is a type of educational activities organized in the form of educational games that implement a number of principles of gaming, active learning and are distinguished by the presence of rules, a fixed structure of gaming activity and an assessment system. Didactic games were specially created by teachers to teach children. This is one of the methods of active learning for preschoolers and students primary school, and this is no coincidence. A child will not sit and listen to a boring lecture or report; he will not remember anything, because he is not interested in it. The child loves to play. Therefore, pedagogy has combined business with pleasure; by playing didactic games, the child learns without even knowing it. He's interested. He remembers. We offer educators and teachers a variety of educational games on completely different topics. primary classes, as well as parents on the 7guru website.

• Place the gifts in boxes. Didactic game

  A didactic game for preschool children in which you need to arrange gifts into boxes in accordance with the silhouettes on the packages.

• Getting ready for a walk, dressing for the season. Didactic game

  To avoid catching a cold or overheating, you need to dress properly. Dress for the weather. Of course, when dressing your baby for a walk, you say what time of year it is outside, what the weather is like and what to wear. And to consolidate this knowledge, you can play this game.

• Cleaning the room: arrange it on the shelves. Didactic game

  In fact, this is the same didactic game “Name it in one word,” but in a slightly more complicated version. The child is required not only to name a group of similar objects (primarily by purpose), but also to collect the disparate objects into a group from the pictures and arrange them on the right shelves.

• Goal: Differentiation and automation of sounds in words.

  Material: plot picture with 2 hedgehogs holding umbrella handles (without top); top of umbrellas with pictures of differentiable sounds.

  Progress of the game: the child is asked to: select umbrellas with one sound for one hedgehog, and umbrellas for the other with another sound (the umbrellas are laid out mixed up on the table).

• Read by first letters is a very fun and entertaining game for children aged 5-6 years, which also develops reading skills. These are the simplest puzzles. A series of pictures are given. We name each picture, highlight which letter the name begins with, and assemble a word from these letters, putting them in order from left to right.

• Game "He, She, It" for children

  The game “HE – SHE – IT” is a useful example of didactic games for speech development that help improve the sound culture of speech, the development of fine motor skills, as well as the development of logical thinking and the ability to formulate an explanation for one’s choice. The rules of the game are correct selection participants cards with images of characters and objects, the name and names of which must be ordered in accordance with masculine, feminine, neuter genders. Cards are placed on a special field, separate for each type. After finishing sorting the cards by gender, the children must explain their choice.

• The game will help develop children's visual memory. Print out the cards, each with several outlines of different objects drawn on them. Invite your child to follow the contours with his eyes and determine what objects are shown in the picture.

• Lotto for children "Fun Chefs"

  Children's lotto on the theme of cooking is perfect as an educational game for children preschool age. We play like a regular lotto, and at this time the child, without knowing it, develops attention and acquires new knowledge about the names of certain ingredients and dishes. Or maybe your child will be interested in how to cook such dishes and become a great chef in the future :)

• Labor education is a process of organizing and stimulating labor activity children, developing their labor skills and abilities, instilling a conscientious attitude towards their work, stimulating creativity, initiative and the desire to achieve better results. The labor education of a child begins with the formation in the family and kindergarten of elementary ideas about labor responsibilities. And we begin to form these ideas in the child, of course, through play. It is precisely these educational games that we present to you on this page.

• Didactic game for children "Who do we see in the windows"

  While playing, a child not only learns about the world, but also learns to speak correctly. And an adult will help teach this. Purpose of the game: Differentiation and automation of sounds in words Material: multi-story cardboard house with cut out windows; cardboard cards the size of the windows with subject pictures on one side and painted in Blue colour with another.

• Game "What's missing?" (cards)

  When entering school, the psychologist will definitely give the child the following task - to find the missing object in the picture and place it in an empty cell, that is, to find what is missing in this empty cell. The task is simple, even simpler than the game “Find the odd one out”, in which you need to know the general names of groups of objects (common nouns), if you understand the logic. In each row or column there should be a certain sequence of pictures. The next drawing is placed in accordance with this sequence. But the simplest cards for the game “What’s missing?” made on the principle that in each row there is a certain set of things, and in the last one one of them is missing. Shall we play with the children?

• Tell a story using pictures. Mnemonic tables for preschool children

  It is important to pay timely attention to the development of a child’s speech, in particular, to teach him to talk about something, that is, to compose a coherent story. It’s better to start with something familiar, for example, with fairy tales that parents have read to the child more than once and, perhaps, the child even knows them by heart. We bring to your attention cards with illustrations of popular children's fairy tales, which you can use to play with your child. At 3 years old, your child can print these cards or simply show them on the screen. No need to cut. Tell a fairy tale, be sure to show with your finger all the events in the drawings.

• About wild animals for children + mnemonic tables of who lives where and what they eat

  What should a preschooler know about animals? Firstly, is it a wild or domestic animal, an animal of the forest, the north or Africa, that is, its habitat. Secondly, what kind of “house” does the animal live in if it is wild: it could be a hole, a den, a hollow, or the animal does not make a home for itself at all. Thirdly, what does this animal eat? A captivating story is what you need. And be sure to accompany this story about animals with pictures, because we know that visual memory is very helpful in a preschooler’s learning. Let's talk with the child about wild animals and show the cards, so the kids will become more interested in the topic and remember all the details.

• Game "The Fourth Wheel. Back to School Soon"

  Children in senior group kindergarten They already understand very well what school is and that they will have to learn to write and read in it. But, unfortunately, not all school supplies are familiar to children. The game fourth wheel will help not only introduce children to various school supplies, but also to develop logical thinking and attentiveness. To play, you need to print the images. We cut each sheet into 4 cards. We ask the child: “What is extra in the row? Why? What are the other objects for? What are they called?” We hope you find the game useful.

• Game "Mine, mine, mine, mine"

  It’s funny to hear kids say “my dad” or “my ball,” but this ceases to be funny by the age of four or five, when the child must figure out which words to use moi and which moi. A didactic game will help teach this to a preschooler. You need to print the cards. Cut the cut pictures accordingly. The child will take squares with objects and put them on the corresponding card in a square white window. Be sure to say at the same time, for example: “my fish.”

• In order for a child to grow up attentive and so that disorders associated with attention and the ability to concentrate are not discovered at school, it is necessary to work with the child from a young age, and not wait until he is 3-5 years old. As early as one year old, you can offer your child the following game: find all the birds or all the bunnies in the pictures. The game improves the player's concentration, since he needs not only to find all the necessary objects, but also to remember which ones the baby has already shown and which ones he has not yet shown.

• The purpose of these didactic games is to help adults - parents or educators - to prepare the child for school education, to develop his memory, attention, and thinking. On each page, the child is asked to complete a task; the tasks are designed for children of 4,5,6 years of age (preschoolers). We hope that these entertaining brain teasers will help your baby become more attentive and smart.

• What did the artist get wrong? Didactic game for children

  One of the important skills of a person that lasts throughout his life and helps in many life situations is the ability to think logically and draw conclusions. It is this skill, as well as observation and speech, that we will develop in a preschooler in the game “What did the artist mix up?” While practicing, the child will develop visual perception, memory, and coherent speech. The game consists of cards with pictures - fables.

• First, tell your child what a shadow is and when it happens. When any non-transparent object is placed under a light source, it casts a shadow. Show with an example: turn on the lamp and place any toy under it. Why is this happening? An object blocks the light and therefore it is dark behind it, this is a shadow. Then print and cut the cards to play with your child. For each color picture you need to match it - a shadow with the same silhouette.

• If the parent himself does not tell the child in time what such and such is made of, the child himself will sooner or later begin to ask them this question. It is perfectly! There is a reason to discuss what is made of what. There are so many substances and such a variety of materials around us that an adult can become at a loss for explanations. We will help you.

• Not every adult understands sports and knows all sports well, can name Olympic sports, or knows the names of famous athletes. And what can we say about children? We will correct this annoying misunderstanding. We present to your attention pictures from different types sports, these cards are a combination of a cartoon character and a photograph of how it all happens in life. The pictures are bright and beautiful; the child should not get bored with them.

• Children are invited to play the didactic game “logical chains”. You need to make cards in correct sequence actions. The cards are cut, you need to download them, print them, cut them along the dotted lines and play with your child. You can play online with kids 2-3 years old, then the child will simply point his finger on the screen, and you will explain why this picture is the first, the second behind it, and so on.

• Game "Search for objects in the picture" for children. Developing memory

  We continue to develop the memory of our kids in the game. This time we present to your attention a hidden object game. You are encouraged to print and cut the cards. In a large picture, the child will look for those objects that are depicted on small cards and put them in place, as in lotto. If you can’t print it, you can play this game online; your baby will simply find the necessary items and show you on the screen with his finger.

• Game "Find the Differences" for the little ones, in pictures

  Attention sometimes fails many children and even adults, so it needs to be developed from early childhood. Already at 2 years old, the child should be able to understand the concepts DIFFERENT and SAME, be able to find differences in pictures and name them. Of course, the baby won’t find 10 small differences, and he shouldn’t! One major difference is enough. We learn the concepts different - the same from pictures; they are designed specifically for children and contain only one difference, which the child must notice for at least 10 seconds. And then it will be even faster, you will see how the baby happily points his finger at the picture immediately after your request to find the differences.

• Educational cards for children "Where are whose kids?" (learning the names of baby animals)

  Even the most simple things the baby has to learn, a lot needs to be understood and remembered, and parents and educators are obliged to help the child in this difficult process, teaching him game form. The topic of our game today: “Where are whose kids?” You need to print cards with pictures of animals, mothers and their babies. Cards are cut along dotted lines. The goal of the game is to match the adult animal to its baby and kids from the picture. The child selects, and the adult voices the name of the animal and its baby.

• In life, everything has its opposite: summer turns into winter, heat turns into frost, day turns into night, joy turns into sadness and vice versa. To make it easier for a child to express in words what he thinks, what he sees and what he feels, we will help him understand these opposites. Cards with pictures will help us with this. They can be downloaded, printed and displayed or played with to make learning fun and hassle-free.

• Cards with pictures are very often used in teaching preschoolers, and mathematics is no exception. As a rule, the number on them is accompanied by images of objects in the same quantity. This makes it easier for the child to remember the number itself - he will count the pictures and associate their number with it. On this page you can download and print beautiful cards with numbers and numbers from 0 to 10.

• The sooner you start playing smart games with your child, the more successful his education in the stake will be, the broader his horizons and understanding of all things and events will be. It seems like why small child learn the names of shapes? And then, they surround us almost everywhere. Look at the house - it is square, and the roof is a triangle. The round sun and the round moon are our faithful companions every day. The pyramid looks like a triangle, and the breakfast egg looks a little like an oval. Studying shapes with your baby broadens his horizons. And to help mother and teacher - our teaching materials, cards, pictures.

• Learning colors: educational games for little ones

  The child perceives different colors, already opening his eyes for the first time, and sees the world in colors. But what are all these paints called? There are so many of them and it seems that you can’t remember all the names... How to teach a child to distinguish colors and learn their names? This is discussed in detail in our article.

• One of the tasks that seems quite difficult at first glance for a four- or five-year-old child is the task of finding the missing figure in a certain pattern. But if you practice a little, the child will be able to easily identify the pattern, and, therefore, will easily select the missing figure. A six-year-old child should be able to complete this task in a few seconds.

• It is very important for the successful education of a child to give him generalizing concepts in the early stages, in other words, “how to name a group of objects in one word.” It is important not so much for the child himself - he will understand these concepts through life experience, but for his admission to school - this knowledge is carefully checked by a psychologist and based on its presence or absence, teachers judge the development of your child. So let’s not lose face and learn all these concepts.

• Do-it-yourself tangram (game patterns, figures)

  

  Tangram is an ancient oriental puzzle made from figures obtained by cutting a square into 7 parts in a special way: 2 large triangles, one medium one, 2 small triangles, a square and a parallelogram. As a result of folding these parts together, flat figures are obtained, the contours of which resemble all kinds of objects, from humans, animals to tools and household items. These types of puzzles are often called "geometric puzzles", "cardboard puzzles" or "cut puzzles".

  For any disease, do not diagnose and treat it yourself; you must consult a specialist doctor.
  Images of covers of educational literature are shown on the pages of the site solely as illustrative material (Article 1274, paragraph 1, part four of the Civil Code of the Russian Federation)
  

Target: to form ideas about primary colors and geometric ones

develop visual perception, mental operations, attention.

Equipment: kit geometric shapes.

Game rule: find and lay out figures according to the instructions of the presenter.

Progress of the game:

1. The teacher invites the child to arrange the figures according to shape. Name the color of your figures.
2. The teacher offers to collect figures of the named color. All the figures are mixed and the child selects the figures only of the desired color.
3. The teacher offers to collect the named figures. All figures are mixed. The child must select figures of only the named shape.

Target

the ability to compare your geometric figure with others, more

size and find the same ones among them;

develop attention, visual perception, intelligence.

Equipment: small cards depicting geometric shapes,

different in color and size (6 x 8) - circles, squares,

triangles; three larger geometric shapes, hoops.

Game rule: small cards are distributed to each player;

at the signal “Stop!” everyone should stop, look at their figure and

look for the same in hoops;

at the signal “Find your house!” you need to quickly run to the place.

Progress of the game:

The teacher lays out hoops and large geometric figures in them in different places group or area. Children receive cards with images of geometric shapes.

The teacher says: “In this house there live circles, and in this house there are squares, etc.”

After this, the children are invited to “walk” around the group. At the teacher’s signal, the children find their house, comparing their figure with the one in the house.

The game is repeated several times, with the teacher changing the houses each time.

Target: to form a meaningful perception of the shape of geometric figures,

ability to use visual inspection of form, create

visual image and using it to select the desired object;

develop attention and memory;

develop the ability to productively participate in joint

activities.

Equipment: geometric shapes of different colors - circles,

squares, triangles, ovals, hexagons, stars (4 each

pieces of each, figures on one side Brown, and on the other

– different color);

samples - cards with outlines of those figures that will be searched

children (triangle, square, circle).

Game rule: only those children whom you have called carry out the assignment

educator;

Before looking for a figure, you need to consider the sample and mentally

imagine what needs to be found;

look for a piece only on your table;

Check the selected figure by applying it to the outline.

Progress of the game:

The teacher, together with the children, lays out a complete set of figures, first on one table, then on three more. Children sit on chairs.

The teacher says: “I will call you and show you what figure you need to find, and you will search and show us what you found.”

The teacher selects four children, shows the outline of one of the three figures, first to the sitting children, and then to the four selected ones. He tells them: “Go and bring us such a triangle, but first look at it from all sides” (the teacher traces the outline of the figure with his finger). Then the children, at the signal, go to carry out the assignment. To check, children independently apply the selected figure to the sample contour.

The game is repeated several times with other pieces.

Target: develop visual perception of the shape of planar figures;

develop the ability to distinguish and correctly name some

geometric figures;

compare them by size;

consolidate knowledge of flowers.

Equipment: house cards of different colors, geometric shapes

different colors and sizes (circles, squares, triangles,

ovals, rectangles, stars, hexagons).

Game rule: take only one geometric figure at a time and put it in

the desired house in accordance with the instructions of the teacher.

Progress of the game:

The teacher lays out houses and a set of geometric shapes in front of the child. Then he suggests: “Look at the houses and figures. The figures are residents who must live in the houses.”

Place the “tenants” in houses.

By color (in the red house there are red figures, etc.)

In shape (in the red house there are circles, etc.).

By size (in the red house there are large triangles, etc.).

Target: teach children to find the location of figures in a picture;

distinguish between circle, square, triangle;

consistently analyze and describe a pattern made up of

geometric figures: first name the figure in the center, and then to the left and

consolidate definition: geometric shapes located in one and

in the same order on two cards, make a pair;

develop observation and attention; activate the dictionary (similar,

different, same).

Equipment: Pairs of cards (mittens). Each is depicted in a different

sequences circle, square, triangle.

Game rule: Select only identical cards; the player receives

paired card only if he describes his own correctly.

The one who makes no mistakes wins.

Progress of the game:

Option 1.

The teacher asks the child to look at the card (mitten), describe what geometric shapes the pattern consists of and what color. Then find a paired card.

Option 2.

3 children playing. Leading teacher. The teacher takes three cards with different arrangements of geometric shapes, folds them face down in front of him, and lays out the rest of the cards face up in front of the children.

Showing the first card. The presenter says: “On my card there is a circle in the middle, a triangle on the left, a square on the right. Who has the same card?

A child who has the same card places the figures on it and then receives a paired card from the leader.

The game ends when all the cards are picked up.

Target: learn to distinguish objects by shape, distinguish and name some

geometric figures;

develop visual perception, memory, imagination, fine

motor skills, speech.

Equipment: playing field, cards with subject pictures.

Game rule: take only one card at a time, find it Right place

and only then take another one.

Progress of the game:

The teacher examines the playing field with the child and discusses the pictures: “Look, a watermelon. It resembles a circle in shape. The watermelon is round!” etc. Explain to the child the meaning of the game: “Here is a watermelon, it’s round. Find a suitable card and place it on top. Now let's find cards that depict round-shaped objects and close the empty cells. Which drawings will you choose? Right! This is a watermelon, a wheel, a ball and a button."

You can make the task more difficult. Ask your child to select cards with matching pictures for the geometric shapes.

During the game, the child will remember geometric shapes, learn to distinguish them, and compare surrounding objects by shape.

Target: develop the ability to distinguish geometric shapes, identify them

color, analyze the position of objects in space;

consolidate knowledge of primary colors, the ability to compare geometric

figures by size;

develop attention and mental operations.

Equipment: large cards with geometric pattern, set

geometric shapes (circles, squares, triangles).

Game rule: take only one card and geometric shapes to it.

Progress of the game:

1. The teacher invites the children to look at a large card and answer the question: “What geometric shapes is the pattern on the sample made of?” Then the children determine what color the figures are and where they are located. After this, the child selects the necessary geometric shapes and lays out exactly the same pattern. (If it is difficult for a child to complete a task, then we use the method of overlaying figures).

2. If the child does a good job, then you can ask him to complete the same pattern from memory.

3.You can invite the child to make his own pattern.

Target

square), about primary colors;

operations.

Equipment:

Game rule

Progress of the game:

Target: form ideas of geometric shapes, skill

make a whole from parts;

consolidate knowledge of primary colors, the ability to compare objects according to

develop visual perception, attention, memory, thinking.

Equipment: wooden platform with frames of different shapes; details-

inserts.

Game rule: the child must fill in the frames in order, from left to

law (from simple to complex).

Progress of the game:

The teacher asks the child: “Look at the frame (window). Find an insert that fits this window. What colour is he?". The child finds a suitable part and closes the window.

Then the teacher suggests looking at the next frame and asks: “Is there an insert of the same shape? What two parts can be used to make such a shape? Etc.

The game can be repeated several times.

Target: develop the ability to distinguish objects by shape and size;

develop color perception, attention, memory, fine motor skills

Equipment: the playing field is in the form of a table, in which silhouettes are depicted on the left

geometric shapes, small cards with images of geometric

figures different sizes, colors and shapes.

Game rule: take only one card at a time and find its place.

Progress of the game:

Before starting the game, the teacher examines geometric shapes with the child. The child traces each figure with his finger and clearly pronounces its name.

Then the teacher asks the child to find and place cards with figures on the playing field, while observing a certain order.

“Look, there is a circle drawn here, and next to it are three empty cells. Let's find cards that show a circle. Choose the largest one among them and cover the first empty cell with this card, then find a smaller circle, etc.”

Target: to develop the ability to distinguish the shape of objects and correlate this

shape with a geometric figure (circle, oval, triangle,

square and rectangle);

develop attention, mental operations, imagination.

Equipment: cards with images of geometric shapes, cards with

subject pictures.

Game rule: cards are randomly laid out in front of the child

pictures up. The child takes any card, names the object and

determines which “street” he will be placed on. If the choice is made

That’s right, then the cards are connected in a chain according to the principle of puzzles.

Progress of the game:

Before the game starts, the presenter lays out cards with pictures of geometric shapes face up in front of the child, introduces each shape and its name, and then tells a fairy tale.

“The inhabitants of the fairy-tale Kingdom-State love to play and have fun. But then the time comes when they have to return home. Who lives on what street? On a square street there live square-shaped objects, on an oval street - oval-shaped objects, on a circle street - round-shaped objects, etc. (At the same time, the adult lays out cards with geometric shapes one under the other, setting a pattern for constructing parallel streets.) Let’s help you find each object its own street!”

Target: learn to compare objects by size,

consolidate knowledge about color and geometric shapes,

develop visual perception, thinking, attention, expand

lexicon

Equipment: large cards, small picture cards

objects and geometric shapes.

Game rule: the child takes one card at a time and finds a place for it on

big map.

The winner is the one who arranges the cards quickly and correctly.

big map.

Progress of the game:

The adult invites the children to choose one large card. Then he shows a small card and asks: “Whose is it?” The child looks for the correct place for each card, focusing on the size of the figure, and says, for example, “This is the largest circle, this one is smaller, and this one is the smallest. The teacher asks: “What color is this figure? What is it called?

Didactic game "Geometric mosaic"

Target: consolidate knowledge about geometric shapes (triangle, circle,

square, oval, rectangle), about primary colors;

develop the ability to create an image of an object from geometric

develop visual perception, attention, memory, mental

operations.

Equipment: large cards with images of composed objects

from geometric shapes of different shapes, colors and sizes.

Game rule: the child should take only those geometric shapes

from which the objects on his card are composed.

Progress of the game:

1. The teacher invites the child to look at the picture and say what geometric shapes the image is made of. How many geometric shapes of different shapes and what colors they are.

2. The teacher suggests looking at the picture and laying out the same one from geometric shapes, first by overlaying on a card, and then on the table.

3.You can complicate the task and ask the child to lay out an object from geometric shapes from memory.

4.From these geometric shapes, post an image of any object.

Didactic game “What should I give you?” ? »

Target: consolidate knowledge of geometric shapes;

develop attention, memory, thinking, visual perception.

Equipment: cards with geometric outlines drawn on them

figures (four figures per card); cut from thick cardboard

geometric figures.

Game rule: name only one geometric figure for your card, follow the order.

Progress of the game:

The child receives one card with drawn figures. The adult asks the child for the names of all the figures. The child names the geometric shapes drawn on his map. The game begins. The driver asks: “What can I give you?” The child names one of the figures depicted on his card and receives this figure from the driver and closes its outline. The game continues until all the pieces on the map are covered. Next, a second card is given, with a set of other figures drawn, and the game is repeated.

Options

1) you can make 2-3 sets of material (increase the number of game cards with figures drawn on them and cut out geometric shapes).

2). Several sets of cards and geometric shapes in various colors. It is good to use shades of pink, purple, blue, orange.

Didactic game “Fold the figure”

Target: consolidate knowledge of geometric shapes,

practice composing a whole geometric figure from parts,

develop attention, intelligence, ability to analyze and

compare, fine motor skills.

Equipment: models of geometric shapes, similar geometric

figures cut into 2-4 parts.

Game rule: the child chooses parts of only one

geometric figure, takes other parts only after

laying out the previous geometric figure.

Progress of the game:

The teacher shows models of geometric shapes. Invites the child to show all the figures and name them. Explains the task: “Each of you has the same geometric shapes, but they are cut into 2-4 parts. If you put them together correctly, you get a whole figure.” Having completed the task, the children tell how many parts they made up the next figure from.

Target: consolidate knowledge about geometric shapes, the ability to find

items same shape, compare and combine them into groups,

develop thinking, visual perception, attention, memory.

Equipment: puzzle cards depicting geometric shapes and objects of various shapes.

Game rule: first consider a card with a geometric figure,

take only one card with an item that matches the given one

figure in shape.

Progress of the game:

Several people can take part in the game. Children are sitting at the table. The teacher gives each child a puzzle card with a geometric figure. He asks: “What is your figure? Find an object similar in shape to this figure and complete the puzzle.”

Target: develop attention, memory, ability to navigate on a plane,

mental operations;

consolidate knowledge of geometric shapes.

Equipment: demonstration cards of geometric rugs,

playing fields (by the number of players), sets of geometric shapes (by the number of players), prize chips.

Game rule: The player who gives the correct answer receives a chip.

The player with the most chips at the end of the game wins.

Progress of the game:

Option 1.

The teacher (leader) presents the players with one of the geometric rugs. Players place exactly the same pattern on their playing field. The first player to complete the task receives a chip. After all the players have completed the task, the teacher conducts a conversation on the following questions:

What geometric shapes were used?

How many of these or other figures were required?

The player who gives the correct answer receives a chip. The player with the most chips at the end of the game wins.

Option 2.

The teacher (leader) presents the players with one of the geometric rugs for a few seconds (from 15 to 30 seconds). The time depends on the readiness of the children. Then the mat is removed and the players must lay out the pattern from memory. The player who completes the task first receives a chip. The mat is then shown again so that all players can check and correct errors. The winner is the player who, at the end of the game, greatest number chips.

Target: continue to form ideas about the table, row, column;

ability to use words that define the position of an object

on surface;

consolidate the ability to use a table, determine the color of objects,

distinguish studied geometric shapes;

develop attention, mental operations, imagination, speech;

cultivate a desire to do mathematics.

Equipment: playing field in the form of a table - “house”, set

geometric shapes of different shapes and colors, cards with

multi-colored spots to indicate color, cards with outline

geometric figures to indicate shape (all cards on

magnetic base).

Game rule: the child takes only one geometric figure,

determines its color and shape, and then finds a place for it in the “house”.

Progress of the game:

The teacher asks the children to look at the “house” (table) and asks: “How many floors are there in the house?”

Show me where the bottom floor is? This is the first floor (row).

Show me the top floor. This is the 4th (5th) floor. (Depending on the number of lines).

How many apartments are there on each floor? (four).

What do the multi-colored spots at the top of the house mean? (color of figures).

What do the contours of geometric shapes on the left side of the “house” mean?

Who will live in the “house”? (geometric figures)

How are they different from each other? (shape and color).

Then the teacher asks the child to take, for example, a red circle and find a place for it in the “house”, and explain in words the location of this figure.

(For example, “The red circle lives in the first column on the second line, etc.)

Description of didactic games that can be used in the formation of geometric concepts in children of primary preschool age.

Download:

Preview:

Didactic game: “Arrange the figures”

Target : to form ideas about primary colors and geometric ones

figures,

Develop visual perception, mental operations, attention.

Equipment : set of geometric shapes.

Game rule : find and lay out figures according to the instructions of the presenter.

Progress of the game:

The teacher invites the child to arrange the figures according to shape. Name the color of your figures.

The teacher offers to collect figures of the named color. All the figures are mixed and the child selects the figures only of the desired color.

The teacher offers to collect the named figures. All figures are mixed. The child must select figures of only the named shape.

Didactic game: “Find your house”

Target

The ability to compare your geometric figure with others, more

Size and find the same among them;

Develop attention, visual perception, intelligence.

Equipment : small cards depicting geometric shapes,

Differing in color and size (6 x 8) - circles, squares,

Triangles; three larger geometric shapes, hoops.

Game rule : small cards are distributed to each player;

At the signal “Stop!” everyone should stop, look at their figure and

Look for the same in hoops;

At the signal “Find your house!” you need to quickly run to the place.

Progress of the game:

The teacher places hoops and large geometric shapes in them in different places in the group or area. Children receive cards with images of geometric shapes.

The teacher says: “In this house there live circles, and in this house there are squares, etc.”

After this, the children are invited to “walk” around the group. At the teacher’s signal, the children find their house, comparing their figure with the one in the house.

The game is repeated several times, with the teacher changing the houses each time.

Didactic game “Bring and Show”

Target : to form a meaningful perception of the shape of geometric figures,

Ability to use visual inspection of form, create

Visual image and using it to select the desired object;

Develop attention and memory;

Develop the ability to participate productively in collaborative

Activities.

Equipment: geometric shapes of different colors - circles,

Squares, triangles, ovals, hexagons, stars (4 each

Pieces of each, the figures are brown on one side and

- different color);

Samples - cards with outlines of the shapes that will be searched for

Children (triangle, square, circle).

Game rule : only those children whom you have called carry out the assignment

Educator;

Before looking for a figure, you need to consider the sample and mentally

Imagine what you need to find;

Look for a figure only on your table;

Check the selected figure by applying it to the outline.

Progress of the game:

The teacher, together with the children, lays out a complete set of figures, first on one table, then on three more. Children sit on chairs.

The teacher says: “I will call you and show you what figure you need to find, and you will search and show us what you found.”

The teacher selects four children, shows the outline of one of the three figures, first to the sitting children, and then to the four selected ones. He tells them: “Go and bring us such a triangle, but first look at it from all sides” (the teacher traces the outline of the figure with his finger). Then the children, at the signal, go to carry out the assignment. To check, children independently apply the selected figure to the sample contour.

The game is repeated several times with other pieces.

Didactic game “Put the figures into houses”

Target : develop visual perception of the shape of planar figures;

To develop the ability to distinguish and correctly name some

Geometric figures;

Compare them by size;

Strengthen your knowledge of flowers.

Equipment: house cards of different colors, geometric shapes

Different colors and sizes (circles, squares, triangles,

Ovals, rectangles, stars, hexagons).

Game rule : take only one geometric figure at a time and put it in

The required house in accordance with the instructions of the teacher.

Progress of the game:

The teacher lays out houses and a set of geometric shapes in front of the child. Then he suggests: “Look at the houses and figures. The figures are residents who must live in the houses.”

Place the “tenants” in houses.

By color (in the red house there are red figures, etc.)

In shape (in the red house there are circles, etc.).

By size (in the red house there are large triangles, etc.).

Didactic game "Find a pair"

Target : teach children to find the location of figures in a picture;

Distinguish between circle, square, triangle;

Consistently analyze and describe a pattern made up of

Geometric shapes: first name the shape in the center, then to the left and

On right;

Fix the definition: geometric shapes located in one and

Same order on two cards, make a pair;

Develop observation and attention; activate the dictionary (similar,

Different, same).

Equipment: Pairs of cards (mittens). Each is depicted in a different

Sequences circle, square, triangle.

Game rule : Select only identical cards; the player receives

A paired card only if he describes his own correctly.

The one who makes no mistakes wins.

Progress of the game:

Option 1.

The teacher asks the child to look at the card (mitten), describe what geometric shapes the pattern consists of and what color. Then find a paired card.

Option 2.

3 children playing. Leading teacher. The teacher takes three cards with different arrangements of geometric shapes, folds them face down in front of him, and lays out the rest of the cards face up in front of the children.

Showing the first card. The presenter says: “On my card there is a circle in the middle, a triangle on the left, a square on the right. Who has the same card?

A child who has the same card places the figures on it and then receives a paired card from the leader.

The game ends when all the cards are picked up.

Didactic game “Find an object of the same shape”

Target : learn to distinguish objects by shape, distinguish and name some

Geometric figures;

Develop visual perception, memory, imagination, fine

Motor skills, speech.

Equipment: playing field, cards with subject pictures.

Game rule : take only one card at a time, find the right place for it

And only then take another one.

Progress of the game:

The teacher examines the playing field with the child and discusses the pictures: “Look, a watermelon. It resembles a circle in shape. The watermelon is round!” etc. Explain to the child the meaning of the game: “Here is a watermelon, it’s round. Find a suitable card and place it on top. Now let's find cards that depict round-shaped objects and close the empty cells. Which drawings will you choose? Right! This is a watermelon, a wheel, a ball and a button."

You can make the task more difficult. Ask your child to select cards with matching pictures for the geometric shapes.

During the game, the child will remember geometric shapes, learn to distinguish them, and compare surrounding objects by shape.

Didactic game “Fold the pattern”

Target : develop the ability to distinguish geometric shapes, identify them

Color, analyze the position of objects in space;

Strengthen knowledge of primary colors, the ability to compare geometric

Figures by size;

Develop attention and mental operations.

Equipment: large cards with geometric pattern, set

Geometric shapes (circles, squares, triangles).

Game rule : take only one card and geometric shapes to it.

Progress of the game:

1. The teacher invites the children to look at a large card and answer the question: “What geometric shapes is the pattern on the sample made of?” Then the children determine what color the figures are and where they are located. After this, the child selects the necessary geometric shapes and lays out exactly the same pattern. (If it is difficult for a child to complete a task, then we use the method of overlaying figures).

2. If the child does a good job, then you can ask him to complete the same pattern from memory.

3.You can invite the child to make his own pattern.

Didactic game "Geometric mosaic"

Target

Square), about primary colors;

Form;

Operations.

Equipment:

Game rule

Progress of the game:

Didactic game “Assemble a whole from parts”

Target : form ideas of geometric shapes, skill

Make a whole from parts;

Strengthen knowledge of primary colors, the ability to compare objects by

Blossom;

Develop visual perception, attention, memory, thinking.

Equipment: wooden platform with frames of different shapes; details-

Inserts.

Game rule : the child must fill in the frames in order, from left to

Law (from simple to complex).

Progress of the game:

The teacher asks the child: “Look at the frame (window). Find an insert that fits this window. What colour is he?". The child finds a suitable part and closes the window.

Then the teacher suggests looking at the next frame and asks: “Is there an insert of the same shape? What two parts can be used to make such a shape? Etc.

The game can be repeated several times.

Didactic game “Collect the figures”

Target : develop the ability to distinguish objects by shape and size;

Develop color perception, attention, memory, fine motor skills

Equipment: the playing field is in the form of a table, in which silhouettes are depicted on the left

Geometric shapes, small cards depicting geometric shapes

Figures of different sizes, colors and shapes.

Game rule : take only one card at a time and find its place.

Progress of the game:

Before starting the game, the teacher examines geometric shapes with the child. The child traces each figure with his finger and clearly pronounces its name.

Then the teacher asks the child to find and place cards with figures on the playing field, observing a certain order.

“Look, there is a circle drawn here, and next to it there are three empty cells. Let's find cards that show a circle. Choose the largest one among them and cover the first empty cell with this card, then find a smaller circle, etc.”

Didactic game “Help the objects return home”

Target : to develop the ability to distinguish the shape of objects and correlate this

Shape with a geometric figure (circle, oval, triangle,

Square and rectangle);

Develop attention, mental operations, imagination.

Equipment: cards with images of geometric shapes, cards with

Subject pictures.

Game rule : cards are randomly laid out in front of the child

Pictures up. The child takes any card, names the object and

Determines which “street” he will be placed on. If the choice is made

That's right, the cards are connected in a chain according to the principle of puzzles.

Progress of the game:

Before the game starts, the presenter lays out cards with pictures of geometric figures face up in front of the child, introduces each figure and its name, and then tells a fairy tale.

“The inhabitants of the fairy-tale Kingdom-State love to play and have fun. But then the time comes when they have to return home. Who lives on what street? On a square street there live square-shaped objects, on an oval street - oval-shaped objects, on a circle street - round-shaped objects, etc. (At the same time, the adult lays out cards with geometric shapes one under the other, setting a pattern for constructing parallel streets.) Let’s help you find each object its own street!”

Didactic game “Compare and Match”

Target : learn to compare objects by size,

Strengthen knowledge about color and geometric shapes,

Develop visual perception, thinking, attention, expand

Lexicon

Equipment: large cards, small picture cards

Objects and geometric shapes.

Game rule : the child takes one card at a time and finds a place for it on

Big map.

The winner is the one who arranges the cards quickly and correctly.

Big map.

Progress of the game:

The adult invites the children to choose one large card. Then he shows a small card and asks: “Whose is it?” The child looks for the correct place for each card, focusing on the size of the figure, and says, for example, “This is the largest circle, this one is smaller, and this one is the smallest. The teacher asks: “What color is this figure? What is it called?

Didactic game "Geometric mosaic"

Target : consolidate knowledge about geometric shapes (triangle, circle,

Square, oval, rectangle), about primary colors;

To develop the ability to create an image of an object from geometric

Form;

Develop visual perception, attention, memory, mental

Operations.

Equipment: large cards with images of composed objects

From geometric shapes of different shapes, colors and sizes.

Game rule : the child should take only those geometric shapes

From which the objects on his card are made up.

Progress of the game:

1. The teacher invites the child to look at the picture and say what geometric shapes the image is made of. How many geometric shapes of different shapes and what colors they are.

2. The teacher suggests looking at the picture and laying out the same one from geometric shapes, first by overlaying on a card, and then on the table.

3.You can complicate the task and ask the child to lay out an object from geometric shapes from memory.

4.From these geometric shapes, post an image of any object.

Didactic game “What should I give you?”? »

Target : consolidate knowledge of geometric shapes;

Develop attention, memory, thinking, visual perception.

Equipment: cards with geometric outlines drawn on them

Figures (four figures per card); cut from thick cardboard

Geometric figures.

Game rule : name only one geometric figure for your card, follow the order.

Progress of the game:

The child receives one card with drawn figures. The adult asks the child for the names of all the figures. The child names the geometric shapes drawn on his map. The game begins. The driver asks: “What can I give you?” The child names one of the figures depicted on his card and receives this figure from the driver and closes its outline. The game continues until all the pieces on the map are covered. Next, a second card is dealt, with a set of other figures drawn, and the game is repeated.

Options

1) you can make 2-3 sets of material (increase the number of game cards with figures drawn on them and cut out geometric shapes).

2). Several sets of cards and geometric shapes in various colors. It is good to use shades of pink, purple, blue, orange.

Didactic game " Fold the figure"

Target : consolidate knowledge of geometric shapes,

practice composing a whole geometric figure from parts,

Develop attention, intelligence, ability to analyze and

Compare fine motor skills.

Equipment: models of geometric shapes, similar geometric

Figures cut into 2-4 parts.

Game rule : the child chooses parts of only one

Geometric figure, takes other parts only after

Laying out the previous geometric figure.

Progress of the game:

The teacher shows models of geometric shapes. Invites the child to show all the figures and name them. Explains the task: “Each of you has the same geometric shapes, but they are cut into 2-4 parts. If you put them together correctly, you get a whole figure.” Having completed the task, the children tell how many parts they made up the next figure from.

Didactic game “Find a similar figure”

Target : consolidate knowledge about geometric shapes, the ability to find

Objects of the same shape, compare and combine them into groups,

Develop thinking, visual perception, attention, memory.

Equipment: puzzle cards depicting geometric shapes and objects of various shapes.

Game rule : first consider a card with a geometric figure,

Take only one card with an item that matches the given one.

Shaped according to the figure.

Progress of the game:

Several people can take part in the game. Children are sitting at the table. The teacher gives each child a puzzle card with a geometric figure. He asks: “What is your figure? Find an object similar in shape to this figure and complete the puzzle.”

Didactic game "Geometric rug"

Target : develop attention, memory, ability to navigate on a plane,

Mental operations;

Strengthen your knowledge of geometric shapes.

Equipment: demonstration cards of geometric rugs,

Playing fields (by the number of players), sets of geometric shapes (by the number of players), prize chips.

Game rule : The player who gives the correct answer receives a chip.

The player with the most chips at the end of the game wins.

Progress of the game:

Option 1.

The teacher (leader) presents the players with one of the geometric rugs. Players place exactly the same pattern on their playing field. The player who completes the task first receives a chip. After all the players have completed the task, the teacher conducts a conversation on the following questions:

What geometric shapes were used?

How many of these or other figures were required?

The player who gives the correct answer receives a chip. The player with the most chips at the end of the game wins.

Option 2.

The teacher (leader) presents the players with one of the geometric rugs for a few seconds (from 15 to 30 seconds). The time depends on the readiness of the children. Then the mat is removed and the players must lay out the pattern from memory. The player who completes the task first receives a chip. The mat is then shown again so that all players can check and correct errors. The player with the most chips at the end of the game wins.

Didactic game “Who lives in the house?”

Target : continue to form ideas about the table, row, column;

Ability to use words that define the position of an object

On surface;

Strengthen the ability to use a table, determine the color of objects,

Distinguish the studied geometric shapes;

Develop attention, mental operations, imagination, speech;

Cultivate a desire to do mathematics.

Equipment: playing field in the form of a table - “house”, set

Geometric shapes of different shapes and colors, cards with

Multi-colored spots to indicate color, cards with outline

Geometric figures to indicate shape (all cards on

magnetic base).

Game rule : the child takes only one geometric figure,

Determines its color and shape, and then finds a place for it in the “house”.

Progress of the game:

The teacher asks the children to look at the “house” (table) and asks: “How many floors are there in the house?”

Show me where the bottom floor is? This is the first floor (row).

Show me the top floor. This is the 4th (5th) floor. (Depending on the number of lines).

How many apartments are there on each floor? (four).

What do the multi-colored spots at the top of the house mean? (color of figures).

What do the contours of geometric shapes on the left side of the “house” mean?

(form).

Who will live in the “house”? (geometric figures)

How are they different from each other? (shape and color).

Then the teacher asks the child to take, for example, a red circle and find a place for it in the “house”, and explain in words the location of this figure.

(For example, “The red circle lives in the first column on the second line, etc.)

Who's name is?

Goals: develop thinking, memory, speech.

Equipment: doll, toy animals: cat, dog, cow, goat, etc.

Children sit on chairs placed in a semicircle in front of a table on which toys are laid out. The teacher approaches one of them and asks what his name is. The child names himself. If he is silent, then the teacher helps him.

He asks several more children to give their names, and then asks 2-3 children what the names of the other kids are, for example, the girl with a red bow, the boy in a white shirt. After this, the teacher shows the doll.

Educator. This doll's name is Alenka. What is her name?

The children answer.

And who is this?

Children. Pussy.

Educator. This cat's name is Murka.

Children repeat the cat's name. Then the teacher shows them a dog, a cow and other animals, invites the kids to come up with a nickname for them, or names them himself and asks 3-4 children to repeat. Children repeat after the teacher.

The teacher makes sure that the children loudly and clearly say their names, the names of their comrades, dolls, and animal names.

What's in the bag?

Target: teach to highlight the sound [ts] in pronunciation, develop speech.

Equipment: pouch; toys and objects whose names contain the sound [n] (chicken, hen, sheep, hare, saucer, button), as well as other toys (car, cube, ball, ball, etc.).

Educator. I have a bag (shows) that contains a lot of interesting things. Whoever I approach, let him take one toy out of this bag, name it and show it to everyone.

The called child completes the task. The teacher takes a toy from the child and asks several more children to say what it is called, then he names it himself and asks the children to listen to whether there is a sound [ts] in this name.

When all the objects are taken out of the bag, the teacher leaves on the table only those whose names contain the sound [ts] (chicken, hen, sheep, hare, saucer, button), and invites the children to list them.

The teacher must pronounce words clearly, emphasizing the sound [ts], for example, sheep-ts-tsa, saucer-ts-tse. When selecting toys, you need to make sure that among them there are no objects with the sound [s] in their names, which can confuse children. It is necessary to ensure that children correctly name words containing the sound [ts] and pronounce it clearly.

Choose the right word

Target: develop imaginative thinking, speech.

The teacher begins to pronounce the phrase, and asks the children to finish it by choosing the appropriate word.

Educator. They swim in the aquarium... Who swims?

He sits high on an oak tree and croaks... Who? (Crow.)

A cow is grazing in the meadow.

A large green... (cucumber) grew in the garden.

Vova’s red... (balloon) burst.

Drives a car well... (driver).

First, the teacher asks the children again, then they answer without an additional question. The teacher pays attention to ensuring that they select words accurately and correctly pronounce the sound [p], [p"] in words. Answers must be individual.

The lesson is held at a fast pace.

Rain

Goals: learn to distinguish the speed of pronouncing words, in in this case onomatopoeia drip-drip-drip, and also pronounce clearly at different tempos: slowly, moderately, quickly.

Educator. Droplets knock on the roof. (Says drip-drip-drip at a moderate pace.)

Children repeat.

When the rain just begins, its drops fall rarely and knock differently (pronounces drip... drip... slowly and slightly stretching out, with pauses).

Children repeat.

If it rains heavily, the drops knock on the roof like this (says at an accelerated pace).

When the kids learn to distinguish the speed of pronunciation and pronounce this sound combination at a given pace, the teacher invites them to determine by ear what kind of rain it is and pronounces drip-drip-drip at different tempos. This is repeated 3-4 times.

The teacher makes sure that the children are attentive and accurately determine by ear the speed of pronouncing the sound combination, and also pronounce it correctly at a given pace.

Let's make up a fairy tale about words

Target: teach to identify sounds by ear [p], [s], [m], [o], [u].

The teacher invites the children to compose a fairy tale together about words and sounds and reads to them, as an example, fairy tales written by other children.

Educator. Let's listen to a fairy tale. Once upon a time there were two kittens and a mother cat. One kitten was called by a name that contained the sounds [m] and [r]. What was his name? Okay, let it be Moore. And the other one had the sound [p] in his nickname. That's right, his name was Pooh. They went fishing, caught a fish, its name has the sound [s]. Yes, it was a catfish. Let's go home. We met an animal with a short name - a hedgehog. We greeted him and moved on. We saw a lot of interesting things, and when we came home, the mother cat was happy about the fish. She gave Pooh a toy car, and gave Moore something that also has the sound [m] in the name. That's right, a mouse. They were happy and played happily.

And now another fairy tale. Once upon a time there lived a tailor. He had a table and a chair, the table was magical: he could talk. They put a lot of heavy things on the table. When the tailor has left, the table says to the chair: “Let’s exchange sounds so that you become a table and I become a chair, so that I can rest and you can work, because the tailor doesn’t put any weight on you, but leaves the irons on me at night.” They exchanged. The table gave him the sound [o], and the chair gave him the sound [u]. The table became a chair, and the chair became a table.

He writes down the fairy tales that the teacher comes up with with the children and then reads them.

During play hours and during walks, the teacher can conduct this exercise with individual children.

About Mishutka the foolish one

Equipment: for the teacher - a large strip of paper, a pointer; for children - individual small paper strips, counting sticks.

The game exercise is carried out as a story from the teacher, interrupted by questions to the children and their answers.

Educator. Although Mishutka learned to divide words into parts, he still did not always pronounce the words correctly, this upset the bear parents, and they decided to teach their son to pronounce words correctly. Mama bear showed him the cup and asked: “What is this called? How should this word be said? And Mishutka answered: “Cup”. They showed him a glass, and he said: “Glass.” They showed the decanter, and he said “Decanter.” They showed a teapot, and he: “Teapot.” Then the mother bear gave him this strip of paper and a pointer stick (the children have strips of paper and counting sticks prepared) and said: “This strip will be like a word for us. I say the word cup and use a stick to trace the strip from beginning to end. (The teacher shows on a large strip, children repeat on their own.)

Pay attention, baby, that when I say the beginning of the word chash-, my voice sounds stronger.

The teacher makes sure that each child, while pronouncing the word, holds the stick in the left half of the paper strip.

Now I’ll say the whole word, and you listen to whether its beginning really sounds stronger, more noticeable than its end - chaaashka. Repeat, Mishenka, like me.

The teacher offers the children to do the same.

But the fool pronounces the word again in his own way, incorrectly: cupaaa. “No,” the bear gets angry, “this word should be said wrong, listen again to how my voice sounds when I say the word “cup”.”

Mishutka repeated and repeated and learned to say correctly: chaashka, chaashka, chaashka. He repeated this so many times to his mother’s delight, and everyone was happy.

Handle - leg

Target: introduce different meanings words “handle”, “leg”.

Educator. Guess the riddle: “He greets everyone with one hand, sees him off with the other, gives a hand to everyone who comes.” (Door handle.) What objects have a handle? What can you do with it? Draw objects that have a handle. Complete the sentences: “You need a handle to...” “You can use the handle to...” And what objects do we call the word “leg”? Draw objects that have a leg.

How to say it correctly

Target: teach to understand the figurative meaning of words and expressions that change meaning depending on the phrases.

Educator. I will start the sentences and you will finish them.

Complete the phrases:

The pillow is soft, and the bench... (hard).

Plasticine is soft, and stone... (hard).

The stream is shallow, and the river... (deep).

Currant berries are small, and strawberries... (large).

The porridge is cooked thick, and the soup... (thin).

The forest is dense, and sometimes... (sparse).

After rain the ground is damp, but in sunny weather... (dry).

We buy raw potatoes and eat... (boiled).

Bought fresh bread, and the next day he became... (callous).

In the summer we ate fresh cucumbers, and in winter... (salty).

Now the collar is clean, but tomorrow it will be... (dirty).

Let's think about how to say it differently: an evil winter is very cold, a prickly wind is sharp, a light breeze is cool, golden hands know how to do everything well, golden hair is beautiful and shiny. The expression “evil winter” can be found in fairy tales. Who does the word “evil” refer to? (Evil stepmother, Baba Yaga.)

One is many

Goals: train in education plural and the use of words in the genitive case; teach how to match words with definitions and words denoting action; teach how to find the first sound in words, determine the number of syllables and select words that sound similar.

Equipment: cards with pictures of one object and several objects.

Educator. This is a ball. And these are balls. There are a lot of balls here. What balls? (Red, blue, green.) How can you say in one word that all the balls are different colors? (Multi-colored.) This is a poppy. And these are poppies. There are many poppies in the bouquet. What are they? (Red.) What else is red? How do you understand the expression “Red Maiden”? Where have you come across such an expression? In what fairy tales? Guess the riddle: “Grandfather is sitting, wearing a hundred fur coats. Whoever undresses him sheds tears.” This is a bow. What is he like? (Yellow, juicy, bitter, healthy.) Is there a lot of stuff in the basket? (Luke.)

I am the moon and you are the star

Target: develop associative thinking.

Option for playing together: one says, for example: “I am the thunderstorm!” The other person should quickly answer something appropriate, for example: “And I am the rain.” The first continues the theme: “I am a big cloud!” You can quickly answer him: “I am autumn.” Etc.

Group play option: everyone except one sits on chairs in a circle. There are three chairs in the middle, one of the children is sitting on one of them. He says, for example: “I am the fire brigade!” One of the children who first comes up with something suitable sits down next to him on an empty chair and says: “I am a hose.” Another hurries to the second chair and says: “And I’m a fireman.” The “fire brigade” child must choose one of two, for example: “I take the hose.” He takes the “hose” by the hand and they sit on chairs with other children. The remaining one child must come up with something new, for example: “I am sewing machine! and the game continues...

Give me a word

Target: develop creative thinking.

The presenter begins the phrase, and the participants finish it.

The crow croaks, and the sparrow...

The owl flies, and the rabbit...

The cow eats hay, and the mouse...

The mole digs holes, and the magpie...

The rooster crows and the hen...

The frog croaks, and the horse...

The cow has a calf, and the dog...

The little bear has a mother bear, and the little squirrel...

Get to know us

Target: develop creative thinking, memory.

Educator. Listen to the poems and name the heroes of fairy tales.

Mixed with sour cream,

It's cold at the window,

Round side, ruddy side,

Rolled... (Kolobok).

The grandmother loved the girl very much.

I gave her a red cap.

The girl forgot her name.

Well, tell me her name. (Little Red Riding Hood.)

The nose is round, with a snout,

It’s convenient for them to rummage in the ground,

Small crochet tail

Instead of shoes - hooves.

Three of them - and to what extent?

Friendly brothers look alike.

Guess without a hint

Who are the heroes of this fairy tale? (Three piglets.)

Treats small children

Treats birds and animals.

He looks through his glasses

Good doctor... (Aibolit).

Near the forest, on the edge,

Three of them live in a hut.

There are three chairs and three mugs,

Three beds, three pillows.

Guess without a hint

Who are the heroes of this fairy tale? (Three Bears.)

My father had a strange boy,

Unusual - wooden,

But the father loved his son.

What a weird one

Wooden man

On land and under water

Looking for a golden key?

He sticks his long nose everywhere.

Who is this?.. (Pinocchio.)

The fat man lives on the roof

He flies higher than everyone else. (Carlson.)

She's beautiful and sweet

And her name comes from the word “ash”. (Cinderella.)

Get to know me

Target: develop logical thinking and speech.

Children receive object pictures. They must indicate the characteristics of the object and give its description: color, material, shape, parts, for what, what it eats, where it lives, etc., without naming the object itself. For example: “This is an inanimate object. It can be found in the kitchen. It has a handle, a lid, and a spout. They boil water in it.” Everyone guessed that it was a teapot.

Look out the window

Target: develop imagination.

Sheets of colored paper are inserted into a painted frame - a “window” with closing doors. The doors open. The teacher invites the children to “look out the window” - to fantasize and tell what they see “outside the window.” Usually, behind a white sheet of paper, children “see” a winter landscape, an ice skating rink, a hospital; behind yellow - a desert, an autumn meadow, etc.

What are the same and how are they different?

Target:

Educator. What do a dog and a chair have in common?

The children answer.

That's right, a chair has four legs, and a dog has four paws. How are they different?

The children answer.

Yes, the dog is alive, but the chair is not. A dog is an animal, and a chair is a piece of furniture. What do carrots and oranges have in common?

The children answer.

Yes, they have the same color - orange. That's right, they are edible and delicious. How are they different?

The children answer.

Yes, they have different shapes. An orange grows on a tree, and a carrot grows in the ground. Orange is a fruit and carrot is a vegetable.

Pairs of objects for comparison, search for common and special (different) are offered first by the teacher, and then by the children.

Example comparison pairs:

Bear is a fox.

The sea is a river.

A tree is a flower.

Computer - TV.

Cheerful - sad.

A book is a magazine.

Kind angry.

Guess!

Target: develop logical thinking and speech.

The teacher lists a number of characteristics characteristic of the intended subject. Children must name this object.

Delicious, scarlet, sugary.

Yellow, red, autumn.

White, fluffy, light.

Branched, green, prickly.

Brown, clubfooted, clumsy.

Sly, red-haired, predator.

Gray, angry, hungry.

Continue the sentences

Target: develop imagination and speech.

The teacher asks the children to continue the following sentences:

If a piece of ice is brought into the room, then...

The boys laughed merrily because...

If there is severe frost in winter, then...

The girl stood there and cried a lot because...

The boy fell ill and had a fever heat, because...

When a birthday comes, then...

If it rains heavily, then...

Shop

Target: develop imagination and speech.

Children sit in a semicircle in front of a table and a shelf with various toys.

Educator. We have opened a new store. Look how many beautiful toys it contains! You can buy them. But in order to buy a toy, you need to follow the rule: do not name it, but describe it, and you cannot look at the toy. Based on your description, the seller will recognize it and sell it to you.

The teacher buys the toy first, showing how to follow the rules of the game.

Dear seller! I want to buy a toy. She is round, rubber, can jump, and all children love to play with her.

The seller sells the ball to the buyer.

Thank you! What a beautiful ball!

The teacher invites any of the children to make the next purchase.

The game continues until all the children have bought toys for themselves.

During the game, several children can take turns playing the role of seller.

Dad mom

Target: develop coordination, thinking and speech.

Sit with the children in a circle and pat your knees with your palms. Now we turn the right hand into Dad, and the left hand into Mom. "Let's say" right hand, spanking the right knee: pa-pa. The same with the left: ma-ma. And now alternating hands: pa-pa - ma-ma.

You can pat 4 to 8 times with each hand.

Now we turn our hands into Grandfather and Grandmother. This means that each hand will have to clap three syllables: de-dush-ka, ba-bushka (from 4 to 8 times).

This way you can slap your names and other different words.

Names

Goals: mobilize attention and will; develop a sense of rhythm.

Children sit or stand in a circle. The teacher sets a slow tempo with clapping, counting “one, two, three, four.” Then the children, accompanied by incessant clapping, consistently call their names. We must try to ensure that the emphasis on the name coincides with the clap. The game is successful if none of the guys missed their clap, fell behind him or got ahead of him. When everything goes well, you can speed up the pace. Play one side of the circle first, then the other. The game ends when the circle is completed. Names can be replaced with the names of colors (red, yellow, etc.) or animals.

Let's invent

Target: develop abstract thinking and speech.

Equipment: a set of objects of different shapes (sticks, ball, ring, boxes, cylinder) and cards depicting different objects of a certain shape - mirror, pencil, egg, apple. The images in the pictures must be similar to the objects.

For example: pencil, fishing rod, needle, knife - shaped like a stick; vase, glass, thimble - a hollow cylinder.

Children (or a child) sit in front of the table, each with a set of objects. The teacher sits opposite him and has cards with pictures. Shows cards one at a time.

Educator. Who has an object similar to this pencil?

Child(which has a similar shaped object). I have! (Receives a card with a picture of a pencil.)

The opposite option: Children have cards with pictures, and adults have different objects.

What smells?

Target: introduce sensations and sense organs.

Prepare items with a specific smell - soap, shoe polish, garlic, lemon, etc. It is worth examining all the items in advance, discussing what is edible, sniffing together and trying to determine the smell - sour, bitter, sweet, pleasant - unpleasant, edible - inedible. Then blindfold the child and ask him to identify each item by smell.

Name the same one

Goals: teach to correlate an object and a sign.

The teacher names any object in the children’s field of vision and one of its signs. Children must name as many other objects around them at the moment as possible that have the same feature. For example: “The sweater is fluffy. The collar is also fluffy, the hat is fluffy, the snow is fluffy.” For each correct correlation of an object and a specified attribute, the child receives a chip. The one who names wins maximum amount items and gain more chips.

Then the task changes, and children can name objects of a certain size (tall, low, wide, narrow), shapes (triangular, square, rectangular, oval, round), made of a certain material (glass, wood, metal, etc.), possessing certain qualities, etc.

Butterflies

Target: develop logical thinking.

Equipment: 18 cards with images of butterflies (approximate card size 5x5 cm), differing in the color of the wings - red, yellow and blue, the shape of the spots on the wings - round, triangular, oval and the nature of the edges of the wings - smooth or with teeth (there should be cards that combine several characteristics ); three standard (A4 format) sheets of white paper (“clearings”), three rectangular “bridge” strips of gray paper (10 x 20 cm) and one triangular “bridge” of gray paper.

Participants need to correctly place butterflies on the “clearing” and “bridge” in accordance with the given conditions.

Exercise 1. Arrange all the insects in two “clearings” so that all the insects with red wings are on one; Explain after completing the task which butterflies are located in which clearing.

Task 2. Place the butterflies on two “clearings” and the “bridge” connecting them so that all the insects with round spots on their wings are in one “clearing”, and all the insects with yellow wings are in the other. Guess which insects should be located on the “bridge”. Place butterflies that do not fit into any clearing separately. After completing the game task, the teacher invites the children to comment on its result.

Task 3. Place the insects on the “clearings” and the bridges connecting them so that on the first “clearing” there are all insects with red wings, on the second - all insects with smooth edges of the wings, on the third - all insects with round spots on the wings (on the “clearings” »cards with the corresponding symbols are placed). Guess and find insects that need to be planted on each of the “bridges”. Insects that do not fit into any “clearing” or any “bridge” should be put aside. Upon completion of the task, the students are again asked to tell as accurately and briefly as possible which insects are in which clearing and on which bridge they are located.

By analogy with this game, others can be played, for example, using tree leaves, flowers of different shades, sizes and shapes.

Does this happen or not?

Target: develop attention and abstract thinking.

The whole group of children takes part in the game. Children need to listen carefully to the poem, and if there is any inaccuracy in it (or something that doesn’t actually happen), they should give a sign - clap their hands.

Wider circle! Wider circle!

A turkey was walking down the street,

Led on a bulldog chain

And his tail chalked the road.

Wider the circle, wider the circle,

And an iron was coming towards me,

Walked with a basket to the market,

He walked and stroked the sidewalk.

Wider, wider, wider circle!

The turkey swallowed the iron

And the bulldog is a basket

I ate it like a sardine.

Warm spring now

Our grapes are ripe,

Horned horse in the meadow

In summer he jumps in the snow.

Late autumn bear

Loves to sit in the river.

And in winter among the branches

“Ga-ga-ha,” sang the nightingale.

Quickly give me the answer -

Is this true or not?

The clever hoopoe fished with a broom,

A crocodile was sweeping the street with a fishing rod.

The mustachioed duck caught a mouse,

The cat and ducklings were diving into the river.

Something must have been wrong

What did our poet, the eccentric, mess up?

The dog sits down to play the accordion,

Red cats dive into the aquarium,

Canaries begin to knit socks,

Kids water flowers from a watering can,

The old man is lying on the window, sunbathing,

And the granddaughter and grandmother are playing with dolls,

And the fish read funny books,

Having little by little taken them away from the baby...

What are we playing with?

Target: develop attention and auditory perception.

Equipment: bell, tambourine, metronome, rattle, whistle, wooden and metal spoons, etc.

The game is played on the playground. For the first game, a set of the simplest sounds that are well known to children is used. The next time you play the game, you need to add the sound of new objects. Moreover, children should be first introduced to each new sound.

From among the players, a driver is selected, who stands with his back to the players at a distance of 2-3 meters. Several players (3-4), at the leader’s signal, come closer to him and say, “What are we playing?” start making sounds. The driver must determine what objects make the sounds. If he guessed correctly, he can go to the group of players, and the players choose a new driver. If not, then he continues to drive until he gives the correct answer.

Who lives in our barn?

Target: develop logical thinking, memory.

Each player receives a set of subject pictures with pets on them.

The teacher reads the poem, the children show the answer pictures and arrange them in the order in which the animals in the poem are told. The winner is the one who arranged the pictures of animals in the required sequence and then named them correctly.

Who lives in our barn?

I know them all very well...

These go everywhere together

They doze together on the roost.

Together they get up earlier than everyone else,

Crumbs and grains are pecked.

And the sky is hidden from this -

She keeps looking at the trough

Or, with his tail raised in a hook,

Digs the ground with a snout.

But this one I call

It's very simple, kids.

She eats hay and grass

And he hums all the time: “Moo-uuu.”

Here's the family:

Mother and daughters

All the fluffy balls,

Together they will gnaw carrots -

They won't leave each other behind.

This one is hiding on the roof -

I call, but he doesn’t hear.

Pretends to be asleep

He watches the birds himself.

This one is black and shaggy.

He is our watchman, guys.

I always feed him

Himself - at lunch and dinner.

I love him most of all

We are very friends with him.

Build a train

Goal: develop logical thinking.

Pictures are attached to the board. There are various objects on them: a spoon, a vase, flowers, etc. The pictures are “cars”; they need to be placed one after another so that some connection can be indicated between the adjacent “cars”. Children “assemble” the train: they place a saucepan behind the spoon, since it is a dish, and behind the saucepan, a vase, since they can be filled with water. Below is a picture of flowers, as they can be placed in a vase. The pictures on the board have moved - the train is ready. A “driver” is selected, he checks how “the cars are fastened” - he repeats the connections between objects.

Magic brush

Target: develop imagination.

One child makes several strokes with a “magic brush”, the handle of which is wrapped in colored foil. Children stop the brush with the words: “One, two, three - freeze!” After this, they “unravel” what the brush painted. Children draw pictures on various topics.

What changed?

Target: develop observation and memory.

The driver places figures on the shelf in a certain order (animals, plants, geometric figures, etc.). Children watch and remember. Then the command sounds: “Now let’s all sleep for a minute.” Children close their eyes. At this time, the driver changes the order of the figures. The words sound: “Woke up! What changed?" Children look carefully and answer.

Let's clap the song

Target: develop a sense of rhythm, coordination of movements.

Let's gather in a circle and try to sing a well-known children's song with our palms. For example, “A Christmas tree was born in the forest.” Each note of its melody corresponds to a syllable in the lyrics of the song. Our task is to alternately move in a circle and name our syllable, clapping this melody. The first player claps on the syllable “in le-”, the second on “-su”, the third on “ro-”, the fourth on “di-”, the fifth on “-las”, etc. This must be done slowly. Speed ​​will come only after many trainings. The game ends when the entire song or one verse is finished. This way you can clap any song, the main thing is that it should not be rhythmically complex.

Guess the song

Target: develop an ear for music.

Choose one of your children's favorite songs. Sing it to yourself and clap it at the same time. You need to guess what kind of song it is. The task is not easy, but more often than not children cope with it. Much depends on the adult: how clearly he sings to himself and how accurately he conveys the song with claps. You can switch roles and invite the children to ask the same riddle to an adult. Try to clap and sing the song at a normal tempo.

Nonsense

Target: develop imagination, abstract thinking.

Educator. Today we have fish in hats for breakfast.

Child(should answer something like this). And for lunch we will have eggs in our boots.

Educator. And for dinner we'll eat sandwiches with irons.

The game forces the child to think about the combination of words, in addition, it is a communication game that teaches conversation, promoting the development of mutual understanding between people speaking in turns.

Sleeping pirate

Target: to develop self-control skills.

The teacher plays the role of a pirate, he sits with his back to the candy (treasure) lying on the table and closes his eyes. A child sneaks from the far corner on tiptoe. He must steal the treasure without the “pirate” noticing or hearing it. If the child makes any noise, the adult turns around and opens his eyes. But if the baby has managed to freeze and stands motionless, he becomes invisible. When the adult closes his eyes and turns away again, the child can continue on his way to find the treasure.

Mice in holes

Goals:

Equipment: sheets of white paper (cardboard), folded in half, into a book (minimum number - 7 according to the colors of the spectrum). IN front side Cut a round hole for each book and paint this side a certain color. Prepare inserts - sheets of paper half the size of the number of books, painted in the same colors. Draw mice in white circles protruding against a colored background; image of a cat (or other predatory animal).

All the books are in front of the children. A conversation is held about where mice live and what color their minks are.

But then a cat appears. The game's task is to help the mice hide so that the cat doesn't find them. The teacher shows the inserts, and the children guess that they need to close the holes (put an insert of the corresponding color in each book). If the color is chosen incorrectly, you can immediately see where the mink is, and the cat will immediately find and eat the mouse. While playing with books and inserts, the child names their colors.

Where do Colored Pencils live?

Goals: develop the ability to distinguish colors; use adjectives in speech - names of colors.

Equipment: a set of cardboard colored pencils; houses (according to the number of colored pencils), the roofs of which are painted in the corresponding colors.

Houses and Colored Pencils are hung on the board. The teacher asks to name the Pencils, guess where each Pencil lives and place all the Colored Pencils in their own houses.

Living domino

Target: develop the ability to distinguish colors.

Equipment: pairs of colored ribbons.

Ribbons of different colors are tied to children's hands. The teacher invites the children to hold hands so that the ribbons, like in dominoes, match in color.

What color is this?

Target: to develop the ability to distinguish colors.

The teacher invites the children to remember what happens, for example, in red. Children name objects or draw them. Then another color is selected.

Choose the windows

Target: to develop the ability to establish element-by-element correspondence between two groups of objects according to a specified characteristic (color).

Equipment: a set of cardboard houses (10 x 15 cm), a strip is inserted into each, divided into three equal multi-colored parts - windows; a set of small window cards of different colors.

Educator. Look at these houses: the builders forgot to install windows on the first floor. Please note that all the windows are different colors, and you also need to choose windows of the same color as on your house, place windows of the same color under each other.

Figures travel

Target: develop the ability to classify objects by color.

Equipment: cardboard airplanes with colorful geometric shapes painted on their tails; set of geometric shapes.

Educator. One day the figures flew to travel. We bought our tickets and began to take seats on the planes. But not everything turned out to be so simple. Some are not allowed on the first plane, while others are not allowed on the second. Pay attention to the signs. We have the same rules for everyone: don’t board planes that aren’t yours. Let's help the Figures sit in their places.

Children place figures to explain their choice of aircraft.

Geometric mosaic

Target: develop the ability to compose a geometric figure from parts (synthesis).

Equipment: cut colored geometric shapes.

Educator. Geometric Figures want to give us a riddle: their parts lie in front of you. Try to put them together into whole ones. If the figures work out, then you will solve their riddle.

Colored circles and squares

Goals: consolidate children's knowledge about color, shape, size; to cultivate attention, speed of reaction, and dexterity in children; maintain friendly feelings and the desire for collective action.

Equipment: two large and small circles of red color, gymnastic sticks from which the squares are assembled - two large and small blue.

The teacher invites the children to listen carefully and correctly follow his commands. Children can be divided into two groups - girls and boys.

Educator. Boys! Stand in a large circle and a small square. Girls! Stand in a small circle and a large square. Girls! Stand in the red circles. Boys! Stand in the blue squares. Girls! Stand in the red circles. Boys! Stand in a large circle and a large square. Girls! Stand in a small circle and a small square. Boys! Stand in the blue squares. Girls! Stand in the red circles.

For correctly executed commands, the teacher gives a chip to the team captain. The one with the most chips wins.

Fun Train

Goals: develop musical abilities in children; consolidate knowledge of children's musical repertoire; promote the formation of positive emotions; develop in children friendly feelings and a desire for collective creativity.

The teacher invites the children to build a steam locomotive from chairs. Attach balls, a flag, and a flower to the front chair.

Educator. Today we are setting off on an exciting journey, we will drive, and at the stops something fun and interesting will happen to us.

Children sit on chairs, “driver” - the child blows the whistle.

Children(together with the teacher)

We're going, we're going, we're going

To distant lands.

Good neighbors

Cheerful friends!

Tra-ta-ta, tra-ta-ta

We are bringing a cat with us,

Siskin, dog,

Petka the bully,

Monkey, parrot -

What a company!

Educator. Stop "Luzhok".

Children get up from their chairs, and a teacher appears in a cow mask. He offers to get to know the cow, pet her, say thank you for the milk and sing a song for her, for example: “A red cow is walking and wandering through the meadow.”

The children then board the train and sing the song as they approach the next station.

Station "Village".

A “chicken” comes to the “meadow”. The children communicate with her, tell her how much they love omelets and sing a song for the chicken.

The chicken went out for a walk,

Pinch some fresh grass.

And behind her the boys -

Yellow chickens. Etc.

At the next stop, the “bunny” runs out. Children greet, communicate and offer to dance with them.

Children lead a round dance “We went to the meadow.”

At the next stop, the teacher invites the children to imagine that they are in a forest where there are a lot of mushrooms and berries. The children dance in a circle “Let’s go to the garden through the raspberries”, then find a basket with treats. The teacher invites everyone to board the train and return to kindergarten.

Kids from the branch

Goals: consolidate children's knowledge about trees growing on the territory of the kindergarten; teach children to correctly identify leaves by shape and size; develop children's attention and observation skills; promote the formation and enrichment of children's vocabulary; cultivate love and respect for nature.

The teacher has in his basket leaves from trees and shrubs that grow on the territory of the kindergarten.

Educator. Children! What's in my basket?

Children. Leaves.

Educator. I found them on the paths and paths of our site. They, like little children, were probably lost. Let's, children, find out together which branch these kids are from.

The teacher and children slowly walk around the kindergarten territory. Children look at the leaves in the basket and try to determine which tree this or that leaf comes from.

The teacher names the trees, invites the children to repeat the name, determine the shape of the leaf, its features, and color.

Find the item

Goals: consolidate knowledge about geometric shapes; teach to find objects of a certain geometric shape; teach to correctly name the shape, color and the object itself, coordinating nouns and adjectives in gender, number and case; navigate in space; continue to activate children's vocabulary; develop attention and observation.

The teacher invites the children to carefully look around them and find objects that are similar: a circle, a square, a triangle.

The teacher invites the child who finds the object to name it, determine its shape and color. For each correct answer, the teacher gives the child a chip.

At the end of the game, the child who has collected the most chips becomes the leader in the outdoor game “Traps”.

Who can do what?

Goals: develop children's thinking and imagination; teach children to listen carefully, think and give reasoned answers; develop memory and creative thinking; work on the formation of the grammatical structure of speech.

The teacher names the object, and the children must come up with an action.

The table is worth it

Beetle - flies

Boat - floating on the river

Boy falls asleep at night

Girl braiding her hair

Rain in the morning - dripping

Snow falls on the fields

Crow - croaks

A deer is running along the path

Find a house

Goals: develop abstract thinking and imagination; consolidate knowledge about geometric shapes; develop creative thinking and imagination; promote development personal qualities, feelings of success.

Equipment: circles with a diameter of 15 cm, squares 15x15 cm, isosceles triangles - 15 cm, pictures depicting various objects.

6 children participate in the game. The teacher distributes one circle, square or triangle. These will be “houses”.

Then the teacher invites the children, among the pictures scattered on the table, to find objects similar to a circle, square, triangle, and place them in the corresponding house.

The winner is the one who gathers the fastest and most residents into one house.

Moms and babies

Goals: consolidate knowledge about animals and their young; teach them to name them correctly; cultivate a friendly attitude towards pets.

The teacher invites the children to continue the phrase he begins.

A goat is walking through the meadow,

Who will she call? (Kids.)

The horse screams "yoke"

Who will quickly come running to her? (Foal.)

And the pig shouts "oink-oink"

I won't let you go home!

Naughty guys

And their name is... (piglets).

There's a cow in the meadow

She started making noise: “mu” and “mu”,

Where is my child?

Red... (calf).

The cockerel crowed:

And his name is... (chicken).

Musical lotto

Goals: develop Creative skills; teach to listen carefully and respond correctly to what is heard; consolidate knowledge about musical works; promote aesthetic education and the development of friendly relationships.

The teacher shows the children a beautiful box. Educator. This is not just a beautiful box, but a “music box”. It contains interesting pictures-riddles.

We'll look at the picture

And with you, my friend, let’s remember

Song, dance, round dance,

May holiday and New Year.

Rain, golden autumn,

Our dear mother.

The teacher invites one of the children to open the box, while listening to “magic music” he takes out a picture and asks them to talk about what piece of music this picture reminds of, etc.

Order

Target: consolidate knowledge and develop the ability to navigate in space and indicate spatial directions relative to oneself with words: above, below, left, right, in front, behind. Equipment: sets of toys.

Children sit on the carpet facing the teacher. The teacher suggests arranging the toys as follows: a nesting doll in front, a car behind, a ball on the left, a doll on the right, etc. Then we check that the task was completed correctly.

Multi-colored chains

Target: develop attention, memory, strengthen the ability to distinguish between the main colors of the spectrum.

Equipment: checkboxes different colors(red, yellow, blue); cards on which circles of different colors are drawn in different orders (for example, two red and blue, one yellow).

The teacher offers to play the game “multi-colored chains”. To do this, he distributes colored flags to the players and asks them to build a multi-colored chain, as in the picture.

Complication: You can offer to remember and lay out a multi-colored chain from memory.

Guess who said

Target: consolidate knowledge about animals, sound imitations of animal voices.

Equipment: pictures of animals.

Each child receives several cards with images of different animals. The teacher pronounces the phrase, changing the pitch of his voice, imitating the animal that the children have in the picture. Children pick up the corresponding pictures.

Complication: one child describes the animal (appearance, gait, voice, what does it do? What does it eat?). The rest of the children pick up the corresponding pictures.

Find differences

Target: to develop the ability to distinguish the characteristics of an object, to explain the similarities and differences of objects.

Equipment: pictures that depict objects of the same name, having the same and different signs, for example: dolls, bears, clowns.

The teacher shows pictures, for example, of dolls, and explains that there are four dolls in front of the children and at first glance they are the same, but if you look closely, you can notice the differences. Children are encouraged to find them. If there is any difficulty, the teacher asks leading questions: look at the faces of the dolls. Are they dressed the same? What do they have in their hands? Etc.

Describe it, I'll guess

Target: consolidate the general concepts of “vegetables” and “fruits”, teach to identify and name the characteristics of an object.

Equipment: vegetables and fruits.

The teacher invites the children to choose one from the vegetables and fruits lying on the table. The child must describe the object in his possession, and the teacher must guess, while he can ask questions: what is the shape? What colour? Are there any holes? Etc.

Complication: one child describes, and the children guess by asking questions.

A didactic game is a multifaceted, complex pedagogical phenomenon: it is a gaming method of teaching preschool children, a form of education, an independent gaming activity, and a means of comprehensive education of a child’s personality.

"Nature and Man".

Goal: to systematize children’s knowledge about what is created by man and what nature gives to man.

Progress of the game. “What is made by man?” - the teacher asks and hands one of the players an object (or throws a ball). The child answers and passes the ball or object to the child standing next to him, and so on around the circle. After completing the circle, the teacher asks a new question: “What was created by nature?” The game is repeated in a new circle; a child who fails to answer goes out of the circle and misses it, but if he comes up with and names a word, he returns to the game.

"Vice versa".

Goal: to develop children's intelligence and quick thinking.

Progress of the game. The teacher names the word, and the children must name the opposite. (Far - close, upper - lower, etc.)

“Name the plant with the right sound.”

Goal: to develop phonemic hearing and quick thinking in children.

Progress of the game. The teacher says: “Come up with plants whose names begin with the sound “A”, “K”, ....”

“Name three things.”

Progress of the game. What objects can be called in one word: flowers, birds, etc.

"Flowers!" – the teacher says and after a short pause throws the ball to the child. He answers: “Chamomile, rose, cornflower.”

“Add a syllable.”

Progress of the game. The teacher names one syllable and throws the ball. The person who catches it must complete it to make a word, for example: ma - ma, kni - ha. The person who completes the word throws the ball to the teacher.

“Say it differently.”

Goal: to teach children to select a synonym - a word that is close in meaning.

Progress of the game. The teacher says that in this game the children will have to remember words that are similar in meaning to the word he names.

"My Cloud"

Goal: development of imagination, emotional sphere, figurative perception of nature (the game also serves as a relaxation break).

Progress of the game. Children sit comfortably in a clearing, grass, calm down and close their eyes.

Exercise. Imagine relaxing in a clearing. The voices of birds are heard, the smell of herbs and flowers is heard, clouds float across the sky. You need to choose a cloud in the sky and say what it looks like, talk about it.

“Find a leaf, like on a tree.”

Goal: to teach how to classify plants according to a certain characteristic.

Progress of the game. The teacher divides the group of children into several subgroups. Everyone is invited to take a good look at the leaves on one of the trees, and then find the same ones on the ground. The teacher says: “Let’s see which team finds the right leaves faster.” The children begin their search. Members of each team, having completed the task, gather near the tree whose leaves they were looking for.

The team that gathers near the tree first, or the one that collects the most leaves, wins.

“Finish the sentence.”

Goals: teach to understand causal connections between phenomena; practice choosing the right words.

Progress of the game. The teacher begins the sentence: “I put on a warm fur coat because...”, “The children put on Panama hats because...”, “It’s snowing heavily because it’s falling...”

"Make no mistake."

Goals: develop quick thinking; consolidate children's knowledge of what they do at different times of the day.

Progress of the game. The teacher names different parts of the day or the children’s actions. And the children must answer in one word: “We have breakfast”, “We wash our face”, name when this happens.

"It flies - it doesn't fly."

Goal: develop auditory attention.

Progress of the game. The teacher tells the children: “If I name an object that flies, you raise your hand or catch the ball. You need to pay attention because I will raise my hands both when the object is flying and when it is not flying. Whoever makes a mistake will pay with a chip.”

“Who knows more?”

Goal: to develop memory, resourcefulness, and intelligence.

Progress of the game. The teacher, holding a glass in his hand, asks what it can be used for. Whoever names the most actions wins.

“Find an object of the same shape.”

Progress of the game. The teacher raises a drawing of a circle, and the children must name as many objects of the same shape as possible.

“Guess what kind of plant it is.”

Goal: describe an object and recognize it by description.

Progress of the game. The teacher invites one child to describe the plant or make a riddle about it. The other children must guess what kind of plant it is.

Goal: teach to compare objects; find signs of difference in them; similarities, recognize objects by description.

Progress of the game. For example: one child makes a guess, and the other children must guess: “Two beetles crawled. One is red with black dots, the other is black...”

“What kind of bird is this?”

Goal: to teach children to describe birds by characteristic features and recognize them by description.

Progress of the game. The teacher appoints a driver who depicts the habits of the bird or describes its characteristic features; other children must guess.

"Guess what's in the bag."

Purpose: to describe signs perceived by touch.

Progress of the game. The teacher puts vegetables and fruits in a bag. The child must determine by touch what is in his hand and make a riddle about it so that the children can guess what is in the hands of the presenter.

"Get it by youself".

Goal: learn to correctly compose sentences with a given number of words.

Progress of the game. Give children supporting words: autumn, leaf fall, rain, snowflakes. Ask them to come up with sentences of 3-5 words. The first child to make a sentence gets a chip.

“Guess it!”

Goal: to develop the ability to describe an object without looking at it, to identify essential features in it, to recognize an object by description.

Progress of the game. At the teacher’s signal, the child who received the chip stands up and gives a description of any object from memory, and then passes the chip to the person who will guess. Having guessed, the child describes his object, passes the object to the next one, etc.

"Tops and Roots."

Purpose: to practice classifying vegetables (what is edible in them - the root or the fruit on the stem).

Progress of the game. The teacher clarifies with the children what they will call tops and what roots. The teacher names a vegetable, and the children quickly answer what is edible in it.

"Forester".

Purpose: to remind and consolidate the idea of appearance some trees and shrubs, oh components(trunk, leaves, fruits and seeds).

Progress of the game. One “forester” is selected, the rest of the children are his assistants. They came to help him collect seeds for new plantings. The “forester” says: “There are a lot of ... (birch, maple, poplar) growing on my site, let’s collect some seeds.”

He can only describe the tree without naming it. Children look for seeds, collect them and show them to the “forester”. The one who collected the most seeds and made no mistakes wins.

“It happens - it doesn’t happen” with the ball.

Goal: to develop memory, thinking, reaction speed.

The teacher says a phrase and throws the ball, and the children must answer quickly.

Frost in summer... (can not be).

Snow in winter... (It happens).

Frost in summer... (can not be).

Drips in the summer... (can not be).

"What it is?".

Goal: to develop logical thinking, memory, ingenuity.

Progress of the game. The teacher thinks of an object of living or inanimate nature and begins to list its signs, and the children continue. For example: The egg is oval, white, large, hard on top, nutritious, can be found in stores, edible, chicks hatch from it.

“Find out whose sheet it is.”

Goal: learn to recognize plants by leaf.

Progress of the game. During a walk, collect fallen leaves from trees and bushes, show them to the children, offer to find out which tree they come from, and find evidence (similarity) with unfallen leaves of various shapes.

“Tell me without words.”

Goals: to consolidate children’s ideas about autumn changes in nature; develop creative imagination and observation skills.

Progress of the game. Children in a circle, the teacher invites them to depict autumn weather with facial expressions, hand gestures, and movements.

Show that it has become cold. Children shudder, warm their hands, and put on hats and scarves with gestures.

Show that it is cold rain. They open their umbrellas and turn up their collars.

“Find what I’ll describe.”

Goal: develop the ability to search for a plant by description.

Progress of the game. The teacher describes the plant, naming its most characteristic features. Whoever identifies the plant first gets a chip.

"Guessing riddles."

Goal: expand the stock of nouns in the active dictionary.

Progress of the game. Children are sitting on a bench. The teacher makes riddles about insects. The child who guesses the answer asks the riddle himself. For guessing and making a riddle, he gets one chip each. The one who collects the most chips wins. Children can come up with their own riddle.

“When does this happen?”

Goal: to clarify and deepen knowledge about the seasons.

Progress of the game. The teacher names the seasons and gives the chip to the child. The child names what happens at this time and passes the chip to another. He adds a new definition and passes the chip to the third.

"What's around us?"

Goal: to teach how to divide two- and three-syllable words into parts and pronounce each part of the word.

Progress of the game. On a walk, children look around them for something that has one part in the name (ball, poppy, ball, house, garden), two parts (fence, bushes, flowers, sand, grass), three parts (swing, veranda, birch, car ). For each answer, the child receives a chip, and the winner is determined based on their number.

"Tell me what you hear."

Goals: to learn to use complete sentences in answers; develop phrasal speech.

Progress of the game. The teacher invites the children to close their eyes, listen carefully and determine what sounds they heard (the sound of rain, car signals, the rustle of a falling leaf, the conversation of passers-by, etc.). Children must answer in a complete sentence. The one who can name the most sounds heard wins.

“Who am I?”

Purpose: indicate the named plant.

Progress of the game. The teacher quickly points his finger at the plant. The first person to name the plant and its form (tree, shrub, herbaceous plant) gets a point.

"Find a match."

Goal: to develop quick thinking, auditory attention, and intelligence.

Progress of the game. The teacher hands out one sheet of paper to the children and says: “The wind blew. All the leaves have scattered." Hearing these words, the children spin around with pieces of paper in their hands. Then the teacher gives the command: “One, two, three - find a pair!” Everyone should stand next to the tree whose leaf they hold in their hands.”

“Correct the mistake.”

Goal: to teach to understand the meaning of a sentence.

Progress of the game. The teacher tells the children: “I will read you sentences. But there are mistakes in them, you must correct them. Listen carefully:

The goat brought food to the girl.

The ball plays with Sasha.

The road goes by car.

Gena broke a ball with glass, etc.

“Remember different words.”

Goals: continue to teach listening to the sound of words; to train children in independently naming words and clearly pronouncing the sounds in them.

Progress of the game. Children stand in a circle. Each child must remember a word and say it to the next one, as if to convey it, the next one says the same one word, turning to the third child. In turn, all children must say one word. After 3 laps the game stops. The one who was unable to quickly name the word or repeated what was already named leaves the circle.

Rules of the game. You can't repeat the same word twice.

"Stop! Wand, stop."

Goals: continue to teach listening to the sound of words; practice independently naming words and clearly pronouncing the sounds in them.

Progress of the game. Children stand in a circle, the teacher is in the center. The teacher says that they will describe the animal and each child must say something about it. For example: the teacher says: “Bear” and passes the stick to the child, he says: “Brown” and passes the stick to the next one. Anyone who cannot tell is out of the game.

"Who lives where?".

Goal: to consolidate the ability to group plants according to their structure (trees, shrubs).

Progress of the game. The children will be “squirrels” and “bunnies”, and one (the driver) will be a “fox”. “Squirrels” hide behind trees, and “bunnies” hide behind bushes. "Bunnies" and "squirrels" are running around the clearing. At the signal “Danger, fox!” “squirrels” run to the tree, “hares” - to the bushes. Those who completed the task incorrectly are caught by the “fox”.

“Name the bird with the right sound.”

Goal: to develop phonemic hearing and quick thinking.

Progress of the game. The teacher says: “Come up with birds whose names contain letters A, K,…»

Whoever names the most wins.

“The third wheel” (birds).

Goal: to consolidate children's knowledge about the diversity of birds.

Progress of the game. The teacher tells the children: “You already know that birds can be migratory and wintering. Now I will name the birds alternately, whoever hears the mistake must clap his hands.”

“Birds (animals, fish).”

Goal: to consolidate the ability to classify and name animals, birds, fish.

Progress of the game. Children stand in a circle, the leader names a bird (fish, animal, tree, flowers) and passes a small ball to a neighbor, who names the next bird, etc. Whoever cannot answer leaves the circle.

“Who needs what?”

Objectives: to practice classifying objects; develop the ability to name objects necessary for people of a certain profession.

Progress of the game. The teacher suggests remembering what people of different professions need to work. He names a profession, and the children answer what is needed to work in this field. And in the second part of the game, the teacher names the object, and the children say what profession it might be useful for.

"Which? Which? which?".

Objectives: to learn to select definitions that correspond this example, phenomenon; activate previously learned words.

Progress of the game. The teacher names a word, and the players take turns naming as many signs as possible that correspond to the given subject.

Squirrel - red-haired, nimble, big, small, beautiful...

Coat – warm, winter, new, old...

Mother - kind, affectionate, gentle, beloved, dear...

House - wooden, stone, new, panel...

“Where can I do what?”

Goal: to activate in speech verbs used in a certain situation.

Progress of the game. The teacher asks questions, the children answer them. Game in the form of competition.

– What can you do in the forest? (Walk, pick mushrooms, berries, hunt, listen to birdsong, relax.)

-What are they doing in the hospital?

– What can you do on the river?

"What season?".

Objectives: teach listening to poetic text; cultivate aesthetic emotions and experiences; consolidate knowledge about the months of each season and the main features of different seasons.

Progress of the game. The teacher, addressing the children, says that the writer and poets in poems sing of the beauty of nature at different times of the year, then reads the poem, and the children must highlight the signs of the season.

“What happens?”

Objectives: to learn to classify objects by color, shape, quality, material; compare, contrast, select as many items as possible that fit this definition.

Progress of the game. Let's tell you what is green - cucumber, crocodile, leaf, apple, dress, Christmas tree...

Wide – river, road, ribbon, street... etc.

The one who names the most words wins; for each correctly said word the child receives a chip.

"Search."

Goal: to learn to use adjectives correctly in speech, coordinating them with nouns.

Progress of the game. Children should see around them, within 10–15 seconds, as many objects as possible of the same color, or the same shape, or from the same material. At the teacher’s signal, one begins to list, the others complement it. The one who correctly names the most items wins.

“Who can come up with more words?”

Goals: activate vocabulary; expand your horizons.

Progress of the game. The teacher names a sound and asks the children to come up with words on a specific topic (for example, “Autumn”) in which this sound occurs. Children form a circle. One of the players throws the ball to someone. The one who catches it must say the word with the conditional sound. Anyone who does not come up with a word or repeats something already said by someone misses a turn.

“Come up with another word.”

Goal: expand children's vocabulary.

Progress of the game. The teacher says that you can come up with another similar word from one word, for example: milk bottle - milk bottle.

Cranberry jelly – cranberry jelly.

Vegetable soup – vegetable soup.

Mashed potatoes - mashed potatoes.

“Who will remember more?”

Goal: enrich the vocabulary with verbs denoting the actions of the process.

Progress of the game. Carlson asks the children to look at the pictures and talk about what they saw.

Blizzard - sweeps, storms, storms.

Rain -

Crow -

“What did I say?”

Goal: to learn to distinguish several meanings in a word, compare these meanings, find common and different things in them.

Progress of the game. The teacher says that there are words that are close, there are words that are opposite in meaning, and there are words that are used often and used to name many different objects.

The teacher names the word, the children list its meanings.

Head – head of a child, doll, onion, garlic.

Needle – at the syringe, at the Christmas tree, at the pine tree, at the sewing room, at the hedgehog...

Nose - from a person, a steamship, an airplane, a teapot...

Eyelet, leg, handle, zipper, neck, wing, etc.

“How can I say it differently?”

Goal: to train children in naming one of the synonyms.

Progress of the game. How can you say the same thing, but in one word?

Heavy rain - shower.

Strong wind - Hurricane.

Heatwave - heat.

Lying boy - liar.

Cowardly hare - coward.

Strong man - strongman…. etc.

51 “What does this mean?”

Goal: to learn to combine words according to their meaning, to understand the literal and figurative meaning of words.

Progress of the game. Is it possible to say that? How do you understand this expression?

Fresh breeze - chill.

Fresh fish - recently caught, unspoiled.

Fresh shirt - clean, ironed, washed.

Fresh newspaper - new, just purchased.

Fresh paint - not dried out.

Fresh head - rested.

Deaf old man - the one who doesn't hear anything.

Dead night - quiet, deserted, dark.

The dull barking of dogs - distant, hard to hear.

“How many items?”

Goals: teach subject counting; develop quantitative concepts; understand and name numerals.

Progress of the game. Children are given the task: to find on the street and name objects that are found one at a time. After completing, find 2, 3.

The task can be changed like this: find as many identical objects as possible.

"Yesterday Today Tomorrow".

Goal: to teach how to use adverbs of time correctly.

Progress of the game. Children stand in a circle. The teacher says a short phrase, for example: “We sculpted...” and throws the ball to the child. The person who caught him finishes the sentence, as if answering a question. When:"Yesterday".

"Who are you?".

Progress of the game. The teacher comes up with a story in which all children get roles. The children stand in a circle, and the teacher begins the story, and when his character is mentioned, the child must stand up and bow. Children must be very attentive and monitor not only their role, but also the roles of their neighbors. Whoever sleeps through his role twice leaves the game.

“Don’t yawn” (wintering and migratory birds).

Goal: to develop children’s auditory attention and speed of reaction to words.

Progress of the game. The teacher gives all children the names of migratory birds and asks them to watch him carefully. As soon as their name is announced, they must stand up and clap their hands; whoever missed their name leaves the game.

"And I".

Goal: to develop intelligence, endurance, sense of humor.

Progress of the game. The teacher tells the children that he will tell a story. When he stops, the children should say: “And I,” if these words make sense. If they do not make sense, then there is no need to say them. One day I'm going to the river... (and I).

I pick flowers and berries...

On the way I come across a mother hen with chicks...

They peck the grains...

Walking on the green grass...

Suddenly a kite flew in.

The chickens and the hen got scared...

And they ran away...

Once children understand the rules of the game, they will be able to make up their own short stories.

“Complete the sentence.”

Goal: to develop speech activity and quick thinking.

Progress of the game. The teacher says a few words of the sentence, and the children must add new words to it to make a complete sentence, for example: “Mom bought...”. “...Books, notebooks, briefcase,” the children continue.

"Where was I?"

Purpose: to form accusative plural forms of animate nouns.

Progress of the game. Guys, guess where I was? I saw jellyfish, seahorses, sharks. Where was I? (On the sea.)

Now, tell me riddles about where you have been. Tell us who you saw. You just need to say who you saw in large numbers. The main thing in this game is not guessing, but making a mystery.

“Is this true or not?”

Goal: find inaccuracies in the text.

Progress of the game. The teacher says: “Listen carefully to the poem. Who will notice more fables, what does not happen in reality.”

It's a warm spring now, the grapes are ripe here.

A horned horse jumps in the snow in a summer meadow.

In late autumn, the bear likes to sit in the river.

And in winter, among the branches, “Ga-ga-ga” the nightingale sang.

Quickly give me the answer: is it true or not?

Children find inaccuracies and replace words and sentences to get it right.

“Find the opposite word.”

Goal: select words with opposite meanings in tasks of different types.

Progress of the game. The teacher invites the children to answer the questions: “If the soup is not hot, then what is it?”, “If the room is not light, then how?”, “If the knife is not sharp, then it is...”, “If the bag is not light, then she...", etc.

“We need to say it differently.”

Goal: select words that are close in meaning to the phrase.

Progress of the game. The teacher says: “One boy was in a bad mood. What words can you use to describe him? I came up with the word "sad." Let's try replacing words in other sentences."

- It is raining - It's pouring.

- The boy is coming - walking.

- Fresh air - fresh.

“Who will find the short word?”

Progress of the game. The teacher tells the children that they can find out whether a word is long or short, step by step. He says, “Soup,” and walks at the same time. The teacher says that there was only one step, since it was a short word. Children line up along a line, and one by one they begin to say words and take steps. Whoever pronounces it incorrectly leaves the game.

“Speak, don’t delay.”

"Guess the word."

Goal: to develop speech activity.

Progress of the game. The teacher explains the rules of the game: the leader thinks of a word, but says only the first syllable: “Li-”. Children select words: fox, lily, linden, etc. etc.

As soon as someone guesses correctly, he becomes the leader and the game starts all over again.

“Speak, don’t delay.”

Goal: to develop speech activity and vocabulary.

Progress of the game. Children stand in a circle. One of them is the first to say the word in parts, the one standing next to him must say the word starting with the last syllable of the word just spoken. For example: va-za, za-rya, rya-bi-na, etc. Children who made a mistake or could not name the word stand in a circle.

“Knock and knock, find the word, dear friend.”

Goal: to consolidate the acquired skills of isolating syllables.

Progress of the game. Children stand in a circle, the teacher is in the middle. He has a tambourine in his hands. The teacher hits the tambourine 2 times, the children must name plants (animals) whose names have 2 syllables, then hits 3 times (animals with three syllables, etc.).

"Journey".

Goal: find the way by the names of familiar plants and other natural objects.

Progress of the game. The teacher selects one or two leaders who, based on noticeable landmarks (trees, shrubs, flower beds with certain plants), determine the path along which all children should go to the hidden toy.

“What else are they talking about?”

Goals: to consolidate and clarify the meaning of polysemantic words; cultivate a sensitive attitude to the compatibility of words in meaning.

Progress of the game. Tell Carlson what else you can say this about:

It's raining - snow, winter, boy, dog, smoke.

Plays – girl, radio.

Bitter - pepper, medicine.

"Not really".

Goal: teach to think, ask questions logically; make correct conclusions.

Progress of the game. One child (the driver) steps aside. The teacher and the children choose an animal, for example a cat.

Driver. Is this a bird?

Children. No.

Driver. Is this a beast?

Driver. Is the beast wild?

Children. No.

Driver. Does he meow?

"Hunter".

Purpose: to exercise the ability to classify and name animals, fish, birds, etc.

Progress of the game. Children stand in front of the line, at the end of the section there is a chair. These are “forest”, “lake”, “pond”. One of the players, the “hunter,” goes here. Standing still, he says the following words: “I’m going into the forest to hunt. I will hunt..." Here he takes a step forward and says: "...Zaitsev", takes a second step... With each step the child names one animal. We can't repeat ourselves. The winner is the one who reached the specified place first or went further.

“Name three things.”

Purpose: to train children in classifying objects.

Progress of the game. The teacher says: “Boots,” and throws the ball to the child, who must answer that these are clothes, shoes, a hat, etc.

“Find an object of the same shape” (2nd option).

Purpose: to clarify the idea of ​​the shape of objects.

Progress of the game. The teacher or one of the players names objects of living or inanimate nature and asks to name the geometric figure that this object resembles. For example: a mountain is a triangle, an earthworm is a curve, etc.

“Guess what’s in the bag” (2nd option).

Purpose: to describe the characteristics of objects perceived by touch.

Progress of the game. The child uses two phrases to describe the object taken in the bag, and the playing children must determine what the child felt in the bag.

“What kind of bird is this?” (2nd option).

Goal: to learn to describe birds by their characteristic features, habits and to recognize them by description.

Progress of the game. The presenter names one bright sign of a bird, and the children must guess from it what kind of bird it is. For example: a bird loves lard (titmouse), a bird has a red beret (woodpecker), etc.

“Riddle, we will guess.”

Objectives: to clarify and expand knowledge about trees and shrubs; name their signs, describe and find them by description.

Progress of the game. Children describe any plant in the following order: shape, number of trunks, height, color. The driver should recognize the plant from the description. The child who guessed and guessed gets the chips.

If the child remembers or comes up with his own riddle, he receives additional chips.

“What kind of insect is this?”

Objectives: to clarify and expand ideas about the life of insects; describe insects by characteristic features; cultivate a caring attitude towards nature.

Progress of the game. Children are divided into 2 subgroups. Children of one subgroup describe an insect, and the other have to guess what it is.

“Do you remember these verses?”

Goal: to develop children's speech.

Progress of the game. The teacher reads excerpts from poems familiar to the children. Children must pronounce the missing words. For example:

Where did the sparrow have lunch?

At the zoo... (animals).

Don't stand too close:

I … (tiger cub), but not … (pussy).

Wind on the sea... (walks)

AND … (ship) customizes. etc.

“Tell me, what do you hear?”

Goal: to develop phrasal speech.

Progress of the game. The teacher invites the children to close their eyes, listen carefully and determine what sounds they heard (the chirping of birds, car signals, the rustle of a falling leaf, the conversation of hallways, etc.).

Rules of the game. Children must answer in a complete sentence.

What is happening in nature?

Goal: to consolidate the ability to use verbs in speech, to coordinate words in a sentence.

Progress of the game. An adult, throwing a ball to a child, asks a question, and the child, returning the ball, must answer asked question. It is advisable to play the game on the topic.

Example: “Spring” theme.

Adult. What is the sun doing? Children. It shines and warms.

What are the streams doing? They are running and murmuring.

What does snow do? It's getting dark and melting.

What are the birds doing? They fly in and sing.

What does Kapel do? It's ringing.

"Good bad".

Goal: to continue to consolidate knowledge about the rules of behavior in nature.

Progress of the game. The teacher shows the children icons of the rules of conduct in nature, the children must tell as fully as possible about what is depicted there, what can and cannot be done and why.

“Who knows, let him continue.”

Goal: to develop the ability to generalize and classify.

Progress of the game. The teacher names generalizing words, and the children name a specific concept.

Educator. An insect is...

Children. Fly, mosquito...

“Who will remember more?”

Goal: to enrich children's vocabulary with verbs denoting the actions of the process.

Progress of the game. Carlson asks to look at the pictures and tell what actions are being performed there.

Blizzard - sweeps, storms, storms.

Rain - pours, drizzles, drips, drips, begins, gushes...

Crow - flies, croaks, sits, eats, drinks, sits down... etc.

“What’s extra?” (1st option).

Progress of the game. The teacher names four signs of different seasons:

Birds fly south.

Snowdrops bloomed.

The leaves on the trees turned yellow.

The harvest is underway.

Children listen carefully, name the extra sign, and explain why it is extra.

“What’s extra?” (2nd option).

Goals: develop auditory attention; consolidate knowledge of the signs of different seasons.

Progress of the game. The teacher names four signs of weather at different times of the year:

It's snowing (the children put on fur coats).

Cloudy (children took umbrellas).

It is pouring torrential, cold rain (the children are sitting in a group).

The hot sun is shining (the children put on hats, shorts and T-shirts).

Children listen carefully, name the extra sign, explain why it is extra, and say what time of year it belongs to.

"Flowers Shop"

Goal: to learn to group plants by place of growth, to describe their appearance.

Progress of the game. Children play the roles of sellers and buyers. To buy, you need to describe the plant you have chosen, but not name it, just say where it grows. The “seller” must guess what kind of flower it is, name it and the department in which it is located (field, garden, indoor), then issue a “purchase”.

“Name an animal, an insect with the right sound.”

Goal: to develop phonemic hearing and quick thinking.

Progress of the game. The teacher suggests: come up with insects whose names contain letters A, K.

Whoever names the most wins.

"What I saw in the forest."

Purpose: to exercise the ability to classify and name animals, fish, birds, insects, etc.

Progress of the game. Children stand in front of the line, at the end of the section there is a chair. These are “forest”, “lake”, “pond”. The “traveler” - one of the players - goes here. Standing still, he says the following words: “I’m walking through the forest and I see...” Here he takes a step forward and says: “... a hare.” With each step, the child names one animal. We can't repeat ourselves. The second child goes and names insects, the third birds, etc. The winner is the one who reached the chair first or went further.

“Who likes what?”

Goal: to clarify knowledge about what individual insects eat.

Progress of the game. Children stand in a circle. The teacher throws a ball to the child and names the insect, the child must say what it eats.

“Name three birds.”

Purpose: to train children in classifying birds.

Progress of the game. The teacher names birds for the children. “Birds are migratory,” says the teacher and, after a short pause, throws the ball to the child. He answers: “Swallow, swift, lark.” “Wintering birds”... “Birds of the forest”...

“Where does it grow?”

Objectives: to teach to understand the processes occurring in nature; give an idea of ​​the meaning of plants; show the dependence of all life on earth on the state of the vegetation cover.

Progress of the game. The teacher names different plants and shrubs, and the children choose only those that grow on the kindergarten site. If they grow up on the site, the children clap their hands or jump in one place (you can choose any movement), if not, the children are silent. (Apple tree, pear, raspberry, mimosa, spruce, saxaul, sea buckthorn, birch, cherry, orange, linden, maple, baobab, tangerine.)

If the children did it successfully, they can list the trees faster: plum, aspen, chestnut, coffee, rowan, plane tree, oak, cypress, pine, cherry plum, poplar.

At the end of the game, they sum up who named the most trees.

“Repeat one after another.”

Goal: to develop attention and memory.

Progress of the game. The player names any word (animal, insect, bird). The second one repeats the named word and adds his own. The one who makes a mistake is out of the game.

“The third wheel” (insects).

Goal: to consolidate children's knowledge about the diversity of insects

Progress of the game. The teacher tells the children: “You already know who insects are. I will now name insects and other living creatures interspersed, whoever hears a mistake must clap his hands.”

Target: learn to distinguish objects by shape, distinguish and name some

geometric figures;

develop visual perception, memory, imagination, fine

motor skills, speech.

Equipment: playing field, cards with subject pictures.

Game rule: take only one card at a time, find the right place for it

and only then take another one.

Progress of the game:

The teacher examines the playing field with the child and discusses the pictures: “Look, a watermelon. It resembles a circle in shape. The watermelon is round!” etc. Explain to the child the meaning of the game: “Here is a watermelon, it’s round. Find a suitable card and place it on top. Now let's find cards that depict round-shaped objects and close the empty cells. Which drawings will you choose? Right! This is a watermelon, a wheel, a ball and a button."

You can make the task more difficult. Ask your child to select cards with matching pictures for the geometric shapes.

During the game, the child will remember geometric shapes, learn to distinguish them, and compare surrounding objects by shape.

Didactic game “What does it look like?”- find objects of similar geometric shapes in the environment.

PRACTICAL TASK No. 23.

Educational area: cognition is a type of direct educational activities: formation of elementary mathematical concepts.

Target: generalization of previously acquired knowledge about geometric figures and their properties.

Tasks:

To teach the ability to find geometric shapes in the surrounding space; visual recognition and transformation of geometric figures, recreating them from representation and description.

Promote the development of spatial concepts, figurative and logical thinking, creative imagination;

To cultivate children's interest in geometry and skills of working in groups.

Methodical techniques:

Verbal: explanation, reminder, clarification, assessment of children’s activities, instructions, conversation, artistic expression, questions.

Visual: showing pictures with geometric shapes.

Practical: coloring drawings, highlighting and counting figures, constructing objects according to pre-prepared sketches and templates, working with signal cards, physics. just a minute, finger gymnastics.

Gaming: creating a gaming situation.

Problematic: help Masha and the Bear fold the picture, get home.

Integration of areas:

cognition: (to improve children’s counting skills, to practice counting within 10, to teach how to construct objects from geometric shapes, to learn to recognize geometric shapes in surrounding objects);

health: consolidate the acquired knowledge with children through a set of games, dynamic breaks, and practical exercises; help improve the overall performance of children, relieve mental stress, and easily switch from one type of activity to another;

socialization: encourage children to engage in a joint play situation with adults, develop emotional responsiveness and goodwill;

communication: master basic skills of speech etiquette;
fiction: reading poems and riddles about geometric shapes;

artistic creativity: drawing kittens using geometric shapes, coloring books with colored pencils.

Equipment:

For the teacher - a computer, a projector, a multimedia board, pictures of geometric shapes, visual aids with shapes, pictures with fairy-tale characters;

For children - coloring books, colored pencils, a set of geometric shapes-templates, cards with numbers.

Direct educational activities.

Org. moment.

Guys, you came to our lesson today fairy-tale heroes Masha and the Bear. They did not come empty-handed, but prepared tasks and questions for us to which we must find the correct answers. If we answer correctly, we will earn prizes from our heroes.
1) Riddle:
My little brother, Seryozha,
Mathematician and draftsman -
On Baba Shura's table
Draws all sorts of... (figures)

Our lesson is devoted to geometric shapes. Let's remember what geometric figures we know (the teacher shows drawings of the figures and reads a poem).

He’s been a friend of mine for a long time, Every angle in him is straight, All four sides are the same length, I’m glad to introduce myself to you, but my name is... (square!)
We stretched out the square and presented it to the eye, Who did it look like or something very similar? Not a brick, not a triangle - It became a square... (rectangle).
Three peaks are visible here, Three corners, three sides - Well, perhaps that’s enough! - What do you see? - ...(triangle)
A watermelon slice is a semicircle, half a circle, part of it, a piece. Knowing about forms is very important, friend. No wonder it is among these lines!
If I took a circle, squeezed it a little on both sides, answer children together - It would turn out... (oval)
The wheel rolled, After all, it resembles, Like a visual nature, Only a round figure. Did you guess it, dear friend? Well, of course, this is... (circle).
They filed the triangle and got a figure: Two obtuse angles inside and two acute ones - look. Not a square, not a triangle, but similar to a polygon (trapezoid).
A slightly flattened square Invites to identify: An acute angle and an obtuse one Eternally linked by fate. Have you guessed what it's all about? What should we call the figure? (rhombus).
Look at the six obtuse angles inside the figure and imagine that from the square you got his brother. There are too many angles here, are you ready to name it? (hexagon)
How can we avoid turning it? There are exactly six equal faces. We can play lotto with him, We’ll just be careful: He’s neither affectionate nor rude Because it’s... (cube).
We get down to business again, We study the body again: Maybe it can become a ball And fly a little. Very round, not oval. Did you guess it? This is... (ball).
Cover on top, bottom on bottom. Two circles were connected and a figure was obtained. What should we call the body? We need to quickly guess (cylinder).
Here is a cap on the head - This is a clown on the grass. But the cap is not a pyramid. This, brothers, is immediately obvious: The circle is at the base of the cap. What should he be called then? (cone).
The Egyptians put them together and crafted them so cleverly that they stand for centuries. Guess for yourself, children, what kind of bodies are these, Where is the top visible to everyone? Did you guess it? Because of the view, Everyone knows... (pyramid).

2) Logical tasks:

Name the figures. Which one is the odd one out? Why? Name the color of each shape.

What do these figures have in common? What is the difference? Find two identical figures. What signs of triangles do you know?

What are the figures called? What do they have in common? Which figure is the odd one out and why? Which of the figures is the largest? Which one is the smallest?

2. Physical education (performed according to the drawing on the board)

How many points are there in this circle?
Let's raise our hands so many times.

How many sticks to the point,
We'll stand on our tiptoes that much.

How many green Christmas trees?
Let's do so many bends.

How many circles do we have here?
We'll do so many jumps.

· Game "Fold the picture."
- Masha and the Bear They offer to put together pictures of geometric shapes using ready-made cards. To do this, we will split into two groups. Each group will create their own picture. But first, let's take a closer look at the cards. Name the geometric shapes from which the pictures are composed. How many figures are there in total? What color are the figures? First you need to put the picture together, looking at the card, and then from memory.

Riddles from Masha and the Bear.

Look at the figure
And draw in the album
Three corners. Three sides
Connect with each other.
The result was not a square,
And beautiful... (triangle).

I am a figure - no matter where,
Always very smooth
All angles in me are equal
And four sides.
Kubik is my beloved brother,
Because I... (square).

He looks like an egg
Or on your face.
This is the circle -
Very strange appearance:
The circle became flattened.

It turned out suddenly... (oval).

Like a plate, like a wreath,
Like a cheerful bun,
Like wheels, like rings,
Like a pie from a warm oven! (circle)

Slightly flattened square
Invites you to identify:
Acute and obtuse angles
Eternally bound by fate.
Have you guessed what it's all about?
What should we call the figure? (rhombus).

This figure is the brother of our square
But only two sides are equal,
And the angles are all the same... (rectangle)

5. Finger game “Kittens” ((We fold our palms, press our fingers together. Elbows rest on the table)
Our cat has ten kittens,
(We shake our hands without separating them).
Now all the kittens are in pairs:
Two fat, two nimble,
Two long, two tricky,
Two little ones
And the most beautiful ones.
(Tap the corresponding fingers against each other from the big to the little finger).

Compare the kittens. How are they similar and how are they different?
- Count how many triangles there are in the picture?
- How many circles?
- Try to draw your kittens. Other shapes can be used.

6. Practical work “Geometric coloring”.

- Masha and the Bear They ask you to color a picture with colored pencils and count how many geometric shapes you have found.
- How many circles?
- How many triangles?
- How many squares?
- How many rectangles?

7. Test of knowledge.
- Children, Masha and the Bear I really liked how you worked in class today. They have prepared a surprise for you. And now they need to go back. But our heroes forgot the way. Let's help them get home. And a map on which objects are depicted as geometric shapes will help us with this.
- How do we get across the river? (by bridge or boat)
- What geometric shapes did we see? (semicircle, trapezoid)
- What figure is the path in the forest depicted in? (curved line)
- On the way we came across a lake, what figure is it depicted with? (oval)
- Does the path around the lake lead past a flower meadow? What figure is she depicted in? (around)
- So we came to the Bear's house. What figure represents the fence near the house? (broken line)
- What figures is the Bear's house made of? (rectangles, triangle, circles). Well done guys, you did a great job!

8. Summary of the lesson, reflection.
- Our lesson has come to an end. Let's remember what we did today? What was difficult for you? What did you like most? What didn't you like?
- Evaluate yourself. If you enjoyed the activity and are happy with your work, raise the green circle. If you didn’t like it and you’re not happy with something, raise the yellow circle.
- Masha and the Bear thank you for your help. They have prepared a sweet prize for you (candy, fruit).

PRACTICAL TASK No. 24.

Didactic games for children of middle and senior preschool age (2 each) for transfiguration, laying out geometric figures from sticks.

"Make it up from sticks"

Purpose of the game: to train children in making geometric shapes from counting sticks.

Material: counting sticks.

Progress of the game: Preschoolers are trained in making geometric shapes from counting sticks.

1. “Make a figure from three (four, five, six) sticks.”

2. “Make two equal triangles from five sticks.”

3. “Build three squares from ten sticks (by attaching one figure to another).”