Progress of the game: The teacher explains the rules of the game:
• I will tell a story in which you should notice something that does not happen.
“In the summer, when the sun was shining brightly, the boys and I went for a walk. They made a snowman out of snow and started sledding.” "Spring has come. All the birds flew away to warmer lands. The bear crawled into his den and decided to sleep all spring.”
4. Didactic game “What time of year?”
Objectives: to learn to correlate the description of nature in poetry or prose with a certain time of year; develop auditory attention and quick thinking.
How to play: Children sit on a bench. The teacher asks the question “When does this happen?”
and reads a text or riddle about different seasons.
5. Didactic game “Where can I do what?”
Goals: activation in speech of verbs used in a certain situation.
Progress of the game: The teacher asks questions, the children answer them.
What can you do in the forest? (Walk; pick berries, mushrooms; hunt; listen to birdsong; relax)
.
What can you do on the river? What are they doing in the hospital?
6. Didactic game “Which, which, which?”
Objectives: to teach how to select definitions that correspond to a given example or 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 this subject. Squirrel - red, nimble, big, small, beautiful.
Coat - warm, winter, new, old...
Mom is kind, affectionate, gentle, beloved, dear...
House - wooden, stone, new, panel...
7. Didactic game “Finish the sentence”
Goals: learn to complement sentences with a word of the opposite meaning, develop attention .
Progress of the game: The teacher begins the sentence, and the children finish it, only they say words with the opposite meaning.
Sugar is sweet. and pepper -... (bitter)
.
In summer the leaves are green, and in autumn... (yellow)
.
The road is wide and there is a path. (narrow)
.
8. Didactic game “Find out whose sheet it is”
Goals: to teach to recognize a plant by its leaf (name a plant by its leaf and find it in nature, develop attention .
How to play: While walking, collect fallen leaves from trees and bushes. Show the children, ask them to find out which tree it is from and find similarities with the unfallen leaves.
9. Didactic game “Guess what kind of plant”
Goals: learn to describe an object and recognize it by description, develop memory , attention.
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. 10. Didactic game “Who am I?”
Goals: learn to name a plant, develop memory , attention.
Progress of the game: The teacher quickly points to the plant. The one who is the first to name the plant and its shape (tree, shrub, herbaceous plant) gets a chip.
11. Didactic game “Who has who”
Goals: consolidate knowledge about animals, develop attention and memory.
Progress of the game: The teacher names the animal, and the children name the cub in the singular and plural. The child who correctly names the cub gets a chip.
12. Didactic game “Who (what)
flies?
Goals: consolidate knowledge about animals, insects, birds, develop attention and memory.
How to play: Children stand in a circle. The selected child names an object or animal, raises both hands up and says: “Flying”
.
When an object that flies is called, all children raise both hands up and say “Flying”
If not, they don’t raise their hands. If one of the children makes a mistake, he leaves the game.
13. Didactic game “What kind of insect?”
Goals: to clarify and expand ideas about the life of insects in the fall, to learn to describe insects by characteristic features, to cultivate a caring attitude towards all living things, to develop attention .
Progress of the game: Children are divided into 2 subgroups. One subgroup describes the insect, and the other must guess who it is. You can use riddles. Then another subgroup asks their questions.
14. Didactic game “Hide and Seek”
Goals: to learn to find a tree by description, to consolidate the ability to use prepositions in speech: for, about, before, next to, because of, between, on; develop auditory attention .
Progress of the game: According to the teacher’s instructions, some of the children hide behind trees and bushes. The presenter, according to the teacher’s instructions, searches (find who is hiding behind a tall tree, low, thick, thin)
.
15. Didactic game “Who can name the most actions?”
Goals: learn to select verbs denoting actions, develop memory , attention.
Progress of the game: The teacher asks questions, the children answer with verbs. For each correct answer, children receive a chip.
• What can you do with flowers? (pluck, smell, look, water, give, plant)
• What does a janitor do? (sweeps, cleans, waters, clears snow from paths)
16. Didactic game “What happens?”
Objectives: learn to classify objects by color, shape, quality, material, compare, contrast, select as many items as possible that fit this definition; develop attention .
Didactic games for the cognitive development of children of senior preschool age. Part 2
Continuation. Start here.
Didactic game “At the fair”
Target.
To consolidate preschoolers' knowledge about geometric shapes . Develop attention, logical thinking, and the ability to communicate your opinion.
Equipment.
A plan diagram of the road to the fair, on which the sequence of movement is encrypted using geometric shapes.
Game actions.
The teacher invites the children to look at the diagram and find the path that leads to the fair. And there is a path that leads to the fair, on which all the geometric figures depicted near the basket remain crossed out (after all, these are magical geometric figures: they are shaped like images of the vegetables that Lena carries for sale).
During the work, the teacher encourages children to explain why they chose this or that path; asks to explain by what signs this or that geometric figure was recognized.
Didactic game “I know the figure, I’ll tell you everything about it”
Target.
To consolidate knowledge about geometric figures and learn to distinguish them from geometric bodies. When writing a story about a geometric figure, learn to use a supporting diagram.
Equipment.
Basic diagram for writing a story about a geometric figure, “magic bag”, geometric figures, geometric bodies (cube, ball).
Game actions.
The teacher invites us to remember everything we know about geometric shapes. (Motivation: “To make it easier for us to find the way to the fair,” or “So that next time we don’t get lost on the way to the fair,” etc.). To do this, children are asked to recognize the figure by touch in the magic bag, tell about it according to the diagram, and then show it to all the kids to check together whether the figure is named correctly. For description use the following diagram:
— name of the figure, flat or three-dimensional?
- Does it have corners or not?
- can it roll? small or big?
— what color can it be?
- what does it look like?
— where are objects used (where can you find parts, etc.) of this shape?
Children with a high level of development of mathematical abilities can be offered this scheme for comparing geometric bodies and geometric shapes (square - cube, circle - ball). In this case, it is appropriate to draw the kids’ attention to what vegetables look more like: geometric shapes or solids? (For geometric bodies, because they are three-dimensional). And when can we use geometric shapes to compare them with vegetables? (“Only when we need to draw vegetables on paper”).
Didactic game “Vegetable grower at the fair”
Target.
Strengthen the skills of quantitative calculation, correlating number and figure. Develop classification skills according to belonging to a certain set.
Equipment.
Silhouette images of baskets with a number on each of them (from 1 to 6); silhouette images of groups of vegetables (sets - in quantities from 1 to 6), etc.
Game actions.
The teacher reports that the vegetable growers took their harvest to the fair, and when almost everything was sold out, a certain amount of vegetables remained. Offers to help put vegetables in baskets. To find out which vegetables to put in which basket, you should first sort them out on a tray, then count how many of which vegetables, and only then put the vegetables in the basket on which their number is indicated by a number.
Didactic exercise “Guess which vegetable has rolled”
Developing a sense of symmetry, the ability to create a whole image in the imagination based on part of the image.
The teacher reports that the harvest this year was so large that a lot of vegetables were brought to the fair. Some vegetables did not fit on the counter; they fell and rolled under it. The teacher suggests, by looking at the part of the vegetable that “peeks out” from under the counter, to recognize which vegetable has rolled, etc.
Didactic game “Why does the sun heat less?”
Target. Develop spatial orientation skills (“high-low”, “high-low”). Learn to establish a relationship between the height of the solstice and phenomena in nature using a model of the movement of the sun above the horizon.
Equipment. A model of the movement of the sun above the horizon, created by students in the summer based on the results of observations. Marks on the model of the movement of the sun made by children based on the results of long-term observations in the fall.
Game actions.
The teacher suggests considering the model of the sun's movement above the horizon. Remember what interesting things the children noticed in the summer when they determined the trajectory of the sun. Draws attention to notes made as a result of observations of the sun in autumn. Together with the children, they create a line - “the route of the sun’s movement across the sky” - according to the marks. Compare the results.
- time to return home
- high-rise buildings (or other objects in respect of which the location of the sun is monitored during a certain period of time; red marks are the results of observations in the summer; yellow marks are the results of observations in the fall.
Based on the results of their work, the kids draw conclusions that in the summer the sun rises higher, shines brighter, warms more strongly, because it stands high above their heads, its rays are direct.
In autumn, the day is shortened, the sun “wakes up” later, its path in the sky is shorter (shorter), it rises lower than in summer; The sun “goes to bed” earlier too; It shines and heats less, its rays are slanting.
Didactic game “How many drops fell?”
Target. Consolidate knowledge about the composition of the number 7 .
Equipment.
Demonstration: flannelgraph, silhouette image of a cloud, seven droplets, numbers from 1 to 7.
Handout: numbers from 1 to 7.
Game actions.
The teacher reports that seven droplet daughters have broken away from their cloud mother, several of them have already fallen to the ground. He suggests finding out how many droplets fell and showing them with a number. Children count the number of droplets that remain (the teacher indicates this number with a number on the flannelgraph). Count down from seven and determine how many clouds have already fallen; this number is shown by children. Together with the teacher, they conclude that seven is 1 and 6, 2 and 5, 3 and 4, etc. (Children show a card with a number)
The teacher suggests filling in the empty cells in the examples based on the calculation results:
1 + 7 = 3+ P = 7 5+ P = 7 P + = 7
2 + 7 = 4+ P = 7 6+ 7 = 7 + 7 =
Problematic question: “Is it possible to “tell” this story with an example using the “-” sign? »
After joint reflection, the children come to the conclusion that this can really be done:
7 (there were so many droplets) - 6 (so many fell to the ground, the total number decreased, therefore, the “-” sign is appropriate here) = 1 (so many droplets remained). Children write down possible options in the form of examples:
7-1 = 6 7-3 = 4 7-5 = 2 7-7 = 0
7-2 = 5 7-4 = 3 7-6 = 1 7-0 = 7
Didactic exercise “For which flower?”
Development of logical thinking skills.
The teacher tells the children that autumn rainwater is very useful for indoor flowers. We collected the following water into funnels for these two flowers (demonstrates a large flower in a large pot and a small one in a small one). Invites children to choose from two identical funnels which funnel we will water which flower (the first funnel is filled to the brim with water, the second is half filled). Children determine by comparing the weight of the funnels.
Didactic exercise “Guess the number”
Practicing the ability to mentally draw an image of the whole from its part, consolidating knowledge of numbers within 7.
The teacher suggests recognizing the numbers that are hidden in the autumn fog, because they are only partially visible.
Didactic game "Live numbers"
Target. Practice ordinal counting skills; activate ordinal numbers in speech; coordinate them with nouns in gender and case.
Equipment. Emblem numbers from 1 to 7.
Game actions.
Children are given number emblems. Kids put them on themselves and become “living numbers.” When the presenter turns away, the “live numbers” change places (chaotically). The presenter’s task is to arrange the numbers in natural order (from 1 to 7). In the process of performing a game action, the leader must give the “digit” the command:
- Masha should be the first;
- Second - Seryozha;
- I’ll put Oksana third... etc.
Didactic game “Which leaf is lost?”
Target. Strengthen children's knowledge about adjacent numbers. Learn to select among three numbers the one that is missing.
Equipment. Flannelograph, an image of the leaves of trees in the native area with numbers marked on them.
Game actions.
The teacher reports that in late autumn our maple (birch, etc.) became completely sad and began to lose its last leaves. Leaves flew from the tree and fell near him. And some of the leaves were picked up by the breeze and carried them far from the tree.
Offers to find out which leaves are lost if its neighbors with the depicted numbers are known.
Children choose the “lost” leaves and put them in their place on the flannelgraph.
Didactic game “Which cards did the birds lose?”
The game is played in a similar way to the previous game. Children are offered a situation in which Queen Autumn taught birds to gather in flocks, the birds studied neighboring numbers. Some cards got lost. Children are asked to find lost cards.
Note.
During the work in both games, the teacher finds out with the children which number is the previous one and which is the next one.
It is proposed to determine the previous and subsequent numbers in a pair of numbers (1 and 2, 4 and 5, 6 and 7, etc.), name the previous and subsequent numbers for specific numbers (1, 3, 5, 7). Find out that for each number (except 0) you can determine the previous and subsequent numbers.
Progress of the game: Tell us what happens:
green - cucumber, crocodile, leaf, apple, dress, Christmas tree....
wide - river, road, ribbon, street...
The one who can name the most words wins.
17. Didactic game “What kind of bird is this?”
Objectives: to clarify and expand ideas about the life of birds in autumn, to learn to describe birds by their characteristic features; develop memory ; cultivate a caring attitude towards birds.
Progress of the game: Children are divided into 2 subgroups. Children of one subgroup describe the bird, and the other have to guess what kind of bird it is. You can use riddles. Then another subgroup asks their questions.
18. Didactic game “Riddle, we will guess”
Objectives: consolidate knowledge about garden plants; the ability to name their signs, describe and find them by description, develop attention .
Progress of the game: Children describe any plant in the following order6 shape, color, taste. The driver should recognize the plant from the description.
19. Didactic game “It happens - it doesn’t happen”
(with a ball)
Goals: to develop memory , attention, thinking, speed of reaction.
Progress of the game: The teacher says phrases and throws the ball, and the children must answer quickly.
Snow in winter... (happens)
Frost in summer...
(doesn't happen)
Frost in summer... (doesn't happen)
drops in the summer...
(doesn’t happen)
20. Didactic game “The third odd one”
(plants)
Objectives: to consolidate children’s knowledge about the diversity of plants, to develop memory , speed of reaction.
Progress of the game: The teacher names 3 plants (trees and shrubs, one of which is “superfluous”
.
For example, maple, linden, lilac. Children must determine which one is the “extra” one
and clap their hands.
(Maple, linden - trees, lilac - bush)
21. Didactic game “Game of riddles”
Goals: expand the stock of nouns in the active dictionary.
How to play: Children sit on a bench. The teacher asks riddles. The child who guessed it comes out and asks the riddle himself. For solving a riddle, he receives one chip. The one who collects the most chips wins.
22. Didactic game “Did you know.”
Goals: enrich children's vocabulary with animal names, consolidate knowledge of models, develop memory and attention.
How to play: You need to prepare the chips in advance. The teacher places images of animals in the first row, birds in the second, fish in the third, and insects in the fourth. The players take turns calling first the animals, then the birds, etc. And if the answer is correct, they place the chip in a row. The one who places the most chips wins.
23. Didactic game “When does this happen?”
Goals: to consolidate children’s knowledge of the parts of the day, to develop speech and memory.
Progress of the game: The teacher lays out pictures depicting the life of children in kindergarten: morning exercises, breakfast, classes, etc. Children choose any picture and look at it. For the word "morning"
all children pick up
a picture associated with the morning and explain their choice.
Then day, evening, night. For each correct answer, children receive a chip. 24. Didactic game “And then what?”
Objectives: to consolidate children’s knowledge about the parts of the day, about the activities of children at different times of the day; develop speech and memory.
Progress of the game: Children sit in a semicircle. The teacher explains the rules of the game:
• Remember when we talked about what we do in kindergarten throughout the day? Now let’s play and find out if you remember everything. We will talk about this in order. What do we do in kindergarten in the morning? Whoever makes a mistake will sit on the last chair, and everyone else will move.
You can introduce a game moment: the teacher sings the song “I have a pebble. Who should I give it to? Who should I give it to? He will answer"
.
The teacher begins: “We came to kindergarten. We played in the area. And what happened then?
He passes the pebble to one of the players. He replies:
“We did gymnastics”
-
“And then?”
Passes the pebble to another child.
The game continues until the children say the last thing - going home.
Note. It is advisable to use a pebble or other object, since it is not the one who wants it that answers, but the one who gets it. This forces all children to be attentive and ready to respond.
25. Didactic game “When do you do this?”
Goal: consolidate cultural and hygienic skills and knowledge of the parts of the day, develop attention , memory, speech.
Progress of the game: The teacher names one child. Then he depicts some action, for example, washing his hands, brushing his teeth, cleaning his shoes, combing his hair, etc., and asks: “When do you do this?”
If a child answers that he brushes his teeth in the morning, the children correct him:
“Morning and evening
. One of the children can act as the leader.
26. Didactic game “Highlight the word”
Goals: to teach children to clearly pronounce polysyllabic words loudly, to develop auditory attention .
Progress of the game: The teacher pronounces the words and invites the children to clap their hands when they hear words that contain the sound “z”
(mosquito song)
.
(Bunny, mouse, cat, castle, goat, car, book, bell)
The teacher should pronounce the words slowly, pause after each word so that the children can think.
27. Didactic game “Tree, bush, flower”
Goals: consolidate knowledge of plants, expand children's horizons, develop speech and memory.
Progress of the game: The presenter says the words “Tree, bush, flower.”
and walks around the children. Stopping, he points to the child and counts to three; the child must quickly name what the leader stopped at. If the child does not have time or names incorrectly, he is eliminated from the game. The game continues until one player remains.
28. Didactic game “Where does it grow?”
Objectives: to teach to understand the processes occurring in nature; give an idea of the purpose of plants; show the dependence of all life on earth on the state of the vegetation cover; develop speech .
Progress of the game: The teacher names different plants and shrubs, and the children choose only those that grow with us. If children grow up, they clap their hands or jump in one place (you can choose any movement; if not, they remain silent.
Apple, pear, raspberry, mimosa, spruce, saxaul, sea buckthorn, birch, cherry, sweet cherry, lemon, 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\. Cherry plum, poplar, pine.
At the end of the game, the results are summed up as to who knows the most trees.
29. Didactic game “Who is who (with what)
will?"
Goal: to develop speech activity and thinking.
Progress of the game: Children answer the adult’s question: “Who will it be (or what will it be)
... egg, chicken, boy, acorn, seed, egg, caterpillar, flour, iron, brick, cloth, etc.? If the children come up with several options, for example, from an egg - a chicken, a duckling, a chick, a crocodile. Then they receive additional forfeits.
Or the teacher asks: “Who was the chick before (an egg, bread (flour, a car (metal))
.
30. Didactic game “Summer or Autumn”
Goal: consolidate knowledge of the signs of autumn, differentiating them from the signs of summer; develop memory , speech; nurturing dexterity.
Progress of the game: The teacher and children stand in a circle. Educator. If the leaves turn yellow, this is... (and throws the ball to one of the children. The child catches the ball and says, throwing it back to the teacher: “Autumn”
).
Educator. If the birds fly away, this is... Etc.
31. Didactic game “Be careful”
Goal: differentiation of winter and summer clothing; develop auditory attention , speech hearing; increasing vocabulary.
Listen carefully to the verses about clothing, so that you can then list all the names that appear in these verses. Call it summer first. And then winter.
32. Didactic game “Take - don’t take”
Purpose: differentiation of forest and garden berries; increasing vocabulary on the topic “Berries”
;
develop auditory attention .
How to play: Children stand in a circle. The teacher explains that he will pronounce the names of forest and garden berries. If children hear the name of a wild berry, they should sit down, and if they hear the name of a garden berry, they should stretch, raising their arms up.
Strawberries, blackberries, gooseberries, cranberries, red currants, strawberries, black currants, lingonberries, raspberries.
33. Didactic game “What do they plant in the garden?”
Goal: to learn to classify objects according to certain characteristics (by their place of growth, by their use)
;
develop quick thinking and
auditory attention.
Progress of the game: Children, do you know what is planted in the garden? Let's play this game: I will name different objects, and you listen carefully. If I name what is planted in the garden, you will answer “Yes”
, if what doesn’t grow in the garden, you say
“No”
. Whoever makes a mistake leaves the game.
• Carrots (yes, cucumber (yes), plum (no, beets (yes)
etc.
34. Didactic game “Who will collect it most quickly?”
Purpose: to teach children to group vegetables and fruits; cultivate quick reaction to the teacher’s words, endurance and discipline.
Progress of the game: Children are divided into two teams: “Gardeners”
and
"Gardeners"
. On the ground there are models of vegetables and fruits and two baskets. At the command of the teacher, the teams begin to collect vegetables and fruits, each in their own basket. Whoever collects first raises the basket up and is considered the winner.
35. Didactic game “Who needs what?”
Purpose: to exercise in the classification of objects, the ability to name things necessary for people of a certain profession; develop attention .
Educator: - Let's remember what people of different professions need to work. I will name his profession, and you will tell him what he needs for work.
The teacher names a profession, the children say what is needed for work. And then in the second part of the game, the teacher names the object, and the children say for what profession it might be useful.
36. Didactic game “Make no mistake”
Goal: consolidate children’s knowledge about different sports, develop resourcefulness , intelligence, attention; cultivate a desire to play sports.
Progress of the game: The teacher lays out cut pictures depicting various sports: football, hockey, volleyball, gymnastics, rowing. In the middle of the picture is an athlete , you need to pick up everything he needs for the game.
Using this principle, you can make a game in which children will select tools for various professions. For example, a builder: he needs tools - a shovel, trowel, paint brush, bucket; machines that make the work of a builder easier - a crane, an excavator, a dump truck, etc. In the pictures - people of those professions that children are introduced to throughout the year: a cook, a janitor, a postman, a salesman, a doctor, a teacher, a tractor driver, a mechanic, etc. They select images of the objects of their labor. The correctness of execution is controlled by the picture : from small pictures it should turn out to be a large, whole one
37. Didactic game “Guess it!”
Goal: to learn to describe an object without looking at it, to identify essential features in it, to recognize an object by description; develop memory , speech.
Progress of the game: At the teacher’s signal, the child who received the chip stands up and makes a description of any object from memory, and then passes the chip to the person who will guess. Having guessed, the child describes his item, passes the chip to the next one, etc.
38. Didactic game “Finish the sentence”
Goal: learn to complete sentences with a word of the opposite meaning; develop memory , speech.
Progress of the game: The teacher begins the sentence, and the children finish it, only they say words that are opposite in meaning.
Sugar is sweet and pepper is... (bitter)
In summer the leaves are green, and in autumn -... (yellow)
The road is wide and the path is…. (narrow)
The ice is thin, but the trunk is ... (thick)
39. Didactic game “Where is what?”
Goal: to learn to identify words with a given sound from a group of words, from a speech stream; consolidate the correct pronunciation of certain sounds in words; develop attention .
Progress of the game: The teacher names the object and invites the children to answer where they can put it. For example:
- “Mom brought bread and put it in ... (breadbox)
.
• Masha poured sugar... Where? (Into the sugar bowl)
• Vova washed his hands and put down the soap. Where? (On a soapbox)
40. Didactic game “Catch up with your shadow”
Purpose: to introduce the concept of light and shadow; develop speech .
Topic: “Cognitive development of a preschooler through didactic games”
State budgetary educational institution
Secondary School No. 000
Preschool education
Self-education
Topic: “Cognitive development of a preschooler through didactic games”
Prepared by: teacher
2015
Goals:
- formation of a system of elementary knowledge about objects and phenomena of the surrounding life, as the basis for cultivating the correct attitude towards it through didactic games,
- develop logical thinking, attention, memory, intellectual development in children
— develop and improve thought processes: analysis, generalization, classification, comparison.
— creation of a card index of didactic games.
Introduction
For a child, play is life. Play is one of the most difficult and most important activities in a child’s life. Which parent is not familiar with: “Mom, play with me!” Indeed, a child cannot live without play.
“A game is a huge window through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world. Play is the spark that ignites the flame of inquisitiveness and curiosity.” ()
A child’s personal qualities are formed in active activity, and above all in that which is leading at each age stage and determines his interests, attitude to reality, and the characteristics of relationships with people around him. In preschool age, such a leading activity is play. But play for a child is not just entertainment. Play for preschoolers is a way of learning about their surroundings. While playing, he studies colors, shapes, properties of materials, spatial relationships, studies plants and animals. The didactic game requires complex mental activity, so it contributes to the implementation of the tasks of mental education.
considered play to be a free activity of the child, making a contribution to his development that cannot be compared with anything else. He wrote: “Play is the free activity of a child, and if we compare the interest of play, and exactly the number and variety of traces left by it in the child’s soul, with the similar influence of the teaching of the first five or six years, then, of course, all the advantage will remain on the side of the game.” "
Learn by playing! This idea has captivated many teachers and educators. In order for young children to master the necessary movements, speech, and various skills, they must be taught this. Didactic games were created to teach children. A didactic game is a complex process: it is one of the forms of learning and at the same time remains a gaming activity. The opportunity to teach young children through active activities that are interesting to them is a distinctive feature of didactic games. Their main feature is that the task is presented to the child in a playful way. Children play without suspecting that they are mastering some knowledge, mastering the skills of operating with certain objects, and learning a culture of communication with each other. The child perceives a mental task as a practical, playful one, this increases his mental activity. Any didactic game contains cognitive and educational game components and game actions. A didactic game is a multifaceted, complex pedagogical phenomenon: it is a game method of teaching preschoolers, a form of education, an independent play activity, and a means of comprehensive education of a child’s personality.
The characteristic features of didactic games are that they are created by adults for the purpose of teaching and raising children. The child in these games is attracted, first of all, by the game situation, and while playing, he quietly solves a didactic problem. Each didactic game includes several elements, namely: a didactic task, content, rules and game actions.
The main element of a didactic game is a didactic task. Didactic tasks are varied. This could be familiarization with the environment, development of speech, consolidation of elementary mathematical concepts. The content of didactic games is the surrounding reality (nature, people, their relationships, everyday life, work, etc.). A didactic task, veiled in a game form, is solved by the child more successfully, since his attention is primarily directed to the unfolding of the game action and the implementation of the rules of the game. Unnoticed by himself, without much tension, while playing, he performs a didactic task.
A big role in the didactic game belongs to the rules. They determine what and how each child should do in the game, and indicate the path to achieving the goal. Rules teach children the ability to restrain themselves and control their behavior. Children of primary preschool age find it very difficult to take turns. Everyone wants to be the first to take a toy out of the “wonderful bag”, get a card, name an object, etc. But the desire to play and play in a group of children gradually leads them to the ability to inhibit this feeling, that is, to obey the rules of the game.
An important role in didactic games belongs to game action. A play action is a manifestation of children’s activity for gaming purposes: rolling colorful balls, disassembling a turret, assembling a matryoshka doll, rearranging cubes, guessing objects by description, guessing what change has occurred with objects placed on the table, winning a competition, playing the role of a wolf, a buyer, seller, guesser, etc.
In didactic games, children are primarily interested in play action. It stimulates children's activity and gives children a feeling of satisfaction. A didactic task, veiled in a game form, is solved by the child more successfully, since his attention is primarily directed to the unfolding of the game action and the implementation of the rules of the game. Unnoticed by himself, without much tension, while playing, he performs a didactic task. Thanks to the presence of game actions, didactic games used in the classroom make learning more entertaining, emotional, help increase children's voluntary attention, and create the prerequisites for a deeper mastery of knowledge, skills and abilities. Playful action creates children's interest in the didactic task. The more interesting the game action, the more successfully the children solve it. A game action, consisting of several game elements, focuses children’s attention on the content and rules of the game for a longer time and creates favorable conditions for completing the didactic task.
In every didactic game, didactic tasks, game actions and game rules are interconnected.
In the process of didactic games, many complex phenomena are divided into simple ones and, conversely, individual ones are generalized, therefore, analytical and synthetic activities are carried out. Many didactic games lead children to generalization and classification, to the use of words denoting general concepts (dishes, furniture, clothes, shoes, products).
The role of didactic games:
- are a means of education, with their help the teacher influences all aspects of the child’s personality: consciousness, feelings, will, relationships, actions and behavior in general; In the game, the child shows a sensitive attitude towards his friend, learns to be fair, to give in if necessary, to help in trouble, etc.
- perform a teaching function, are a means of initial training of preschool children, mental education; in them, children reflect the life around them and learn certain facts and phenomena accessible to their perception and understanding. Their content forms in children the correct attitude towards objects and phenomena of the surrounding world, systematizes and deepens knowledge about their native land, about people of different professions, ideas about the work activities of adults; With the help of didactic games, the teacher teaches children to think independently, to use the acquired knowledge in various conditions in in accordance with the task.
— develop children’s sensory abilities through games to familiarize children with the color, shape, and size of objects;
— develop children’s speech: the vocabulary expands and becomes more active, correct sound pronunciation is formed, coherent speech develops, and the ability to correctly express one’s thoughts;
- form moral ideas about caring for surrounding objects, toys as the results of adult labor, about norms of behavior, about positive and negative personality traits;
— instill respect for working people, arouse interest in work activities, and the desire to work themselves;
- contribute to artistic education - improvement of movements, expressiveness of speech, development of creative imagination, bright, heartfelt portrayal of the image.
- promote physical development: they cause a positive emotional uplift and good health, the small muscles of the arms develop and strengthen.
Didactic games are an indispensable means of teaching children to overcome various difficulties in their mental and moral activities. These games contain great opportunities and educational effects on preschool children.
In the theory and practice of preschool education, there is the following classification of didactic games:
a) with toys and objects;
b) so-printed;
c) verbal.
Games with objects
Didactic games with objects are very diverse in terms of game materials, content, organization and conduct. Toys, real objects (household items, tools, works of decorative and applied art, etc.) and natural objects (vegetables, fruits, pine cones, leaves, etc.) are used as teaching materials. Games with objects make it possible to solve various educational tasks: expand and clarify children’s knowledge, develop mental operations (analysis, synthesis, comparison, discrimination, generalization and classification), improve speech, cultivate arbitrary behavior, memory and attention. Didactic games with objects will occupy a special place in our work with children of the middle and older groups on the development of memory and cognitive activity, since they take into account all age-related characteristics of children: the involuntary nature of mental processes, the leading role of visual perception and the activity of the child, since perception is necessarily action follows.
Board-printed games.
Printed board games are varied in content and educational objectives. They help clarify and expand children’s ideas about the world around them, systematize knowledge, and develop thought processes. These games are designed mainly for children of middle and older preschool age.
Word games.
Word games develop auditory attention, the ability to listen to the sounds of speech, and repeat sound combinations and words. Game actions in verbal didactic games (imitation of movements, searching for the one who called, actions on a verbal signal, onomatopoeia) encourage repeated repetition of the same sound combination, which exercises the correct pronunciation of sounds and words. Verbal games are characterized by the fact that the process of the learning task is carried out in a mental way, based on ideas and without relying on visualization. Among these games there are many folk ones associated with nursery rhymes, jokes, riddles, and changelings. In addition to speech development, the formation of auditory attention and memory, with their help an emotional mood is created, reaction speed is developed, and the ability to understand humor is developed.
But there is one pedagogical rule that a teacher (like parents) must always follow when organizing a didactic game; its developmental effect directly depends on how diverse and meaningful the actions performed by the child are. If the teacher, conducting a didactic game, acts himself (arranges objects, changes their places, names what the toys do, etc., and the children only observe and sometimes say something, the educational value disappears. While playing, the child not only has fun , but also develops.
Didactic games and exercises, as something else, meet the conditions for improving both involuntary and voluntary memory. During didactic play, a younger preschooler develops involuntary memory. With the constant use of didactic games and exercises in classes and in the free activity of a child, by middle age the emergence and improvement of voluntary memory occurs.
Didactic play is a valuable means of cultivating children’s mental activity; it activates mental processes and arouses keen interest in the process of cognition. In it, children willingly overcome significant difficulties, train their strength, develop abilities and skills. It helps to make any educational material exciting, causes deep satisfaction in children, creates a joyful working mood, and facilitates the process of assimilation of knowledge.
Organization of didactic games
The organization of didactic games by the teacher is carried out in three main directions:
• preparation for conducting a didactic game
• playing the game
• game analysis
Preparation for conducting a didactic game includes:
* selection of games in accordance with the objectives of education and training: deepening and generalization of knowledge, development of sensory abilities, activation of mental processes: memory, attention, thinking, speech;
*establishing compliance of the selected game with the program requirements for the education and training of children of a certain age group;
* determining the most convenient time for conducting a didactic game (in the process of organized learning in the classroom or in free time);
* choosing a place to play where children can play quietly without disturbing others. Such a place is usually allocated in a group room or on a site;
* determining the number of players (the whole group, small subgroups, individually);
* preparation of the necessary didactic material for the selected game;
* preparation for the game by the teacher himself: he must study and comprehend the entire course of the game, his place in the game, methods of managing the game;
* preparing children for play: enriching them with knowledge, ideas about objects and phenomena of the surrounding life necessary to solve the game problem.
Conducting didactic games includes:
• familiarizing children with the content of the game, with the didactic material that will be used in the game (showing objects, pictures, a short conversation, during which the children’s knowledge and ideas about them are clarified);
• explanation of the course and rules of the game. At the same time, the teacher pays attention to the children’s behavior in accordance with the rules of the game, to the strict implementation of the rules;
• demonstration of game actions, during which the teacher teaches children to perform the action correctly, proving that otherwise the game will not lead to the desired result.
• determining the role of the teacher in the game, his participation as a player, fan or referee. The degree of direct participation of the teacher in the game is determined by the age of the children, their level of training, the complexity of the didactic task, and the game rules. While participating in the game, the teacher directs the actions of the players (with advice, questions, reminders);
• summing up the results of the game is a crucial moment in its management, since based on the results that children achieve in the game, one can judge its effectiveness and whether it will be used with interest in the children’s independent play activities. When summing up the results, the teacher emphasizes that the path to victory is possible only through overcoming difficulties, attention and discipline.
At the end of the game, the teacher asks the children if they liked the game and promises that next time they can play a new game, it will be also interesting. Children usually look forward to this day.
The analysis of the conducted game is aimed at identifying methods of its preparation and implementation: which methods were effective in achieving the goal, what did not work and why. This will help improve both the preparation and the process of playing the game, and avoid subsequent mistakes. In addition, the analysis will allow us to identify individual characteristics in the behavior and character of children and, therefore, correctly organize individual work with them.
Conclusion
Didactic games act as a means of comprehensive education of a child. Social activity is understood as its totality, which is expressed in the various activities of the child:
• mental – the need to acquire new knowledge; the ability to rationally and independently use knowledge when solving mental problems, demonstrating ingenuity, resourcefulness, perseverance, and observation;
• motor – in the desire to perform game actions, purposeful actions with didactic material;
• labor – in interest in the work of adults, mechanisms and machines; needs for readiness to work; desire to perform the roles of different professions in the game; assistance in work to elders;
• aesthetic – in the understanding and appreciation of the beauty of objects and phenomena;
• moral – in showing love for one’s native land; goodwill in communication with children and adults, expressed in sympathy, empathy, compassion, selfless help; careful handling of objects and play materials; the need to follow rules of behavior;
• communicative – in the desire to exchange knowledge and skills with peers during games, communicate with them and establish friendly relationships on this basis, and demonstrate speech activity.
An urgent problem at present is to find optimal connections of continuity in the work of kindergarten and school, since the age characteristics of preschoolers and first-grade schoolchildren are very similar. In the work on personality formation in kindergarten and school, it is important to establish continuity not only in the content of education and upbringing, but also in the forms, methods and techniques of teaching. The widespread use of the game method, in particular various types of didactic games, in teaching and upbringing both in kindergarten and in primary school, has a number of advantages compared to other methods. Play occupies a significant place in the lives of preschool and primary school children. It is a natural state, a need of the child’s body, a means of communication and joint activities of children. The game creates that positive emotional background against which all psychological processes occur most actively. It reveals the child’s individual abilities and allows one to determine the level of his knowledge and ideas.
Bibliography:
- Didactic games and activities. , Moscow, 2010 Didactic games in kindergarten, Moscow, 1991 Didactic games for introducing preschoolers to plants. , Moscow, 1981 Didactic games in kindergarten. , Moscow, 1982 Games and exercises to develop mental abilities in preschool children. , , Moscow, 1989 Didactic games in the initial period of education. , Yaroslavl, 1997
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Progress of the game: Educator: Who will guess the riddle?
I'm going - she's going,
I'm standing - she's standing
If I run, she runs. Shadow
On a sunny day, if you stand with your face, back or side to the sun, a dark spot will appear on the ground, this is your reflection, it is called a shadow. The sun sends its rays to the earth, they spread in all directions. Standing in the light, you block the path of the sun's rays, they illuminate you, but your shadow falls on the ground. Where else is there shade? What does it look like? Catch up with the shadow. Dance with the shadow.
41. Didactic game “Finish the sentence”
Goal: learn to complete sentences with a word of the opposite meaning; develop memory , speech.
Progress of the game: The teacher begins the sentence, and the children finish it, only they say words that are opposite in meaning.
Sugar is sweet and pepper is... (bitter)
In summer the leaves are green, and in autumn -... (yellow)
The road is wide and the path is…. (narrow)
The ice is thin, but the trunk is ... (thick)
42. Didactic game “Who has what color?”
Goal: to teach children to recognize colors, consolidate the ability to identify objects by color, develop speech and attention.
Progress of the game: The teacher shows, for example, a green square of paper. Children name not a color, but an object of the same color: grass, sweater, hat, etc.
43. Didactic game “What subject”
Goal: to teach to classify objects according to a certain criterion (size, color, shape, to consolidate children’s knowledge about the size of objects; to develop quick thinking .
Games for the development of cognitive processes in children 5-7 years old
Games for the development of cognitive processes in children of senior preschool age.
Author: Shchipitsina Marina Ivanovna, teacher-psychologist, MBDOU "Savinsky kindergarten", village of Savino, Perm region, Karagay district. Description of material: I bring to your attention games for the development of cognitive processes in children of senior preschool age. As a rule, the successful education of children in primary school depends on the level of development of cognitive processes. The material will be useful to parents and teachers and will help prepare children for school. The successful education of children in primary school depends on the level of development of cognitive processes (thinking, speech, attention, memory, etc.), creatively solving various problems. Preschool age is a period when the child’s main activity is play. In a game, it is easier to assimilate knowledge, skills, abilities, with the help of a game situation it is easier to attract the child’s attention, he remembers the material better, so try to choose tasks that are entertaining in nature. Remember that at this age the duration of the lesson should not exceed 25 - 30 minutes. Avoid overtiring your baby. I offer you several games that will help develop the cognitive processes of children: Game “Extra Word” Purpose: development of thinking Instructions:
I will name 4 words, three of which can be combined, but one word does not fit them, it is superfluous.
For example: 1. Book, TV, radio, tape recorder. 2. Russia, Poland, Moscow, Japan. 3. Dove, crow, bird, magpie. 4. Monday, Friday, May, Wednesday. 5. Sveta, Katya, Maltsev, Oleg. Exercise “Semantic series” Purpose: development of thinking Instructions:
I will tell you three words, and you guess what the fourth will be.
1. bird-nest, dog -... 2. jacket-fabric, boots-... 3. horse-foal, cow-... 4. book-cover, house -... 5. dog-puppy, man-... 6. porridge-spoon , meat-... 7. boat-water, train-... 8. squirrel-hollow, man -... 9. flower-stem, tree-... 10. window-sill, closet -... 11. birch-leaves, pine -... 12 .sun-light, night-... 13. fur coat-button, boot -... Game “Continue the list of words” Goal: development of cognitive processes (attention, thinking, speech). Instructions:
continue the list of words and name the group with one word.
- Russia, Poland... - doctor, teacher... - Sveta, Natasha... - Volga, Kama... - boots, shoes... - birch, poplar... - tit, dove... - hare, bear... - tulip, carnation... - skates, skis... - March, January... - nest, hole... - blue, red... - raspberries, currants - one, two... - Venus, Jupiter... - rain, hail... - sneakers, shoes... - sour cream, kefir... - cupcake, cake... - minute, second... - brave, brave... - shovel, rake... - armchair, chair... - cubes, pyramid... - tape recorder, iron... - car, bus... - skirt, trousers... - apple, pear... - cucumber, carrot... - chicken, goose... - cow, sheep... Game “Make the moves” The goal is to develop attention. Instructions:
Try to perform the movements correctly: if you hear the name of an animal, jump, if you hear the name of a bird, wave your hands, if you hear the name of a subject for school, sit at the table and put your hands on the table.
Words: ruler, cow, backpack, owl, book, bear, elk, notebook, crow, swallow, pen, fox, dove, wolf, globe, pencil, goat, duck, magpie, pencil case, pig, scissors. Game “Compare Objects” The goal is to develop attention and thinking. Instructions:
Compare the objects with each other.
Tell me how they are similar and how they differ. - boots and socks - piano and violin - teapot and plate - apple and ball - girl and doll - clock and thermometer - board and glass “Solving logical problems” Goal: development of logical thinking, the ability to make inferences. Instructions:
Listen to the problems, think and solve them. Nine bunnies eat one carrot each. How many carrots does it take to feed all the bunnies?
Two girls played with dolls for two hours. How many hours did each of these girls play?
Lena had four beds of carrots and cabbage in her garden. There were more beds with carrots than with cabbage. How many beds of carrots and how many of cabbage did Lena have in her garden?
The thermometer shows three degrees below zero. How many degrees do these two thermometers show?
Three girls have hair of different lengths. Marina's is longer than Alena's, Alena's is longer than Natasha's. Which girl has the longest hair and which one has the shortest? Show Marina, Alena and Natasha in the picture.
Three brothers - Kolya, Vanya and Tolya - study in different classes. Kolya is older than Vanya, and Vanya is older than Tolya. Which child is the youngest and which is the eldest? Show Kolya, Vanya and Tolya in the picture.
Materials taken from I. Svetlova’s book “Lessons for preschool children. Logics"
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Games and tasks for children 5-7 years old on the topic “Cow”
Progress of the game: Children sit in a circle. The teacher says:
• Children, objects that surround us come in different sizes: large, small, long, short, low, high, wide, narrow. During classes and on walks, we saw many objects of different sizes. Now I will name one word, and you will list which objects can be called in one word.
The teacher has a pebble in his hands. He gives it to the child who must answer.
• Long, says the teacher and passes the pebble to the neighbor.
• Dress, rope, day, fur coat, the children remember.
• Wide,” the teacher suggests the next word.
Children call: road, street, river, ribbon, etc.
The game is also played with the aim of improving children’s ability to classify objects by color and shape. The teacher says:
• Red.
Children take turns answering: berry, ball, flag, star, car, etc.
— Round (ball, sun, apple, wheel, etc.)
44. Didactic game “What can animals do?”
Goal: learn to create a wide variety of verbal combinations; expand the semantic content of the word in the mind; develop memory .
Progress of the game: Children turn into “animals”
.
Everyone must tell what they can do, what they eat, how they move. The one who tells the story correctly receives a picture of an animal.
• I'm a red squirrel. I jump from branch to branch. I make provisions for the winter: I collect nuts, dry mushrooms.
• I am a dog, cat, bear, fish, etc.
45. Didactic game “Come up with another word”
Goal: expand vocabulary; develop attention .
Progress of the game: The teacher says, “Come up with one word and another, similar one. You can say: milk bottle, or you can say milk bottle.” Cranberry jelly (cranberry jelly)
;
vegetable soup (vegetable soup)
;
mashed potatoes (
mashed potatoes ) .
46. Didactic game “Choose similar words”
Goal: to teach children to clearly pronounce polysyllabic words loudly; develop memory attention .
Progress of the game: The teacher pronounces words that sound similar: spoon - cat, ears - guns. Then he pronounces one word and invites the children to choose others that are similar in sound: spoon (cat, leg, window, cannon (fly, dryer, cuckoo, bunny (boy, finger)
etc.
47. Didactic game “Who will remember more?”
Goal: to enrich children’s vocabulary with verbs denoting the actions of objects; develop memory , speech.
Progress of the game: Carlson asks to look at the pictures and tell them what they are doing and what else they can do.
A blizzard is sweeping, blizzarding, blizzarding.
The rain is pouring, drizzling, drizzling, dripping, starting, lashing, ...
Crow—flies, croaks, sits, eats, perches, drinks, howls, etc.
48. Didactic game “What else do they talk about?”
Purpose: to consolidate and clarify the meaning of polysemantic words; cultivate a sensitive attitude to the compatibility of words in meaning, develop speech .
