Didactic games for children 6-7 years old. Card index

Card index of didactic games TRIZ and RTV (preparatory group).

Our kindergarten operates using TRIZ technologies.
Teachers systematically develop their didactic games using TRIZ technologies. I would like to present to you my developed games. Game “Let's build a kindergarten” Goal. Introduce children to a systematic approach to the world around them (component and functional). Show the dependence of the object on the place of residence. Brainstorming - built a kindergarten in the water, in the mountain. Discuss work and life in this kindergarten. For clarity, use group resources. For example: mountain - cubes, basket, blanket. Sea - aquarium - jar - box. Game “Parts - Whole” on the theme of kindergarten. Target. Introduce children to the focal object method, explaining to children the technology of working with this method. Learn to change familiar objects (or part of an object), constructing completely new ones from them. Thinking through their functions, their relationship with surrounding objects and people. Conduct a small analysis of the positive and negative in our kindergarten, in the group. Offer to come up with a completely new kindergarten, explaining how to use the focal object method. For example: in kindergarten there are different groups - glass, prickly, fabric... Think over the functions of these groups. Question: - What can you use the walls for in a group, dressing room, if they...? Part of the wall is barbed, part...? What can this wall be used for? Part of the ceiling, part of the floor...? Furniture, benefits...? Think about what you can use in a group to make a model of such a kindergarten for dolls. Use group resources. Target. Determine the main function of a kindergarten for children, for adults working in a kindergarten, for parents. Add a new row to the morphological table - kindergarten employees. Game "Why?" Why do children need kindergarten? Parents? Teachers? Other employees? The city needs a kindergarten, children? Work on the morphological table, identifying possible changes and situations with a certain choice of cards. Complication. Conduct a comparative analysis of kindergartens for children and kindergartens for animals. Name them, look at the illustrations: incubator, poultry farm, calf farm. "Kindergarten" for penguins and ducklings. Compare what birds and animals teach their children in our kindergartens. Question: Why do they teach this? A fantastic situation: a child ended up in a “kindergarten” of penguins, ducklings, and calves. Game “Fairy-tale characters in kindergarten” Goal. Introduce children to the Ring of Lull. Learn to generalize phenomena that do not have obvious connections. Learn to imagine an event in the sequence of its development, to establish relationships between individual events. Offer the children a fantastic situation: all the adults in the kindergarten went on vacation, and instead of themselves they left fairy-tale characters, very similar to themselves in everything. Question: - Who in the group will be the teacher for...? Who will be the assistant teacher? Children name heroes of fairy tales and cartoons who will work in kindergarten instead of employees. A discussion is required - why this particular hero will be instead of adults? Analysis: Question: - What is better and what is worse if in the group there is not a teacher, but, for example, Vasilisa the Beautiful. Who is better and who is worse? Show the children a sample (incomplete) of Lull's ring. Offer to make one for your group and play with it. Children can draw, write or stick images on the sectors of the rings themselves. 1 ring - heroes of fairy tales. 2 ring - kindergarten employees. 3rd ring - kindergarten premises. Play around the ring, considering each option - the sequence of events, the consequences of this change for the hero himself and those around him. Target. Teach children to set an ultimate goal, approach it, planning a sequence of actions. Strengthen the ability to use symbolic analogy. Show the dependence of the system on the environment. Game “Words are partners”. The teacher names the word, and the children find two words - a partner, which show the sequence of actions on the topic “Plant World”. For example: Lilac - vase - flowers. Grain - flour-bun. Planted - grew - collected. Game "Chain of Goals". What goal do you set for yourself... washing, eating, planting potatoes, picking berries, apples. Reveal the sequence of any action of children, breaking it down into many small goals, in the correct sequence. To go into the forest to pick mushrooms you need to: get out of bed, get dressed, and wash. Have breakfast, pack a basket, get dressed for the forest (put on tights, trousers, socks...) take the basket. Wait for dad or mom, etc. Carry out several tasks suggested by the children along the chain of goals. Show that any action can cause an anti-action. For example: “They dug a deep hole - they got a tall mountain.” Give a few more examples of similar actions. Offer to symbolically “write down” the sequence of any task, and then “read” it to the children. Game “Choose food for lunch” Goal. Systematize products of animal origin. Teach depending on the goal, combine real objects, creating an unusual object. Conduct a systematic analysis of food of animal origin. The component diagram is built - drawn symbolically on a large sheet of paper. Meat - animals, poultry (egg), fish (caviar). Dairy - fresh milk: butter, cheese. Sour milk: sour cream, cottage cheese, yogurt. If it is difficult to visualize, you can use pictures or write. Name many familiar dishes prepared from these products, revealing the sequence of cooking along the way. Pay attention to the ratio - more - less. Read “The Cook” by O. Grigoriev The cook was preparing dinner, And then the lights were turned off. The cook takes the bream and puts it in the compote. He throws logs into the cauldron, puts jam into the stove, stirs the soup with a poker, hits the coals with a ladle. He pours sugar into the broth, and he is very pleased. It was a vinaigrette. When they fixed the light! At the request of the children, make a Lull ring or a morph table, combining plant and animal foods to create an unusual object. Target. Teach by connecting familiar animals to invent someone completely unknown. Show how an animal's size or changes in size can affect its life and relationships with others. Arrange the animals by size: from smallest to largest. Find their analogue in geometric forms. Beat: which is greater, which is smaller. First on animals, then on symbols. For example. Part of the line: fox, wolf, bear, elephant. Question: - Who is larger than a wolf, but smaller than an elephant, etc. Is Triton larger than an elephant or smaller? Discuss how an animal's size or changes in size can affect its life and relationships with others. You can read “The Crow and the Cat” by Tim Sobakin. Big Crow walks along the path. The Raven is taller than the Cat! The Cat would start a fight with a crow if it were... the size of a dog. Using morphological analysis, each child (or teaming up in groups of two or three) comes up with an unreal animal. Come up with a name for it. Think about how and where it will live, what it will eat. Target. To develop in children the ability to detect hidden dependencies and connections and draw conclusions based on them. Show hidden animal resources. Teach children to evaluate both the process itself and the result. Game "Ecological balance". Once upon a time, nature invented a hare, but for complete happiness he lacked cabbage and... a wolf. If there is no cabbage, he will die from hunger; if there is no wolf, he will die from disease. And if suddenly there was a lot of cabbage, they increased the quantity. To prevent the whole earth from becoming overgrown, they came up with a hare. The number of hares also increased, there were many of them - wolves were invented. But there are a lot of hares, why run around catching them, they just run past. Question: - If the wolf does not move, what will happen? How to make a wolf move? There are a lot of wolves - what did they come up with? Etc. A similar situation can then be discussed with another pair of animals of the children’s choice. Game "Forest Riddle" Goal. Learn to establish cause and effect relationships. To develop the ability to view familiar objects and situations from an unusual point of view. Strengthen your mastery of fantasy techniques. Make a detailed morphological table with the children. Reveal in it the parts of the body of animals that are vital for them: how they get food, how they defend themselves, how they move. If there are illustrations, consider how the means of adaptation of animals have changed over the period of evolution. To summarize, everything in animals is vital. When considering, pay attention to the influence of the environment on changes in the animal’s body. Collect from the table an animal that can do everything on its own. Who has all the means just in case. Discuss whether it will be good or bad for him to live now in his usual habitat. What character (whose?) will this animal have? Formulate the contradictions that arise when this animal adapts to the surrounding world. Try to resolve them yourself. Target. Learn to establish cause and effect relationships. To develop the ability to view familiar objects and situations from an unusual point of view. Strengthen your mastery of fantasy techniques. Make a detailed morphological table with the children. Reveal in it the parts of the body of animals that are vital for them: how they get food, how they defend themselves, how they move. If there are illustrations, consider how the means of adaptation of animals have changed over the period of evolution. To summarize, everything in animals is vital. When considering, pay attention to the influence of the environment on changes in the animal’s body. Collect from the table an animal that can do everything on its own. Who has all the means just in case. Discuss whether it will be good or bad for him to live now in his usual habitat. What character (whose?) will this animal have? Formulate the contradictions that arise when this animal adapts to the surrounding world. Try to resolve them yourself. Preliminary work: Offer to bring photographs of your relatives, yourself and your parents in childhood. Game “I am a robot” Goal. To consolidate knowledge about the structure and functions of a person with the help of a system operator. Show the interdependence of a person and his environment. Give the concept of gender and generations. Invite children to imagine that they are robots, externally and internally everything is like a person. Turn on the music and move like robots. Movement coordination exercise. Children are sitting or standing. Touch your right ear with your left hand, and your left ear with your right. Now change hands and move the left one to the right shoulder, and the right one to the left. Change hands, touch the waist, then the knees, and then the ankles. We do the same in the upward direction: knees - waist - shoulders - ears. Repeat the exercise three times. Imagine that there are many buttons in your head, and when you press them, you start laughing, crying... Question: - Who presses these buttons? Can you say “stop” when someone presses these buttons? Family relationships. Buttons - things to do. Question: - How to cheer up (spoil) your mood, make you happy, make you sad? Wake you up, meet you from work, from the store. The work was carried out with cards showing the time of day, apartment, and enterprise. How a person can change something in himself using familiar techniques. For example - to immediately become fat, tall... Remember what technique the strong hare used. Why a person may need to change something in his appearance. Game "On the contrary" on the topic: "Family, home, child." For example. Big - small, mom - dad, grandma - grandpa. Girl - boy, older - younger... Read “Who is who? » Yakov Akim. - Grandma is grandma, whose daughter? - You are Fedya’s daughter, my son. - My dad is big, but not a son at all! - Son. Brother of my four daughters, Do you remember when we visited the eldest, Avdotya? - Did we really visit our daughter? My aunt has! - I rocked your aunt in the cradle... - Grandma, stop, explain first who I am, Natasha and her two brothers. - Okay, let's try to figure it out: Their mother, her husband's niece's sister, Oh, and she was nimble as a little girl! And you get to them... It’s a tricky thing... - Grandma, something’s burnt! - Ugh, while I was thinking, all the milk ran out of the pan. The “Chain of Goals” game is the other way around. Target. Show the children the action of the “Verse versa” technique. Consider the main functional responsibilities in the family and additional ones. One of the children says the sequence of an action. The second one says them backwards. You can record each step with some symbol. Then the first child says the opposite - the second builds the correct chain. To sum it up, we called everything backwards. Question: - What can we choose with the symbol “On the contrary”. Children offer various heroes, whose character does everything the other way around, or objects (this could be: Parsley, Ivanushka the Fool, Tumbler, an hourglass). Game "It's the other way around." Target. Reinforce knowledge of the functions of different parts of the body. Consolidate mastery of the technique "On the contrary." Learn to solve problems using this technique. Cultivate a sense of humor and the ability to find a way out of unconventional situations. The child names some part of the body, the second child names what it does, the third child names it the other way around. After a few words, the game is played in reverse - the case is called - body parts are found. For example - hand - takes - throws away. Walking - standing - leg. Nails - grow - decrease, etc. Discuss options when two opposite properties occur simultaneously. For example: You sit and drive, you sit and fly, sick and healthy, small and big. Game “I am an adult” Goal. To consolidate knowledge and ability to use moral and ethical standards in life, to understand the consequences of their non-compliance. Strengthen a systematic vision of yourself in the world around you. According to the system operator, beat - a child in the system, with a change in the supersystem. Supersystem: house, street, hospital, bus, kindergarten, store, etc. Show how the view of a child will change depending on his location, what he will be called. Show a multifaceted view of the child, his many social roles. Consider the genetic line - who will be when he grows up in the family, at work. Family relationships with current relatives and with future ones. Dependence of social (family) role on age and family composition. Relationships, mutual care in the family. You can read proverbs to children: “Don’t spit in the well - you’ll need more water.” “Before you do it, you need to think carefully.” “As it comes around, so it will respond.” Game "Broken Phone". Target. Introduce children to the principle of the mediator. Learn to understand the figurative meaning of words, phrases, proverbs. You can offer a more complicated game. The first child says some very familiar proverb, the second says its original meaning, the third also explains what he understood in his own words. The last child must guess what proverb the first child said. For example, the chain could be like this. Chickens are counted in the fall - if you have worked well by autumn, a lot of chickens will grow up - you need to do everything well, then there will be a lot of everything - what goes around comes around - skillful hands do not know boredom. For the game, you can take the following proverbs: If you love to ride, love to carry a sled. If you hurry, you will make people laugh. Business before pleasure. As it comes back, so it will respond, etc. At the end of the game, again consider the advantages and disadvantages of the intermediary. Game “Chain of Words” Goal. Show children the method of garlands and associations (without naming). To develop an unconventional view of familiar real things, using familiar methods of change on a familiar subject. Bring children to understand that there are always two sides involved in any process. Invite the children to name a few words that they associate with winter. Carry out the method of garlands and associations on the topic: “Winter”, “Snow”, “Frost”. In the end, to summarize that the children said a lot of very similar words. Question: - Why? What do all these words have in common? Offer to draw the chain again, but end it with the same word with which you started - winter. During the game, to activate inactive children, use a small toy to pass on to the next one in the chain. It's great to pass a piece of ice - this allows the game to go very quickly. Offer children the game “Chain of Goals” (direct version and reverse version) on the topic - home, winter, work. Game “Who (what) can’t live without what?” on the same topic. Game “Announcer - TV” Goal. Secure mastery of “floor design.” Introduce the “quantization-continuity” technique. Develop the ability to express yourself in your work. Strengthen the skills of independent creative work. Add a TV model to the group. Review the TV according to the system operator. Invite children to become television announcers for today. The first program that will be shown on TV is an introduction to him, a press conference. Children can ask the TV (or TVs) questions from their seat. But TV announcers can speak themselves. The announcers begin their speeches: “I am the TV, they turned me on... I am the TV, I’m very glad to meet you, otherwise in the store... The speeches will reflect the former and current life of the TV. If desired, children can put a “TV” on their head. We got acquainted with televisions. The news began - real and fantastic. Children talk about events that happened yesterday and today. You can include someone with advertising. Make changes to the floor design of the “TV at home.” Discuss options for continuous operation of the TV. Or continuous display of one particular program. Think about what's good and what's bad about it. How quantity develops into quality. Remember in which works the action is continuous or interrupted. You can first give an example to the teacher, the children find similar examples. Games with toys. Target. Learn to systematize games for adults and children. Teach children not only to change, but also to transform, combine, creating new games for the child. Develop the ability to evaluate both the process itself and the result. With your children, make a morphological table of the games that children play. When compiling, think about how you can call in one word games that are played while running, jumping, etc. Games that are played while sitting at the table. Think about how this can be depicted on a table. Randomly select components from each row and come up with a game. Discuss the rules of the game. Play if possible. If you can’t play in a group, you can deliberately add something from the table or add it yourself. A slight deviation from the accepted rules is allowed if they are difficult to comply with. Discuss what games can teach. Try, starting from the function, to come up with a game to learn how to do it. For example: read. Build from cubes with letters, with syllables, a house, a fence, a path, repeat the syllables, make up words, Jump on one leg. A stream appears on the floor, and in it there are “pebbles” - bricks so small that you can’t stand on them with both feet. And on the other side a friend is waiting. The teacher encourages the children to come up with games with a variety of functions. Games vary in mobility. For example, you can jump on your toes while sitting on a chair. Only the legs jump. Jump while sitting on the floor - only the soles of your feet are involved. After the game, build a line of games that adults play. Games can be classified into indoor, outdoor and television games. Think about which of these games we could play. Discuss what games we play, and these adults play at work and at home. That is, what is work for them is play for us. Game "Auction". Target. Teach children to describe objects and games, finding obvious and hidden advantages in them. To be able to describe not only a real object, but also an object is a fruit of the child’s imagination. A lot of new items and toys are brought into the group. Each child chooses what he will present at the auction by choosing an item; children all together choose words using the method of focal objects or use fantasy techniques. The main thing is that the result is an unusual object or toy. Children think through its new obvious and hidden Advantages and functions. Payments for items at auction are made up in advance or math handouts are used. Children take turns presenting their items, the rest buy or not. The child who bought it must say what he liked most about this item. Some things may be real, but with an additional set of functions. After the auction, children play with toys and objects. Toys and objects remain in the group either forever or for a long time. The game "Parts - Whole" is forward and backward for transport. Target. Introduce children to the law of increasing the degree of ideality. To learn to see the claims to the means of transportation from which certain features of modern transport emerged. Make riddles about transport for children. Ask if they guessed what we will talk about today. Consider what types of transport children know. Group by tables - garages: ground, underground, air, water, space. Within groups: ground and air sorted by type of activity. Having selected one of the machines, conduct a system analysis. Pay special attention to the development line. Post (preferably photographs or illustrations) how vehicles have changed over the centuries. Consider what they have in common with modern transport and their differences. Find claims to ancient modes of transport that are permitted by man. What exactly was done and, if possible, how it was done. Please note that the person improved transport all the time, but after some time something again did not satisfy him. Discuss this with examples, formulating the contradictions and what methods they were used to resolve. Game “Press Conference”, Goal. To consolidate the understanding of the law of increasing the degree of ideality. Learn to design new structures based on analogies and necessary functions. Repeat the names of the vehicles. Remember and discuss what kind of transport the children chose on the street. Examine and compare the cars in the catalog or from photographs and the one on the street. Game “Without which there are no cars” Draw children’s attention to a systematic approach to the questions asked. Talk about environmentally friendly transport – in terms of function and appearance. Find analogues of machines in nature. Discuss what is good and what is bad about this. When discussing, pay attention to how much money was spent on the production of transport and how many functions it performed. How much effort and money does a person now expend for the normal operation of transport? List which ones exactly. Can we say that now the cars are the best; or after some time it will not suit people. Question: — What else would you like the machine to do? What do you call a machine that can do whatever you want? Question: - Why is there transport for humans, but there is no special one for animals, birds, insects, plants? When is such transport needed? How are animals transported now? Why do birds need transport? Using what principles can you come up with such a transport? Target. Introduce children to the fantasy technique of “changing the laws of nature.” Teach children, based on real situations, to generalize phenomena that have no analogues in nature. Read to the children “Answer, is it true?” Givi Chichinadze. At this hour, a cheerful hour, I have riddles in store for you. The blizzard swept the field, and the plane tree is all trouble. In March the snow and ice melted, this is winter coming to us. The cat likes Grapes and vinaigrette for lunch. At night, in the rain, like a shepherd, a rooster took the chickens out for a walk. A swan swims in a pond, sleeps on an apple tree in the garden. We wound the wool into a skein and it will become a silk scarf. Even though the snail is small, it took away the whole house. The dog Barbos cackled and laid an egg in the nest. Grab with your paw, click with your teeth. The predator is the tiger and the predator is the wolf. That's right, kids! Well done! You will be rewarded with lollipops. The candy melted and the poems came to an end. While the teacher reads the poem, the children put as many chips in front of them on the table as there are inaccuracies they find. Then the children check how many people have correctly identified the inaccuracies. Question: How would this be correct? Some moments from the poem are corrected to be real. Those situations that always happen are discussed and named. For example: the sun always rises in the morning. The tree always grows upward. First the egg appears, and then the chicken comes out of it. Game "On the contrary". One of the children names a real situation, passes a small object to another child, who says this situation in reverse. For example: the wind is blowing, so the cloud flies. The cloud is flying, so the wind is blowing. Explain to children the concept of “law.” Discuss what we have now done with these laws of nature. We changed them. Therefore, fantastic situations turned out. Game “Change the Fairy Tale” Question: - What will any fairy tale look like if we change the laws of nature in it? If you change the laws of nature in the fairy tale “The Wolf and the Seven Little Goats,” how will the fairy tale change? Make up a fairy tale using modified situations. You can come up with it as a whole group, or individually. Target. Teach, using the techniques of change, to change the fairy tale yourself, inventing a new one. Strengthen the ability to imagine events in the sequence of their development, establish relationships between individual events, create new images, planning their actions, life stages. Be able to solve fabulous problems that arise independently, if possible, using moral and ethical standards. Children independently choose from a large number of proposed fairy tales one to change. Briefly retell the main plot lines of the fairy tale. The characters of her heroes. Next, children are invited to independently make changes to this fairy tale, using any modification techniques they wish. As you build a new storyline, solve problems that arise. Each child “writes down” new fairy tales on their own pieces of paper. At the end of the work, those who wish to tell their tales. Similar situations are found and options for solving similar problems are compared. If you wish, you can compose one general fairy tale at the end.

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Classification methodology

There are several criteria for classifying games and dividing them into groups. This makes it possible to choose an activity that best suits specific pedagogical tasks.

Self-study

Selection of materials for classes

Depending on the content, classes are divided into various types aimed at improving a particular skill in children. Accordingly, various materials are used, such as:

toys;
Pictures;
various household items;
board games that you can print out yourself.

Step-by-step drawing for beginners - lessons for children

The role of the teacher in organizing games

Based on the type of lesson, level of training of the group and their independence, the teacher’s influence on the process can be either primary, for example, as a leader, or secondary, when he observes from the side and only if necessary directs actions in the right direction.

The essence of play activities in kindergarten

Play in a preschool educational institution (DOU) is a form of social life of a child that promotes his physical, mental and intellectual growth, as well as cultivating strong-willed, moral qualities and creative abilities.

Through play, children learn to be creative

Goals

Based on the definition of play activity, it is possible to compile a list of target guidelines that determine its significance in kindergarten.

Educational

This group includes:

organization of cognitive activity (as follows from practice, children quickly learn new knowledge in a playful way);
broadening one's horizons (new types of activities or other forms of already familiar games reveal some unknown phenomena and facts for children, for example, by conducting a research game on growing a flower in a preparatory group, the children get acquainted with the concept of “cutting”, understand such a phenomenon as “anabiosis” etc.);
the formation of skills and abilities (for example, during games on a walk, children learn by helping the janitor to remove snow from the paths, while the game task consists not only of the quality of cleaning, but also of speed, which fosters a sense of healthy competition).

Developmental

In this case, the mission of the game is to develop:

attention (in order to be an equal participant in the game, the child needs not only to carry out his actions, but also to monitor what the other participants are doing);
memory (the game requires memorizing not only the content of the game action, but also the rules, as well as a list of necessary attributes, variant conditions, etc.);
speech (active interaction with each other replenishes the active and passive vocabulary of children);
thinking (game activity includes all thinking processes through the need to compare, contrast, analyze);
fantasies (children have the opportunity to try on different social roles - mother, teacher, doctor, etc., which is also important for determining their range of interests);
feelings of responsibility for one’s physical condition;
Games help children understand the culture of a healthy lifestyle
motivation of educational activities (children perceive didactic material not as a set of dry facts, but as an important component of fun).

Educational

Part of the triad of the target component of education in the game is implemented by education:

independence (in the process of play activity, children 6–7 years old not only perform play actions themselves, but also come up with rules, for example, for role-playing fun);
self-regulation (children learn not to give up what they start, to finish things, and not to give in to momentary feelings);
sociability (interaction in most games involves communication with each other and with adults);
feelings of cooperation;
moral and aesthetic positions.

Tasks

In the context of achieving the set goals, by organizing and conducting games, the teacher solves the following tasks:

teaches children a heuristic approach to acquiring knowledge (for example, in a didactic game of putting together puzzles with images of exotic birds, the teacher invites the children to find images of these birds in the reference book in order to get an idea of their appearance);
develops the imagination of children, offering not a ready-made set of rules, for example, for an outdoor game, but only a basis so that children can figure out the plot of the fun themselves;
improves coordination and fine motor skills (even in the preparatory group, games with mosaics are in great demand; to make it more difficult, you can lay out your own scenes with chips instead of ready-made pictures);
fosters patience and a tolerant attitude towards comrades.
In the process of playing in small groups, children learn to be patient with their friends.

Didactic classes as a topic for teacher self-education

Throughout his professional career, a preschool teacher constantly improves himself, practices and improves his speech and methods of interaction with children and their parents. And didactic classes play a significant role in this, facilitating the learning process for young students. Self-education on this topic is possible by reading relevant literature.

Classes on cognitive development in the middle group of preschool educational institutions

It is no secret that the most successful form of learning for preschoolers is a didactic game. This can only be achieved with proper design, planning and presentation of the material by the teacher, so a very important factor is the continuous self-development of the teacher.

Didactic activities corner: design techniques

In order for children to develop comprehensively, the environment in the room must be correctly (from the point of view of methodological rules) designed. The most important place in it is given to the corner of didactic games. This is the place where game materials are located. It must be taken into account that objects should be placed in accordance with subject areas.

Note! Children should know where to put their toys after school. For example, games can be placed in an ecological corner.

Card index of didactic games for the development of thinking and speech in the senior and preparatory groups