Didactic games for speech development “Magic Circles”

Didactic games for speech development “Magic Circles”

Relevance

The problem of speech in all its species diversity is relevant in preschool age. The most important condition for improving the speech activity of preschoolers is the creation of an emotionally favorable situation, a speech environment conducive to the emergence of a desire to actively develop their speech and participate in verbal communication. The closest, most accessible and exciting activity for preschoolers is play.

I bring to your attention my system of didactic games using circles of magic circles

The first version of the games: they are several circles of different diameters, strung on a common rod (like a pyramid). An arrow is installed at the top of the rod. The circles are movable. All of them are divided into the same number of sectors.

Second version of the game: 2 circles are placed in a special folder with a window and the child moves two circles.

Tasks with “Magic Circles” (3 options)

(1st option: “Find a real combination.” Under the arrow, they combine pictures that form a real picture of the world. Make up sentences that combine these objects. Draw conclusions.

(2nd option: “Explain the unusual combination.” When spinning circles, consider a random combination of objects and explain the unusualness of their interaction as reliably as possible.

(3rd option: “Come up with a fantastic story or fairy tale.” Combining random objects serves as the basis for fantasy. It is proposed to compose a fantastic story or fairy tale.

Didactic game: “Whose baby?”

Option 1 . On the small circle, the teacher places pictures of animals (dog, chicken, fox, etc.), on the large circle - their cubs.

The real task: find the mother of the cub.

The child, at the request of an adult, names one of the animals depicted on the upper circle, then finds the image of its cub on the lower circle, names it and, turning this circle, combines them.

Option 2 . An adult spins in circles. For example, under the arrow there were images of a dog and a chicken.

Fantastic Task: think and say how a mother dog will care for a lonely chick (feed, warm, walk, etc.).

Didactic game: “Whose tail?”

Option 1. On the large circle, the teacher places pictures of animals (squirrel, bear, wolf, fox, etc.), on the small circle - their tails.

Real task : find whose tail?

The child, at the request of an adult, names one of the animals depicted on the lower circle, then finds the image of its tail on the upper circle and, turning this circle, combines them.

Option 2. An adult spins in circles. For example, under the arrow there were images of a squirrel and a wolf's tail.

Fantastic task : think and say how the squirrel ended up with a wolf tail, for example: the wolf wanted to exchange tails... Here you need to pay attention to the use of adjectives in the correct form (squirrel, wolf...).

Didactic game “Visiting a fairy tale”

Option 1. On the large circle, the teacher places pictures depicting fairy-tale characters (B. Yaga, Pinocchio, etc.), on the small circle - the objects they used.

Real task : Pick the right item

The child, at the request of an adult, names one of the fairy-tale characters depicted on the lower circle, then finds on the upper circle an image of the item he needs.

Option 2. An adult spins in circles. For example, under the arrow there were images of B. Yaga and the golden key.

Fantastic task : think and say how B. Yaga ended up with a golden key, for example: B. Yaga wanted to steal the golden key and hide it so that Pinocchio could not open the magic door for them.

Didactic game “What kind of jam?” “What juice?”

Goal: formation of lexical and grammatical categories; formation of adjectives from nouns; agreement of adjectives with nouns; enrichment and activation of the vocabulary.

Didactic game “Who lives where?”

Goal: to consolidate children’s knowledge about animal homes. Consolidating the use of the grammatical form of the prepositional case with the preposition “in” in children’s speech.

Didactic game “Which tree is the leaf from”

Goal : to reinforce with children the names of trees and the appearance of leaves; develop attention, observation, memory; cultivate cognitive interest.

Didactic game "Professions"

Goal: to expand children’s understanding of various professions, their names and types of activities. Introduce tools and tools needed by people of these professions and relate them.

Didactic game “Say the opposite”

Purpose of the game: expand your vocabulary of antonyms.

Didactic game “Composing new words”

Goal: enriching children's vocabulary with nouns, taking into account the peculiarities of their morphological education.

Didactic game “Colorful world”

Purpose: to practice agreeing adjectives with nouns in gender and number.

By creating educational games with our own hands, we can individually take into account the needs of our children. And with the help of games, solve difficulties in speech development.

I think it is interesting for children to play with pictures that are arranged in a special way on circles. The unusual form of tasks allows you to teach a child not only to distinguish the characteristics of objects, but also to develop the ability to group, compare, analyze, generalize, concentrate, develop oral speech skills, and also helps to activate visual functions (skills of fixation, tracking, visual correlation). And most importantly, they create conditions for the child to feel like a creator, able to explain, compose, and gain faith in his success.

Puzzle games

Mamysheva Svetlana Vasilievna

MBDOU TsRR D\S "Bell"

Abakan city, Republic of Khakassia.

Educator.

Games – Puzzles

Z.A Mikhailova, R.L Nepomnyashchaya

As is known, a child exhibits special mental activity in the course of achieving a gaming goal, both in class and in everyday life. Game-based entertaining tasks are contained in various types of exciting mathematical material. In the history of the development of methods for teaching children mathematics, quite a lot of similar material has been accumulated, some of it is accessible to preschoolers.

The manual contains tasks, games, and puzzles for working with children aged 4-7 years. The material is presented in a certain system, which is important for increasing the level of general mental development of children, preparing them for mastering a mathematics course at school, and for creative work in the future.

Entertaining mathematical material is also considered as one of the means that ensures a rational relationship between the teacher’s work in and outside the classroom.

Types of Puzzle Games

:

“TANGRAM”, “MAGIC CIRCLE”, “PYTHAGORUS’S PUZZLE”, “COLUMBUS’ EGG”, “
PIGGY”, “LEAF”, “VIETNAMESE GAME”, “PENTAMINO”.
Puzzle games develop:

Spatial representations;

Imagination;

Constructive thinking;

Combinatorial abilities;

Intelligence;

Purposefulness in solving practical and intellectual problems;

Puzzle games help children successfully prepare for school.

Each game is a set of geometric shapes. Such a set is obtained by dividing one geometric figure into several parts. You need to play according to the principle from simple to complex.

Making games is very simple. Transfer the drawing and cut it out, observing all proportions. It is better to use colored cardboard.

TANGRAM

This is an ancient Chinese game - a square divided into 7 geometric shapes. From these figures you can create a huge number of different silhouettes: a person, household items, toys, various types of transport, numbers, letters, etc.

MAGIC CIRCLE

The details of the game are obtained by dividing the circle into 10 parts. The game allows you to create silhouettes of people, pets, birds, fish, household items, etc.

All parts of the set must be used in creating the silhouettes. However, at first you may not require strict compliance with this rule.

Interest in the game increases when elements of competition are introduced: “Who can compose better,” “Who can do it faster,” “Compose better than me.”

PYTHAGOREAN PUZZLE

The Pythagorean Puzzles set includes 2 squares (large and small), 4 triangles (2 large and 2 small), and 1 parallelogram. A simple version of the game is to create a silhouette image by sequentially placing parts on a dissected sample. In the same way, you can obtain silhouette images using an undivided sample.

Children's master class on manual labor “Didactic game “Magic Circle. Guess the fairy tale""

Morozova Marina Yurievna

Children's master class on manual labor “Didactic game “Magic Circle. Guess the fairy tale""

Materials for the master class : colored cardboard, a set of colored paper, scissors, glue stick, printouts depicting fairy-tale characters .

The master class was performed by the guys from the whole group in pairs.

At the preparatory stage of the master class, the guys cut out fairy-tale characters .

Nastya and Rodion carefully cut out the characters from the fairy tale .

Makar and Yegor carefully completed part of their work.

Martin and Zakhar took their task responsibly.

At the next stage, master class Makar and Rodion very carefully cut out two parts along the contour - round .

Rodion cut out a circle , divided into equal sectors. This is the base of " Magic Circle "

.

Makar carved a colorful rotating circle that overlaps the circle with sectors .

Educational didactic game “Magic Circle”

Alena Chumak

Educational didactic game “Magic Circle”

Presentation of the author's educational game

Author's full name: Chumak Alena Sergeevna

Name of preschool educational institution: “D/S “Nastenka”

Game name: " Magic Circle "

Children age group: 2-3 years

Goals: creating a social situation for the development of children in the process of cognitive and play activities “ Magic Circle ”

;
children's sensory abilities (ideas about color, shape, size)
.

1. create conditions for the formation of an idea about the game “ Magic Circle ”

;

2. create conditions for the development of thinking , auditory attention and active speech of children;

3. create conditions for familiarization with wild and domestic animals and their food;

4. create conditions for familiarization with different geometric shapes and colors;

5. create conditions for enriching and accumulating children’s sensory experience during object-based play activities through games with didactic material .

Private educational institution modern modular center "Development"

Volkova Natalya Borisovna teacher-psychologist, 1st qualification category

Zolina Venera Egorovna teacher of Tatar language teaching, 1st qualification category

MBDOU "Kindergarten No. 120 combined type" Sovetsky district of Kazan

Currently, the Federal State Educational Standard for Preschool Education and the Professional Standard for Educators establish norms and regulations that are mandatory in the implementation of the basic general education program of preschool education - to ensure that students achieve school readiness. One of the indicators of a child’s readiness for school is the formation and development of logical thinking. One of the most complex mental operations is classification. To achieve an optimal level of development of this mental operation, it is very important to use means of optimizing the learning process that will enable the child to visually represent concepts. Therefore, one of the main tasks is to master the action of visual modeling, since it is visual models that are most suitable for classes with preschoolers, since they are inherent in children's activities.

In modern conditions, a child is required not only to possess knowledge, but also to be able to obtain this knowledge himself and operate with it.

One of the main tasks of modern pedagogy is the search for opportunities to use the hidden reserves of children’s mental activity, the search for ways of effective learning. And in the field of education, the learning process must inevitably be more visual and dynamic. One of these ways that intensively develops children's cognition can be modeling.

Modeling techniques are especially effective for preschoolers, since they have developed visual and effective thinking, memory is involuntary, and mental tasks are solved with the predominant role of external means; visual material is absorbed better than verbal. The visual modeling method helps the child visualize abstract concepts and learn to work with them.

In work, visual modeling helps prevent rapid fatigue, create interest in classes, teach children to see the main thing, and systematize the knowledge gained.

Children very easily and quickly understand various kinds of schematic images and use them successfully.

One practical and convenient model for solving logical problems is proposed by the outstanding scientist Leonhard Euler.

Euler circles are a graphical model that can be used to visualize relationships between concepts or sets of objects. And popular wisdom says: “It is better to see once than to hear a hundred times.” Considering the simplicity and clarity of the Euler circle model, it is successfully used in kindergartens.

Our game “Magic Circles” is a diagram that allows you to visualize the relationships between subsets and the intersection and union of sets. When solving some problems, Euler's method is simply irreplaceable and greatly simplifies reasoning.

Using “Magic Circles”, the child masters the following elements of logical actions:

— analysis of objects in order to identify features;

- synthesis - composing a whole from parts;

— selection of criteria for comparison and classification of objects;

— establishing cause-and-effect relationships;

— building a logical chain of reasoning.

The method of visual modeling using our game is most often used for the cognitive development of preschoolers. Starting from 4-5 years old, children can solve simple problems, first with explanations from adults, and then independently. With children of this age, simple games and exercises are appropriate, the purpose of which is to consolidate ideas about the properties of objects and geometric shapes, training in comparing objects by color, shape, size.

The relevance of the development of the didactic game “Magic Circles” is determined by the focus on implementing the developmental function of education, which is a key task of the modern educational situation in general and in preschool education in particular.

The didactic game is designed to:

• development of cognitive processes and mental abilities,
• learning and consolidation of the native language,
• development of memory, attention, logical thinking,
• development of emotional intelligence.

The content of methodological recommendations includes:

— description of the game.

— stages of mastering the action of visual modeling.

— methodological recommendations for organizing children’s activities.

The practical significance of the proposed didactic game is associated with the inclusion in the content of specific examples of work using the visual modeling method.

Forms of working with the game – subgroup and individual.

To begin with, the teacher explains to the children the spatial concepts of “inside the circle” and “outside the circle.” It is important to teach your child to use the particle NOT to indicate the attribute of objects outside the circle.

The teacher places the hoop on the table, shows the place that is inside the hoop and tells that the rest of the table is outside the hoop.

The goal of working with one circle is to teach how to classify objects according to one criterion, understand and apply the logical operation of negation NOT, without naming it.

Each child has one object in his hand. Children take turns placing objects in accordance with the teacher’s instructions. Place all the toys inside the hoop, and all other objects outside the hoop. Then a conversation is held on the following questions:

• What objects are inside the hoop? (toys)
• What objects were outside the hoop?

The important thing is that there are toys inside the hoop, and there are no other objects there.

Then we proceed to distribute the items into two circles. We explain the concepts of “inside the circle” and “outside the circle” using two signs.

Children complete these simple tasks:

— Place toys inside the red circle.

— Place the cubes inside the blue circle.

After all the figures are placed, the teacher asks two new questions:

— What objects lie inside the red circle? (There are toys inside the circle).

— What objects are inside the blue circle? (There are cubes inside the circle).

— What objects lie outside the circle? (Outside the circle are NOT toys, NOT cubes).

You can use several circle models with preschoolers:

• disjoint circles;
• intersecting circles;
• one circle is nested within another.

The goal of working on problems with two circles is to develop the ability to classify objects according to two properties, understand and apply the logical operation of conjunction.

Children will now work with two circles or hoops of different colors (blue, red) with overlapping areas.

After successfully completing the preparatory exercises, you can begin solving problems.

The method of visual modeling using games can also be used in the speech development of preschool children. Figurative speech, rich in synonyms, additions and descriptions, in preschool children is a very rare phenomenon. There are many problems in children's speech.

Therefore, pedagogical influence on the development of speech in preschoolers is a very difficult matter. It is necessary to teach children to express their thoughts coherently, consistently, and grammatically correctly, and to talk about various events from the surrounding life.

Preschoolers with various speech disorders experience significant difficulties in mastering both the preschool education program and subsequently the general education school curriculum. When working with children, the teacher has to look for auxiliary means that facilitate, systematize and guide the process of children learning new material.

Such tools are graphical models using Euler circles.

The elements of a descriptive story are the qualitative characteristics of the object:

• belonging to a generic concept, size, color, shape, constituent parts, surface quality, material from which the object is made (for inanimate objects), how it is used (what benefits it brings).

First, the child draws up a model for describing objects according to plan. In this case, description symbols (pictograms) are laid out in hoops.

Then, at the intersection of circles, identical features of objects are highlighted. Now you can compose a descriptive story according to this scheme, first identifying the similarities and then the differences of objects.

The method of visual modeling using our game can be used to familiarize preschoolers with the world around them.

Children are offered a set of cards to solve problems. For example:

1. Arrange the cards so that everything edible is in one circle, and fruit is in the other (one circle is nested inside the other). Children identify objects that match the descriptions of the circles. It is important to draw the child’s attention to those qualities that are always inherent in the object.
2. Arrange the cards so that one circle contains fruits and the other contains vegetables (non-overlapping circles). Children identify objects that match the descriptions of the circles.
3. Arrange the cards so that in one circle there are all the fruits, and in the other - all the red objects (intersecting circles, at the intersection - a card with an apple). First, children identify an object that matches the description of the circles. Each of the intersecting circles is assigned a quality. Then you need to find an object that fits the description of those circles that have a common intersection.

During the next lessons, children can be offered more complex tasks, when the intersection of two circles may contain not one, but several cards.

Another aspect of the use of this game can be illuminated in the development of the emotional intelligence of a preschooler in the work of a preschool educational psychologist .

First, we introduce children to basic emotions: sadness, joy. We invite children to put all the pictograms that evoke positive emotions in one circle, and negative ones in the other. We ask questions to help analyze situations:

• Do you think all events located in the first circle can be classified as joyful?
• What events are considered sad and sad?

Then we connect the circles and place an emotion card at the intersection of the two circles and select pictograms that correspond and are opposite to this emotion.

Over time, the set of studied emotions expands and the set of pictograms corresponding to them also expands.

This game can also be used as diagnostic projection material for intra-family relationships, fears, anxiety and leadership aptitudes.

Also, the game “Magic Circles” is used by a native language teacher to reinforce material on certain topics.

For example, at the intersection of the circles we put a drawing of a hare, and in the circles the children put pictograms indicating the characteristics characteristic of this animal (color, action).

In the study of vegetables and fruits, three circles are used, in which some children put signs (color, taste, size), and others must determine which vegetable or fruit they are talking about.

So, in this methodological development, the main actions that can be performed with sets were considered, the possibilities of their use for solving problems were studied, and methodological advice was given on organizing children's educational activities using the game “Magic Circles”.

Using this game in working with children, we contribute to their development of the skills to analyze objects in order to isolate features, carry out analysis and synthesis, that is, to compose a whole from parts, including independently completing sets with missing components, the skills to compare and classify, generalize, make conclusions and conclusions, build logical chains, reason.

The material can be used as handouts for a group of children, or in individual work with preschoolers by preschool teachers, and can be recommended to parents.

LITERATURE

1. Poddyakov A. Development of combined abilities.// Preschool education. - 2001, No. Yu.-S.90-96
2. Korneeva G. Modern approaches to teaching preschoolers mathematics. // Preschool education. - 2001, No. 3. - P.46-49.
3. Nemov R.S. General psychology: A textbook for students of educational institutions of secondary vocational education. - M.: Humanitarian Publishing Center VLADOS, 2001. - 400 p.
4. Stepanova O.A. Game school of thinking.-M.: Education, 2003.

1. Tikhomirova L.F. Exercises for every day: logic for younger schoolchildren. - Yaroslavl: Academy of Development, 2001.