Low mobility game with childrenjunior preschool age(34 years)
“Entertaining physical education in kindergarten for children 3-5 years old” by K.K. Utrobin.
Sedentary game – for preschool children they are a means of social and physiological adaptation. Arouses keen interest, develops ingenuity and intelligence.
“Do you want to play with us?” No. 1
The children form a circle with the driver inside. At the signal, the children begin to move in a circle one after another, raising their knees high and vigorously waving their arms. The driver moves inside the circle in the opposite direction. Pronounce the text:
Do you want to play with us?
Need to call quickly
Your favorite toy -
A doll, a bunny, a rattle...
Come on, loudly, one, two, three,
Name the toy.
At the end of the text, the children and the driver stop. The child opposite whom the driver stopped names his favorite toy, and then becomes the next driver.
Low mobility game (3-4 years): “Today we help mom” No. 2
Children form a circle. The driver is in the center of the circle, holding a ball in his hands, which he throws to the children in turn after the text is spoken:
Today we help mom,
We collect the dishes on the table.
I'll throw the ball to you
And you – name the dishes.
The child who catches the ball throws it back to the leader. At the same time, naming any type of utensil (cup, saucer, spoon, fork, kettle, saucepan, frying pan, etc.).
Low mobility game (3-4 years): "Petrushka" No. 3
Children form a circle. Use the counting table to choose the driver - Petrushka, he stands in the center of the circle.
Say the following text:
I'm a funny toy
And my name is Petrushka!
I'll do the exercises
You are to repeat the movements after me.
At this time, children standing in a circle perform a “spring” with their hands on their belts. At the end of the text, Parsley performs some exercises (bends, squats, jumps, etc.). Children must accurately repeat the movements shown by Parsley. The child who most accurately and correctly completed Parsley’s task becomes the new driver.
Low mobility game (3-4 years): “Let's find a titmouse” No. 4
Children stand freely around the hall, the teacher has a toy in his hands - a titmouse.
I'll go hide the titmouse -
A very small bird.
Close your eyes quickly
Where is the titmouse - guess.
Children squat down and close their eyes. The teacher hides the toy.
“Look for the titmouse!” - the children go to look for the bird.
Low mobility game (3-4 years): “Sun, Rain, Wind” No. 5
Children form a circle and turn one after another. There is a teacher in the center. Children walk in a circle one after another, listen to commands and perform the following movements:
By command : "Sun!"- walk on toes, hands up.
By command: "Rain!"- stop, fold their arms over their heads.
On command: " Wind!"- run at a slow pace in a circle.
Low mobility game (3-4 years): "Merry Snowflakes" No. 6
The children are scattered around the playground.
A little white snow fell.
Go out for a walk, my friend!
Blizzard - blizzard at the gate
A round dance of snowflakes circles.
We flew and circled
And they sank to the ground.
Children spin in place at a slow pace to the right and left.
They stop and crouch.
Low mobility game (3-4 years): “It flies - it doesn’t fly” No. 7
Children form a circle and face the center of the circle, where the teacher is located. The teacher spells out the names of pieces of furniture, animals, birds, insects. If the named object (animal, insect, bird) flies, children rise on their toes, spread their arms to the sides; if it does not fly, they squat down.
For example: a butterfly, a bee, a dragonfly, a crow, a sparrow, a tit, an airplane, a helicopter... - they fly. A table, a chair, a car, a ball... - do not fly (squat down).
Low mobility game (3-4 years): "Find the Chicken" No. 8
Children close their eyes, at this time the teacher hides a toy - a chicken. Children form a circle. They join hands. The teacher stands in a circle with the children. Everyone walks in a circle holding hands. Pronounce the text:
Mother chicken came out
Take a walk outside.
The chickens came out with her -
Cheerful guys.
Suddenly one chicken disappeared -
Yellow, small child.
Children, help!
Find the chicken!
After these words, the children disperse around the area, looking for a toy.
Low mobility game (3-4 years): “In an Even Circle” No. 9
The driver is selected. The rest of the children form a circle, in the center of which he becomes. Children join hands, walk to the right or to the left, saying the text:
In an even circle
One after another
We are going step by step.
Stand still
Friendly, together
Let's do it...like this.
Then the children stop, turn their faces to the center of the circle, and lower their hands down.
The driver performs some movement, the children repeat it. The driver chooses the child who performed the movement better.
Low mobility game (3-4 years): "Take a Seat on the Bus" No. 10
Children line up in a column one at a time, then squat down - “ They're on the bus." At the teacher's command "Stop" the players get up and walk around the site.
By command: “Take your seat on the bus!” children find their place in the column, calmly approach it, squat down and again "They're on the bus."
Low mobility game (3-4 years): “Spring is on the threshold” No. 11
Children stand in a circle, facing the center. A small circle is outlined inside in the middle. In the center of a small circle lies a “snow globe”. Each child has two snowballs in his hands. Children walk in place.
We don't miss you, we don't miss you,
Together we welcome spring!
Let the snow still fly
And the frost is still crackling,
March is knocking at the gate
And spring looks out the window.
The sun is shining,
Winter gets angry in response.
Throw snowballs
Drive away winter.
After the teacher’s words, the children throw snowballs, trying to get into the snow globe.
Low mobility game (3-4 years): “To be strong and dexterous”
Children stand in a circle and face the center. In the center is the driver. The teacher pronounces the text, during which the children clap their hands:
To be strong, dexterous,
You should be friends with sports.
Must know all sports
To become a brave soldier.
After the teacher’s words, the driver uses imitative movements to show any sport (swimming - hand strokes, football - kicking the ball, basketball - dribbling the ball... Then he carefully looks at the movements of all the children and selects the child who performed the movement best. He becomes the driver .
Low mobility game (3-4 years): "Loaf" No. 13
Children form a circle, in the center of the circle there is a driver - “loaf”. Everyone join hands, walk in a circle, say the words:
Like on the Eighth of March
We baked a loaf
We baked a loaf.
Mom, mom, take it
Our gift is a loaf,
Pour tea into everyone's cups!
We'll drink tea with mom,
Let's go dance later.
At the end of the words, children place their hands on their belts, place their right and left legs alternately on their toes and heels. The driver - “loaf” - chooses the player who dances the best. He is a driver.
Low mobility game (3-4 years): “Christmas tree, birch, oak” No. 14
Children line up in a column one at a time, after the teacher’s words they begin to move in a circle one after another:
We walk along the path and recognize the trees!
By command: "Christmas tree"- children stop, stand up, raise their arms to the sides - down;
By command: "Birch"- children stop, raise their hands up, slightly swing their hands to the right - to the left;
By command : "Rowan"- jump with your feet shoulder-width apart, hands in a ring in front of your chest.
One of the children who made a mistake in following the teacher’s commands moves away from the players. The 2-3 most attentive players win.
Low mobility game (3-4 years): “Who should I give it to?” No. 15
Children stand in a circle and hold hands. In the middle of the circle there is a child with a flower. Children move in a round dance in a circle, reciting the text:
The children stood in a circle,
We saw a flower.
Who should I give it to, who should I give it to?
Who should I give the flower to?
Children stop and turn to face the center of the circle. The driver with a flower in his hand points to one of the children and says to whom he is giving the flower. He's a driver.
Low mobility game (3-4 years): "Freeze" No. 16
Children move freely around the hall. On command: “Freeze!” Each child must take and hold a pose that reflects the characteristic features of any poultry.
Rooster - legs together, left arm raised up, hand towards the crown,
fingers widely spaced - “comb”; right hand - to the back,
fingers of the hand are widely spaced - “tail”.
Chicken - legs slightly apart; lean forward, head straight,
arms back - up, wings raised.
Duck - squat down, put the palms of your hands together, apply to
nose - a duck's beak.
The driver walks around the children, looks at the poses they have taken, and identifies those who are moving.
Low mobility game (3-4 years): "Zoo" No. 17
Draw 5-6 circles (cells) on the site. Several children occupy these circles. Children in circles agree on which wild animal each of them will portray (gestures, facial expressions, characteristic movements). For example: bear, fox, wolf, hare, etc.
All the other children go to the zoo and guess which animals are in the circles (in the cages).
Low mobility game (3-4 years): “Name the insect” No. 18
Children stand in a circle at some distance from each other. In the center of the circle is the leader, in his hands is a ball (diameter 25 cm). The leader throws the ball to the children one by one. Children throw it back, naming any insect they know (bee, ant, grasshopper, bumblebee, fly, wasp, dragonfly, butterfly, etc.).
Low mobility game (3-4 years): "Blind Man's Bluff with a Bell" No. 19
All the children in the group, except two, stand in a circle, holding hands. Two children stand inside a circle. One of them is blindfolded, he is a “blind man’s buff”, the other has a bell tied to his leg. The “blind man’s buff”, having heard the ringing of the bell, goes in the direction of the ringing in order to catch a friend who is trying to dodge the “blind man’s buff”. The pair of drivers should not leave the circle. When the blind man's buff catches his friend, the next pair continues the game.
Low mobility game (3-4 years): “The Most Attentive” No. 20
Children stand next to each other in a circle, turning after each other. The teacher stands next to the circle so that all the children can see him. In his hands he has 3 cards with images: fish, stones and algae. At the teacher’s signal (whistle), the children begin to move in a circle one after another. The teacher shows cards with images one by one:
- Fish– slowly run in a circle, performing the “breaststroke” movement with their hands;
- Stones– children squat, clasp their knees with their hands, tilt their heads towards their knees;
- Seaweed– the children stop, raise their arms up, and swing their arms from side to side.
The child who makes a mistake in following the command moves aside. The winners are the 1-2 most attentive players.
Low mobility game (3-4 years): "Traffic Light" No. 21
Children form a circle. The teacher stands in its center. In the hands of the teacher there are 3 mugs of red, yellow and green. At the teacher’s signal (whistle), the children begin to move in a circle one after another, observing the teacher’s actions. When the teacher raises a red circle, the group stops, a yellow circle - they walk in place, a green circle - the children walk in a circle one after another. If a child makes a mistake while completing a task, he moves away from the players. The 1-2 most attentive children win.
: « The sea is agitated" No. 22
Children stand in a circle. They say the words out loud and swing their arms back and forth. “The sea is worried, one” The sea is worried, two! The sea is rough, three! Marine figure, freeze!” Children freeze in different positions. The adult examines the figures and notes the most interesting ones.
Low mobility game (3-4 years): “Find out who called?” No. 23
Children walk in a circle, holding hands, and say the text in chorus:
“Guess the riddle, who called you - find out!” .
In the center is a blindfolded driver. The children stop, the adult points his hand at one of them, and they say the name of the driver. The driver must guess who called him (2-3 times).
Low mobility game (3-4 years): “Find a toy” No. 24
The adult hides the toy in advance and invites the children to find and bring it.
Low mobility game (3-4 years): “Circle-circle” No. 25
Children walk in a circle, holding hands, and say the words:
“Circle-circle, scarlet flower!
One, two, three - turn around - ka,
Olya, you!”
the named child turns his back in a circle and joins hands. Children continue to pronounce the words of the game.
As soon as 5-6 children are in the circle with their backs, the game stops.
Low mobility game (3-4 years): "Let's play!" No. 26
Children stand freely near an adult and perform movements at his signal. The adult sings the words of each line.
“Finger on finger, knock and knock.
Follow the command with your index fingers.
Our fingers are dancing merrily.
Hands up, rotate your hands (“Lanterns”).
Hands clap, and clap, and clap.
Hand clapping.
Our hands clap merrily.
The rhythm quickens.
Legs top, and top, and top.
Stomp.
Our feet stomp quickly.
The rhythm quickens.
Squat, squat, squat again.
Sit down, hands on your belt.
Our children are dancing merrily.
Turns on the spot around yourself.”
Low mobility game (3-4 years): “On a Level Path” No. 27
Children walk in a circle, holding hands, and perform movements in accordance with the text.
"On a level path
Our feet are walking.
Walk in a circle holding hands.
Through the pebbles, through the pebbles
They step over their legs.
Raise your knees up.
Along the path, along the path
The legs started running.
Run without letting go.
In the hole - bang!
Stop, unclasp your arms, and squat down.
Climbed out of the hole .
The game is repeated, but now the children go in the other direction.
Low mobility game (3-4 years): “Cold - Hot” No. 28
Children sit in a circle in free poses. "A cold north wind blew" (the children shrank into balls).
“The bright sun is out, you can sunbathe” (the children relaxed, smiled, raised their faces to the sun). For tension and relaxation of the trunk muscles. Repeat 2-3 times.
Low mobility game (3-4 years): "Silence by the Pond" No. 29
Children go one after another and say:
"Silence by the pond"
The water doesn't sway.
Don't make the noise of the reeds,
Go to sleep, kids."
At the last word they stop, squat, tilt their heads down and close their eyes. (10sec)
Low mobility game (3-4 years): "Giants and Dwarves" No. 30
Walking in a column one at a time. At the teacher's signal "Giants “Children walk on their toes, raising their arms up, followed by normal walking. On the next signal "Gnomes" - walking in a half-squat, and so on in alternation.
Low mobility game (3-4 years): "Winter Fun" No. 31
Follow the text.
“We’ll take a little snow,
We make snowballs in our palms.
They threw them together -
Our hands warmed up.
Now it's time to create
Sculpt a snow woman.
They rolled along, lump after lump,
They hoisted them on top of each other.
On top is the third, small lump.
The snow was shaken off our hands later"
Low mobility game (3-4 years): "What's in the package?" No. 32
Children stand in a circle. The driver in the center sits on his heels, puts his hands on the floor and lies face down on his hands. He became "package". It contains a surprise. Suddenly the “package” kneels down, raises his hands up - “the package is open.” If he says that there is a kitten in him, everyone meows, etc.
Low mobility game (3-4 years): « Balloon» No. 33
Children stand in a circle, holding hands, and perform movements in accordance with the text and as shown by an adult.
“We went to the store,
We bought ourselves a ball.
Holding hands, walk in a circle.
Let's inflate the balloon.
When you stop, take small steps back (inflate the balloon).
Inflate the balloon
pout big
Don't burst out.
He flew, flew, flew,
Turn around and go the other way.
It hit a twig and... it burst!
Stop, put your hands on your belt, sit down, say: “ shhhhhh.”
Low mobility game (3-4 years): "Gymnastics" No. 34
Children stand in a circle. An adult slowly reads a poem, children do exercises in accordance with the text:
"We stomp our feet,
We clap our hands
We nod our heads.
We raise our hands
we give up
We join hands
And we run and run"
Low mobility play (3-4 years) : “Penguins on Ice Floes” No. 35
Children - “penguins” stand freely around the hall. They have small plastic cubes between their feet. The adult pronounces the words, and the children perform movements in accordance with the text.
"White and black penguins
Visible from a distance on the ice floes.
How do they walk together?
I need to show you this.
Palms stuck out
And they jumped around a little.
And suddenly they saw a walrus,
Hands raised slightly up
And they walked faster onto the ice floe.
Low mobility game (3-4 years): "Trees and Birds" No. 36
Children perform movements in accordance with the text. The adult pronounces the text.
“They raised their hands and waved - these are trees in the forest.
Elbows bent, hands shaken -
The wind blows away the dew.
We wave our hands smoothly - the birds are flying towards us,
We'll show you how they sit down;
Wings folded back
Low mobility game (3-4 years): “Tell and Show” No. 37
Children stand in front of an adult, saying the words “That’s it!” and show movements in accordance with the text spoken by an adult.
"How are you?
Like this! Show thumbs up.
How are you swimming?
Like this! They imitate movement.
How are you going?
Like this! Walking in place.
Are you looking into the distance?
Like this. Place your palm to your forehead.
You wave after me.
Like this! They wave their hand.
How are you being naughty?
Like this! They hit their puffy cheeks with their fists.
Low mobility game (3-4 years): “Everyone plays sports” No. 38
Children stand randomly throughout the hall and perform movements in accordance with the text.
“The little frog is jumping:
Bend your arms at the elbows, bend to the sides.
Kwa-kwa-kwa!
Squeeze - unclench your fingers into a fist.
A duckling swims:
Simulate swimming.
Quack-quack-quack!
Clench and unclench your straight fingers.
Everyone around is trying
One hand up, the other down.
They play sports.
Change the position of your hands.
Fast tit: tyur-lyu-lyu!
Flapping your arms like a bird's wings,
Spinning in the air: tur-lu-lu!
Place your palms together in front of you and squat.
Everyone around is trying
One hand up, the other down.
They play sports.
Change the position of your hands.
Little squirrel:
Skok-skok-skok!
Jumping up.
From branch to branch:
jump-jump-jump!
Jumping in place back and forth.
Everyone around is trying
One hand up, the other down.
They play sports.
Change the position of your hands.
Low mobility game (3-4 years): “The steam locomotive is going and going” No. 39
Children stand one after another, bending their elbows - they are train cars, and perform the movements. The adult stands in front of the children and pronounces the words.
"The steam locomotive is moving
Walking one after another. With the arms bent at the elbows straightened.
Two pipes and a hundred wheels
The driver is a red dog.
Tu-tu-tu-tu-tu!”
Low mobility game (3-4 years): "Amusement Park" No. 40
Children stand in pairs around the hall and perform movements in accordance with the text.
“We sat on the carousel,
The carousel started spinning.
Holding hands, spinning.
We moved to the swing.
They flew up and down.
Holding hands: one player stands, the other crouches.
And now with you alone
We are sailing on a boat.
Hold hands, swing: left and right, back and forth.
We will go ashore from the boat,
And let's gallop across the lawn,
Like bunnies, like bunnies.
Jumping on two legs."
Low mobility game (3-4 years): "Granny Malanya" No. 41
"At Malanya's, at the old lady's
Clap.
Lived in a small hut
Fold your arms at an angle, showing the “hut”
Seven sons
Bend and straighten your fingers.
All without eyebrows
Outline the eyebrows with your fingers, as if pressing them.
With ears like these,
Bring your palms with fingers spread to your ears.
With noses like these,
Show a long nose by placing your palms with your fingers spread out one after the other.
With a head like this
Connect your raised arms at the top, around your head.
With such a beard!
Show a big beard with your hands.
They didn't drink, they didn't eat.
Bring the “cup” to your mouth with one hand, and the “spoon” with the other.
Everyone was looking at Malanya
Holding your hands near your eyes, bat your fingers like eyelashes.
And everyone does it like this...
Children repeat the exercise shown by Grandma Malanya.
List of low-mobility games for children 3 - 4 years old.
- “Do you want to play with us?”
- “Today we are helping mom.”
- "Parsley".
- “Let’s find a titmouse.”
- "Sun, rain, wind."
- "Happy Snowflakes"
- "It flies - it doesn't fly"
- "Find the Chicken"
- "In an even circle"
- "Take a seat on the bus"
- "Spring is on the doorstep"
- “To be strong and dexterous”
- "Loaf"
- "Christmas tree, birch, oak"
- “Who should I give it to?”
- "Freeze"
- "Zoo"
- "Name the insect"
- "Blind Man's Bluff with a Bell"
- "The most attentive"
- "Traffic light"
- "Ocean is shaking"
- “Find out who called?”
- "Find a toy"
- "Circle - circle"
- "Let's play"
- "On a smooth path"
- "Cold - hot"
- "Silence by the Pond"
- "Giants and Dwarves"
- "Winter Fun"
- "What's in the package"
- "Balloon"
- "Gymnastics"
- "Penguins on Ice Floes"
- "Trees and Birds"
- “Everyone plays sports”
- "Tell and show"
- “The steam locomotive is moving”
- "Amusement park"
- "Grandma Malanya"
Sedentary games are used as an independent form of physical education. The purpose of sedentary games and play exercises is:
decline physical activity, i.e. a gradual transition from an excited state to a calmer one;
relieving general fatigue, motor tension in the arm muscles, flexibility and mobility of the fingers, coordination of movements of the arms and legs;
development of attentiveness, intelligence, memory, observation, dexterity, reaction speed;
strengthening the cardiovascular, muscular, respiratory and other systems of the body;
orientation in space;
formation and consolidation of motor skills;
getting pleasure and creating a good mood;
maintaining and strengthening the health of preschool children;
increasing interest in physical culture and healthy image life.
In sedentary games, movements are performed at a slow pace, their intensity is insignificant.
The specifics of this type of games are: the method of organizing children (circle, scattered, line, etc.), movements that are included in the game, methods of playing the game (choosing a game, location, preparing for the game, gathering children for the game, explaining the game, conducting games, the end of the game), the pace at which it is played (slow), the number of repetitions of movements (3-6 times).
Low mobility games contribute to the development of memory, intelligence and observation, coordination of movements, spatial orientation and motor skills. In addition, they give children pleasure and create good mood, what is not less important. Low mobility games are carried out with all children simultaneously during physical education classes (in the third part), leisure and holidays, daytime and evening walks, during physical education minutes and physical education breaks, and independent motor activity of children.
Low mobility games and play exercises for junior group.
1. "Bunny"
One of the players is appointed as a bunny. Everyone else stands in a circle.
Bunny, bunny, what's wrong with you?
You're sitting there completely sick,
Get up and dance
Here, have a carrot.
At the last phrase, the “bunny” takes a carrot (it can be a drawn carrot, a ribbon, etc.) and performs dance moves, everyone else claps. Then the “bunny” changes.
2. “Find a toy”
The teacher hides a toy in some place in advance and offers to look for it. The one who notices where the toy is, approaches the teacher and quietly tells him about it. When most of the children have completed the task, the teacher allows them to go up to the toy and bring it.
3. "Silence."
Progress of the game. Walking in a column one at a time around the hall, saying the following:
Silence by the pond
The grass doesn't sway.
Don't make the noise of the reeds,
Go to sleep, kids.
At the end of the poem, the children stop, squat, bow their heads and close their eyes. After a few seconds, the teacher says: “Kva-kva-kva!” and explains that the frogs woke up the children, they woke up, got up and stretched. The game starts over.
4. "Bubble"
The children and the teacher join hands and form a small circle, standing close to each other, then say:
Blow up, bubble,
Blow up, big one,
Stay like this
Don't burst out. At the same time, everyone expands the circle and holds hands until the teacher says: “The bubble has burst!” Children lower their hands and squat down, saying: “Clap.”
5. “Don’t wake the bear!”
Children form a circle holding hands. They dance in a circle together with the teacher who pronounces the text. Like on the hill there is snow, snow, and under the hill there is snow, snow. (They turn in the opposite direction and dance in a circle.) And there is snow, snow under the tree, and snow, snow on the tree. (They go to the center of the circle.) And a bear sleeps under the tree. Hush hush! Don't wake me up, sit down, don't make noise! (They squat down.)
6. “The cat came to the stove”
Children form a circle holding hands. Together with the teacher they walk in a circle. The cat came up to the stove, The cat came up to the stove. He found a pot of porridge, He found a pot of porridge there. (They walk in a circle in the other direction, holding hands.) And the rolls on the stove, Oh, delicious and hot! (They stop, turn to face the center of the circle, clap their hands.) The pies are baked in the oven (lean forward, arms forward, palms up), they are not given to the hands. (Straighten up, hide their hands behind their back.)
7. “The king walked through the forest”
Children stand in a circle, holding hands. The king walked through the forest, through the forest, through the forest. (Walking in a circle.) Found myself a princess, princess, princess. Let's jump, let's jump, let's jump. (Jumping on two legs in place.) And we jump with our legs, We jump, we jump. (Throw straight legs forward.) And clap our hands, clap, clap. (Clap their hands.) And stomp our feet,
Let's drown, let's drown. (They stomp their feet in place.)
8. “It flies - it doesn’t fly”
Children sit down or stand in a semicircle. The presenter names various items. If it is something that flies, children raise their arms up or to the sides; if something doesn’t fly, they give up. The leader can deliberately make mistakes in movements; many, imitating him, can also make mistakes. The children's task is to hold on and not make mistakes.
9. “It’s me!”
The teacher shows the children how to perform the movements and pronounces the text expressively. Children perform movements imitating an adult. These are the eyes. Here! Here! (Show first the left eye, then the right eye.) These are the ears. Here! Here! (Take first the left ear, then the right.) This is the nose! It's a mouth! (With the left hand they show the mouth, with the right hand they show the nose.) There is a back! There's a belly here! (The left palm is placed on the back, the right palm on the stomach.) These are hands! Clap clap! (They extend both hands and clap twice.) These are legs! Top, top! (Put their palms on their hips and stomp twice.) Oh, tired! Let's wipe our brow. (The right palm is passed over the forehead.)
10. “Once upon a time there were bunnies”
Children stand in a circle or scattered. The teacher shows the movements and reads the text, the children repeat the movements.
Once upon a time there were bunnies(They show bunny ears with their hands.)
On the edge of the forest,(They spread their hands.)
Once upon a time there were bunnies(They crouch and show the roof of the house with their hands above their head.)
In a small hut, they washed their ears,(Rub your ears.)
Wash your little paws(Stroking movements of hands.)
Bunnies dressed up(Hands on the waist, turns left and right.)
We put on slippers.(Alternately put their feet on their heels.)
11. “Met”
For each line, alternately connect the fingers of the right and left hands, starting with the little finger.
On the last line, show the horns by extending your index fingers and little fingers.
Two kittens met: “Meow-meow!”
Two puppies: “Woof-woof!”
Two foals: “Igo-go!”
Two tiger cubs: “Rrr!”
Two bulls: “Moo!”
Look at the horns!
12. “The cat lets out its claws”
On the count of “one,” press the pads of your fingers to the top of your palm and hiss like an angry cat: “Sh-sh-sh!”
On the count of “two,” quickly straighten and spread your fingers, meow like a satisfied pussy: “Meow!”
Repeat the game, each time turning either into an angry or a good-natured kitten.
Low mobility games and play exercises for the middle group.
1. “Where they knocked.”
Children stand in a circle, everyone's hands are behind their backs. The driver goes to the middle and closes his eyes. The teacher silently walks around behind the children, stops near one of the children, hits the drum twice and puts a scarf in the child’s hands, steps aside and says: “It’s time!” The person standing in the circle must guess who has the scarf hidden. A new driver is selected and the game resumes.
2. "Gawkers"
Children walk in a circle one after another. At the presenter’s signal “Stop!” stop, make four claps, turn 180 degrees and start moving in the opposite direction. The one who makes a mistake leaves the game.
3. Game exercise “Blizzard”.
Children line up in a column one at a time. Educator - “Metelitsa” stands in front of the column. Everyone joins hands and, without breaking the chain, moves at a moderate pace behind the teacher. “Metelitsa” leads children between play buildings on the site and various objects. After a while everyone stops and rests; the exercise is repeated.
4. "Ball".
Children sit in a circle on a carpet (diameter of the circle is 2 m) and roll a ball (ball) across the circle. The child standing in the middle tries to intercept the ball. If he succeeds, the one who unsuccessfully rolled the ball goes to the middle instead.
5. “Edible-inedible”
Children stand in a circle. The driver says the word he has planned and throws the ball to one of the children. If something edible is planned (fruits, vegetables, sweets, milk, etc.), then the child to whom the ball was thrown must catch it (“eat”). If the word means something inedible, the ball cannot be caught. A child who fails to complete the task becomes the driver, and the game is repeated.
6. “Come along with us!”
The children stand scattered. The teacher pronounces the text together with the children and shows the movements. Let's join us (raise their arms to the sides) Stomp our feet (stomp our feet while standing still), Clap our hands (clap our hands). Today is a good day! (Raise straight arms up to the sides.)
7. "Low-high"
Children stand in a circle. Adult. We decorated the Christmas tree with different toys, and in the forest there are different types of Christmas trees: wide, low, tall, thin. I will say: tall ones - raise your hands up; low – squat and lower your arms; wide - make the circle wider; thin - make a circle narrower. The game will be more fun if the adult tries to confuse the children.
8. “Do the opposite!”
Children stand scattered around the hall. The teacher shows the movements, the children must repeat them, but in the opposite direction. For example, the teacher leans to the right, the children lean to the left; The teacher takes a step forward, the children take a step back, etc.
9. “Vegetables and fruits”
Children stand in a line or scattered around the hall. The teacher names various vegetables (children should quickly sit down) and fruits (raise their hands). Those who made mistakes take a step forward. The children who make the fewest mistakes win.
10. "Weather vane"
The players stand in a line or scattered. The teacher names the cardinal directions, each corresponding to a specific action: north - hands on the belt; south - hands on head; east – hands up; West - hands down.
11. "Balloon"
Children form a circle holding hands. Together with the teacher they walk in a circle. My mother and I went to the store and bought a balloon there. We will inflate the balloon, we will play with the balloon. (They stop, turn to face the center of the circle, hold hands, perform a “spring”.)
Balloon, inflate! Balloon, inflate! (They go back in small steps and inflate the balloon.) Blow up big, but don’t burst! (Clap their hands.) The balloon flew away, hit a tree and... burst! They raise their arms and swing them from side to side; then they put their hands on their belts, slowly squat, saying: “Sh-sh-sh-sh.”
12. “Guess whose voice” The players stand in a circle; The driver goes into the middle and closes his eyes. Children walk in a circle, reading the poem: We have put everyone in a circle, let’s turn around at once. How about we say: hop – hop – hop, guess whose voice it is. The words “skok - skok - skok” are pronounced by the child whom the teacher touched. If the child makes a mistake, he closes his eyes again. The game repeats itself. Children walk in a circle in the other direction.
Games and play exercises of low mobility for the older group.
1. “Missing pens”
My pens are missing.(Hide their hands behind their back.)
Where are you, my little hands?(They look around.)
One two three four five,
Show yourself to me again.(Show hands, stretch them forward, twirl them.)
My legs are missing.(They sit down.)
Where are you, my little legs?(Cover your legs with your hands.)
One two three four five,
Show yourself to me again.(They get up and jump in place.)
2. “Two girlfriends”
Two girlfriends on the lawn:(They slap their knees.)
“Kwa-kwa-kwa, kwa-kwa-kwa.”(Clap their hands.)
Two green frogs:(They slap their knees.)
"Kwa-kwa-kwa, kwa-kwa"(Clap their hands.)
"Kwa!"(Tap one foot.)
The choir sings songs:(Fold their palms and “open” them a little - this is the mouth.)
"Kwa-kwa-kwa"(Clap their hands.)
"Kwa-kwa-kwa"(They tap their feet several times.)
And they prevent you from sleeping peacefully.(They shake a finger.)
"Kva-kva-kva-kva-kva"(Clap their hands.)
"Kwa!"(They do one stomp.)
3. “Tree, bush, grass”
Children form a circle and move around in a circle.
The teacher explains the rules of the game: for the word “tree” the children raise their hands up, for the word “bush” they spread them apart, for the word “grass” they lower their hands down, touching the floor.
The adult pronounces the words at random, the children perform the corresponding movements. The one who makes a mistake is out of the game.
4. "Home"
Children stand in a circle or scattered. The teacher shows the movements and pronounces the text, the children repeat the movements.
There is a house on the edge of the forest,(Fold your palms into a “house” above your head.)
There's a lock on the door,(They close their palms “in a lock.”)
There is a table behind the doors,(Cover the fist of the left hand with the right palm.)
There is a palisade around the house.(Hands in front of you, fingers spread.)
“Knock-knock-knock - open the door!”(Knock on palm with fist.)
« Come in, I’m not evil!”(Arms to the sides, palms up.)
5. “Herringbone”
The teacher shows the movements and pronounces the text, the children repeat the movements.
Our Christmas tree is beautiful,
Rising to the skies(They stop and stretch their hands up.)
Slender beauty(They walk in a circle again, holding hands.)
All the guys like it.(They stop.)
6. “Cabbage – radish”
The teacher explains the rules of the game: for the word “cabbage” you need to raise your hands up, and for the word “radish” you need to clap your hands. Then the adult says these words in random order, and the children perform the movements. You can make the game more difficult by speeding it up or adding another word (for example, for the word “carrot” - jump in place).
7. “The cat came to the stove”
Children form a circle and hold hands. The teacher stands in a circle with the players. The teacher shows the movements and pronounces the text, the children repeat the movements.
The cat came to the stove,
The cat approached the stove.(Walk in a circle, holding hands.)
He found a pot of porridge
I found a pot of porridge there.(Walk in a circle in the other direction, holding hands.)
And there are rolls on the stove,
Oh, delicious and hot!(They stop, turn to face the center of the circle, clap their hands.)
Pies are baked in the oven,(Bend forward, arms forward, palms up.)
They are not given into your hands.(Straighten up, hide their hands behind their back.)
8. “Vegetables and fruits”
Children stand in a line or scattered.
The teacher names various vegetables and fruits. If a vegetable is named, then the children should quickly sit down, and if a fruit is named, raise their hands up. Players who made a mistake take a step forward.
The players who make the fewest mistakes win.
9. “On the path”
Children stand in a circle or scattered. The teacher shows the movements and pronounces the text, the children repeat the movements.
One two three four five,
Let's stretch our legs.
We're walking down the road
Raise your legs higher.(Walk in place.)
And along the same path
We jump on the right leg.(Jump on your right foot.)
And now a little more
Let's jump on the other leg.(Jump on your left leg.)
Let's run along the path,
We'll run to the lawn.(Running in place.)
On the lawn, on the lawn
We'll jump like bunnies.(Jumping in place on two legs.)
We'll clap our hands
Let our feet dance.(Free dance movements.)
Stop. Let's sit down and rest.(Squat.)
And we'll walk back.(Walk in place.)
10. “Hands and legs”
The children stand scattered.
The teacher shows the movements and pronounces the text, the children repeat the movements.
Everyone clapped their hands -(Clap their hands.)
Friendship, more fun!(They knock their feet.)
Our feet began to knock
Louder and faster.
Let's hit you on the knees -(They slap their knees.)
Hush, hush, hush.
We raise our hands, our hands -(Slowly raise their hands.)
Higher, higher, higher!
Our hands are spinning,(Turn your hands first to the right, then to the left.)
They went down again.(They lower their hands.)
Spun around, spin around
And they stopped.(They stop.)
11. "Traffic light"
Needed for the game paper mugs(diameter 10 cm) - red, green and yellow - attached to sticks.
Children stand in a line and perform exercises according to the leader’s signals: they crouch at a red signal, stand up at a yellow signal, and march in place at a green signal.
Then, while moving in a column, one by one, around the site (hall), the exercises change: red - everyone stands still, yellow - they move forward in a squat, green - they jump on their toes.
For each mistake, players are awarded penalty points. The one who scores fewer penalty points wins.
12. "Three Bears"
The teacher shows the movements and pronounces the text, the children repeat the movements.
Three bears were walking home.(They march in place.)
Dad was big, big(Raise their hands up.)
Mom is a little shorter,(Stretch your arms forward at chest level.)
And my son is just a little baby.(Put their hands on their belts.)
He was very small
He walked around with rattles.(Imitate playing with a rattle.)
13. “Knock-knock”
The teacher shows the movements and reads the text, the children repeat the movements after the teacher:
– Knock-Knock!
– Yes Yes Yes.(Three claps.)
– Can I come to you?(Three blows with fists against each other.)
– Always happy!(Three claps.)
14. “For me, for you”
Children stand in a circle or scattered.
The teacher shows the movements and pronounces the text, the children repeat the movements.
I have,(Point to themselves with hands.)
At your place(They spread their hands, pointing to their neighbors.)
Brilliant eyes,(Show eyes.)
You and I have clean ears.(Show ears.)
(Clap their hands.)
(They jump in place.)
I, you have scarlet lips,(Show eyes.)
I, you have rosy cheeks.
You and I, you and I clap our hands.
You and I, you and I are jumping on our feet.
16. “I have everything”
Before starting the game, children lie down on the carpet, arms along the body, stretched out. The teacher shows the movements and pronounces the text, the children repeat the movements.
The bed has a headboard(Raise their head and shoulders, toes point straight up.)
And the teapot has a spout,(They sit down and put two fists to their nose, one after the other.)
And the nightstand has legs,(Squat down.)
And the pan has handles.(Hands are placed on the belt or to the shoulders.)
And in this big saucepan(They stand up and show the pan, clasping their hands in front of their chest in a circle.)
There is a very tasty compote.(“They look” into the pan.)
And I have -
And legs(Legs are shown.)
And pens,(Show pens.)
And the nose,(Show nose.)
And the back(Show the back.)
And here's another thing -
Very hungry belly!(Shows belly.)
Games and game exercises for the preparatory group.
1 . "Guess what they did" The teacher chooses a driver who moves away from the children at a distance of 8-10 steps and turns his back to them. He must guess what the rest of the players are doing. Children agree on what action they will portray. At the teacher’s command “It’s time!” The guesser turns, approaches the players and says: Hello, children! Where have you been? What did you see? The children answer: We won’t tell you what we saw, but we’ll show you what we did. Children depict some action, for example, playing the accordion, riding horses, etc. The driver guesses. If he is wrong, he loses. Children say what they did and come up with a new action. The driver guesses again. Then another child is chosen to take his place, and the game is repeated.
2. "Ring" Children stand in a circle, and the driver is inside the circle. In his palms he holds a ring, which he discreetly tries to pass on to one of the children: with his cupped palms, he opens the children’s palms in turn. Children carefully monitor the actions of the driver and their comrades. The one who received the ring must not give himself away. At the driver’s signal: “Ring, ring, go out onto the porch!” - the child with the ring runs out to the center of the circle and becomes the driver. If the children notice his ring before the signal, they are not allowed into the circle. Then the game continues with the previous driver.
4. “Hands and legs” Children stand scattered around the hall. The teacher pronounces the words of the text and shows the movements. The children do it. Everyone clapped their hands. More friendly, more fun! (Clap their hands.) Our feet pounded Louder and faster! (They knock their feet.) Let's hit the knees. Hush, hush, hush! (They slap their knees.) We raise our arms, our arms Higher, higher, higher! (Slowly raise their hands.) Our arms spun (turn our hands left and right), and dropped again. They circled, circled and stopped (they lower their hands).
5. “Prohibited movement” The players form a circle. The teacher agrees with them in advance what movements they cannot do, for example, squatting, clapping their hands, waving their arms. Then, accompanied by music, he shows various movements that the children must repeat exactly. The more varied and fun these movements are, the more interesting the game. The teacher can show a forbidden movement - anyone who inadvertently repeats it must dance, sing or read a poem. The game can be complicated: agree that there are two movements that cannot be repeated, but others must be done instead. For example, when the teacher puts his hand on the back of his head, the children should sit down with their legs crossed, and when he leans forward, clap their hands twice.
6. “Three, thirteen, thirty” Players choose a driver and stand in a circle at arm's length from each other. The driver is in the middle of the circle. When the game is played for the first time, it is advisable that the driver be a teacher. The teacher explains: “If I say: three, everyone spreads their arms to the sides; if thirteen, they put their hands on their belts; if thirty, raise their hands” (you can choose any movements). The teacher quickly names one movement or another. A child who makes a mistake sits on the floor. When one or two players remain, the game ends. Those who remain are the winners.
7. “Tops and roots” Children form a circle or line. In the center of the circle or in front of the line stands an adult (driver) with a large ball in his hands (one of the children can lead the game). The driver throws the ball, naming some vegetable, and the children catch the ball, name the edible part and throw the ball to the driver. Driver. Eggplant. 1st child. Tops. Driver. Radish. 2nd child. Roots. Driver. Cabbage. 3rd child. Tops. Driver. Potato. 4th child. Roots. Driver. Strawberry. 5th child. Tops. Driver. Garlic. 6th child. Roots. Driver. Cucumbers. 7th child. Tops. Children who have never made a mistake are recognized. “Gate” Children walk along the playground in pairs, holding hands. At the teacher’s signal “Gate!” stop and raise their hands. The last pair passes under the gate and stands in front. Game continues.
8. “Stop!” All players stand on a line drawn along one side of the court. On the opposite side, a circle (two or three steps in diameter) indicates the house of the driver, who stands with his back to the children and says: “Walk quickly! Be careful not to yawn! Stop!". While he speaks, the children step forward. As soon as he says: “Stop!” - they stop. The driver looks: who did not have time to freeze in place and moved? Calls these children - they return to the starting line. Then the driver again turns his back to the players and says: “Walk quickly!” Everyone continues to step forward, starting from the place where they were caught by the “Stop!” signal. Those who return to the starting line move from there. The game continues until one of the children comes close to the driver and gets into his house before he says: “Stop!” The one who succeeds becomes the driver.
9. “Who left?” Children stand in a circle or semicircle. The teacher asks one child to remember those who are nearby (five to six people), and then leave the room or turn away and close his eyes. One of the children is hiding. The teacher asks: “Guess who left?” If the child guesses correctly, he chooses someone instead of himself. If he makes a mistake, he turns away again and closes his eyes, and the one who was hiding returns to his place. The guesser must name it.
10. “Find the ball!” All players stand in a circle close to each other, facing the center. One child (at the choice of the teacher) stands in the center - this is the driver. The players keep their hands behind their backs. The teacher gives one of them a ball. From this moment on, the children begin to pass it to each other behind their backs. The player standing inside the circle tries to guess who has the ball. To do this, he can ask anyone to show their hands, telling him: “Hands!” The child immediately extends both hands forward, palms up. The one who has the ball or who dropped it stands in the center, and the driver takes his place.
11. “Tick-tock-tock!” Children stand scattered around the hall. At the signal “Tick!” everyone tilts left and right, at the signal “So!” stop, and at the signal “Knock!” jumping up and down. All signals are repeated 5-8 times. The one who makes a mistake leaves the game. The sequence of signals must change. At the end of the game, you need to mark the most attentive player.
12. "Clap" Children move freely around the room. On one clap from the leader they must jump, on two they must sit down, on three they must stand with their arms raised (any other movement options are acceptable).
13. "Four Elements" The players perform movements in accordance with the signals: “Earth!” - hands down; "Water!" -hands forward, “Air!” - hands up; "Fire!" – rotate your arms at the wrist and elbow joints. Whoever makes a mistake is considered a loser.
14. “How are you living?”
We play all day. The goal of the day is to play and be lazy. Look, don't fall behind. Repeat everything after us.
How are you? Like this!
How are you going! - March in place. Like this!
How are you running? - running in place. Like this!
Do you sleep at night? – sit down, hands under your cheeks. Like this!
How do you clap your hands? Like this!
How do you stomp your feet? Like this!
How do you bounce on your toes? Like this!
Lower your hands and reach the ground, how? – in single file. Like this!
How can we open our mouth wider? Like this!
And how can we all make faces? Like this!
When I say 1, 2, 3, Everyone freeze with grimaces. Just like that!
Card index of low-mobility games
Winner of the All-Russian competition "The most popular article of the month" October 2016
Card index of games for the second younger group.
Selection by Krokhina O.A.
Didactic games for speech development
2nd junior group
WONDERFUL BAG
Goal: To focus on the gender of a noun when determining an object by its characteristics.
Equipment: Hare, carrot, cucumber, apple, tomato, bag.
Progress of the game:
Let's tell the children something like this: “Come to our kindergarten the hare came. Running bunny, what's in your bag? Can I have a look? What is this? (Carrot.) What carrot? (Long, red.) Put the carrots on the table. And what's that? (Cucumber.) What cucumber? (In the same way we take out a tomato, apple, etc.)
Now the hare wants to play with you. He hid all the vegetables and fruits in a bag. The bunny will put his paw into the bag, take a vegetable or fruit and tell you about it, and you must guess what the bunny has in his paw. Listen carefully. It is long and red. What is this? (Carrot.) It is green and long. What is this? (Cucumber.) It is round and red. What is this? (Apple.) It is round and red. What is this? (Tomato.)"
If the children answer the last two questions incorrectly, we repeat, emphasizing the pronoun in our voice: “Listen again. It is round and red. It's round and red.
Now find and put vegetables in the bag. What's left? (Apple.) Apples are fruits.
Thank you, hare, for coming to us. Goodbye".
MULTI-COLORED CHEST
Goal: We learn to focus on endings when agreeing words in gender.
Material: Chest, subject pictures: egg, cookies, jam, apple, towel and other objects designated by neuter and feminine nouns, according to the number of children.
How to play: Place a chest with pictures on the table. Let’s invite the children to take out the pictures one at a time, while asking questions: “Which egg? What matryoshka?” Etc. The interrogative pronoun agrees with the noun and helps the child correctly determine the gender of the latter.
If the pictures show 2-3 objects, the game will take on a new meaning: the child will be able to practice forming the nominative plural forms of nouns.
Goal: Focus on the ending of a verb in the past tense when agreeing it with a noun.
Material: Wooden house, toy animals: mouse, frog, bunny, fox, wolf, bear.
Progress of the game: Let's put a tower on the carpet. We will seat the animals near the tower. We will tell a fairy tale, encouraging children to take part in the telling.
There is a tower in a field. She ran to the tower... who? That's right, mouse. (Children give hints based on the meaning of the verb and its ending.) “Who lives in the little house?” Nobody here. The mouse began to live in the little house.
A frog galloped up to the tower. Etc. In conclusion, let's summarize:
Listen to how we say: the frog galloped, and the hare galloped; the fox came running, and the wolf came running.
WHAT'S MISSING?
Material: Pairs of objects: nesting dolls, pyramids (large and small), ribbons (of different colors and different sizes - long and short), horses, ducklings, Pinocchio, bag.
Progress of the game: Pinocchio appears in front of the children with a bag. He says that he brought toys for the guys. Children look at toys. They are called. They put it on the table.
We comment:
What is this? Matryoshka. Let's see what's inside the nesting doll. Another matryoshka. Place them next to each other. Vova, now take out the toy. What is this? (Pyramid.) Is there another pyramid? Etc.
Remember what items are on the table. There are pyramids, nesting dolls, and ducklings. Pinocchio will play with you. He will hide toys, and you will have to say which toys are missing: nesting dolls, pyramids, ducklings or something else.
Three pairs of objects remain on the table: nesting dolls, pyramids, horses. Children close their eyes. We hide the nesting dolls and put ribbons in their place. (“Who is missing?”) Then we hide the line dots, and put pyramids in their place. (“What’s missing?”) Etc. Finally, we remove all the toys and ask: “Which toys are missing?”
WHERE ARE OUR HANDS?
Purpose: To practice the formation of genitive plural forms of nouns.
How to play: Children sit on chairs. Let's address them, inviting them to a joke or a game with intonation:
Where are our pens? Our pens are gone! (We hide our hands behind our backs. Children do the same.) Here are our hands! (We show our hands and play with our fingers.)
Where are our legs? Our legs are gone! (Children hide their legs under the chair.) Here are our legs! (They stomp their feet.)
Where are our pens? What's missing? (Pens.) Here are our pens! - Where are our legs? What's missing? (Nozhek.) Here are ours
The game is repeated 2-3 times.
Goal: Practice forming shapes plural nouns (in the nominative and genitive cases).
Material: Pictures depicting objects in the singular and plural (matryoshka - nesting dolls, bucket - buckets, wheel - wheels, ring - rings, etc.).
How to play: We distribute pictures to the children, keeping the paired ones. We explain the conditions of the game:
This is a game of attention. I will show pictures. Each picture shows a toy. Anyone who has a picture with the same toys should quickly say about it. For example, I have a wheel. And Vera has wheels. Faith must quickly say, “I have wheels,” or “I have many wheels.” Toys must be named.
The one who hesitates gives his picture to an adult. If the child quickly and correctly names the toy, we give our picture to him.
At the end of the game, the losers (who do not have pictures on their hands) are offered comic tasks: jump on one leg, jump high, sit down three times, etc. We come up with tasks together with the children.
ORDERS
Purpose: To practice the formation of imperative forms of the verbs to jump, to go.
Material: Truck, mouse, bear.
Progress of the game: We bring a truck and a mouse and a bear into the room. We address the children:
Do you want the mouse and the bear to ride in a truck? If you want, ask them. You have to say: “Bear, go!” You can also ask the mouse and the bear to jump: “Mouse, jump!” (Requests are accompanied by actions with toys.)
Oleg, who do you want to ask, a mouse or a bear? What will you ask for?
The game continues until the children's interest in it runs out.
BEAR, LEAN!
Purpose: To practice the formation of imperative forms of the verbs lie, sing.
Material: Teddy bear (voice toy).
Purpose: Comes to visit children
little bear. We tell you that he knows how to carry out orders. You can ask the bear: “Bear, lie down on your side... lie down on your back... lie down on your tummy.” He can also sing, you just have to ask: “Bear, sing!” (The story is accompanied by actions with the toy.)
At the request of the children, the little bear performs various tasks. If the child finds it difficult to formulate the task, we ask leading questions: “Do you want the bear to lie down? On the tummy or on the back? Let’s say together: bear, lie down on your tummy.”
You can give the bear cub other tasks: go (downhill), jump, dance, write a letter, etc.
Goal: Correctly use prepositions with spatial meaning in speech (in, on, about, under, before).
Material: Truck, bear, mouse.
Progress of the game: The bear and the mouse are visiting the children again. The guests began to play hide and seek. The bear leads, and the mouse hides. We invite children to close their eyes. We say:
The mouse hid. Open your eyes. The bear is looking: “Where is the mouse? He’s probably under the car?” No. Where is he, guys? (In the cockpit.) Look where he got into!
Close your eyes again, the mouse will hide again. (We put the mouse on the cabin.) Where is the mouse? Guys, tell the bear!
In the same way, children look for a little mouse, together with a bear, who is hiding under a car, near a car, in front of a car.
Games and exercises with grammatical content can be included in collective lesson scenarios, or can be carried out at the request of children with small subgroups during leisure hours. You can organize games with children, with the help of which they would learn to correlate the producing and derivative words. This is done on the basis of nouns denoting animals and their young. The formation of methods of verbal word formation is closely related to form formation. It is carried out in outdoor games, dramatization games, and special didactic games.
LOST
Goal: Match the name of the animal with the name of the baby.
Material: Toy house, animals (toys): duck and duckling, hen and chick, goat and kid, cow and calf, horse and foal.
Progress of the game: Place adult animals around the room. Their cubs are on the carpet in the house. Let's invite the children to find out who lives in the house.
Let's get a look. Quack-quack-quack - who is it? Duck? We take out a toy from the house. Is the duck big or small? Small? This, guys, is a duckling. Little duckling. And the duck is his mother. Help the duckling find his mother duck. Vasya, take the duckling. Look for the duck.
The rest of the characters are played out in a similar way. When all the babies have mothers, the adults and cubs are placed together. Let the children look at them, say the words: duck-duckling, hen-chicken, etc. Then the animals leave by car to visit other children.
Goal: To distinguish between adult animals and young ones by sound imitations, to correlate the names of an adult animal and its baby.
Material: Toys: mouse and mouse, duck and duckling, frog and frog, cow and calf.
Progress of the game: Animals come and visit the children. The animals want to play. Children must guess whose voice they heard.
Moo-oo - who moos like that? (Cow.) Who moos subtly? (Calf.)
The rest of the toys are played out in the same way. After the game, children can play with the toys. To get a toy, the child must call it correctly (“Frog, come to me!”, “Duckling, come to me!”).
Goal: Use the names of baby animals.
Material: Tray with toys: squirrels, hares, ducklings, mice, etc. - according to the number of children, building material.
Progress of the game: We bring a tray with toys into the room. We say that children should build houses for the kids. Everyone must first decide for whom he will build a house, and correctly ask an adult: “Please give me a duckling (bel-chonka).”
If necessary, you need to suggest the whole word or just the beginning and ask the child to repeat the name.
We lay out building material on the carpet. Children build houses for their animals and play.
ORDERS
Goal: Name baby animals.
Material: Toys: squirrel and kitten.
Progress of the game: Imitate the meowing of a cat. We ask the children: “Who is that meowing? Where?" We go out with them into the next room. - Guys, guests have come to us! Look, they are very small. It's not just a squirrel and a pussy. This is a kitten and a baby squirrel. Animals want to play with you. They can be given instructions. If you ask correctly, the baby squirrel will jump. Little squirrel, jump! That's how it jumps! And you can ask the kitten: kitten, sing! This is how a kitten sings! Who do you want to ask? About what?
After the game, the animals say goodbye to the children and leave (leave).
FRIENDLY GUYS
Goal: To correlate the names of adult animals with the names of their young animals, to activate the names of young animals in speech.
Material: Squirrel and fox.
Progress of the game: Explain to the children the content of the game:
Now we will play the game “Friendly Guys”. Get into pairs. Now line up in two columns. The first column is squirrels, the second is fox cubs. Here are your houses (we place chairs at different ends of the room, on which we sit the squirrel and the fox). If you hear dance music, dance and run - frolic on the lawn. At the command “Danger!” run home to your moms. The one who gets it together the fastest wins.
The game is repeated 3-4 times.
Plastic sketches and exercises also contribute to the activation of the names of baby animals and their correlation with the names of adult animals. For example, an adult takes on the role of a mother hen, and children take on the role of chickens. A hen with her chicks walks through the clearing. Everyone is raking the grass, looking for worms, drinking water, and cleaning their feathers. At the command “Danger!” The chickens run under the wing of their mother hen.
To activate the names of baby animals, variants of the games “Hide and Seek”, “Where are our hands?” can be used. (“Where are our little animals? Are there no our kittens? Are there no our little squirrels? Here are our little animals. Here are our little squirrels”), “Loto”, “Who’s missing?..”, “Wonderful bag” and other games, descriptions of which are given below.
Goal: Correlate the words of the poem with your own movements.
Progress of the game: Children are standing. An adult reads a poem, and children accompany the reading with rhythmic movements.
All summer the swings swayed and sang, and we flew on the swings to the sky.
(Children swing their arms back and forth, slightly springing their legs at the knees.)
Autumn days have arrived. The swings were left alone.
(By reducing the swing stroke, children spring in their knees and reduce the swing of their arms until they gradually stop.)
Lying on a swing V
Two yellow leaves. And the wind swings slightly.
(V. Danko. Swing.)
(Children perform a slight swing with their arms extended forward left and right.)
JUMP OVER THE MOAT
Goal: Form the imperative form of a verb using prefixes.
Progress of the game: Players are divided into two teams, which line up opposite each other. On the site in front of each team, an adult draws two parallel lines at a distance of 50 cm from one another - this is a moat. To the words:
If you want If you want
Be smart, be healthy.
If you want, jump over the ditch! -
Be strong.
(According to Ya. Satunovsky.)
everyone is jumping. The team with the most children able to jump over the ditch without stepping on the line wins. Game continues. Using the same words, the losing team makes a second attempt to jump over the ditch. You can invite children to jump with their eyes closed.
Goal: To consolidate the ability to correlate a word with the action it means.
How to play: Children stand one after another, placing their hands on the shoulders of the person in front. The adult driver says:
Chug, chug, puff-chu, Ko-le-sa-mi
Puff-choo, puff-choo (pronounced 2 times). I'm twirling, twirling (pronounced 2 times),
I don't want to stand still! Sit down quickly
Ko-le-sa-mi I'll give you a ride!
I knock, I knock. Chu! Chu!
(E. Karganova. Train.)
To the words “I don’t want to stand still,” the “train” begins to move slowly, gradually increasing speed. Then the children perform movements in accordance with the text of the poem. To the words “I’m knocking the wheels, I’m knocking,” they stomp their feet; to the words “I’m spinning the wheels, I’m spinning them,” I make circular movements with my hands in front of me. To the words “Chu! Chu!” The "train" stops.
WE WILL NOT TELL WHERE WE WERE
Goal: Activate verbal vocabulary, correlate the word with the action it means.
Progress of the game: The driver steps aside, and the children agree on what activity they will pretend to do. To the driver’s questions “Where have you been? What did you do?" the children answer: “We won’t tell you where we were, but we’ll show you what we did” and show various movements (washing clothes, drawing, etc.). The driver must correctly name the action based on his movements, using the second person plural form of the verb. For example: “You are sawing wood.” If the answer is correct, the children run away, and the driver catches up with them. The one who is caught becomes the driver.
(This game is not available to all children of primary preschool age. It is more popular with older preschoolers.)
FITCHEN CHICKEN
Goal: Practice pronouncing onomatopoeia.
Progress of the game: A chick is selected from the children and a cap is put on its head. At the driver’s signal, a dialogue begins:
Ruffed hen,
Where are you going?
To the river.
Little hen, why are you going?
For water.
Little hen, why do you need water?
Give the chickens water. They are thirsty.
They squeak all over the street - Pee-pee-pee!
(Russian folk song.) After the words “The whole street is squeaking,” the chicken children run away from the chicken and squeak (pee-pee-pee). Having touched the caught child, the chicken says: “Go to the well and drink some water.” Children who are caught leave the game. The game is repeated with the choice of a new hazel hen.
SILENCES
Goal: Form verbs using prefixes.
Progress of the game: Before starting the game, the children say in chorus:
Firstborns, firstborns. The bells rang. On fresh dew. In someone else's lane. There are cups, nuts, Honey, sugar, Silence!
(Russian folk song.) After the word “silence” everyone should shut up and freeze. The leader (adult) watches the children. If someone laughs, speaks or moves, he gives the presenter a forfeit.
At the end of the game, children buy forfeits by performing actions on command (climb under the table and climb back out; jump in place twice; leave the room and come back in; push back the chair and push it back in; look out the window; sit down and stand; throw the ball ; jump over a rope, etc.).
Children of middle preschool age play this game with interest. With younger children, it is better to play a phantom as soon as one of the players laughs or speaks; The teams are created by an adult. Older children come up with teams themselves.
ADD A WORD
Goal: Find the word (verb) that has the right meaning.
Material: Gena doll.
Progress of the game: The game begins with a conversation about how children help their parents and what they can do. Next, we’ll tell the children that Gena came to visit them. He also loves to help his relatives: grandparents, dad, mom, brother and sister. And what exactly Gena can do, the children will now have to guess.
I know how to clean my bed (the verb is chosen by the children). I can sweep the floor... (sweep). I can dust... (wipe away). I know how to do dishes... (wash, rinse). I know how to make a bed... (make it). I know how to... (water flowers). I help the table... (set). I help the plates... (arrange) I help the forks... (arrange) I help the crumbs... (sweep) I help the room... (clean) When the game is repeated, the children move from choral statements to individual ones (verb names the one to whom Gena directly addresses).
INVISIBLE
Purpose: To form second person singular and plural verb forms.
Material: Dolls, invisible hat, screen, musical instruments (toys), doll furniture.
Progress of the game: The Invisible Man comes to visit the children. He says he has an invisibility cap. When you put it on, you can be invisible. Shows his hat, puts it on and immediately hides behind the screen. Then the Invisible Man tells and shows what he loves and can do (dance, sing, read poetry, run, jump, play musical instruments, sit, stand, walk, etc.).
The invisible man puts on his hat, hides behind a screen and performs one of the above actions. Children guess what the Invisible Man is doing by asking him questions: “Are you sleeping?”, “Are you doing exercises?” etc. The one who guesses correctly wins; he also receives the right to be Invisible.
When the game becomes familiar to the children, it will be possible to choose two Invisibles, then they will form the plural form of verbs.
NAME WHAT YOU DID DO
Goal: Compose (supplement) sentences with homogeneous predicates.
Material: Paper, scissors, etc. (at the discretion of an adult).
Progress of the game: Umeika comes to visit the children, who knows how to do everything (the child must be prepared in advance). An adult gives him a task so that no one hears: “Go to the table, take a piece of paper, cut a strip and give it to Seryozha.” The clever one begins to complete the task, and at this time the children carefully watch him. Then they name everything that Umeika did. The child who correctly lists all the actions performed by Umeika wins. The winning child gets the right to replace the guest.
Umeika's tasks can be very different: run to the door, jump and run back; go to the table, take the book and give it to Vadim; take the car, park it in the garage; leave the room and come back in; go to the cube and jump over it; take the ball and throw it up; put the doll to sleep.
WHO CAN NAME THE MOST ACTIONS
Goal: Actively use verbs in speech, form various verb forms..
Material: Pictures: items of clothing, airplane, doll, dog, sun, rain, snow.
Progress of the game: The Incompetent comes and brings pictures. The children’s task is to select words that denote actions related to objects or phenomena depicted in the pictures. For example:
what can you say about the plane, what does it do? (Flies, hums, takes off, rises, lands...);
what can you do with clothes? (Wash, iron, put on, sew up, clean...);
what can we say about the rain? (It walks, it drizzles, it pours, it drips, it whips, it makes noise, it knocks on the roof...);
what can we say about snow? (Walks, falls, spins, flies, lies down, shines, melts, shimmers, creaks...);
what can you do with the doll? (Place to bed, feed, roll in a stroller, treat, take for a walk, dress, dress up, bathe...);
what is the dog doing? (Barks, chews bones, wags its tail, jumps up, whines, walks, runs, guards...);
what can we say about the sun? (It shines, it warms, it rises, it sets, it bakes, it rises, it falls, it shines, it smiles, it caresses...).
This game can be played on different topics: “Household Items”, “Natural Phenomena”, “Seasons”, “Animals and Birds”, etc.
Goal: Form verbs from onomatopoeic words.
Material: Toys: cat, dog, chicken, cockerel, car.
Progress of the game: Toys come to visit children by car. The adult shows them (one at a time), and the children name them.
Crow! Who is this? (Cockerel.) How does a cockerel crow? (Crow.)
Where, where, where, where! Who is this? (Hen.) How does the hen cackle?
Woof woof woof! Who is this? (Dog.) How does the dog bark?
Meow meow! Who is this? (Cat.) How does a cat meow?
Crow! Who is this? (Cockerel.) What does the cockerel do? (Cuckoos.)
PROFESSIONS
Goal: Match the noun with the verb.
Material: Pictures (photographs) with images of people of different professions (farmer, baker, pharmacist, tailor, salesman, postman, soldier).
Progress of the game: An adult asks questions, children answer.
Who plows, sows, harvests grain? (Grain grower)
Who bakes our bread? (Baker.)
Who dispenses the medications? (Pharmacist.)
Who sews clothes for us in the cold and heat? (Tailor.)
Who is selling it, finally? (Salesman.)
He comes to us with a letter, straight to our house - who is he? (Postman.)
The elder brother serves the dear Fatherland. He protects our lives, He... (Soldier.)
When you become adults, each of you will have some kind of profession. All of them are very important, be it the profession of a farmer, baker, pharmacist, tailor, salesman, postman or builder. But the main thing, no matter who you become, is to work well and honestly.
Goal: Match the verb with the noun.
Material: Olya doll, basket, pipe, hat, candy (sho-koladka), bird, beetle, fish, dog.
Progress of the game: The adult tells the children that
It’s Olya’s doll’s birthday today. She came with gifts that her friends had given her. (All gifts are in the basket.)
Vova gave a gift that you can blow. What did Ole Vova give?
After the children answer, the pipe is taken out of the basket and placed on the table. Then the game continues based on the poem by E. Moshkovskaya “What kinds of gifts are there?” Accompanied by actions with toys.
Kolya gave me something to wear. What can you wear?
Petya gave a delicious gift that everyone likes. This gift can be eaten, but the golden piece of paper will remain.
Sasha gave a gift that could fly, sit in a cage and sing.
Vitin's gift can crawl.
Tolin's gift can swim and paddle with fins.
Misha brought a gift that is on the way!
Who wags his tail and barks,
And everyone wants this gift. - Now Olya wants to know what your family and friends give you on your birthday, what you do with your gifts.
AT UNCLE JAKOV'S (Russian folk game)
Goal: Relate the verb to the action it denotes.
Progress of the game: Children go in a circle and recite:
Uncle Yakov has seven children.
Seven, seven cheerful sons.
They both drank and ate.
Everyone looked at each other,
And everyone did it like this.
And like this, and like this.
On the last two lines, the circle stops, and the leader, and then all the players, perform various actions: pipe, drum, trumpet, ring bells, play the guitar, harmonica, etc. At the end of each action, the leader asks: “ What did the sons do? The children answer and the game continues.
SAY A WORD
Goal: Focusing on the endings of verbs, select words in
Material: Umeika doll.
Progress of the game: The adult says that Umeika wanted to read poetry to the children, but on the way he lost all the last words. Offers to help Umeika. Reads poetry, children finish the necessary words.
(S. Marshak.)
The bunny drums loudly, He is busy with serious business.
(I. Tokmakova.)
The phone is ringing again, it's making my ears ring (ringing).
(A. Barto.)
The runners are jumping -
Sunny bunnies...
Where are the bunnies?
Haven't you (found them) anywhere?
(A. Brodsky.)
I sewed a shirt for the bear, I will sew pants for him. You need to sew a pocket to them and (put a handkerchief).
(3. Alexandrova.)
WHAT WOULD HAPPEN IF...
Goal: Independently form the subjunctive form of verbs.
Progress of the game: An adult reads to the children K.I. Chukovsky’s fairy tale “Fedorino’s Grief.” At the end he asks questions:
Why did all the things run away from Fedora?
What would happen if you scattered all your toys and broke them? h
What would happen if you took care of the toys, treated them well, did not scatter them in corners, but put them back in their places after playing?
What would happen if you left your shoes everywhere?
What would happen if you put the dishes on the windowsill and a strong wind blew?
What if you washed the dishes after dinner and put them away in the buffet?
JOKIC LETTER
Progress of the game: The children are read a comic letter, which was supposedly written to the boy Kolya by his uncle from a rest home. Children must notice and correct errors contained in the letter.
“Hello, Kolya. I am writing you a letter from the holiday home. I find life here very interesting and fun. I'll tell you a few cases.
One day I go out into the yard and see that all the vacationers have woken up and are chewing food with their eyes, looking with their ears, walking with their teeth, listening with their feet, working with their noses, and smelling with their hands.”
Children name mistakes, an adult helps with questions (“What are they doing with their eyes?” Etc.).
“Yesterday we had a tour of the kindergarten. We arrived there, and there: the crybaby does everything with her left hand, the left-hander cries, the little girl fights, the bully is capricious.”
Children answer the question: “What did uncle mix up?”
“We were also in the village. It’s very interesting there: goats moo, cows bleat, grasshoppers cackle, geese chirp.”
Children correct mistakes again.
WHAT DID YOU HEAR?
Purpose: Use different ways formation of verbs.
Progress of the game: Using a counting rhyme, the driver is selected. He sits blindfolded on a chair in the far corner of the room. Then one of the players makes several movements (actions). For example, he moves the table, moves the chair to another place, goes to the door, opens and closes it, takes the key out of the lock and puts it on the table, pours water from a decanter into a glass, etc. The driver’s task is to listen carefully and try to follow the sounds understand and remember everything that happens. When he is allowed to remove the blindfold, he must tell about everything and, if possible, repeat all the actions in the same sequence in which they were performed.
Then you can choose another driver and repeat the game, but the actions of the players should be different.
Game option. All children close their eyes and listen to what the driver is doing, and then tell the story.
Goal: To correlate the meaning of the verb with the action it denotes.
Progress of the game: An adult reads a poem, and children depict the cockerels that it talks about.
The cockerels fluttered. But they didn’t dare to fight. If you are very cocky. You might lose your feathers. If you lose feathers. There will be nothing to fuss about.
(V. Berestov. Cockerels.)
Goal: Use words of the same root in speech.
Material: Toys or pictures: goose, goose, goslings.
Progress of the game: An adult examines toys (pictures) with children: “This is... a goose. He is winged, loud-mouthed, and has beautiful flippers. Legs like flippers.
And this is the mother... gu... son. The goose and goose have gosling children. Gu...sata. One gosling, many goslings.
Someone who is intimately familiar with goslings. He knows: goslings walk in single file. Anyone who is closely acquainted with the gander will never go to them barefoot.
(V. Berestov. Geese.)
Show how the goslings walk in single file. They stretched out their necks, slapping their paws and flippers, and waddling around. The goslings follow their mother goose and father goose in single file.”
Naughty doll
Goal: Clarify the meanings of verbs.
Progress of the game: Children listen to V. Berestov’s poem “Naughty Doll”, then say that the doll was confused, what she did wrong.
Every hour we repeat to our doll twenty times: “What kind of education! Just a punishment!)
They ask the doll to dance,
The doll crawls under the bed.
What kind of education!
Just punishment! Everybody play - she lies down, Everybody lies down - she runs.
What kind of education! Just punishment!
Instead of soup and cutlets
Give her some sweets.
What kind of education!
Just punishment! Oh, we suffered with her. Everything is not the same as with people. What kind of education! Just punishment!
EARRING AND NAILS
Goal: Select a rhyme based on the endings of verbs.
Progress of the game: An adult reads V. Berestov’s poem “Seryozha and Nails” twice. When reading again, children help him by suggesting words (verbs).
The whole house shakes. He hits Seryozha with a hammer. Blushing with anger. Hammers nails. The nails bend. The nails wrinkle, the nails squirm. They are simply mocking Seryozha.
They do not drive into the wall. It's good that your hands are intact! No, hammering nails into the ground is a completely different matter! Here you go - and you can't see the hat. They don't bend. They don't break. They are taken out again. (V. Berestov. Seryozha and nails.)
Didactic games for
introduction to sound reality
2nd junior group
"Guess what to do"
Target. Teach children to correlate the nature of their actions with the sound of the tambourine. Developing children's ability to switch auditory attention.
Preparatory work. Prepare 2 flags for each child.
Progress: Children sit in a semicircle. Each person has 2 flags in their hands. If the teacher rings the tambourine loudly, the children raise the flags up and wave them; if quietly, they keep their hands on their knees.
Methodical instructions. An adult needs to monitor the correct posture of children and the correct execution of movements; It is necessary to alternate the loud and quiet sound of the tambourine no more than four times so that children can easily perform the movements.
“Sun or rain?”
Target. Teach children to perform actions according to the different sounds of the tambourine. Developing children's ability to switch auditory attention.
Progress: The adult says to the children: “Now you and I will go for a walk. We go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring the tambourine, you will have fun walking to the sound of it. If it starts to rain, I will start knocking on the tambourine, and when you hear the knock, you must run into the house. Listen carefully when the tambourine rings and when I knock on it.”
Methodical instructions. The teacher plays the game, changing the sound of the tambourine 3-4 times.
"Guess what sounds like 2"
Goal: Continue to isolate and recognize the sounds of individual musical instruments.
Procedure: The teacher shows musical instruments one by one and demonstrates how they sound. Then the teacher offers to solve riddles. He closes the screen and acts with different instruments, and the children recognize what different sounds belong to.
"Guess what 1 sounds like"
Goal: To introduce children to the sounds of the world around them, to isolate and recognize them.
Progress: The teacher shows the objects one by one and demonstrates how they sound. Then the teacher offers to solve riddles. He closes the screen and acts with different objects, and the children recognize which objects the different sounds belong to. Explains that there are many sounds in the world and they all sound differently.
“Where did you call?”
Target. Teach children to determine the direction of sound. Development of the direction of auditory attention.
Preparatory work. An adult prepares a bell.
Progress: Children sit in a circle. The adult chooses the driver, who stands in the center of the circle. At the signal, the driver closes his eyes. Then the teacher gives one of the children a bell and invites them to call. The driver, without opening his eyes, must indicate with his hand the direction from which the sound is coming. If he points correctly, the adult says: “It’s time” - and the driver opens his eyes, and the one who called raises and shows the bell. If the driver makes a mistake, he guesses again, then another driver is appointed.
Methodical instructions. The game is repeated 4-5 times. You need to make sure that the driver does not open his eyes during the game. Indicating the direction of the sound, the driver turns to face the place from which the sound is heard. The call should not be very loud.
"Butterfly, fly!"
Target. Achieve long, continuous oral exhalation.
Preparatory work. Prepare 5 brightly colored paper butterflies. Tie a thread 50 cm long to each and attach them to the cord at a distance of 35 cm from each other. Pull the cord between two posts so that the butterflies hang at face level standing child.
Progress: Children sit on chairs. The adult says: “Children, look how beautiful the butterflies are: blue, yellow, red! There are so many of them! They look like they're alive! Let's see if they can fly. (Blows on them.) Look, they flew. Try to blow too. Who will fly further? The adult invites the children to stand one by one next to each butterfly. Children blow on butterflies.
Methodical instructions. The game is repeated several times, each time with new group children. It is necessary to ensure that children stand straight and do not raise their shoulders when inhaling. You should only blow on one exhalation, without drawing in air. Do not puff out your cheeks, move your lips slightly forward. Each child can blow for no more than ten seconds with pauses, otherwise he may become dizzy.
"Launching the Boats"
Target. Achieve from each child the ability to pronounce the sound f for a long time on one exhalation or repeatedly pronounce the sound p (p-p-p) on one exhalation. Developing the ability to combine the pronunciation of a sound with the beginning of exhalation.
Preparatory work. An adult prepares a bowl of water and paper boats.
Procedure: Children sit in a large semicircle. There is a bowl of water on a small table in the center. The summoned children, sitting on chairs, blow on the boats, pronouncing the sound f or p. The teacher invites the children to ride on a boat from one city to another, marking the cities with icons on the edges of the pelvis. In order for the boat to move, you need to blow on it slowly, with your lips pressed together, as if you were pronouncing the sound f. You can blow by simply stretching your lips with a tube, but without puffing out your cheeks. The ship moves smoothly. But then a gusty wind comes. “P-p-p...” - the child blows. (When repeating the game, you need to drive the boat to a certain place.)
Methodical instructions. Make sure that when pronouncing the sound f, children do not puff out their cheeks; so that children pronounce the sound p on one exhalation 2-3 times and do not puff out their cheeks.
"Loud quiet"
Target. Teach children to change the strength of their voice: speak loudly, then quietly. Developing the ability to change the strength of your voice.
Preparatory work. The teacher selects paired toys of different sizes: large and small cars, large and small drums, large and small pipes.
Progress: An adult shows 2 cars and says: “When a big car drives, it makes a loud signal: “beep.” How does a big car signal? Children say loudly: “Bee-Bee.” The teacher continues: “And the small car beeps quietly: “beep.” How does a small car honk? Children quietly say: “Bee-Bee.” The teacher removes both cars and says: “Now be careful. As soon as the car starts moving, you must give a signal, make no mistake, a large car honks loudly, and a small one - quietly.”
The rest of the toys are played in the same way.
Methodical instructions. Depending on the number of children in the group, you can use one pair of toys or 2-3. Make sure that when pronouncing onomatopoeia quietly, children do not whisper.
"Watch"
Progress: V-l: Listen to how the clock ticks: “Tick-tock, tick-tock,” how the clock strikes: “Bom-bom...”. In order for them to walk, you need to wind them up: “backgammon…”!
- Let's wind up a big clock (children repeat the corresponding sound combination 3 times); Our clock goes and first ticks, then strikes (sound combinations are repeated by the children 5-6 times).
- Now let’s wind up the small clock, the clock goes and sings quietly, the clock strikes very quietly (the children imitate the movement and ringing of the clock with their voices each time).
Did. game "Bear cubs eat honey"
Progress: The teacher tells the children that they will be bear cubs, and bear cubs really love honey. He suggests bringing your palm closer to your mouth (with your fingers away from you) and “licking” the honey - the children stick out their tongues and, without touching their palm, imitate that they are eating honey. Then, lifting the tip of the tongue, remove it. (mandatory demonstration of all actions by the teacher.)
The game is repeated 3-4 times.
Then the teacher says: “The bear cubs are full. They lick the upper lip (show), lower lip (show). They stroke their bellies, saying: “Oooh” (2-3 times).
Did. game "Frog and little frogs"
Goal: To develop children's speech attention.
Progress: The teacher divides the children into two groups: large and small frogs. He says: “Big frogs jump into the pond, swim in the water and croak loudly: “Kva-kva” (children imitate that they are swimming and croak loudly).
Little frogs also jump into the pond, swim, and croak quietly (children imitate the actions and croak quietly). All the frogs got tired and sat down on the sand on the shore.” Then the children change roles and the game is repeated.
Did. Game "Let's feed the chicks"
Goal: To develop the speech apparatus of children.
Progress: (I am the mother bird, and you are my little chicks. The chicks are cheerful, they squeak, “pee-pee,” and flap their wings. The mother bird flew for tasty crumbs for her children, and the chicks fly merrily and squeak The mother flew in and started feeding her babies (the children squat down, raise their heads up), the chicks open their beaks wide, they want tasty crumbs. (The teacher gets the children to open their mouths wider.) The game is repeated 2-3 times.
Did. ex. "At the doctor"
Goal: To develop the articulatory apparatus of children.
Progress: The doll is a doctor. She wants to see if the children's teeth hurt.
Q: Show the doctor your teeth (the teacher with the doll quickly walks around the children and says that everyone has good teeth. Now the doctor will check if you have a sore throat. Whoever she approaches will open his mouth wide (the children open their mouths wide).
The doctor is happy: no one has a sore throat.
Goal: To clarify and reinforce the correct pronunciation of sounds.
Progress: The teacher shows the toys and asks who it is, asks to say how it screams. The screen is closed and one subgroup of children takes the toys and takes turns speaking for their animals. Another group guesses who shouted.
Did. game “Who lives in the house?”
Goal: To reinforce the correct pronunciation of sounds. Develop children's speech breathing.
Progress: (The teacher shows a picture of a dog). Who is this? The dog barks loudly: “aw-aw.” And who is this? (children's answers) The puppy barks quietly (children repeat the sound combination 3-4 times). (The teacher shows a picture of a cat). Who is this? The cat meows loudly: “Meow-meow.” And who is this? (children's answers) The kitten meows quietly.
Let the little animals go home (the pictures are put away behind the cubes). Guess who lives in this house: “av-av” (pronounced loudly)? (Children's answers) That's right, dog (shows a picture). How did she bark? (children's answers).
Guess who lives in this house: “meow-meow” (pronounced quietly)? How did the kitten meow?
Similarly, children guess who lives in other houses and repeat sound combinations several times.
Did. game “Who is screaming?”
Goal: To develop children's speech attention.
Progress: The mother bird had a little chick (puts out pictures). His mother taught him to sing. The bird sang loudly: “chirp - chirp” (children repeat the sound combination). And the chick answered quietly: “chirp-chirp” (children repeat the sound combination 3-4 times). The chick flew and flew far away from its mother (moves the picture of the chick further away). The bird is calling its son. What does she call him? (Children, together with the teacher, repeat the sound combination). The chick heard its mother calling him and chirped. How does he tweet? (Children say quietly). He flew to his mother. The bird sang loudly. How?
Did. game "Call your mom"
Progress: All children have object pictures with baby animals. Educator: “Who is your picture, Kolya? (chicken) Who is the chicken's mother? (chicken) Call your mother, chicken. (Peep-pee-pee) The teacher imitates the clucking of a chicken and shows a picture.
The same work is carried out with all children.
Did. game "Answer"
Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness.
Progress: Educator: This is a goat (showing a picture). How is she screaming? Who is her cub? How does he scream? This is a sheep (show picture). How does she bleat? And how does her baby lamb scream? etc. Pictures are displayed on flannelgraph.
The teacher hands out pictures of animals and birds to the children. The kids are walking (children leave the tables), they are nibbling grass, nibbling crumbs. Whose mother or whose father will call the cub. He must shout - answer them - and run - put the picture next to them.
The teacher pronounces the cry of an animal or bird. The child with the cub depicted makes sounds and places the picture on the flannelgraph.
Did. game "Shop"
Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness.
Progress: The teacher suggests going to the store and buying toys. You can only buy it if you talk like a toy. Children come up to the table and pronounce characteristic sound combinations for this toy (doo-doo, me-me, bi-bi)
Did. game "Be careful"
Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness.
Progress: Educator: I have different pictures, if I show a picture of an animal, you must scream as it screams and raise the blue circle. If I show you a toy, you raise the red circle and name the toy.
Did. game "Bells"
Goal: To develop children's speech attention.
Move: Q: Look, this is a big bell, and this small bell. The girls will be little bells. They ring: “Ding-ding-ding.” Boys will be big bells. They ring: “Ding-ding-dinging.”
The teacher offers to “ring” and sing songs first to the girls, then to the boys. The exercise is repeated 2 times, then the children change roles and the game is repeated.
Did. game "Animals are coming"
Goal: To develop children's speech attention.
Progress: The teacher divides the children into four groups - elephants, bears, piglets and hedgehogs.
Educator: The elephants are walking, they stomp their feet very loudly (the children loudly pronounce the sound combination “top-top-top”, repeat it 3-4 times.
- The bears are coming, they stomp more quietly (children repeat the sound combination 3-4 times a little more quietly).
- The piglets are coming, they are stomping even quieter...
- The hedgehogs are coming, they are stomping very quietly...
- Let's go the elephants (children walk around the group, stomp and pronounce the sound combination loudly).
The same work is carried out with other animals. Then the children change roles according to their choice, and the game is repeated.
Did game "Cuckoo and pipe"
Progress: Q: A bird lives in the forest - a cuckoo (show picture). She crows: “Ku-ku, kuk-ku” (children repeat the sound combination 3-4 times). One day the children came to the forest to pick mushrooms. We picked a lot of mushrooms. We got tired, sat down in a clearing to rest and played the pipes: “Doo-doo-doo” (children repeat the sound combination 3-4 times).
The teacher divides the children into two groups - cuckoos and pipes. Without a system, he gives different commands 6-7 times (sometimes to cuckoos, sometimes to pipes). Then the children change roles and the game is repeated.
Did. Game “Hit a nail with a hammer”
Goal: To develop children’s phonemic hearing and speech attention.
Progress: B: When the big hammer knocks, you can hear: “Knock-knock-knock” (children repeat the sound combination 5-6 times). When a small hammer knocks, you can hear: “Bale-buck-buck” (children repeat the sound combination 5-6 times).
Let's hammer the nail with a big hammer...
Now let's hammer in a small nail with a small hammer...
Close your eyes and listen to which hammer is knocking (without a system, the teacher repeats sound combinations 4-5 times, and the children say which hammer is knocking).
Did. exercise “Let’s blow on a balloon”
Goal: To develop the articulatory apparatus of children.
Procedure: Children take the ball by the string, hold it in front of their mouth and say: “Pf-f-f” (blow on the ball). The exercise is repeated 3 times, then the children rest and repeat the exercise 3 more times.
Did. control "Veterok".
Goal: To develop the articulatory apparatus of children.
Procedure: Children take a leaf by a thread, hold it in front of their mouth and say: “Pf-f-f” (blow on an autumn leaf). The exercise is repeated 3 times, then the children rest and repeat the exercise 3 more times.
Did. ex. "Let's lick our lips"
Goal: To develop the articulatory apparatus of children.
Move: Teacher: Let's eat candy (children and teacher imitate eating candy and smack their lips). The candies are delicious, let’s lick our lips (demonstration: run your tongue over upper lip from edge to edge, then along the lower lip - circular movements should be obtained).
Did. game "Geese"
Goal: to clarify and consolidate the pronunciation of the sound a, to prepare children for composing a descriptive text.
Material: painting "Geese"
Procedure: The teacher shows the children a picture, they look at it together. These are geese. Geese are white and gray. The goose has a long neck and red feet. The goose shouts: ha-ha-ha. What kind of neck does a goose have? What paws? How does a goose scream? (Children's answers.) Now we will be geese. We walk, shift from foot to foot. (The teacher shows how geese walk. Children repeat the movements after him.)
Cackle: ha-ha-ha.
B: Geese, geese!
Children: Ga-ga-ga
Q: Do you want to eat?
Children: Yes, yes, yes
Q: Show how geese open their beaks wide.
Children: Ga-ga-ga.
Q: Do you want to eat?
Children: Yes, yes, yes
The geese flapped their wings and flew away.
(The game is repeated 3-4 times)
Did. game “Teach the bunny to speak correctly”
Goal: To develop intonation expressiveness.
Q: The bunny brought a wonderful bag with him. It contains different pictures. The bunny will talk. What is written on them? If he says it wrong, you will teach him to say it correctly.
Ishka - children correct “bear”
Christmas tree - squirrel
Onik - elephant
(After “training” the bunny begins to name all objects correctly.
Did. game "Riddles"
Q: Our frog loves to solve riddles.
With the help of gestures, facial expressions, sounds, they depict an animal, children guess the riddle. The teacher offers to read a poem about the guessed animal. (The owner abandoned the bunny... The bear is clumsy...)
Next, the children make riddles.
Outdoor games for children of the 2nd junior group.
“Pass by, don’t touch me”
(walking and running games)
Pins (clubs) are placed in two rows on the floor. The distance between the rows is 35-40 cm, and between the pins of the same row is 15-20 cm. Children must walk or run along the corridor without touching the pins.
"Walk - don't fall"
(walking and running games)
The instructor places a board 25-30 cm wide on the floor, and behind it lays out cubes and bars at a distance of 25-30 cm from one another. Invites children to walk along a difficult path, first along the board, trying not to stumble, then stepping over cubes and bars without touching them.
"Run to the flag"
(walking and running games)
Children sit or stand on one side of the room. On the opposite side, at a distance of 6-8 m from them, flags (cubes) are laid out on chairs or on a bench. Children, at the suggestion of the instructor, go to the flags, take them and go to the instructor. Then, at his signal, they run to the chairs, place flags and return back.
"Cat and Mice"
(walking and running games)
Children sitting on a bench are mice in holes. On the opposite side of the room sits a cat, whose role is played by the instructor. The cat falls asleep (closes his eyes, and the mice scatter throughout the room. But then the cat wakes up, stretches, meows and begins to catch mice. The mice quickly run away and hide in holes (take their places). The cat takes the caught mice to his place. When the rest of the mice hide into the burrows, the cat walks around the room again, then returns to its place and falls asleep.
"Birds in Nests"
(walking and running games)
Children sit on chairs placed in the corners of the room - these are nests. At the instructor’s signal, all the birds fly to the middle of the room, scatter in different directions, crouch down, looking for food, and fly again, flapping their arms and wings. At the instructor’s signal, “Birds, go to their nests!” "return to their places.
"Sparrows and the car"
(walking and running games)
Children sit on a bench on one side of the playground - these are sparrows in their nests. The instructor stands on the opposite side. It depicts a car. After the instructor says: “The sparrows have flown onto the path,” the children rise from their chairs, run around the playground, waving their winged arms.
At the instructor’s signal, “The car is moving, fly, little sparrows, to your nests! “The car leaves the garage, the sparrows fly into their nests (sit down in their seats). The car returns to the garage - the sparrows have flown.
"Find your house"
(walking and running games)
The instructor invites the children to choose houses. These can be chairs, benches, cubes, hoops, circles drawn on the ground. Each has a separate house. At the instructor’s signal, the children run out of the houses, disperse around the playground and frolic until the instructor says, “Find your house! " At this signal, the children run to their houses.
“Pass and don’t get knocked down”
(walking and running games)
Several pins are placed in one row on the floor or cubes are placed at a distance of at least 1 m from one another. Children must go to the other side of the room, going around the pins (like a snake) and without touching them.
"T a c s i"
(walking and running games)
Children stand inside a large hoop (1 m in diameter, hold it in their lowered hands: one is at one side of the rim, the other is at the opposite side, one behind the other. The first child is a taxi driver, the second is a passenger. Children run around the playground or along the path. Through They switch roles for a while.
“Cucumber, cucumber. »
(walking and running games)
Children stand behind a line on one side of the playground. On the opposite side lives a mouse (the instructor or one of the children). Everyone walks along the site towards the mouse and says:
Cucumber, cucumber,
Don't go to that end:
There's a mouse living there
He'll bite your tail off.
With the end of the words, the mouse begins to catch the running children.
"We Stomp Our Feet"
(walking and running games)
The instructor and the children stand in a circle at a distance of arms straight out to the side. In accordance with the spoken text, children perform exercises:
We stomp our feet
We clap our hands
We nod our heads.
We raise our hands
We give up
We shake hands.
With these words, the children give each other their hands, forming a circle, and continue:
And run around
And we run around.
After a while, the instructor says: “Stop! “The children slow down and stop. When running, you can invite children to lower their hands.
"On a smooth path"
(jumping games)
The children, together with the instructor on one side of the site, mark the place where they will have a home and set off. The instructor pronounces a text, according to which the children perform different movements: walk, jump, squat.
On a smooth path,
On a flat path
Our feet are walking
One-two, one-two! (They go.)
By pebbles, by pebbles,
By the pebbles, by the pebbles
In the hole - bang! (They jump.)
On a smooth path,
On a flat path
Our legs are tired
Our legs are tired.
(Children walk and then squat.)
This is our home
This is where we live.
(Everyone runs into the house.)
"From bump to bump"
(jumping games)
On the site, the instructor draws circles with a diameter of 30-35 cm. The distance between them is approximately 25-30 cm. These are hummocks along which you need to get to the other side of the swamp. You can step over the bumps, run across, jump over.
"Through the Stream"
(jumping games)
Two lines are drawn on the site at a distance of 15-20 cm - this is a stream. Indoors, you can place two cords on the floor at the same distance from one another. Several children are asked to come closer to the stream and jump over it, pushing off with both legs at the same time.
"Frogs"
(jumping games)
In the middle of the site they draw a large circle or lay a thick cord in the shape of a circle - this is a swamp. Frog children are located along the edge of the swamp, and other children sit on chairs placed away from the swamp. The instructor, together with the children sitting on chairs, says the following words:
Here are the frogs along the path
They jump with their legs stretched out,
Kva-kva-kva, kva-kva-kva,
They jump with their legs stretched out.
Children standing in a circle jump, moving forward, pretending to be frogs. At the end of the text, children sitting on chairs clap their hands - they scare the frogs; frog children jump over the line - in a swamp and squat down. Then the game repeats.
"Catch a mosquito"
(jumping games)
Children stand in a circle at arm's length, facing the center of the circle. The instructor is in the middle of the circle. In his hands he holds a rod 1-1.5 m long, to which a figurine of a mosquito (made of paper or cloth) is tied with a cord. The instructor circles the cord slightly above the heads of the players - a mosquito flies overhead, the children jump, trying to catch it with both hands. The one who catches a mosquito says: “I caught it.”
"Little Bunnies"
(jumping games)
All children are bunnies. They are located on a hillock. They can serve as a slide on the site or in the room. Instructor says:
In a field on a hill
The bunnies are sitting
They warm their paws,
They move them.
Children make appropriate movements (clap their hands, move their arms). After some time, the instructor and children say:
The frost has become stronger,
We'll freeze sitting like this.
To warm up quickly,
Let's jump more fun.
Children run down the slide, begin to run, jump, and tap their paws on paws. At the instructor's signal, they return to the slide.
“Crawl through - don’t hit me”
(games with crawling and climbing)
Children are located on one side of the room. Chairs are placed at a distance of 3-4 m from them, with gymnastic sticks or long slats on their seats. Two or three children must crawl under the sticks, trying not to touch them, crawl to the bench on which the flags lie, stand up, take the flags and wave them, then run back.
"Run like a mouse, walk like a bear"
(games with crawling and climbing)
Children sit against one wall of the room. The instructor places two arcs in front of them: the first arc is 50 cm high, behind it at a distance of 2-3 m is the second, 30-35 cm high. The instructor calls one child and invites him to walk under the first arc on all fours, like a bear, i.e. resting on your feet and palms. Under the second arc - run like a mouse (on your palms and knees, then return to your place.
"The Mother Hen and the Chicks"
(games with crawling and climbing)
Children pretending to be chickens, together with a hen, are behind a rope stretched between chairs at a height of 35-40 cm. This is their home. On the opposite side of the platform sits a large bird. The hen calls the chickens: “Ko-ko-ko.” At her call, the chickens crawl under the rope, run to the hen and walk with her, look for food, squat, bend over, and run from place to place. At the instructor’s signal, “The big bird is flying!” “The bird catches the chickens, and they run away from it and hide in the house.
"Mice in the Pantry"
(games with crawling and climbing)
Children stand behind chairs (benches) or sit on them on one side of the playground - these are mice in holes. On the opposite side, at a height of 40-50 cm, there is a rope stretched, behind it is a storage room. An instructor playing the role of a cat sits to the side of the players. When the cat falls asleep, the mice sneak into the pantry, crawling under the rope. In the pantry they find treats for themselves, squat down, chew crackers, run from place to place to find something tasty. The cat wakes up, meows and runs after the mice. The mice run away from the pantry (they crawl under the rope) and hide in holes (the cat does not catch flies, she only pretends that she wants to catch them). Having not caught anyone, the cat returns to its place and falls asleep. Game continues.
"Throw it - catch it"
(throwing and catching games)
One child or several children take a ball and stand in an empty place on the court. Everyone throws the ball directly above their head with both hands and tries to catch it. If the child cannot catch the ball, he picks it up from the floor and throws it again.
"Catch and Ride"
(throwing and catching games)
An instructor stands opposite the child at a distance of 1.5-2 m from him. He throws the ball to the child, who catches it and rolls it back to the instructor.
"Knock down the mace (pin)"
(throwing and catching games)
A line is drawn or a rope is placed on the floor or ground. At a distance of 1-1.5 m from it, two or three large clubs are placed (the distance between them is 15-20 cm). Children take turns approaching the designated place, pick up the balls lying nearby and roll them, trying to knock down the club. After rolling three balls, the child collects them and gives them to the next player.
(throwing and catching games)
Children stand on one side of the hall or playground behind a drawn line or a placed rope. Everyone, at the instructor’s signal, throws the balls into the distance. Everyone should notice where their ball fell. At the instructor’s signal, the children run to their balls, stop near them, and raise the balls above their heads with both hands. The instructor marks those who threw the ball the farthest. After this, the children return back behind the line.
"Get in the circle"
(throwing and catching games)
Children stand in a circle at a distance of two or three steps from a large hoop or circle with a diameter of 1-1.5 m lying in the center. They have bags of sand in their hands, at the instructor’s signal they throw them into the circle, at the signal they come up and pick up the bags and return to their places.
"Throw Over the Rope"
(throwing and catching games)
Children sit on chairs along one wall of the hall. A rope is stretched at a height of approximately 1 m from the floor. A 3 m long rope with weights at the ends can be hung on the backs of two adult chairs or on jumping racks. At a distance of 1.5 m in front of the rope, a cord is placed on the floor. Near it lie one or two balls with a diameter of 12-15 cm. One or two children come up to the cord, take the balls and throw them, run under the rope; Having caught up with the balls, they return back.
"Find Your Place"
Each player chooses a house for himself - a place where he can hide. Indoors it can be a chair, bench, cube; You can draw circles on the area. The children are in their places. At the instructor’s signal, they run out onto the site and run easily in different directions. At the signal “Find your place! "return to their places.
"Find what's hidden"
(games for spatial orientation)
Children stand in a circle or in a line. The instructor places three to five objects on the floor in front of them (cubes, flags, rattles, balls, rings) and asks them to remember them. Then, at the instructor’s signal, the players turn their backs to the center of the circle or face the wall. The instructor hides one or two objects and says: “One, two, three! Turn and look! " Children turn to face objects and, looking closely at them, remember which ones are not there. The instructor asks the children to find these objects in the room. When the items are found, the game repeats.
"Guess who is screaming and where"
(games for spatial orientation)
Children stand in a circle with their backs to the center. The instructor stands in a circle. He appoints a driver, who also stands in the middle of the circle. One of the children is asked to shout, imitating a domestic animal or bird: a cat, a dog, a rooster. The child standing in the center of the circle must guess who shouted and where.
"Find your color"
(games for spatial orientation)
The instructor distributes flags of three or four colors: red, blue, yellow, green. Children with flags of the same color stand in different places in the room, near flags of certain colors. After the instructor says, “Go for a walk,” the children disperse around the playground in different directions. When the instructor says, “Find your color,” the children gather near the flag of the corresponding color.
Role-playing games
2nd junior group
Let's go for a walk
Goal: to develop in children the ability to select clothes for different seasons, to teach them to correctly name elements of clothing, to consolidate the general concepts of “clothing”, “shoes”, to educate them to care your attitude towards others.
Equipment: dolls, clothes for all seasons of the year (summer, winter, spring and autumn, a small wardrobe for clothes and a chair.
Age: 3–4 years.
Progress of the game: a new doll comes to visit the children. She gets to know them and wants to play. But the guys are getting ready to go for a walk and invite the doll to go with them. The doll complains that she cannot get dressed, and then the guys offer to help her. Children take doll clothes out of the closet, name them, choose what they need to wear now depending on the weather. With the help of the teacher, in the correct sequence, they dress the doll. Then the children dress themselves and go out for a walk with the doll. Upon returning from a walk, the children undress themselves and undress the doll in the required sequence, commenting on their actions.
Goal: to teach children to classify objects according to common characteristics, to cultivate a sense of mutual assistance, to expand children’s vocabulary: to introduce the concepts of “toys”, “ furniture", "food", "dishes".
Equipment: all the toys, depicting goods that can be bought in the store, located on the display case, money.
Age: 3–7 years.
Progress of the game: the teacher invites the children to place a huge super-market in a convenient place with departments such as vegetable, grocery, dairy, bakery and others where they will go buyers. Children independently distribute the roles of sellers, cashiers, sales workers in departments, sort goods into departments - food, fish, bakery baked goods, meat, milk, household chemicals, etc. They come to the super market for shopping together with their friends, choose goods, consult with sellers, dis-la-chi-va-sitting at the cash register. During the game, the teacher needs to pay attention to the interaction between sellers and buyers. The older the children, the more departments and products there can be in the supermarket.
Toys at the doctor
Goal: to teach children how to care for the sick and use medical instruments, to cultivate attentiveness and sensitivity in children, to expand their vocabulary: to introduce the concepts of “hospital”, “ patient”, “treatment”, “medicines”, “temperature”, “hospital”.
Equipment: dolls, toy animals, medical instruments: thermometer, syringe, pills, spoon, phonendoscope, cotton wool, jars of medicine, bandage, robe and cap for the doctor.
Age: 3–7 years.
Progress of the game: the teacher suggests playing, Doctor and Nurse are chosen, the rest of the children pick up toy animals and dolls, come to the clinic reception Patients with various diseases come to the doctor: the bear has toothache because he ate a lot of sweets, the doll Masha caught her finger in the door, etc. Let’s clarify the actions: The doctor examines recognizes the patient, prescribes treatment for him, and the Nurse carries out his instructions. Some patients require inpatient treatment and are admitted to the hospital. Children of senior preschool age can choose several different specialists - a therapist, an ophthalmologist, a surgeon and other doctors known to children. When they get to the appointment, the toys tell them why they came to the doctor, the teacher discusses with the children whether this could have been avoided, and says that they need to take more care of their health. During the game, children watch how the doctor treats the sick - makes bandages, measures the temperature. The teacher evaluates how the children communicate with each other and reminds them that recovered toys do not forget to thank the doctor for the help provided.
Stepashka's birthday.
Goal: to expand children’s knowledge about the methods and sequence of setting the table for a festive dinner, to consolidate knowledge about tableware, to cultivate attentiveness, caring, responsibility, desire to help, expand vocabulary: introduce the concepts of “celebratory dinner”, “name day”, “serving”, “dishes”, “service”.
Equipment: toys that can come to visit Stepashka, tableware - plates, forks, spoons, knives, cups, saucers, napkins, tablecloth, table, chairs.
Age: 3–4 years.
Progress of the game: the teacher informs the children that today is Stepashka’s birthday, invites them to visit him and congratulate him. The children take their toys, go to visit Stepashka and congratulate him. Stepashka offers everyone tea and cake and asks them to help him set the table. Children actively participate in this and, with the help of education, set the table. It is necessary to pay attention to the interaction between children during the game.
We are building a house.
Goal: to introduce children to construction professions, to draw attention to the role of technology that facilitates the work of builders, to teach children how to build a simple structure, to develop friendly such mutual relations in the team, expand children’s knowledge about the peculiarities of the work of builders, expand children’s vocabulary: introduce the concepts of “construction”, “bricklayer”, “lifting” crane", "builder", "crane operator", "carpenter", "welder", "building material".
Equipment: large building materials, machines, a crane, toys for playing with the building, pictures of people in the construction profession: mason, carpenter, crane operator, driver etc.
Age: 3–7 years.
Progress of the game: the teacher asks the children to guess the riddle: “What kind of turret is there, and is there a light on in the window? We live in this tower, and it's called? (house) ". The teacher suggests that the children build a large, spacious house where toys can live. Children remember what construction professions there are, what people do at construction sites. They explain the pictures of the builders and talk about their responsibilities. Then the children agree to build a house. The roles are distributed between the children: some are Builders, they build a house; others are Drivers, they deliver construction materials to the construction site, one of the children is a Crane Operator. During construction, attention should be paid to the relationships between children. The house is ready and new residents can move in. Children play on their own.
Goal: to expand children’s knowledge about wild animals, their habits, lifestyle, nutrition, to cultivate love and humane attitude towards animals, to expand children’s vocabulary.
Equipment: toy wild animals familiar to children, cages (made of building material, tickets, money, cash register.
Age: 4–5 years.
Progress of the game: the teacher informs the children that a zoo has arrived in the city and invites them to go there. Children buy tickets at the box office and go to the zoo. There they talk about the animals, talk about where they live and what they eat. During the game, children should pay attention to how to treat animals and how to care for them.
Kindergarten
Goal: to expand children’s knowledge about the purpose of a kindergarten, about the professions of those people who work here - a teacher, a nanny, a cook, a music worker, to instill in children a desire to to imitate the actions of adults, to treat your students with care.
Equipment: all toys necessary for playing in kindergarten.
Age: 4–5 years.
Progress of the game: the teacher invites the children to play in the kindergarten. If desired, we assign children to the roles of Educator, Nanny, Musical Director. Dolls and little animals act as educators. During the game, they monitor interactions with children and help them find a way out of difficult situations.
Salon
Goal: to introduce children to the profession of hairdresser, to cultivate a culture of communication, to expand the vocabulary of children.
Equipment: robe for the hairdresser, cape for the client, wig-making tools - comb, scissors, bottles for cologne, varnish, hair dryer, etc.
Age: 4–5 years.
Progress of the game: knock on the door. The doll Katya comes to visit the children. She meets all the children and notices a mirror in the group. The doll asks the children if they have a comb? Her braid has come undone and she would like to comb her hair. The doll is told to go to the hairdresser. It is clarified that there are several halls there: women's, men's, manicure, good masters work in them, and they will quickly put Katya's hair in order. Assigned tea
Hairdressers, they take their jobs. Other children and dolls go into the salon. Katya remains very pleased, she likes her hairstyle. She blesses the children and promises to come to this hairdresser next time. During the game, children learn about the duties of a wig-ma-her - cutting, shaving, styling hair, manicure.
"Let's put the dolls to sleep"
Goals: to consolidate the ability to compare two objects in length, width and height by applying each other to each other, to cultivate goodwill.
Equipment: 2 dolls of different heights, 2 cribs of different lengths, 2 chairs of different heights, 2 sheets of different lengths, 2 blankets of different widths.
Progress of the game: Two dolls come to visit the children. Children get to know them, play, and treat them to delicious cookies and tea. The children didn’t even notice that it was time for the dolls to rest. They need to be put to bed. Since these dolls are different in height, they need to choose the right crib and bed. Children, with the help of a teacher, complete this task. They take out sheets and a blanket from the box, compare them and make the bed, putting the dolls to bed correctly. The teacher monitors the children’s speech, emphasizing that they correctly use the words of the comparison result: “higher - lower”; “wider – narrower”; "longer - shorter."
"Katya got sick"
Goals: to diversify children’s role-playing participation in playing with a doll; contribute to enriching the plot of children's games; develop children's speech and enrich their vocabulary; help children establish interactions in joint play; cultivate friendly relationships in the game.
Materials and equipment: spatula, phonendoscope, thermometer, medicines (substitute items are used); doctor's bag, gown, cap (2-3 copies).
Progress of the game: The teacher tells the children that her daughter is sick.
We need to put Katya to bed and call the doctor. I will be a doctor myself. I have a robe, a cap and tools.
Vova, do you want to be a doctor?
Here's your robe, cap and tools too. Let's treat dolls together, let's start with my daughter Katya. Let's listen to her. What is needed for this? (a tube.)
Can you hear Katya’s heart beating: “Knock-knock-knock”?
Breathe, Katya. Now you, Vova, ask Katya to breathe deeply.
Now let's put a thermometer on Katya. Like this. Now let's see her throat. Where's the spoon?
Katya, say: “A-ah-ah.”
You see, Vova, Katya’s throat is red and her temperature is high. Let's give her some medicine.
Now let Katya sleep.
"Let's build a house for the dolls"
Goals: to learn to select toys and attributes for play, to unite in groups of two or three for independent games; continue to develop interest in playing with dolls and building materials; develop children's speech and enrich their vocabulary; help children establish interactions in joint play; cultivate friendly relationships in the game.
Materials and equipment: Set of building materials: cubes, bricks, plates; dolls of different sizes; shaped toys (hare, bear, squirrel, fox, etc.).
Progress of the game: The teacher addresses the children:
The doll of Sveta came to visit us. She says she has nowhere to live. Let's build a house for Sveta. Who wants to build a house?
The teacher places the doll on the carpet.
What will we build the house from? (made of bricks).
How do we place the bricks? (narrow side).
These will be the walls of the house, but how to make the roof? (you need to put a brick on top of the walls).
If the doll is tall, then the teacher shows how to build a tall house.
Now we need to make doors to keep the house warm.
In this case, you can put one or two bricks, regardless of the size of the house built.
During the process of building a house, the teacher involves other children who are interested in playing in the work: he offers one to build a fence, another - a path to the house, etc. Encourages children to play together.
"Professions"
Goals: to develop children's interest in role-playing games, help create a gaming environment; enrich vocabulary, consolidate sound pronunciation; to develop in children the ability to use building floor materials and act with them in a variety of ways; consolidate previously acquired knowledge about the work of a doctor, seller, hairdresser; cultivate friendly relationships in the game.
Progress of the game: Educator:
We build cribs, a chair, a tap for washing hands, and set the table. We carry the cubes one at a time, without disturbing anyone. The doctor, hairdresser and salesman go to their work. And the rest of the kids take care of their children. (I help develop the game, establish relationships between those who have chosen certain roles, and help implement into the game the impressions the children received earlier.)
A certain amount of game time passes.
Educator:
Evening has come in our town, the working day is over, the hospital, hairdresser, and store are closing. We put everything back in place.
All the kids did well, tell me, who were you today, Vanya? How did you take care of your son? Where did you go with him? Dasha, what did you feed your daughter? Julia, which bed did you put your daughter to sleep on? What kind of doctor was Kirill? Hairdresser? Salesman?
"Hospital"
Goals: continue to introduce children to the professions of doctor and nurse; arouse interest in professions medical workers; develop children's speech and enrich their vocabulary; help children establish interactions in joint play; cultivate a sensitive and attentive attitude towards the patient, kindness, responsiveness, and a culture of communication.
Equipment: medical cards according to the number of children, a toy phonendoscope, a spatula, an ENT mirror, a thermometer, brilliant green, a table, 2 white coats for a doctor and a nurse, 2 white caps, cotton wool, a bandage, a syringe.
Progress of the game: The teacher-doctor acts out a dialogue with the bunny-patient (child).
Doctor. The hospital opens. I am a doctor. Who came to my appointment?
Bunny patient (complainingly). I am a doctor.
At the doctor's office, sit down, patient. Tell me exactly where your pain is concentrated?
Patient. I have a cough and my ears hurt.
Doctor. Let me listen to you. Breathe deeply. (Listen to the patient with a tube.) You are coughing a lot. Show your ears. My ears are inflamed. Now we need to measure the temperature. Take a thermometer. High temperature. You need to take medicine. This. (gives a bottle.) Pour into a spoon and drink every day. Did you understand?
Patient. Yes. I will take the medicine as you ordered. Thank you Doctor. Goodbye.
"Bathing a Doll"
Goals: to teach how to combine games with a single plot: first, the doll must be undressed, bathed, dressed, put to bed, correctly named objects and their purpose; consolidate a variety of game actions; develop gaming skills; enrich vocabulary; cultivate respectful attitude towards each other and careful attitude towards toys.
Equipment: bath, soap (brick), soap dish, towel, ladle (all items in 2-3 copies); Katya doll (her hands are “dirty”).
Progress of the game: The teacher, addressing the doll, asks:
Oh you dirty girl
Where did you get your hands so dirty?
Then he speaks to the children.
Katya doll got dirty. We need to buy it. What do we need for this?
When washing the doll is finished, the teacher invites Elya to dry it with a towel.
The doll became clean.
Then the doll is dressed and put to bed.
The game can be repeated 2-3 times with the involvement of children who have low level gaming skills and abilities.
Didactic games
on ecology
2nd junior group
“Where is the bunny hiding!”
Purpose: to describe, name, plants according to their characteristic features and in connection with environment. Write descriptive riddles and guess riddles about plants.
Rules of the game: you can name a plant only after describing any characteristic one by one.
Progress of the game:
The game is played in the park, in the forest, in the square. A driver is selected from a group of children, the rest are divided into two subgroups. The driver hides the bunny under some plant (tree, bush) so that the other children do not see where the toy is hidden. Then the driver describes the plant (if it is difficult, the teacher helps). Whichever group guesses faster what plant the bunny is under, goes to look for it. For example, a toy is hidden under an oak tree. The leader asks the 1st subgroup a riddle: “This is a tree, it has a strong, mighty trunk” (Answers from the children of the 1st subgroup), to the 2nd subgroup: “The leaves of this tree turn brown in the fall” (Answers from the children of the 2nd subgroup) . Etc.
The description riddles continue until one of the subgroups guesses.
“Where does it grow?”
Goal: to teach children to group vegetables and fruits, to develop quick reaction to the teacher’s word, endurance, and discipline.
Rules of the game: sort out the vegetables and fruits, and put some in the garden, others in the garden (imitation - pictures of the garden and vegetable garden). The team that quickly puts all the items in their places wins.
Progress of the game:
The children are divided into two teams: vegetable growers and gardeners. Vegetables and fruits (dummies can be used) are laid out on the table. At the teacher’s signal, children sort vegetables and fruits into the ones corresponding to the pictures. The team that finishes the job first wins. Children not participating in the teams check the correctness of the selection.
After this, the winning team is announced. The game continues with other teams.
"Our friends"
Goal: To expand children’s ideas about the lifestyle of animals that live in the house (fish, birds, animals), about caring for them, about their homes, to cultivate a caring attitude, interest and love for them.
Material: lotto cards with images of animals: parrot, aquarium fish, parrots, hamster, turtle, etc. Small cards depicting their homes (cage, terrarium, aquarium, box, etc.), food.
Progress of the game:
Lotto cards are distributed to the participants of the game; the presenter has small cards with the image turned down. The presenter takes any card and shows it to the participants. The participant who needs this card raises his hand and explains why this card is needed specifically for his animal.
To make it more difficult, you can add squats that are not related to these animals.
"Flower shop"
Goal: to consolidate children’s knowledge about plants (meadows, indoors, gardens), to consolidate the ability to find the right flower according to the description. Learn to group plants by type.
Material: you can use botanical lotto cards; you can take real indoor plants, but not very large ones.
Progress of the game:
A leader is chosen, he is the seller (at first the leader is an adult. And then you can do a little counting), the rest of the children are buyers. The buyer must describe the plant in such a way that the seller can immediately guess what plant he is talking about.
"The postman brought a parcel"
Goal: To form and expand children’s ideas about vegetables, fruits, mushrooms, etc., to teach them to describe and recognize objects by description.
Material: objects (dummies). Each is individually packaged in a paper bag. You can use riddles.
Progress of the game:
The parcel is brought to the group. The presenter (teacher) distributes parcels to each child. Children look into them and take turns telling what they received in the mail. Children are asked to describe what is in their bag using a description or a riddle.
"Edible - not edible"
Goal: to form and consolidate children’s knowledge about vegetables and fruits and berries. Develop memory and coordination.
Material: Ball.
Progress of the game:
The presenter names a vegetable, fruit, berry or any object, throws the ball to one of the participants, if the object is one of the given ones, then he catches it.
You can play with the whole group at once using claps (clap if the item is not one of the given ones)
"Wonderful bag"
Goal: To form and consolidate children’s knowledge about various natural objects (animals, vegetables, fruits, etc.). Develop fine motor skills of fingers, tactile sensations, and speech of children.
Material: Beautifully designed bag, various toys imitating animals, real or fake vegetables and fruits.
Progress of the game:
The presenter holds a bag of objects, invites the children to come up one at a time and identify the object by touch without pulling it out, and name the characteristic features. The rest of the children must guess from its description what kind of object it is, which they have not yet seen. After this, the child pulls out an object from the bag and shows it to all the children.
“What first, what then?”
Goal: To form and consolidate children’s knowledge about the degree of ripeness of vegetables, fruits, the order of growth of various plants, living creatures (fish, birds, amphibians).
Material: Cards with different order of maturity 3 – 4 – 5 cards for each item (for example: green, small tomato, brown and red), order of growth (seed, sprout, taller sprout, adult plant).
Progress of the game:
Children are given cards with different orders. At the leader’s signal, they must quickly find and line up in order with the required pictures in order.
Shop "Seeds"
Goal: To develop and consolidate children’s knowledge about the seeds of different plants. Learn to group plants by type and place of growth.
Material: Sign “Seeds”. On the counter, in different boxes with models: tree, flower, vegetable, fruit, in transparent bags, there are different seeds with a picture of this plant.
Progress of the game:
The teacher suggests opening a store selling seeds. The store will have four departments. Sellers are selected for each seed department. As the game progresses, child buyers approach the sellers and name their profession: florist, gardener, vegetable grower, forester. Then they ask to sell the seeds of the plant they described and the method of growing them (one per hole, one per furrow, “pinch”, seedlings).
“Everyone go home!”
Goal: To form and consolidate children’s knowledge of different plants (trees, bushes), according to the shape of their leaves (fruits, seeds). Reinforce the rules of behavior in the forest and in the park.
Progress of the game:
Before going for a walk with children, the rules of behavior in the forest (park) are reinforced. It is advisable to play the game in the fall (when there are already seeds and fruits), or in the summer (only based on the shape of the leaves). The teacher suggests going on a hike. Children are given leaves (fruits, seeds) of different plants (bushes, trees). Children are divided into groups. The teacher suggests imagining that each group has a tent under a tree or bush. Children walk through the forest (park), at the teacher’s signal “It’s raining. Everyone go home!”, the children run to their “tents”. Children compare their leaves, etc. with those that grow on the tree or bush to which they ran up.
“Collect mushrooms in a basket”
Goal: To develop and consolidate children's knowledge about edible and inedible mushrooms, about the place of their growth; about the rules of collecting in the forest.
Material: Flat baskets, a model representing a forest, flannelgraph, cards with mushrooms (edible, non-edible).
Progress of the game:
Children are given cards with mushrooms. The children’s task is to name their mushroom, describe it, where it can be found (under a birch tree, in a spruce forest, in a clearing, on a stump, etc.), what it is: edible, put in a “basket”, not edible, leave in the forest (explain Why).
“Which branch are the kids from?”
Goal: To develop and consolidate children's knowledge about trees, their seeds and leaves. Reinforce the rules of behavior in the forest and in the park.
Material: Dried leaves of various trees (seeds, fruits).
Progress of the game:
Before going for a walk with children, the rules of behavior in the forest (park) are reinforced. It is advisable to play the game in the fall (when there are already seeds and fruits), or in the summer (only based on the shape of the leaves). Children walk through the forest (park), at the teacher’s signal “All children on the branches!”, Children run to their trees or bushes. Children compare their leaves, etc. with those that grow on the tree or bush to which they ran up.
“When does this happen?”
Goal: To clarify and consolidate children’s knowledge about seasonal changes in nature and animal life in different seasons of the year.
Material: Large lotto cards with a picture of any season. Small cards with models of signs of different seasons.
Progress of the game:
The game is played like a lotto. The presenter has small cards with the image turned down. The presenter shows a card with a model, the players say what it is and when it happens. The child explains why this card is needed specifically for him. The one who closes his card first wins. But the game continues until all participants close their cards.
"Guess by the description"
Goal: To develop and consolidate knowledge about appearance natural objects (animals, plants, fish, insects, etc.). Develop memory and speech.
Material: Cards with various types of animals, fish, birds, insects, according to the number of participants or more.
Progress of the game:
Cards are distributed to children. Their task is to describe the object without showing it so that others can guess who is depicted on their card. You can use riddles.
"Place the animals in their homes"
Goal: To develop and consolidate children’s knowledge about the places where animals live and the names of their homes. Develop speech.
Material: Flannelgraph, different natural zones of the earth (illustrations). Small cards with a variety of animals, birds, etc.
Progress of the game:
Different natural zones of the earth are located on the flannelgraph. Children have small cards with various animals, birds, etc. The children's task is to name their animal, where it lives, and place it on a flannelgraph near the desired natural area.
"Journey Underwater"
Goal: To develop and consolidate knowledge about fish: sea, lake, river; about sea inhabitants, plants, and their habitats.
Material: Large lotto cards with a picture of a body of water. Small cards with fish, aquatic animals, plants, etc.
Progress of the game:
The teacher suggests going on a boat trip to different bodies of water. You can divide the children into teams. Each team goes on a journey to a specific body of water. Next, children select living objects for their ponds from a total number of small cards. The team that knows the inhabitants and plants of its pond better wins.
Or the game is played like a lotto.
"The Fourth Wheel"
Goal: To clarify and consolidate children’s knowledge about the classifications of various natural objects. Develop logical thinking, speech.
Material: cards with various objects.
Progress of the game:
Cards are displayed: three of one type, and the fourth of another. The children's task is to identify the extra card and explain their choice.
You can complicate the task and play the game verbally. Naming objects and objects.
"Let's Harvest"
Goal: To develop and consolidate children's knowledge about vegetables, fruits and berries. Their place of growth (garden, vegetable garden, bed, tree, bush, in the ground, on the ground).
Material: Baskets with models: vegetables, fruits and berries (one basket). Models of vegetables, fruits and berries, or lotto cards with vegetables and fruits.
Progress of the game:
In certain places in the group, pictures of a vegetable garden and a garden are placed, where dummies or cards are located. Children can be divided into two teams: gardeners and gardeners. At the leader’s signal, the teams collect the harvest in their basket with the model. Condition: You can only transfer one item at a time.
"Vegetable store"
Goal: To develop and consolidate children’s knowledge about the external signs and characteristics of vegetables and fruits, their external signs for storage and preparation, and methods of their preparation.
Material: Planar image of jars for pickling and compotes, barrels for sourdough, storage boxes, freezer. Sets of small cards with vegetables, fruits and berries.
Progress of the game:
Each child has a set of small cards with vegetables, fruits and berries. Divide the children into teams (depending on the number of children). Each team makes its own “preparations” from its own vegetables, fruits and berries.
Or, from the total number of small cards, teams (salt, ferment, fold for storage) choose for which preparations certain vegetables, fruits and berries are needed
"Zoo"
Goal: To form and expand children’s ideas about the nutrition of domestic and wild animals (birds, animals), to cultivate a caring attitude, interest and love for them.
Material: cards of different animals, birds, insects, food, vegetables and fruits.
Progress of the game:
Children are encouraged to feed the animals at the zoo. The game is played like a lotto. The presenter shows cards with food and insects. The player who needs this card raises his hand and explains why this card is needed specifically for his animal or bird.
1. "Who will pass more quietly"
Objectives: to introduce walking in a given direction, to develop the ability to maintain balance.
Progress of the game: Children walk in a free formation in one direction. The teacher offers to walk quietly on tiptoes (shows how to do it). Then he gives the signal: “Now let’s walk quickly.” The walking speed changes several times according to the signal.
2. "Ball"
Progress of the game: Children depict how a balloon is gradually filled with air: they slowly raise their hands up and puff out their cheeks. But the balloon “burst”: the children are slowly in a relaxed state and fall to the floor, saying: shhhhh
Source: O.N. Morgunova “Physical and recreational work in preschool educational institutions”
3. "Grains"
Objectives: teach children to act according to the rules, develop endurance.
Progress of the game:
Educator: They planted the seeds in the ground. (Children sit on the floor and squeeze into a ball.) It started to rain, and then the sun shone. The grains began to sprout, sprouts appeared. (Children slowly rise, pull themselves up, raising their hands - the “sprouts” - up and turning towards the “sun”).
4. "Bubble"
Objectives: teach children to act on the teacher’s command, develop attention.
How to play: Children and an adult stand in a circle holding hands.
Educator:
Blow up a bubble.
Pout big.
Stay like this
Don't burst out.
Children gradually move back to expand the circle. When they hear the words “The bubble has burst,” they lower their hands and say “sh-sh-sh.”
The game is repeated 2-4 times
Source: O.N. Morgunova “Physical and recreational work in preschool educational institutions”
5. "Kwa-kwa-kwa"
Tasks: develops auditory memory and, to some extent, coordination of movements and attentiveness.
Game description:
The leader is blindfolded with a blindfold, and the rest of the children stand around him.
The presenter begins to spin and pronounce a chant:
"Here is a frog along the path
Jumps, stretches out her legs,
I saw a mosquito and screamed...
“At the word “screamed,” the leader points his fingers in front of him.
The player to whom the presenter points (or closer to whom) says: “Kwa-kwa-kwa.” The presenter must say the name of this player.
If the leader guessed correctly, then the identified player becomes the next leader, otherwise the leader repeats everything.
Rules of the game
1. The leader is blindfolded, and the rest of the children stand around him.
2. The leader spins around and says the above speech.
3. On the word “shout”, the leader points his fingers in front of him, and the player to whom he is pointing must say: “kva-kva-kva”.
4. If the leader correctly guesses who is in front of him, then this player becomes the leader, otherwise the game starts again from the second point.
Notes:
The host is not allowed to touch the players.
To complicate the game, you are allowed to pronounce kwa-kwa in an unnatural voice.
6. "Kitty"
Tasks: The game develops artistry and dexterity.
Progress of the game:
The child crawls on all fours, pretending to be a cat. He stops and turns his head (the cat looks around), then tilts his head (the cat drinks milk).
For children over two years old, you can complicate the game: the cat crawls between the legs of an adult, under a chair, climbs onto the sofa, lies down, purrs.
7. "Humpty Dumpty"
Progress of the game
Children stand in a relaxed position, arms hanging freely. Under the text that the adult pronounces, turn the body left and right (the arms should dangle freely, like a rag doll).
Educator:
Humpty Dumpty
Sat on the wall.
Humpty Dumpty.
Fell in his sleep.
The children relax on the floor. The game can be played with one child or with a subgroup of children.
8. "Cold-warm"
Tasks: develops attention and thinking.
Progress of the game:
Children sit on the carpet with their legs folded cross-legged.
Educator: The north wind blew. It became cold, cold. (The children curl up into balls, crossing their arms over their chests.)
At the signal “The sun has come out. It has become warm and warm.” The children relax and fan themselves. The game is repeated 2-3 times.
Source: O.N. Morgunova “Physical and recreational work in preschool educational institutions”
9."Find a Pair"
Find a pair - the game develops classification and sorting skills, hand-eye coordination, hand motor skills, and thinking skills.
Game description
Objects that match each other according to some characteristics are laid out on the table. Mix them. The child is asked to take any object and find a pair for it, and then explain why he considers these objects to be paired.
Rules of the game
1. Various objects are collected that fit together (pencil and paper, sock and shoe, lock and key, etc.)
2. Lay out the items on the table and mix them.
3. The child is seated at the table.
4. An adult chooses any object and asks the child to find a pair for it (or
the child chooses the subject independently).
5. If the child finds a pair, it is put aside.
6. Take the next item and repeat the same thing.
7. The game continues until all the items are collected in pairs.
Note
Instead of objects, you can use pictures from the object.
Source by M.F. Litvinov “Russian folk outdoor games”
10. "Find by description"
Find by description - a game for children two to three years old. Promotes the development of observation, memory and attention of the child.
Game description:
Ask your child to show you what you describe to him.
For example: “Please show me the object. It is round, one side is red and the other is blue. You can play with it: roll it, throw it to each other” (this is a ball).
Rules of the game:
1. Describe an object to the child: its color, shape, what it is made of, what can be done with it
2. The child guesses and names the object based on the description
Note
You can describe people, animals, nature - precipitation, trees... (and everything that surrounds us) and ask the child to guess who/what you are talking about.
11. "Silence"
Objectives: the game develops speech and memory with the help of rhymes.
Before the game starts, the players say in chorus:
Firstborns, little ones
The bells rang.
On fresh dew,
In someone else's lane.
There are cups, nuts,
Honey, sugar.
Silence!
After the word “Silence” everyone must be silent. The presenter tries to make the players laugh with his movements, funny words, and nursery rhymes. If someone laughs or says one word, he gives the presenter a forfeit. At the end of the game, children redeem their forfeits: at the request of the players, they sing songs, read poetry, dance, and perform interesting movements.
Tasks: familiarize yourself with walking in a given direction, develop the ability to maintain balance.
Progress of the game: Children walk in a loose formation in one direction. The teacher offers to walk quietly on tiptoes (shows how to do it). Then he gives the signal: “Now let’s walk quickly.” The walking speed changes several times according to the signal.
"Ball"
Progress of the game: Children depict how a balloon is gradually filled with air: they slowly raise their hands up and puff out their cheeks. But the balloon “burst”: the children are slowly in a relaxed state and fall to the floor, saying: shhhhh
Source: O.N. Morgunova “Physical and recreational work in preschool educational institutions”
"Grains"
Tasks: teach children to act according to the rules, develop endurance.
Progress of the game:
Educator: They planted the seeds in the ground. (Children sit on the floor and squeeze into a ball.) It started to rain, and then the sun shone. The grains began to sprout, sprouts appeared. (Children slowly rise, pull themselves up, raising their hands - the “sprouts” - up and turning towards the “sun”).
"Bubble"
Tasks: teach children to act on the teacher’s command and develop attention.
Progress of the game: Children and an adult stand in a circle holding hands.
Educator:
Blow up a bubble.
Pout big.
Stay like this
Don't burst out.
Children gradually move back to expand the circle. When they hear the words “The bubble has burst,” they lower their hands and say “sh-sh-sh.”
The game is repeated 2-4 times.
Source: O.N. Morgunova “Physical and recreational work in preschool educational institutions”
"Kwa-kwa-kwa"
Tasks: develops auditory memory and, to some extent, coordination of movements and attentiveness.
Game description:
The leader is blindfolded with a blindfold, and the rest of the children stand around him.
The presenter begins to spin and pronounce a chant:
"Here is a frog along the path
Jumps, stretches out her legs,
I saw a mosquito and screamed...
“At the word “screamed,” the leader points his fingers in front of him.
The player to whom the presenter points (or closer to whom) says: “Kwa-kwa-kwa.” The presenter must say the name of this player.
If the leader guessed correctly, then the identified player becomes the next leader, otherwise the leader repeats everything.
Rules of the game
1. The leader is blindfolded, and the rest of the children stand around him.
2. The leader spins around and says the above speech.
3. On the word “shout”, the leader points his fingers in front of him, and the player to whom he is pointing must say: “kva-kva-kva”.
4. If the leader correctly guesses who is in front of him, then this player becomes the leader, otherwise the game starts again from the second point.
Notes:
The host is not allowed to touch the players.
To complicate the game, you are allowed to pronounce kwa-kwa in an unnatural voice.
"Kitty"
Tasks: The game develops artistry and dexterity.
Progress of the game:
The child crawls on all fours, pretending to be a cat. He stops and turns his head (the cat looks around), then tilts his head (the cat drinks milk).
For children over two years old, you can complicate the game: the cat crawls between the legs of an adult, under a chair, climbs onto the sofa, lies down, purrs.
"Humpty Dumpty"
Progress of the game
Children stand in a relaxed position, arms hanging freely. Under the text that the adult pronounces, turn the body left and right (the arms should dangle freely, like a rag doll).
Educator:
Humpty Dumpty
Sat on the wall.
Humpty Dumpty.
Fell in his sleep.
"Cold-warm"
Tasks: develops attention and thinking.
Progress of the game:
Children sit on the carpet with their legs folded cross-legged.
Educator: The north wind blew. It became cold, cold. (The children curl up into balls, crossing their arms over their chests.)
At the signal “The sun has come out. It has become warm and warm.” The children relax and fan themselves. The game is repeated 2-3 times.
Source: O.N. Morgunova “Physical and recreational work in preschool educational institutions”
"Find a Pair"
Find a pair - the game develops classification and sorting skills, hand-eye coordination, hand motor skills, and thinking skills.
Game description
Objects that match each other according to some characteristics are laid out on the table. Mix them. The child is asked to take any object and find a pair for it, and then explain why he considers these objects to be paired.
Rules of the game
1. Various objects are collected that fit together (pencil and paper, sock and shoe, lock and key, etc.)
2. Lay out the items on the table and mix them.
3. The child is seated at the table.
4. An adult chooses any object and asks the child to find a pair for it (or
the child chooses the subject independently).
5. If the child finds a pair, it is put aside.
6. Take the next item and repeat the same thing.
7. The game continues until all the items are collected in pairs.
Note
Instead of objects, you can use pictures from the object.
Source by M.F. Litvinov “Russian folk outdoor games”
"Find by description"
Find by description - a game for children two to three years old. Promotes the development of observation, memory and attention of the child.
Game description:
Ask your child to show you what you describe to him.
For example: “Please show me the object. It is round, one side is red and the other is blue. You can play with it: roll it, throw it to each other” (this is a ball).
Rules of the game:
1. Describe an object to the child: its color, shape, what it is made of, what can be done with it
2. The child guesses and names the object based on the description
Note
You can describe people, animals, nature - precipitation, trees... (and everything that surrounds us) and ask the child to guess who/what you are talking about.
"Silence"
Tasks: The game develops speech and memory with the help of rhymes.
Before the game starts, the players say in chorus:
Firstborns, little ones
The bells rang.
On fresh dew,
In someone else's lane.
There are cups, nuts,
Honey, sugar.
Silence!
After the word “Silence” everyone must be silent. The presenter tries to make the players laugh with his movements, funny words, and nursery rhymes. If someone laughs or says one word, he gives the presenter a forfeit. At the end of the game, children redeem their forfeits: at the request of the players, they sing songs, read poetry, dance, and perform interesting movements.
