Types and meaning of outdoor games. Description of outdoor games and play exercises

TO outdoor games children show special interest. They attract them with their emotionality, variety of plots and motor tasks, in which there is an opportunity to satisfy the desire for movement characteristic of children.

In outdoor games, various movements are performed: walking, running, bouncing, jumping, crawling, throwing, throwing, catching, etc. Captivated by the game, children repeat the same movements many times without losing interest in them. This is an important condition for the development and improvement of movements. At the same time, active motor activity of children significantly stimulates the work of a wide variety of muscle groups, increases blood circulation and breathing, and improves metabolism. All this leads to the most complete physical development and improvement of the child’s entire body.

In outdoor games, favorable conditions are created for the development of such motor qualities as dexterity and speed. This is facilitated by the actions of children in constantly changing game situations (the need to dodge so as not to be caught, to run as quickly as possible to catch someone running away, etc.).

Outdoor games differ in content, in the nature of motor tasks, in the ways of organizing children, and in the complexity of the rules.

The following large groups of outdoor games can be distinguished:

1. Story-based games - in which children’s actions are determined by the plot and the role they play. Simple rules are mandatory for all participants and allow you to regulate the behavior of children. A different number of children can participate in story games - from 10 to 25 people.

2. Games without a plot - games like various traps - are most often based on running with catching and dodging. The presence of these elements makes the games especially active, emotional, requiring children to be especially quick and dexterous in their movements.

This group should also include games that are played using a certain set of aids and objects and are based on throwing, throwing, and hitting a target. These games can be played with small groups of children - 2 - 4 people.

3. Game exercises are based on performing certain motor tasks (jumping, throwing, running) and are aimed at training children in certain types of movement.

Game exercises can be organized for a small group of children. Performing movements in them can take place either simultaneously or alternately. It is convenient to carry out such exercises with individual children.

4. Games with elements of competition, simple relay race games are also based on the performance of certain motor tasks and do not have a plot, but they have an element of competition that encourages great activity, the manifestation of various motor and volitional qualities (speed, dexterity, endurance, independence ). This makes them significantly different from plotless games.

Games of this type can be played without division into units or teams, when each child, playing for himself, strives to complete the task as best as possible. These games can also be played with division into units, teams, where the overall result depends on the dexterity, intelligence of each player and the coordination of the actions of the participants of the entire unit.

5. An independent group is represented by games of a sports nature: badminton, games such as basketball, volleyball, football, etc. These games use simple elements of technology and rules of sports games, which are accessible and useful for children of senior preschool age and will be necessary for practicing these types of games in at older ages.

Thanks to the wide variety of outdoor games, you can have a targeted and diverse impact on a child’s development.

The rules of the game have important educational functions. They are present even in the simplest games. The rules create the need to act in accordance with the role: run away from the driver as quickly as possible, jump lightly and high like bunnies or balls, etc. Following simple rules in outdoor games organizes and disciplines children, teaches them to act in concert, to subordinate their desires to common ones. rules, yielding to a friend, helping each other. If the rules are not followed, the game loses its meaning and ceases to be interesting for children.

In terms of their organization, outdoor games are most often collective; they can unite from 2 to 25 children. Collective games are especially valuable in educational terms. Playing in a group of peers is an important condition for developing the ability to coordinate your movements and behavior with the movements and behavior of other children, find your place in a column, in a circle, without disturbing others, quickly change your place on the playground or in the hall when given a signal, etc. .

Outdoor games provide a wide opportunity for children to communicate with each other. In games, their relationships, attitudes towards various motor tasks, etc. develop and manifest themselves. Often in games, children recite poems and counting rhymes, which contributes to the development of children’s speech.

Running, jumping, jumping and crawling is so typical for a preschool child. The baby can realize the desire to be in motion during a special type of games called mobile games. This is exactly the case when the uncontrollable energy of children can not only be directed into a peaceful direction, but also benefited from it.

The essence and significance of outdoor games

An outdoor game is based on two equally important components: the plot and the motor task. As a rule, such games are group games and have clear rules. In their process, the child learns to interact with other participants, make decisions depending on changes in the game situation, and demonstrate leadership qualities.

1. Learn the rules. The presence of rules disciplines a preschooler and is a kind of preparation for adult life according to the laws of society. If outdoor play is organized for children 4-6 years old, it is important to remember the amount of freedom. On the one hand, when playing, preschoolers should feel independent and at ease. On the other hand, mandatory adult supervision must be present. Being free, independently making decisions during the game process, one participant, at the same time, should not violate the rights of others.
2. Become a team player. Since play activity is often a team activity, it teaches the child to understand his comrades, act in harmony with them, give in or come to the rescue if necessary.
3. Learn to speak. Games in which actions are accompanied by rhymes, counting rhymes, and sayings help train memory and develop speech in preschoolers.
4. Become agile and strong. Outdoor games are especially important for developing and improving a child’s motor skills. In an exciting game, he never tires of practicing and improving the motor skills he mastered in early childhood: running, jumping, crawling, manipulating a ball and other objects, thanks to which he becomes physically developed, dexterous, and resilient.
   If the game takes place outside, the preschooler’s body actively receives oxygen, as a result of which blood circulation increases and metabolic processes in cells and tissues are accelerated. The child’s body is healed and its immunity is strengthened.
5. Be sincerely happy. In addition to the opportunity to achieve certain pedagogical goals, outdoor play gives a preschool child great pleasure: he enjoys the process itself, the opportunity to be in motion, communication with adults and other children, and, ultimately, his small achievements and victories.

Types of outdoor games

1. Plot. The rules of such a game and the actions of children depend on the plot. Each participant is assigned a specific role.
2. No plot. Such games can be entertaining or sports. These include racing, various games with a ball, elastic band or skipping rope, catch-up, hide-and-seek, etc.
3. Competitive. The presence of an element of competition in this game makes it very interesting for children of older preschool age. It is known that closer to the age of 6, a child begins to realize his place in society; he wants to be popular and enjoy authority in the team. Competitions and relay races help him prove to himself and others how dexterous, enterprising, resilient, etc. he is, how well and coordinated he can act in a team. The opportunity to receive some kind of reward for winning makes kids interested in the results of their activities.
4. Sports. This involves the use of sports equipment and is a simplified version of adult sports: football, volleyball, badminton, tennis, etc.
   In addition to the opportunity to achieve certain pedagogical goals, outdoor play gives a preschool child great pleasure: he enjoys the process itself, the opportunity to be in motion, communication with adults and other children, and, ultimately, his small achievements and victories.
   If outdoor play is organized for children 4-6 years old, it is important to remember the amount of freedom. On the one hand, when playing, preschoolers should feel independent and at ease. On the other hand, mandatory control on the part of teachers and parents must be present. Being free, independently making decisions during the game process, one participant, at the same time, should not violate the rights of others.

Examples of outdoor games

1. "Geese-swans"

A striking example of an active game with a plot is one that is often organized during a walk in kindergarten.
Roles: presenter, wolf, geese.

Progress of the game:
The leader (as a rule, his role goes to the teacher) enters into a dialogue with the “geese” (they are all the children from the group, with the exception of the “wolf”):
B: Geese, geese!
G: Ha-ha-ha!
Q: Do you want to eat?
G: Yes, yes, yes!
Q: So fly!
G: We can't! The gray wolf under the mountain does not let us go home.
Q: Well, fly as you want, just take care of your wings!
Children-"geese" must run from one point, the "thicket", to another, the "field", so that they are not caught by the "wolf", which is waiting for them in the "lair". The one who is finally eaten becomes a wolf himself. Game continues.

2. "Mousetrap"

Another fun and active story game that becomes even more interesting as more and more participants take part in it.

Progress of the game:
Children are divided into two groups: three or four players are mice, the rest stand in a circle and join hands, forming a mousetrap.
The teacher or adult says: “The mousetrap is open!” Children in a circle raise their hands. The “mice” run into it and run out back.
The game continues until all the mice fall into the trap.

3. “Edible-inedible”

This versatile ball game can be played indoors or outdoors. The number of participants in it is from two to ten. You shouldn’t involve more children: they may get bored waiting for their turn.

Progress of the game:
Children stand in a line, sit on a bench or sofa.
The presenter throws the ball to the first participant, while naming a specific object.
If the object is edible, the participant must catch the ball; if the object is inedible, he must hit it. He catches or hits the ball before the first mistake.
Next, the turn passes to another participant.

4. "Knockout"

5. "Four Elements"

This active game requires children to react quickly and be smart. With its help, you can improve children's knowledge about animals and their habitats. It can be played with 4-10 children.

Progress of the game:
A leader is selected from among the children. The rest of the participants stand in a circle.
The leader with the ball stands in the middle of the circle. He throws the ball to each participant in turn, naming one of the four elements.
The participant who caught the “land” must name an animal. If the leader threw “water” - a fish or waterfowl, if “air” - a bird.
You can't catch fire. Having heard the name of this element, the child must hit the ball.
If a participant catches “fire” or cannot name the inhabitant of the element, he leaves the circle or takes the place of the leader.

6. “The sea is agitated once”

There are simply a huge number of variants of this game, their essence is approximately the same.
Since the number of participants is not limited, the entire kindergarten group can be involved in the process.

Progress of the game:
A leader must be selected. He says the following words:
“The sea is agitated once,
the sea is worried two,
the sea is worried three,
sea ​​(air, earth, crab, turtle, etc.) figure, freeze in place!”

Participants who could previously dance, run and jump must freeze, depicting any figure on a given topic (leading in the rhyme above). You can't move or laugh.

The presenter must understand who exactly the participants are showing. He approaches each player in turn and touches him (turns him on/off) - this player must show what kind of figure he is depicting. In this case, you just need to show with movements, but talking is prohibited. If he does not find the solution, the participant drops out of the game or becomes the leader himself. It is possible that whose “figure” the host likes the most, that player becomes the new host.

7. “Wand - squealer”

A simple and fun relay race for kindergarteners.

Progress of the game:
The kids are divided into two equal groups. They stand in two columns, in front of which they draw lines.
At a distance of 6-10 m, a chair is placed opposite each of them, and a stick is placed under it.
Starting from the line at the command of the teacher, children from each column run to the chairs, take sticks and, knocking them on the chairs, say: “One, two, three, stick - knock, knock!”
The team whose player did this first gets a flag.
All team members run in turn.
The team whose members have won the most flags wins.

8. "Football"

This sports game is presented to preschool children as elements.
In a playful way, kids practice kicking the ball with their left and right feet from a place or running, throwing the ball from behind their heads with both hands, and hitting the goal. Children learn to dribble and catch the ball, and stand on the goal. The game is played in mini-groups of 5-10 people.

Classification of outdoor games

Outdoor games are extremely rich and varied in content. The variety of outdoor games has long led researchers to the need to group and classify them. Games were classified according to different parameters:

· according to the principle of organizing children - single and team games;

· age principle - for junior, middle and senior preschool age;

· types of movements - games with running, jumping, balance, throwing, climbing;

· motor abilities - developing speed-strength abilities, speed, endurance, agility;

· degrees of intensity of movements - high, medium and low mobility;

· features of the content - outdoor games with rules, plot and non-plot; elements of sports games (basketball, football, hockey, badminton, etc.).

The most significant for the development of a child’s motor skills is the classification, which is based on the features of the content of outdoor games. Outdoor games with rules (plot and non-plot) are widespread in kindergarten practice. A characteristic feature of this type of games is that they are built on the basis of children’s experience and knowledge of the life around them. The basis for developing the plot are familiar images (bunnies, foxes, birds, etc.), episodes from the lives of people, natural phenomena. The child imitates them in play. Plotless games contain motor-game tasks that are not related to the playing out of the plot; they lack game actions. Each child performs a specific motor task that requires independence, speed, and dexterity.

The integrated use of plot and plotless outdoor games requires their skillful management. When organizing outdoor games, the professional training of the teacher and his pedagogical foresight are of particular importance. By arousing a child’s interest in the game, the teacher must notice and highlight significant factors in the development of children, real changes in knowledge, skills, abilities. Much attention is paid to the correct choice of the game: the time and place of its implementation, the number of players, and their motor experience are taken into account. Pedagogical observation allows the teacher to choose the necessary methods for guiding the game and adjusting the motor behavior of children.

In the first junior group, games with a simple and accessible plot are played. The heroes of the games are well known to children (cat, mice, birds). Children met them in life or became acquainted with them through fairy tales and pictures. When playing, children are attracted by the process of action itself: to run, to catch up, to throw. The development of movements is controlled here through a plot, which completely depends on the creativity of the teacher. All children play the same roles, while each child acts individually, depending on his motor abilities. The same movement is performed in different situations. During the game, the adult tries to interest the children, show them a pattern of movements, teach them to act on a signal, and obey simple rules. The teacher himself plays the leading role, doing it emotionally and figuratively. Various attributes enliven the game: medallions with images of animals, hats, “fairytale” houses. With their help, children easily get into character and imitate the hero. Games with text are of great interest to children. Words reveal the content of the game and help the child follow its rules.

Game exercises (“let’s jump over the stream”, “throw the ball into the house”) give children the opportunity to master some types of movements that are difficult for them (throwing, jumping, etc.). Along with indirect techniques, direct teaching techniques are used here. The teacher shows the exercise, monitors its implementation, if necessary offers to repeat it again, and encourages the children for their efforts.

In the second junior group outdoor games have a simple plot and simple rules, but the movements they include become more diverse (climb a cube, jump and get a toy, etc.). Children need to be taught to play. An essential point that influences the course of the game is the teacher’s explanation. It is given to children emotionally and expressively; a figurative storyline is used, which contributes to a better transformation of the child into a playful image. The teacher plays with the children, fulfilling both the main and secondary roles, monitors the placement of the players, their relationships, figurative performance of motor actions, and teaches the children to act together. It is important that the content of the game activities is understandable to children. This increases their motor activity. The same game is repeated without changes 2-3 times, then new rules and new movements are included, and the conditions are changed. The variable content of a familiar game enhances its educational value. Gradually, the teacher accustoms the children to play responsible roles in the game (when assigning a role, it is necessary to observe the order).

When children perform a game exercise, the teacher explains and shows it, focusing on those moments that cause difficulties for the majority. At this age, the child can repeat the game exercise only in general terms.

In middle preschool age Most games have detailed plots that determine the content of the movements and the nature of the relationships between the players. A significant place is occupied by games in which the actions of the characters correspond to reality. When conducting a plot-based outdoor game, the teacher tells the children its name, outlines the content, highlighting the rules of the game, emphasizes the meaning and features of the actions of each character, and shows movements that may cause difficulties for the players. It is important to make sure that children understand the terms of the game and have a good understanding of its motor content. Then the teacher distributes roles among the players. The role of driver is first assigned to an active, energetic child who can cope with it, and then in turn to the rest of the children in the group. The choice of a child for the main role is motivated by the teacher. In the game, the adult acts on an equal basis with all the players, evaluates the correctness of movements, the motor behavior of children, and regulates physical activity. When repeating a familiar game, its variants are created: the movements that the children perform change, the rules that require endurance and self-control are included, and the form of organization of the players is modified.

In game exercises, conditions are created to achieve a certain result. Game tasks (“who is faster”, “who will throw farthest”, “whose line will be built the fastest”) are given a competitive nature. Such tasks stimulate children to move quickly, teach them to take responsibility for their actions in a team, and lead to achieving a common goal.

In outdoor games for children of senior preschool age the entertaining nature of the plot no longer matters as much, and the number of games without images is increasing. The rules of the games become more complex and form the child’s ability to control his behavior. Children are tasked with instantly reacting to changes in the game situation, showing courage, determination, endurance, and acting in accordance with the interests of the team. All types of outdoor games are used, including plotless and relay games. When explaining the game, the teacher reveals its content from beginning to end, then, with the help of questions, clarifies the rules, reinforces the poetic texts, if they are in the game, and invites one of the children to repeat the content. After this, the teacher indicates the location of the players and distributes the roles, appoints a driver, guided by certain pedagogical tasks (to encourage a new child, to show by the example of an active one how important it is to be brave), invites the children themselves to choose a driver, selects a driver with a “magic wand” or a counting rhyme. During the game, he monitors the actions and relationships of children, their compliance with game rules, using various techniques he increases physical activity: increases the distance for running, changes the duration of intense movements in games with dodging, rationally uses the text of the game (the full text is reproduced only at the beginning of the game , later it is reduced and the children utter only words that encourage action), appoints two or three drivers at once (in this case, not only physical activity increases, but also the emotional richness of the game). When summing up the game, the teacher analyzes how the children managed to achieve success, why the “trap” quickly caught some players, while others were not caught. Children are involved in discussing the results. This teaches them to analyze their actions. When playing the game repeatedly, preschoolers learn to independently create its variants: they come up with new plots, more complex game tasks and rules, and create various combinations of movements.

In older preschool age, relay race games are widely used. To participate in them, two or three teams are formed, equal in number of participants. The teacher clearly and consistently explains the content and rules of the game, and the conditions for determining the winner. Before the competition begins, it is necessary to conduct a rehearsal so that everyone understands what is required of them and adjusts to the game. First, children are offered simple relay races with different types of movements (running, jumping on two legs), then pairs and counters (they differ from simple relay races in that children perform movements in pairs). However, team games and relay games should not be played only. Games with a fascinating plot are no less interesting for older preschoolers.

The manual discusses the principles of organizing outdoor games; a methodology for conducting games and play exercises is presented, developed taking into account the age characteristics of children 3-4 years old and the requirements of the “Program of Education and Training in Kindergarten”, the educational value of games is shown.

Methodology for conducting outdoor games

Children 2-3 years old are extremely active. They show their activity in repeatedly repeated movements: they run from one place to another, carrying toys or any objects, climb on and off low benches, sofas, walk and run, carry cars, gurneys, turntables, throw and roll balls, catch up them, etc. Independent motor activity is an important condition for the overall development of the child, therefore the teacher of younger groups must ensure that both on the playground and in the room there is a lot of free space, a sufficient number of toys that stimulate the movement of children, aids necessary for the development of movements.

The teacher needs to be able to indirectly guide children’s independent play. Watching them, he must note for himself who does not know how to play with this or that toy, who is inactive or, conversely, moves too much. Taking into account the individual characteristics and capabilities of the children, the teacher carefully guides their activities. It helps some people learn how to use a new toy, others will be asked to play ball with them, and others, on the contrary, will find something quieter to do. Knowing that kids, especially in the first younger group, love to play alone, he should give them this opportunity, but at the same time he should try to attract children to play together. When working with children, specially organized outdoor games and exercises that take place under the direct guidance of an adult are very important.

Game selection

Outdoor games should ensure the diversified development of the motor sphere of children, as well as contribute to the formation of their skills to act in a team, navigate in space, and perform actions in accordance with the rules or text of the game. Therefore, it is necessary to use outdoor games and exercises that are not only varied in content, but also in the organization of children and in the complexity of coordinating movements.

The content of games must correspond to the level of development and preparedness of the players, be accessible and interesting for them. The difficulty of outdoor games and play exercises for children from 2 to 4 years old varies; it depends on their saturation with various motor actions. For example, games involving throwing and jumping are more challenging for children of this age than those based on walking, crawling and running. Even more complex are games built on a combination of several types of movements (running and jumping, walking and stepping over, etc.). Therefore, games should be selected in such a way that motor tasks in them, even those based on the same movement, become gradually more complex. Let's say children are being trained in balance. First, they are asked to walk, maintaining balance, between two lines (along a path), then on a board lying on the floor, on a bench, on an inclined board, on a board raised horizontally, on a narrow bench rail, etc. The task can be complicated by changing the nature of the movements - walk quickly, run, walk on tiptoes silently, taking a certain position of the hands (to the sides, behind the head), etc. This system of play exercises gradually leads children to the correct execution of basic movements, ensures the repetition and consolidation of previously learned skills and abilities.

So, the first requirement that must be followed when selecting outdoor games is that the content of play actions and rules correspond to the age characteristics of children, their ideas, abilities, skills, knowledge about the world around them, and their capabilities in learning new things.

We must strive to ensure that game images are understandable and interesting to children. These may be already familiar images (cat, bird); It’s easy to introduce unknown characters to kids using a picture, toy, fairy tale, book (bear, fox, hare, etc.). It is important that the movements of the game characters are varied, but accessible to small children. Therefore, it is necessary that they are familiar with the character they are imitating.

It is very important to keep in mind that the variety of motor tasks is ensured not only by the fact that in each game a movement of a new nature is used, but also by the fact that in several games the same movement is performed in different formations and in different situations. In one game, walking in a group is given, in another, walking in a circle, holding hands, in the third game, children are taught to walk in pairs or scattered. You can also diversify running. Children can run in one direction, scattered, run away from the catcher, return to their places, etc. Performing movements in different play situations is of great importance for the development of coordination of children’s movements, their orientation in space, and also helps to develop their activity and independence.

The pedagogical effect of outdoor play largely depends on its compliance with a specific educational task. Depending on what skills and abilities the teacher seeks to develop in children at the moment, he chooses games that help develop these particular skills. So, if the teacher is faced with the task of teaching children to act coordinatedly in a team, to move over a large area, then story-based games such as “Sun and Rain”, “Sparrows and the Cat” are most suitable for this purpose. If the task is to develop, for example, balance in children, then in this case the game exercises “Along the Path”, “Across the Stream”, etc. are most suitable.

When selecting games, the teacher must take into account the composition of the group of children. It may be different in different children's institutions. Some children come to kindergarten for the first time at the beginning of the year. Such children do not yet have the skill of joint actions in a peer group; some cannot get used to the regime for a long time. In terms of their motor experience, these children differ from children who previously attended nursery groups. Therefore, at the beginning of the year, it is necessary to organize play exercises for a small number of children, as well as outdoor games that are simpler in content and do not require clear coordination of the movements of the players.

The general condition of the group should also be taken into account. If children are excited, it is better to play a calm, sedentary game, the rules of which require some attention from them (“Where does the bell ring?”, “Find the flag,” “Walk quietly,” etc.). If children have been sitting in class for a long time, they need active action. In this case, you need to choose a game in which the movements are varied and often change in accordance with the plot and rules (“My funny ringing ball”, “Sparrows and the cat”, etc.).

The choice of game also depends on the time of year, weather, temperature (indoor or outdoor), children’s clothing, available equipment, etc.

When choosing a game, you need to consider what time of day it is played. Outdoor games of various types should be combined with games and activities that take place during the day. At the end of the day, shortly before bed, games should be more relaxed.

Outdoor games during the day

Outdoor games are played with children every day. In the morning, before breakfast, it is advisable to give children the opportunity to play independently. To do this, you need to bring out various toys, help the kids find something to do, and help create a cheerful, joyful mood with encouragement and jokes.

The teacher can conduct game exercises with simple tasks, simple games of a calm nature with small groups of children or with some children individually. A more active game, organized with the entire group of children, can replace morning exercises. This game form of morning exercises can be used at the beginning of the year and in the first and second junior groups, when there are many new children in the team who have come to kindergarten for the first time. The game attracts them with its emotionality, the ability to actively act and perform movements to the best of their abilities. Over time, when children get used to acting in a team, morning exercises are introduced, consisting of individual exercises.

Active motor activity is also inadvisable immediately after breakfast.

Before classes, games of average mobility are appropriate; for children, these are most often individual games.

The most useful and appropriate are outdoor games during a walk. Only in inclement weather (heavy rain, wind, cold) games should be organized indoors, but it is advisable to use the hall, since in group rooms it is not always possible to fully conduct outdoor play with a large number of children.

During the morning walk after classes, outdoor games of various types are played. Their number and duration are not the same on individual days of the week.

When selecting games, previous activities are taken into account. So, after classes in the native language, drawing, modeling, it is advisable to play a game with more active actions. However, after activities that require children's concentrated attention, it is not recommended to learn new games.

Outdoor games are not excluded on days when there are music and physical education classes. On such days, outdoor games with less active actions are selected and played not at the beginning, but in the middle of the walk.

During the day, outdoor games can be organized both with the whole group and in subgroups. This depends on the nature of the game actions, the number of players, their preparedness, conditions and other factors. So, if there are many children in a group, but there is not enough space in the room or on the playground, games are organized in subgroups. Play exercises are also carried out most often in small groups or with individual children.

To ensure sufficient physical activity of children during the day, the physical education program (Program of education and training in kindergarten, - M., 1985) provides for a certain duration of not only physical education classes, but also daily outdoor games on walks (both in the morning and in the evening).

On days when physical education classes are held, the duration of outdoor games can be 6-8 minutes. On other days (without physical education), outdoor games should be carried out in combination with various physical exercises. Their total duration can reach 10-15 minutes.

With children of the fourth year, the duration of outdoor games and physical exercises during a walk on the days of physical education classes is 6-10 minutes. On other days, when physical education classes are not held, the time for outdoor games is increased to 15-20 minutes.

During an evening walk, you can play active games, both with the whole group of children and with small subgroups, but games of low mobility are desirable. Games with text, singing, and round dances are good for this time. Their duration is from 5 to 10 minutes.

The most favorable seasons for outdoor outdoor games are late spring, summer and early autumn. At this time, games with a wide variety of motor tasks can be used. However, in summer, when the weather is cool, there are games in which children must be active; on hot, stuffy days, quieter games are desirable, as babies quickly overheat, sweat, are more likely to get tired, and they lose the desire to participate in these games.

Significant difficulties are caused by conducting outdoor games with children on the site in winter, early spring and late autumn. Heavy clothing and shoes make their movements difficult, making them clumsy and awkward. Even children of the fourth year of life, who have somewhat more motor experience than children of the third year, find it difficult to play in such clothes. During this period, the simplest games with simple movements are possible, most often with walking and not too fast running. A large amount of snow on the site limits free space, so it is more convenient to play with children in small subgroups.

Since in winter many games cannot be played on the site with sufficient efficiency, it is necessary in the afternoon, during free time from classes, to sometimes conduct outdoor games indoors - in a group room, freeing up more space for this; If possible, you should strive to go with your children to the hall, where there is more space and there are various aids that can be used in the game.

At the site in winter, more attention should be paid to creating conditions for independent motor activity of children. To do this, you need to clear a fairly spacious area - make buildings out of snow (snow banks, low slides, gates, labyrinths), and also provide children with toys and aids that will help intensify their activities (bring out sleds, shovels, sleds for riding dolls, dolls in winter clothes, etc.). All this will help to enhance children’s independent activity, enrich their motor experience, increase their interest in walking and spending longer in the fresh air.

If the kindergarten goes to the country or is located near a forest, park, or lawn, then when conducting outdoor games during walks, you should use the features of the surrounding area: hillocks, stumps, ditches, fallen trees. They can serve as obstacles, overcoming which children acquire many useful skills and learn to control their movements in various environments. Kids learn to deftly run between trees, walk along a narrow path, climb up and down stumps, and step over low obstacles. Children's motor experience is enriched, and the functional capabilities of the child's body are improved.

Outdoor games are necessarily included in physical education classes. They are carried out after exercises in basic movements in order to increase the physiological load and emotionality of the lesson. For this purpose, games are selected that require active actions of all children at the same time. Due to the fact that the time for outdoor games is somewhat limited by the scope of the lesson, it is better to select games that do not require a long explanation or are already familiar to children, so as not to waste a lot of time waiting for the action to begin. The same game can be repeated for 2-3 lessons in a row, then a new one is used, and after several lessons you can return to the first game again.

Two games can be included in physical education classes for younger preschoolers. One, more active - in the main part, the second, calmer - in the final part of the lesson; the purpose of the latter is to calm the children and somewhat reduce the physiological load they received in the main part. For example, in one lesson the following two games can be played: “Sparrows and the cat” (where all the children actively run, squat, pretending to be flying and pecking birds, where there is a moment of catching, which especially increases the activity and emotionality of the children) and “Find the flag” ( in which children walk calmly, looking for a flag previously hidden by the teacher).

With the second younger group (fourth year of life), the program provides 3 physical education classes per week. One of them is recommended to be spent outdoors during a walk throughout the year. The content of these classes depends on the time of year and weather. In the warm season, such classes include exercises in basic movements and outdoor games. In winter, simple sports exercises are most often included, such as sliding on ice paths, sledding, skiing, and in combination with them - outdoor games.

In less favorable weather (spring, late autumn), classes can be built mainly on play exercises and outdoor games.

Preparing for the game

Preparing for the game consists of several important points. One of them is the preliminary familiarization of the teacher with the content of outdoor games, and it is necessary to know the games not only of one’s own group, but also of adjacent age groups, especially those preceding a given age.

Good knowledge of practical material will allow the teacher to more easily cope with the selection of games in accordance with the age characteristics of children, their preparedness, and choose the right game depending on the conditions, the number of children, the availability of benefits, weather conditions, educational tasks, etc.

The second point is preparation for a specific game. Here it is necessary, first of all, to know in what conditions the game will be held: on the site or indoors, in a group room or in a hall, with how many children. This will help the teacher think in advance about how to place the players in the available space so that they can move freely. In advance, you need to clarify the content of the game, its rules, repeat the text (if it is in the game), think over methods for activating children, and the use of individual aids and toys. Before playing, children need to be introduced to characters unknown to them using pictures, toys, or fairy tales. This will help them master game actions faster.

The third point is preparation, immediately before the game, pay attention to the hygienic condition of the room or area where the game will take place: in the group room or hall it is necessary to carry out wet cleaning, open transoms, vents or windows.

When conducting outdoor games in the fresh air, the area should be cleared of foreign objects, swept, and if necessary, watered first to prevent dust! Don't limit yourself to just the group platform. You can also use the areas immediately adjacent to it, the path around the kindergarten building.

The clothes and shoes of the players are important. The suit and shoes should not restrict movement, so before the game it is necessary to lighten the children’s clothes if possible, invite them to take off excess warm clothes, and change them into slippers if the game is played indoors. It is not advisable to dress children completely in physical education uniform, as it will take more time than the game itself.

When conducting outdoor games in the area during cold periods of the year, it is necessary to ensure that children are not wrapped up too warmly: during play, this restricts movement and quickly leads to overheating, which can cause colds.

Immediately before the game, the teacher prepares the required number of aids (flags, cubes, rattles, etc.), lays them out so that it is convenient for children to use them, marks out places for the players (houses, bird nests, mouse holes, places where there is a cat sitting or a garage for a car, etc.).

Young children, especially those in their third year of life, must first be familiarized with the objects and movements that will be used in the game. We must give them the opportunity to look at aids and toys, try to act with them, lift them, play with them, so that when doing exercises or during play, children are not distracted from their main goal. Such preparation ensures that the child has a joyful and active attitude towards completing the task and helps him more quickly assimilate the basic meaning and rules of the game or game exercise.

It is also very important to become familiar with the environment in which the game will take place. Sometimes it is necessary to introduce children in advance to the characters in the game and their movements that they will imitate. Preliminary preparation of children for completing tasks in a game or game exercises can be carried out over several days or on the eve of the game.

Immediately before the start of the game, kids can be involved in arranging toys and aids. Such active participation in preparation increases their interest in the game and in completing game tasks. So, for example, before playing the games “Train”, “Birds in Nests”, “Sparrows and a Car”, the teacher cannot always arrange the chairs in advance. He turns to the children with an offer to play and begins to arrange chairs as needed for the game; Explaining to them that these are trailers or nests, he asks older children to bring chairs. The kids, imitating their elders, also go for the chairs. The teacher should encourage the kids, help them put the chairs straight, and also remind the older ones to help the little ones bring and put the chairs and sit on them.

When everything is thought out and prepared in advance, the teacher can conduct the game with greater benefit for the children, paying all his attention when directing the game to completing the tasks set by it.

Outdoor game management

Despite the fact that children love to play outdoor games, they cannot organize a game, even one that is familiar to them, on their own. This is typical for the entire period of early preschool childhood.

Outdoor games with children are always organized by the teacher, although they can often be started at the request of the children.

When conducting an outdoor game, it is necessary to remember to fulfill the basic educational tasks. One of these tasks is the development and improvement of children’s movements. Kids must follow, at least in general terms, the way of performing movements determined by the plot and rules. As children gain motor experience, the requirements for performing movements should increase. The second task is to teach children to act in a team in accordance with the rules of the game. At the same time, much attention is paid to instilling in children organization, discipline, the ability to restrain themselves, and perform motor tasks when given a signal.

The fulfillment of these tasks depends on how the teacher is able to attract children to the game and interest them. One of the most important conditions for this is the communication of children with adults and among themselves.

For the development of the personality of a child of the third year of life, the enormous role of the child’s constant contacts with adults, which is so clearly manifested in the previous stages of development, still remains. At an early age, all the variety of relationships that arise can be realized only in joint activities with adults. By the age of 2-3 years, the relationship between an adult and a child develops, changes, and becomes more complex. The adult becomes the leader of the child’s independent activities. This guidance is carried out by demonstration, as well as through verbal narration, explanations and instructions.

In the development of new movements by children and in the development of independent motor activity of the child, the teacher plays a leading role.

It is very important that the teacher not only plays a responsible role in the game, but also simply an ordinary participant (a bird, a bunny, etc.). Kids play with pleasure when adults show interest in all their actions in games and actively participate in them, showing an example of the correct execution of movements. The cheerful, affectionate tone of the teacher captivates the kids; their joyful mood is conveyed to them. In such cases, children listen very carefully to every word of the teacher, fulfill all his requirements, willingly repeat the games, and learn them well.

Outdoor games and preparation for them are of great importance for the development of children’s communication: the execution of movements and tasks by elders is an example for children, an important condition for their activation; at the same time, the elders get used to helping the kids and taking care of them. Children 2.5-3 years old are very responsive and more willing to help little ones. But this responsiveness manifests itself if the teacher tactfully tells the child in time that he needs to help a friend and reminds him how to behave.

When organizing outdoor games, both in the first and second junior groups at the beginning of the school year, you can observe how some children do not want to take part in the general game. Most often, these are children who have recently entered kindergarten and have not yet become accustomed to the group environment. They stand on the sidelines, watch others play, and at the same time emotionally express their attitude to what is happening: they smile, clap their hands, jump while standing still. The teacher should not require the mandatory participation of all children in the game from the first days; Having gradually gotten used to it, they will join in the games themselves and play with pleasure. But there are shy children, they would like to play, but they are afraid. We need to help them, take them by the hand, offer to run together, hide, and cheer them up. With the attentive and sensitive attitude of the teacher, such children become active participants in outdoor games in a few days.

The most important moment that influences the course of the game is the teacher’s explanation of it. You need to explain the game to kids emotionally, expressively, trying to characterize the characters using the intonations of your voice. For example, you need to speak about bunnies and birds tenderly, kindly, and about a bear that scares the bunnies - in a low voice, somewhat ruder. When explaining, it is necessary to pay attention to the signals by which children change their actions during the game. Words accompanied by certain movements must be pronounced clearly, without haste: the last phrase of the text should be pronounced somewhat louder if it serves as a signal for a change in movements.

Explaining plot games to children of primary preschool age should be a short, figurative story and evoke in the child vivid ideas about the characters he will portray in the game. Such an emotional-figurative presentation of the content, the plot of the game, devoid of didacticism, which is characteristic of explanations during direct teaching, in exercises, and corresponding to the specific nature of the thinking and perception of children, is very relaxed and helps the child to better imagine the game situation, get into character and more expressively reproduce the characteristic for this image of movement.

The explanation of outdoor play to children of primary preschool age often coincides in time (goes almost in parallel) with the beginning and development of the game itself. For example, the teacher says that now everyone will play the game “Birds in Nests,” and immediately invites the children to take the nests (pre-drawn circles or placed benches). Then, continuing his explanation, he says that at the signal “Sunny!”

all the birds will fly out of their nests and fly, while he shows how they will fly and invites the bird children to fly with him. After a while, the teacher announces: “It’s raining, all the birds are hiding in their nests,” and explains that everyone should run away and stand in their circles. Older children, from the second younger group, can listen to the explanation of some simple games from beginning to end, but during the game the teacher constantly gives explanations, clarifies the movements, and achieves greater accuracy in performing the movements and rules.

When explaining the game, the teacher uses a fairly large number of words and various intonations, which significantly enriches the children’s speech. Children, even the smallest ones who do not actively participate in the game, always listen with great attention to the words of the teacher.

Game exercises are also accompanied by explanations and sentences from beginning to end. Such explanations, a kind of hint during the action, help the child achieve a certain result in performing the movement. For example, when guiding the children’s actions in the game exercise “From hummock to hummock” (Option I), the teacher says: “Now Kolya will cross the stream. Go, Kolya, don’t be afraid, the stream is shallow.” “Careful, Kolya, don’t rush,” the teacher warns, “or you’ll fall into the water and get your feet wet. Well done! Now you are walking well, you are stepping straight onto the bumps. Now take a wider step to get to the bank.” Along the way, the teacher talks with other children, preparing them to complete the task, “Olechka, do you want to cross the stream?” he asks. The girl smiles embarrassedly and doesn’t answer. One of the guys says that she is afraid. The teacher encourages the child: “Olya and I will walk through the stream together, hold hands, so we won’t be afraid. Yes?"

Constant verbal communication with adults brings joy to children and greatly benefits the development of their speech and imagination.

An important condition that arouses children’s interest in the game is the direct participation of the teacher in the game, the manifestation of his interest. The teacher often has to combine managing the game with playing a responsible role, since children of even the second youngest group do not. can still cope well with these responsibilities, although they show great interest in them. The kids are not embarrassed by the fact that the teacher, being, for example, a bear, gives them comments on how to perform movements, reminding them of the rules of the game. They willingly obey his instructions and at the same time perceive him as an active participant in the game.

Children 2-3 years old try to imitate the teacher in performing movements.

However, children still do not have sufficient control of their body and cannot accurately perform the movement proposed by the teacher. For example, when walking along a bridge (on a board or between parallel lines), children step past its edges without paying attention to it. You should not persistently point out to the child his mistakes without allowing him to get used to the new movement.

The teacher must be very tactful with the kids. While presenting them with certain demands and seeking their fulfillment, he should not be intrusive and often repeat remarks emphasizing the child’s shortcomings. You cannot, for example, endlessly remind a child that he did not complete this or that task because he is awkward, cowardly, or inept. Young children are offended by such comments, they lose the desire to participate in group games and exercises. To improve children’s movements, the teacher can use different techniques during the game: demonstration, explanations, instructions, game images. For example, in the game “My Fun Tinkling Ball,” the teacher invites children to bounce higher, like balls, can show how to jump higher and land softly, and encourages kids who perform the movement well.

The active, interested participation of the teacher in the game gives children great joy, creates a good emotional atmosphere, promotes the involvement of all children in the game, and activates their actions.

During the process of outdoor play, the teacher monitors the implementation of the rules, the relationships of the children, and their condition. All this is very important, since violation of rules, for example, on the part of most children, or their overly excited state are signs of fatigue. In this case, the game must be stopped and the children switched to a calmer activity.

Individual approach to children during games

An individual approach to each child during games and exercises is an indispensable condition for proper management of children’s activities. The plots, rules and organization of the proposed games are simple, and they also allow for the completion of tasks in accordance with the capabilities and desires of each child. For example, during the game, children must crawl on all fours a certain distance to a specified place where there is a rattle, flag, etc. On the way to the toy, they must crawl under a wooden arch. Some kids, captivated by the play task, cannot immediately crawl the entire distance, and after crawling under the arc, they get up and walk or run to the toy, which must be raised above their heads and shown to others. You should not require your child, especially at first, to crawl the entire distance. The main thing is to involve children in active and useful activities for them, and this goal has been achieved: children practice crawling, obeying a certain rule when performing a task.

The mobility of children of primary preschool age is extremely diverse, but many of them do not yet have the necessary motor skills and abilities, their movements are limited and monotonous. They do not know how to organize their independent activities and do not know how to use different toys. The teacher must constantly keep such children in mind, encourage them to be active, and select special tasks and assignments for them. Some children aged 2 years watch the players with interest, experience their successes and failures, but they themselves prefer not to get involved in the game. To the teacher’s question: “Do you like the way the children play?” - they answer in the affirmative, but when asked to go play with everyone else they answer with a categorical refusal. The teacher tries to choose for each such child an interesting task, an exercise that he would like to do independently in front of all the children. Only after long individual work is it possible to involve the child in joint games.

At the same time, in any kindergarten group there are always overly active children who often change types of motor activity. The child does not sit still for a minute: he either runs after the ball, then picks it up and immediately throws it on the floor, then climbs onto a chair, and then starts running around the room without any purpose. Such chaotic, inappropriate actions overly excite the child. He gets tired quickly, becomes capricious and disobedient. The restless behavior of one child is often transmitted to other children. Imitating him, they also become involved in chaotic, noisy activities. In such cases, it is advisable for the teacher to switch the children’s attention to a calmer activity, a game. You can invite, for example, one of the children to walk along a narrow board lying on the floor and carry a small rubber ball in the palm of his outstretched hand. The kids quickly respond to a proposal that is interesting to them and switch to completing a game task organized by the teacher - some as performers, others as spectators.

But one should not think that the teacher must constantly interfere in the activities of children. A child of the second and third year of life tests his abilities and capabilities in every new movement available to him. Repeating such a movement, being a kind of game for him, gives him great pleasure.

It is typical for a child of this age that his activities are often determined by the objects around him. Having discovered, for example, that a chair or box with blocks can be moved from place to place, the baby immediately begins to push this chair or box, rejoicing that it is moving. Such manifestations are quite natural for younger preschoolers, and should not be constantly suppressed. You just need to make sure that interest in such monotonous actions does not take hold of the child for too long.

Although children of the third year of life intensively develop communication skills with peers, a child of this age, as a rule, likes to play alone, does not look for a partner, and happily performs motor tasks together with the teacher. The teacher must work individually with each child from time to time, developing his movements. This is especially important for shy children.

After 2.5 years, the child’s independence in performing game tasks increases more and more. He begins to become preoccupied with the results of his actions. “I myself” - this expression is firmly included in the baby’s vocabulary. Where it is safe, we must give him the opportunity to show his strength, not overprotect him, and teach him to overcome difficulties.

Children 3 years old are happy to participate in outdoor games organized by the teacher, but even at this age they have significant individual differences in the manifestation of motor activity, both in independent and organized activities. The activity of children in outdoor games depends to a large extent on the level of general and physical fitness, as well as on the degree of adaptation of the child to living conditions in kindergarten.

Children who have recently come to kindergarten from family, as a rule, even at this age are often timid, do not know how to act in a group of peers, and are characterized by lower physical fitness. The behavior of such children in outdoor games at first is characterized by the fact that they do not start moving at the same time as everyone else, and during the game they often stop and look closely at what others are doing and how. The kids are afraid of being caught, so they try not to stray far from the conventional house, the nest, they remain tense, wary, afraid of missing a signal, and often return to the house without waiting for the signal. Their movements are awkward and uncoordinated. The noted behavioral features indicate insufficient life experience of children, including motor experience. Naturally, their motor activity in outdoor games is much lower than that of children who previously attended kindergartens. However, this is typical for them only in the first months, while they get used to the team, get used to the kindergarten regime, and gain strength and motor experience. Gradually, as they adapt, in the second half of the school year, the motor activity of children who come from the family increases and becomes equal to the motor activity of other children. At the beginning of the year, when conducting outdoor games, the teacher should show more attention to these children, encourage them to be active, and encourage them. The teacher encourages more experienced children to help children who have difficulty completing tasks, be attentive to them during play, try not to push them, help them find their place, follow the rules, etc. .

At this age, the opposite phenomenon is also observed. For some children, motor activity in outdoor games is quite high at the beginning of the year, and by the end of the year there is a slight decrease. This happens with children who are somewhat older in age and more prepared. Such children are very active at the beginning of the year, willingly respond to the teacher’s invitation to play, and play with interest. In the second half of the year, when they master more complex movements, know how to ride a bicycle, organize games themselves, they are not always willing to respond to an offer to play an outdoor game.

The teacher should take into account the interests of the children. Participation in a game without interest does not cause sufficient activity and initiative in children, but, on the contrary, leads to their decline. Children who join the game at the insistence of the teacher are often distracted and look at the toys they left behind; Their movements in these cases are sluggish, not energetic, they are indifferent to the plot, rules, course of the game, and at the first opportunity they try to get out of it. Under such conditions, outdoor play, of course, cannot have the desired impact either on the development of the child’s motor sphere or on his upbringing. The motor activity of children who do not participate in general play can be compensated by organizing small-group games and play exercises at another, more convenient time.

Repetition and complication of outdoor games and exercises

Systematic repetition of outdoor games, each of which is based on a movement, contributes to the assimilation and improvement of this movement, leads to the development in children of good orientation in a game situation, the formation of a quick and meaningful reaction to the actions of the players. The repetition of games and exercises also contributes to the development of the child’s thinking abilities, the development of organization, and the ability to subordinate one’s actions to the rules common to the group.

Young children (3 years of age) acquire the necessary skills rather slowly. Therefore, the teacher can repeat games they are familiar with without fear that they will get bored with them. The gradual assimilation of the content of the game, its rules and, as a result, increasing independence bring joy to children and maintain interest in the game. With children of the third year of life, it is advisable to repeat a new game 3-4 times in a row, after which switch to some other one from among those already known to them, and then you should return to repeating the game you are learning.

The educational and educational side of outdoor games will be enhanced if, when repeated, they are somewhat modified and complicated. This can be achieved in different ways. The game can be complicated by slightly changing the rules, increasing the requirements for their implementation, including new movements (walk or run, step over or climb), changing their pace, requiring more accurate execution of the motor task. The number of children simultaneously acting in the game, the form of their relationships between themselves and the teacher also give the game a different character. For example, in a small group it is easier for a small child to navigate, he finds his place more easily; The game is more interesting if the role of the driver is played by the teacher.

It is especially important to slightly change the games when repeating them in groups of children of the fourth year of life. The experience of children of this age and their capabilities are much wider, so they quickly assimilate the content and rules of the games offered to them, master the movements, and act more boldly in a group of peers. At this age, children are already familiar with many games. They quickly lose interest in games that are repeated often and without changes.

The creation of variants of outdoor games for children of the fourth year of life is possible due to some changes in the conditions for their implementation and the introduction of additions to motor tasks. For example, when repeating the outdoor games “Birds in Nests”, “Sparrows and a Cat”, you can make the following changes: first, you can place children on chairs (in nests) placed in one row; after some time, when the game is repeated, nests for the birds are made from the same chairs, but placed 4-5 in different places in the hall. This makes it possible to increase the running distance and complicates children’s orientation in space. If in the first option the kids, playing the role of birds and sparrows, all run away in one direction after a signal about the danger that threatens them, then in the second they will need to remember the location of their houses and after the signal run in different directions, trying not to confuse the houses and not be caught . In the following versions of these games, other aids can be used to designate houses and nests: hoops, low benches, cubes, cords, etc. New aids themselves attract the attention of children and make them want to play; In addition, using them in games allows you to complicate movements and change their character. If in the first versions of the game “Sparrows and the Cat,” children rise from their chairs and run out into the middle of the room or hall, imitating the flight of birds, then when using large or small hoops as nests, they jump out of them and then fly. The use of low benches makes it possible to train children in jumping, teaching them to land softly (“You need to jump quietly, like birds”). Thus, changing equipment increases the effectiveness of games familiar to children.

Making some changes or additions to games does not change their content and rules, however, elements of novelty increase children’s interest in the game, encouraging them to be more active, show initiative, independence, and often creativity and invention. So, the following additions can be made to the “Train” game: at first, children simply move one after another in a column one at a time - they ride a train, the train makes stops at the sound signal or when the teacher waves a red flag; then, at the direction of the teacher, the train can move either faster or slower; during the next repetitions of the game, the teacher invites the children, when the train stops, to go out for a walk on the lawn, pick flowers, berries, etc. Imitating these actions, the kids perform a series of movements: run, bend over, squat, jump, etc. Often the children themselves complete and expand the plot of the game. Collecting imaginary flowers and berries, they bring them to the teacher and say: “It’s like you have a basket. We’ll fill up now and go home.” Thus, the imagination and ingenuity of the players can sometimes suggest an interesting direction to an adult in directing the game. The next time, when repeating the game, the teacher invites the children at the bus stop to jump over a groove (ropes placed on the floor), play with a ball, etc. Thus, thanks to some additions, simple games well known to children can be repeated many times throughout the school year, achieving from them more precise execution of movements and rules. This allows you to limit yourself to a relatively small number of games.

When conducting outdoor games with children of primary preschool age, it is important to ensure that children do not get overtired or get too excited.

During the game, physical activity constantly changes. The structure of the games and their rules provide for the appropriate alternation of active actions of children with rest. However, their duration and intensity are not stable. Using the plot and rules of the game, the teacher, at his own discretion, can increase or shorten the duration of the game episodes, set their shift, and increase the intensity of movements. The number of repetitions of a game or exercise in one session also influences the increase in physical activity.

When conducting a game, the teacher should strive to increase its effectiveness and at the same time ensure that excessive physical activity is not allowed, which negatively affects the child’s still fragile body. Severe redness of the face in children (and in some, on the contrary, excessive pallor), sweating, rapid breathing, excessive excitability, absent-minded attention indicate that the game should be stopped or suspended so that the children can rest. During pauses, you can talk with the kids, clarify the rules, repeat the text, etc. Experience shows that outdoor games with children of the fourth year of life can be played 4 to 6 times in a row.

Repeating the same game throughout the year should take place in different conditions: in a group room, in a hall, on a group site, in a clearing. It is necessary to make wider use of natural conditions. This also helps to increase the effectiveness of the impact of outdoor games on the comprehensive development of the child.

It is advisable to repeat new games with kids 2-3 days in a row. In the future, games should be alternated with others, using their different options when repeating. Games that are well known to children can be repeated after 7-10 days. In this case, children again show interest in them.

The teacher should strive to ensure that children fall in love with outdoor games and show a desire to play them independently.

Creating conditions for games and exercises

To conduct outdoor games and exercises, each preschool institution must have a variety of physical education equipment, which can be installed both on the site (in group playgrounds) and in group rooms. It is widely used in organized physical education classes and outdoor games, and also stimulates children’s independent motor activity.

For exercises in walking and running, in walking while maintaining balance, you need to have the following aids: a platform with ladders on both sides, a platform with a ladder and a ramp, gymnastic benches, logs (round or with a hewn top), simple boards and with hooks for attaching them to gymnastic walls, stands, boxes, wooden blocks no more than 20 cm high, swings and rocking chairs of various designs, racks (130-140 cm high), planks or ropes with weights at the ends for hanging them on racks.

There should be aids for climbing exercises on the site and indoors. Since these exercises are quite monotonous, it is important that the manuals be different; Doing exercises on different aids will make them more interesting and useful for kids. Climbing aids: gymnastic wall, stepladders, attached ladder with hooks, attached ramp with hooks.

For crawling and crawling, arches, hoops, gymnastic benches, logs, wooden boxes, horizontal and inclined boards, etc. are used.

To throw, roll, catch, and hit a target, children use balls of different sizes, wooden and celluloid balls, bags of sand (weight 150-200 g), as well as cones, pebbles and other objects. You can use hoops, baskets, and various nets as targets.

When performing jumps, you need cords, flat hoops, low benches or boxes.

In winter, for outdoor games, the area is cleared of snow, low snow banks, small slides, ice tracks for sliding, snow figures for hitting the target, and snow labyrinths (for walking, running, climbing) are built.

In spring and summer, during walks, children need to use the natural conditions of the surrounding area to play and exercise. Grooves, hillocks, fallen trees, stumps, streams, trees, and bushes are excellent “aids” for children to acquire the necessary and useful skills of natural movements. They can serve as obstacles to be overcome during games or exercises. Kids learn to move correctly in different environments: deftly run between trees while maintaining balance; walk along narrow paths in the forest and field; bending down to make your way between the bushes; climb stumps; step over bumps; crawl over logs, etc. Children’s motor experience is enriched, and the functional capabilities of the child’s body are improved.

In the fresh air, it is important to play games with movements such as running, throwing balls, throwing pebbles, cones, etc., i.e. those that require space.

Indoors, as well as on the site, it is advisable to have training aids for various types of basic movements. In addition, various furniture can be used for indoor games: tables, chairs, stools, sofas. So, children can step over the rail placed on the seats of the chairs or crawl under it, roll balls, balls, etc. between the legs of the chair.

In addition to the aids and items listed above, for games and play exercises it is necessary to have a sufficient number of different small aids and toys that can be used both indoors and on the site. These are sets of flags, rattles, balls of different sizes, balls, colored ribbons, jump ropes, long and short cords, reins, hoops, small rings, plywood or cardboard circles, cubes, sticks, skittles.

All this allows you to diversify game exercises and change the conditions for performing motor tasks in games.

For the convenience of using small aids, you need stands, nets, and baskets that correspond to each of them. They are installed so that the kids themselves can take from them what they need for the game and put it back at the end of it. This is important for instilling independence in children, respect for benefits, and adherence to a certain order.

When conducting plot-based outdoor games with children, for a child playing a responsible role (cat, bear, wolf, rooster, etc.) as a driver, you can use hats and some costume elements that emphasize the characteristics of the characters. The rest of the children taking part as mice, birds, and chickens do not need to wear hats. But if the game is played at a festive matinee or a leisure evening, then hats can be put on all the children to create a certain festive mood in them.

Preparation of a room or site, selection of appropriate equipment and aids are necessary conditions for the proper organization of outdoor games.

Description of outdoor games and play exercises

Story games

For children of the third year of life

Sparrows and car

Target. To teach children to run in different directions without bumping into each other, to start moving and change it at the teacher’s signal, to find their place.

Description. Children sit on chairs or benches on one side of the playground or room. These are sparrows in nests. The teacher stands on the opposite side. It depicts a car. After the teacher’s words “Let’s fly, sparrows, onto the path,” the children rise from their chairs, run around the playground, waving their winged arms.

At the teacher’s signal, “The car is moving, fly, little sparrows, to your nests!” the car leaves the garage, the sparrows fly into their nests (sit on chairs). The car returns to the garage.

Instructions for carrying out. At first, a small group (10-12) of children takes part in the game, and over time there may be more playing. It is necessary to first show the children how sparrows fly, how they peck grains, perform these movements together with the children, then you can introduce the role of a car into the game. Initially, the teacher takes on this role, and only after repeated repetitions of the game can it be assigned to the most active child. The car should not move too fast to allow all children to find their place.

Train

Target. Teach children to walk and run after each other in small groups, first holding on to each other, then not holding on; teach them to start moving and stop at the teacher’s signal.

Description. The teacher invites several children to stand behind each other, he himself stands in front of them and says: “You will be the carriages, and I will be the locomotive.” The locomotive blows its whistle and the train begins to move, first slowly and then faster. The movement is accompanied by sounds made by the players. From time to time the locomotive slows down and stops, and the teacher says: “Here comes the stop.” Then the locomotive blows its whistle again and the train moves on.

Instructions for carrying out. First, a small group of children is involved in the game. If repeated, there may be a larger number of participants (12-15). At first, each child holds on to the clothes of the person in front, then the children walk freely one after another, move their arms, imitating the movement of the wheels of a steam locomotive, and say in time: “Choo-chu-chu.”

The role of the locomotive is initially performed by a teacher or a child of an older group. Only after repeated repetitions is the role of the leader assigned to the most active child. The locomotive must move slowly so that the children's carriages do not lag behind.

The players line up one after another at random. If you repeat the game many times, you can invite the kids to go out at the bus stop for a walk, pick flowers, pick berries, play, and jump. Having heard the whistle, the children must quickly form a column behind the locomotive.

Aircraft

Simplified version

Target. Teach children to run in different directions without bumping into each other; teach them to listen carefully to the signal and start moving according to the verbal signal.

Description. The teacher calls the names of 3-4 children and invites them to prepare for the flight, showing them first how to start the engine and how to fly.

The named children come out and stand randomly on one side of the playground or room. The teacher says: “Get ready for the flight. Start the engines! Children make rotational movements with their arms in front of their chest and pronounce the sound “rrrr”. After the teacher’s signal “Let’s fly!” children spread their arms to the sides (like the wings of an airplane) and fly - scattering in different directions. At the teacher’s signal “Landing!” they go to their chairs and sit on them. Then another group of children plays.

Instructions for carrying out. The teacher must show the children all the game movements. When playing the game for the first time, he performs the movements together with the children.

When the game is repeated, you can call a larger number of children, and after repeated repetitions, you can invite all the children to fly on airplanes.

Bubble

Target. Teach children to stand in a circle, make it wider or narrower, teach them to coordinate their movements with the spoken words.

Description. The children and the teacher join hands and form a small circle, standing close to each other. The teacher says:

Blow up, bubble,
Blow up, big one,
Stay like this
Don't burst out.

The players step back and hold hands until the teacher says: “The bubble has burst!” Then they lower their hands and squat down, saying: “Clap!” You can also invite the children, after the words “the bubble burst,” to move to the center of the circle, still holding hands and pronouncing the sound “sh-sh-sh” - the air comes out. Then the children inflate the bubble again - they move back, forming a large circle.

Instructions for carrying out. First, a small number of children (6-8) take part in the game. When repeated, 12-15 people can play at the same time. The teacher should pronounce the text slowly, clearly, clearly, involving the players in this.

Before the game, you can show the kids real soap bubbles.

Sunshine and rain

Target. Teach children to walk and run in all directions, without bumping into each other, to teach them to act on the teacher’s signal.

Description. Children sit on chairs or benches. The teacher says: “Sunny! Go for a walk!” Children walk and run all over the playground. After the words “Rain! Hurry home! they run to their places. When the teacher says again: “Sunny! You can go for a walk,” the game repeats.

Instructions for carrying out. At first, a small number of children participate in the game, then 10-12 people can be involved. Instead of chair houses, you can use a large colorful umbrella, under which children hide at the signal “Rain!” During the walk, you can invite children to pick flowers, berries, jump, and walk in pairs.

When repeated, the game can be complicated by placing houses (3-4 chairs each) in different places in the room. Children must remember their house and run to it when given a signal.

My funny ringing ball

Target. Teach children to jump on two legs, listen carefully to the text and run away only when the last words are spoken.

Description. Children sit on chairs on one side of the room or area. The teacher stands in front of them at some distance and performs exercises with the ball; he shows the children how easily and high the ball jumps if you hit it with your hand, and at the same time he says:

My
Funny
Voiced
Ball,
Where are you going
rushed
Jump?
Red,
Yellow,
Blue,
Can't keep up
Behind you!

S. Marshak

Then the teacher calls 2-3 children, invites them to jump at the same time with the ball and repeats the exercise, accompanying it with words. Having finished, he says: “I’ll catch up now!” The kids stop jumping and run away from the teacher, who pretends to catch them.

Instructions for carrying out. When repeating the game, the teacher calls on other children in larger numbers. The last time you can offer to be balls to all children at the same time. The teacher must make movements and pronounce the text at a fast pace that matches the children’s jumping, but jumping is quite frequent.

If children cannot reproduce the movements of the ball, they need to be shown again how the ball bounces.

White bunny sitting

Target. To teach children to listen to the text and perform movements in accordance with the text; teach them to jump, clap their hands, and run away after hearing the last words of the text. Bring joy to children.

Description. Children sit on chairs or benches on one side of the room or playground. The teacher says that they are all bunnies and invites them to run out into the clearing. Children go to the middle of the room, stand near the teacher and squat down.

The teacher says the text:

White bunny sitting
And he wiggles his ears.
Like this, like this
He wiggles his ears.
Children move their hands, raising them to their heads.

It's cold for the bunny to sit
We need to warm our paws.
Clap, clap, clap, clap,
We need to warm our paws.
From the word “clap” to the end of the phrase, children clap their hands.

It's cold for the bunny to stand
The bunny needs to jump,
Skok-skok, skok-skok,
The bunny needs to jump.

From the words “skok-skok” to the end of the phrase, children jump on both feet in place.

Someone (or a bear) scared the bunny,
The bunny jumped... and galloped away.

The teacher shows the toy bear - and the children run to their places.

Instructions for carrying out. The game can be played with any number of children. Before the start of the game, be sure to prepare the places where the bunnies will run. At first, you don’t have to single out the driver; all children simultaneously perform movements in accordance with the text. After repeating the game many times, you can select the child to play the role of a bunny and place him in the middle of the circle. Having finished reading the text, you should not quickly run after the children, you need to give them the opportunity to find a place for themselves. There is no need to demand from the kids that they sit down in their own place; everyone takes up free space on a chair, bench, or carpet. But with systematic repetition of the game, children remember their places well and quickly find them.

Birds are flying

Target. Teach children to jump from low objects, run in all directions, act only when given a signal; teach kids to help each other.

Description. Children stand on a small elevation - a board, cubes, bars (height 5-10 cm) - on one side of the room or playground. The teacher says: “The sun is shining outside, all the birds are flying out of their nests, looking for grains and crumbs.” Children jump from heights, fly (run, waving their arms), squat, peck grains (knock their fingers on their knees or on the floor). With the words of the teacher, “It’s raining! All the birds hid in their nests!” children run to their places.

Instructions for carrying out. Before the game, the teacher must prepare low benches or such a number of cubes and bars that there is enough for everyone who wants to play. They should be located on one side of the playground or room at a sufficient distance from one another so that the children do not jostle and can freely take their seats. We need to show the kids how to jump off softly and help them get up to a higher place after running. When repeating the game, the signal can be given in one word: “Sunny!” or “Rain!” Children need to know what signal to do what.

For children of the fourth year of life

At the beginning of the year, the games described above, recommended for children of the first junior group, are played in the second junior group. However, due to the fact that children’s horizons have expanded significantly, movements have become more confident and coordinated, the plots of games, their rules and motor tasks are becoming more complex and varied.

Birds in nests

Target. Teach children to walk and run in all directions without bumping into each other; teach them to quickly act on the teacher’s signal and help each other.

Description. Children sit on chairs placed in the corners of the room. These are nests. At the teacher’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 teacher’s signal “Birds, go to their nests!” The children return to their places.

Instructions for carrying out. The teacher makes sure that the bird children act on a signal, fly away from the nest as far as possible and return only to their nest.

For nests, you can use large hoops placed on the floor, and on the site these can be circles drawn on the ground, in which children squat.

The teacher teaches children to be attentive while running, to give way to those running towards them so as not to collide; teaches children to jump out of nests (hoops).

Horses

Target. Teach children to move together, one after the other, to coordinate their movements, and not to push the person running in front, even if he is not moving very fast.

Description. Children are divided into pairs as desired: one is the horse, the other is the coachman, who harnesses the horse (puts on the reins) and rides along the platform from one side of it to the other and back. Then, at the teacher’s suggestion, the children change roles and the game is repeated.

Instructions for carrying out. At first, the teacher helps the children put on the reins and directly participates in the game as a coachman. At first, it is advisable to help select a pair of children with approximately the same level of motor readiness. Instead of reins, colored cords or jump ropes can be used. As children learn to harness a horse and ride around the playground, you can allow several pairs to play at once, not only on the playground, but also on the adjacent path.

Mice and cat

Target. To teach children to run easily, on their toes, without bumping into each other; navigate in space, change movements at the teacher’s signal.

Description. Children sit on benches or chairs. These are mice in holes. On the opposite side of the room or playground sits a cat, whose role is played by the teacher. The cat falls asleep (closes his eyes), and the mice scatter throughout the room. But then the cat wakes up, stretches, meows and starts catching mice. The mice quickly run away and hide in holes (take their places). The cat takes the caught mice home. When the rest of the mice hide in their holes, the cat walks around the room again, then returns to its place and falls asleep.

Instructions for carrying out. Mice can run out of their holes only when the cat closes its eyes and falls asleep, and return to the holes when the cat wakes up and meows. The teacher makes sure that all the mice run out and scatter as far as possible from the minks. Minks, in addition to chairs, can serve as arches for crawling, and then children - mice - crawl out of their holes. When the mice come back, they can simply run behind their chair or arch and hide by crouching behind it.

Shaggy dog

Target. Teach children to move in accordance with the text, quickly change the direction of movement, run, trying not to get caught by the catcher and without pushing.

Description. Children sit or stand on one side of the hall or playground. One child, on the opposite side, on the carpet, pretends to be a dog. The children quietly approach him in a crowd, and at this time the teacher says:

Here lies a shaggy dog,
With your nose buried in your paws,
Quietly, quietly he lies,
He's either dozing or sleeping.
Let's go to him and wake him up
And let’s see: “Will something happen?”

Children approach the dog. As soon as the teacher finishes reading the poem, the dog jumps up and barks loudly. The children run away, the dog chases them and tries to catch someone and take them to him. When all the children hide, the dog returns to his place and lies down on the rug again.

Instructions for carrying out. The place where the dog is and the place where the children run should be located further away from each other so that there is space for running. The teacher makes sure that the children do not touch the dog when approaching him and do not push each other when running away from him.

Horsemen

Target. To teach children to run without bumping into each other, to speed up or slow down their movements, and to navigate in space.

Description. A group of children (5-6 people) stands at one edge of the playground. The teacher gives everyone a stick 50-60 cm long. Children sit astride the stick and gallop to the opposite side of the playground, pretending to be horsemen, trying not to bump into each other and not to touch objects or equipment located on the playground.

Instructions for implementation. During the game, the teacher can ask the horsemen to ride fast and slow, as well as in different directions. When children learn to run fast, you can organize competitions. The task is given to see who can ride the horse faster to a certain place on the site or track.

Train

(Complicated version)

Target. Teach children to walk and run in a column one at a time, speed up and slow down, stop at a signal; to teach children to find their place in the column, not to push their comrades, and to be attentive.

Description. Children stand in a column one at a time (without holding each other). The first one is a steam locomotive, the rest are carriages. The teacher blows the whistle - and the train begins to move forward, first slowly, then faster, faster, and finally the children start running. After the teacher says, “The train is approaching the station,” the children gradually slow down and the train stops. The teacher invites everyone to go out for a walk, pick flowers and berries in an imaginary clearing. At the signal, the children gather in a column again - and the train begins to move.

Instructions for carrying out. At first, children line up in a column in any order, and by the end of the year they already remember their place in the column - they find their carriage. The train can move, sometimes accelerating, sometimes slowing down, and make stops at a signal. A signal, in addition to the words of the teacher, can be a red flag that he raises.

When repeating the game, it is advisable to make changes to its plot. For example, you can invite children to play ball at stops, catch butterflies (jump up and clap above themselves), collect cones, acorns, etc.

Tram

Target. Teach children to move in pairs, coordinating their movements with the movements of other players; teach them to recognize colors and change movements according to them.

Description. 3-4 pairs of children stand in a column, holding each other's hands. With their free hands they hold on to the cord, the ends of which are tied, that is, some children hold on to the cord with their right hand, others with their left. This is a tram. The teacher stands in one of the corners of the room, holding three flags in his hands: yellow, green, red. He explains to the children that the tram moves when the signal is green, when it is yellow it slows down, and when it is red it stops. The teacher raises the green flag - and the tram moves: children run along the edges of the hall (playground). If the teacher raises a yellow or red flag, the tram slows down and stops.

Instructions for carrying out. If there are many children in the group, you can make two trams. The plot of the game can be more developed: during stops, some passengers get off the tram, others get on, lifting the cord. The teacher introduces children to the rules of the street. He makes sure that all players are attentive, do not miss stops, monitor the change of flags and change movements.

Sparrows and cat

Target. Teach children to jump gently, bending their knees, run without touching each other, dodge the catcher, quickly run away, find their place; teach children to be careful when taking up space and not to push their friends.

Description. Children stand on low benches or cubes (10-12 cm high) placed on the floor on one side of the playground or room. These are sparrows on the roof. On the other side, away from the children, there is a cat, sleeping. “The sparrows fly out onto the road,” says the teacher, and the children jump off the benches, blocks, and scatter in different directions. The cat wakes up, stretches, says “meow-meow” and runs to catch the little sparrows hiding on the roof. The cat takes the caught sparrows to his house.

Instructions for carrying out. Benches and cubes should be placed further away from one another so that children can stand and jump comfortably without interfering with each other. The teacher makes sure that when children jump off they land softly and shows how to do this. At first, when the teacher acts as a cat, the cat does not catch the sparrows, but only scares them, pretending to catch them. When a child is chosen to play the role of the cat, he can catch children.

Rabbits

Target. Teach children to jump on two legs, moving forward, crawl under the legs of chairs, develop dexterity and confidence.

Description. On one side of the room there are chairs arranged in a semicircle, with the seats inside the semicircle. These are rabbit cages. On the opposite side is the watchman's house. In the middle there is a lawn where the rabbits are allowed to roam. Children (2-3 each) stand behind the chairs; at the direction of the teacher, they squat down - the rabbits are sitting in cages. The caretaker approaches the cages and releases the rabbits onto the lawn: one after another, the children crawl under the chair and then jump, moving forward across the entire lawn. At the teacher’s signal “Run to the cages!” the rabbits return to their seats, crawling under the chairs again.

Instructions for carrying out. The teacher must ensure that children, crawling under chairs, try not to touch their backs. Instead of chairs, you can use arches for climbing or sticks and slats placed on the seats of chairs.

Mother hen and chicks

Target. Teach children to crawl under the rope without touching it, to dodge the catcher, to be careful and attentive; teach them to act on cues, not push other children, and help them.

Description. 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. A large bird sits on the opposite side of the platform or room. The hen leaves the house and goes in search of food, she calls the chickens: “Ko-ko-ko-ko.” At her call, the chickens crawl under the rope, run to the hen and walk with her, looking for food. At the signal “Big Bird!” the chickens quickly run away.

Instructions for carrying out. At first, the role of mother hen is performed by the teacher, and then children can be assigned to this role, first at their request, and then as assigned by the teacher.

When the chickens return to the house after running away from a large bird, the teacher can raise the rope higher so that the children do not touch it.

Taxi

Target. To teach children to move together, to balance their movements with each other, to change the direction of movements, and to be attentive to their play partners.

Description. Children stand inside a large hoop (1 m in diameter), hold it in their lowered hands: one on one side of the rim, the other on the opposite side, one after the other. The first child is a taxi driver, the second is a passenger. Children run around the playground or along the path. After a while they change roles.

Instructions for carrying out. 2-3 pairs of children can play at the same time, and if the space allows, then more. When children learn to run in one direction, the teacher can give the task to move in different directions and make stops. You can mark the stop location with a flag or a taxi rank sign. At the stop, passengers change, one gets out of the taxi, the other gets in.

Hares and wolf

Target. Teach children to listen carefully to the teacher, perform jumps and other actions in accordance with the text. Learn to navigate in space, find your place (bush, tree).

Description. Children-hares hide behind bushes and trees. There is a wolf behind a bush to the side. Hares run out into the clearing, jump, nibble grass, and frolic. At the teacher’s signal: “The wolf is coming!” - the hares run away and hide behind the bushes, under the trees. The wolf is trying to catch up with them.

You can use small text in the game:

The bunnies are jumping: hop, hop, hop,
To the green meadow.
They pinch the grass, eat it,
Listen carefully
Is there a wolf coming?

Children perform the actions described in the poem. With the end of the text, a wolf appears and begins to catch hares.

Instructions for carrying out. The child playing the role of the wolf should be away from the bushes where the children are hiding. At first, the role of the wolf is played by the teacher, but he is in no hurry to catch the hares, giving the children the opportunity to run away and hide. Then you can invite children to play the role of a wolf if they wish.

Plotless games

The purpose of the games given below is to teach children to act quickly on a signal, to teach them to navigate in space, and to develop dexterity.

Catch up with me

Description. Children sit on chairs or benches on one side of the playground or room. The teacher invites them to catch up with him and runs in the opposite direction. Children run after the teacher, trying to catch him. When they run up to him, the teacher stops and says: “Run away, run away, I’ll catch up!” The children run back to their places.

Instructions for carrying out. At first, it is advisable to play the game with a small group of children (4-6), then the number of players increases to 10-12 people. The teacher should not run away from the children too quickly: they are interested in catching him. You should also not run too quickly after children, as they may bump into chairs. At first, running is carried out in only one direction. When the kids run up to the teacher, they need to be petted and praised for being able to run fast. When repeating the game, the teacher can change directions, running away from the children. A simplified version of this game is the game “Run to Me”, then the children run in only one direction, to the teacher, and return back to their places.

Find your color

Description. The teacher gives the children 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 teacher says “Go for a walk,” the children disperse around the playground or room in different directions. When the teacher says: “Find your color,” the children gather near the flag of the corresponding color.

Instructions for carrying out. Instead of flags, each child can be given squares and circles of different colors, by which they will find their flag. The teacher makes sure that the children move away from their flags and disperse throughout the entire playground and hall.”

Take care of the item

Description. Children stand in a circle. Each child has a cube (or rattle) at his feet. The teacher is in a circle, he tries to take an object from one child or another. The player who is approached by the teacher crouches down, covers the cube with his hands and does not allow anyone to touch it. As soon as the teacher leaves, the baby gets up, leaving the cube in the same place.

Instructions for carrying out. At first, the teacher does not take the blocks from the children, but only pretends that he will take them now. Then, when repeating the game, he can take the cube from the child who did not have time to close it. This child is temporarily not participating in the game. When the driver manages to take the cubes from two or three players, he returns them to them and tells them to quickly close the cube and not give it back.

In the second younger group, you can choose one of the children to play the role of driver. In this case, the teacher suggests how to play, and he and the children stand in a circle.

Do not be late

Description. The teacher lays out cubes (or small rings, or rattles) on the floor in a circle. Children stand near the cubes. At the teacher’s signal, they scatter throughout the room, at the signal “Don’t be late!” run to the cubes.

Instructions for carrying out. Initially, children can run up to any free cube; gradually they get used to taking their place. When repeating the game, you can invite the kids to run like horses, raising their knees high, or like mice, quietly, on their toes. After the signal “Don’t be late!” The teacher runs with the children, pretending that he wants to take the cube. If the children quickly take their places, the teacher should praise them.

During the game, the teacher makes sure that the children run further away from the cubes, do not bump into each other, and help each other find their cube when the signal sounds.

The purpose of the games below: teach children to navigate by sound, determine by ear where the sound came from, move in the direction of the sound; to teach to act on a signal, to move without bumping into each other; teach children to find a certain object.

Find your house

Description. With the help of the teacher, the children are divided into groups, each group stands near a certain tree. These are their houses. At the teacher’s signal, the children scatter across the clearing in different directions. Then, at the signal: “Find your house!” - children should gather in groups to the trees where they stood before the start of the game.

Instructions for carrying out. The game can be played near trees that are well known to children. Before starting the game, the teacher draws the children’s attention to which tree they are standing by and asks them to name it. The game can be called “Find your tree.”

Where does the bell ring?

Description. Children sit or stand on one side of the room. The teacher asks them to turn to the wall and not turn around. At this time, the nanny with the bell hides from them, for example, behind a closet. The teacher invites the children to listen to where the bell rings and find it. The children turn and follow the sound, find it, then gather around the teacher. Meanwhile, the nanny moves to another place - and the game repeats.

Instructions for carrying out. Children should not look where the nanny is hiding. To do this, the teacher gathers them around him and diverts their attention. You must first ring the bell quietly, then louder.

If you repeat the game many times, at the end of the year, you can instruct the child to hide and ring the bell.

Find the checkbox

Description. Children sit on chairs on one side of the room, hall or playground. The teacher asks them to close their eyes, while at this time he places flags in different places in the room. Then he says, “Look for the flags.” Children open their eyes, walk around the room, and search. Those who find the flag approach the teacher. When all the children have found a flag, the teacher invites them to walk around the room, then collects the flags again and lays them out. The game repeats itself.

Instructions for carrying out. Instead of flags, there may be other small objects: cubes, plumes, rattles. There should be as many items as there are children. It is better if the flags or cubes are the same color, otherwise the child chooses the one he likes best, causing dissatisfaction among other children. Flags or objects should be laid out so that kids don’t have to look for them for too long and can easily get them.

Game exercises

For children of the third year of life

Walking and running exercises

Target. Teach children to walk and run in small groups, and then the whole group in a certain direction, one after another, scattered, over a limited area; develop their sense of balance, dexterity, and coordination of movements.

Bring a toy

The teacher asks one of the children to bring a toy that was placed in advance on a chair at the opposite end of the room. When the child brings the toy, the teacher thanks him, asks him to look at and name the toy, and then asks him to take it to his place. The next child is asked to bring another toy.

Instructions for carrying out. The exercise can also be organized for a group of children. In this case, the teacher lays out various toys (rings, cubes, flags) on the opposite side of the room according to the number of children participating in the game and asks everyone playing at the same time to go and bring one toy each, and then take them to their place. Objects should be placed in visible places, not too close to one another, so that children do not collide when approaching them. You can complicate the task by inviting each player to bring a certain toy.

The teacher must monitor the fulfillment of his requirements.

Children can walk or run after a toy only as directed by the teacher.

Visit the dolls

Children sit on chairs placed along one of the walls of the room. The teacher tells them that now they will go to visit the dolls. Children get up from their chairs and, together with the teacher, slowly walk to the doll corner. They greet the dolls, talk to them, and when the teacher says: “It’s late, it’s time to go home,” they turn and leave, everyone sits in their own chair.

Instructions for carrying out. Several dolls can be placed elsewhere in the room before starting the game. When the game is repeated, the children also visit these dolls. With the permission of the teacher, they can take them, walk with them, dance, then sit them down and return to their chairs.

Catch the ball

Children play in the room or on the playground. The teacher calls several of them over and invites them to run after the ball and play with it. He rolls the balls in different directions, and each child runs after the ball, catches it and brings it to the teacher, who throws the balls again, but in a different direction.

Instructions for carrying out. From 1 to 6-8 children can play at the same time. Instead of balls, you can use multi-colored plastic balls, rubber rings, and small hoops.

The teacher, having given the task to several children to run after the balls, rolls out all the balls at once. Kids are able to enthusiastically run after rolling balls many times in a row, so the teacher should involve groups of children in the exercise one by one. The number of children playing at the same time increases gradually.

Along the path

On the floor or on the ground (asphalt), at a distance of 25 - 30 cm from each other, draw two parallel lines (or place two ropes, cords) 2.5-3 m long. The teacher tells the children that this is the path along which they will go for a walk . The children slowly walk one after another along the path back and forth.

Instructions for carrying out. Children should walk carefully, try not to step on the line, not interfere with each other, and not bump into the person in front. The teacher can increase or decrease the width and length of the path depending on the children’s capabilities.

Along a long winding path

The teacher lays out a 5-6 m long cord on the floor in a zigzag pattern - this is a path along which you need to walk to the end.

Instructions for carrying out. It will be more interesting for children to do the exercise if at the other end of the path you put some object that is interesting to them: a bear, a doll, a rattle, a bird, etc. The task will depend on what is at the end of the path: go pet the bear, feed the bird, rattle the rattle.

The teacher makes sure that, while walking, the children try to step on the cord or rope. If any of the kids is experiencing difficulties, the teacher should help him, hold his hand, and encourage him. Children should walk calmly and slowly.

Through the stream (On the bridge)

The teacher draws two lines on the ground (you can use a cord indoors) - this is a river. Then he places a board across it (2-3 m long, 25-30 cm wide) - this is a bridge. Children must cross the bridge to the other side of the river.

Instructions for carrying out. The teacher tells the children to walk along the bridge carefully, not to stumble or get their feet wet. When all the children have moved to the other side, you can invite them to take a walk there, collect flowers - multi-colored scraps scattered on the floor. At the teacher’s signal, the kids must return back along the bridge.

When repeated, the exercise can be complicated by raising the board to a small height or making a bridge of 2-3 boxes 10 cm high. You can invite the children to run along the bridge.

Who's quieter?

Children walk in a crowd together with the teacher from one end of the room (playground) to the other. The teacher invites them to walk quietly, on their toes, so that they cannot be heard. The kids continue to walk on their toes, trying to walk as quietly as possible.

We walk carefully along the bridge so as not to trip and get our feet wet.

Instructions for carrying out. Walking on your toes is beneficial because it strengthens the arch of your child's feet. However, this exercise is quite difficult. Many children, when doing this, pull their heads into their shoulders - it seems to them that in this case they walk more quietly. The teacher must ensure that the children have correct posture and that they do not get tired.

Step over the stick

2-3 sticks are placed on the floor in the middle of the room at a distance of 1 m from one another. Children stand 2-3 steps from the sticks, facing them. On the opposite side of the room there is a chair on which lies a flag or rattle. At the direction of the teacher, the child walks, stepping over sticks, to a chair, picks up a flag and waves it, then puts the flag on the chair and returns back.

Instructions for carrying out. Children perform this exercise in turns. If after several repetitions the kids perform the exercise quickly and confidently, it can be made more difficult - increase the number of sticks to 5. You can use hoops, flats, or bars for stepping over.

Over the pebbles and across the stream

Place a wooden box on the floor (40 cm wide, 60 cm long, 10-15 cm high). This is a pebble that you need to cross a stream so as not to get your feet wet. The teacher invites the child to walk to the box, stand on it, then get off, but on the other side, and come back.

Instructions for carrying out. When repeating the exercise, you can place 2-3 boxes on the floor at a distance of 1 m from one another. The child must climb onto each box and descend from it calmly, without jumping. The exercise is performed by children one at a time.

For a walk

The teacher invites the children to become pairs, whoever wants to be with whoever, and go for a walk around the playground or room. Children, holding hands, walk in pairs, in different directions. At the teacher’s signal, they return to a certain place.

Instructions for carrying out. On the playground or in the room, you can place two chairs at a short distance from each other - this is the gate through which the kids must pass when going for a walk. Walking in pairs requires children to be able to coordinate their movements with the movements of those walking next to them. The teacher helps the children become pairs, shows how to walk in pairs: do not pull each other, do not lag behind.

Target. Improve children's crawling skills, encourage them to this movement, teach them to crawl over an obstacle, crawl under it without touching it; practice crawling in a limited area; develop climbing skills, cultivate courage and agility.

Crawl to the rattle

Children sit on chairs placed along one of the walls of the room. In front of them, at a distance of 3-4 m, a flag or rattle is placed on the floor. The teacher calls one of the children and invites him to crawl on all fours to the rattle, take it, stand up and rattle (or wave a flag over his head), then put the rattle on the floor and return to his place.

Instructions for carrying out. Several children can perform the exercise at once. Then the number of toys should correspond to the number of children. The task of rattling a rattle or waving a flag makes kids want to crawl to the goal as quickly as possible. But in this case, the quality of movements often decreases: the child is in a hurry, coordination of movements is impaired; therefore, the teacher should not specifically direct the children’s attention to the speed of movement.

Since crawling occurs in a bent position of the body, active straightening after it is useful.

It is advisable to complete the crawling exercise with tasks that make straightening necessary, for example: waving a flag over your head, rattling a rattle, putting a ball in a net suspended slightly higher than the child’s height, putting a ring on a stick raised by the teacher.

In the collars

Children sit on chairs. In front at a distance of 2.5 m there is an arc - a collar. Further, at a distance of another 2 m, there is a stand with a net, and there is a ball on the floor near the stand. The teacher calls one of the children and asks them to crawl on all fours to the arc, crawl under it, crawl to the ball, then stand up, lift the ball with both hands and lower it into the net.

Instructions for carrying out. Collars can be: an arc, a chair, a table (crawl between the legs), a hoop fastened between chairs, a stick placed on the backs or seats of chairs.

Children should be taught to crawl and climb in different ways, crawl on all fours, walk under an obstacle, bending down, but without touching the ground with their hands (“Walk under an arc”). At the same time, kids learn different concepts: crawl and walk.

Climb over the log

The organization of children when performing this exercise is similar to the previous ones. The obstacle that the child must overcome is a log: he must climb over it on all fours on the way to the toy.

Instructions for carrying out. An obstacle can also be a bench, an oblong box, or blocks of large building material. The exercise can be performed by several children at the same time.

The teacher makes sure that when children approach an obstacle, they do not stand up, but crawl over it on all fours.

Crawl along the corridor

The teacher draws two parallel lines 3-4 m long on the floor at a distance of 40-50 cm from one another. Children take turns crawling on all fours between the lines, trying not to touch them. At the end of the corridor, the child should stand up, raise both arms up, stretch or clap his hands above his head, then return to his seat.

Instructions for carrying out. For the exercise, you can use a board placed on the floor.

Be careful

Children sit on chairs. A gymnastics bench is placed in front of them. The teacher invites one of the children to come to the end of the bench, stand on all fours (leaning on his knees and palms) and crawl to the end, holding on to its edges. At the end of the bench, the child must stand up and get off it.

Instructions for carrying out. The teacher helps the children, encourages them, and supports them. The exercise can also be done on an inclined board, and you can crawl up and down.

Monkeys

The teacher invites the children - monkeys - one or two at a time to approach the gymnastic wall, stand facing it and climb the 3-4th rail, starting from the first - climb a tree for fruits or nuts. The rest of the children sit or stand and watch. Then others climb up.

Instructions for carrying out. For climbing at first, it is more advisable to use a stepladder, since it is easier for children to climb up an inclined ladder. Then you can offer climbing on a vertical gymnastic wall. When children learn to confidently climb ladders and walls and go down, you need to complicate the task by asking them to move from span to span of wall (“from tree to tree”).

Children cannot be required to clearly differentiate the method of climbing, since they still have difficulty distinguishing between an additional step and an alternating step. But you need to make sure that while climbing, children do not miss the slats, stand on each one, and move their hands from rail to rail higher and higher. During the descent, children should not be allowed to hang by their hands without support from their legs.

With alternating steps, children learn to climb gradually. To teach children to climb at alternating steps, the teacher should often pay attention to those children who move their arms and legs forward well and correctly in turn.

Climbing exercises are quite monotonous, but children do not get bored, and they do them with pleasure. However, tasks should be diversified, new images and plots should be introduced (“Getting nuts”, “Let’s catch a bird”, etc.).

Throwing and catching exercises

Target. Teach children to roll balls, balls, hoops in the right direction, improve the skill of pushing the ball away when rolling; learn to throw a ball in a certain direction and catch it, develop basic skills of hitting a target, develop eye, dexterity, coordination of movements; to teach oneself to navigate in a room or on a site; improve the ability to operate with various objects: carry them, roll them, throw them, catch them, strengthen the fine muscles of the hands.

Ball in a circle

Children sit on the floor in a circle and, first at the direction of the teacher, and then at will, roll the ball from one to another.

Instructions for carrying out. The teacher stands outside the circle and tells who to roll the ball to, explains that the ball needs to be pushed harder with both hands, shows how best to do this, and hands the ball to the children if it has rolled out of the circle.

Roll the ball

Children sit on the floor in a circle or semicircle; The teacher, holding the ball in his hands, stands in the center of the circle or opposite the children sitting in a semicircle. He rolls the ball to each child in turn. Children catch the ball, then roll it to the teacher.

Instructions for carrying out. When the children have mastered this exercise well, instead of the teacher, one of them may be in the center of the circle. Babies can sit on the floor with their legs apart or crossed in front of them.

Take the ball

Children stand in a circle at a distance of arms outstretched to the sides. The exercise consists of passing a large ball from hand to hand to a neighbor. The ball must be passed and picked up with both hands.

Instructions for carrying out. Children of the third year of life are not yet sufficiently oriented in the direction of movement, so the teacher prompts them: “Olya, turn to Shurik and give him the ball. And you, Shurik, give the ball to Vova,” etc. The teacher makes sure that the children, when turning, stand still and do not step on their feet.

Rent a hoop

The child stands facing the teacher at a distance of 3-4 steps from him and holds a hoop. He rolls the hoop to the teacher, and then catches the hoop directed by the teacher.

Instructions for carrying out. The teacher first shows how to place the hoop and how to push it away so that it rolls. First, the child performs the exercise together with a teacher, and then two children can do the same exercise. If they cope with the task, the teacher can only observe, occasionally giving instructions on how to complete the task even better.

Hit the goal

Children are sitting on a bench. One by one, they get up and go to the place designated by the teacher, in front of which at a distance of 2-3 steps there are gates - arcs. The child bends down, takes one of the balls lying on the floor and rolls it, trying to get into the goal. After rolling 3-4 balls, the child goes and collects them.

Instructions for carrying out. The ball can be pushed with one or two hands. 2-3 children can perform the exercise at the same time; for this you need to have 2-3 arches. When children master hitting the goal, you can complicate the task, for example, offer to knock down pins, etc.

Roll off the hill

You need to put a board on one end of the cube or the seat of a children's highchair - it turns out to be a mound. Prepare 3-4 balls or small balls at the raised end of the board (on the floor or on the seat of a chair). The child takes them and rolls them down the slide one by one, one after the other, then he goes, collects the balls and rolls them down again.

Instructions for carrying out. The teacher can involve no more than 2-3 children in the exercise at a time.

Aim better

Children stand in a circle, each child holds a small ball or bag of sand in his hand. In the center of the circle there is a box or large basket (the distance from the target to the children is no more than 1.5-2 m).

At the teacher’s signal, children throw the objects in their hands into the box, then go up to it, take out the thrown objects, return to their places and repeat the exercise several times.

Instructions for carrying out. No more than 8-10 children can perform the exercise at the same time.

If the child misses the target, he only picks up the object he threw.

When throwing at a target, most children throw the object with one hand from the shoulder. They should be shown another way of throwing - with one hand from below, since this way it is easier for them to hit the target.

Children like it when an object thrown by them hits a real and not a conditional target. It is best if the item can stay in it (basket, mesh).

For throwing exercises on the site while walking, you can use pebbles, cones, throwing them into grooves, holes, etc.

Target. Teach children to hop on two legs, landing softly, jump over a cord, jump from low objects, listen carefully to signals, perform movements in accordance with signals or text that the teacher pronounces.

Jump up to your palm

The teacher calls first one or the other child to him and asks him to jump higher so that his head touches his palm.

Instructions for carrying out. The exercise is performed individually with each child. The hand should be kept at a short distance from the child's head. If the baby jumps up to his palm without difficulty, the teacher can raise it higher. Bouncing exercises should be performed in light shoes (slippers, shoes).

You can invite kids to jump like balls or like bunnies. Several children can participate in this exercise. The teacher shows and prompts that you need to jump higher and gently lower yourself to the floor.

Jump over the cord

Children sit on chairs. The teacher places a colored cord (3-4 m long) on ​​the floor. Children (6-8 people) approach the cord and, at the teacher’s signal, try to jump over it.

Instructions for carrying out. You can put 2-3 cords of different colors at a short distance from one another. Children, having jumped over one cord, go to another and jump over it.

However, children of this age should not be offered more jumping exercises. Children of the third year of life perform the simplest jumps and jumps with great interest in story games. As the game progresses, the child can easily jump and jump several times without focusing on these movements.

For children of the fourth year of life

At the beginning of the year, children of the second youngest group are given the same play exercises as with children of the third year of life. At the same time, in accordance with the increased capabilities of children, more complex exercises are gradually introduced, and greater demands are placed on the quality of their implementation than in the previous age group.

Walking and running exercises

Target. Develop coordination of movements of the arms and legs, teach them to walk and run freely, in small groups, as a whole group, in a column one at a time, in pairs, in a circle, scattered; teach children to change movements at the teacher’s signal; develop a sense of balance, dexterity, courage, spatial orientation.

Bring the flag (cube)

Children sit or stand on one side of the room (area). On the opposite side, at a distance of 6-8 m from them, flags (cubes) are laid out on chairs or on a bench. A group of children, at the suggestion of the teacher, goes to the flags, takes them and goes to the teacher. Then, at his signal, the children run to the chairs, place flags (cubes) and return back.

Instructions for carrying out. The flags should not be placed too close to one another so that it is convenient for children to take them. The teacher makes sure that the children walk in a certain direction, in an orderly manner, without bumping into each other, and encourages those who walk with a flag beautifully and evenly.

Conducting the exercise on a playground in warm weather can involve more children and increase the distance for walking and running.

On holiday

Children become pairs, holding hands. Each of them has a flag. Children walk in pairs, holding flags in their hands.

Instructions for carrying out. The teacher helps the kids get into pairs, gives each a flag and explains how to walk nicely and smoothly in pairs, not pull each other, and keep up.

At the teacher’s signal, the children can disperse in different directions and then find their mate again.

From bump to bump

The children stand on one side of the hall. The teacher places hoops on the floor at a short distance (20 cm) from one another. At the teacher’s signal, the kids move to the other side of the hall, stepping from hoop to hoop.

Instructions for carrying out. Instead of hoops, you can use small plywood circles with a diameter of 30-35 cm. If the exercise is carried out on a site, then you can draw small circles on the ground. When children learn to step well, you can invite them to cross to the other side, running from circle to circle.

Along the corridor

Pins (clubs) are placed in two rows on the floor. The distance between them 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.

Instructions for carrying out. Children walk along the corridor, first one at a time, and then several people one after another. You can give one child the task of walking down the corridor back and forth.

Go through and don't get knocked down

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.

Instructions for carrying out. The teacher first places only 3 pins, shows how to go through, and then invites the children to do this exercise, helps them pass. When repeating the exercise, you can increase the number of pins or cubes and invite the children to run between them.

On a difficult path

The teacher 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. The teacher invites the children to walk along a difficult path, first along the board, trying not to stumble, then stepping over the cubes, bars, without touching them.

Instructions for carrying out. The teacher helps children who have difficulty completing a task, encourages them, and holds the hand of some. It is necessary to ensure that the kids walk calmly and do not rush.

In the exercises “From bump to bump”, “Along the corridor”, “Walk and don’t get knocked down”, “On a difficult path”, to increase children’s interest in performing them, you can use toys, flags, rattles, which children are asked to reach. For example, walk along the corridor to the flag, pick it up and wave it above your head. Or pet a bear, a cat, etc. Exercises such as “From bump to bump”, “On a difficult path” are good to do in the air, choosing the appropriate conditions for this.

Along the snow bridge

Children, one after another, climb the snow bank (20-25 cm) and walk along it to the end, trying to maintain balance. Having reached the end of the shaft, they jump off it and return back to walk along the shaft again.

Instructions for carrying out. The teacher makes sure that the children do not interfere with those walking along the shaft, does not rush them, and helps timid and insecure children.

Run up and ride

First, children are asked to walk along an ice path, maintaining their balance, and then try to run up and ride a little.

Instructions for carrying out. At first, the teacher holds the children’s hand, especially the timid ones, and helps them ride along the ice path.

Crawling and climbing exercises

Target. Teach children to crawl in different ways (leaning on their knees and palms, on their feet and palms), and also teach them to climb over an obstacle, crawl without touching an obstacle; improve skills in crawling over a limited area, straight and inclined, in climbing vertical stairs, develop coordination of movements, dexterity, and cultivate courage.

Crawl - not today

Children are located on one side of the room or hall. At a distance of 3-4 m from them, chairs are placed, on the seats of which gymnastic sticks or long slats are placed. 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.

Instructions for carrying out. The teacher can increase the distance for crawling, and also, at his discretion, place the sticks higher or, conversely, lower. Make sure that when crawling, children do not touch sticks or slats, bend their back well, and do not get up before they crawl to the bench.

Walk with a bear, crawl with a mouse

Children sit against one wall of the room. The teacher places two arcs of different sizes in front of them, one after the other. The first arc is 50 cm high, at a distance of 2-3 m from it the second arc is 30-35 cm high. The teacher calls one child and invites him to walk over the first arc on all fours, like a bear, i.e., leaning on the soles of his feet and on the palms of his hands , and under the second arc - crawl like a mouse (on your knees and palms), then get up and run to your place.

Instructions for carrying out. To carry out this exercise, you can also use slats placed on cubes or seats (backs) of chairs. The teacher makes sure that the children crawl in different ways, encourages them, and tells them how to do the exercise.

Crawl through the hoop

The teacher places the hoop on the floor with its rim, holding it with his hand from above. The called child must crawl on all fours through the hoop without touching it, then stand up and clap his hands above his head.

Instructions for carrying out. Children do the exercise one after another. The teacher can make the exercise more difficult by asking the children to climb through the hoop without touching the floor with their hands. In this case, the child, approaching the hoop, must sit down and, moving only on his feet, climb through the hoop. For good straightening, you can then ask the children to reach the ball or bell suspended in the net.

Climb the hill

Children sit on chairs or stand. The teacher sets the board obliquely, securing one end of it with hooks to the rail of the gymnastics wall or stand - it turns out to be a hill. The child called by the teacher must climb onto the slide. The child comes to the end of the board, bends down, grabs its edges with his hands and climbs on all fours along the inclined board to the gymnastics wall or tribune, then the baby straightens up, grabs the rail and goes down the ladder.

Instructions for implementation. The board is installed at first with a slight inclination, then, as the children master the movements, the teacher can raise its end higher, onto the next rail - the inclination will become greater. The exercise requires sufficient dexterity and courage from the children, so the teacher encourages them, helps those who find it difficult, and supports them. This exercise is good to perform in summer in natural conditions.

Rolling, throwing and catching exercises

Target. Improve children's skills to operate with various objects (balls, balls, hoops); continue to develop the ability to roll balls and throw them in a certain direction with both hands and one hand; learn to hit the target, develop eye, coordination, and dexterity.

Children stand on one side of the hall or playground behind a drawn line or a placed rope. Everyone receives bags and, at the teacher’s signal, throws them into the distance. Everyone should notice where his bag fell. At the teacher’s signal, the children run to their bags and stop near them; With both hands they lift the bags up above their heads. The teacher marks those who threw the bag the farthest. After this, the kids return back behind the line.

Instructions for carrying out. Children throw bags as directed by the teacher with their right and left hands. The number of players may vary, but no more than 10-12 people. Bag weight 150 g.

Get into the circle

Children stand in a circle at a distance of 2-3 steps from a large hoop or circle lying in the center (made of rope or drawn on the floor, ground, with a diameter of 1 - 1.5 m). They have bags of sand in their hands, at the teacher’s signal they throw the bags into the circle, at the signal they come up, pick up the bags and return to their places.

Instructions for carrying out. The teacher, at his own discretion, can increase or decrease the distance from which children throw the bags. The bags must be thrown with the right and left hands.

Throw it higher

One child or several children take a ball and stand in an empty place in the room or on the playground. Everyone throws the ball up, directly above their heads 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.

Instructions for carrying out. Children of the fourth year of life should be given balls with a diameter of 12-15 cm. Up to 10-15 people can perform the exercise at the same time. The teacher tells the children to try to catch the ball with their hands, without pressing it to their chest.

Catch the ball

The teacher stands opposite the child at a distance of 1.5-2 m from him. He throws the ball to the child, who returns it.

Instructions for carrying out. The child should start throwing the ball from a shorter distance. When he masters the skills of throwing and catching, the distance can be increased. The teacher teaches children to throw balls to each other and catch them. He makes sure that they throw the balls from bottom to top with both hands and do not press them to their chest when catching.

Throw over the rope

Children sit on chairs along one wall of the hall. A rope is pulled at a height of approximately 1 m from the floor. (A 3 m long rope with weights at the ends can be placed on the backs of two adult chairs or a jumping rack.) At a distance of 1.5 m in front of the suspended rope, a cord is placed on the floor. Near it lie 1-2 balls with a diameter of 12-15 cm. One or two children come up to the cord, pick up the balls and throw them with both hands from behind their heads through the rope, then catch up with them, running under the rope; Having caught up with the balls, they return back.

Instructions for carrying out. Instead of a rope, you can use a long strip, which is also placed on the backs of chairs. The height at which the rope is stretched and the distance from it the teacher reduces or increases at his own discretion, depending on the capabilities of the children. On the site, the rope can be stretched between jumping posts or nearby trees.

Knock down the pin

A line is drawn or a string is placed on the floor or ground. At a distance of 1 -1.5 m from it, 2-3 large pins are placed (the distance between the pins 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 pin. After rolling 3 balls, the child runs, collects them and passes them to the next player.

Instructions for carrying out. To perform the exercise, you first need to give balls with a diameter of 15-20 cm. Then, when the children learn to roll the ball vigorously and hit the pins, they can be given smaller balls and increase the distance for rolling them.

Jumping and Jumping Exercises

Target. Continue teaching children to hop on two legs, jump from low objects, landing softly, bending their knees; improve jumping skills, gradually leading children to perform standing long jumps.

Through the stream

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. Several children are asked to come closer to the stream and jump over it, pushing off with both legs at once.

Instructions for carrying out. The teacher can tell the children that the stream is deep, so they need to jump as far as possible so as not to fall into it and not get their feet wet.

The exercise can be performed by 4-5 children at the same time. The distance between the lines should be gradually increased to 30-35 cm. The teacher makes sure that the children push off harder and land softly, bending their knees.

From hummock to hummock (II option)

On the playground, the teacher draws small circles with a diameter of 30-35 cm. The distance between the circles is approximately 25-30 cm. These are hummocks in the swamp, along which you need to get to the other side. The child called by the teacher approaches the circles and begins to jump on two legs from one circle to another, moving forward. Having thus moved to the other side of the site, he walks back. Then the next person performs the exercise.

Instructions for carrying out. When performing this exercise indoors, you can use cardboard circles or flat plywood hoops of the same diameter. First, the children perform the exercise one at a time, and then you can give the task of jumping from hummock to hummock to 2-3 children at once.

Touch the ball

An adult holds a small ball in a net. He invites the child to jump up and touch the ball with both hands. One child jumps up 3-4 times, then the teacher invites the other children to jump.

Instructions for carrying out. Instead of a ball, the teacher can hold a bell or rattle in his hands. Depending on the height of the children and their capabilities, the adult adjusts the height of the ball and bell. A bell or rattles can be hung on a stretched cord so that they are slightly higher than the child’s outstretched arms. The teacher makes sure that the children, while jumping, try to touch the object with both hands, this will ensure uniform development of the muscles of the shoulder girdle.

Catch a mosquito

Children stand in a circle at arm's length, facing the center of the circle. The teacher is in the middle of the circle. In his hands he holds a rod 1-1.5 m long with a mosquito made of paper or cloth tied to a cord. The teacher circles the cord slightly above the heads of the players - a mosquito flies overhead; the children jump up, trying to catch it with both hands. The one who catches the mosquito says: “I caught it.”

Instructions for carrying out. We must ensure that children do not make the circle smaller when bouncing. Rotating the rod, the teacher either lowers or raises it, but to such a height that the children can reach the mosquito.

Turn around yourself

The teacher invites one child or several children to jump on two legs in place with a turn. Children stand at a short distance from each other facing the teacher and, at his signal, begin to jump. With each jump, they make a slight turn to one side (left or right) so that after a few jumps they return to their original position. Then the exercise can be repeated, turning in the other direction.

Instructions for carrying out. Before children begin to perform this exercise, the teacher must show how it is performed. We must ensure that children jump higher and gently land on their toes. They hold their hands freely and can swing them when jumping. When the kids learn to jump well, they can be asked to put their hands on their belts. This exercise can be done in small groups or the whole group of children at the same time.

Jump to the flag

The teacher draws a line on the playground and places stands with flags at a distance of 2-3 m from it. He then invites two or three children to walk up to the line and jump on two legs, moving forward until they reach the flags. When the children are at the flags, they should pick them up, wave them and put them back in place. They come back running.

Instructions for carrying out. The teacher first shows how to do the exercise. He makes sure that when children jump, they push off with both legs at the same time and land softly, and encourages those who are not yet very good at jumping. The teacher can, at his discretion, increase or decrease the distance for jumping.

Jump into a circle

The teacher places a low bench (10-12 cm), and in front of it draws circles on the ground (30-35 cm in diameter). He invites the children (according to the number of circles) to stand on a bench and jump from it into the circles. Others stand on the bench.

Instructions for carrying out. It is necessary to ensure that children, standing on the bench, do not interfere with each other; when jumping, they land on both feet at once with their toes and bending their knees. You can invite them to jump so quietly that no one hears. This will encourage them to perform the jump more correctly.

The duration of exercises with jumping for children should be short, since in children of this age the foot muscles have not yet become stronger (this must be especially remembered when performing jumping). Gradually, towards the end of the children’s stay in the second younger group, the number of jumps should increase.

Through a string

The teacher and one of the older children hold a jump rope or a small rope by the ends so that its middle touches the ground. Several children are asked to jump over a rope. They take turns coming up and jumping over the rope, pushing off with both feet.

After everyone jumps over the rope lying on the ground, it can be raised first by 2-3 cm, and then higher.

Instructions for carrying out. One end of the rope can be tied to a stand or tree, the other needs to be held in your hands not too tightly. If the jumper touches the rope, then its end must be released from the hands so that the child does not fall.

When the rope is lifted, the teacher should tell the children that now, in order to jump higher and not touch it, they need to push off harder.

The height of the rope should be increased gradually in accordance with the capabilities of the children.

Along the path on one leg

On the playground, the teacher draws two lines 2-3 m long at a distance of 50-60 cm from each other. This is a path. In a room, you can place two slats or two cords on the floor at the same distance. The teacher invites several children to jump along the track on one leg. Children take turns approaching one end of the path and try to jump to the end on one leg.

Instructions for carrying out. Jumping on one leg for children of the fourth year of life is a rather difficult exercise, but in the second half of the year it is already possible to give them such a task. However, children should not be required to jump to the end of the path. Children jump arbitrarily; in the middle of the track they can change legs. It is important that they begin to practice this type of movement.

At the end of the path, you can put a chair and put a rattle or other toy on it to make the task more interesting. The children return back at their usual pace or run.

Fun games

Target. Entertain children, help create a good, joyful mood in them, have fun.

Hide and seek

Description. The teacher invites the children to hide with him from the nanny, who at this time should turn away and not look where they are hiding. Children and the teacher go behind the closet or sit down on the carpet, and the teacher covers them with a transparent scarf. The teacher asks the nanny: “Where are our children? Aunt Katya, have you seen them? The nanny begins to look for the children, deliberately looking in other places. The kids jump out of their hiding place with delight and run up to her with cheerful laughter. The nanny hugs them and says affably: “Where did you hide so that I couldn’t find you?”

Instructions for carrying out. After the children have hidden with the teacher several times, they will be able to hide on their own, and the teacher will look for them. The teacher can also hide, then the children look for him. It gives them great pleasure. After repeated repetitions of the game, even a child will be able to search for children.

Zhmurki

Description. The teacher invites the children to disperse around the room. He himself closes his eyes or ties them with a scarf and pretends that he is trying to catch the children: he carefully moves around the room and catches the children where they are not. Children laugh. The teacher asks: “Where are our children?” Then he takes off the bandage, turns towards the children and says: “That’s where our children are!”

Instructions for carrying out. In this game, the teacher plays an active role. He acts carefully so as not to scare the children, but only to amuse them.

Instead of a bandage during the game, you can use a bright paper cap (cone), which is worn deeply, covering the upper part of the face.

Blind Man's Bluff with a bell

(Complicated version)

Description. One of the children is given a bell. The other two children are blind man's buff. They are blindfolded. The child with the bell runs away, and the blind man's buff catches up with him. If one of the children manages to catch the child with the bell, then they change.

Instructions for carrying out. For this game, you need to limit the space, since in a large space it is difficult for kids to catch children, especially with their eyes closed.

Give the bunny a carrot

Description. Children sit on benches on the veranda or playground. One of them, the more prepared one, is given a carrot, which he must give to the toy rabbit. The child stands at a distance of 3 m from the rabbit and is blindfolded. The kid must go up to the rabbit and give him a carrot (bring the carrot to the rabbit's face).

Instructions for carrying out. Usually the child fails to immediately complete the task accurately and his actions cause laughter among the other children. Therefore, the driver in this and similar games is appointed at will.

Bubble

Description. To play, you need to prepare plastic tubes or straws (ripe rye or wheat) for the number of children, dilute soapy water in a small saucer or bowl. All children receive straws and try to blow a soap bubble. If this is successful, they enthusiastically blow soap bubbles, watch them fly, run after them, and see whose bubble flew longer and did not burst.

Instructions for carrying out. First, you need to show the children how to make a soap bubble: dip one end of the straw into soapy water, then, taking it out of the water, carefully blow from the other end.

Give the horse a drink

Description. The game conditions are the same as in the game “Give the rabbit a carrot.”

The child stands behind the line at a distance of 2-3 m from the toy Horse. The teacher gives him a bucket and blindfolds him.

The kid must go up to the horse and give it water (bring the bucket to the horse’s face).

Instructions for carrying out. For the game, it is advisable to take a large horse that children can sit on. This will make it easier for them to complete the task - they can water the horse without bending over.

The teacher calls the children only at their request. If none of them expresses a desire to start first, then the teacher can try to complete the task himself. You can invite one of the children in the senior or preparatory school group to participate in the game. Let the younger children watch first, laugh at the loser, and then try to play themselves.

Hit the ball

Description. The game is played in the hall or on the court. You need to hit the ball blindfolded. The teacher places a large ball on the floor (ground) and draws a line at a distance of 2-3 m from it. A child who has agreed to complete the task approaches the ball, stands with his back to it, then moves to the line and turns to face the ball. The teacher blindfolds him. The driver must approach the ball and kick it.

Instructions for carrying out. If the task is completed successfully, then another child is called. If the hit on the ball was unsuccessful, then you can invite the same child to repeat the task. If failure upsets the child, you need to encourage him, tell him that next time he will definitely succeed.

The driver in this game is appointed according to his wishes.

Outdoor play is an indispensable means for developing children’s movements, their sensory, cognitive and creative abilities, but its educational value depends on its proper management and skillful implementation.

Nowadays, all teachers note a decrease in children’s interest in outdoor games. This happens, in our opinion, for the following reasons.

Firstly, the desire to play may not arise if the plot of the game does not correspond to the information children have about the world. A modern child has access to various sources of information; he has a wide variety of knowledge, which is usually not reflected in outdoor games.

Secondly, Teachers, when mastering a new outdoor game with children, often limit themselves to only two stages: learning the game and consolidating it, omitting the third stage - improving movements in an outdoor game.

Third, Teachers often consider the game only as a means for consolidating motor skills, that is, they limit it to the principle of “Movement for the sake of movement.”

The number of outdoor games in almost all programs for preschool educational institutions is small, with the exception, perhaps, of the Program for the Education and Training of Children (M.: Publishing House "Education of Pre-Schoolchildren", 2004). This is due to the fact that the teacher must first learn the game with the children, then consolidate it and only then offer various options for its implementation.

What might these options be? Many teaching aids present various outdoor games, but, as a rule, there are no options for their implementation. In the manual V.A. Shishki-noy, M.V. Mashchenko “What kind of physical education does a preschooler need” (M., 1998) using the example of sedentary games (“Find and be silent”, “Don’t fall”, etc.) gives recommendations on how to avoid monotony in the game. The authors suggest looking for different objects each time, holding hands, walking backwards, according to a given pattern, etc.

Train game

Various options for conducting outdoor games include preserving its rules and improving children’s movements, taking into account their individual characteristics. For example, when organizing Train games(in the second junior and middle groups) you can change its traditional beginning (“children line up in a column one at a time - without holding on to each other”) by introducing the role of a conductor who will sell train tickets. This role can be offered to shy children or a child with low self-esteem. Other variants of the “Train” game are also possible.

1. The locomotive goes around obstacles - children move like a snake between chairs and cubes.

2. A steam locomotive travels through a tunnel - children crawl under the arches.

3. The teacher regulates the movement of the locomotive using a traffic light: raises a red flag - children must stop; yellow - go; green - run.

It is advisable to introduce various movements of children at the “station” into the game.

1. Children depict how they pick mushrooms, berries, pick wild apples, step over thorny bushes (walking with wide strides), walk over hummocks (side step), etc.

2. Children imitate the habits of the inhabitants of the forest: a bear (walking on the outside of the foot, arms slightly bent at the elbows, in front of them), a fox (walking on toes), a deer (walking with the knees raised high, arms crossed above the head ), hare (jumping with forward movement), butterfly (running with smooth hand movements), caterpillars (crawling).

3. By train, children can come to the zoo - they depict a tiger (walking with arms moving in front of them), a crocodile (walking with straight arms in front of them), a giraffe (walking on their knees, hands clasped behind their back), an elephant (walking with support on the hands and feet), a boa constrictor (moving forward, bending and unbending the legs at the knees, supporting the back on the hands), etc.; to the land of riddles - they guess the riddle and “depict the answer”; to the land of favorite fairy tales - they depict the heroes of one or another fairy tale.

4. Children move to the text of T. Volgina’s poem “Locomotive”.

Chug-chug! Chug-chug!
The train is rushing at full speed.
Chug-chug! Chug-chug!
Ooooh!
I'm puffing, puffing, puffing,
I'm dragging a hundred carriages!
Ooooh!
(Movement speed increases.)

Steam locomotive, steam locomotive,
What did you bring us as a gift?

- Animals. Zaychikov (children stop and perform imitation movements).

The locomotive whistled
And he brought the trailers:
Choo-choo! Choo-choo!
I'll rock you far (children get on the locomotive).

The locomotive brings rabbits, frogs, bear cubs, chickens, sparrows, etc. Children imitate their movements and “voices”.

The following are options for conducting outdoor games (see: Penzulaeva L.I. Outdoor games and play exercises for children 5-7 years old. - M: VLADOS, 2001. Fomina A.I. Physical education classes and sports games in kindergarten. - M: Enlightenment, 1984. Chistyakova M.I. Psycho-gymnastics. - M.: Education, 1995).

Options for conducting outdoor games

"Find Your Place"

Each player chooses a house for himself: a chair, a circle, a gymnastic bench, etc. At the teacher’s signal, the children run out onto the playground, running lightly and trying not to make noise in different directions. At the signal “Find your place” they return to their places.

1. Children imitate movements: in winter we ski (walking with wide strides with a go-ahead), ice skating (walking with legs out to the side, body tilted, hands behind back), making snowballs and throwing them (“ took the snow” - tilt, touched the floor with both hands, “made a snowball”, “threw” - throwing), warming up (running); in the summer we swim (running with arm movements - “breaststroke”), dive (running with stopping and squatting), run after dragonflies and butterflies, and ride a bicycle.

2. Children can be divided into two teams.

"Find your color"

The teacher hands out red, blue, yellow, green flags. Children gather in different corners of the room, pre-designated by the teacher with a flag of a certain color. At the signal “Go for a walk” they disperse around the room in different directions; at the signal “Find your color” they gather near the flag of the corresponding color. The group that gets together the fastest wins.

Game options (second junior, middle group)

1. Children can gather near a hoop, the color of which matches the color of their flag.

2. Children can gather near a hoop containing a pin the same color as their flag.

3. The teacher raises the flag and names its color. Children with the same flags run up to the teacher, the rest run away from him.

4. Children stand in a circle, everyone has mugs of different colors in their hands. Educator: “The big circle is a flowerbed. There are various flowers on it” (lays out the middles of the flowers). At the signal “Find your color,” children run up to the circle of the corresponding color and lay out a flower.

5. Children have red and yellow ribbons. Children stand near yellow and red rings - this is the sun. At the signal “Find your color,” they run up to the ring of the corresponding color and lay out ribbons - “rays of the sun.”

6. The teacher ties a ribbon to each child. There should be two ribbons of the same color. At the “Find your color” signal, children must find a pair with a ribbon of the same color.

"Aircraft"

Children are divided into three teams and placed on different sides of the hall; one object of a different color (cube, pin, etc.) is placed in front of each team. At the teacher’s command “Get ready for flight,” the children perform circular movements with bent arms and start the engines. At the signal “Fly,” they raise their arms straight to the sides and run in different directions throughout the entire area. At the command “Landing,” children line up in formations and go down on one knee, arms straight to the sides (the planes return and land). The link that was built the fastest and most beautifully is noted.

Game options (second junior, middle group)

1. Children fill airplanes with gasoline (hand movement).

2. “Parade” - children run in different directions in pairs.

"Colored Cars"

Children stand along the walls of the room - these are cars in the garage. Everyone holds in their hands a flag, or a ring, or a cardboard disk of blue, yellow or green. The teacher stands in the center of the room facing the players, in his hands he has three flags of the corresponding colors. He picks up one of them, the children, having an object of this color, run around the playground and, imitating the driving of a car, honk their horn. When the teacher lowers the flag, the cars stop and go to the garages.

Game options (middle, senior group)

1. The teacher does not show the flags to the children, but uses only verbal instructions.

2. The teacher, lowering one of the flags, says: “Put the car in the garage” - the children run to a pre-designated place.

3. The teacher, lowering one of the flags (blue), says: “Put the car in the garage.” Children with a blue steering wheel return to the garage with a corresponding sign (blue pin).

4. The teacher has two flags - green and red. Children have steering wheels of different colors, but not green or red. They are asked to run to the opposite side of the square and back and at the same time follow the traffic lights: green - run, red - stop.

5. “Cars” overcome obstacles: they go around bumps (pins, cubes, soft modules, etc.).

6. The teacher gives instructions: drive quickly, slowly, turn, brake, honk.

"By the Bear in the Forest"

On one side of the site (hall) there is a bear’s den (circle), on the other (beyond the line) there is a children’s house. They leave the house and go to the den, saying:

By the bear in the forest
I take mushrooms and berries,
But the bear doesn't sleep
And he growls at us!

With the last word, the bear runs out of the den and catches (salts) the players. The children run away to their house.

1. Changing the place of the driver (in the center of the hall, to the side).

2. Changing the initial position of the driver (standing, sitting on a chair, squatting, back, grouped, etc.).

3- Children imitate movements: picking mushrooms and berries (bending over, straightening up), stepping over thorny bushes (raising their legs high), crawling under tree roots (crawling sideways), picking apples (standing on tiptoes and raising their hand up).

4. There is an obstacle in front of the den: a stream (two jump ropes), which you need to jump over. The bear crawls out of the ber-log (crawling under the spirit).

(This option is acceptable for a group of different ages, when the role of the bear is played by an older child)

"Owl"

An owl's nest is marked on the site (circle). The rest of the players: mice, bugs, butterflies - are located throughout the hall. At the signal from the “Day” teacher, everyone walks and runs around the playground, conveying the character of the image, trying not to hurt each other. After a while, the teacher says “Night”, and everyone freezes, remaining in place in the position in which the team found them. The owl wakes up, flies out of the nest and takes the one who moves to its nest. At the signal “Day,” the owl flies away, and the mice, bugs, and butterflies begin to frolic again.

Game options (middle, senior groups)

1. The teacher asks riddles, and the children, having guessed them, convey the character of the image in motion.

Horns came out onto the path.
You won't butt?
I touched them a little
The horns hid again.
(Snail)

Flying all day long
Everyone gets bored.
The night will come
Then it will stop.
(Fly)

Small stature
A long tail,
Gray fur coat,
Sharp teeth.
(Mouse)

Winged fashionista,
Striped dress,
In stature, although tiny,
If he bites, it will be bad!
(Bee, wasp)

The flower was sleeping
And suddenly I woke up
I didn't want to sleep anymore
He moved, he started,
He soared up and flew away.
(Butterfly)

A ball of fluff,
Long ear
Jumps deftly
Loves carrots.
(Hare)

2. The teacher asks the children to perform logorhythmic exercises. Insects

Arrived to us yesterday
striped bee,
And behind her is a bumblebee
And a cheerful butterfly,
Two beetles and a dragonfly
Like lanterns, eyes.
They buzzed, they flew,
They fell from fatigue.

Frog

Jumping along the edge of the forest
Two funny frogs
Jump-jump, jump-jump -
It's fun to jump, buddy.

Bug

The beetle flies, buzzes, buzzes
And he moves his mustache.

"Catching Monkeys"

The children are divided into two groups: the monkeys and their catchers. The “monkeys” are placed on one side of the site, the catchers on the opposite side. They agree among themselves about what movements they will perform. Having shown them, the catchers step aside. Monkeys climb down from elevated places (trees, stumps) and repeat the movements of the catchers. At the signal “Catchers,” the monkeys run to their places, trying to stand on a hill, and the catchers try to catch those who did not manage to climb a tree or some other object and take them to their place. When repeating, children change roles.

Game options (middle, senior groups)

1. The hunter (teacher or child) shows movements that convey the character of the monkey.

. "Naughty monkey." I.p. - feet shoulder-width apart, arms bent at the elbows, spread to the sides, fingers spread out. Bends to the sides, forward, jumping (in place and moving forward).

. "The monkey is teasing." IP. - standing, arms bent at the elbows in front of you. Imitation of a “nose”.

. "The monkey hid." IP. - o.s. Sit down and cover your face with your hands.

. "The monkey washes itself." IP. - sit up, grab your foot with your hands. Imitation of “washing”.

. "The monkey is running." Running in circles.

2. The hunter (teacher or child), to the music, shows rhythmic movements that convey the character of the monkey.

. "The monkey is wagging its tail." I.p.- the left leg is set aside, the right hand is on the belt, the left hand is moved to the side with a clenched fist. Circular movements with the left hand - imitation of twisting the tail, rhythmic movements of the foot, without lifting the heel from the floor.

. "The monkey is playing pranks." Them. - feet shoulder-width apart, arms bent at the elbows, spread to the sides, fingers spread out. Raise and move your leg to the side and try to connect your knee to your elbow.

. "The monkey is dancing." Them. — feet shoulder-width apart, arms bent at the elbows, spread to the sides, fingers spread out. Place your leg forward to the side on your heel, rhythmic movements in a half-squat around you.

"Ball for the driver"

The players line up in two or three columns. At a distance of 1 m from them, the drivers stand with a large ball in their hands. There is a line between them that cannot be crossed. The driver throws the ball to the player standing first in the column; he throws it back and runs to the end of the column, then the driver throws the ball to the second, etc. When the first player in the column is back in his place, he raises his hands up.

1. Use balls of different sizes (small - diameter 100-120 mm, large - diameter 200-250 mm).

2. The driver, throwing the ball to the player, names some general word, for example meadow (river, forest, transport, toys, clothes, dishes, etc.). The rest of the children, when receiving the ball, must pronounce words that are combined with this generalizing word, for example, a plant is a flower, grass, chamomile, etc.

“Build a line, a circle, a column”

Children, divided into two groups, line up at opposite sides of the playground or room in two ranks, facing each other. At the teacher’s signal, they walk or run (depending on the tempo and rhythm, which are set by hitting the tambourine) across the entire playground. Having stopped hitting the tambourine, the teacher commands: “Build a line (circle, column)!” - and the children line up in their places in a line (circle, column). The group that forms the fastest and most correctly wins.

Game options (senior, school preparatory groups)

1. Before the game starts, the teacher informs you: you need to walk to the tambourine, run slowly to the bell, and run fast to the sounds of the rattle.

2. After the signal you need to stand exactly in your place.

3. Each group is built around pins of a certain color.

4. The teacher gives a signal by showing a card with a picture of a column (line, circle).

5. The teacher gives a signal by showing a card with a picture of a line or column (by height, in reverse order).

"Path"

Children are divided into two teams with an equal number of participants. The participants of each team join hands, forming two circles, and at the leader’s signal, they begin to move in a circle to the right until the music stops. Then the facilitator gives the task to both teams. At the command “Path”, the participants of each team stand one after another, put their hands on the shoulders of the person in front, squat, slightly bowing their heads. At the command “Kopna”, all participants in the game go to the center of their circle and join their hands. On command, “Kochki” squats with their hands on their heads. These tasks alternate. Whoever completes them faster gets a point.

Game options (senior, school preparatory groups)

1. Children form one or three circles.

2. Children can walk in a column, one at a time, or in pairs.

3. “Apple Orchard” - the participants of the game stand in a circle.

I.p.- legs together, arms bent at the elbows, spread apart, fingers connected. “Dubrava” - participants stand scattered.

I.p. - feet shoulder-width apart, straight arms raised up and spread to the sides. “El-nik” - participants stand in a column.

I.p.- heels together, toes apart, arms lowered but not pressed to the body, palms spread to the sides, fingers together.

4. Children walk in a column in pairs. "Pine"

Stand with your backs to each other. I.p.- heels together, toes apart, arms down, but not pressed to the body. Palms are placed to the sides, fingers together. “Willow” - stand sideways to each other. I.p.- legs together, one hand (one child has the left, the other the right) is laid to the side and bent at the elbow, fingers down. "Birch"

Stand facing each other. Them. - legs together, arms bent at the elbows, spread apart, fingers connected. “Home” - stand in a circle and hold hands. "Fence!" - stand in line. "Gates!" -stand in pairs opposite each other.

"Three elements: earth, air, water"

The site is divided into three zones - land, air, water. The presenter names the object: airplane - the players run into the zone denoting “air”; “steamer” - to the “water” zone; “tree” - to the “ground” zone. The player who breaks the rules is eliminated from the game.

Game options

1. The elements can be different: “River,

swamp, sea”, “Fish, birds, animals”, etc.

2. The leader does not give a command, but shows a card with a picture of a representative of a particular element.

3. The presenter asks riddles about the representatives of each element.

Prickly, but not a hedgehog. Who is this?

(Ruff.)

In the spring he follows the plowman, And in the winter he leaves screaming.

(Rook.)

4. Having taken a place in one or another element, children should depict what was named.

Relay Games

You can diversify games-esta-feta. The main thing in them is not only the improvement of children’s motor skills, but also the development of cognitive, sensory, and creative abilities. Therefore in the content competition games It is advisable to include problematic tasks that activate mental processes (attention, thinking, memory, imagination).

Options for relay games

1. Lay out a figure from physical education equipment (flags, cubes, skittles, hoops, gymnastic sticks, etc.).

2. Lay out physical education equipment in accordance with the sample.

3. Choose one cube (with a letter) according to the word on the card.

4. Choose from a variety of geometric shapes (square, triangle, circle) one shape - not square or triangular.

5. Choose from a variety of cubes (yellow, red, blue) a cube that is not yellow or blue.

6. Choose from several cards depicting wild and domestic animals a card depicting an animal in Africa.

Before offering a game, children need to be tuned in to it and relieve psycho-emotional stress. If the teacher uses a variety of options for outdoor games, this contributes to the development of initiative and creativity in children.

S. PRESSCHEPA,
Candidate of Pedagogical Sciences, Associate Professor of the Department of Preschool Education, IPK and PRNO MO.

Clothes S. Jump-jump, jump-jump! It's fun to jump, buddy. (How to diversify outdoor games) // Preschool education, 2005. No. 6. pp. 23-28.