Explain the proverb: you know the matter, but you remember the truth. What's good is with a little breath

Lyudmila Timonina
Card index: Mind games in older preschool age

Mind games.

A game « Logic blocks Dienesha"

Target. Help speed up the development process preschoolers the simplest logical structures of thinking and mathematical concepts

Short description:

From a randomly selected figure try build the longest chain possible. Construction options chains:

so that there are no figures of the same shape nearby (color, size, thickness);

so that there are no figures of the same shape and color (by color and size, by size and shape, by thickness);

so that there are figures nearby that are the same in size, but different in shape;

so that there are figures of the same color and size nearby, but different shapes (same size but different shape).

Mind games.

A game "Math tablet"

Target. Create conditions for the child’s research activities. Promote psychosensorimotor, cognitive ( cognitive development, and also the development of creative abilities.

Short description:

The game presents diagrams in which children reproduce the drawing using rubber bands and colored figures. The schemes can be supplemented in accordance with the level of development of the child, and you can come up with your own options. The game contains diagrams for orientation in space, counting, geometry, number games, letters, symmetry, road signs, riddles, illustrated poems, fairy tales, patterns.

Methodical instructions. When working with a group of children, you can conduct visual and auditory dictations on a math tablet.

Intellectual game.

A game "Geometric mosaic"

Target. Consolidate knowledge about geometric shapes and primary colors, about the size of objects. Develop visual perception, memory. Promote development intellectual abilities.

Short description:

Invite the children to arrange the cut out geometric shapes into groups:

by color (all blue pieces, all green pieces, etc.)

by size (small triangles and large triangles, small squares, large and medium squares, etc.)

according to form (all triangles, all squares, all half circles, etc.)

posting the same pictures from the set geometric shapes first by applying the method to card, then next to picture, and then from memory.

Invite the players to lay out any image from geometric shapes.

Intellectual game.

"Remember"

Target. Develop visual perception, voluntary attention, memory. Develop visual-figurative thinking

Short description:

There are 12 in the game cards. Tasks for each cards for complication. At the first stage, we suggest looking at and remembering what is drawn. Showing 2 map, children determine what has changed compared to the first by card. At the next stage, children look at, remember and draw the figures they see, then the numbers, remembering the order in which the numbers are positioned. On last stage We invite the child to remember and draw schematic images corresponding to different picture-cam.

Intellectual game.

A game "Dangerous Items"

Target. Develop verbal and logical thinking

Short description:

Having laid out toys and drawings with objects in front of the children, the teacher invites the children to determine which objects are dangerous for them. games and why where these items should be stored. Children tell where dangerous objects should be stored. How to behave if you have such an object in your hands. Is it possible to distract or push a person if he is cutting, sewing, or nailing a nail? What could happen?

Intellectual game.

A game "Signs"

Target. Teach children to identify the same signs in different objects, develop logical thinking.

Short description:

cards. We offer a child from 40 cards card. Number of rounds cards

Intellectual game.

A game "What is made of what"

Target. To consolidate children's knowledge about various materials and products made from them. Develop logical thinking.

Short description:

1-10 people take part in the game. It’s better to start with one round cards. We offer a child from 40 cards select 4 suitable ones and attach them so that they logically complement the central card. Number of rounds cards-tasks should be increased gradually.

Methodical instructions. For a group of children, the game should be competitive - who can complete the task faster.

Intellectual game.

A game "First-Grade Quiz"

Target. Help children prepare psychologically for school, teach them to answer questions quickly. Develop speed of thinking.

Short description:

Players take turns, established by agreement or by lot. On his turn, the player rolls the dice and moves the chip to the number of squares drawn. By moving the chip the player answers the question cards from a stack of the corresponding color. If the player answered correctly, then the turn passes to the next player. If the player answers incorrectly, the player rolls the die and steps back by the value rolled. After which he immediately answers the question of the color corresponding to the cell. This continues until the player either answers correctly or returns home. The one wins who will come to school first.

Intellectual game.

A game "Pick up picture»

Target. Learn to classify objects, name groups of objects with generalizing words, enrich lexicon. Develop attention, memory, thinking

Short description:

cards cards puts it in a separate pile. The leader takes the top one from the pile card and calls it. Players use the classification method to determine whether an object belongs to their map, gives a signal - if the answer is correct, the presenter gives it to the player card. The first one to cover all the areas on his field is declared the winner.

Intellectual game.

A game "Guess the Animals"

Target. To consolidate knowledge about wild animals, their habitat, and nutrition. Develop logical thinking.

Short description:

A leader is chosen. He mixes the fields and cards and gives each player one field, and cards Places it in a separate pile, text side down. The leader takes the top one from the pile card and reads the text of the riddle on it aloud. If a player who has an image of this animal on the field has guessed the riddle and correctly answered questions about it (where it lives, what it eats, what its character is), then the presenter gives it to him riddle card. If a player makes a mistake, the presenter corrects him, but card places it at the bottom of the stack. The first one to cover all the areas on his field is declared the winner.

Intellectual game.

A game “Where does the bread on the table come from?”

Target. Learn to lay out plot points sequentially Pictures, develop speech, teach to think logically, develop intellectual abilities.

Short description:

To create a chain, select one of 3 topics (milk, butter or bread).First, the adult, together with the children, lays out the chain; through discussion, they choose the correct solution for establishing the sequence pictures. Next, the children independently lay out the chain and compose a story on the topic.

Methodical instructions. Try to make any of the chains only in reverse order. Start the story not with the first, but with the last pictures of chain buds.

Intellectual game.

A game "Happy Luggage"

Target. Learn to classify objects of one group, select words for a certain sound. Develop mental flexibility.

Short description:

The first player to act is the one with the highest short hair, then its neighbor on the left, then clockwise. Each player has 4 actions:

view any card;

put it in place;

move one without looking card in place of another;

you can only swap 2 cards.

Actions can be combined in different ways, the main thing is that there are no more than 4 of them. Less is possible.

The one who was able to post the last missing one train card, takes this train for himself. The train is a steam locomotive and 4 carriages.

Methodical instructions.

If you're just looking card, she remains lying down face down. If you change cards in places, then they will have to be put pictures up.

Intellectual game.

A game "Read the word"

Target. Develop sound analysis skills and synthesis, skills of correlating sounds with letters, contribute to the formation of smooth, coherent, meaningful reading. Develop attention, memory, logical thinking.

Short description:

At the first stage, the presenter invites children to identify the first sounds in the names of objects depicted on card, then pronounce the highlighted sounds, pausing where the window is empty, and name the resulting word. At the second stage, you can ask the children to read the word on the game board. card, find the missing letter and place the chip with that letter on the empty square. At the third stage, ask the children to find the missing letter and mark it with a chip with the desired letter. And at the last stage, at the leader’s signal, the players pick up chips with letters and place them on the empty window. The team that completes the task first reads the words and becomes the winner.

Intellectual game.

Story «»

Target. Teaching children to speak "thin" voice and low voice. Developing the ability to raise and lower the tone of your voice.

Short description:

The teacher begins to talk, accompanying his speech by showing the corresponding figurines: “Early in the morning we went out for a walk at the dacha. We hear someone subtly beeps: "pee-pee"(pronounces onomatopoeia "thin" voice). We look, this chick is sitting on a tree and squeaking; waiting for his mother to bring him a worm. How thinly does the chick squeak? ( "Peep-pee-pee".) At this time the bird flew in, gave the chick a worm and squeaked: "pee-pee-pee" (says onomatopoeia in a lower voice). How did the mother bird squeak? ( "Peep-pee-pee".)

The bird flew away and we moved on. We hear someone at the fence very thinly screams: "Meow meow meow"(pronounces onomatopoeia "too little" voice). And the kitten jumped out onto the path. How did he meow? (Children reproduce the teacher’s example.) It was he who called the cat's mother. She heard, runs along the path and meows:

"Meow meow meow"(speaks "Meow meow" in a lower voice). How did the cat meow? ( "Meow meow meow".)

And now, children, I’ll show you who came to visit us.” The teacher takes out the cat, shows how it walks along the table, then sits down. “How does a cat meow?” Children, lowering their voices, They say: "Meow meow meow".

Then the teacher takes out a kitten, a bird, a chick, and the children imitate their voices.

Methodical instructions. Make sure that children do not scream, but speak calmly, raising and lowering their voice within the limits accessible to them.

Didactic game is a multifaceted, complex pedagogical phenomenon: she is and game method teaching children preschool age, both the form of training and independent play activities, and a means of comprehensive education of the child’s personality.

"Nature and Man".

Goal: to systematize children’s knowledge about what is created by man and what nature gives to man.

Progress of the game. “What is made by man?” - the teacher asks and hands one of the players an object (or throws a ball). The child responds and passes the ball or object nearby standing child, and so on throughout the circle. After completing the circle, the teacher asks new question: “What is created by nature?” The game is repeated in a new circle; a child who fails to answer goes out of the circle and misses it, but if he comes up with and names a word, he starts the game again.

"Vice versa".

Goal: to develop children's intelligence and quick thinking.

Progress of the game. The teacher names the word, and the children must name the opposite. (Far - close, upper - lower, etc.)

“Name the plant with the right sound.”

Goal: to develop phonemic hearing and quick thinking in children.

Progress of the game. The teacher says: “Come up with plants whose names begin with the sound “A”, “K”, ....”

“Name three things.”

Progress of the game. What objects can be called in one word: flowers, birds, etc.

"Flowers!" – the teacher says and after a short pause throws the ball to the child. He answers: “Chamomile, rose, cornflower.”

“Add a syllable.”

Progress of the game. The teacher names one syllable and throws the ball. The person who catches it must complete it to form a word, for example: ma - ma, kni - ha. The person who completes the word throws the ball to the teacher.

“Say it differently.”

Goal: to teach children to select a synonym - a word that is close in meaning.

Progress of the game. The teacher says that in this game the children will have to remember words that are similar in meaning to the word that he names.

"My Cloud"

Goal: development of imagination, emotional sphere, figurative perception of nature (the game also serves as a relaxation pause).

Progress of the game. Children sit comfortably in a clearing, grass, calm down and close their eyes.

Exercise. Imagine relaxing in a clearing. The voices of birds are heard, the smell of herbs and flowers is heard, clouds float across the sky. You need to choose a cloud in the sky and say what it looks like, talk about it.

“Find a leaf, like on a tree.”

Goal: to teach how to classify plants according to a certain characteristic.

Progress of the game. The teacher divides the group of children into several subgroups. Everyone is invited to take a good look at the leaves on one of the trees, and then find the same ones on the ground. The teacher says: “Let’s see which team finds the right leaves faster.” The children begin their search. Members of each team, having completed the task, gather near the tree whose leaves they were looking for.

The team that gathers near the tree first, or the one that collects the most leaves, wins.

“Finish the sentence.”

Objectives: to teach to understand the causal relationships between phenomena; practice in making the right choice words

Progress of the game. The teacher begins the sentence: “I put on a warm fur coat because...”, “The children put on Panama hats because...”, “It’s snowing heavily because it’s falling...”

"Make no mistake."

Goals: develop quick thinking; consolidate children's knowledge of what they do in different time days.

Progress of the game. The teacher names different parts of the day or the children’s actions. And the children must answer in one word: “We have breakfast”, “We wash our face”, name when this happens.

"It flies - it doesn't fly."

Goal: develop auditory attention.

Progress of the game. The teacher tells the children: “If I name an object that flies, you raise your hand or catch the ball. You need to pay attention because I will raise my hands both when the object is flying and when it is not flying. Whoever makes a mistake will pay with a chip.”

“Who knows more?”

Goal: to develop memory, resourcefulness, intelligence.

Progress of the game. The teacher, holding a glass in his hand, asks what it can be used for. Whoever names the most actions wins.

“Find an object of the same shape.”

Progress of the game. The teacher raises a drawing of a circle, and the children must name as many objects of the same shape as possible.

“Guess what kind of plant it is.”

Goal: describe an object and recognize it by description.

Progress of the game. The teacher invites one child to describe the plant or make a riddle about it. The other children must guess what kind of plant it is.

Goal: teach to compare objects; find signs of difference in them; similarities, recognize objects by description.

Progress of the game. For example: one child makes a guess, and the other children must guess: “Two beetles crawled. One is red with black dots, the other is black...”

“What kind of bird is this?”

Goal: to teach children to describe birds by characteristic features and recognize them by description.

Progress of the game. The teacher appoints a driver who depicts the habits of the bird or describes its characteristic features; other children must guess.

"Guess what's in the bag."

Purpose: to describe the signs perceived by touch.

Progress of the game. The teacher puts vegetables and fruits in a bag. The child must determine by touch what is in his hand and make a riddle about it so that the children can guess what is in the hands of the presenter.

"Get it by youself".

Goal: learn to correctly compose sentences with a given number of words.

Progress of the game. Give to children reference words: autumn, leaf fall, rain, snowflakes. Ask them to come up with sentences of 3-5 words. The first child to make a sentence gets a chip.

“Guess it!”

Goal: to develop the ability to describe an object without looking at it, to identify essential features in it, to recognize an object by description.

Progress of the game. At the teacher’s signal, the child who received the chip stands up and gives a description of any object from memory, and then passes the chip to the person who will guess. Having guessed, the child describes his object, passes the object to the next one, etc.

"Tops and Roots."

Purpose: to exercise in the classification of vegetables (what is edible in them - the root or the fruit on the stem).

Progress of the game. The teacher clarifies with the children what they will call tops and what roots. The teacher names a vegetable, and the children quickly answer what is edible in it.

"Forester".

Purpose: to remind and consolidate the idea of appearance some trees and shrubs, oh components(trunk, leaves, fruits and seeds).

Progress of the game. One “forester” is selected, the rest of the children are his assistants. They came to help him collect seeds for new plantings. “The forester” says: “There are a lot of ... (birch, maple, poplar) growing on my site, let’s collect some seeds.”

He can only describe the tree without naming it. Children look for seeds, collect them and show them to the “forester”. The one who collected the most seeds and made no mistakes wins.

“It happens - it doesn’t happen” with the ball.

Goal: to develop memory, thinking, reaction speed.

The teacher says a phrase and throws the ball, and the children must answer quickly.

Frost in summer... (can not be).

Snow in winter... (It happens).

Frost in summer... (can not be).

Drips in the summer... (can not be).

"What it is?".

Goal: to develop logical thinking, memory, ingenuity.

Progress of the game. The teacher thinks of an object of living or inanimate nature and begins to list its signs, and the children continue. For example: The egg is oval, white, large, hard on top, nutritious, can be found in stores, edible, chicks hatch from it.

“Find out whose sheet it is.”

Goal: learn to recognize plants by leaf.

Progress of the game. During a walk, collect fallen leaves from trees and bushes, show them to the children, offer to find out which tree they come from, and find evidence (similarity) with unfallen leaves of various shapes.

“Tell me without words.”

Goals: to consolidate children’s ideas about autumn changes in nature; develop creative imagination, observation.

Progress of the game. Children in a circle, the teacher invites them to depict autumn weather with facial expressions, hand gestures, and movements.

Show that it has become cold. Children shudder, warm their hands, and put on hats and scarves with gestures.

Show that it is cold rain. They open their umbrellas and turn up their collars.

“Find what I’ll describe.”

Goal: develop the ability to search for a plant by description.

Progress of the game. The teacher describes the plant, naming its most characteristic features. Whoever identifies the plant first gets a chip.

"Guessing riddles."

Goal: expand the stock of nouns in the active dictionary.

Progress of the game. Children are sitting on a bench. The teacher makes riddles about insects. The child who guesses the answer asks the riddle himself. For guessing and making a riddle, he gets one chip each. The one who collects the most chips wins. Children can come up with their own riddle.

“When does this happen?”

Goal: to clarify and deepen knowledge about the seasons.

Progress of the game. The teacher names the seasons and gives the chip to the child. The child names what happens at this time and passes the chip to another. He adds a new definition and passes the chip to the third.

"What's around us?"

Goal: to teach how to divide two- and three-syllable words into parts and pronounce each part of the word.

Progress of the game. On a walk, children look around them for something that has one part in the name (ball, poppy, ball, house, garden), two parts (fence, bushes, flowers, sand, grass), three parts (swing, veranda, birch, car ). For each answer, the child receives a chip, and the winner is determined by their number.

"Tell me what you hear."

Goals: to learn to use complete sentences in answers; develop phrasal speech.

Progress of the game. The teacher invites the children to close their eyes, listen carefully and determine what sounds they heard (the sound of rain, car signals, the rustle of a falling leaf, the conversation of passers-by, etc.). Children must answer full sentence. The one who can name the most sounds heard wins.

“Who am I?”

Purpose: indicate the named plant.

Progress of the game. The teacher quickly points his finger at the plant. The first person to name the plant and its form (tree, shrub, herbaceous plant) gets a point.

"Find a match."

Goal: to develop quick thinking, auditory attention, and intelligence.

Progress of the game. The teacher hands out one sheet of paper to the children and says: “The wind blew. All the leaves have scattered." Hearing these words, the children spin around with pieces of paper in their hands. Then the teacher gives the command: “One, two, three - find a pair!” Everyone should stand next to the tree whose leaf they hold in their hands.”

“Correct the mistake.”

Goal: to teach to understand the meaning of a sentence.

Progress of the game. The teacher tells the children: “I will read you sentences. But there are mistakes in them, you must correct them. Listen carefully:

The goat brought food to the girl.

The ball plays with Sasha.

The road goes by car.

Gena broke a ball with glass, etc.

“Remember different words.”

Goals: continue to teach listening to the sound of words; to train children in independently naming words and clearly pronouncing the sounds in them.

Progress of the game. Children stand in a circle. Each child must remember a word and say it to the next one, as if to convey it, the next one says the same one word, turning to the third child. In turn, all children must say one word. After 3 laps the game stops. The one who was unable to quickly name the word or repeated what was already named leaves the circle.

Rules of the game. You cannot repeat the same word twice.

"Stop! Wand, stop."

Goals: continue to teach listening to the sound of words; practice independently naming words and clearly pronouncing the sounds in them.

Progress of the game. Children stand in a circle, the teacher is in the center. The teacher says that they will describe the animal and each child must say something about it. For example: the teacher says: “Bear” and passes the stick to the child, he says: “Brown” and passes the stick to the next one. Anyone who cannot tell is out of the game.

"Who lives where?".

Goal: to consolidate the ability to group plants according to their structure (trees, shrubs).

Progress of the game. The children will be “squirrels” and “bunnies”, and one (the driver) will be a “fox”. “Squirrels” hide behind trees, and “bunnies” hide behind bushes. "Bunnies" and "squirrels" are running around the clearing. At the signal “Danger, fox!” “squirrels” run to the tree, “hares” - to the bushes. Those who completed the task incorrectly are caught by the “fox”.

“Name the bird with the right sound.”

Goal: to develop phonemic hearing and quick thinking.

Progress of the game. The teacher says: “Come up with birds whose names contain letters A, K,…»

Whoever names the most wins.

“The third wheel” (birds).

Goal: to consolidate children's knowledge about the diversity of birds.

Progress of the game. The teacher tells the children: “You already know that birds can be migratory and wintering. Now I will name the birds alternately, whoever hears the mistake must clap his hands.”

"Birds (animals, fish)."

Goal: to consolidate the ability to classify and name animals, birds, fish.

Progress of the game. Children stand in a circle, the leader names a bird (fish, animal, tree, flowers) and passes a small ball to a neighbor, who names the next bird, etc. Whoever cannot answer leaves the circle.

“Who needs what?”

Objectives: to practice classifying objects; develop the ability to name objects, necessary for people a certain profession.

Progress of the game. The teacher suggests remembering what people of different professions need to work. He names a profession, and the children answer what is needed to work in this field. And in the second part of the game, the teacher names the object, and the children say what profession it might be useful for.

"Which? Which? which?".

Objectives: to teach how to select definitions that correspond to a given example or phenomenon; activate previously learned words.

Progress of the game. The teacher names a word, and the players take turns naming as many signs as possible that correspond to the given subject.

Squirrel - red-haired, nimble, big, small, beautiful...

Coat – warm, winter, new, old...

Mother - kind, affectionate, gentle, beloved, dear...

House - wooden, stone, new, panel...

“Where can I do what?”

Goal: to activate in speech verbs used in a certain situation.

Progress of the game. The teacher asks questions, the children answer them. Game in the form of competition.

– What can you do in the forest? (Walk, pick mushrooms, berries, hunt, listen to birdsong, relax.)

-What are they doing in the hospital?

– What can you do on the river?

"What season?".

Objectives: teach listening to poetic text; cultivate aesthetic emotions and experiences; consolidate knowledge about the months of each season and the main features of different seasons.

Progress of the game. The teacher, addressing the children, says that the writer and poets in poems sing of the beauty of nature at different times of the year, then reads the poem, and the children must highlight the signs of the season.

“What happens?”

Objectives: to learn to classify objects by color, shape, quality, material; compare, contrast, select as many items as possible that fit this definition.

Progress of the game. Let's tell you what is green - cucumber, crocodile, leaf, apple, dress, Christmas tree...

Wide – river, road, ribbon, street... etc.

The one who names the most words wins; for each correctly said word the child receives a chip.

"Search."

Goal: to learn to use adjectives correctly in speech, coordinating them with nouns.

Progress of the game. Children should see around them, within 10–15 seconds, as many objects as possible of the same color, or the same shape, or from the same material. At the teacher’s signal, one begins to list, the others complement it. The one who correctly names the most items wins.

“Who can come up with more words?”

Goals: activate vocabulary; expand your horizons.

Progress of the game. The teacher names a sound and asks the children to come up with words on a specific topic (for example, “Autumn”) in which this sound occurs. Children form a circle. One of the players throws the ball to someone. The one who catches it must say the word with the conditional sound. Anyone who does not come up with a word or repeats something already said by someone misses a turn.

“Come up with another word.”

Goal: expand children's vocabulary.

Progress of the game. The teacher says that you can come up with another similar word from one word, for example: milk bottle - milk bottle.

Cranberry jelly – cranberry jelly.

Vegetable soup – vegetable soup.

Mashed potatoes - mashed potatoes.

“Who will remember more?”

Goal: enrich the vocabulary with verbs denoting the actions of the process.

Progress of the game. Carlson asks the children to look at the pictures and talk about what they saw.

Blizzard - sweeps, storms, storms.

Rain -

Crow -

“What did I say?”

Goal: to learn to distinguish several meanings in a word, compare these meanings, find common and different things in them.

Progress of the game. The teacher says that there are words that are close, there are words that are opposite in meaning, and there are words that are used often and used to name many different objects.

The teacher names the word, the children list its meanings.

Head – head of a child, doll, onion, garlic.

Needle – at the syringe, at the Christmas tree, at the pine tree, at the sewing room, at the hedgehog...

Nose - from a person, a steamship, an airplane, a teapot...

Eyelet, leg, handle, zipper, neck, wing, etc.

“How can I say it differently?”

Goal: to train children in naming one of the synonyms.

Progress of the game. How can you say the same thing, but in one word?

Heavy rain - shower.

Strong wind - Hurricane.

Heatwave - heat.

Lying boy - liar.

Cowardly hare - coward.

Strong man - strongman…. etc.

51 “What does this mean?”

Goal: learn to combine words according to meaning, understand direct and figurative meaning words

Progress of the game. Is it possible to say that? How do you understand this expression?

Fresh breeze - chill.

Fresh fish - recently caught, unspoiled.

Fresh shirt - clean, ironed, washed.

Fresh newspaper - new, just purchased.

Fresh paint - not dried out.

Fresh head - rested.

Deaf old man - the one who doesn't hear anything.

Dead night - quiet, deserted, dark.

The dull barking of dogs - distant, hard to hear.

“How many items?”

Goals: teach subject counting; develop quantitative concepts; understand and name numerals.

Progress of the game. Children are given the task: to find on the street and name objects that are found one at a time. After completing, find 2, 3.

The task can be changed like this: find as many identical objects as possible.

"Yesterday Today Tomorrow".

Goal: to teach how to use adverbs of time correctly.

Progress of the game. Children stand in a circle. The teacher says a short phrase, for example: “We sculpted...” - and throws the ball to the child. The person who caught him finishes the sentence, as if answering a question. When:"Yesterday".

"Who are you?".

Progress of the game. The teacher comes up with a story in which all children get roles. The children stand in a circle, and the teacher begins the story, and when his character is mentioned, the child must stand up and bow. Children must be very attentive and monitor not only their role, but also the roles of their neighbors. Whoever sleeps through his role twice leaves the game.

“Don’t yawn” (wintering and migratory birds).

Goal: to develop children’s auditory attention and speed of reaction to words.

Progress of the game. The teacher gives all the children the names of migratory birds and asks them to watch him carefully. As soon as their name is announced, they must stand up and clap their hands; whoever missed their name leaves the game.

"And I".

Goal: to develop intelligence, endurance, sense of humor.

Progress of the game. The teacher tells the children that he will tell a story. When he stops, the children should say: “And I,” if these words make sense. If they do not make sense, then there is no need to say them. One day I'm going to the river... (and I).

I pick flowers and berries...

On the way I come across a mother hen with chicks...

They peck the grains...

Walking on the green grass...

Suddenly a kite flew in.

The chickens and the hen got scared...

And they ran away...

Once children understand the rules of the game, they will be able to make up their own short stories.

“Complete the sentence.”

Goal: to develop speech activity and quick thinking.

Progress of the game. The teacher says a few words of the sentence, and the children must add new words to it to make a complete sentence, for example: “Mom bought...”. “...Books, notebooks, briefcase,” the children continue.

"Where was I?"

Purpose: to form shapes accusative case plural animate nouns.

Progress of the game. Guess, guys, where I was? I saw jellyfish seahorses, sharks Where was I? (On the sea.)

Now, tell me riddles about where you have been. Tell us who you saw. You just need to say who you saw in large quantities. The main thing in this game is not guessing, but making a mystery.

“Is this true or not?”

Goal: find inaccuracies in the text.

Progress of the game. The teacher says: “Listen carefully to the poem. Who will notice more fables, what does not happen in reality.”

It's a warm spring now, the grapes are ripe here.

A horned horse jumps in the snow in a summer meadow.

In late autumn, the bear likes to sit in the river.

And in winter, among the branches, “Ga-ga-ga” the nightingale sang.

Quickly give me the answer: is it true or not?

Children find inaccuracies and replace words and sentences to get it right.

“Find the opposite word.”

Goal: select words with opposite meanings in tasks of different types.

Progress of the game. The teacher invites the children to answer the questions: “If the soup is not hot, then what is it?”, “If the room is not light, then how?”, “If the knife is not sharp, then it is...”, “If the bag is not light, then she...", etc.

“We need to say it differently.”

Goal: select words that are close in meaning to the phrase.

Progress of the game. The teacher says: “One boy had Bad mood. What words can you use to describe him? I came up with the word "sad." Let's try replacing words in other sentences."

- It is raining - It's pouring.

– The boy is walking – walking.

- Fresh air - fresh.

“Who will find the short word?”

Progress of the game. The teacher tells the children that they can find out whether a word is long or short, step by step. He says, “Soup,” and walks at the same time. The teacher says that there was only one step, since this a short word. Children line up along a line, and one by one they begin to say words and take steps. Whoever pronounces it incorrectly leaves the game.

“Speak, don’t delay.”

"Guess the word."

Goal: to develop speech activity.

Progress of the game. The teacher explains the rules of the game: the leader thinks of a word, but says only the first syllable: “Li-”. Children select words: fox, lily, linden, etc. etc.

As soon as someone guesses correctly, he becomes the leader and the game starts all over again.

“Speak, don’t delay.”

Goal: to develop speech activity and vocabulary.

Progress of the game. Children stand in a circle. One of them is the first to say the word in parts, standing nearby must say a word beginning with the last syllable of the word just spoken. For example: va-za, za-rya, rya-bi-na, etc. Children who made a mistake or could not name the word stand in a circle.

“Knock and knock, find the word, dear friend.”

Goal: to consolidate the acquired skills of isolating syllables.

Progress of the game. Children stand in a circle, the teacher is in the middle. He has a tambourine in his hands. The teacher hits the tambourine 2 times, the children must name plants (animals) whose names have 2 syllables, then hits 3 times (animals with three syllables, etc.).

"Journey".

Goal: find the way by the names of familiar plants and other natural objects.

Progress of the game. The teacher selects one or two leaders, who, based on noticeable landmarks (trees, shrubs, flower beds with certain plants), determine the path along which all children should go to the hidden toy.

“What else are they talking about?”

Goals: to consolidate and clarify the meaning of polysemantic words; cultivate a sensitive attitude to the compatibility of words in meaning.

Progress of the game. Tell Carlson what else you can say this about:

It's raining - snow, winter, boy, dog, smoke.

Plays – girl, radio.

Bitter - pepper, medicine.

"Not really".

Goal: teach to think, ask questions logically; make correct conclusions.

Progress of the game. One child (the driver) steps aside. The teacher and the children choose an animal, for example a cat.

Driver. Is this a bird?

Children. No.

Driver. Is this a beast?

Driver. Is the beast wild?

Children. No.

Driver. Does he meow?

"Hunter".

Purpose: to exercise the ability to classify and name animals, fish, birds, etc.

Progress of the game. Children stand in front of the line, at the end of the section there is a chair. These are “forest”, “lake”, “pond”. One of the players, the “hunter,” goes here. Standing still, he says the following words: “I’m going into the forest to hunt. I will hunt..." Here he takes a step forward and says: "...Zaitsev", takes a second step... At each step the child names one animal. We can't repeat ourselves. The winner is the one who reaches specified location first or went further.

“Name three things.”

Purpose: to train children in classifying objects.

Progress of the game. The teacher says: “Boots,” and throws the ball to the child, who must answer that these are clothes, shoes, a hat, etc.

“Find an object of the same shape” (2nd option).

Purpose: to clarify the idea of ​​the shape of objects.

Progress of the game. The teacher or one of the players names objects of living or inanimate nature and asks to name the geometric figure that this object resembles. For example: a mountain is a triangle, an earthworm is a curve, etc.

“Guess what’s in the bag” (2nd option).

Purpose: to describe the characteristics of objects perceived by touch.

Progress of the game. The child uses two phrases to describe the object taken in the bag, and the playing children must determine what the child felt in the bag.

“What kind of bird is this?” (2nd option).

Goal: to learn to describe birds by their characteristic features, habits and to recognize them by description.

Progress of the game. The presenter names one bright sign of a bird, and the children must guess from it what kind of bird it is. For example: a bird loves lard (titmouse), a bird has a red beret (woodpecker), etc.

“Riddle, we will guess.”

Objectives: to clarify and expand knowledge about trees and shrubs; name their signs, describe and find them by description.

Progress of the game. Children describe any plant in the following order: shape, number of trunks, height, color. The driver should recognize the plant from the description. The child who guessed and guessed gets the chips.

If the child remembers or comes up with his own riddle, he receives additional chips.

“What kind of insect is this?”

Objectives: to clarify and expand ideas about the life of insects; describe insects by characteristic features; bring up caring attitude to nature.

Progress of the game. Children are divided into 2 subgroups. Children of one subgroup describe an insect, and the other have to guess what it is.

“Do you remember these verses?”

Goal: to develop children's speech.

Progress of the game. The teacher reads excerpts from poems familiar to the children. Children must pronounce the missing words. For example:

Where did the sparrow have lunch?

At the zoo... (animals).

Don't stand too close:

I … (tiger cub), but not … (pussy).

Wind across the sea... (walks)

AND … (ship) customizes. etc.

“Tell me, what do you hear?”

Goal: develop phrasal speech.

Progress of the game. The teacher invites the children to close their eyes, listen carefully and determine what sounds they heard (the chirping of birds, car signals, the rustle of a falling leaf, the conversation of hallways, etc.).

Rules of the game. Children must answer in a complete sentence.

What is happening in nature?

Goal: to consolidate the ability to use verbs in speech, to coordinate words in a sentence.

Progress of the game. An adult, throwing a ball to a child, asks a question, and the child, returning the ball, must answer behind this question. It is advisable to play the game on a topic.

Example: “Spring” theme.

Adult. What is the sun doing? Children. It shines and warms.

What are the streams doing? They are running and murmuring.

What does snow do? It's getting dark and melting.

What are the birds doing? They fly in and sing.

What does Kapel do? It's ringing.

"Good bad".

Goal: to continue to consolidate knowledge about the rules of behavior in nature.

Progress of the game. The teacher shows the children icons of the rules of behavior in nature, the children must tell as fully as possible about what is depicted there, what can and cannot be done and why.

“Who knows, let him continue.”

Goal: to develop the ability to generalize and classify.

Progress of the game. The teacher names generalizing words, and the children name a specific concept.

Educator. An insect is...

Children. Fly, mosquito...

“Who will remember more?”

Goal: to enrich children's vocabulary with verbs denoting the actions of the process.

Progress of the game. Carlson asks to look at the pictures and tell what actions are being performed there.

Blizzard - sweeps, storms, storms.

Rain - pours, drizzles, drips, drips, begins, gushes...

Crow - flies, croaks, sits, eats, drinks, sits down... etc.

“What’s extra?” (1st option).

Progress of the game. The teacher names four signs of different seasons:

Birds fly south.

Snowdrops bloomed.

The leaves on the trees turned yellow.

The harvest is underway.

Children listen carefully, name the extra sign, and explain why it is extra.

“What’s extra?” (2nd option).

Goals: develop auditory attention; consolidate knowledge of the signs of different seasons.

Progress of the game. The teacher names four signs of weather at different times of the year:

It's snowing (the children put on fur coats).

Cloudy (children took umbrellas).

It's pouring, cold rain (the children are sitting in a group).

The hot sun is shining (the children put on hats, shorts and T-shirts).

Children listen carefully, name the extra sign, explain why it is extra, and say what time of year it belongs to.

"Flowers Shop"

Goal: to learn to group plants according to their place of growth and describe their appearance.

Progress of the game. Children play the roles of sellers and buyers. To buy, you need to describe the plant you have chosen, but not name it, just say where it grows. The “seller” must guess what kind of flower it is, name it and the department in which it is located (field, garden, indoor), then issue a “purchase”.

“Name an animal, an insect with the right sound.”

Goal: to develop phonemic hearing and quick thinking.

Progress of the game. The teacher suggests: come up with insects whose names contain letters A, K.

Whoever names the most wins.

"What I saw in the forest."

Purpose: to exercise the ability to classify and name animals, fish, birds, insects, etc.

Progress of the game. Children stand in front of the line, at the end of the section there is a chair. These are “forest”, “lake”, “pond”. The “traveler” - one of the players - goes here. Standing still, he says the following words: “I’m walking through the forest and I see...” Here he takes a step forward and says: “... a hare.” With each step, the child names one animal. We can't repeat ourselves. The second child goes and names insects, the third birds, etc. The winner is the one who reached the chair first or went further.

“Who likes what?”

Goal: to clarify knowledge about what individual insects eat.

Progress of the game. Children stand in a circle. The teacher throws a ball to the child and names the insect, the child must say what it eats.

“Name three birds.”

Purpose: to train children in classifying birds.

Progress of the game. The teacher names birds for the children. “Birds are migratory,” says the teacher and, after a short pause, throws the ball to the child. He answers: “Swallow, swift, lark.” “Wintering birds”... “Birds of the forest”...

“Where does it grow?”

Objectives: to teach to understand the processes occurring in nature; give an idea of ​​the meaning of plants; show the dependence of all life on earth on the state of the vegetation cover.

Progress of the game. The teacher names different plants and shrubs, and the children choose only those that grow on the site kindergarten. If they grow up on the site, the children clap their hands or jump in one place (you can choose any movement), if not, the children are silent. (Apple tree, pear, raspberry, mimosa, spruce, saxaul, sea buckthorn, birch, cherry, orange, linden, maple, baobab, tangerine.)

If the children did it successfully, they can list the trees faster: plum, aspen, chestnut, coffee, rowan, plane tree, oak, cypress, pine, cherry plum, poplar.

At the end of the game, they sum up who named the most trees.

“Repeat one after another.”

Goal: to develop attention and memory.

Progress of the game. The player names any word (animal, insect, bird). The second one repeats the named word and adds his own. The one who makes a mistake is out of the game.

“The third wheel” (insects).

Goal: to consolidate children's knowledge about the diversity of insects

Progress of the game. The teacher tells the children: “You already know who insects are. I will now name insects and other living creatures interspersed, whoever hears a mistake must clap his hands.”

One of the most difficult sections of mathematics for children of senior preschool age is the section “Color, shape, size.” And this is no coincidence, since Children of this age have not yet developed abstract thinking , they find it difficult to isolate or extract only one of the features without paying attention to the others, for example, highlighting color without noticing shape or size, or highlighting only shape without paying attention to size and color. Children preparatory groups, often answering the question: “What is the shape of this figure?” may answer: “Red or large.”

One more I believe that the reason for the lack of understanding of this topic is the small amount of time devoted educational program to this section. I propose to fill this gap with the help of games and game exercises, some of which are original and adapted. All game exercises and games for the development of logic are a specially built system in which each game builds on the previous one and prepares the next one. The sequence of games is built on the basis of a system for the development of logical thinking techniques, starting with analysis and synthesis, ending with classification.

Taking into account the age capabilities of five- and six-year-old children, each action is practiced in a material and materialized manner. At the first stages, children are included in practical activities with a set of colored geometric shapes (24 pieces: four shapes (round, triangular, square, pentagonal), three colors (red, yellow, green) and two sizes (large and small)).

On the materialized plane, children become acquainted with modeling activities, including coding (designation) of features: color, shape, size and decoding - transfer to real figures. Such activity allows you to separate these signs from each other in the minds of children, compare figures according to only one selected sign, helps to materialize the comparison action algorithm, which contributes to the formation of the foundations in children logical thinking necessary for successful schooling.

Logical operations: analysis, synthesis, comparison, generalization, classification act not only as mental actions, but also as techniques that determine the path of mastering any concept. A child, playing such games to develop logic, receives the tools necessary to, with the help of his own mental actions, identify features not only in geometric figures, but also in other objects and phenomena. Therefore, many games can and should be played on other materials, studying topics such as: “Dishes”, “Furniture”, “Transport”, “Plants”, “Animals” and so on.

Game NAME THE CITY STREETS

Target:

• generalize children's knowledge about known features: color, shape, size;
• introduce children to a new activity - modeling.

Equipment:
­

• applique of the main city;
• colored markers;
• signs: “Color”, “Shape”, “Size”.

The teacher shows main city countries Geometry, made using applique:

— This city is still very young. All the figures in this city settled along the streets, but did not have time to give them names. Let's help them. I wonder what you can call the first street going from top to bottom?
- Triangular.
- Why did you call her that?
- Because only triangles live on it.
- Form.
-What shape do they have?
- Triangular.
— What can you draw on the sign of this street?
- Triangle.
- Right!

The teacher draws a triangle on the top of the sign. The same work is carried out for all other streets going from top to bottom.

- What should we call this street? (Shows the upper street going from left to right.)
- Red.
- Why did you call her that?
- Because all the figures on this street are red.
- How are all these figures similar?
- Color.
— What should we draw on the sign?

The children are a little confused, but then they realize that they need to draw a shapeless red spot. All remaining streets are dealt with in the same way.

- Now tell me, what are all these figures? (Shows all the small figures.)
- Small ones.
- And the rest?
- Big ones.
- How are they different?
- Size.
- And so let’s remember once again how all the figures living in this city differ.
- By shape, color and size.

Three signs are hung up, and the children try to explain themselves why these particular icons are depicted on these signs:

Game GUESS THE FIGURE BY THE RIDDLE

Target:

• development of analytical and synthetic activity based on the ability to characterize a figure using known characteristics and find a figure based on its characteristics.

1 option– an application from the previous game is used to develop logic.

The teacher, using the “color”, “shape”, “size” signs and the application from the previous lesson, makes a riddle about one of the residents of this city. For example: “This figure is round in shape, red in color, and large in size.” Children guess the riddle and show it. After which the children make and guess riddles themselves.

Option 2– a set of colored figures is used (for each child).

The child selects any figure from the set with his eyes and, using the signs “COLOR”, “SHAPE”, “SIZE”, composes a story about it. For example: “My figure is pentagonal in shape, green in color, and small in size.” Everyone else must select the desired figure from their set and, at the teacher’s command (on the count of “One-two-three”), show it. The child who composed the story checks.

Game PUT A FIGURE ON YOUR FLOOR

Target:

• improving the ability to perform analysis and synthesis.

Equipment:

• home applique,
• a bag with some figures from the set.

Before the game, you need to carefully look at the house and find out how the figures settled. What figures live on the first floor, on the second and on the third? Red figures settled on the first floor, triangular ones on the second, and small ones on the third. The children's task is to inhabit the house with the figure they pull out of the bag.

Before moving it in, the child must tell which floor his figure can live on and why. For example, if a child draws out a small red square, then he should have the following story: “My figure can live on the third floor, because it is small, and on the first floor, because it is red.”

Game GEOMETRIC DOMINOS

Target:

• teach how to find a similar figure based on any characteristic.

Handout:

• cards with all colored geometric shapes (24 pcs.).

1 option- children sit at the same table. All cards are distributed to children. The children’s task is to lay out their cards one by one, naming how their figure is similar to the last one. Only in this case can the child present his card. Whoever lays out all the pieces first wins.

Option 2- a sign by which children must show their figure only one, and it changes all the time. For example, first you need to lay out a figure that is similar in color. The next player must lay out a figure similar in shape, the next one in size, and again in color, shape and size.

Game exercise WRITE A LETTER OF INSTRUCTIONS

Target:

• introduce children to the element of modeling action - coding the features of geometric shapes.

Equipment:

• house applique,
• sheets with a table for the number of children.

- Guys, today we will write a letter of instruction for the children of another group. What is a letter, you know, and what is an instruction? This is a letter that tells you how to assemble or do something correctly. Today we will write instructions on how to make such an application.

Children tell what shapes and in what order they need to be glued.

“We just have to write it all down.” But the problem is that the children of this group cannot read, so we will encrypt this letter using a table.

The teacher works on the board, and the children work on pieces of paper.

— Tell me, what should children consider before cutting out these shapes? (Color, shape and size.) Then let's agree that in the first column we will indicate the color, and so as not to forget, we will draw an icon. In the second column we will indicate the shape, we will draw an icon for the shape, and in the third column we will indicate the size - we will draw a size icon. We will designate everything small as a small house, and everything big as a big house.

- Let's encrypt in order all the figures that need to be cut out and pasted.

Children, together with the teacher, encrypt all the figures except the last one. Children encrypt the last figure on their own. As a result, the children end up with a letter of instruction like this.

Game exercise COMPARE TWO FIGURES

Target:

• bring children to the need to highlight the basis of comparison when comparing two figures;
• introduce children to the comparison algorithm.

Equipment:

• cards with signs of geometric shapes,
• a set of colored figures according to the number of children.

— Guys, one week ago, an argument arose between two boys. One boy said that these two figures were the same, and the other said they were different. (Shows two circles that differ in color.) Which one do you think is right?
- Both are right, since they are the same in shape and size, but different in color.
- So what will determine the correctness of the answer? ... Probably, on what basis will we compare them? Now I will show you two more figures. Tell me, how are these figures similar and how are they different? (Cards with signs of figures hang on the board.)

Working with a set of colored shapes:

- Show two figures that are similar only in color; only form; only in size.
— Show the two most dissimilar figures.
- Choose any two figures from the set and write a story about them, that is, tell how they differ and how they are similar.

Game PATH OF FIGURES

Target:

• improving the comparison action.

Handout:

• cardboard islands,
• models of three heroes,
• sets of colored geometric shapes according to the number of children.

The game takes place on the carpet. The carpet is a big swamp. The children's task is to help any three heroes get across this swamp. There are islands in the middle of the swamp. Children, laying out a path between islands of colored geometric shapes, help each hero individually.

For the first character, you need to lay out the path so that the neighboring figures are necessarily different in color. Before the hero walks along the path, the teacher or one of the children checks whether the path has been laid out correctly. For the second hero, neighboring figures should differ in color and shape, and for the third – in color, shape and size.

Game RECOGNIZE THE FIGURE

Target:

• improvement of action analysis and synthesis;
• formation of the concept of the negation of a certain attribute.

Handout:

• set of colored geometric shapes,
• three cards (on one side - plus, on the other - minus).

- First you need to remember the first question. Is the figure a circle?

So that the children do not forget the question, a circle is drawn on the board. What could be the answer? "Yes or no".

- You will show the answer “yes” with a card with a “+” sign, and the answer “no” with a “-” sign. Now I will show you the figure, and you will answer this question using the card.
- And now, on the contrary, I will answer this question myself, and you will show a figure that is suitable for this answer.

The teacher draws a “plus” and then a “minus” on the board.

— Now the game is complicated by the second question. Is the figure red? (A red spot is drawn on the board.) And now you will need to answer two questions at once - with two cards, laying them out on the desk.

The principle of the game is the same: first, the children are shown a figure, they, in turn, answer two questions using cards, then the teacher draws codes for different answers (+-; ++; +-; —), and the children show the desired figure.

The game is then made more difficult by the third question: “Is the piece large?”

Possible codes: (+++) (++-) (+—) (+-+) (—) (-+-).

Game exercise WHAT IS EXTRA?

Target:

• development of analytical and synthetic activity based on the ability to make generalizations.

In all three options Children must not only find the extra figure, but also answer two questions:

- Why is she superfluous?
- How is this figure different from all the others?

Game "YES-NO-KA"

Target:

• development of analytical and synthetic activity based on the exclusion method and the ability to classify geometric shapes.

Before playing, children must answer two questions:

— What two groups can all these figures be divided into?
— How are these two groups different?

Progress of the game.

Children make a wish for any of the figures. Leading with everything three questions I have to guess it. You can answer questions with only two words - “yes” or “no”.

The guessing algorithm is set by the teacher, reasoning out loud. For example, the children wished for a big red triangle.

- First I’ll try to guess the color of this figure. Is this figure blue?
- No.
- So it's red. I'll try to guess the shape. Is this shape triangular?
- Yes.
- These can be two red triangles, differing in size. Is this figure small?
- No.
- So it's a big red triangle.

Game task WHICH SENTENCE IS CORRECT?

Target:

• learn the meaning of logical words: “all” and “some”, which form the basis for establishing the correct relationships between the content and volume of classes.

- Look at the picture and say which sentences are correct and which are incorrect.
(As feedback You can use head or hand gestures.)
— All squares are blue. Right!
— All circles are red. Wrong!

Game PUM-PUM

Number of participants: 6-7 people.

Handout: set of colored geometric shapes

• 2 squares: one large yellow, the other small red;
• 2 pentagons: large red, small yellow;
• 2 triangles: large yellow and small red

The children sit in a circle. All children are given figures. It is better to place the figures in front of the children. The driver leaves the room (if 7 people are playing, then this is a child without a figure, and if there are 6, then he gives his figure to the teacher). The rest at this time wish for some property, which will be the so-called “pum-pum”.

For example: all yellow figures. The driver, approaching each of the children, asks: “Do you have a “pum-pum”?” If his piece is yellow, then he answers: “Yes,” and if it is not yellow, then “No.” After listening to each person who answered this question, the presenter must guess which property is that “pum-pum”. After which the other player becomes the driver.

Game TEREMOK

Rules of the game:

Children are given various object pictures. One of the children moves into the tower first, and the rest must move in with him. Everyone who comes to the tower can get there only if he says how his object is similar to the object that was first inhabited. Key words are the words: “Knock, knock.” Who lives in the little house? The one who calls common feature- moves into the tower.

For example, the first one chose a car.

- Knock Knock. Who lives in the tower?
- It's me, the machine.
- And I’m a table. Let me live with you?
“I’ll let you in if you tell me how you’re like me.”

- I am like you in that I serve people (I hold various items on yourself, dishes, and you also serve people, as you transport them or cargo). You are iron, I can be iron too. You, the car, live in a garage house, and I live in a house (in a room). You have four wheels, and I have four legs. The car can drive and I can drive because I can have wheels.