Triz and educational technologies. Game "Living Words"

1. “Curly tables”.

Draw geometric shapes in several rows on a sheet of paper (any order, arbitrary). These can be circles, triangles, flags, squares, etc.

Task: at a signal, the baby must find, for example, triangles, flags and squares. Place a dash in the triangle, a plus sign (cross) in the square, and draw a large dot in the middle of the flag.

2. “Digital table”.

This task is for children who can count within 25-30. Draw a table of 5#5 squares, in each one place the numbers from 1 to 25 in a random (chaotic) order. The task for the child is to find and show all the numbers in order as quickly as possible.

3. “Name your neighbors.”

You can play with a ball. Throw the ball to the child and call any number within the limits known to the child. The child must quickly name the “neighbors” of the number (previous and subsequent numbers). Now he throws the ball back and names his number, now you need to name the “neighbors”. Once the game is mastered, you can make the task more difficult. In response to the number named by the child, you are “wrong,” and the child must listen carefully and correct your incorrect answers.

4. “The ball is a fixer.”

Throw the ball to the child and say inconsistent words. The kid catches the ball and says the correct phrase from these words (older children can be given the task of making a sentence). Correction can be played either one on one or with a group of children. Possible options:

Cat - scratch; doctor - to treat; rain - pour; dog - walk; telephone - call; girl - cry; book - read; ball - drop; hairdresser - cut; knife - cut; football players - play; mouse - rustle; glass - break; paints - to draw; tree - grow; headache - pain; TV - show; pencil - sharpen; tailor - sew; student - answer, etc.

5. “Stomp and clap.”

Say correct and incorrect phrases. If they are correct, the baby claps, if they are incorrect, he stomps. For example: " The cat flies”, “The cow gives milk”, “The grass is blue”, “It snows in winter”, “The dog is smaller than the ant”, etc.

6. “Three tasks.”

The child responds to the command “Freeze!” stands in the middle of the room in any comfortable position. You give him three tasks that he must remember and complete. Warn that tasks must be completed exactly in the order in which they were named. You can start when you command: “One, two, three!” You come up with tasks yourself, for example:

• - Tap your left foot twice.
• - Name any item of clothing.
• - Stand near objects made of glass.

• - Clap your hands as many times as you are old.
• - Raise your right hand and jump three times.
• - Stand next to a piece of furniture whose name begins with the sound “S”.

Later, when the baby gets used to it, the tasks can be made more complicated (“Four tasks”, “Five tasks”). You can play with friends - a good training not only for communication, but also for attention.

7. “We know professions!”

This is one of the options for playing for attention. Instead of professions, you can give the task not to miss “plant”, “animal”, “types of transport” - any words of a certain group. You say the words. When the baby hears “the right thing,” he jumps, or raises his hands, or claps - you can agree on the rules. You can play with one child or with a group of children.

8. “How much time will you have?”

While you count to thirty, the baby must find and name as many objects as possible, the names of which, for example, have two syllables.

Other game options:

• - name all objects starting with a letter;
• - name all the objects of a certain color;
• - name all objects of a certain shape;
• - name all the objects of a certain size...

Another version of the same game: ask the baby to look around carefully, then let him close his eyes. And then you will give the task. Not only attention will work here, but also memory.

That is, according to one rules, you can play at least ten games. You can play indoors or outdoors, with just one child or with a group.

9. “Listen!”

These are games for developing auditory attention. They can also be played with one child or with a group of children. Such games are good for developing the ability to hear speech and focus on sounds.

• - Listen carefully to what is happening outside the door (outside the window). In a minute, try to talk about all the sounds.
• - Close your eyes and try to guess what object makes the sound. (You can use both toys and ordinary objects, ring a bell, knock a spoon on a spoon, rustle with a newspaper, etc.
• - complete the task, which I will say in a whisper (from a distance of two or three meters): “Pick up the doll”, “Bring the train”, “Put the bear on the sofa”, etc.
• 10. "We'll listen to the clapping"

Before the game, agree with your child on the rules. For example, if you clap your hands once, the baby should walk around the room like a soldier. If you hear two claps, immediately freeze on one leg and spread your arms to the sides. Three claps mean a quick squat, and four claps mean you jump. If you clap out of order, the baby’s task is to listen carefully, count the claps and follow the rules.

11. “Where is the bug crawling?”

Draw a square on a piece of paper and divide it into cells. For very young children, 9 squares are enough (as for playing tic-tac-toe), for those who are older - 16 squares. When a child plays for the first time, you can give him a “bug” (a colored circle, a small toy from Kinder Surprise, a small picture of a bug or fly). Say: “Now we will play. Our little insect crawls across the field, but moves only on command. It can move up, down, right or left. I will say the move, and you will help the bug crawl. After that, you dictate the moves, for example: 1 square up, 1 square to the right, etc. As soon as the child understands the game, remove the “bug model” and continue playing without it. Change the rules a little, say that the “invisible” bug will move “mentally”, you cannot move your finger over the cells or draw. Show which cell the game starts from and dictate the moves again. Finally, ask: “Where did the bug stop? Which cell did she crawl to?”

When the child masters the game, the number of cells in the square field can be increased to 24 or 36, and the moves can be made more complicated, for example: 3 cells to the right, 2 cells diagonally to the left and up, etc. This game will help your child get used to mental orientation by cells.

12. “What did I wish for?”

You can play with surrounding objects and with pictures in any book. For example, ask your child to carefully look around and name what you wished for based on the description: “This object is large, brown, wooden” (cabinet). Such tasks can be given to the child anywhere - be it in the house, on the street, or in line at the clinic. The “reverse” option is also possible: the child makes a guess, names the characteristics of the object, and you guess.

A selection of didactic games on speech development for the younger group
What kind of item?
Goal: learn to name an object and describe it.
Move.
The child takes out an object, a toy, from a wonderful bag and names it (it’s a ball). First, the teacher describes the toy: “It’s round, blue, with a yellow stripe, etc.”
Guess the toy
Goal: to develop in children the ability to find an object, focusing on its main features and description.
Move.
3-4 familiar toys are put on display. The teacher says: he will outline the toy, and the task of the players is to listen and name this object.
Note: 1-2 signs are indicated first. If children find it difficult 3-4.
Who will see and name more
Goal: to learn to designate parts and signs of the appearance of a toy with words and actions.
Move.
Educator: Our guest is the doll Olya. Olya loves to be praised and people pay attention to her clothes. Let's give the doll pleasure, describe her dress, shoes, socks.
Magpie
Goal: to correlate the verb with the action it denotes and with the subject who performed this action.
Materials: needles, glasses, soap, bell, brush, iron. Brush, broom, toy - Magpie bird.
Move.
Educator: While you were at home, a magpie flew into the kindergarten and collected various things in its bag. Let's see what she took
(The teacher lays out the items)
What follows is a dialogue between the children and the magpie:
Children:
Magpie, forty
Give us the soap
Magpie:
I won't give, I won't give
I'll take your soap
I'll give my shirt to wash.
Children:
Magpie, forty
Give us the needle!
Magpie:
I won't give it up, I won't give it up.
I'll take a needle
I’ll sew a shirt for my little shirt.
Children:
Forty, forty,
Give us the glasses
Magpie:
I won't give it up, I won't give it up.
I'm without glasses myself
I can’t read forty poems.
Children:
Forty, forty.
Give us the bell.
Magpie:
I won't give it up, I won't give it up.
I'll take the bell.
I'll give you the shirt - call me, son.
Educator:
You, magpie, don't rush
Ask the kids.
They will all understand you.
Everything you need will be served.
Educator: What do you want to do, magpie? (Clean, iron, dye...)
Educator: Children, what does a magpie need for this?
(Children name and bring all the items)
The magpie thanks and flies away.
Name as many objects as possible
Goal: to train children in clear pronunciation of words.
Move.
The teacher invites the children to look around them and name as many objects that surround them as possible (name only those that are in their field of vision)
The teacher makes sure that children pronounce words correctly and clearly and do not repeat themselves. When the kids can no longer name anything themselves, the teacher can ask them leading questions: “What’s hanging on the wall?” etc.
Olya's assistants
Purpose: to form plural forms. Numbers of verbs.
Material: Olya doll.
Move.
- The doll Olya came to us with her assistants. I’ll show them to you, and you can guess who these assistants are and what they help Ole do.
The doll is walking along the table. The teacher points to her legs.
- What is this? (These are the legs)
- They are Olya’s assistants. What are they doing? (Walk, jump, dance, etc.)
Then he points to other parts of the body and asks similar questions, the children answer (hands take, draw...; teeth chew, bite, gnaw...; eyes look, blink...)
Multi-colored chest
Goal: to teach children to focus on the ending of the word when agreeing neuter (feminine) nouns with pronouns.
Material: box, subject pictures according to the number of children.
Move.
Educator:
I put the pictures
In a multi-colored chest.
Come on, Ira, take a look,
Take out the picture and name it.
Children take out a picture and name what is shown on it.
Tell me which one?
Goal: To teach children to identify the characteristics of an object.
Move.
The teacher (or child) takes objects out of the box, names them, and the children point out some feature of this object.
If the children find it difficult, the teacher helps: “This is a cube. What is he like?
"Magic Cube"
Game material: cubes with pictures on each side.
Rules of the game. A child throws a dice. Then he must depict what is drawn on the top edge and pronounce the corresponding sound.
Move.
The child, together with the teacher, says: “Turn, spin, lie on your side,” and throws the dice. On the top edge there is, for example, an airplane. The teacher asks: “What is this?” and asks to imitate the rumble of an airplane.
The other sides of the die are played in the same way.
"Unusual Song"
Rules of the game. The child sings vowel sounds to the tune of any melody he knows.
Move.
Educator: One day, beetles, butterflies and grasshoppers argued who could sing a song best. The big, fat beetles came out first. They sang importantly: O-O-O. (Children sing a melody with the sound O). Then the butterflies fluttered out. They sang a song loudly and cheerfully. (Children perform the same melody, but with sound A). The last to come out were the grasshopper musicians, they began to play their violins - E-I-I. (Children hum the same melody with the sound I). Then everyone came out into the clearing and began chanting with words. And immediately all the beetles, butterflies, and grasshoppers realized that our girls and boys sang best.
"Echo"
Rules of the game. The teacher loudly pronounces any vowel sound, and the child repeats it, but quietly.
Move.
The teacher says loudly: A-A-A. the echo child quietly answers: a-a-a. And so on. You can also use a combination of vowel sounds: ay, ua, ea, etc.
"Gardener and Flowers"
Goal: to consolidate children’s knowledge about flowers (wild berries, fruits, etc.)
Move.
Five or six players sit on chairs arranged in a circle. This is flowers. They all have a name (the players can choose a flower picture; they cannot be shown to the presenter). The leading gardener says: “It’s been so long since I’ve seen a wonderful white flower with a yellow eye that looks like a little sun, I haven’t seen a chamomile.” Chamomile gets up and takes a step forward. Chamomile, bowing to the gardener, says: “Thank you, dear gardener. I’m happy that you wanted to look at me.” Chamomile sits on another chair. The game continues until the gardener lists all the flowers.
The content of this game can be easily changed: “Gardener and fruit trees”, “Forester and forest berries”, “Tamer and his animals”, etc.
“Who can name more actions”
Goal: actively use verbs in speech, forming various verb forms.
Material. Pictures: items of clothing, airplane, doll, dog, sun, rain, snow.
Move.
The Incompetent comes and brings pictures. The children's task is to choose words that denote actions related to objects or phenomena depicted in the pictures.
For example:
- What can you say about the plane? (flies, buzzes, rises)
- What can you do with clothes? (wash, iron, sew up)
- What can you say about the rain? (walks, drips, pours, drizzles, knocks on the roof)
Etc.
"Kids and the Wolf"
Target. Finish the fairy tale at its beginning.
Material. Flannelograph and attributes for the fairy tale “The Goat with Kids”, bunny
Move.
The teacher tells the beginning of the fairy tale, showing the figures of the characters.
- Listen to what happened next: The goat went back into the forest. The kids were left at home alone. Suddenly there was a knock on the door again. The kids got scared and hid. And this was a small show... (Children finish: bunny)
Educator: the bunny says...
Children: don't be afraid of me, it's me - a little bunny.
Educator: The kids treated him...
Children: carrots, cabbage...
Educator: then they became...
Etc.
"Wake up the cat"
Target. Activate the names of baby animals in children’s speech.
Material. Animal costume elements (hat)
Move.
One of the children gets the role of a cat. He sits, closing his eyes, (as if sleeping), on a chair in the center of the circle, and the rest, optionally choosing the role of any baby animal, form a circle. The one to whom the teacher points with a gesture gives a voice (produces an onomatopoeia corresponding to the character).
The cat's task is to name who woke him up (cockerel, frog, etc.). If the character is named correctly, the performers change places and the game continues.
"Breeze"
Target. Development of phonemic hearing.
Move.
Children stand in a circle. The teacher pronounces different sounds. If you hear a sound like oo, raise your arms and spin around slowly.
The sounds u, i, a, o, u, i, u, a are pronounced. Children, hearing the sound u, make the appropriate movements.
"Pinocchio the Traveler"
Target. Find your bearings in the meaning of verbs.
Material. Pinocchio doll.
Move.
Pinocchio is a traveler. He travels to many kindergartens. He will tell you about his travels, and you will guess which rooms of the kindergarten or on the street he visited.
- I went into the room where the children rolled up their sleeves, soaped their hands, and dried themselves.
- They yawn, rest, sleep...
- They dance, sing, spin...
There was Pinocchio in kindergarten when the children:
- they come and say hello... (When does this happen?)
- having lunch, thanking...
- get dressed, say goodbye...
- making a snow woman, sledding
"Hide and Seek"
Target. Formation of the morphological side of speech. Lead children to understand prepositions and adverbs that have spatial meaning (in, on, behind, under, about, between, next to, left, right)
Material. Small toys.
Move.
The teacher hides the toys made in advance in different places in the group room, and then gathers the children around him. He tells them: “I was notified that uninvited guests have settled in our group. The tracker who was monitoring them writes that someone was hiding in the upper right drawer of the desk. Who will go on the search? Fine. Found it? Well done! And someone hid in the corner of the toys, behind the closet (Search). Someone is under the doll's bed; someone is on the table; what is standing to my right"
THAT. the children look for all the uninvited guests, hide them in a box and agree that they will again play hide and seek with their help.
"The postman brought a postcard"
Target. Teach children to form verb forms in the present tense (draws, dances, runs, jumps, laps, waters, meows, barks, strokes, drums, etc.)
Material. Postcards depicting people and animals performing various actions.
Move.
The game is played with a small subgroup.
Someone knocks on the door.
Educator: Guys, the postman brought us postcards. Now we will look at them together. Who is on this card? That's right, Mishka. What is he doing? Yes, he drums. This card is addressed to Olya. Olya, remember your postcard. This postcard is addressed to Pasha. Who is pictured here? What is he doing? And you, Petya, remember your postcard.
THAT. 4-5 pieces are considered. And those to whom they are addressed must correctly name the character’s actions and remember the image.
Educator: Now I’ll check if you remember your postcards? Snowmen are dancing. Whose postcard is this? Etc.
All kinds of games with words are useful and interesting for children of this age. The use of such games contributes to the development of the child’s speech and thinking; vocabulary formation. In such games, the baby relies on his ideas. Word games are often based on folklore material. In the second younger group, children are offered the games “Ladushki”, “Magpie-Crow”, “Geese-Geese”, “Rain”, etc. In the game “Rain” the child learns to correlate his actions with the words of the chant: Rain, rain, more, Let’s give give you the grounds, we'll give you a spoon, take a little bite! Children wave their hands palms up, expecting heavy rain, show their palm on one side and the other, scoop up imaginary thickets with a spoon. In the game “The Cat Went to Torzhok”, children first meet a cat (toy), who gives them gifts (pies, buns). Verbal games can use poetic works by modern children's authors. Using such material, the teacher must clearly define the didactic task and goals that he sets in this game. The teacher’s ability to amuse children and give them emotional release seems very important. In the game “The Mice Jumped” (words by N. Kolpakova), the teacher’s attention is aimed at developing motor-speech activity. He artistically shows the movements, and the kids, standing in a circle, perform movements corresponding to the text: The mice jumped around the gingerbread. They jumped, danced, bit the crusts. They jumped, sang... and ate all the gingerbread! Children perform energetic movements: jump, dance, narrow the circle, shouting in unison: “A-am!” and sitting down on the floor. This mobile-didactic verbal game activates the articulatory apparatus, gives speech (due to emphasis on the strong beats of the beat) rhythmic elasticity, which is reinforced by expressive movements.

7.1 "One, two, three... run to me!" (from 3 years of age).

The presenter distributes pictures depicting various objects to everyone playing. Depending on age, the content of the pictures changes: in younger groups these are objects of the immediate environment, animals, and in older groups these are objects of more complex content, as well as natural phenomena and objects of inanimate nature. Children can simply wish for an object without using a picture. The children stand at the other end of the hall and, according to a certain instruction of the teacher, run up to him. In older preschool age, the leader can be a child. The teacher or leading child then analyzes whether the player made a mistake, highlighting any properties of the system.

Progress of the game:

“One, two, three, everyone who has wings, run to me!” (Children run up with images of an airplane, a bird in the picture...) The rest of the children stand still.
Next, any components of the subsystem can be selected (eyes, angle, wheels, smell, sound...). The presenter asks the players where their objects have these parts.

Note: You can use tasks for the supersystem.

For example: “One, two, three, everyone who lives in the field, run to me!” Children run up to the leader with images or hidden objects of cabbage, stone, sand, earth, mouse, grass, wind, tractor. The presenter asks at what moments the tractor can be in the field (during sowing or harvesting).
You can use tasks for the function of an object.
For example: “One, two, three, those who can sing, run to me!” Children run up to the presenter with a picture of a bird, a man, a wind, a radio...
The use of time dependence tasks is interesting.
For example: “One, two, three, everyone who used to be little, run to me!” Children with the image of a person, bird, flower, wind run up to the leader...Children do not run up with the image of a tractor, earth, sand...

Living and nonliving systems.

When forming ideas about some plants: “One, two, three, everyone who has leaves (trunks, stems, roots, flowers) - run to me. When forming ideas about animals (eyes, fur, long fluffy tail, hooves, horns…).

Speech development.

When enriching the dictionary with words denoting parts of objects (buttons, sleeves, collar - coat); tasks on the quality of objects (hard - soft, metal, fabric texture...)

Mathematics.

When familiarizing yourself with geometric shapes. Children's pictures show objects of round, triangular and other shapes.

Familiarization with objects in your immediate environment

(junior preschool age)

For example: “One, two, three, everyone who has furniture, dishes depicted... run to me!” The presenter asks the children who ran up what this object is for (its function).

Development of associative thinking, teaching children to compare various systems.

Rules of the game:

The leader is the teacher, and at an older age the child names the object, and the children name objects similar to it.

Note: Objects can be similar according to the following characteristics: by purpose (by function), by subsystem, by supersystem, by past and future, by sound, by smell, by color, by size, by shape, by material. Even very different objects can be similar. You can use subject pictures, especially at the stage of familiarization with the game. The presenter asks to explain why the player decided that the named objects are similar.

Progress of the game:

Q: What does the lampshade look like?
D: On the umbrella, on Little Red Riding Hood, on the bell, because it is big, on the heron, because it stands on one leg.
Q: What does a smile look like?
D: For a rainbow, for a month in the sky, for sunny weather.

B: Ladle.
D: For the bucket of an excavator, for the constellation Ursa Major, for an umbrella, for a shovel, for a microphone, since the microphone has two parts: the microphone itself and a handle, and the ladle also consists of a bucket and a handle. The microphone can also be metal, like the ladle, or it can have metal parts, and so on.

Inanimate nature.

Q: What does rain feel like?
D: On a watering can, when you water something from a watering can, on a shower.
Q: What kind of shower is there?
D: Cold and warm. And the rain in summer can be warm and cold in autumn. And the rain is like a sprinkler that mom puts in the garden and waters the berries and vegetables.

Artistic activity.

Q: What does a box of crayons look like?
D: To the rainbow, to colored paths, to colored caramels (red flavored - raspberry, strawberry, blue flavored - blueberry...)
Q: What does the brush look like?
D: On Baba Yaga’s broom, on a pointer, on the Sorceress (because if you run a brush over the paper, you get some kind of drawing).

Familiarization with the surrounding world.

Q: What does a traffic light look like?
D: On a three-headed robot, on a rainbow, on a tape recorder.
Q: Why on a tape recorder?
D: Because it is rectangular, and the circles resemble buttons. And also for paints, since the box is rectangular, and the colors of the traffic lights are paints.

Speech development

(when expanding the vocabulary denoting the names of objects).

Q: What does a needle look like?
D: On a pin, on a button, on a nail, on a knife blade, on a pen rod.
Q: That is, all these objects are united by one characteristic: sharp and metallic.
D: Also on the spines of a hedgehog and a cactus, on the clasp of an earring that is inserted into the ear, it is also sharp.

Sound culture of speech

(while improving the ability to distinguish the sounds of a language by ear).

Q: What does the "R" sound sound like?
D: The noise of a motor, a vacuum cleaner, the roar of a lion or a dog.
Q: Say the sound "R". Name the words that have this sound. (Go to lesson).

Musical education.

Q: What is the melody of a waltz like?
D: For the blooming of a flower, for the light rustling of tree leaves, for the awakening of animals from hibernation, for the mixing of colors.

7.3 "Teremok" (from 4 years old).

Children are given various object pictures. One child (or a teacher in the younger group) plays the role of leader. Sits in the "teremka". Everyone who comes to the “teremok” will be able to get there only if they say how their object is similar to or different from the presenter’s object. The key words are the words: “Knock, knock. Who lives in the little house?”

Note: During the game, the leader can change the settings: “I’ll let you into the tower if you tell me how you are like me.” Or: “I’ll let you into the tower if you tell me how you differ from me.”
Similarities and differences can be by function (by the purpose of the item), by components, by location or by species.

For example: thread and scissors. They are similar because they belong to the same supersystem - sewing items; may be in the apartment or on the cutter’s desk. Similarities and differences can be in the past and future, in smell, sound, shape, color, size, material. This game, like the previous one, “What It Looks Like,” reinforces the systemic thinking algorithm in children.

Progress of the game.

Option 1:

The leader - the child chose the car.
D: Here, there. Who lives in the tower?
Q: It's me, the machine.
D: And I’m a table. Let me live with you?
Q: I’ll let you in if you tell me how you are like me.
D: I am a table, similar to you in that I serve people (I hold various objects on myself, dishes, and you also serve people, as you transport them or loads. You are iron, I can also be iron. You, a machine, live in a house - a garage and I live in a house (in a room). You, the car, have 4 wheels, and I have 4 legs. They take care of me - they wash me and you, the car, are washed. You, the car, emit a smell (of gasoline) and I, the table, emit a smell when they put food on me or wash me with powder. You and I are similar in shape. I have a square lid, you have a square roof too. I, the table, can also be the same size as a car. You are made of solid little people and so am I. A car can drive and I can ride because I can have wheels.

Option 2:

Q: Let me know, if you tell me how you, the table, are different from me - the machine.
D: The car in the past was iron, and the table in the past was wooden boards. My main function is to keep the plates on the table, and the car is needed to transport goods and people. I am white in color, and you are green. In the picture here I am shown as a small table, and you as a large machine. You, car, have round legs, but I have rectangular ones.

Musical education

(with comparative characteristics of different genres).

Option 1:

Q: It's me, march. And who are you?
Q: I’ll let you in if you tell me how you are, waltz, similar to me, march.
D: You and I belong to the world of music. We are both pieces of music. We are made up of notes that form a melody. We have rhythm. We can both lift people's spirits and kids can do different moves.

Option 2:

D: Knock, knock. Who lives in the little house?
Q: It's me, march. And who are you?
D: And I'm a waltz. Let me in.
Q: I’ll let you in if you tell me how you, waltz, differ from me, march.
D: The waltz has a smoother, gentle melody; couples dance to it slowly, but you can also dance quickly. But you can’t dance to the march, it has a rigid rhythm.

Living nature and inanimate nature.

Similarities between objects of the living world.
D: Knock, knock. Who lives in the little house?
Q: It’s me, bullfinch. And who are you?
D: And I am a sparrow. Let me in!
Q: I’ll let you in if you tell me how you, sparrow, are like me, the bullfinch.
D: Both you and I are birds. We have the same structure: There are 2 wings, there are 2 legs, 1 head, feathers on the body, a tail, and so on; we relate to the natural world, to a living system, to birds. We are alive, so we breathe, reproduce, move on our own. The sparrow, like the bullfinch, moves on two legs and flies. In the past, the sparrow and bullfinch were little chicks, and in the future they will have their own chicks.

Differences in objects of the living world.
D: Knock, knock. I'm a sparrow. Who lives in the little house? Let me in!
Q: It’s me, the bullfinch. I’ll let you in if you tell me how you and I differ.
D: The bullfinch is slightly larger than the sparrow. The bullfinch is a migratory bird. The sparrow lives in the city next to humans all year round. We have different colors (the bullfinch has a red breast, and the sparrow has a gray breast). Different diets (the bullfinch eats berries, which is why it lives in parks and forests, and the sparrow feeds on seeds).
D: Here, there. I am a stone. Who lives in the little house? Let me live with you.
Q: I’ll let you in if you tell me how you, the stone, are different from me, the river.
D: We are made up of different people. A stone is made of solids, and a river is made of liquids. We feel different to the touch: the stone is hard, but the water passes through our fingers. We are different in form. The river takes the form of its banks. The river makes a sound - a murmur, but the stones do not make a sound.

Mathematics

(when fixing geometric shapes).

D: Here, there. I'm a triangle. Who lives in the little house? Let me in.
Q: I’ll let you in if you tell me what you are, a triangle similar to me, a square.
D: We are geometric figures. We have corners, sides. We make the world diverse.
D: Knock, knock. I am a circle. Let me in.
Q: Let’s say, if you say how you are, the circle is different from us (triangle and square).
D: I don't have sides or corners. But I can roll, but you can’t.

Note: The game may become more difficult. Objects of various shapes can be taken and children will also have to talk about the similarities and differences of objects.

The game "Teremok" can be played by 2 to 10 people. So that the players in the tower do not get bored, the work can be built in a chain. The one who has already been let into the tower asks the next player, who asks to enter the tower, and so on. During the game, tasks can be changed: set either for similarities or differences. Pictures must be used only at the first stage, then children can “hold” the object in their heads.

The game can be devoted to only one topic. For example, only animals or dishes and furniture. Then before the game the teacher informs the children about this. Or if pictures are taken, he selects the appropriate ones.

The “teremok” itself is, of course, conditional. It could be just a corner in the room, or it could be chairs placed, behind which all the objects are eventually assembled.

Familiarization with the surrounding world.

Q: I am a city. And who are you? I'll let you in if you tell me how you and I are alike.
D: I am a village. We are similar to you, since people live both in the city and in the countryside; There are kindergartens and schools. We exist so that people live and work together.
B: Come in! How are you and I different? (you can contact the next child).
D: The city is larger than the village. Fewer people live in the village than in the city. In the city there are large plants and factories, and in the village people raise livestock and harvest fields. The village has small, low houses. In the city the sounds are different than in the village: cars, trams ring, but in the village cows moo and pigs grunt. And in the village it smells of hay and milk, and in the city it smells of gasoline.

Note: In this section, in older groups, you can give the concepts of differences and similarities between day and night; various professions; teacher and student; mothers and daughters; driver and pedestrian. Thus, the child will develop and consolidate concepts about social relations.

7.4 "Let's change" (for children 5-7 years old).

The game is played by a subgroup. Each child thinks of his own object and says what he (she) can do. Then there is an exchange of functions between the children who have guessed the object.

Progress of the game:

R1: I am the clock. I can tell the time.
R2: I am a book. I make a person smarter.
R3: I am a mosquito. I choose the function - to disturb people.
R4: I am a machine. I transfer people.
Q: Let's switch functions.

A watch (Child 1) explains how it makes a person smarter or how a machine can tell the time.

Mathematics.

P1 - morning. In the morning, everyone wakes up, washes their face, and gets ready for work, school, or kindergarten.
P2 - day. During the day, adults work, children study at school, and in kindergarten children walk, study, play and sleep.
P3 - evening. In the evening, the whole family gathers at home, has dinner, children study homework, adults watch TV, and very young children play.
P4 - night. They sleep at night. The night is needed so that adults and children can rest and gain strength for the next day.
Q: Now imagine that at night the whole family wakes up and begins to get ready for work and so on.

Living and nonliving systems.

R1: I am an elephant. I can douse myself with water from my trunk.
R2: I am an ostrich. I can bury my head in the sand.
R3: I am a hedgehog. I can curl up into a ball.
Then comes the exchange of functions. The hedgehog can now douse himself with water from his trunk. Like this? And the elephant explains how he learned to bury his head in the sand, and how the ostrich learned to curl up in a ball.

Inanimate nature.

R1: I am ice. I am transparent and made up of solid people.
R2: I am water. I am made up of liquid people.
R3: I am a couple. I am made up of gaseous people.
Then there is an exchange of functions: the ice (child 1) suddenly began to consist of liquid people, and the steam (child 3) became solid. When does this happen?

7.5 "Find friends" (from 5 years of age).

The presenter names the object, highlights its function, and the children say who or what performs the same function.

Note: This game can be played in a subgroup, or in a group with frontal forms of work (in class). It is recommended to use the game after children become familiar with the concept of “function”, after using the game “What Can?”. The game can be made mobile using a set of object pictures located at some distance from the players. Children will need to run and choose the correct picture, or maybe several pictures that perform the function named by the leader.

Another option is using simulation. The presenter names the object, and the children at the tables draw a diagram of the object (or objects) that perform the function of the given object.

Progress of the game:

Q: The car transports cargo, and who else performs this function?
D: The cargo is carried by a horse, planes, sleighs, an elephant...
Q: A bird can fly, but who else can fly?
D: An airplane, a bee, a duck can fly.
Q: Does the plane fly by itself?
D: No. His man is leading.
Q: In fairy tales you often encounter magical objects. Name them!
D: Magic wand, boots - walkers.
Q: Name magical objects that can do anything, name what fairy tales they come from.

Mathematics.

Q: I have a ball in my hands. He can roll. And what other objects can perform this function (that is, reinforce in children the concept that only objects that do not have corners roll.)

Artistic activity.

B: I have a pencil. Its function is to leave a mark on paper. What other objects (visual media) leave marks on paper?
D: A brush, if you soak it in paint, you can paint with your finger, if you dip it in ink or paint. You can draw with a pen or felt-tip pen. And also wax crayons.

Inanimate nature.

Q: I have a nail in my hand. What kind of people are there the most in it? What other objects contain more solid people?
D: Scissors, axe, stove...
B: I'll take a glass of water. What objects contain both solid and liquid people at the same time?
D: Samovar, iron, washing machine, kettle, cream in a tube.

Didactic games for senior preschool and primary school age.

This method of conducting didactic games will help you make your walks interesting and varied.

Collection

didactic games and aids for the development of sensory abilities of young children

Preface

Early childhood is the most amenable period to pedagogical influence. Everything is mastered and learned for the first time. There are no skills yet, no ideas, no knowledge. But the predisposition to assimilation is great, the ability to learn is high, since there are innate mechanisms that serve as the basis for the formation of mental qualities characteristic only of humans. If you do not pay attention to certain areas that can be most successfully implemented precisely at a specific age stage, then in the near future a delay in significant skills is almost inevitable.

Sensory education, aimed at developing a full-fledged perception of the surrounding reality, serves as the basis for knowledge of the world, the first stage of which is sensory experience. The success of mental, physical, and aesthetic education largely depends on the level of sensory development of children, i.e., on how perfectly the child hears, sees, and touches the environment.

At each age stage, a child turns out to be the most sensitive to certain influences. In this regard, each age level becomes favorable for the further neuropsychic development and comprehensive education of a preschooler. The younger the child, the more important sensory experience is in his life. At the stage of early childhood, familiarization with the properties of objects plays a decisive role. It’s not for nothing that early age is called the “golden time” of sensory education.

In the history of preschool pedagogy, at all stages of its development, this problem occupied one of the central places.

Today, stores have a huge selection of educational games and toys. And yet, many teachers create their own, which are no less, and sometimes even more loved by children.

Didactic aids

"Magic Pasta"

Target: ensuring the accumulation of ideas about the color, shape and size of objects; development of small arm muscles.

"Hula Hup"

Target: development of aesthetic perception and color perception in young children; increase in emotional tone.

"Wonderful buttons"

Target: ensuring the accumulation of ideas about the shape and size of objects; development of small arm muscles.

This manual can be used both for individual work with a child and for independent activities of children, encouraging them to name the shape and size of buttons.

"Sensory bag"

Designed for children and parents.

Tasks:

1. Develop tactile sensitivity of the fingers, fine motor skills of the fingers when fastening, unfastening, and applying;

2. Introduce the shape of an object, color, size;

3. Introduce various materials (fabric, metal, paper, etc.).

1 adult shows a ladybug, examines it together with the child, names the color, shape, pays attention to the spots, offers to touch it, unfasten it. Examines geometric shapes, names color, shape, and examines them.

Questions: What color is the triangle? Show me the red square? Etc.

2 adult offers to look at the flowers. “What a beautiful meadow,” Show me the red flower? What colour? Take a red flower and attach it to the red center, etc.

"Stretch a path"

Target: Forming in children an idea of ​​sensory standards, the ability to group objects by color, shape, size, development of small arm muscles.

Equipment: A typesetting canvas made of cardboard with cards on the right and left sides and with holes for colored laces.

The game is designed for joint activity between a teacher and a child aged 2-4 years.

Progress of the game: The teacher and the child look at the cards, the teacher pays attention to their similarities and differences. Then the teacher opens the cards on both sides for color differentiation and uses a cord to connect one pair. Next, he invites the child to choose the next pair of pictures using a lace of a different color. Then the same actions are performed with cards for the size and shape of objects.

This multifunctional manual can be used for classes not only on sensory development.

Game options: “Who lives where?”, “Treat the little animals”, “Find the mother of the cubs”, “Find the outline of the object”, “Let’s dress up the dolls”.

Didactic games

"Hide the bunny"

Target: formation of ideas about color.

Material: houses in red, yellow, green, blue (plane image). In every house there is a bunny in the window; fox (planar image); windows according to the color of the houses.

Progress of the game: The teacher invites the children to hide the bunnies from the fox - to match the windows to the color of the houses.

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"Bottles"

Target: reinforce with the child the performance of purposeful actions (open, close), practice composing a whole from two parts, continue to teach how to name primary colors.

Progress of the game: The teacher offers the child With Having connected the parts of the bottle, fold the halves of the drawings; name: the resulting pattern, the color of the objects

"Colorful rugs"

Target: Reinforce color, shape, size with children, develop fine motor skills of fingers.

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The teacher, together with the children, examines what is in the bags, what objects, what color, what size.

Objects of a certain color are placed in each bag, thus fixing the primary colors.

Flowers are placed on the basket in accordance with the color of the button. With the help of this game, primary colors are consolidated and fine motor skills of the fingers are developed.

Developmental environment

A kindergarten is a special institution; it is practically a second home for its employees. And you always want to decorate your home, make it cozy and warm, unlike others. The desire to borrow something from work for the home is, alas, not particularly surprising in our country. But in kindergartens, an absolutely opposite process is observed: teachers and managers bring things from home to kindergarten, and even involve relatives and friends in this.

A developing subject environment is a system of material objects of a child’s activity that functionally models the content of the development of his spiritual and physical appearance.

We can safely say that in our city, the hands of teachers and parents have created unique options for a developmental environment. It’s paradoxical, but true – the lack of financial resources to purchase various equipment and games contributes to the development of creativity.

The child spends most of his time in kindergarten in a group, and children rarely leave the group at all. This means that the development of a preschooler largely depends on the rational organization of the subject environment in a group room. What matters here is the color of the walls and ceiling, the division of space into functional zones, the variety of games, toys and their appropriateness to the age of the children, the availability of space for independent play and privacy for a child who is tired of forced constant communication with peers.

In this collection, we propose to get acquainted with the subject-developmental environment for sensory education using the example of combined type MDOU d/s No. 000 “Electronic”.

Didactic aids "Ladybug" and "Caterpillar".

Target: formation of ideas about color, shape, size of objects.

Didactic aids to enrich children's sensory experience in the process of getting to know objects of different shapes, sizes and colors; development of small arm muscles

Didactic game

“Put the ball, Kinder egg, in your house”

Target: pay attention to the color of objects, group homogeneous objects by color, learn to compare dissimilar objects by color. Reinforce the concept of color: red, blue, yellow, green.

Material: egg trays painted red, yellow, blue, green, plastic balls of the same color, collected in a bag.

At the first stage of learning to play, children are offered only two colors: blue and red, or yellow and green. As the colors are memorized, the game is played with three or four colors.

Developmental environment in the first junior group

Multifunctional panel

Physical education corner

Didactic game

"Give the baby elephant a flower"

Target: enrichment of sensory experience; development of small arm muscles

Progress of the game: The teacher invites the child to find and “give” a blue (red) flower to the baby elephant (toy).

Didactic game

"Let's decorate the Christmas tree"

Target: development of fine motor skills of fingers, ability to use a clothespin; development of attention, observation, object size.

Material: triangular Christmas trees made of cardboard, multi-colored clothespins.

The teacher suggests taking a clothespin of any color or taking only a blue, red, yellow, green clothespin and attaching it to the Christmas tree.

Didactic game

"Dexterous Hands" or "Magic Cubes"

Target: teach a child to fasten and unfasten buttons, lace and unlace, fasten a lock, develop attention and perseverance.

Didactic aids

"Sunny" and "Hedgehog"

Target: formation of ideas about sensory standards.

These benefits are used to develop small arm muscles. The child is asked to choose rays for the sun and needles for the hedgehog from multi-colored clothespins.