Irina Radchuk
Card index of didactic games for children 4–5 years old
Preschool educational institution d/s No. 4 village. Unarokovo
Prepared by: middle group teacher Radchuk I. I.
Card index of didactic games for children 4-5 years old.
Board and printed games
"Paired pictures "
Didactic task . Cultivate observation skills in children ; the ability to find similarities and differences in objects depicted in pictures ; activate children's : similar, different, identical.
Game rule. Select only identical pictures .
The one who doesn't make a mistake wins.
Game action. Search for identical pictures .
Progress of the game. Children sit at a table on which pictures . There are many of them (10-12, they are all different, but among them there are two identical ones. The teacher asks one of the children to find and name identical pictures and show them to everyone playing. Paired pictures are put aside. Then the teacher mixes all the pictures (they should be upside down)
and quietly inserts another paired
picture . Having laid them out on the front side, he again offers to find the same ones. The difficulty lies in the fact that among the cards there can be very similar, but not the same, for example: cups, identical in color and shape, but one with a handle and the other without a handle;
two apples are the same, but one has a stem and the other does not, that is, they have subtle signs of difference that children do not immediately notice.
The game is played with a small group of children so that all the children sit on one side of the table and everyone can clearly see the pictures . To complicate the game, you can offer to find not just one pair, but several pairs of identical pictures . Children talk about objects, note how they are similar and how they are different.
"Who's doing what?"
Didactic task . Clarify and consolidate children’s about agricultural work; develop thinking, ingenuity, concentration, desire to play with peers.
Game rule. Collect from individual parts a whole picture by type of agricultural labor: a tractor driver plows the land, a combine operator harvests bread, milkmaids milk cows, a cattleman cares for animals, a poultry worker feeds chickens, etc.
Game actions. Search for the necessary parts of the picture ; a story about the type of labor depicted in the resulting whole picture . Competition - who will be the first to put together a picture .
Progress of the game. The game begins with a short conversation about agricultural work, during which children remember different professions and machines that help rural workers in their work. Then the teacher reminds the rules of the game learned earlier in other picture . The complication in this game is that the number of parts increases to 10 pieces.
Here you need to be even more attentive and smart. The one who puts the picture . He receives a winner badge, such as a star.
“Make no mistake!”
Didactic task . children’s knowledge about different sports; cultivate a desire to play sports, develop resourcefulness, intelligence, and attention.
Game rule. The first person to put together a picture (of six parts)
about one sport.
Game actions. Finding the necessary parts of the picture , folding them; competition.
Progress of the game. The teacher has cards depicting various sports: football, hockey, volleyball, gymnastics, rowing. The game is played according to the type of cut pictures , but they are cut differently - in the middle there is a picture with an athlete . It is necessary to select for the athlete everything necessary for the game. Whoever puts the whole picture wins.
Using this principle, you can make a game in which children will select tools for different professions. For example, a builder: pick up all the tools he needs for work - a shovel, trowel, paint brush, bucket; machines that facilitate the work of a builder - a crane, excavator, dump truck, etc.
The pictures depict people of those professions with which children are introduced throughout the year : cook, janitor, postman, salesman, doctor, teacher, builder, tractor driver, mechanic, etc. Images of the objects of their labor are selected for them. The correctness of execution is controlled by the picture : from small pictures it should turn out to be a large, whole one.
"Domino"
Didactic task . children’s knowledge about means of transportation: cars, trains, planes, helicopters, ships, boats, and note their features; continue to develop the ability to play together and obey the rules of the game.
Game rules. pictures first , puts them according to the rule: plane to plane, car to car, boat to boat - and never makes a mistake; he receives a chip - a red circle.
Game actions. Finding the right pictures , maintaining the order.
Progress of the game. For this game you need to make cards , as in any game like "Dominoes"
.
The card is divided into two halves: each of them depicts different types of transport. The game is designed for 4-6 participants. There should be 24 cards . cards are dealt . The game is similar to the game "Dominoes"
.
The one who puts down the last card , while others still have them, wins and gets a chip. When the game is repeated, the cards are shuffled . cards without looking , and the game continues.
"Lotto"
Didactic task . fragmented knowledge about transport , school, pets, and family. Systematize and activate children’s , practice the correct naming of objects, use generalizing words: transport, pets, school, family.
Game rule. Correctly select objects and cover cells with them on large maps , which depict a city street, family, school, pets.
Progress of the game. Children take the cards themselves . They choose a driver, at whose signal everyone begins to quickly look for small cards and cover the cells with them. Whoever closes all the cells first wins and gets a chip.
The game is repeated several times, with the cards . At the end of the game they count: whoever has more chips wins. The teacher does not forget to remind the children to put all the pictures in a box and put it back in its place.
"Hunter and Shepherd"
Didactic task . Exercise children in grouping wild animals and domestic animals; learn to correctly use generalizing words wild animals, domestic animals; cultivate attention and speed of reaction to words.
Game rules. Select and place on the flannelgraph only those pictures that the hunter or shepherd needs. Whoever selects all the pictures wins.
Game actions. Search for the required pictures ; competition, use of flannelgraph.
Progress of the game. The teacher explains the rules of the game:
— Today we have a new interesting game. It's called "Hunter and Shepherd"
.
Who is a hunter? Who knows? (Children answer.)
Yes, he hunts in the forest. Remember how wild
you know the animals.
- Hare, fox, wolf, bear, squirrel, tiger, the children list.
- Why are they called wild? - the teacher asks the children. - Right. Because they live in the forest, far from a person's home. So who hunts wild animals?
“Hunter,” the children answer in unison.
-Who is the shepherd? - the teacher asks the question again. - What animals does he graze?
The children answer, the teacher asks all the children to say in chorus the words domestic animals and wild animals.
So, the shepherd grazes domestic animals, and the hunter hunts wild animals. Now we will choose a shepherd and a hunter for the game. Who wants to be a hunter? And who is the shepherd? (To begin with, select children who are more active .)
Vitya is a shepherd, and Zhenya is a hunter. Okay. Now listen to the rules of the game: on this half of the flannelgraph, on the right there is a meadow where domestic animals graze, and on the left side there is a forest where wild animals live.
At the signal “Look!”
Vitya and Zhenya will take and put
pictures of animals on the flannelgraph. the pictures are selected correctly .
If someone makes a mistake, it means he is a bad shepherd or hunter. The shepherd and the hunter come to the table. "Look!"
- the teacher gives a signal. For the first time you should put a small number of animal species (4-5, next time you need to add 2-3 more species to complicate the task.
At the end of the game you can count how many wild animals and how many domestic animals. In the game, of cards with images of wild animals and domestic animals.
“What’s extra?”
Didactic task . Teach children to notice errors in the use of objects; develop observation skills, a sense of humor, and the ability to prove the correctness of one’s judgment; consolidate knowledge about working tools.
Game rule. Cover with cardboard only the picture that is superfluous. The first one to discover the unwanted item wins.
Game actions. Find and close unnecessary items.
Progress of the game. on large maps , and in the cells are the objects and tools they need for work. Among them there are those who are not needed for this profession. For example, in the center there is a drawing that depicts a nurse treating a patient, and in the cells are drawn all the objects necessary for her work, including dumbbells.
Children playing should notice and cover the unnecessary object with a clean square. Here you need to select pictures with professions familiar to children: cook, janitor, driver, combine operator, builder, teacher, salesman, etc. Children exchange cards and the game continues.
“When does this happen?”
Didactic task . To consolidate children's knowledge about the parts of the day ; exercise them in comparing pictures with parts of the day : morning, afternoon, evening, night.
Game rules. According to the word that the teacher says, show the card and explain why he picked it up.
Game action. Search for the desired picture .
Progress of the game. On the table the players have different pictures reflecting life in kindergarten; morning exercises, breakfast, games in the area, educational activities, sleep, cleaning the group room,
sledding, parents coming, etc. There should be several picture . Children each choose any picture and look at it carefully. When they hear the word morning, all the children pick up the picture and each one explains why he thinks it is morning: the children come to kindergarten, the teacher is waiting for them, they do morning exercises, wash, brush their teeth, have breakfast, study, etc. Then the teacher says word day. Pictures are raised who have an image of some event or activity of children at this time of day : on a walk, working on the site, having lunch, sleeping. "Evening"
, says the teacher, and the children raise the corresponding
cards .
- Why did you show this card ? - asks the teacher of the summoned child.
“Because the mothers came for the children, it’s dark outside,” he answers.
"Night"
“, says the teacher, and the children pick up
cards with images of sleeping children.
This is how children’s knowledge about the parts of the day . For each correct answer, children receive chips: pink chip - morning, blue - day, gray - evening, black - night.
Then all the cards are shuffled , and the game continues so that the words are called in the reverse order: the teacher says, for example, evening, and then morning, i.e., thereby increasing attention to the verbal signal.
Word games
“We won’t tell you where we were, but we’ll show you what we did.”
Folk game
Didactic task . Teach children to call an action a word; use verbs correctly (tense, person)
; develop creative imagination and ingenuity.
Game rule. All children correctly depict the action so that they can guess and name it.
Game actions. Imitation of movements, guessing; driver's choice.
Didactic games for children 4-5 years old card index (middle group) on the topic
Didactic games for children 4-5 years old
“Who talks like that?”
Goal: expanding vocabulary, developing reaction speed.
Progress: the teacher throws the ball to the children one by one, naming the animals. Children, returning the ball, must answer how this or that animal gives a voice: A cow moos A tiger growls A snake hisses A mosquito squeaks A dog barks A wolf howls A duck quacks A pig grunts Option 2. The speech therapist throws the ball and asks: “Who is growling?”, “Who is it?” moos?", "Who barks?", "Who cuckoos?" etc.
"Who lives where?"
Goal: to consolidate children’s knowledge about the homes of animals and insects. Consolidating the use of the grammatical form of the prepositional case with the preposition “in” in children’s speech.
Progress: Throwing the ball to each child in turn, the teacher asks a question, and the child, returning the ball, answers. Option 1. teacher: - Children: Who lives in a hollow? - Squirrel. Who lives in a birdhouse? - Starlings. Who lives in the nest? - Birds. Who lives in the booth? - The dog. Who lives in the hive? - Bees. Who lives in the hole? - Fox. Who lives in the lair? -Wolf. Who lives in the den? - A bear. Option 2. teacher: - Children: Where does the bear live? - In a den. Where does the wolf live? - In the lair. Option 3. Work on the correct sentence construction. Children are asked to give a complete answer: “The bear lives in a den.”
"Give me a word"
Goal: development of thinking, speed of reaction.
Progress: the teacher, throwing the ball to each child in turn, asks: “The crow is croaking, and what about the magpie?” The child, returning the ball, must answer: “The magpie is chirping.” Examples of questions: – An owl flies, but what about a rabbit? - The cow eats hay, and the fox? - The mole digs holes, and the magpie? - The rooster crows, and the chicken? - The frog croaks, and the horse? - The cow has a calf, and the sheep? – The bear cub has a mother bear, and the baby squirrel?
“Who moves how?”
Goal: enrichment of children’s verbal vocabulary, development of thinking, attention, imagination, dexterity.
Move: the teacher, throwing the ball to each child, names an animal, and the child, returning the ball, pronounces a verb that can be attributed to the named animal. teacher: -Children: Dog - stands, sits, lies, walks, sleeps, barks, serves (cat, mouse...)
"Hot Cold"
Goal: to consolidate in the child’s mind and vocabulary the opposite characteristics of objects or antonym words.
Move: the teacher, throwing the ball to the child, pronounces one adjective, and the child, returning the ball, calls another - with the opposite meaning. teacher: -Children: Hot-cold Good-bad Smart-stupid Cheerful-sad Sharp-dull Smooth-rough
“What happens in nature?”
Goal: to consolidate the use of verbs in speech, agreement of words in a sentence.
Move: the teacher, throwing the ball to the child, asks a question, and the child, returning the ball, must answer the question asked. It is advisable to play the game by topic. Example: Theme “Spring” teacher: -Children: The sun - what is it doing? - It shines, it warms. Streams - what are they doing? -They are running and murmuring. Snow - what does it do? — It’s getting dark, melting. Birds - what are they doing? - They fly in, build nests, sing songs. Drops - what does it do? - It rings and drips. The bear - what does it do - wakes up, crawls out of the den.
“Who can perform these actions?”
Goal: activation of children’s verbal dictionary, development of imagination, memory, dexterity. Move: the teacher, throwing the ball to the child, names the verb, and the child, returning the ball, names the noun that matches the named verb. Teacher: - Children: There goes a person, an animal, a train, a steamship, rain... A stream runs, time, an animal, man, road... A bird flies, a butterfly, a dragonfly, a fly, a beetle, an airplane... A fish, a whale, a dolphin, a boat, a ship, a man floats...
“What is it made of?”
Goal: to consolidate the use of relative adjectives and methods of their formation in children’s speech.
Move: the teacher, throwing the ball to the child, says: “Boots made of leather,” and the child, returning the ball, answers: “Leather.” Teacher: -Children: Mittens made of fur, basin made of copper, vase made of crystal, mittens made of wool-woolen
"Put it into pieces"
Goal: orientation in space.
Move: Fyodor’s character asks the guys to help her: put pots and pans on the bottom shelf, plates, spoons, knives and forks on a higher shelf, and saucers and jugs on the top shelf.
“Who was who?”
Goal: development of thinking, expansion of vocabulary, consolidation of case endings.
Move: the teacher, throwing the ball to one of the children, names an object or animal, and the child, returning the ball to the speech therapist, answers the question of who (what) the previously named object was: Chicken - egg Bread - flour Horse - foal Wardrobe - board Cow – calf Bicycle – iron Dud – acorn Shirt – cloth Fish – egg Boots – leather Apple tree – seed House – brick Frog – tadpole Strong – weak Butterfly – caterpillar Adult – child
“Which vegetable?”
Goal: development of tactile, visual and olfactory analyzers.
Procedure: the teacher cuts the vegetables, the children smell and taste them. The teacher gives an example: “The tomato is sweet, but the garlic is spicy.”
“What does it sound like?”
Goal: development of auditory attention and observation.
Procedure: the teacher behind the screen plays various musical instruments (tambourine, bell, wooden spoons). Children must guess what it sounds like.
“What happens in the fall?”
Purpose: to teach the seasons, their sequence and main features.
Progress: on the table are mixed pictures depicting various seasonal phenomena (it is snowing, a flowering meadow, an autumn forest, people in raincoats and with umbrellas, etc.). The child chooses pictures that depict only autumn phenomena and names them.
“What’s missing?”
Goal: development of attention and observation.
Procedure: the teacher places 4 vegetables on the table: “Children, look carefully at what is on the table. These are onions, cucumbers, tomatoes, peppers. Look carefully and remember. Now close your eyes.” Children close their eyes, and the teacher removes one vegetable. “What’s missing?” Children remember and name the vegetable.
“Catch and throw – name the colors”
Goal: selection of nouns for the adjective denoting color. Reinforcing the names of primary colors, developing children's imagination.
Move: the teacher, throwing the ball to the child, names an adjective denoting color, and the child, returning the ball, names a noun that matches this adjective. teacher: - Children: Red - poppy, fire, flag Orange - orange, carrot, dawn Yellow - chicken, sun, turnip Green - cucumber, grass, forest Blue - sky, ice, forget-me-nots Blue - bell, sea, sky Violet - plum , lilac, dusk
"Whose head?"
Goal: expanding children's vocabulary through the use of possessive adjectives. Move: the teacher, throwing the ball to the child, says: “A crow has the head...”, and the child, throwing the ball back, finishes: “... a crow.” For example: A lynx has a lynx's head. Fish - fishy Cat - feline In a magpie - magpie In a horse - equine In an eagle - eagle In a camel - camel
"The Fourth Wheel"
Goal: to consolidate children’s ability to identify common features in words and develop the ability to generalize.
Procedure: the teacher, throwing the ball to the child, names four words and asks them to determine which word is the odd one out. For example: blue, red, green, ripe. Zucchini, cucumber, pumpkin, lemon. Cloudy, stormy, gloomy, clear.
"One is many"
Goal: to consolidate various types of endings of nouns in children’s speech.
Progress: the teacher throws the ball to the children, calling singular nouns. Children throw the ball back, naming plural nouns. Example: Table - tables chair - chairs Mountain - mountains leaf - leaves House - houses sock - socks Eye - eyes piece - pieces Day - days jump - jumping Sleep - dreams gosling - goslings Forehead - foreheads tiger cub - cubs
"Pick up the signs"
Goal: activation of the verb dictionary.
Progress: the teacher asks the question “What can squirrels do?” Children answer the question and find a picture for the question asked. Sample answers: Squirrels can jump from branch to branch. Squirrels know how to make warm nests.
"Animals and their young"
Goal: to consolidate the names of baby animals in children’s speech, consolidate word formation skills, develop dexterity, attention, and memory.
Move: throwing the ball to the child, the teacher names an animal, and the child, returning the ball, names the baby of this animal. The words are arranged into three groups according to the method of their formation. The third group requires memorizing the names of the cubs. Group 1. The tiger has a tiger cub, the lion has a lion cub, the elephant has a cub, the deer has a fawn, the elk has a calf, the fox has a fox calf. Group 2. The bear has a baby bear, the camel has a baby camel, the hare has a baby hare, the rabbit has a baby rabbit, the squirrel has a baby squirrel. Group 3. The cow has a calf, the horse has a foal, the pig has a piglet, the sheep has a lamb, the hen has a chick, the dog has a puppy.
“What is round?”
Goal: expanding children's vocabulary through adjectives, developing imagination, memory, and dexterity.
Move: the teacher, throwing the ball to the children, asks a question; the child who caught the ball must answer it and return the ball. -What is round? (ball, ball, wheel, sun, moon, cherry, apple...) - what is long? (road, river, rope, tape, cord, thread...) - what is tall? (mountain, tree, rock, person, pillar, house, closet...) - what is prickly? (hedgehog, rose, cactus, needles, Christmas tree, wire...)
"Pick up a word"
Goal: development of word formation skills, selection of related words. For example, bee - bee, little bee, beekeeper, beekeeper, bees, etc.
"Generalizing concepts"
Goal: expansion of vocabulary through the use of generalizing words, development of attention and memory, ability to correlate generic and specific concepts.
Option 1. Move: the teacher names a generalizing concept and throws the ball to each child in turn. The child, returning the ball, must name the objects related to that generalizing concept. teacher: -Children: Vegetables - potatoes, cabbage, tomato, cucumber, radish
. Option 2. The teacher names specific concepts, and the children name generalizing words. teacher: Children: Cucumber, tomato-Vegetables.
"Good bad"
Goal: introducing children to the contradictions of the world around them, developing coherent speech and imagination.
Progress: the teacher sets the topic of discussion. Children, passing the ball around, tell what, in their opinion, is good or bad in weather phenomena. Teacher: Rain. Children: Rain is good: it washes away dust from houses and trees, it is good for the earth and the future harvest, but it is bad - it wets us, it can be cold. Teacher: City. Children: It’s good that I live in the city: you can travel by subway, by bus, there are a lot of good shops, but the bad thing is that you won’t see a live cow or rooster, it’s stuffy, dusty.
"Near and Far"
Goal: development of auditory attention, hearing acuity.
Progress: the teacher behind the screen produces sound with a large or small toy. Children determine the size of the toy (large or small) by the strength of the sound.
"Call me kindly"
Goal: strengthening the ability to form nouns using diminutive suffixes, developing dexterity and speed of reaction.
Move: the teacher, throwing the ball to the child, calls the first word (for example, ball), and the child, returning the ball, calls the second word (ball). Words can be grouped by similar endings. Table-table, key-key. Beanie hat, squirrel squirrel. Book-book, spoon-spoon. Head-head, picture-picture. Soap-soap, mirror-mirror. Doll-doll, beet-beet. Braid-braid, water-water. Beetle-beetle, oak-oak. Cherry-cherry, tower-tower. Dress-dress, chair-chair.
"Fun account"
Goal: to consolidate the agreement of nouns with numerals in children’s speech.
Move: the teacher throws the ball to the child and pronounces a combination of a noun with the numeral “one”, and the child, returning the ball, in response calls the same noun, but in combination with the numeral “five”, “six”, “seven”, “eight”. Example: One table - five tables One elephant - five elephants One crane - five cranes One swan - five swans One nut - five nuts One cone - five cones One gosling - five goslings One chicken - five chickens One hare - five hares One hat - five caps One can – five cans.
“Guess who called?”
Goal: distinguishing the most abbreviated sound complexes by timbre.
Move: the driver turns his back to the children and uses the “pee-pee” sound complex to determine who called him. The child the teacher points to calls the driver.
Didactic games aimed at developing elementary mathematical concepts in children of the second junior group
"Find the object"
Goal: learn to compare the shapes of objects with geometric patterns.
Material. Geometric shapes (circle, square, triangle, rectangle, oval).
The children stand in a semicircle. In the center there are two tables: on one there are geometric shapes, on the second there are objects. The teacher explains the rules of the game: “We will play like this: whoever the hoop rolls to will come to the table and find an object of the same shape as the one I show. The child to whom the hoop rolled comes out, the teacher shows the circle and offers to find an object of the same shape. The found object rises high, if it is chosen correctly, the children clap their hands. Then the adult rolls the hoop to the next child and offers a different shape. The game continues until all items match the samples.
"Merry dolls"
Goal: to teach to distinguish and compare objects according to different qualities of size. Material. 2 sets of five-seater nesting dolls, 2 sets of circles of different sizes, a turret made of hollow cubes.
At the invitation of the teacher, the children sit at a common table on which there is a nesting doll. The teacher turns to the children: “I want to play funny nesting dolls with you, but I see that there is only one nesting doll here, but where are the rest? (looks around, and then picks up a matryoshka doll and shakes it). Something is rattling in the middle! Let's see what's there? (Removes the upper half of the matryoshka doll). This turns out to be where they hid! (All nesting dolls are placed in a row). Let's get to know them! The teacher calls the name of each nesting doll, tilting it: “I am Matryosha, I am Natasha, I am Dasha, I am Masha,” etc. Each child chooses one of the nesting dolls (the teacher takes one matryoshka for himself). The game begins. First, the nesting dolls walk (walk on the table). Then they are called to measure height. They line up one after another and take turns, starting with the smallest one, standing according to height, and the teacher clarifies which nesting doll is the smallest (tallest)? Then the nesting dolls go to dinner. The teacher puts on the table a set of circles (plates) of five sizes, calls the children in turn, who select plates of the appropriate size for their nesting dolls. After lunch, the nesting dolls get ready for a walk. The teacher puts the second set of nesting dolls on the table, and the children select girlfriends of the same height for their nesting dolls. Pairs of nesting dolls move around the table. Then they run away and mingle. (“The nesting dolls wanted to run”). Unnoticed by the children, the teacher removes a pair of nesting dolls of the same height from the table. "Time to go home! - says the teacher. Get into pairs." The nesting dolls are lined up in pairs, and suddenly it turns out that a certain pair of nesting dolls is missing. The teacher invites the children to call the nesting dolls by name (if they remember). Everyone asks her to come back in unison. The nesting dolls appear, the kids put them in place and the toys go home. The teacher puts on the table a tower made of hollow cubes (one side is missing) - these are houses for nesting dolls. At the request of the teacher, each child finds a home for his nesting doll. The nesting dolls bow, say goodbye and go home.
"Long - short"
Goal: to develop in children a clear differentiated perception of new qualities of size.
Material. Satin and nylon ribbons of different colors and sizes, cardboard strips, story toys: a fat bear and a thin doll.
Before starting the game, V. lays out sets of gaming didactic material (multi-colored ribbons, stripes) on two tables in advance. The teacher takes out two toys - a teddy bear and a Katya doll. He tells the children that Misha and Katya want to be dressed up today, and for this they need belts. He calls two children and gives them ribbons rolled into a tube: one short - a belt for Katya, the other long - a belt for a bear. Children, with the help of V., try on and tie belts for toys. The toys express joy and bow. But then the toys want to change belts. The teacher suggests taking off the belts and changing their toys. Suddenly he discovers that the doll’s belt doesn’t fit on the bear, and the belt is too big for the doll. The teacher offers to examine the belts and spreads them side by side on the table, and then places a short ribbon on a long one. He explains which ribbon is long and which is short, i.e. he gives the name for the quality of quantity - length. After this, V. shows the children two cardboard strips - a long one and a short one. Shows children how to compare strips with ribbons by overlapping them and tell which one is short and which one is long.
"Pick a figure"
Goal: to consolidate children’s ideas about geometric shapes and practice naming them.
Material. Demonstration: circle, square, triangle, oval, rectangle, cut out of cardboard. Handout: cards with outlines of 5 geometric lottos.
The teacher shows the children the figures and traces each one with his finger. Gives a task to the children: “You have cards on your tables with figures of different shapes on them, and the same figures on trays. Place all the figures on the cards so that they are hidden.” Asks the children to trace each figure lying on the tray, and then places (“hide”) it on the drawn figure.
"Three squares"
Goal: to teach children to correlate three objects by size and indicate their relationships with the words: “big”, small”, “medium”, largest”, “smallest”.
Material. Three squares of different sizes, flannelgraph; Children have 3 squares, flannel.
Teacher: Children, I have 3 squares, like these (shows). This one is the biggest, this one is smaller, and this one is the smallest (each of them shows). Now show the largest squares (children pick them up and show them), put them down. Now raise the averages. Now - the smallest ones. Next, V. invites the children to build towers from the squares. Shows how this is done: places on the flannelgraph from bottom to top, first a large, then a medium, then a small square. “Make such a tower on your flannelographs,” says V.
"Hoop Game"
Goal: distinguishing and finding geometric shapes.
For the game, 4-5 story toys are used (doll, nesting dolls, basket, etc.); differing in size, color, shape. The toy is placed in a hoop. Children identify the characteristics characteristic of the toy, put into the hoop those geometric shapes that have a similar characteristic (all red, all big, all round, etc.) Outside the hoop are figures that do not have the selected characteristic (not round, not big, etc.) d.)
Geometric Lotto
Goal: to teach children to compare the shape of the depicted object with a geometric figure and to select objects according to a geometric pattern.
Material. 5 cards with images of geometric shapes: 1 circle, square, triangle, rectangle, oval. 5 cards each depicting objects of different shapes: round (tennis ball, apple, ball, soccer ball, balloon), square rug, scarf, cube, etc.; oval (melon, plum, leaf, beetle, egg); rectangular (envelope, briefcase, book, domino, picture).
5 children take part. The teacher reviews the material with the children. Children name figures and objects. Then, according to V.’s instructions, they select cards with images of objects of the desired shape for their geometric samples. The teacher helps children correctly name the shape of objects (round, oval, square, rectangular).
“What types of figures are there?”
Goal: to introduce children to new shapes: oval, rectangle, triangle, pairing them with already familiar ones: square-triangle, square-rectangle, circle-oval.
Material. Doll. Demonstration: large cardboard figures: square, triangle, rectangle, oval, circle. Handout: 2 pieces of each smaller shape.
The doll brings figures. The teacher shows the children a square and a triangle and asks what the first figure is called. Having received an answer, he says that there is a triangle in the other hand. The examination is carried out by tracing the contour with a finger. Draws attention to the fact that a triangle has only three angles. Invites children to pick up triangles and put them together. Similarly: a square with a rectangle, an oval with a circle.
"Wide - narrow"
Goal: to form a “broad - narrow” view.
The lesson is carried out in a similar way, but now children learn to distinguish the width of objects, i.e. wide and narrow ribbons of the same length. When creating a game situation, you can use the following game technique. Two cardboard strips are laid out on the table - wide and narrow (of the same length). A doll and a bear can walk along a wide strip (path), but only one of them can walk along a narrow strip. Or you can play the story with two cars.
"Which uniform for whom"
Option 1. Goal: to teach children to group geometric shapes (ovals, circles) by shape, distracting from color and size.
Material. Large bear and matryoshka. Handout: three circles and ovals of different colors and sizes, 2 large trays for each child.
The teacher demonstrates a circle and an oval, asks the children to remember the names of these figures, show how they differ from each other, and trace the contours with their fingers. “Now put all the circles on one tray - the nesting doll, all the ovals on the other - the bear.” The teacher observes how the children complete the task, and in case of difficulty, asks the child to circle the figure with his finger and say what it is called. At the end of the lesson, V. summarizes: “Today we learned to distinguish circles from ovals. The bear will take all the ovals to the forest, and the matryoshka will take the circles home.”
Option 2. Goal: to teach children to group geometric shapes (squares, rectangles, triangles) by shape, distracting from color and size. The content is the same as option 1.
"Let's collect beads"
Goal: to develop the ability to group geometric shapes according to two properties (color and shape, size and color, shape and size), to see the simplest patterns in the alternation of shapes.
Equipment. There is a long ribbon on the floor, on it, from left to right, in a certain alternation, figures are laid out: red triangle, green circle, red triangle, etc.
Children stand in a circle, in front of them are boxes with multi-colored geometric shapes. The teacher suggests making beads for the New Year tree. He points to a tape with laid out geometric shapes and says: “Look, the Snow Maiden has already started making them. What shapes did she decide to make the beads from? Guess which bead is next.” Children take two of the same figures, name them and begin to make beads. They explain why they lay out this particular figure. Under the guidance of the teacher, mistakes are corrected. Then V. says that the beads have scattered and need to be collected again. He lays out the beginning of the beads on the tape, and invites the children to continue. He asks which figure should be next and why. Children choose geometric shapes and arrange them in accordance with a given pattern.
"Our day"
Goal: to consolidate the idea of the parts of the day, to teach how to correctly use the words “morning”, “day”, “evening”, “night”.
Equipment. Bibabo doll, toy bed, dishes, comb, etc.; pictures showing children's actions at different times of the day.
Children sit in a semicircle. The teacher, with the help of a doll, performs various actions by which children must determine the part of the day: the doll gets out of bed, gets dressed, combs its hair (morning), has lunch (afternoon), etc. Then V. names the action, for example: “The doll washes itself,” invites the child to perform it and name the part of the day corresponding to this action (morning or evening). The teacher reads an excerpt from Petrushina’s poem:
Doll Valya wants to sleep.
I'll put her to bed.
I'll bring her a blanket
To fall asleep faster.
Children put the doll to sleep and say when this happens. The teacher shows pictures in time sequence and asks what part of the day these actions occur. Then he mixes the pictures and, together with the children, places them in the order of the actions of the day. Children arrange their pictures in accordance with B’s pictures.
"Let's decorate the rug"
Goal: to develop the ability to group objects according to given characteristics and determine the number of objects.
Equipment. There are two square rugs on the floor, each of which is divided into 25 equal squares. The top row of each square depicts geometric shapes of different colors, a circle, a triangle, a square. Each of the children has three different geometric shapes.
Rug
The teacher says: “This is a rug. Let's decorate it together. We will place figures of the same shape and color one below the other. What figure should we put in this cell? (Points to an empty cell in the left column). After completing the work, the children and the teacher examine the decorated rug and note the uniformity of the figures in the columns (color, shapes). The teacher clarifies: “What are the figures in the left column? (Red triangles). And on the right? (Green squares).” Etc. Then the children decorate the second rug, showing greater independence. The teacher asks questions about the number, color, shape of the figures, and leads the children to the conclusion: “All the figures in the left column are triangles. That’s why Vova placed the circle incorrectly.” Etc.
"Make an object"
Goal: to practice composing the silhouette of an object from individual parts (geometric shapes).
Equipment. There are large toys on the table: a house, a tumbler, a snowman, a Christmas tree, a truck. There are sets of different geometric shapes on the floor.
The teacher offers to name the toys that are on his table and make any of them using a set of geometric shapes. Encourages and stimulates children's actions. He asks: “What did you make up? From what geometric shapes?” Children examine the resulting silhouettes of toys, remember the corresponding poems and riddles. It is possible to combine the composed silhouettes into a single plot: “House in the Forest”, “Winter Walk”, “Street”, etc.
Norms of speech development at the age of 4-5 years
In order to timely identify problems with speech development, it is necessary to navigate what the baby should be able to do, and only after that “sound the alarm” by turning to speech therapists and speech pathologists. According to the norms of speech development for children from 4 to 5 years old, at this age a child should be able to:
- speak in such a way that everyone around you understands him, not just those closest to you;
- calmly operate with your vocabulary (minimum 3000 words); build logical sentences from 6-8 phrases;
- understand the difference between people, animals and inanimate objects, know their characteristics and distinctive features (animals cannot speak, a dog has four legs, a cat meows, etc.);
- be able to find an object, focusing only on its description (for example, a ball - round, blue, bouncy) and create descriptions of objects yourself;
- understand the meaning of prepositions and insert them correctly into sentences;
- have an understanding of different professions, who does what (teacher - teaches children, pastry chef - bakes cakes, etc.);
- be able to maintain a conversation on topics that he understands, ask relevant questions and answer questions put to him;
- retell heard stories, fairy tales, and entertaining stories without difficulty;
- know by heart simple rhymes, nursery rhymes, tongue twisters for children; state your first and last name without prompting, know your age and residential address;
- be able to answer questions about your pastime (where you were, what you ate for breakfast, who you met on the way to kindergarten, etc.).
Diagnostics of ZZR
Diagnosis of mental disorders includes checking the following indicators: pronunciation of sounds;
- sound-syllable structure of the word;
- phonetic sensitivity;
- possibilities of phonemic analysis of synthesis;
- the state of vocabulary and grammatical structure of impressive, expressive and coherent speech.
Based on the test data, the speech therapist draws up a diagnostic card describing the features of the child’s speech development, on the basis of which a conclusion is made and recommendations are made regarding speech development classes.
