The task of games-activities for the sensory development of children
The main task of games and activities for children is to accumulate a variety of sensory experiences, which would help to systematically accumulate knowledge, gain new ones, and apply them in different situations at the next stages of learning and fine art and design.
— What games do you use at home for sensory development?
— How do you play with your children?
— What do these games teach a child?
It is important that educators, when organizing games and activities, use brief verbal instructions and do not distract children from completing tasks with words.
But many studies in the field of correctional pedagogy show that children often have underdeveloped perception: it is fragmented, inaccurate and unfocused. Preschoolers have insufficiently developed sensory standards.
Therefore, there is a need to create conditions that would allow the exercise of sensory functions during systematic training. Children train to distinguish and classify signs of the world around them in order to more accurately and adequately interact with it.
Card index of games for sensory development of children with disabilities
Card index of games for sensory development of children with disabilities
This material includes a card index of games using the “Wonderful Box” teaching aid. The games are aimed at the sensory development of preschool children with disabilities.
The didactic game “Wonderful Box” is intended for children from 2 to 8 years old, but, if desired, older people can also play it. Easy to do with your own hands. Universal, multifunctional in use. Suitable for both individual play and group play. The principle of the game is reminiscent of the principle of the game “Magic Bag”.
But the box has its advantages:
Both hands are involved in the game, which means that the child receives a full range of tactile sensations.
There is no way to look into the box, like into a bag.
Purpose:
This material is recommended for preschool teachers and creative parents.
Target:
improvement of sensorimotor abilities and associative-figurative thinking in preschool children with disabilities.
Tasks:
- develop sensory abilities;
— develop fine motor skills of the hands, motor memory;
- stimulate the ability to describe what is felt with the hands; activate vocabulary;
- develop cognitive interest, creative imagination, fantasy. - develop skills of cooperation and goodwill;
— cultivate perseverance, independence in work and the ability to concentrate. Equipment:
medium-sized box with holes for hands on the sides; sets of small toys, geometric three-dimensional figures; plastic molds depicting animals (for playing in the sand or from logic cubes); dummies of fruits and vegetables, paired figurines, toy furniture, dishes, etc.
Games for younger
preschoolers
Materials: small toys, geometric flat (circle, rectangle, triangle, square) and volumetric figures (cube, brick, ball).
"I have found?"
Goal: to develop the ability to find a toy by touch and name it.
Progress of the game:
The teacher invites the children to look at several familiar toys. Asks the children what they are called. He offers to touch them. Together with the children, he examines their characteristic (distinctive) features (long ears, tail, wheels, etc.). Then he puts them in a box. And offers:
Option 1. Determine by touch what kind of toy you come across and name it.
Option 2. Find a specific toy by touch.
Based on the principle of the game “What did you find?” topics are fixed: “Geometric shapes”, “Fruits”, “Vegetables”, “Pets”, “Wild animals”
"Find a new toy"
Goal: expand ideas about the subject by combining visual images with tactile sensations.
Progress of the game:
The teacher introduces the children to a new toy. He names it and, with the help of leading questions, describes external signs together with the children. The toy is then placed in a box along with familiar toys. Each child must find a new toy by touch in the box and name it.
"Big and small"
Goal: to consolidate ideas about the size of objects.
Progress of the game:
Option 1. The teacher shows the children pairs of toys (3-4) that differ in size (for example, a large and a small teddy bear). Discusses with children what the toys are called and how they differ. Small toys are hidden in a box, and large ones are laid out on the table in front of the children (or vice versa, at the discretion of the teacher). The teacher invites one child, shows any large toy and asks him to find the same small one in the box.
Option 2. The teacher puts all pairs of toys that differ in size into the box. Children are asked to find these pairs and name the objects found.
Games for middle preschoolers
Materials: small toys, domestic and wild animals, and their young; geometric flat and volumetric figures; dummies of fruits and vegetables, doll furniture, dishes, transport, figures.
"Guess what it is?"
Goal: development of motor memory.
Progress of the game:
Option 1. The teacher hides toys or geometric shapes in the box that the children play with every day, but does not show them to the children. Each child, in turn, guesses the toy or figure that he picked up, names it correctly and clearly.
Option 2. The child describes the toy or figure, and the children must guess what he found.
Option 3. Boys are looking for cars, soldiers, construction sets, and girls are looking for dolls, dishes, furniture. Then, on the contrary, girls look for toys for boys, and boys for girls.
"Vegetables fruits"
Goal: development of the ability to classify.
Progress of the game:
The teacher puts vegetables and fruits in a box and asks the children to take out all the vegetables (or just fruits) one at a time.
"Wild-Domestic Animals"
Goal: development of the ability to classify.
The course of the game is the same as “Fruits and Vegetables”
"Baby Animals"
Goal: to consolidate the ability to correctly pronounce the names of baby animals. Progress of the game:
Small toys are placed in the box: kitten, pig, chicken, duckling, gosling, calf, kid, hare, hedgehog, fox, bear, lion. Children take out one toy from it, show it to everyone and call it loudly. The teacher makes sure that the children pronounce the names of the baby animal correctly and clearly. If someone finds it difficult to name a toy, the teacher helps him.
“What number did you find?”
Goal: to develop the ability to find by touch and name numbers from 1 to 5.
Progress of the game:
Option 1. The teacher shows a number (they can be cut out of cardboard or purchased ready-made sets), asks the child to find the same one in the box and name it loudly and clearly.
Option 2. The child chooses any number in the box, names it (I found the number 4), and then shows it to the children.
"Dishes"
Goal: develop fine motor skills, activate vocabulary.
Progress of the game:
Option 1. The child takes out one of the types of dishes from the box and names it.
Option 2. The teacher asks the child to find a certain type of dishes.
Option 3. The child takes an object out of the box and must say what this type of glassware is for (a glass is needed to drink water, tea, compote).
The “Furniture” and “Transport” games are played in the same way as the “Dishes” game.
Games for older preschoolers
Materials: small toys; complex geometric volumetric and flat figures (sphere, polygon, trapezoid, rhombus); objects made from different materials (iron, wood, plastic, fabric, cotton wool); plastic molds depicting animals (for playing in the sand or from logic cubes); insects; inhabitants of the sea.
“Guess what I found?”
Goal: development of sensory abilities.
Progress of the game:
Option 1. Toys unknown to children are placed in the box (these can be plastic molds depicting animals (for playing in the sand or from logic cubes). The children must determine what this toy looks like and make their assumptions, justifying them.
You can have a competition. The one who guesses the most toys wins.
Option 2. The child describes the toy he found, and the children guess what it is.
Option 3. Each participant in the game, before it starts, chooses one figurine, examines it and remembers it. All figures are hidden in a box. Then each child takes out of the box only the item that he chose at the beginning.
"Vegetables fruits"
Goal: developing the ability to analyze.
Progress of the game:
In the box, dummies of vegetables and fruits lie together.
Option 1. “Find vegetables for soup (salad)”, “Cook compote.”
Option 2. When taking a vegetable or fruit out of a box, the child must describe what it tastes like and what can be prepared from it.
"Wild-Domestic Animals"
Goal: development of an active vocabulary.
Progress of the game:
The box contains both wild and domestic animals.
When taking an animal out of the box, the child must tell who it is, where it lives and what it can do.
"Find the number"
Goal: developing the ability to find by touch and name numbers from 0 to 9, consolidating forward and backward counting.
Progress of the game:
Option 1. The child chooses any number in the box, shows it to the children and names it.
Option 2. Children guess what number the child should pull out of the box.
Option 3. The guys take out numbers in ascending (or descending) order and lay them out on the table
"Name the letter"
Goal: developing the ability to find the letters of the Russian alphabet by touch (as you study them).
Progress of the game:
Option 1. The teacher puts 7-8 letters in the box. The child selects any letter from the box, shows it to the children and names it.
Option 2. Children guess which letter the child should pull out of the box.
The same principle applies to consolidating knowledge about geometric shapes.
"Guessing Game"
Goal: development of the ability to classify.
Progress of the game:
The teacher puts 2 pieces of each type of toy in the box. The child takes out a toy and says: “I found a chair. A chair is furniture” or “I found a bee. A bee is an insect,” etc.
“What is this made of?”
Goal: development of sensory abilities.
Progress of the game:
The teacher puts objects made from different materials (iron, wood, plastic, fabric, cotton wool) into the box. The child must sense by touch what the object is made of.
Bibliography:
https://infourok.ru/didakticheskaya-igra-po-femp-i-sensornomu-vospitaniyu-chudesniy-meshochek-dlya-sredney-gruppi-3807462.html
https://ped-kopilka.ru/blogs/marija-trofimovna-murygina/posobie-chudesnyi-meshochek.html
Galkina G.G., Dubinina T.I. Fingers help you speak. Correctional classes for the development of fine motor skills in children / G.G. Galkina, T.I. Dubinina. - M.: Publishing house "Gnome and D., 2005. -40 p.
The effectiveness of didactic games in the sensory development of preschool children
The main ways to influence sensory standards in preschoolers are exercises, didactic and objective games. This can be explained by the fact that younger preschoolers most of all need play activity.
In the process of didactic games, you can not only monitor the formation of the child’s skills and qualities, but also guide and correct them in the right direction.
Didactic games induce in children the ability to think independently and apply existing knowledge in different conditions in accordance with the assigned tasks. It should also be noted that exercises and games need to be carried out in a certain system in connection with the way children are raised and sensory trained.
Taking this into account, in order to develop sensory standards and increase the level of sensory development, we have developed a set of didactic games.
When working with sensory development, I consistently and systematically use exercises and didactic games. This is precisely the main means of sensory education. I try to introduce them into one form or another of the educational process.
First, I drew up a long-term plan for the formation of sensory standards. I tried to distribute the material in a sequence that provides for a gradual transition from easy to difficult.
For example, first children must become familiar with certain sensory properties - the shape and size of objects that are explored by touching. They are then able to perceive color using vision.
The principle of consistency is also applied in the fact that first children become familiar with properties that differ sharply from each other, and then those that have similar characteristics. Moreover, it is necessary to take into account the age of preschoolers and what stage of their development they are at.
When developing preschoolers’ ideas about different colors, you need to act in stages. First, preschoolers must learn to navigate contrasting colors and match similar objects to samples.
For this purpose, didactic games are organized in which children can put things on plates, find similar balls and show a similar mosaic. From the first lessons, it is important not only to name what color the objects are, but also to place some objects tightly against others.
At the next stage, children learn to develop the ability to navigate in contrasting colors: green and yellow, blue and red. To do this, they use tasks in which children select similar objects according to a sample.
There are various educational games for this purpose. Children tie strings to balls, put bouquets in vases, hide mice, arrange objects by color, and put butterflies on flowers. And if at first the children make mistakes, they are helped by showing them the correct pattern of actions.
To make it more interesting for children, you can use different teaching materials, trying to alternate them throughout the lesson.
At this stage, preschoolers usually develop an understanding that different objects can have the same color. Toys and natural materials that have the desired color are selected.
Children can complete the following tasks: “Find objects that are only blue or red.” To develop ideas about what shape objects have, you need to help children compare them.
For example, I can ask the question: “Tell me, guys, what shape is this ball?” And then I tell them: “This ball is round, like an orange.” Then I invite the children to find objects with a similar feature themselves.
At the same time, it is necessary to teach children to perform such practical actions as overlaying figures, turning them over and applying them. Children trace the outlines of the figures with their fingers and perform other actions.
When a child has completed a number of practical actions, it is easier for him to recognize the figures that he needs to know in early preschool age. To correctly determine the size of an object, preschoolers need to develop the ability to select objects with the same size as the sample.
Then the children are given tasks that would develop their ability to distinguish objects by their size, overlapping or applying them to each other.
This allows you to fix the names of subject properties. During games to determine quantities, you need to use as many objects as possible, which are prepared in advance. These can be toys of different sizes.
With the help of didactic games, you need to shape children's thinking and their attention. These processes are inextricably linked with the acquisition of new sensory experiences.
All this allows us to consolidate ideas about size. To form tactile sensations, you need to use exercises and games using tactile paths and sensory panels.
Children are offered colored sticks and beautiful laces, as well as baby clothespins. The kids love playing with colorful corks, Velcro, twisting objects and brushes.
It should also be noted that the development of sensory skills is an integral part of educational activities. But in joint activities, as well as in special moments, we also pay attention to this.
Depending on the age of the child, different approaches are used to organize didactic games.
Didactic games for sensory and mathematical development of children 5-7 years old
Didactic games for sensory and mathematical development of children of senior preschool age.
Didactic manual for sensory and mathematical development of preschool children. A didactic game is a complex phenomenon, however, it clearly expresses the components - the main elements that define the game as a form of learning and gaming activity at the same time. Mathematics is a constantly evolving science. The activity develops techniques of mental operations and qualities of the mind, but not only that. Mathematics contributes to the formation of memory, speech, imagination, feelings; develops endurance, patience, and creative personal development occurs. And it is necessary to remember that mathematics is the only one of the more complex academic subjects. A modern kindergarten is a place where a child gains experience of broad emotional and practical interaction with adults and peers in the most significant areas of life for his development. The developmental environment of an educational institution is the source of the development of the child’s subjective experience. Each of its components contributes to the child’s development of experience in mastering the means and methods of cognition and interaction with the outside world, and the experience of the emergence of motives for new types of activities. The enriched development of a child’s personality is characterized by the manifestation of direct childish inquisitiveness, curiosity, and individual capabilities; the child’s ability to cognize what he saw, heard (the material and social world)
and respond emotionally to various phenomena and events in life; the desire of the individual to creatively display the accumulated experience of perception and cognition in games, communication, drawings, and crafts.
A preschooler aged 5 to 7 years must be able to:
1. A preschooler must solve simple puzzles and problems. 2. A preschooler must be able to subtract and add to numbers. 3. A preschooler must be able to determine the direction: forward, backward, right, left, up, down. 4. A preschooler should be able to count objects within 10 based on operations with sets. 5. A preschooler should be able to compare numbers: equalities - inequalities, more - less. 6. The preschooler must understand and answer questions correctly. How many? Which? Which one? 7. A preschooler must know the composition of the first ten numbers.
Today, and even more so tomorrow, mathematics will be needed by a huge number of people in various professions. Mathematics contains enormous opportunities for developing children's thinking in the process of their learning from a very early age. Visibility, consciousness and activity, accessibility and measure, scientific character, taking into account the age and individual characteristics of children, systematicity and consistency, the strength of knowledge acquisition, the connection of theory with the practice of learning and life, education in the learning process, a variable approach - this is the content completeness that is relevant for the child. The center for quiet games contributes to the development of cognitive processes (thinking, attention, memory, coordination of visual and tactile analyzers, fine motor skills, as well as perception and imagination, which, in turn, contributes to the development of the cognitive sphere of children. Children should master these skills at the age of 4- 7 years old. How quickly this will happen depends not only on the teacher and preschool children, but also on their parents, the children’s desire to learn. By teaching children using specialized literature, the teacher will very soon notice the first successes. But how to properly teach a child of 4 and 6 years old mathematics, in order to prevent mistakes and not instill an aversion to exact sciences.Material :
1. Balls made of fur, thread, prickly, rubber, plastic. 2. Strips of fabric: silk, nylon, wool, viscose, staple, etc. 3. Sheets with drawings of various animals and the number series from 1 to 10. 4. Cards with the number series from 1 to 10. 5. Sets of counting sticks, strings (laces) 6. Checked notebook sheets, simple and colored pencils.
Educational games and exercises:
1. “Find and show hard and soft surfaces.” Learn to feel hard and soft surfaces by touch; develop attention. The child feels all the surfaces of objects on the table and says which ones are hard and which ones are smooth. 2. “Find and show smooth, prickly and rough objects.” Learn to find objects with different surfaces by touch. The child feels objects and names which ones are smooth, which ones are prickly, which ones are rough. 3. “Describe the object.” Learn to convey your tactile sensations in verbal form; develop attention and thinking. A child, blindfolded, feels the toy on the panel and describes how it feels and its shape. 4. “Guess the object.” Learn to convey your tactile sensations in verbal form, develop attention and thinking. One child describes objects, the other guesses what he described. 5. “What number is missing?” Place cards with numbers from 0 to 10 drawn on paper in a row, then ask the child to close his eyes and at that moment remove one of the cards, moving the adjacent numbers to again form a continuous row. Having opened his eyes, the child must say which number is missing and where it should be. 6. “How many names do you know?” The teacher invites the children to say their full name one by one, taking a step forward with each name they name. The first calls male names, the second - female, the third again male, the fourth - female, etc. It is important that the children do not repeat themselves. Whoever advances the furthest wins. 7. “Compare the numbers” After showing the child two cards, we invite you to compare them. To begin with, the child names the meanings of the numbers, then answers the question which one is greater and by how many units. Then you should replace one of the cards and repeat the same questions. This activity can continue for quite a long time until the child loses interest in it. 8. “Draw a square” Develop ideas about geometric shapes and the ability to sketch them on a sheet of checkered paper. The teacher asks the children a riddle: We have four corners, four sides. All sides are equal and all angles are equal. (square)
The teacher invites the children to draw squares of different colors and shows the drawing sequence: “From the point to the right you need to draw a straight line equal to two cells, down draw another straight line equal to two cells, then to the left another similar line and up to the original points.
From the upper right corner of the square to the right, you need to count three cells and draw another identical square.” Children in their notebooks from the previous task count four cells down, put a dot and draw squares with a simple pencil to the end of the line. Then the teacher shows on the board the technique of shading a square from top to bottom, without lifting his hand. Children shade the squares with different colors. 9. “Count the objects” Since, in addition to numbers, there are various images on the cards, it is worth inviting the child to count them. You can also complicate the task by preparing sheets with drawings of various animals and a number series from 1 to 10. Having counted the number of animals, the preschooler must circle the corresponding number. As a rule, children really like this exercise and do not cause them any particular difficulties. 10. “What day of the week” Develops memory by remembering the names and sequence of days of the week. The teacher reads quatrains to the children, supporting them with finger exercises. Many different days of the week The birds sang to us about them On Monday the nightingale sang that there are no more beautiful days And on Tuesday the bird sang - the Yellow-sided tit The raven croaked that Wednesday was always the best day The sparrow began to tweet That on Thursday he flew into the forest Two doves cooed Sunday was discussed Birds know the days of the week They help us remember 11. “Making geometric shapes” The teacher reads poetry, and the children make geometric shapes from strings and counting sticks. Once upon a time there were two brothers: a triangle with a square.
The eldest is square, good-natured, pleasant. The youngest is triangular, always dissatisfied. He shouts to him: “Look, you are fuller and wider than me, I have only three corners, but you have four.” Children use counting sticks to model squares and triangles, then name the shapes.
But night has come, and to his brother, Bumping into corners, The younger one stealthily climbs to Cut off the older one’s corners.
As he left, he said: “I wish you pleasant dreams!” You went to bed with a square, but you wake up without corners! The teacher asks the children what shape they will get if the corners of a square are cut off.
(Circle)
.
Children make circles from strings. But the next morning the younger brother of Terrible Vengeance was not happy.
I looked - there was no square. Numb... Stands without words. That's revenge. Now my brother has eight brand new corners! Children make an octagon.
Then all the geometric shapes made are named. By the end of senior preschool age, children already have some experience in mastering mathematical activities (calculations, measurements)
and generalized concepts of shape, size, spatial and temporal characteristics;
Children also begin to develop generalized ideas about number. Older preschoolers show interest in logical and arithmetic problems and puzzles; successfully solve logical problems of generalization, classification, seriation. Children are already able to understand some more abstract terms: number, time. (the principle, or rule, of conservation of magnitude)
is significantly improved : preschoolers identify and understand contradictions in given situations and try to find explanations for them.
It turns out that nature generously endowed each of us with opportunities to develop at birth. And every child can rise to the greatest heights of creative activity! So, the first condition for the successful development of creative abilities is an early start. But when exactly should you start doing this? And how to do this? A lot depends on the parents, including their attitude towards their children. I would really like to think that, having become acquainted with educational games and tried to keep their kids occupied in them, mothers and fathers themselves, depending on their inclinations or professional knowledge, will supplement them with new conditions, come up with additional versions of games that contribute to the development of figurative and artistic abilities, be it they are from the field of mathematics, drawing, technology or physics, chemistry, biology.
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Methodology for organizing didactic games for sensory development
Let's consider the methodology for organizing didactic games for children of primary preschool age.
- In younger preschoolers, excitation processes prevail over inhibition processes. Visuals are more effective for them than words. Therefore, it is advisable to explain to them the rules and demonstrate the game action itself. If a game has different rules, don't tell them all at once.
- Games should be conducted in such a way that they allow children to experience joy and cheerfulness.
- We need to teach children to play in such a way that they do not interfere with each other, gradually learn to unite to play in small groups and realize that playing together is much more interesting.
- A teacher with younger preschoolers should try to get involved in the gameplay themselves. First you need to attract children to play with didactic materials. Then you need to take them apart and put them back together with the guys. It is necessary to awaken children's interest in didactic materials and teach them to play with them.
- At this age, children have a predominant sensory perception of the surrounding reality. Taking this into account, the teacher tries to select material that can be explored and actively acted upon.
- Games familiar to children will become even more exciting if something complex and new is introduced into their content, which requires activation of mental processes. Therefore, you need to repeat the game in different variations, gradually complicating their rules.
- When the rules of the game are explained, the teacher should turn his attention to the different players so that everyone thinks that they are telling him about the game personally.
- In order for the game to become more successful, the teacher must prepare the children for the game process: before the game, children must become familiar with the objects that will be used, with the images and their properties.
- After the game, the teacher must definitely notice the positive aspects: praise the children for what they did.
- Interest in games will increase if the teacher invites them to play with the toys that were used during the game.
Touch gaming systems and conditions for their use
The methodological literature contains information about different gaming systems. Such systems were developed, among others, by T.V. Bashaeva. They allow you to develop the perception of preschoolers and primary schoolchildren. ISSE was developed on the basis of the patterns of development of perception in the preschool period and on the psychological aspects of the transfer of external actions to the internal plane. The laws of mastering sensory standards were also taken into account.
To realize each type of perception, game systems were created that are based on the principle of gradual complication according to the stages of development of perceptual actions. In the beginning, children play with real objects with the help of adults, so they begin to perceive what properties different objects have. Then models are introduced into the game system, with the help of which the property can be specifically highlighted to facilitate their perception.
By playing with models, children learn to manipulate properties as in real actions in order to dissect external actions and objects themselves into their constituent elements. This makes it easier to assimilate perceptual actions and transfer them to the level of visual perception of objects.
Each type of perception must end with visual discrimination and recognition of the properties of phenomena or objects, with the help of which it is possible to determine whether the preschooler has developed a mechanism for perceiving the properties being studied.
Game methods for forming ideas about color
The main focus is on color recognition exercises and games. With their help, a preschooler can become familiar with the generally accepted system of shades and color tones, which are included in the form of transitional phrases.
These games are very important, because children, when perceiving color in the environment, drawing it with paints and pencils, are not able to independently learn to systematize shades and tones.
G.S. Shwaido offers his own model for constructing games for color discrimination and recognition. First, the child must remember colors that are close to each other. Then he must learn to distinguish colors by dark and light shades.
After this, children should learn to distinguish between shades of one color. First, choose two shades. Then several.
To firmly grasp sensory standards, you need to repeat games many times. But repetition needs to be organized in different ways. If you repeat didactic games without changes, this will give children the opportunity to consolidate acquired skills and knowledge during the exercises.
But if you make familiar games a little more complicated, it develops interest in them. Solving new problems brings children a sense of satisfaction and joy, and children are fueled by a desire to be mentally active.
Formative environment and game methods
According to R.A. Kurashova, we can highlight a subject-based developmental environment, which is one of the conditions for the development of sensory standards in preschoolers.
Today, as the education system improves, as the principles of humanization of the educational process are introduced, great importance is attached to the creation of a formative environment.
The environment, which includes the child's environment, consists of the family, immediate environment and social environment. The environment can both enhance and inhibit a child’s development. But she cannot but influence his development at all.
The developing subject environment is a complex of objects of the material world with which the child interacts. It allows you to model the content of the child’s physical and spiritual appearance.
In order for didactic games to produce results, you need to follow general didactic principles in their organization.
For example, one must adhere to the principle of consistency and systematicity, which is manifested in the fact that the knowledge system should be transmitted to children in a logical sequence, taking into account the cognitive capabilities of students. Another principle is the principle of learning. It involves organizing a process of several steps. It produces more results if you take fewer breaks, stay consistent, and avoid uncontrollable moments.
Based on all this, didactic games should be carried out sequentially from simple to complex.
According to V.N. Avanesova, during classes that are based on the direct influence of adults on the teacher, it is impossible to implement all the goals of sensory education: didactic games still play a large role.
The researcher believes that in some cases games are a specific playful form of conducting classes. They can be organized with all preschoolers during classes. In other cases, games should be used in everyday life, when the child plays independently.
What games help develop sensitivity at all levels?
Since I’m in the younger group, I’ll give you my card index, but I’ll try to make additions for different ages. In general, the meaning of such games is this: to give the child a wide range of sensations and knowledge about the properties of objects, substances, phenomena that can be felt tactilely, visually, auditorily and “smelling”. In the same way, these same sensory-didactic, that is, educational games are suitable for young children. It is necessary to select games that are adequate to the child’s age capabilities.
For simplicity, I divided the card index into 5 blocks: the development of visual perception, auditory, olfactory, tactile, as well as games for fine motor skills and purposeful actions.
I will not describe absolutely all the components of the card index, and it would be stupid to list them without a description, because you can’t always understand the essence by the name, so I will give a description of the most effective games for sensory development. You will see how simple, interesting and useful it is to amuse your baby and teach at the same time!
So, 1 block of didactic games for training visual sensitivity:
- “Lids and boxes”: you can take empty plastic jars with gouache lids, they are usually multi-colored. Place cards inside to match the color of the box. For older children, you can place beads or other small objects in monochrome colors.
Objectives: we train the ability to correlate colors, find identical ones, analyze and systematize. At the same time, we train motor skills, learning to open lids. We exercise the ability to distinguish shape and size. If you shake a jar with a card inside, you will also train your hearing.
Believe me, if you complicate the task, the middle and older groups will be interested in this game. For them, you can add shades of colors, place inside a card with a picture that is not monochrome, but made predominantly of one color. We select lids with threads to make it more difficult to open.
- “Vegetable Garden” is a game for the development of sensory standards. We take small square cardboards, draw the outline of a fruit or vegetable on them and cut out the middle. Separately, we have cardboard boxes of the same size, but completely painted over, matched to the colors of the prepared fruits and vegetables. Task: find its color for each fruit and place the blank on top of the corresponding colored cardboard.
Didactic games for the development of auditory perception: 2nd block
- To organize this type of game, waste material is suitable. For example: “Colorful noisemakers.” We take plastic bottles and glue labels of different colors to them, but of the same color. We will stir anything inside, as long as it fits into the neck and is matched to the color of the label: dyed legumes, cereals, beads, sand. The baby shakes these noisemakers, now stronger, now weaker, catching the difference in the sounds made.
At the same time, we will train our visual perception of color and motor skills. Children aged 2-3 years love this game. In the second junior group, and even in the first junior group, this fun is a great success. Apparently, babies still miss rattles...
And to make the fun more interesting in the 1st junior group, you can decorate the noisemakers in the form of toys: take a plastic Kinder egg, put different objects inside (cereals, a ball, whatever), cover them with fabric or crochet them, creating chickens, for example. Each chick will make different noises.
The preparatory group can complicate the task: pour the contents of the bottles into separate boxes and then again select the filling required for each specific bottle by color. In addition, if you shake bottles consciously, you develop a sense of rhythm, and this is an ear for music!
- "Who's making noise?" – goes well in the middle group. Behind the child’s back, we make characteristic sounds using any objects: rustling the pages of a book, knocking something on the table, etc. The child must guess what makes the sounds. Great ear training!
Block 3: developing the sense of smell...
There is no need to go far here; the games smoothly move into the kitchen. The average group can cope with this task quite well:
- “Guess what the chick will eat?” – the child plays the role of a hungry chick, and someone else imagines himself as a mother bird who has flown in to feed her young. But the mother is cunning: the chick must first guess by the smell what the mother brought him. We bring the child a piece of something edible and let him inhale the aroma. This is very interesting for older children, but the 2nd younger group can also try to guess.
- Older preschoolers will enjoy competing in the game “What does it smell like?” The idea is this: we make small bags of gauze in advance, and immediately before the game we place pieces of food with a characteristic aroma into the bags: citrus fruits, coffee beans, onions, garlic, apples, etc. Again, the baby guesses what’s inside.
Now the expanse of fruits, the preparatory group and younger preschoolers can train a more subtle sense of smell, let them learn to distinguish the smells of vegetables and fruits with a weakly expressed aroma.
Despite the simplicity of such didactic games, they are of great benefit. Through play, the child receives full sensory education and enriches the world of his sensations. And this already develops the brain as a whole. Moreover, our vocabulary is also enriched, because we learn new words.
4th block: enriching tactile sensations
- “Surprise”: place a deep container with sand, cereals, etc., in which objects are hidden. The child finds it, rejoices and at the same time develops the sensitivity of his fingers.
- “Hello!”: we make blanks in advance from materials of different textures, gluing them onto cardboard and cutting out palms. The child puts his palm on the workpiece, feels the texture, learns new concepts: smooth, rough, soft, fluffy.
- “Sinking or not sinking”: we take a container with water and in another container - different objects that can be soaked in water. The child explores which objects sink and which do not, and tries to guess in advance the possibility of floating on the water.
To develop tactile sensations, you can use everything you see around the house while walking. Yes, the child trains himself, feeling everything that comes to hand. But it is imperative to focus the baby’s attention on the names of phenomena and sensations. Pay attention to color, shape, size.
What can I say, you have already guessed how useful didactic games for the development of tactile sensations are for little autistic children - autistics, and for all children with mental retardation (mental retardation).
Block No. 5: learning to take purposeful actions
- “We sell cereals”: we pour different types of cereals or sand into bowls, we learn to pour cereals into other containers, as if for a buyer.
- “Treat the doll with candy”: take round plastic round containers with lids and decorate them in the shape of a doll’s head. Glue or draw a face and hair. We cut a small hole in place of the mouth. Separately, we are preparing a box with multi-colored buttons, which will be our candies. You need to push the candy button into the doll’s mouth.
- Exercise machines with laces, Velcro buttons, clasps, etc. work great for educational purposes. At least you need to make a simulator with buttons: sew buttons onto the fabric, stretch the fabric onto plywood or something similar. Separately, we make blanks with loops for buttons, for example, these are flower petals that need to be attached to a button and made into a flower.
Didactic games for learning motivation
Didactic games are games that are created and adapted specifically for teaching children.
This is a type of game with rules that are specially created by teachers for raising and teaching children.
Didactic games are a rather complex pedagogical phenomenon, consisting of many plans. A game is a gaming method, a form of learning, an independent activity, and a means for personal education.
We study didactic games as teaching methods in two forms: activities and didactic games. During classes, the leading role is taken by the teacher, who tries to increase preschoolers’ interest in classes using game techniques. He can create competitive elements and introduce game situations. The use of different components of gaming activity can be combined with instructions, demonstration, explanations and questions.
Researchers in the field of games highlight its structure: tasks, rules and actions.
The game used for teaching includes a didactic, educational task. During the game, children try to solve the problem in a form that is exciting for them, which can be achieved through certain game actions.
Each didactic game is endowed with a detailed game action. According to a group of teachers, didactic games become games due to the fact that they contain game moments: surprises and expectations, elements of competition and movement, riddles and distribution of roles.
Motivation for completing didactic tasks is the child’s natural desire to play, achieve gaming goals, and win. This is what encourages them to listen and look more carefully, quickly focus on the necessary properties, select objects and group them as required by the game conditions and rules.
Usually teachers confuse the concepts of “game exercise” and “game”. And game exercises are sometimes mistakenly called games by teachers.
But if you use play exercises instead of games, then children's interest can often quickly fade away. N.Ya. Mikhaileno identifies the following components of the game: actions, rules, winnings.
If the activity that the teacher offers for children does not have a competitive component and it is impossible to record championship as a win, then it is just a game exercise. To prevent the game from turning into a gaming exercise, it is necessary to introduce gaming actions with a competitive component into the process.
Types of didactic games for sensory development
A.N. Avanesova, taking into account the experience of sensory development of children, identified several types of didactic games:
- assignments that are based on children’s passion for actions with objects and toys: they can be assembled, laid out, inserted and performed other operations with them;
- hiding and searching: children are fascinated by the unexpected disappearance or appearance of objects, their finding and searching;
- guessing and riddles in which children are attracted by the unknown;
- plot-role-playing: children find themselves in the depicted life situations and play the roles of adults: buyers, postmen, sellers, etc.;
- competitions in which children try to quickly achieve game results and win;
- forfeits: in them, children try to discard a card, get rid of something, hold on, avoid a penalty item, and not utter a forbidden word.
According to A.N. Avanesova, in order to develop preschoolers’ ideas about colors and the solar spectrum, you must first conduct didactic games, during which children could learn to distinguish primary colors, recognize them and name them correctly.
After this, preschoolers are introduced to complementary colors. Then children do exercises in which they learn to name and distinguish shades for primary and secondary colors.
This is how ideas are formed about certain systems of color relationships, about the sequence of all colors in the solar spectrum and about their place there.
The knowledge children acquire about color allows them to develop mentally and sensory. Using this knowledge as standards, children try to navigate space faster and better, more accurately and more consciously. Their activities are taking on more advanced forms.
The acquired sensory representations do not indicate that children will use them in practice.
Didactic games make it possible to expand the practice of using standards and expand practical orientations.
As a result, the function of the didactic game becomes not educational, but aimed at applying existing knowledge.
Games can be used in every lesson. It is best to accompany them with nursery rhymes and riddles, which allows children to be emotionally aware and perceive game images, understand their aesthetic character, and develop imagination and imaginative thinking.
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Card index of didactic games for the development of sensory standards for children of senior preschool age
Card index of didactic games for the development of sensory standards
Theme : “Our favorite kindergarten”
Didactic game “What color are the objects in our group”
Goal: to teach children to name a color indicating a sign.
Material: group interior, dishes, toys and other things.
Progress of the game. The teacher invites the children to carefully consider the color of the walls and furniture. Then he calls the child and asks him to say what color the table is; if the answer is correct, everyone claps their hands. The task is given one by one, children determine the color of the object, compare the object by color
Didactic game “Wonderful bag”
.
Goal: to teach how to select figures by touch according to a visually perceived image.
Material: two sets of volumetric and planar figures (balls, cones, cylinders, ovals, squares, triangles)
. One set of figures is in a bag, the other is on the table.
Progress of the game. The teacher places geometric shapes on the table in advance and hides a bag with a set of the same shapes in the group room. Children are looking for a bag. As instructed by the teacher, the child finds in the bag the figure that the teacher showed and names it.
Didactic game “Describe from memory”
.
Goal: develop
visual memory in a child.
Progress of the game. Briefly show children one of their peers or a picture
, then they must answer the questions from memory: what hair, what dress, what eyes, etc.
Didactic game “Where are you”
Goal: orientation in space.
Progress of the game. Children are in kindergarten in different rooms, using intact analyzers (smell, hearing, touch)
must tell where they are and find their way to the group.
Didactic game “Find the named body part by touch”
Goal: To form in children an idea of their own body using tactile sensations.
Progress of the game. Children should become pairs and, with their eyes closed, find each other’s body parts named by the teacher, explain where they are, using “above”
,
“below”
,
“in front”
,
“behind”
.
Theme "Me and my family"
Didactic game
"Recognize by voice
Goal: develop
Children have hearing and attention, recognize their peers, teachers, and parents by the voice.
Progress of the game. The children are sitting, and one of the children has his back to them. One of those sitting should call by name, and the child should recognize it. If the problem is solved correctly, then the guys change places. You can also involve adults in the game.
Didactic game “Big - small”
.
Goal: develop observation skills
, correlate real sizes with conventional measurements.
Material: set of strips of different lengths.
Progress of the game. Children talk about their family and lay out strips from the tallest family member to the shortest, calling them by name
Theme "Vegetables"
Didactic game “Wonderful bag”
.
Goal: to teach children to choose vegetables by touch according to a visually perceived pattern.
Material: two sets of three-dimensional vegetables and pictures
with the image of vegetables.
Progress of the game. The teacher shows the children pictures
with pictures of vegetables and explains the rules of the game. As instructed by the teacher, the child finds in the bag the same vegetable as the one lying on the table, naming it. The game ends when the children find all the vegetables.
Didactic game “Define the taste”
.
Goal: continue to distinguish vegetables by taste.
Material: tray with chopped vegetables (cabbage, carrots, beets, onions)
and
cards with their image
.
Progress of the game. The child is asked to taste the vegetable with his eyes closed, then open his eyes and choose the vegetable he tried.
Didactic game “Lay out along the contour”
.
Goal: learn to correlate the image in the picture with a real object
.
Material: picture
with the image of vegetables and their outline image.
Progress of the game. Participants are given several pictures
with a contour image of vegetables.
The participants’ task is to correctly find the
picture of a vegetable.
Lacing “Where the worm lives”
.
Goal: development of fine motor skills
, consolidate prepositions.
Progress of the game. The game consists of various cardboard objects (apples, leaves, mushroom, basket)
.
Children use a lace to “sew”
a worm onto an apple, or a leaf, or a vegetable
(there is a hole for sewing on objects and on the worm)
Theme “Fruit”
Didactic game “Magic colors”
.
Goal: teach children to mix paints to get a new color.
Material: orange, apple, kiwi. Handout: sheets of paper, paints, jars of water, palettes, brushes.
Progress of the game. The teacher reports that today the children will have to draw, not with simple, but with magical colors. “What color is an orange!”
That's right, orange. Invites children to mix red and yellow paints to get orange. And they color the orange. For kiwi, mix red and blue - brown; for apple, green and yellow - light green. The works are hung up and analyzed, the children remember what fruits they know and what color they are.
Didactic game “Fold the picture ”
.
Goal: to teach children to make a complex picture from parts
.
Material: sets of plot pictures and cut-outs
.
Progress of the game. Invite children to put together a picture by overlapping
, by pattern or memory.
Didactic game “Bring the still life to life”
.
Goal: be able to identify fruits by touch.
Material: cards
with the image of fruits made of velvet paper.
Progress of the game. Children are offered cards
with the image of fruits made of velvet paper. Task: with your eyes closed, determine which fruit is depicted.
Didactic game “Recognize by smell”
.
Goal: continue to learn to distinguish odors in the surrounding space.
Material: fruits - orange, lemon, banana, apple, kiwi, plum, pear, tangerine.
Progress of the game. The child, with his eyes closed, must identify the fruit offered by the teacher by its smell. If the task is completed correctly, then he is offered to eat it.
Theme "Autumn"
Didactic game “Colorful scarves”
.
Goal: teach children to mix primary colors to create new ones
shades.
Material: red, orange, yellow paints; palette, jars of water and brushes.
Progress of the game. “Today we will draw beautiful scarves”
- says the teacher and shows samples. All this is painted with two colors, red and yellow. How did you get three colors? You need to take two paints, with one of them draw a pattern from one edge of the scarf, the other from the second edge, mix them on the palette and you will get the color that you need to draw the pattern in the middle. Work with other colors in the same way. Works are exhibited and evaluated.
Didactic game “Listen - Guess”
.
Goal: develop
auditory perception of objects in the surrounding space.
Progress of the game. The teacher invites the children to recognize by the sound the objects make when tapped or dropped. For example: the sound of footsteps, the fall of a book, the tapping of a spoon on the table, the rustling of autumn leaves, paper, etc.
Topic : “Clothes, hats”
Didactic game “Which is made of fur, which is made of felt”
Goal: develop
visual and tactile perception.
Material: pieces of fur and felt, and items of clothing and hats.
Progress of the game. Each child must tactfully try the material, and then visually determine and name what material this or that thing is made of.
Didactic game “Dressing and Taking Off”
Goal: to expand children’s understanding of seasonal types of clothing.
Material: doll with a set of clothes
Progress of the game. The children are given the task of dressing the Katya doll in winter, autumn, summer or spring clothes.
Theme "Shoes"
Didactic game “Pick a Pair”
Goal: develop
logical thinking and imagination.
Material: picture
with a picture of shoes.
Progress of the game. Children are offered a set of pictures
with images of different shoes. Each child chooses shoes and matches them with a pair. Children name the shoes and tell them what time of year they can be worn.
Didactic game “Complete the detail”
Goal: to consolidate knowledge of color and geometric shapes, the ability to analyze and observe the sequence of the pattern.
Progress of the game. Two pictures
. On the first one a boot with an ornament is drawn, and on the other there is only an outline. The child must fill in the missing details.
Didactic game “Whose shoe is bigger”
Goal: consolidation of knowledge about size and size, systematization of acquired knowledge.
Material: card
with the image of a family, the contours of boots, boots, shoes.
Progress of the game. Children are given pictures
with the image of grandmother, grandfather, father, mother, boy, girl and children of different ages. During the game, children need to choose shoes, observing the size and explaining why they made this choice. At the end of the game, the teacher offers to color a pair of shoes.
Topic "Food"
Didactic game “Magic bags”
.
Goal: to teach how to identify grains by touch.
Material: cups with buckwheat, semolina, rice, sugar, salt.
Progress of the game: The teacher suggests determining by touch with your eyes closed what kind of cereal it is.
Didactic game “Wonderful bag”
.
Goal: to teach to recognize objects by touch.
Material: bag, bagel, candy, apple, carrot.
Progress of the game. Players take turns finding objects in the bag by touch and naming it.
Theme "Dishes"
Didactic game “Match the lid to the dish”
.
Goal: to teach children to recognize and create images of objects based on individual details, to creatively develop a peer’s idea
.
Material: cards
with images of the details of the dishes.
Progress of the game. From a pile of cards
On the table, children take one at a time and select the lid according to the size and color of the dishes.
Didactic game “What are the dishes made of”
.
Goal: to deepen children’s understanding of the various materials from which dishes are made: metal, wood, glass, plastic. Learn ways to study subjects. Foster a sense of mutual assistance and the ability to cooperate.
Material: dishes made of different materials.
Progress of the game. During the game, children name materials, their properties, try to generalize them, compare them with others, find common and distinctive features.
Exercise “Fedora’s closet”
.
Goal: development
visual perception and attention.
Progress of the game. The children sit on the carpet. The presenter shows the children a picture with “noisy”
images of dishes. Children take turns coming up, naming the object they saw and circling it.
Theme "Pets"
Didactic game “Whose shadow is this”
.
Goal: develop
logical thinking and imagination.
Material: sheets of paper, pictures
with images of different animals, paints, brushes.
Progress of the game. Transfer to cards
outlines of easily recognizable animals.
Show the children the picture and ask
who has the shadow of this animal on
the card
. The shadows can be painted with watercolor paint of different colors.
Didactic game “Combine the contour and silhouette image”
.
Goal: learn to correlate the image in the picture
with a real object using a silhouette and contour image.
Material: picture
with real images of pets, with contour and symmetrical images.
Progress of the game. Children are given cards
with real images of animals. Assignment: match the outline and silhouette of the animal to your images.
Theme "Poultry"
Didactic game “Whose voice?”
Goal: to cultivate auditory attention, the ability to denote sounds in words, to develop intelligence
, endurance.
Demonstration material: subject pictures
with the image of poultry.
A book with sounds of the inhabitants of a poultry yard.
Progress of the game. The teacher turns on the sounds, the children recognize them, find the picture
and call the action
(Rooster crows, duck quacks, etc.)
If done correctly, they get a chip, the one who collects the most chips wins.
Didactic game "Cut pictures "
Goal: development
visual perception, spatial representations, visual – figurative thinking, attention.
Material: cut pictures
poultry or puzzles
How to play: Ask each child to put together a picture
or insert pieces of the puzzle into the overall
picture
.
Act in your “mind”
, mentally try on the puzzles, if you can’t handle it, then by selecting them.
Theme "Wild Animals"
Didactic game “Who is this?” (connect the dots)
Goal: develop imagination
, learn to imagine an animal according to their dot pattern,
develop hand motor skills
; ability to carefully monitor the location of points.
Handout material: cards
with schematically depicted animals (wild, colored pencils
Progress of the game. The teacher offers to connect all the dots, the resulting diagrams are outlined in pencil, and the children recognize the animal. Then you can offer to color it, complete the picture
.
Didactic game “Forest paths”
Goal: to be able to visually find the path to each animal’s home; if you have difficulty, you can use a pencil to navigate the labyrinth.
Material: cards
– labyrinths for every child
Progress of the game. The teacher invites the children to find the path to the houses; whoever can do it the fastest gets a chip.
Theme "Winter"
Didactic game “Colored Ice”
Purpose: to reinforce the idea of the relationship between colors
Demonstration material: 3 large jars with stickers - orange, green, purple.
Handout materials: jars of water, 3 for each child, brushes, rags, paints, jars of water for washing brushes.
Progress of the game. Educator: “Today we will prepare colored ice, we need to color the water and freeze it. We need orange, green and purple, anyone knows how to make orange water? That's right, mix yellow and red paints, take more yellow than red. How do you get purple? Mix red and blue." During the walk, water is poured into candy molds and frozen, the next day, the Christmas tree or “flower bed”
etc.
Didactic game “Winter Palette”
Goal: to consolidate the ability to obtain different light shades by mixing paints. Introduce the light row.
Demonstration material: drawing of 3 blue balloons of different lightness.
Handout materials: sheets of paper, palettes, blue and white gouache, water, rag.
Progress of the game. Children are invited to look at the drawn balls, they are all blue, but in different shades, first the lightest, then darker, then the darkest. You have blue and white paint on your tables. How do you make different shades? First, you put a lot of white paint on the palette, for the first ball you add a little blue paint to the white paint, for the second more, and for the third without adding white. After mixing the desired shades of paint, children paint the balls on their pieces of paper. The works are hung up and discussed by the children.
Theme “Wintering birds”
Didactic game “Wool, feather, fabric”
(by touch)
.
Goal: to learn to identify materials of different textures by touch.
Handout materials: various pieces of wool fabric, feather, leather, rubber, clay.
Progress of the game. The teacher suggests sticking your hand into the bag, taking a piece of something, and without looking, talk about it : “Warm, cold, rough, velvety, smooth, fluffy, soft.”
and try to name what can be made from this item.
By analogy, you can use objects and materials of a different texture and determine what they are: viscous, sticky, rough, velvety, smooth, fluffy, etc.
Cutting pictures “Fold the bird”
.
Goal: development
logical thinking, fine motor skills.
Progress of the game. The child is given two identical images: a whole one and one divided into several parts (starting with four or five)
.The child’s task is to assemble the whole image, first according to the model, then without it. As a complication, you can increase the number of fragments, as well as the complexity of the image itself.
Furniture theme
Didactic game “What did the person sit on?”
(The game is a journey into the past of the chair)
Goal: to form an idea of furniture, its functions and properties, the quality of the material from which it is made
Material: pictures
with the image of different armchairs and chairs
Progress of the game. The teacher's story about how a person transformed furniture. Then the children choose a picture
the most ancient chair and talk about its parts.
The next child tells from another picture
what has changed. Children must name the shape, color, material. Whose story is more complete gets a chip.
Didactic game “A doll’s housewarming party”
.
Goal: to teach children to understand a schematic image and compare the plan with space.
Material: plan previously drawn by an adult, toy furniture (small)
.
Progress of the game. The teacher offers the children the following game situation. Doll Masha brought new furniture and doesn’t know how to arrange it. Show the finished plan, and the children must furnish the toy room according to it; if the task is completed successfully, then the next child arranges the furniture. using the new plan.
Theme “Street. City"
Didactic game “Find the path to the house”
.
Goal: to introduce children to various lines, to improve the skills of precise hand actions under vision control.
Material: tracks drawn on a magnetic board (straight, wavy, zigzag)
.
Progress of the game: The child first conducts a visual analysis of the line; drawing lines with your hands in the air, tracing lines with your index finger, running a toy magnet along the line.
Didactic game “Call the phone”
.
Goal: to form children’s understanding of the telephone - as a means of communication, and about the rules of communicating on the telephone with different people.
Material: telephone handset.
Progress of the game: Children sit in a circle, the teacher hands the phone to the child and formulates the task: a stranger called you; or a friend called; or you need to call your mom. Children are invited to tell a friend where he lives (give his address, tell his mother about any problems in the house.
Theme : “Defenders of the Fatherland Day”
Didactic game "Signalers"
.
Goal: mastering geometric shapes, classification of size and color.
Material: cards
blue and green.
Progress of the game. Children have signal cards
blue and green. Children are asked to compare groups of geometric shapes of the same color and shape, but different sizes. Compare groups of geometric shapes of the same color and size, but different shapes.
Theme “March 8. Professions of mothers"
Didactic game “Recognize your mother by her voice”
.
Goal: development of attention
, the ability to recognize each other by voice, creating a positive emotional background.
Progress of the game: The same number of children and their mothers play. Children turn away from their mothers and in chorus: “Mom! Congratulations!” The designated host mother replies: “Thank you!” Who recognizes their mother's voice?
Didactic game “Who needs what for work”
.
Goal: to establish who and where mothers work, what they like to do in their free time. Reinforce the use of the accusative case of nouns.
Material: pictures with objects
, images of mothers of different professions.
Progress of the game. Children receive kits: pictures
depicting the professions of mothers and
pictures
depicting tools.
Exercise. Arrange the pictures
in pairs in their correspondence - an image of a profession and an image of tools belonging to this profession. Tell who needs what for work and why.
Theme : “Spring. Primroses"
Didactic game “Leaves are round and oval”
.
Goal: to teach to distinguish leaves based on their shape (oval, round)
.
Material: story picture
, cut out flower leaves.
Move. Recall with the children the names of primroses growing in the forest (snowdrop, coltsfoot, violet)
.
Then the teacher offers to look at the plot picture
.
Tell who collected what flowers in the forest (mother snowdrop, daughter violet, father coltsfoot)
.
Draw the children's attention to the fact that some flowers have too many leaves, listen to the children's suggestions. “It was probably the wind that tore them off
. Invite the children to find their own leaves for each flower and tell what shape they are (the violet is round, the snowdrop is oval, the coltsfoot is oblong).
Game - experimentation “Where spring comes faster”
.
Goal: to establish the dependence of changes in nature on the season.
Materials and equipment: containers with snow, ice.
Move. An adult and children take a form filled with water outside. Another form is filled with snow during a walk. At the end of the walk, he brings both forms into the room, leaves them in a warm place and observes the changes that occur for 1-2 hours. Ice takes longer to melt. Find out where spring will come faster: on the river or in the clearing (in the clearing the sun will melt the snow faster)
.
Pisces theme
Game-task “Determine the age of the fish”
(with a magnifying glass based on the scales)
.
Goal: to teach children to determine the age of fish experimentally using optical instruments. Develop
child's search activity, ability to analyze. Foster a caring and caring attitude towards living nature.
Material: magnifying glasses, microscopes, aquarium, encyclopedia; fish scales, saw cuts; illustrative material, paper, pencils.
Move. The teacher suggests looking at 2 angelfish in the aquarium and identifying them by age. Who's older? How to find out? Let's go into our laboratory and be researchers. There are real scales in the lab! It is necessary to study them experimentally. Who saw what? Did you see the rings? How many? Can you determine how many years? Draw the rings with a blue pencil - these will be documents about the age of our fish.
Game - experimentation “Do fish breathe”
.
Goal: to establish the possibility of fish breathing in water, to confirm the knowledge that air is everywhere.
Material: transparent container with water, aquarium, magnifying glass, stick, cocktail tube.
Move. Children watch the fish and determine whether they breathe or not (monitor the movement of the gills, air bubbles in the aquarium)
.
Then exhale air through a tube into the water and observe the appearance of bubbles. Find out if there is air in the water. Using a stick, you move the algae in the aquarium and bubbles appear. Watch how the fish swim to the surface of the water (or the compressor, capture air bubbles (breathe)
. The adult leads the children to understand that fish breathing in water is possible.
Topic “Plants : trees, shrubs, herbs”
Didactic game “Which tree is the leaf from”
.
Goal: to consolidate ideas about the features of the appearance of a tree and its leaves. Develop
cognitive interest in living nature, observation skills.
Game task: find the leaves of a certain tree.
Material: cards
with images of trees and their leaves.
Progress of the game: The presenter names the characteristic features of a particular tree without naming it. Children look for his image among the cards
. Then they find the leaves of this tree. The first one to correctly find the correct leaves wins.
