Card index of games on social and communicative development middle group card index (middle group)
Game card index
social and communicative
development middle group
"Name yourself"
Goal : To develop the ability to present oneself to a group of peers.
Progress: The child is asked to introduce himself, calling his name as he likes best, as he would like to be called in the group.
"Call me kindly"
Goal: to cultivate a friendly attitude among children towards each other.
Progress: The child is asked to throw a ball or pass a toy to his favorite peer (optional), affectionately calling him by name.
"Magic Chair"
Goal: to cultivate the ability to be affectionate, to activate gentle, affectionate words in children’s speech.
Progress: One child sits down, and the rest say kind, affectionate words about him.
"Magic wand"
Goal : continue to develop the ability to be affectionate.
Progress: Children stand in a circle. One child passes the stick to the person standing next to him and calls him affectionately.
"Freeze"
Goal: develop listening skills, develop organization.
Progress: The point of the game is the teacher’s simple command “Freeze,” which can be heard during children’s activities, in a variety of situations.
"Stream"
Goal: to develop the ability to act together and teach to trust and help those with whom you communicate.
Procedure: Before the game, the teacher talks with the children about friendship and mutual assistance, about how to overcome any obstacles. Children stand one after another and hold on to the shoulders of the person in front. In this position they overcome any obstacles.
"Magic wand"
Goal: developing ideas about the capabilities of one’s own and peers.
Move: One names the fairy tale, the other its characters, etc.
"Polite Words Store"
Goal: develop goodwill, the ability to establish contact with peers.
Progress: Educator: I have polite words on the shelf in my store: greetings (hello, good morning, good afternoon, etc.); affectionate addresses (dear mommy, dear mommy, etc.).
I will offer you various situations, and you buy the right words from me.
Situation. Mom brought apples from the store. You really want to, but mom said you need to wait until lunch.
How do you ask her to give you an apple?
"Body"
Goal: Continue to reinforce polite words.
Procedure: Children sit around a table on which there is a basket. The teacher turns to the child: “Here’s a box for you, put a polite word in it.”
"That's what grandma is like"
Goal: develop respect for elders, reinforce kind words.
Progress: Each child takes turns telling what his grandmother’s name is, and how affectionately you can call her.
"Wonderful bag"
Goal : expanding the volume of vocabulary, developing tactile perception and ideas about the characteristics of objects.
Progress: Children take turns recognizing the object by touch, naming it and taking it out of the bag.
"Good words"
Goal : develop the ability to use kind words in speech.
Progress: Children choose kind words. Show the children a picture of children working. What can you call children who work? (Hardworking, active, kind, noble, etc.)
"Rug of reconciliation."
Goal: develop communication skills and conflict resolution skills.
Progress: Coming from a walk, the teacher tells the children that two boys quarreled over a toy. Invites you to sit down opposite each other on the “rug of reconciliation” to find out the cause of the discord and find a way to peacefully resolve the problem. Discuss how to share the toy.
“What to do, what to do?”
Goal: to awaken children’s initiative, independence, intelligence, responsiveness, and willingness to look for the right solution.
Progress: Create a situation: there are no paints of certain colors, there is not enough plasticine for modeling. Children look for solutions on their own.
"Package"
Goal: expanding the vocabulary, developing coherent speech.
Progress: The child receives a package from Santa Claus and begins to describe his gift without naming or showing it. The item is presented after the children have guessed it.
“This is what Santa Claus is like”
Goal: develop respect, reinforce kind words.
Progress: The child tells what gifts Santa Claus brought, how he thanked him, how you can affectionately call him.
"Without a mask"
Goal: develop the ability to share your feelings, experiences, and construct unfinished sentences.
Progress: The teacher says the beginning of the sentence, the children must finish.
What I really want is...
I especially like it when...
One day I was really scared by...
"Day Night"
Goal: develop the ability to collaborate and achieve the desired result.
Progress: After the words “The day is coming - everything comes to life,” the participants in the game move chaotically and jump. When the teacher says: “Night comes, everything freezes,” the children freeze in bizarre poses.
“Listen outside the window, outside the door”
Goal: develop auditory attention.
Progress: According to the teacher’s instructions, all children focus their attention on the sounds and rustles of the corridor. Then they take turns listing and explaining what they heard.
"Who better to praise"
Goal: to be able to name the characteristics of animals based on the example of an adult, to develop attention and the ability to describe.
Procedure: The teacher takes a bear for himself and gives the child a bunny.
And he begins: “I have a bear.” Child: “And I have a hare.” etc.
"Who am I talking about"
Goal: to develop observation skills, the ability to focus on the main features of the described object.
Progress: The teacher describes the child sitting in front of him, naming his details of clothing and appearance. For example: “This is a girl, she’s wearing a skirt and blouse, her hair is blond, her bow is red. She loves to play with the Tanya doll."
"That's what dad is like"
Goal : develop respect for dad, reinforce kind words.
Progress: The child tells what his dad’s name is, how he plays with him, how he affectionately calls him.
"Describe a friend"
Goal: to develop attentiveness and the ability to describe what you saw.
Procedure: Children stand with their backs to each other and take turns describing the hairstyle, clothes, and face of their partner. Then the description is compared with the original and a conclusion is drawn about how accurate the child was.
“That’s what mom is like”
Goal: develop love for mom, reinforce kind words.
Progress: Each child takes turns telling what his mother’s name is, how she takes care of him, how she can be affectionately called.
"What changed?"
Goal: attentiveness and observation necessary for effective communication.
Move: The driver leaves the group. During his absence, several changes are made in the group (in the children's hairstyle, in clothes, you can move to another place), but no more than two or three changes.
"A gift for everyone"
Goal: to develop a sense of teamwork, the ability to make friends, to do
making the right choice to collaborate with peers.
Progress: The children are given the task: “If you were a wizard and could work miracles, what would you give to all of us now?”
"Why"
Goal : develop the ability to be friends and be polite.
Move: For example, if you offend a girl, she will cry.
If you accidentally pushed, then……………
You were given a toy, then……………
"Beat the transformation"
Goal : to cultivate trust in each other, a sense of responsibility for the other.
Move: The teacher passes an object (ball, cube) in a circle, calling them by conventional names. Children act with them as if they were objects named by an adult. For example, they pass a ball around in a circle. The presenter calls “Apple” - the children “wash”, “eat”, “sniff”, etc.
"Toys Alive"
Goal: to form a culture of communication in children.
Progress: Educator. You've probably been told or read fairy tales about how toys come to life at night. Please close your eyes and imagine your favorite toy, imagine what it does when it wakes up at night. Introduced? Then I suggest you play the role of your favorite toy. And we’ll try to guess what kind of toy you were depicting.
"Edible - inedible"
Goal : development of auditory attention, development of the ability to highlight the essential features of an object (edibility, animation).
Move: The leader says the word and throws a ball to one of the children and names the object. If edible, the player catches the ball, and if inedible, the player dodges the ball.
"Magic wand"
Goal: to form ideas about the capabilities of one’s own and peers, to consolidate the signs of spring.
Progress: Children pass the wand and name the signs of spring.
"Let's say hello"
Goal: to create a psychologically relaxed atmosphere in the group.
Progress: The teacher and children talk about different ways of greeting, real and comic. Children are encouraged to greet with their shoulder, back, hand, nose, cheek and come up with their own way of greeting.
"What can happen?"
Goal: develop imagination, strengthen the ability to finish a sentence, and the ability to listen to each other.
Progress: What could happen if……….
“All fairy-tale heroes will come to life.”
“The rain will continue to fall.”
Didactic game as a means of social and communicative development of a preschool child.
Today, the Federal State Educational Standard states that Social and communicative development is aimed at mastering the norms and values accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, and nature.
The world of childhood is a wonderful and mysterious island in the world of adults. But today we live in a very difficult world. The modern social environment, both society and the family environment, is complex and unstable. The problem of social adaptation of a preschooler is very relevant today, because the process of personal socialization begins in childhood and continues throughout life. And it is the game that is the means of a child’s entry into society and the development of his communicative abilities.
Play is the main and favorite activity of children, their work . In the game, the complex often becomes accessible. Do not refuse your child's request to play with him. Offer the game yourself, help him understand the world around him. Raise your child to be inquisitive, strong, resourceful, and healthy. Playing with your child will give you great pleasure. Remember your childhood, you will feel younger and understand your children better.
One of these games are educational games . In kindergarten they receive special attention.
Didactics is learning. Didactic games are educational games. These games were created by folk pedagogy; At different times, different teachers looked at the meaning of didactic games differently. Froebel considered it a means of education and training; Montesori - a means of developing sensations; Tikheyeva considers didactic games to be a means of developing a child’s speech; Usova - these games are good for sensory development. All this suggests that the didactic game contains great opportunities for teaching and educating preschoolers.
There are several types of didactic games. Didactic games differ in educational content, cognitive activity of children, game actions and rules, organization and relationships of children, and the role of the teacher.
Types of didactic games:
In preschool pedagogy, all didactic games can be divided into 3 main types: games with objects, board-printed and word games .
Games with objects:
Playing with objects uses toys and real objects. By playing with them, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects and their characteristics: color, size, shape, quality. In games they solve problems of comparison, classification, establishing sequence in solving problems. As children master new knowledge about the subject environment, the tasks in the games become more complicated: the children practice identifying an object by any one quality, combine objects according to this characteristic (color, shape, quality, purpose, etc.), which is very important for the development of abstract , logical thinking.
For children of primary preschool age, objects that differ sharply from each other in properties are used, and in middle and older ages the differences are less noticeable, since children can already find a subtle difference between objects.
These are games such as “What is missing, what has changed?”, “Wonderful bag”, “Look and remember”, “Guess what they hid”, “What is more, what is less”, “Find and bring”, etc.
Didactic game “Everything is the other way around”
Purpose of the game: development of gross motor skills of a preschooler, expansion of his vocabulary and improvement of speech.
Game equipment: ball.
Progress of the game:
This game is best played by three people or a small group (up to 5 people).
A leader is selected from among the participants. He stands opposite the other players and throws the ball to them in turn. At the same time, he names the word - an adjective, and the one who catches the ball must say the antonym for this word.
For example:
cold – hot;
high Low;
big small;
kind angry;
heavy - light.
If one of the participants makes a mistake, he is eliminated from the game. The last participant who managed not to drop out of the game becomes the host.
Board-printed games
Printed board games are varied in content, educational objectives, and design. They help clarify and expand children’s understanding of the world around them, systematize knowledge, and develop thought processes. Printed board games are varied in type: paired pictures, lotto, dominoes, mazes, cut pictures, cubes, puzzles.
The ability to choose the game according to your own wishes makes it especially attractive. Some people like to make a mosaic pattern, others like to play lotto, and others like to play checkers. When choosing a game, you need to take into account the interests of the children, but the teacher or parent must remember that these interests are formed, that often the child does not play this or that game not because it is uninteresting for him, but because he does not know it. It is important to help children master the ability to play - and not only alone, but also with friends. It is necessary to monitor children and help them as needed. Board game themes are extremely varied. Work, art, travel, sports, children's lives - everything is reflected in them.
Printed board games can be divided into several types:
- Paired pictures. The game task is to match pictures by similarity.
- Lotto. They are also built on the principle of pairing: identical images on small cards are matched to pictures on a large card. Lotto topics are very diverse: “Toys”, “Utensils”, “Clothing”, “Plants”, “Wild and Domestic Animals”, etc. Lotto games clarify children’s knowledge and enrich their vocabulary.
- Domino. The principle of pairing in this game is implemented through the selection of picture cards during the next move. The themes of dominoes are as varied as lotto. The game develops intelligence, memory, the ability to anticipate a partner’s move, etc.
- Cut pictures and folding cubes, on which the depicted object or plot is divided into several parts. The games are aimed at developing attention, concentration, clarifying ideas, the relationship between the whole and the part.
- Games like "Labyrinth" are intended for children of older preschool age. They develop spatial orientation and the ability to foresee the outcome of an action.
Printed board game "Loto"
Didactic task: To train children in the ability to combine objects according to their place of growth: where what grows; consolidate children's knowledge about Russian folk tales
Number of players:
Game rules: cover the cells only with those pictures that correspond to the content of the large card, i.e. a fairy tale
Game action: find small cards depicting episodes from fairy tales and cover the cells on the large map with them. Competition - who will be the first to close all the cards
Word games
Word games are an effective method of fostering independent thinking and speech development in children. They are built on the words and actions of the players; children independently solve various mental problems: they describe objects, highlight their characteristic features, guess them from the description, find similarities and differences between these objects and natural phenomena. Verbal games develop children's speech, the vocabulary is replenished and activated, correct pronunciation is formed, coherent speech develops, and the ability to correctly express one's thoughts. The didactic objectives of many games are designed to teach children to compose independent stories about objects, phenomena in nature and social life. Some games require children to actively use generic species concepts (“Name in one word”, “Name three objects”). Finding antonyms, synonyms, and words that sound similar is the main task of many word games. If a child gets the role of a guide in the game “City Travel,” then he willingly tells tourists about the sights of the city
These are games such as “An old fairy tale in a new way”, “Come up with an unusual creature”, “Magic tree”, “Who came to the New Year’s carnival?”, “Magic objects from a wonderful bag”, “Come up with a riddle about a magical animal”, “ Absurdities”, “Transformations”, “How to escape from a sorcerer?”, “Make up a story”.
Word game “Create an unusual creature” (for children from five years old)
Goal: Development of word creation, imagination, ability to analyze and distinguish between real and fantasy images; broadening your horizons.
Equipment: A set of cards depicting various objects, plants, birds, animals, flowers, fairy tale characters, etc.
Contents: Give the child two cards at once. Let the kid come up with a character that would combine the properties of two characters at once. For example, when adding the animals dinosaur and pig, we get other non-existent animals: pigsaurus or diniña. Thus, . This is how the child’s monologue speech develops.
you can add different words (oak + rose = oakberry, dragonfly + goat = dragonfly, etc.). Don’t limit your baby’s imagination, or yours! Properties can be taken from different plants, birds, animals, objects, etc., as long as the source is named.
Word game “How to escape from a sorcerer?” (for children from five years old)
Goal: development of coherent speech, imagination, creative thinking.
Equipment: a set of small toys or object pictures, 8-10 pieces (substitutes can be used in the future).
Contents: An adult tells the following story: “Once upon a time there was a sorcerer. He knew how to enchant various objects and things. He will enchant you and take you to his cave. But the sorcerer bewitched only that one thing. If the objects were combined, the sorcerer could not enchant them and take them to himself.”
After this, the child is asked to combine the objects into a single plot. If the child understands the task, then you can immediately give him a set of toys or pictures. If the child experiences any difficulties, you need to help him. For example, take the first two cubes you come across and come up with your own story: “Once a butterfly met a hedgehog, was very surprised and asked him why the hedgehog didn’t fly. The hedgehog replied that he cannot fly, but he can curl up into a ball. And he offered to teach the butterfly this. Since then they became friends"
Among the wide variety of didactic games, one can highlight communicative games that unite and connect all types of didactic games. Through the content of didactic games, children form correct ideas about social activity: attitudes towards the phenomena of social life, nature, and objects of the surrounding world. Communicative games: “Find the similarities”, “Find the differences”, “Whose child am I - guess”, “Find yours” place on the family tree" (games based on family relationships); “Who built this house?”, “Who grows bread for everyone?”, “What is made of wood?” (labor theme); “Smart machines”, “Human assistants in everyday life” (objective world); “Recognize our flag”, “Who lives in which country”, “Foreigner”, “Visiting the Eskimos”, “Tour of our native village” (feeling of patriotism); “Fair”, “Guess the painting”, “Make a pattern” (forming a respectful attitude towards the culture of Russia); “Fire - friend or foe”, “Talking signs”, “Dangerous objects” (basics of safe living).
The games reflect the attitude of preschool children to life phenomena . In the game, a child can be a driver, a doctor, a teacher, whatever he wants, and this gives him great joy. After all, he lives in the game, acts like the adults around him, the heroes of his favorite fairy tales and cartoons. Therefore, play becomes an essential component of personality development, an important mechanism of socialization.
When a child plays, he does not just enter into the image of another personality, he expands his experience, deepens his own personality, enriches his inner world with new ideas, feelings, and concepts. Playing activities play an important role in the social development of preschool children, as they develop their communication skills. In the game, older preschoolers show a desire to empathize with their partner, show attention, goodwill, and responsiveness. “Play is a truly social practice of a child. In it, children, on their own initiative, enter into communication with each other, and to a large extent build their relationships independently,” wrote D. B. Elkonin. Therefore, it is play activity that helps a child learn to interact with other people and develop certain social behavior skills.
Children often have difficulty communicating with peers and adults. Didactic games, exercises to develop the emotional sphere, plastic studies, training to eliminate negative emotions help to establish communication with each other and develop communication skills. Thus, with the active use of communicative games, children learn the rules of behavior in society, they develop speech and accumulate social experience.
A child, captivated by a didactic game, does not notice that he is learning to communicate with peers and adults, learning the social world with its rules and norms of behavior. The game develops thinking and speech, which contributes to cognitive development, and such important mental processes as memory, attention, imagination. Through play, children acquire sufficient personal social experience, which will serve as the foundation for their full development and readiness for schooling.
Literature
- Bondarenko A.K. Didactic games in kindergarten. - M. "Enlightenment", 1985.
- Sorokina A. I. Didactic games in kindergarten: (Senior group). - M.: “Education”, 1982.
- Antonova, T. V. Features of communication between older preschoolers and peers [Text]
- T. V. Antonova // Preschool education. 2008. - No. 10. -S. 14–17.
5. Artemova, L. V. The world around us in didactic games for preschoolers
