Games for sensory development of children of the middle group card index (middle group) on the topic
Games for sensory development of middle school children
D. I. “Picture from figures”
Goal: to develop the ability to differentiate geometric figures of different shapes and sizes, relying on tactile and visual sensations, that is, to develop tactile and visual perception; develop children's imagination and creative abilities.
Rules of the game:
The teacher demonstrates to the children the method and order of constructing simple structures. After that, he invites the children to use their figures to lay out other drawings that they come up with themselves. The picture on the flannelgraph is removed so that children do not copy the finished image.
D.I. “Ship”
Goal: To develop the ability to distinguish geometric shapes by shape and size; develop spatial imagination, active attention, observation, motor-auditory memory.
Rules of the game:
The children are given figures to familiarize themselves with. The teacher shows how you can lay out a boat (sailboat). This is done in stages so that the children understand well the order of “building” a sailboat from figures. After the teacher finishes laying out his sailboat, he, without removing its image, invites the children to build their own boats from the figures that were distributed.
D.I. “Hide the mouse”
Goal: To develop the ability to correlate slots and liners in shape, color and size. Develop attention and thinking.
Rules of the game: The teacher shows the children in which houses the mice have settled.
— The mice are looking out the windows now. Everyone’s windows are different: round, oval, square, triangular. The mice close these windows only at night, when they go to bed or when they see a cat nearby. Imagine that night has come and the mice need to close the windows. Close so that the shape of the window matches the shape of the lid so that they are tightly closed.
Morning has come, open the windows.
But here comes the cat. Hide the mice quickly so that the cat doesn't eat them.
The cat left because it did not find a single mouse. The game is played 2-3 times.
D.I. “Butterflies”
Goal: To develop the ability to pay attention to the color of an object, to establish the identity and difference in color of homogeneous objects; develop the ability to select objects from two given colors out of four possible ones.
Rules of the game: The teacher invites each child to plant butterflies of two colors in their fields. On a four-color panel, the child must put, for example, red and blue butterflies, placing them on a part of the field that matches the color of these butterflies (in this case, on the red and blue fields). Children complete tasks 3-4 times, changing a pair of colors. The teacher helps you correct mistakes yourself: “Are all your butterflies planted correctly? Look closely at what you did wrong. Do not rush!"
D.I. “Find a pair”
Goal: To develop attention, observation, memory, to develop the ability to establish the identity of homogeneous objects.
Rules of the game: To play the game you need to prepare sheets of cardboard with butterflies glued on them, as well as a similar pair of the same butterflies. In this game, children must match identical butterflies.
D. I. “Fishes and Stars”
Goal: To develop visual perception, attention, observation, the ability to differentiate colors, and name them.
Rules of the game: The teacher attaches two fish and says that each fish has a friend - a starfish. The teacher attaches one starfish of the same color under each fish and says that he put as many of them as there are fish. After this, the teacher asks the children what color these fish and stars are. The children answer. Then all the fish and stars are removed. After this, the teacher asks one of the children to come out and attach the red and blue fish. Then another child is called and asked to attach the same number of stars. Other children name the colors of the attached stars. After this, the pictures are removed again. The game continues until all children complete the task of finding star friends for the fish.
D.I. “Remember the order of the buttons”
Goal: To develop active attention, memory, the ability to quickly concentrate, and stimulate attention.
Rules of the game:
- There are buttons in front of you, and I have buttons, these buttons are in boxes. In each of your boxes you need to arrange the buttons in a certain order, just like mine.
The teacher shows one card after another, the children remember the location of the circles. The teacher removes the cards, the children lay out circles in their empty cards.
D.I. “Balloons”
Goal: To consolidate the names of the six colors of the spectrum: “red”, “orange”, “yellow”, “green”, “blue”, “violet”.
Rules of the game:
— Children, we have balloons of different colors and strings of the same colors. You need to tie a ball of the same color to each thread.
The teacher takes one of the balls and attaches it to a thread of the same color. After this, two or three children take turns “tying” the remaining balls and calling the color of each.
D. I. “Correction test for kids “Bear Cubs”
Goal: To develop voluntary attention, stability of attention, distribution of attention.
Rules of the game:
— The cubs decided to play hide and seek, but they need help to hide. The white cubs want to hide behind the circles, and the brown cubs want to hide behind the squares.
The teacher demonstrates to the children how to cover all the white bears with circles and all the brown bears with squares. After the show, the teacher invites the children to take sheets of paper with bears and hide them as quickly as possible using circles and squares.
D.I. “What kind of dress does the doll have?”
Goal: To develop the ability to select objects according to the word denoting color, to group shades of the same color tone.
Rules of the game:
- Today we will see what color our doll’s dress is. I will dress the doll, and you will tell me what color her dress is.” The teacher shows the doll and asks the children one by one, clarifying and correcting their answers. Draws children's attention to the fact that the same color has different shades.
D.I. “Pick up a figure”
Goal: To consolidate children’s ideas about geometric shapes and practice naming them. Learn to select shapes according to the model. Strengthen the skill of examining geometric shapes by tracing and overlaying.
Rules of the game:
— On your tables there are cards on which figures of different shapes are drawn, and the same figures on trays. Place all the figures on the cards so that they all match the ones drawn.
The teacher asks the kids to trace each figure lying on the tray with their finger, then place it on the drawn figure and only place it if it matches completely.
D.I. “Sooner or Later”
Goal: To form temporary concepts of “earlier” and “later”. Develop memory and thinking.
Rules of the game:
The teacher displays two pictures on the stand, connected by a logical sequence (for example, pictures with an egg and a chicken). After the children look at the pictures, he asks the children what happened before (at first, and what happened then (later). What story can be composed based on these pictures? Children make up several sentences based on these pictures.
D. I. “Learning to write riddles”
Goal: To develop the ability to determine the shape and colors of objects, relying on visual perception, to develop memory and thinking.
Rules of the game:
The teacher asks the children if they like to solve riddles. Of course, both children and adults love solving riddles. But it’s no less interesting to try to write riddles about familiar objects yourself. The teacher invites the children to come up with their own riddles about what is shown in the pictures that he will distribute. But you need to make a riddle in such a way that the description of the object is clear, so that other children can guess what is shown in the picture.
D.I. “Pyramid”
Goal: To learn to arrange objects in a logical sequence depending on their size (from largest to smallest, based on the teacher’s verbal description.
Rules of the game:
The teacher shows the children a toy pyramid and asks the children questions regarding the properties of this toy.
-What is it made of?
— What color are the rings of the pyramid, what shape are they?
-What size are they?
— How are they located on the rod?
—Where is the largest ring located?
- Where is the smallest?
The rings of the pyramid are round in shape, but if you look at it from the side, the rings will appear oval. But they keep the same color, size and location.
D.I. “The fourth odd one”
Goal: to develop attention, memory, thinking.
Rules of the game:
The teacher offers the children one of a series of pictures, gives the children time to look at the pictures, then asks what is shown in the pictures. Then the teacher says that here four pictures are similar to each other, and one is different from all of them. What kind of picture is this, and why is it extra, not like all the others. The pictures of the following series are displayed in order.
D.I. “What’s inside and what’s outside?”
Goal: To learn to determine the location of objects inside or outside something, to actively use the words “inside” and “outside” in speech.
Rules of the game:
The teacher shows the children Fluffy the bunny. He is still small, so he often confuses the words “inside” and “outside”. The teacher offers to help Fluffy learn and remember words so that he never confuses them.
The teacher opens one of the pictures:
— What is located inside the basket and what is outside? Etc.
Once the children have mastered the concepts, the children give Fluffy an “exam.” They ask him what is inside the box and what is outside. Naturally, Bunny will make mistakes, and the children will correct his mistakes.
Purpose of sensory education for preschoolers 4-5 years old
Sensory education of children aged 4-5 years is focused on the formation of the foundations of sensory perception of the surrounding reality and the formation of sensory representations of preschoolers. It is important to carry it out precisely during this period because it is sensitive for the development of the sensory side of the personality and the formation of sensory ideas.
Based on this goal, we can identify a number of tasks for sensory education of children 4-5 years old. These include:
- Expanding preschoolers’ understanding of the sensory structure of the world;
- Formation of productive sensory perception skills;
- Improving the sensory development of preschoolers through the active use of all senses;
- Development of skills in differentiating objects based on sensory characteristics;
- Formation of skills for examining objects based on sensory characteristics;
- Development of elementary sensory representations of preschool children.
Achieving these goals is carried out through various methods and areas of educational activity.
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.
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.
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.
