Organization of routine moments in the preparatory group in the first half of the day

Card index of games used in special moments with preschool children

Card index of games used in special moments with preschool children

(2nd junior group)

Card index of role-playing games

"Kindergarten "

Target.

Familiarizing children with the work of adults working in kindergarten. Developing the ability to take on a role.

Game material. Dolls, toy dishes, substitute items

Game roles.

Cook, doctor, nanny, teacher, music worker.

Progress of the game.

The teacher can start the game with a tour of the kindergarten. During the excursion, he draws the children's attention to the fact that there are many groups and many children in the garden. All children in the garden live a fun and interesting life, because adults take care of them: the cook prepares food, classes, the doctor vaccinates the children, treats them, the nanny cleans the group room, serves food, the teacher works with the children, plays with them.

After the excursion, the teacher asks the children what they saw and invites everyone to try to be a cook, nanny, teacher, or music worker.

The teacher can first demonstrate actions with objects himself. For example, playing the role of a cook, the teacher prepares the necessary items for preparing soup: a saucepan, a spoon to stir the soup, carrots, potatoes, etc. In this case, the teacher uses substitute items. After this, he invites one of the children to cook soup.

So, the teacher can act out several stories. Gradually, several plots are merging into a single interesting game. For example, two girls play with dolls, lift them out of bed, dress them, talk to each other, at a distance from them another girl organizes a children's dining room, she places three dolls at the table and places cutlery in front of them. The teacher can use this situation in the following way: he tells the two girls that it is time for the mothers to go to work, and for the children to go to kindergarten, where breakfast is already starting. Thus, the teacher promotes the natural unification of two playing groups into one. The game is already continuing at a higher level. Meanwhile, the teacher can already “call the car park” and find out why a car has not yet been sent to the kindergarten - the kindergarten needs food, etc.

"Treat"

Target.

Developing children's ability to implement game plans.

Game material.

Substitute items, play utensils, toy dogs, furry collar.

Preparing for the game.

Reading and discussion of N. Kalinina’s story “Helpers.”

Progress of the game.

The teacher asks the children: “Who wants to play with me? I invite everyone to play: Sasha, Pavlik, Alena and Vitalik. Does Irochka want to play with us? Now I will bake you some buns. I'll bake buns and feed you. You see, I have a lot of dough in the pan.” Shows a large children's pan filled with parts of building material - yellow or red hemispheres. “There will be a lot of buns, enough for everyone. Sit here on the carpet, relax, and I’ll cook.” The teacher seats the children so that they can see his actions. “I’ll take a large sheet (the lid of a box from a printed board game). I'll put buns on it. Valyusha makes this bun (takes one piece from the box, makes circular movements reminiscent of rolling a ball, and places it on the “sheet”). I'll roll, roll the dough, the bun is ready for Valyusha. And I’ll make this bun for Kiryusha (by calling the children’s names, the teacher keeps their attention on himself). That's all.

planning in the preparatory group

PLANNING EDUCATIONAL WORK for the week (10/11/2021-10/15/2021)

Group: 2nd preparatory group “Semitsvetiki”

Topic: “I am a man.”

Tasks

: 1. To develop in children positive self-esteem, self-confidence, awareness of the growth of their achievements, self-esteem, self-control and responsibility for their actions and deeds; 2. Form an idea of ​​yourself as a person – representatives of life on Earth.

Final event

: “What did Pepsi-Cola and Water argue about?”

Date of the final event

: Friday 15.10.

Responsible for the final event: teachers, parents.

“Use of didactic games in the child’s daily routine”

“Use of didactic games in the child’s daily routine”

The correct organization of routine moments is of great importance for the health and successful development of the child.

Regular moments take up most of the time that the baby spends in kindergarten. They should not be seen as simply providing for the child's physiological needs. All procedures and how they are carried out form an important part of the teaching process. The child’s time in kindergarten should pass smoothly, from one activity to another, without using traditional phrases - orders (let’s go wash our hands, get dressed for a walk, sit down for lunch, etc.), so that all the life activity of the child in the preschool institution is game. Play, the leading activity in preschool age, opens up wide opportunities for the development and upbringing of a child. Didactic games are a universal assistant in organizing and conducting routine moments.

A didactic game is a multifaceted, complex pedagogical phenomenon: it is a gaming method of teaching preschool children, a form of education, an independent gaming activity, and a means of comprehensive education of a child’s personality.

A didactic game as a form of teaching children contains two principles: educational (cognitive) and gaming (entertaining). The teacher is both a teacher and a participant in the game. He teaches and plays, and children, while playing, learn. If in the classroom knowledge about the world around them expands and deepens, then in a didactic game (games - activities, actually didactic games) children are offered tasks in the form of riddles, suggestions, questions.

A didactic game as an independent gaming activity is based on awareness of this process. Independent play activity is carried out only if children show interest in the game, its rules and actions, if they have mastered its rules.

All didactic games can be divided into three main types: games with objects (toys, natural materials), board-printed and word games.

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.

Printed board games are a fun activity for children. They are varied in type: paired pictures, lotto, dominoes. The developmental tasks that are solved when using them are also different.

Word games are built on the words and actions of the players. In such games, children learn based on existing ideas about objects and deepen their knowledge about them. Since these games require the use of previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental problems; describe objects, highlighting their characteristic features; guess from the description; find signs of similarities and differences; group objects according to various properties and characteristics. They are especially important when organizing security moments.

For ease of use of word games in the pedagogical process, they can be conditionally divided into four groups.

· The first of them includes games with the help of which they develop the ability to identify the essential features of objects and phenomena: “Guess it?”, “Shop”, “Yes - No”, etc.

· The second group consists of games used to develop children’s ability to compare, contrast, and make correct conclusions: “Similar - not similar,” “Who will notice more fables?”

· Games that help develop the ability to generalize and classify objects according to various criteria are combined in the third group: “Who needs what?”, “Name three objects,” “Name in one word,” etc.

· In a special fourth group, games are allocated to develop attention, quick wits, quick thinking, endurance, and a sense of humor: “Broken Phone”, “Paints”, “Flies - Doesn’t Fly”, etc.

To select a didactic game, it is necessary to know the level of preparedness of students, since in games they must operate with existing knowledge and ideas.

The teacher takes care of complicating the games and expanding their variability. If the children's interest in the game fades, it is necessary to come up with more complex rules together with them.

I have collected a large card index of didactic games that we use to organize and conduct various routine moments.

When receiving children, when parents require the attention of teachers to themselves, it is advisable to use board-printed didactic games. Having organized independent play, the teacher can switch his attention from children to parents and back, directing the game process, because independent play activity does not exclude control from an adult, who, at this moment, is one of the participants in the game.

An important educational moment is eating, in order to develop cognitive activity and curiosity; before eating, it is advisable to organize educational games like “What did the cook prepare? ", "Edible-inedible", "How is it useful? “, “Guess what?”, didactic games and conversations about the health benefits of products and the variety of dishes.

A favorable period for individual work is table setting: you can offer the child a logical puzzle, a problematic situation, create an incorrect table setting and ask him to think about whether everything was done correctly.

When washing your hands, you can repeat the algorithm of this procedure in a playful way by entering the game character “What did Pinocchio mix up”, “Masha is confused”, etc.

All classes are conducted by us in the form of question-and-answer conversations and didactic games, selected depending on the topic being studied.

Before the walk, verbal didactic games are held to reinforce the material being studied: “Name it in one word”, “Which, which, which”, “Whose subject”, “Name the family”, etc.

During the walk, where there is enough space for active movements, active and sedentary didactic games are played: “Edible - Inedible”, “Colors”, “We won’t tell you what we did, we will show you what we did”, etc.

When organizing routine moments, the teacher must create a friendly atmosphere of cooperation. What if not a game will help with this? But it is very important to take into account the individual characteristics of each: do not rush a slow child, do not offer actions that are beyond the child’s strength, do not do for him what he can do himself.

If the organization and conduct of routine moments takes place in play, children respond with great pleasure to the teacher’s suggestions, learn new things and consolidate previously acquired knowledge and skills without tension and stress.

Didactic games

Game "Cut pictures"

Target. To form in children ideas about the holistic image of an object, to teach them to correlate the image of the idea with the holistic image of a real object, to fold a picture cut into 4 parts.

Equipment. Cut pictures from 4 parts. Items and toys that match those in the pictures.

Progress of the game.

In front of the children are cut-out pictures depicting a familiar object (apple, car, tumbler, doll, ball, etc.)

. The teacher asks the children to put together a picture from parts so that they get a whole object. At the end of the task, children are offered two objects to select and correlate (for example: a car and a tumbler, which they compare with the image.

The child who first collects the cut picture wins.

Game "Sun or Rain?"

Target. Teach children to perform actions according to the different sounds of the tambourine. To develop in children the ability to switch auditory attention.

Progress: The teacher says to the children: “Now you and I will go for a walk. Want to? Then, let's go for a walk. Look, it’s not raining, the weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring the tambourine, so that it will be more fun for you to walk to its sounds. And when it starts to rain, I will start knocking on the tambourine, and when you hear the knock, you should run into the house. Listen carefully when the tambourine rings and when I knock on it.”

Game "Butterfly, fly!"

Target. Achieve long, continuous oral exhalation.

Equipment. 5 bright paper butterflies. Tie a thread 50 cm long to each and attach them to the cord at a distance of 35 cm from each other. The cord must be pulled between two posts so that the butterflies hang at the level of the face of a standing child.

Progress: Children sit on chairs. The teacher says: “Children, look how beautiful the butterflies are: blue, yellow, red! There are so many of them! They look like they're alive! They can fly. (Blows on them.)

Look, they've flown. Now try blowing on them yourself. Who will fly further? The adult invites the children to stand one by one next to each butterfly. Children blow on butterflies. The game is repeated several times until all the children blow on the butterflies. It is necessary to ensure that children stand straight and do not raise their shoulders when inhaling. You need to blow only on one exhalation, without taking in air, while the child’s cheeks should not puff out, and the lips should be slightly pushed forward. Each child can blow for no more than ten seconds with pauses, otherwise he may become dizzy.

Game "Let's get to know each other!"

Goal: to strengthen children’s ability to make acquaintances, say their name, and use polite words in their speech.

Equipment: doll.

Progress of the game “I came to visit the children”

new doll. She wants to meet.

Educator: “Guys, a doll came to visit us. Let's get acquainted, my name is Lyudmila Gennadievna, and yours? Very nice!". Children one by one approach the doll and say their name. Anyone who gets to know the doll can get to know the children of the group.

Game “What are the names of family members? ”

Goal: to strengthen children’s ability to clearly name all members of their family; develop memory, coherent speech; cultivate love for your family.

Progress of the game

Children stand in a circle and take turns naming their family members. For example: “I live with my mother Marina, father Dima, brother Zhenya. I have grandmother Lyuda, grandmother Lena, grandfather Misha and grandfather Gena.”

Game "Yes or no" .

Goal: to form in children a desire to protect their health and the health of other children; to teach them to understand what can be done and what cannot be done.

Progress of the game

Educator: “Guys, I will name situations for you, and you, if you can do it, will clap your hands, if not, you will stomp your feet. For example: you can play with a ball on the road; you can sit upright at the table; You can talk while eating; do not wash your face in the morning; you cannot handle sharp objects; you cannot play with matches; you need to wash your hands after returning from a walk, etc.

Game "Compliments" .

Goal: teach children to compliment each other; develop speech and thinking; cultivate friendliness.

Progress of the game

Children stand in a circle and hold hands. The teacher turns to the child standing to her right: “Sasha, you are so polite today!”

. Next, Sasha turns to the child, whom he holds by the hand on the right. If a child finds it difficult to give a compliment, then other children help him.

Game “All professions are needed, all professions are important .

Goal: to consolidate children’s knowledge about professions; bring to the understanding that all professions are necessary and important; develop memory, attention, thinking.

Equipment: pictures with professions of adults.

Progress of the game The teacher shows pictures of adults’ professions and invites them to look at them, name the profession and talk about its importance and usefulness. At the end of the game, the teacher, summing up, says that all professions are necessary and important.

Didactic game “Find the object”

Goal: learn to compare the shapes of objects with geometric patterns.

Material. Geometric shapes (circle, square, triangle, rectangle, oval)

.

Content.

Children stand in a semicircle. In the center there are two tables: on one there are geometric shapes, on the second there are objects. The teacher tells the rules of the game: “We will play like this: whoever the hoop rolls to will come to the table and find an object of the same shape as the one I show. The child to whom the hoop rolled comes out, the teacher shows the circle and offers to find an object of the same shape. The found object rises high if it is chosen correctly, children. They clap their hands. Then the teacher rolls the hoop to the next child and offers a different shape. The game continues until all the objects are suitable and matched to the samples.

Didactic game “Funny nesting dolls”

Goal: to teach to distinguish and compare objects according to different qualities of size.

Material. 2 sets of five-seater nesting dolls, 2 sets of circles of different sizes, a turret made of hollow cubes.

Content. At the invitation of the teacher, the children sit at a common table on which there is a nesting doll. The teacher turns to the children: “I want to play funny nesting dolls with you, but I see that there is only one nesting doll here, but where are the rest? (looks around, and then picks up a matryoshka doll and shakes it)

.
Something is rattling in the middle! Let's see what's there? (Removes the upper half of the matryoshka doll)
.
This turns out to be where they hid! (All nesting dolls are placed in a row)
.
Let's get to know them! The teacher calls the name of each nesting doll, tilting it: “I am Matryoshka, I am Natasha, I am Dasha, I am Masha,”
etc. Each child chooses one of the nesting dolls
(the teacher takes one matryoshka for himself)
.
The game begins. First, the nesting dolls walk (walk on the table)
.
Then they are called to measure height. They line up one after another and take turns, starting with the smallest, stand according to height, and the teacher clarifies which nesting doll is the smallest (tall? Then the nesting dolls go to lunch. The teacher puts on the table a set of circles (plates)
of five sizes, calls the children according to queues that select plates of the appropriate size for their nesting dolls. After lunch, the nesting dolls gather for a walk. The teacher puts a second set of nesting dolls on the table, and the children select girlfriends of the same height for their nesting dolls. Pairs of nesting dolls move around the table. Then they scatter and mingle. (
“Matryoshkas” wanted to run
." Unnoticed by the children, the teacher removes a pair of nesting dolls of the same height from the table. “It’s time to go home!” says the teacher. Get into pairs.” The nesting dolls line up in pairs, and suddenly it turns out that a certain pair of nesting dolls is missing. The teacher offers the children call the nesting dolls by name
(if they remember)
. Everyone asks her in unison to come back. The dolls appear, the kids put them in their place and the toys go home.
The teacher puts on the table a tower made of hollow cubes (one side is missing)
- these are houses for nesting dolls. At the request of the teacher, each child finds a home for his nesting doll. The nesting dolls bow, say goodbye and go home.

Game "Right as Left"

Goal: mastering the ability to navigate on a sheet of paper.

Content. The nesting dolls were in a hurry and forgot to complete their drawings. You need to finish drawing them so that one half is similar to the other. The children draw, and the adult says: “Dot, dot, two hooks, minus a comma - it’s a funny face.” And if the bow and little man-skirt is that maiden

The teacher shows the children the figures, traces each with a finger. Gives the children a task: “You have cards on your tables with figures of different shapes on them, and the same figures on trays. Place all the figures on the cards so that they are hidden.” Asks the children to trace each figure lying on the tray, and then overlays ( "hide"

) it onto the drawn figure.

Didactic game "Three squares"

Goal: to teach children to correlate three objects by size and indicate their relationship with the words: “big”

, small”,
“medium”
, largest”,
“smallest”
.

Material. Three squares of different sizes, flannelgraph; Children have 3 squares, flannel.

Content.

Educator: Children, I have 3 squares, like these (shows)

.
This one is the biggest, this one is smaller, and this one is the smallest (each of them shows)
. Now show the largest squares (children pick them up and show them, put them down. Now raise the middle ones. Now the smallest ones.

Next, the teacher invites the children to build towers from the squares. He shows how this is done - he places first a large, then a medium, then a small square on the flannelgraph from bottom to top. “Make such a tower on your flannelographs,” says the teacher.

Didactic game “What kinds of shapes are there?”

Goal: to introduce children to new shapes: oval, rectangle, triangle, giving them in pairs with already familiar ones: square-triangle, square-rectangle, circle-oval.

Material. Doll. Demonstration: large cardboard figures: square, triangle, rectangle, oval, circle. Handout: 2 figures of each smaller shape.

Content.

The doll brings figures. The teacher shows the children a square and a triangle and asks what the first figure is called. Having received an answer, he says that there is a triangle in the other hand. The examination is carried out by tracing the contour with a finger. Draws attention to the fact that a triangle has only three angles. Invites children to pick up triangles and put them together. Similarly: a square with a rectangle, an oval with a circle.

Didactic game “Wide - Narrow”

Goal: to form a “broad - narrow”

.

Content.

The lesson is carried out in a similar way, but now children learn to distinguish the width of objects, i.e. wide and narrow ribbons of the same length. When creating a game situation, you can use the following game technique. Two cardboard strips are laid out on the table - wide and narrow (of the same length)

.
along a wide strip (path)
, but only one of them can walk along a narrow strip. Or you can play the story with two cars

Didactic game “Make an object”

Purpose: to practice drawing up the silhouette of an object from individual parts (geometric shapes)

.

Equipment. On the teacher’s table there are large toys: a house, a tumbler, a snowman, a Christmas tree, a truck. There are sets of different geometric shapes on the floor.

Progress of the game. The teacher offers to name the toys that are on his table and make any of them using a set of geometric shapes. Encourages and stimulates children's actions. Asks: “What did you make up? From what geometric shapes?

. Children examine the resulting silhouettes of toys, remember the corresponding poems and riddles.

It is possible to combine the composed silhouettes into a single plot: “House in the Forest”

,
“Winter Walk”
,
“Street”
Didactic game “Learn and Remember”

Goal: to teach children to remember what they perceive, to make choices based on presentation.

Equipment. Cards depicting three single-color geometric shapes (circle, square, triangle; circle, oval, square, etc., a set of small cards depicting one shape to be placed on large cards.

Progress of the game. In front of the child is a card with a picture of 3 shapes. The teacher asks to look at it and remember what shapes are drawn there. Then he gives the children sheets of paper and asks them to cover their cards with them. After that, he shows a small card. puts it face down on the table, mentally counts to 15, asks the children to take off the paper and show on their cards the same shape that he demonstrated. To check, the teacher again shows the sample card.

As children master the game, they are given two cards (6 forms), then three (9 forms)

.

Didactic game "Three Bears"

Purpose: to practice comparing and ordering objects by size.

Equipment. The teacher has silhouettes of three bears, the children have sets of toys in three sizes: tables, chairs, beds, cups, spoons.

Progress of the game. The teacher gives the children a set of objects of the same type: three spoons of different sizes, three chairs, and so on. He says: “Once upon a time there were three bears. What were their names? (Children call)

.
Who is this? (Puts the silhouette of Mikhail Ivanovich)
.
What size is it? And who is this? (Nastasya Petrovna)
.
Is she bigger or smaller than Mikhail Ivanovich? What kind of Mishutka? (Small)
.
Let's give each bear a room. The biggest bear, Mikhail Ivanovich, will live here. Which one of you has a bed, chair, etc. for Mikhail Ivanovich? (Children place objects near the bear; in case of a mistake, Mikhail Ivanovich says: “No, this is not my bed”
).
Do you have a bed, chair, etc. for Mishutka? (The children arrange a room for him)
.
Who were these items left for? (For Nastasya Petrovna)
.
What size are they? (Less than for Mikhail Ivanovich, but more than for Mishutka)
. Let's take them to Nastasya Petrovna. The bears set up their home and went for a walk in the forest. Who's going ahead? Who's behind him? Who is last? (The teacher helps the children remember the relevant fragments of the fairy tale).

Didactic game “Let’s decorate the scarf”

Goal: to learn to compare two equal and unequal groups of objects, to practice orientation on a plane.

Equipment, scarves

(large - for the teacher, small - for children, a set of leaves of two colors
(for each child)
.

Progress of the game. The teacher suggests decorating the scarves with leaves. Asks how this can be done (each child completes the task independently)

.Then he says: “Now let’s decorate the handkerchiefs differently, everything is the same.
I will decorate my scarf, and you will decorate the little ones. Decorate the top edge with yellow leaves, like this. (Shows)
. Put as many leaves as I did. With your right hand, arrange them in a row from left to right. And we will decorate the bottom edge of the scarf with green leaves. Let's take as many green leaves as yellow ones. Add another yellow leaf and place it on the top edge of the scarf. Which leaves have increased in number? How can we make them equal?”

After checking the work and evaluating it, the teacher suggests decorating the left and right sides of the scarf with leaves of different colors. That is, put the same number of leaves on the right side of the scarf as on the left. (Shows)

.

In conclusion, the children decorate all sides of the scarf in their own way and talk about it.

Didactic game "Hedgehog"

Goal: to learn to correlate objects by size, to highlight size as a significant feature that determines actions; reinforce the meaning of the words “big”

,
“small”
,
“more”
,
“less”
, introduce them into the children’s active vocabulary.

Equipment. Cardboard stencils depicting hedgehogs and umbrellas of four sizes.

Progress of the game. The teacher says that now he will tell a fairy tale about hedgehogs: “A family of hedgehogs lived in the forest: dad, mom and two hedgehogs. One day the hedgehogs went for a walk and went out into the field. There was neither a house nor a tree there (Invites the children to find hedgehog figures on trays and put them in front of them. He approaches each one and places the figures in a row according to size). Suddenly, dad the hedgehog said: “Look how big the cloud is. Now it's going to rain"

.
“Let’s run into the forest,” suggested the hedgehog’s mother.
“Let’s hide under the tree . But then it started to rain, and the hedgehogs did not have time to hide. You guys have umbrellas. Help the hedgehogs, give them umbrellas. Just look carefully at which umbrella is suitable for whom. (See if children use the principle of comparing objects by size.) “Well done, now all the hedgehogs are hiding under umbrellas. And they thank you." The teacher asks someone why he gave one umbrella to daddy the hedgehog and another to mommy hedgehog; next child - why did he give the little hedgehogs different umbrellas? Children answer, and the teacher helps them formulate the answer correctly.

Didactic game “Search and Find”

Goal: to learn to find objects of different shapes in a room by word name; develop attention and memory.

Progress of the game. The teacher lays out toys of different shapes in different places in the group room in advance and says: “We will look for round-shaped objects. Find everything that is round in our room and bring it to my table.” The children disperse, the teacher provides assistance to those who are having difficulty. Children bring objects, put them on the teacher’s table, sit down. The teacher examines the objects they brought with them, evaluates the result of completing the task. The game is repeated, children look for objects of a different shape.

Didactic game "Painting"

Goal: to learn to place objects on a sheet of paper (top, bottom, sides)

; develop attention, imitation; consolidate the perception of holistic objects and distinguish them from each other.

Equipment. A large sheet of paper for the panel, large applique details (sun, strip of land, house, figurine of a boy or girl, tree, bird, sheets of paper, the same small applique elements, trays, glue, tassels, oilcloths, rags according to the number of children.

Progress of the game. The teacher tells the children that they will make a beautiful picture: he will do it on a large sheet of paper attached to the board, and they will do small ones on their own sheets of paper. You just need to watch carefully and do everything as the teacher does. Then the teacher distributes material for the application to the children. First, he sticks a strip of earth at the bottom, the sun at the top, etc. The teacher does everything slowly, recording his actions at each moment and giving the children the opportunity to choose each element and place it correctly on paper. If necessary, helps the child determine the place on a sheet of paper (top, bottom)

.

Upon completion, the teacher compares the children’s work with his own, discussing the spatial arrangement of objects, praises them, evoking a positive attitude towards the result of the work. Then he briefly describes the content of the resulting image, fixing the spatial arrangement of objects: “The boy went out into the street. I looked - the earth was below, the sky was above. The sun is in the sky. Below, on the ground, is a house and a tree. The boy is standing near the house on one side, and the tree is on the other side. A bird is sitting on a tree."

Didactic game "Let's build houses"

Goal: to learn to visually correlate the size of objects and check your choice by superimposing; develop attention; consolidate words that define the relativity of quantities “more”

,
“less”
,
“identical”
.

Equipment.

1st option. Three cardboard houses of different sizes with slots for doors and windows, without roofs; cardboard windows, doors, roofs of three sizes, corresponding to the size of the houses.

2nd option. Small cardboard houses without roofs with slots for windows and doors, elements for them (roofs, doors, windows)

for every child.

Progress of the game. The teacher inserts large images of three houses into the typesetting canvas, placing them in random order and not in a row. (roofs, windows, doors) mixed on the table.

.
Then he tells the children that they will be builders, they will complete houses, which should be neat and level; All parts should be selected so that they fit the required parts. The children go around and take turns “finishing”
the houses. Those sitting at the table take part in the assessment of each stage of the work. At the end, the teacher sums up: “For the largest house we installed smaller doors, a smaller roof, smaller windows. And the smallest house has the smallest windows, the smallest door, the smallest roof.”

Didactic game “Beautiful Pattern”

Goal: to learn to select quantities based on the word-name of objects, to develop attention; form a positive attitude towards the result obtained - the rhythmic alternation of values.

Equipment. Strips of clean thick paper according to the number of children, geometric shapes of different sizes for laying out patterns (circles, squares, rhombuses, hexagons, etc.)

; trays, typesetting cloth.

Progress of the game. The teacher hands out sheets of paper to the children and places trays with geometric shapes on the table. He says that now they will lay out a beautiful pattern, shows a sample of the action: “Big square. (Takes the form and inserts it into the typesetting canvas)

.
A small square, another small square." (Inserts it back into the canvas, etc.)
then the teacher suggests laying out the forms under dictation. At the beginning, he makes sure not only that the values ​​are correctly alternating, but also that the children act from left to right and maintain the same distance between elements. When the task is repeated, other forms are given, and their alternation also changes. In conclusion, the teacher examines the resulting patterns and gives all works a positive assessment.

Game "Build a pyramid"

Goal: Development of fine motor skills, coordination, dexterity. Development of emotional state.

Progress of the game: The teacher offers the child a container from the filler (peas, beans)

Make a slide, a pyramid.

Equipment: Container with filler, fillers.

Progress of the game:

Q: This bear willingly lies on its side, back, or stomach. We need to ask him about this.

Children ask for a bear using the verb LYAG

By complicating the task, the teacher creates a new game situation with any other toy

Name it in one word

Goal: to teach to enrich objects with one word, to enrich vocabulary.

Material: pictures of a piano, violin, drum, saw, axe, plane, sewing machine, scissors, needles, etc.